1.

Vision & Mission (includes PEOs, POs, PSOs)

Vision and Mission
VISION

 To impart technical education of the highest standards, producing competent and confident
engineers with an ability to use computer science knowledge to solve societal problems.

MISSION

 To make learning process exciting, stimulating and interesting.

 To impart adequate fundamental knowledge and soft skills to students.
 To expose students to advanced computer technologies in order to excel in engineering
practices by bringing out the creativity in students.
 To develop economically feasible and socially acceptable software.

PEOs, POs & PSOs

PROGRAM EDUCATIONAL OBJECTIVES (PEOs)

The Bachelor’s program in Computer Science and Engineering is aimed at preparing graduates who
will:-

PEO-1: Achieve recognition through demonstration of technical competence for successful execu-
tion
of software projects to meet customer business objectives.

PEO-2: Practice life-long learning by pursuing professional certifications, higher education or re-
search in
the emerging areas of information processing and intelligent systems at a global level.

PEO-3: Contribute to society by understanding the impact of computing using a multidisciplinary

and
ethical approach.
 Program Outcomes & Program Specific Outcomes with Performance Indicators

PO 1: Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialisation for the solution of complex engineering
problems.
Competency Indicators
1.1.1 Apply the knowledge of discrete structures,
linear algebra, statistics and numerical tech-
1.1 Demonstrate niques to solve problems

competence in mathematical modelling 1.1.2 Apply the concepts of probability, statistics

and queuing theory in modeling of computer-
based system, data and network protocols.
1.2 Demonstrate competence in basic sci- 1.2.1 Apply laws of natural science to an engi-
ences neering problem
1.3 Demonstrate competence in engineer-
1.3.1 Apply engineering fundamentals
ing fundamentals
1.4 Demonstrate competence in special-
ized
1.4.1 Apply theory and principles of computer
science and engineering to solve an engineering
engineering knowledge to
problem
the program
PO 2: Problem analysis: Identify, formulate, research literature, and analyse complex engi-
neering problems reaching substantiated conclusions using first principles of mathematics,
natural sciences, and engineering sciences.
Competency Indicators
2.1.1 Evaluate problem statements and identifies
objectives

2.1.2 Identify processes/modules/algorithms of a

2.1 Demonstrate an ability to identify and
computer-based system and parameters to solve
formulate complex engineering problem
a problem

2.1.3 Identify mathematical algorithmic knowl-

edge that applies to a given problem
2.2 Demonstrate an ability to formulate a 2.2.1 Reframe the computer-based system into
solution plan and methodology for an en- interconnected subsystems
gineering problem
2.2.2 Identify functionalities and computing re-
sources.

2.2.3 Identify existing solution/methods to solve

the problem, including forming justified approx-
imations and assumptions

2.2.4 Compare and contrast alternative

 solution/methods to select the best methods

2.2.5 Compare and contrast alternative solution

processes to select the best process.
2.3.1 Able to apply computer engineering princi-
ples to formulate modules of a system with re-
2.3 Demonstrate an ability to formulate quired applicability and performance.
and interpret a model
2.3.2 Identify design constraints for required per-
formance criteria.
2.4.1 Applies engineering mathematics to imple-
ment the solution.

2.4.2 Analyze and interpret the results using con-

temporary tools.
2.4 Demonstrate an ability to execute a so-
lution process and analyze results
2.4.3 Identify the limitations of the solution and
sources/causes.

2.4.4 Arrive at conclusions with respect to the

objectives.
PO 3: Design/Development of Solutions: Design solutions for complex engineering prob-
lems and design system components or processes that meet the specified needs with appro-
priate consideration for public health and safety, and cultural, societal, and environmental
considerations.
Competency Indicators
3.1.1 Able to define a precise problem statement
with objectives and scope.

3.1.2 Able to identify and document system re-

quirements from stake- holders.

3.1.3 Able to review state-of-the-art literature to

3.1 Demonstrate an ability to define a synthesize system requirements.
complex/
3.1.4 Able to choose appropriate quality at-
open-ended problem in engineering terms tributes as defined by ISO/IEC/IEEE standard.

3.1.5 Explore and synthesize system require-

ments from larger social and professional con-
cerns.

3.1.6 Able to develop software requirement spec-

ifications (SRS).
3.2 Demonstrate an ability to generate a 3.2.1 Able to explore design alternatives.
diverse set of alternative design solutions
3.2.2 Able to produce a variety of potential de-
 sign solutions suited to meet functional require-
ments.

