1. EEM 486 EEM 486: Computer Architecture Lecture 1 Course Introduction and the Five Components of a Computer

2. Lec 1.2 Course Information  Instructor:Atakan Doğan (atdogan@anadolu.edu.tr)atdogan@anadolu.edu.tr  Office Hours: Anytime  Materials: http://home.anadolu.edu.tr/~atdogan  Text: Patterson and Hennessy, Computer Organization and Design: The Hardware/Software Interface, 3rd Edition.

3. Lec 1.3 Grading  Grading Midterm I: 25% (XX% Course + YY% Project) Midterm II: 25% (XX% Course + YY% Project) Homeworks 10% Final: 40% (XX% Course + YY% Project)  HW policy: return in 1 week; no late HW; no cheating  Grading Guidelines AA: 90-100 Others: 40-90 FF: 0-40

4. Lec 1.4 What You Need to Know  Logic design (EEM 232) Logical equations, schematic diagrams, components  Basic machine structure (EEM 333) Processor, memory, I/O  Read and write in an assembly language (EEM 336)

5. Lec 1.5 Introduction  This course is all about how computers work  But what do we mean by a computer? Different types: desktop, servers, embedded devices Different uses: automobiles, graphics, finance, genomics… Different manufacturers: Intel, Apple, IBM, Microsoft, Sun… Different underlying technologies and different costs!  Analogy: Consider a course on “automotive vehicles” Many similarities from vehicle to vehicle (e.g., wheels) Huge differences from vehicle to vehicle (e.g., gas vs. electric)  Best way to learn: Focus on a specific instance and learn how it works While learning general principles and historical perspective

6. Lec 1.6 Why learn this stuff?  You want to call yourself a “computer scientist”  You want to build software that people use (need performance)  You need to make a purchasing decision or offer “expert” advice  Both Hardware and Software affect performance: Algorithm determines number of source-level statements Language/Compiler/Architecture determine machine instruction (Chapter 2 and 3) Processor/Memory determine how fast instructions are executed (Chapter 5, 6, and 7)  Assessing and Understanding Performance in Chapter 4

7. Lec 1.7 Historical Perspective  ENIAC built in World War II was the first general purpose computer Used for computing artillery firing tables 80 feet long by 8.5 feet high and several feet wide Each of the twenty 10 digit registers was 2 feet long Used 18,000 vacuum tubes Performed 1900 additions per second

8. Lec 1.8 Technology  Rapidly changing field: vacuum tube -> transistor -> IC -> VLSI  Moore’s Law transistor capacity doubles every 18-24 months

9. Lec 1.9 VLSI commercial IC technology extrapolations

10. Lec 1.10 Microprocessor Logic Density  In ~1985 the single-chip processor (32-bit) and the single-board computer emerged workstations, personal computers, multiprocessors have been riding this wave since  In the 2002+ timeframe, these may well look like mainframes compared single-chip computer (maybe 2 chips)

11. Lec 1.11 Processor Performance (SPEC) RISC introduction Performance now improves 50% per year (2x every 1.5 years)

12. Lec 1.12 Technology Trends  Processor Logic capacity:about 30% per year Clock rate:about 20% per year  Memory DRAM capacity:about 60% per year (4x every 3 years) Memory speed:about 10% per year Cost per bit:improves about 25% per year  Disk Capacity:about 60% per year Total data use:100% per 9 months!  Network Bandwidth Bandwidth increasing more than 100% per year!

13. Lec 1.13 What is “Computer Architecture”? Computer Architecture = Instruction Set Architecture + Machine Organization

14. Lec 1.14 A View of Computer Architecture  Coordination of many levels of abstraction  Under a rapidly changing set of forces; technology, applications, OS, programming languages, etc.  Design, Measurement, and Evaluation Instruction Set Architecture I/O systemInstr. Set Proc. Compiler Operating System Application Digital Design Circuit Design Firmware Datapath & Control Layout

15. Lec 1.15 Processor Organization  Capabilities & performance characteristics of principal functional units, e.g., Registers, ALU, Shifters, Logic Units,...  Ways in which these components are interconnected  Information flows between components  Logic and means by which such information flow is controlled  Choreography of FUs to realize the ISA  Register Transfer Level (RTL) Description

16. Lec 1.16 The Instruction Set: a Critical Interface instruction set software hardware

17. Lec 1.17 Instruction Set Architecture  A very important abstraction interface between hardware and low-level software standardizes instructions, machine language bit patterns, etc. advantage: different implementations of the same architecture disadvantage: sometimes prevents using new innovations True or False: Binary compatibility is extraordinarily important?  Modern instruction set architectures: IA-32, PowerPC, MIPS, SPARC, ARM, and others

18. Lec 1.18 Machine Organization: The Big Picture Since 1946 all computers have had 5 components Control Datapath Memory Processor Input Output

19. Lec 1.19 Machine Organization  Components: input (mouse, keyboard) output (display, printer) memory (disk drives, DRAM, SRAM, CD) network  Our primary focus: the processor (datapath and control) implemented using millions of transistors impossible to understand by looking at each transisto

20. Lec 1.20 How do computers work?  Need to understand abstractions such as: Applications software Systems software Assembly Language Machine Language Architectural Issues: i.e., Caches, Virtual Memory, Pipelining Sequential logic, finite state machines Combinational logic, arithmetic circuits Boolean logic, 1s and 0s Transistors used to build logic gates (CMOS) Semiconductors/Silicon used to build transistors Properties of atoms, electrons, and quantum dynamics  So much to learn!

21. Lec 1.21 Where are We Going?? EEM 486 AU’05 Arithmetic Single/multicycle Datapaths IFetchDcdExecMemWB IFetchDcdExecMemWB IFetchDcdExecMemWB IFetchDcdExecMemWB PipeliningMemory Systems I/O

22. Lec 1.22 Summary  All computers consist of five components Processor: (1) datapath and (2) control (3) Memory (4) Input devices and (5) Output devices  Not all “memory” are created equally Cache: fast (expensive) memory are placed closer to the processor Main memory: less expensive memory--we can have more  Need to design against constraints of performance, power, area and cost