Unit information: Computer Architecture in 2024/25

Unit name	Computer Architecture
Unit code	COMS10015
Credit points	20
Level of study	C/4
Teaching block(s)	Teaching Block 4 (weeks 1-24)
Unit director	Dr. Tom Deakin
Open unit status	Not open
Units you must take before you take this one (pre-requisite units)	None
Units you must take alongside this one (co-requisite units)	None
Units you may not take alongside this one	None
School/department	School of Computer Science
Faculty	Faculty of Engineering

Unit Information

Why is this unit important?

This unit lifts the lid on how computer processors work, building up layers of abstraction from “Sand to C”. The unit builds up from mathematical logic and construction of transistors from Silicon, through building simple circuits which can calculate, remember data and computational state, to building simple programmable processors which can run real programs we write. The unit features a distinctive mix for bridging between the theory and practice. The arising discipline of computer architecture forms one of the foundational pillars of computer science.

How does this unit fit into your programme of study'?

This is a mandatory unit taken in year 1.

Your learning on this unit

An overview of content

This unit delivers an introduction to computer architecture: the focus is on bridging the gap between high-level programming languages and the hardware (e.g., micro-processors) on which associated programs execute. The unit content can be described as three main topics, which gradually build from lower to higher level concepts:

1. From Mathematics and Physics to digital logic:

• Boolean algebra, integer representation and arithmetic,
• physical design of logic components (e.g., logic gates from transistors),
• use of combinatorial logic components (e.g., Karnaugh maps),
• use of sequential logic components (e.g., state machines)

2. From digital logic to computer processors:

• processor paradigms: counter, accumulator, and register machines; von Neumann vs. Harvard architecture; RISC vs. CISC,
• memory paradigms: von Neumann bottleneck, memory hierarchy; cache memories,
• instruction set design: instruction classes; addressing modes; instruction encoding and decoding,
• processor design: buses; control and data paths; ALU; microcoded vs. hardwired control; fetch-decode-execute cycle.

3. From computer processors to software applications:

• development tools: assembly language; assembly and linkage processes; debuggers; compilers,
• support for structured programming (e.g., function calls),
• support for operating systems (e.g., interrupts, protection).

How will students, personally, be different as a result of the unit?

Students will develop an understanding of how computers really work, laying the foundation of this fundamental knowledge needed for the field of Computer Science. An important threshold concept is the execution of a program stored in memory, connecting the themes of programs, data, and computer hardware for the first time. After this unit, students will be able to understand and explain how the software they write actually runs on computer processors, grounding the higher levels of abstraction in the wider discipline of Computer Science.

Learning Outcomes

On successful completion of this unit, students will be able to:

1. Implement and design building blocks found in computer system hardware in a simulated form,
2. Recall and apply basic fundamental principles that support the design of computer systems,
3. Explain the design, implementation, integration, and configuration of principal components within a typical computer system, including both hardware and software and any trade-offs involved,
4. Demonstrate how high-level (e.g., C) programs are executed by and interact with the underlying hardware, and therefore how to use said hardware in the most effective manner.

How you will learn

Teaching will be delivered through a combination of:

• synchronous sessions including lectures to introduce fundamental concepts and by supplementary asynchronous videos and/or materials
• scheduled labs for practical activities
• self-directed exercises with opportunities to discuss these with teaching staff

How you will be assessed

Tasks which help you learn and prepare you for summative tasks (formative):

Weekly labs covering practical activities, problems, and sample solutions, all with direct, in-person feedback from unit teaching staff.

Tasks which count towards your unit mark (summative):

• Coursework – implement hardware simulation in software (30%) (ILO 1)
• Exam (in the summer examination period, 70%) (ILOs 2-4)

When assessment does not go to plan

Students will be required to retake relevant assessments in a like-for-like fashion in accordance with the University rules and regulations.

Resources

If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.

If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. COMS10015).

How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours of study to complete. Your total learning time is made up of contact time, directed learning tasks, independent learning and assessment activity.

See the University Workload statement relating to this unit for more information.

Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit. The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates within the Regulations and Code of Practice for Taught Programmes.