3.2.3 Identify suitable non-functional require-

ments for evaluation of alternate design solu-
tions.
3.3.1 Able to perform systematic evaluation of
the degree to which several design concepts
3.3 Demonstrate an ability to select opti- meet the criteria.
mal design scheme for further develop-
ment 3.3.2 Consult with domain experts and stakehold-
ers to select candidate engineering design solu-
tion for further development
3.4.1 Able to refine architecture design into a de-
tailed design within the existing constraints.

3.4 Demonstrate an ability to advance an 3.4.2 Able to implement and integrate the mod-
engineering design to defined end state ules.

3.4.3 Able to verify the functionalities and vali-

date the design.
PO 4: Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of data, and
synthesis of the information to provide valid conclusions.
Competency Indicators
4.1.1 Define a problem for purposes of investiga-
tion, its scope and importance
4.1 Demonstrate an ability to conduct in-
vestigations of technical issues consistent 4.1.2 Able to choose appropriate procedure/algo-
with their level of knowledge and under- rithm, dataset and test cases.
standing
4.1.3 Able to choose appropriate hardware/soft-
ware tools to conduct the experiment.
4.2.1 Design and develop appropriate proce-
4.2 Demonstrate an ability to design ex-
dures/methodologies based on the study objec-
periments to solve open-ended problems
tives
4.3 Demonstrate an ability to analyze data 4.3.1 Use appropriate procedures, tools and tech-
and reach a valid conclusion niques to collect and analyze data

4.3.2 Critically analyze data for trends and corre-

lations, stating possible errors and limitations

4.3.3 Represent data (in tabular and/or graphical

forms) so as to facilitate analysis and explana-
tion of the data, and drawing of conclusions

4.3.4 Synthesize information and knowledge

 about the problem from the raw data to reach ap-
propriate conclusions

PO 5: Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modelling to complex engineering
activities with an understanding of the limitations.
Competency Indicators
5.1.1 Identify modern engineering tools, techniques
5.1 Demonstrate an ability to identify/ and resources for engineering activities
create modern engineering tools, tech-
niques and resources 5.1.2 Create/adapt/modify/extend tools and tech-
niques to solve engineering problems
5.2.1 Identify the strengths and limitations of tools
for (i) acquiring information, (ii) modeling and
5.2 Demonstrate an ability to select and
simulating, (iii) monitoring system performance,
apply discipline
and (iv) creating engineering designs.
specific tools, techniques and resources
5.2.2 Demonstrate proficiency in using discipline-
specific tools
5.3.1 Discuss limitations and validate tools, tech-
5.3 Demonstrate an ability to evaluate niques and resources 5.3.2 Verify the credibility of
the suitability and limitations of tools results from tool use with reference to the accuracy
used to solve an engineering problem and limitations, and the assumptions inherent in
their use.
PO 6: The engineer and society: Apply reasoning informed by the contextual knowledge to
assess societal, health, safety, legal, and cultural issues and the consequent responsibilities
relevant to the professional engineering practice.
Competency Indicators
6.1Demonstrate an ability to describe 6.1.1 Identify and describe various engineering
engineering roles in a broader context, roles; particularly as pertains to protection of the
e.g. pertaining to the environment, public and public interest at the global, regional
health, safety, legal and public welfare and local level
6.2 Demonstrate an understanding of 6.2.1 Interpret legislation, regulations, codes, and
professional engineering regulations, standards relevant to your discipline and explain
legislation and standards its contribution to the protection of the public
PO 7: Environment and sustainability: Understand the impact of the professional engi-
neering solutions in societal and environmental contexts, and demonstrate the knowledge of,
and the need for sustainable development.
Competency Indicators
7.1.1 Identify risks/impacts in the life-cycle of an
7.1 Demonstrate an understanding of the engineering product or activity
impact of engineering and industrial
practices on social, environmental and 7.1.2 Understand the relationship between the tech-
in economic contexts nical, socio-economic and environmental dimen-
sions of sustainability
 7.2.1 Describe management techniques for sustain-
able development
7.2 Demonstrate an ability to apply prin-
ciples of sustainable design and devel-
7.2.2 Apply principles of preventive engineering
opment
and sustainable development to an engineering ac-
tivity or product relevant to the discipline
PO 8: Ethics: Apply ethical principles and commit to professional ethics and responsibilities
and norms of the engineering practice.
Competency Indicators
8.1 Demonstrate an ability
8.1.1 Identify situations of unethical professional
conduct and propose ethical alternatives
to recognize ethical dilemmas
8.2.1 Identify tenets of the ASME professional
code of ethics
8.2 Demonstrate an ability to apply the
Code of Ethics
8.2.2 Examine and apply moral & ethical princi-
ples to known case studies
PO 9: Individual and team work: Function effectively as an individual, and as a member or
leader in diverse teams, and in multidisciplinary settings.
Competency Indicators
9.1.1 Recognize a variety of working and learning
preferences; appreciate the value of diversity on a
team
9.1 Demonstrate an ability to form a
team and define a role for each member
9.1.2 Implement the norms of practice (e.g. rules,
roles, charters, agendas, etc.) of effective team
work, to accomplish a goal.
9.2.1 Demonstrate effective communication, prob-
lem-solving, conflict resolution and leadership
9.2 Demonstrate effective individual skills
and team operations-- communication,
problem
9.2.2 Treat other team members respectfully
solving, conflict resolution and leader-
9.2.3 Listen to other members
ship skills
9.2.4 Maintain composure in difficult situations
9.3 Demonstrate success in a team-based 9.3.1 Present results as a team, with smooth inte-
project gration of contributions from all individual efforts
PO 10: Communication: Communicate effectively on complex engineering activities with
the engineering community and with the society at large, such as being able to comprehend
and write effective reports and design documentation, make effective presentations, and give
and receive clear instructions
Competency Indicators
10.1 Demonstrate an ability to compre- 10.1.1 Read, understand and interpret technical and
hend technical literature and document non-technical information
project work
10.1.2 Produce clear, well-constructed, and well-
 supported written engineering documents

