Crucial topics in computer architecture education and a survey of textbooks and papers

Name: Crucial topics in computer architecture education and a survey of textbooks and papers
Author: Yıldız, A., Gören, S., Uğurdağ, Hasan Fatih, Aktemur, B., Akdoğan, Taylan

İsim	Crucial topics in computer architecture education and a survey of textbooks and papers
Yazar	Yıldız, A., Gören, S., Uğurdağ, Hasan Fatih, Aktemur, B., Akdoğan, Taylan
Basım Tarihi:	2020
Basım Yeri	- International Association of Engineers
Konu	Assembly language, Computer architecture education, Computer organization education, CPU customization, FPGA, Instruction pipelining, Instruction set completeness, Instruction set design, Memory banks, Memory hierarchy, Memory-mapped I/O, Microcontroller versus microprocessor, One-instruction CPU, Self-modifying code
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	1819-656X
Kayıt Numarası	66c0b1da-e8ce-4934-9948-b025cb43b3c4
Lokasyon	Natural and Mathematical Sciences, Electrical & Electronics Engineering
Tarih	2020
Notlar	TüBİTAK
Örnek Metin	We have been teaching undergraduate computer architecture since 2012 in an unconventional way. Most undergraduate computer architecture courses are based on microprocessors, and they quickly move into advanced topics such as instruction pipelining, forwarding, branch prediction, cache, and even memory management unit. We instead spend only the last one-third of our course on these topics. The first two thirds of the course is devoted to microcontrollers, i.e., simple-minded processors with no memory hierarchy, no branch prediction, sometimes even no pipelining. Our claim is that it is very hard to truly grasp the advanced topics without full grasp of the basics. Equipped with the above approach, this article comes up with an all-inclusive list of crucial topics for computer architecture education, and it surveys 25 computer architecture textbooks as well as 38 computer architecture education papers to see how much they cover these topics. In addition to that, the article contains a concise description of the perspective of our course. One of the pillars of our course is a working CPU on FPGA. We have so far had around 600 students design their own unique CPUs using Verilog given a complete instruction set, close to 70% of them with complete success.
Cilt	47

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Crucial topics in computer architecture education and a survey of textbooks and papers

Yazar Yıldız, A., Gören, S., Uğurdağ, Hasan Fatih, Aktemur, B., Akdoğan, Taylan

Basım Tarihi 2020

Basım Yeri - International Association of Engineers

Konu Assembly language, Computer architecture education, Computer organization education, CPU customization, FPGA, Instruction pipelining, Instruction set completeness, Instruction set design, Memory banks, Memory hierarchy, Memory-mapped I/O, Microcontroller versus microprocessor, One-instruction CPU, Self-modifying code

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 1819-656X

Kayıt Numarası 66c0b1da-e8ce-4934-9948-b025cb43b3c4

Lokasyon Natural and Mathematical Sciences, Electrical & Electronics Engineering

Tarih 2020

Notlar TüBİTAK

Örnek Metin We have been teaching undergraduate computer architecture since 2012 in an unconventional way. Most undergraduate computer architecture courses are based on microprocessors, and they quickly move into advanced topics such as instruction pipelining, forwarding, branch prediction, cache, and even memory management unit. We instead spend only the last one-third of our course on these topics. The first two thirds of the course is devoted to microcontrollers, i.e., simple-minded processors with no memory hierarchy, no branch prediction, sometimes even no pipelining. Our claim is that it is very hard to truly grasp the advanced topics without full grasp of the basics. Equipped with the above approach, this article comes up with an all-inclusive list of crucial topics for computer architecture education, and it surveys 25 computer architecture textbooks as well as 38 computer architecture education papers to see how much they cover these topics. In addition to that, the article contains a concise description of the perspective of our course. One of the pillars of our course is a working CPU on FPGA. We have so far had around 600 students design their own unique CPUs using Verilog given a complete instruction set, close to 70% of them with complete success.

Cilt 47