CSCI C335 Computer Structures Teaching/Learning Goals

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The Who and What of C335

What - The lecture topics generally cover the theoretical basis of the stored program computer organization most commonly used today and the Intel family of processors specifically. A strong effort is made to connect the familiar high level language concepts such as function, parameters, recursion, and data structures to the machine level implementation in order to better understand high level languages implementation and their relation to a computer architecture. Main topics include the physical organization of computer systems, standard computer processor organization, and characteristics of processor operation.

Weekly exercises closely complement lecture topics. The exercises rely heavily upon the use of assembly language level programming to practice concepts discussed. While the purpose of the course is not to train assembly language programmers, active learning involvement to understand how computers operate is best promoted through using the computer which, for this course, translates to implementing programs. While demanding extreme attention to detail, all programming exercises are short, usually one or two pages. A final project offers the opportunity to delve deeper into an interesting topic selected by the instructor, past projects have implemented a command line processor for MS-DOS and a Web server. More specific information can be obtained by reading the following discussion of course goals or by examining exercises listed as home works on the course syllabus. 

The learning goals of each computer science course strive to capture intended learning outcomes. The goals are expressed using the terms that follow. These terms describe the level of familiarity (most to least) with respect to various kinds of material and procedures.

• Mastery means the student will be able to exhibit knowledge of the material and/or skill with the procedure, in a new but appropriate context, even when not instructed to do so.
• Familiarity means the student will be able to answer questions about the material and/or to use the procedure, in a new but appropriate context, when instructed to do do.
• Exposure means the student will have heard the term and/or seen the procedure, but may not be able to discuss or use it effectively without further instruction.

• Mastery
  1. AR2 - Machine level representation of data (1)
  2. AR3 - Assembly level machine organization (2)
  3. PF1 - Fundamental programming constructs (1) Conditional and iterative control structures; functions and parameter passing.
• Familiarity
  1. AR2 - Machine level representation of data (2)
  2. AR3 - Assembly level machine organization (4)
  3. AR4 - Memory system organization and architecture (1)
  4. AR5 - Interfacing and communication (1)
  5. PF1 - Fundamental programming constructs (5) Conditional and iterative control structures; functions and parameter passing.
  6. PF4 - Fundamental data structures (6) Arrays; Strings and string processing; data representation in memory; static, stack allocation; pointers and references.
  7. PF5 - Recursion (2) Recursive mathematical functions; implementation of recursion.
  8. PF7 - Using APIs (2) API programming.
• Exposure
  1. AR1 - Digital logic and digital systems (0)
  2. AR3 - Assembly level machine organization (4)
  3. AR4 - Memory system organization and architecture (2)
  4. AR5 - Interfacing and communication (1)
  5. AR6 - Functional organization (0)
  6. AR7 - Multiprocessing and alternative architectures (0)

Computer science demands competency in a range of skills. Therefore, students benefit from the guided practice in the environment of a university class. To facilitate this, C335 includes the following:

1. Students complete weekly programming assignments aimed at developing the foundational skills.
2. Class time is divided between instructor lecture, discussion, and in class exercises. Individual student questions serve to guide the class discussion.
3. Structured programming methodology based on the C language is used throughout the course to assist students in abstracting the details of writing assembly programs.
4. Programming exercises are available as Web-pages and are discussed in class.
5. Most questions arise when students are working on exercises outside of class. Students are encouraged to contact the instructor directly or by emailing their questions and code of the troublesome exercise for guidance.
6. In recognition that problem solving is often an iterative process, assignments that are less than perfect can be submitted for instructor evaluation, refined and resubmitted for additional credit.