10.1.3 Create flow in a document or presentation -

a logical progression of ideas so that the main
point is clear
10.2.1 Listen to and comprehend information, in-
structions, and viewpoints of others
10.2 Demonstrate competence in listen-
ing, speaking, and presentation
10.2.2 Deliver effective oral presentations to tech-
nical and non-technical audiences
10.3.1 Create engineering-standard figures, reports
and drawings to complement writing and presenta-
10.3 Demonstrate the ability to integrate tions
different modes of communication
10.3.2 Use a variety of media effectively to convey
a message in a document or a presentation
PO 11: Project management and finance: Demonstrate knowledge and understanding of
the engineering and management principles and apply these to one’s work, as a member and
leader in a team, to manage projects and in multidisciplinary environments.
Competency Indicators
11.1.1 Describe various economic and financial
costs/benefits of an engineering activity
11.1 Demonstrate an ability to evaluate
the economic and financial performance
11.1.2 Analyze different forms of financial state-
of an engineering activity
ments to evaluate the financial status of an engi-
neering project
11.2 Demonstrate an ability to compare
11.2.1 Analyze and select the most appropriate
and contrast the costs/benefits of alter-
proposal based on economic and financial consid-
nate proposals for an engineering activ-
erations.
ity

11.3.1 Identify the tasks required to complete an en-

gineering activity, and the resources required to
11.3 Demonstrate an ability to plan/ complete the tasks.
manage an engineering activity within
time and budget constraints 11.3.2 Use project management tools to schedule an
engineering project, so it is completed on time and
on budget.
PO 12: Life-long learning: Recognise the need for, and have the preparation and ability to
engage in independent and life-long learning in the broadest context of technological
change.
Competency Indicators
12.1 Demonstrate an ability to identify 12.1.1 Describe the rationale for the requirement for
gaps in knowledge and a strategy to continuing professional development
close these gaps
 12.1.2 Identify deficiencies or gaps in knowledge
and demonstrate an ability to source information to
close this gap
12.2.1 Identify historic points of technological ad-
vance in engineering that required practitioners to
12.2 Demonstrate an ability to identify seek education in order to stay current
changing trends in engineering knowl-
edge and practice 12.2.2 Recognize the need and be able to clearly ex-
plain why it is vitally important to keep current re-
garding new developments in your field
12.3.1 Source and comprehend technical literature
and other credible sources of information
12.3 Demonstrate an ability to identify
and access sources for new information
12.3.2 Analyze sourced technical and popular infor-
mation for feasibility, viability, sustainability, etc.

