Grading values of Computer Architecture
The following categories are going to define the grading for the Computer Architecture class: Each category will be graded separately, according to the given point system. In all areas, include as much detail as possible regarding design choices. What were your choices, and why did you make the choices you made? When possible, narrate trace-offs that you considered with each decision.
Overall Conception (50 points)
Provide a high-level description of your initial conceptualization of the microprocessor. Include verbal descriptions, and where possible, visual block diagrams. If your perception of the microprocessor has changed through the course of this class, describe how that perception has changed and what specific details have changed your perception.
Functional Design (100 points)
Provide a break-down of the functional components in your microprocessor design. Provide descriptions of each of the main components (register set, ALU, Control unit, memory interface) but do not neglect the smaller components such ad multiplexors, selectors, and even the databusses.
Instruction Set Design (50 Points)
If you made changes to the instruction set discussed in class, describe what the changes were and how they impacted your design.
If you did not make any changes to the discussed instruction set, describe what the strangths and weaknesses are in the original instruction set.
Register Set Design, simulation/testing (100 Points)
Show a high-level diagram of your register set, with verbal descriptions and visual diagrams; how many registers, how wide (data bits), and what you like and dislike about the implementation of the register set. Are there any changes you would like to implement to the current design? Describe the changes.
Provide any testbench and simulation results you used to prove the functionality. (Do this for all system components below that request simulation/testing data.)
ALU Design, simulation/testing (50 Points)
Describe the capabilities and drawbacks discovered in the design of the ALU. Are there any missing capabilities, and redundant or lower-preference capabilities that could be thrown out in order to make space for new instructions? Are there any alternative solutions?
Data flows (each type of instruction) (100 Points)
For EACH TYPE of instruction (Loads, stores, moves, math operations, jumps, branches, etc.) show all of the data that has to flow through the design by highlighting on your functional block diagram, and verbally describing why it is necessary to the flow. Describe what additions and modifications you had to make to the original design to accommodate all of the flows of data to accomplish all of the different types of instructions.
Describe how you would re-deign various components of your current design to ease the flow of data through critical paths. If you were to start over from the beginning of the design process, what changes would you make to your original design?
Control System Design, simulation/testing (150 Points)
Describe each of the signals, in detail, from the control system out to the components, describe what the signal is, how it is used in the system, for EACH TYPE of instruction. In cases where a signal is “don’t care” during the execution of an instruction, document this fact as well. For each signal, what percentage of the time is the signal in “don’t care” state for the overall set of instructions?
Overall system, simulation, testing (100 Points)
Give a narrative on the overall system and how it all works as a single unit. Show examples demonstrating EACH TYPE of instruction and demonstrate the instruction operates.
Conclusion
In the final stages, what strengths and weaknesses are discovered in your design? What would you like to change, and how significant of an impact to your existing design would the change have on the original design? You should have a list of huge impacts (meaning starting over from the beginning of the design process), significant impacts (things that would be very difficult to change, but possible), and minor impacts (things that would not be terrible). You may find other categories; if so, list them.
Epilogue
Finally, through the experience of this course, how has your personal perception of the microprocessor and its architecture changed your perceptions of mircoprocessors and computer system design. (It is OK for this section to be written in 1st person.)
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