Program Specific Outcomes

PSO1: Demonstrate competence to build effective solutions for computational real-

world problems using software and hardware across multi-disciplinary domains.
Performance Indicators

PSO1:

13.1 - Ability to recognize real-world problem(s) across multi-disciplinary domains.

13.2 - Elicit appropriate hardware/software for the solution

13.3 - Build effective solution(s) with the identified resources

PSO2: Adapt to current computing trends for meeting the industrial and societal needs
through a holistic professional development leading to pioneering careers or en-
trepreneurship.

Performance Indicators

PSO2:

14.1- Adapt to current computing trends to meet rapidly changing industry and societal needs

14.2-Trained to become holistic professionals

14.3-Motivate students to opt for higher studies.

14.4-Enable students to become employable / entrepreneurs

[Link]
[Link]
 COMPUTER ORGANIZATION
U21PC403CS

Instruction: 3 periods per week

Duration of SEE: 3 hours CIE: 30 marks
Credits: 3

Objectives:
1. To understand the structure and basic working principles of a computer system
in terms of Instruction Level Architecture and Instruction Execution, Processing
unit and Memory System Design.
2. To learn various communication techniques between I/O devices and the pro-
cessing unit.
3. To impart the knowledge on underlying algorithms used by the computer for
arithmetic operations and performance enhancement of processor using Pipelining
techniques.
Outcomes:
After the completion of the course, the student will be able to:
1. Understand the components and working of a computer system involving in-
struction sequencing and execution using memory.
2. Understand the working principles and design of a basic processing unit.
3. Explain the techniques used by a computer to communicate with I/O devices.
4. Evaluate various memory organizations and understand the design of memory
management techniques.
5 Understand and Apply the underlying arithmetic algorithms used by the computer
and design techniques to enhance the performance of CPU using pipelining.

UNIT – I
Basic Structure of Computers: Computer Types, Functional Units, Basic Operational
Concepts, Bus Structures, Software Performance, Multiprocessors and Multicomputer, Ma-
chine Instructions: Memory Locations and address ,Memory Operations. Instructions
and Instruction Sequencing, Addressing Modes
UNIT – II
Basic Processing Unit: Some Fundamental Concept- Register Transfers, Performing
Arithmetic, Logical Operations, Execution of a Complete Instruction, Multiple Bus
Organization, Harwired Control, Micro Programmed Control
UNIT – III
Input Output Organization: Accessing I/O Devices, Interrupts, Direct Memory Access and
Buses, Standard I/O interfaces
UNIT – IV
Memory System: Basic Concepts, Semiconductor RAM Memories, Read-Only memo-
ries, Associative Memory, Cache Memory, Performance Considerations, Performing
Arithmetic, Virtual memories, Memory Management Requirements
UNIT – V
Arithmetic: Addition and Subtraction of Signed numbers, Multiplication of
Positive numbers, Booth Algorithm, Pipelining: Basic Concepts, Data Haz-
ards, Instruction Hazards, Influence on Instruction sets, Data Path and Con-
trol Considerations
Text Books:
1. Carl Hamacher, Zvonko Vranesic, SafwatZaky, Computer Organization, 5th
Edition(2017). Tata McGraw Hill Education.
2. William Stallings, “Computer Organization and Architecture, Designing for Perfor-
mance”, Person, 10th Edition,2016.
 [Link] Prerequisites
Prerequisites of computer organization is Digital electronics, also Prerequisites Test
conducted.

Prerequisite Quiz
1)A computer is an ______________ device.
A. Electronic
B. Electrical
C. Mechanical
D. None of the above
2) CPU is called _____________ of computer.
A. Heart
B. Brain
C. Eyes
D. None of the above
3) CPU can be placed on one or more microchips called IC. Here IC stands for
___________
A. Integrated Circuit
B. Internal Circuit
C. Interesting Circuit
D. None of the above
4) The ICs are made up of _______________ materials.
A. Conductor
B. Insulator
C. Resistor
D. Semiconductor
5) ALU stands for __________
A. Arithmetic Logic Unit
B. Arithmetic Logic Universe
C. Arithmetic Logic gates Unit
D. None of the above
6) Data entered through input device is temporarily stored in ____
A. RAM
B. ROM
C. Hard disk
D. All of the above
7) Which of the following is Graphical User Interface based OS?
A. UNIX
B. DOS
C. WINDOWS
D. All of the above
8) _____________is used to store data, instructions and results permanently for fu-
ture use.
 A. Primary Memory
B. Secondary Memory
C. Main Memory
D. None of the above
9)The binary digits 0 and 1, which are the basic units of memory, are called
____________
A. bits
B. bytes
C. nibble
D. None of the above
10) 3TB = ___________GB
A. 1024
B. 3072
C. 2048
D. None of the above
11) _____________ is fetching data from the storage devices for processing.
A. Data Capturing
B. Data Storage
C. Data Retrieval
D. None of the above
12) __________ acts as an interface between the operating system and the attached
device.
A. Programming tools
B. Device driver
C. System Utility
D. None of the above
13) The program code written in assembly or high-level language is called
_____________
A. Source Code
B. Object Code
C. Machine Code
D. All of the above
14) The I/O devices are connected to the CPU via __________.
A. SDRAM's
B. Control circuits
C. Signals
D. BUS
15) Which of the following is used to choose between incrementing the PC or per-
forming ALU operations?
A. Conditional Units
B. Multiplexer
C. Control Codes
D. Memory bus
16) Which bus is used to connect the monitor to the CPU?
A. Single Bus
B. SCSI Bus
 C. Multiple Bus
D. Rambus
17) Function of Operating System is _______________

A. Memory Management
B. Device Management
C. File Management
D. All of the above
18) The ________ is the computational center of the CPU.
A. Registers
B. ALU
C. Flip-Flop
D. Multiplexer
19) Which format is used to store data?
A. BCH
B. BCD
C. Binary
D. Decimal
20) The program written and before being compiled or assembled is called
____________.

A. Start Program
B. Intermediate program
C. Source Program
D. Natural Program
 [Link] objectives & Course outcomes

Course Objectives:

 To understand the structure and basic working principles of a computer system in

terms of Instruction Level Architecture and Instruction Execution, Processing unit and
Memory System Design.
 To learn various communication techniques between I/O devices and the processing
unit.
 To impart the knowledge on underlying algorithms used by the computer for arith-
metic operations and performance enhancement of processor using Pipelining tech-
niques.

Course Outcomes:

After the completion of the course, the student will be able to:
 Understand the components and working of a computer system involving instruction
sequencing and execution using memory.
 Understand the working principles and design of a basic processing unit.
 Explain the techniques used by a computer to communicate with I/O devices.
 Evaluate various memory organizations and understand the design of memory management
techniques.
 Understand and Apply the underlying arithmetic algorithms used by the computer and de-
sign techniques to enhance the performance of CPU using pipelining.
 [Link] Plan
[Link] Plan Compliance
LESSON PLAN A. Y. (2022-23)

Sub: Computer Organization

Class: B.E CSE IV Semester Semester: IV
Syllabus Code: U21PC403CS Instruction Period: 12 weeks
Teacher: Dr Namita Parati

Wee Period Unit Topic Date Of Date Of Remarks

k Scheduled Compliance
1 1. Prerequisite Test 02/03/202
3
2. Course Outcome 03/03/202
3
3. Learning Levels 09/03/202
3
4. UNIT – I Basic Structure of 10/03/202
Computers: Computer Types, 3
Functional Units,
5. Technical / Cultural Fest 13/03/202
3 to
15/03/202
3
2 6. Basic Operational Concepts, 16/03/202
Bus Structures, 3
7. Software Performance, 17/03/202
Multiprocessors and 3
Multicomputer,
8. Machine Instructions: Memory 21/03/202
Locations and address. 3
9. Memory Operations. 23/03/202
Instructions and Instruction 3
Sequencing,
10. Addressing Modes. 24/03/202
3
3 11. Test 28/03/202
3
12. UNIT – II Basic Processing Unit: Some 30/03/202
Fundamental Concept- 3
Register Transfers,
13. Performing Arithmetic, 31/03/202
Logical Operations, 3
 14. CIE(Internal Test)-I 03/04/202
3
15. CIE(Internal Test)-I 04/04/202
3
4 16. CIE(Internal Test)-I 05/04/202
3
17. CIE(Internal Test)-I 06/04/202
3
18. Assignment I 11/04/202
3
19. Execution of a Complete 13/04/202
Instruction, 3
20. Multiple Bus Organization, 18/04/202
3
5 21. Harwired Control 20/04/202
3
22. Micro Programmed Control 21/04/202
3
23. Test 27/04/202
3
24. UNIT-III Input Output Organization: 28/04/202
Accessing I/O Devices, 3
25. Summer Vacation/ CRT 01/05/202
Program/ Internship 3 to
27/05/202
3
6 26. Interrupts 30/05/202
3
27. Direct Memory Access and 01/06/202
Buses 3
28. Standard I/O interfaces 02/06/202
3
29. Test 06/06/202
3
30. UNIT-IV Memory System: Basic 08/06/202
Concepts 3
7 31. Semiconductor RAM 09/06/202
Memories, Read-Only 3
memories,
32. Associative Memory, Cache 13/06/202
Memory, Performance 3
Considerations,
33. Performing Arithmetic, Virtual 15/06/202
memories, 3
34. Memory Management 16/06/202
Requirements 3
 35. Test 20/06/202
3
8 36. UNIT-V Arithmetic: Addition and 22/06/202
Subtraction of Signed numbers 3
37. Multiplication of Positive 23/06/202
numbers, Booth Algorithm 3
38. Pipelining: Basic Concepts, 27/06/202
Data Hazards, 3
39. Instruction Hazards 30/06/202
3
40. Influence on Instruction sets 04/07/202
3
9 41. Data Path and Control 06/07/202
Considerations 3
42. Assignment 2 07/07/202
3
43. Revision 11/07/202
3
44. Revision 13/07/202
3
45. Test 14/07/202
3
10 46. CIE(Internal Test)-II 17/07/202
3
47. CIE(Internal Test)-II 18/07/202
3
48. CIE(Internal Test)-II 19/07/202
3
49. CIE(Internal Test)-II 20/07/202
3
50. Last Date of Instruction 22/07/202
3
[Link] Material
9. Curriculum Gap
 Flynn’s Taxonomy (SISD, SIMD, MISD, MIMD)
 RISC vs. CISC Architectures
 Parallel and Distributed Computing

10. Topics covered beyond curriculum

 RISC vs. CISC Architectures
 Parallel and Distributed Computing

11. CO- PO mapping (Excel sheet justifies target

arrival)
COs Computer Organization
Define the functional unit of the processor such as the register file and arithmetic logical unit
CO1
and with the basic of system topic
 CO2 Interpret the design trade‐offs in designing and constructing a computer processor.
CO3 Analyze the CPU design including the RISC/CISC architectures.
Demonstrate the basic knowledge of I/O devices and interfacing of I/O devices with
CO4
computer.
CO5 Explain the Direct Memory Access Transfer and CPU-IOP communication.
CO6 Explain and Summarize Asynchronous Serial Transfer.

COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
CO1 3 – – – – – – – – – – – – –
CO2 1 2 3 3 3 – – – – – – – 3 3
CO3 1 3 2 3 2 – – – – – – – 2 3
CO4 3 1 3 1 2 – – – – – – – 1 3
CO5 3 2 1 3 1 – – – – – – – 2 2
CO6 3 3 2 2 3 – – – – – – – 1 3
AVG 2.3 1.8 1.8 2 1.8 – – – – – – – 1.5 2.3

12. Handouts

13. Assignment I ( with CO & bloom’s level indication)

[Link] Questions CO bloom’s level

1 With a neat diagram explain basic functional units of computer. CO1 Applying
2 Explain Bus structure with diagram. Discuss about memory CO1 Understanding
mapped I/O.

3 Explain the basic instruction types with example. CO1 Understanding

4 What is subroutine? How to pass parameters to subroutine? Illus- CO1 Remembering

trate with an ex.

5 Write then control sequence for instruction. Add R4, R5, R6 for CO1 Remembering
3 bus organization.

6 Describe Multiple Bus Organization with neat block diagram. CO2 Evaluating
(also its advantages)

7 Write and discuss about micro routine for complete execution of CO2 Remembering
instruction Add (R1), R2 in single bus organization

8 What is an interrupt? With an ex, illustrate the concept of inter- CO3 Remembering
rupt.

9 With neat timing diagram illustrate the asynchronous bus data CO3 Applying
transfer during an input operation. Use Handshake method.

10 With a neat diagram, explain the concept of DMA. CO3 Applying

14. Assignment I solution

15. Internal I question paper ( with CO& bloom’s level
indication)

Maturi Venkata Subba Rao (MVSR) Engineering

College, Nadergul, Balapur Mandal, R.R Dist, Hyderabad –
501510.
Department of Computer Science & Engineering

Academic Internal Ex- Maximum

Sem Class Section Subject & Code Duration
Year amination Marks
2022- IV IV 2 Computer Or- I 1 Hr 20
2023 ganization
U21PC403CS

[Link] Questions Marks CO BL PIs

Part-A
Answer All Questions 3*2= 6M
1 Draw the Basic Computer instruc- 2 1 R
tion formats.
2 List the Memory reference instructions? 2 1 U
3 Compare hardwired and micro 2 2 A
programmed controls
Part-B
Answer Any 2 Questions 2*7=14M
4 Explain the various functional units of a 7 1 AN
computer system
5 What are the different types of 7 1 U
addressing modes?
6 Explain the design of micro-pro- 7 2 U
grammed control unit in detail

LEGEND: BL – Bloom’s Taxonomy Levels (1- Remembering, 2- Understanding, 3 –

Applying, 4 –Analysing,
5 – Evaluating, 6 - Creating) ; CO – Course Outcomes ; PIs– Performance Indicators
such as 1.2.1/13.1

16. Internal I solution

17. Assignment II ( with CO& bloom’s level indication)

[Link] Questions CO bloom’s level

1 Explain synchronous DRAMS with block diagram. CO4 Understanding

2 Describe any 2 mapping functions in cache. (with diagram) CO4 Evaluating

3 Explain Associative mapping technique and set associative map- CO4 Understanding
ping technique.

4 With diagram of basic SRAM (Static RAM) and DRAM (Asyn- CO4 Remembering
chronous DRAM) chip (cell), explain the read and write opera-
tions on each of them.

5 Draw and explain the working of 16 Mega Bit DRAM chip con- CO4 Understanding
figured as 2M X 8.

6 Explain the generation and propagation functions used in Carry CO4 Understanding
look ahead adder.

7 Design a logic circuit to perform addition/subtraction of ‘n’ bit CO5 Analyzing

number X and Y

8 Multiply the following signed 2’s complement numbers using CO5 Applying
Booth’s algorithm multiplicand = (010111)2 , multiplier =
(110110)2

9 Write steps of restoring division algorithm. Apply restoring divi- CO5 Applying
sion algorithm on 1000/10.

10 Perform division operation on the following unsigned numbers CO5 Applying

using restoring method. Dividend = (10101)2 Divisor = (00100)2

[Link] II solution
19. Internal II question paper ( with CO & bloom’s indication)
Academic Internal Ex- Maximum
Sem Class Section Subject & Code Duration
Year amination Marks
2022- IV IV 2 Computer Or- II 1 Hr 20
2023 ganization
U21PC403CS

[Link] Questions Marks CO BL PIs

Part-A
Answer All Questions 3*2= 6M
1 Explain the concept of DMA. 2 1 R
2 Explain ‘Hit Rate and Miss Penalty’. 2 1 U
3 Draw 4-bit carry look ahead adder 2 2 A
and explain
Part-B
Answer Any 2 Questions 2*7=14M
4 Three devices A, B and C are connected to 7 1 AN
the bus of a computer. I/O transfers for all
three devices use interrupt control. Inter-
rupt nesting for devices A and B is not al-
lowed, but interrupt requests from C may
be accepted while either A or B is being
services.
Suggest different ways in which this can be
accomplished in each of the following
cases:
(i) The computer has one interrupt request
line.
Two interrupt request line, INTR1 and
INTR2 are available with INTR1 having
higher priority. Specify when and how in-
terrupts are enabled and disabled in each
case.
5 In a given system 7 1 U
(i) hit rate (n) = 0.5
(ii) miss penalty (M) = 100
ns
(iii) Time to access cache
memory (c) = 100 ns.
Calculate the average access time
(tavg) experienced by the processor
6 Perform the non-restoring division for the 7 2 U
given binary numbers where dividend is
1011 and divisor is 0101 with all cycles.
LEGEND: BL – Bloom’s Taxonomy Levels (1- Remembering, 2- Understanding, 3 –
Applying, 4 –Analysing,
5 – Evaluating, 6 - Creating) ; CO – Course Outcomes ; PIs– Performance Indicators
such as 1.2.1/13.1

20. Internal II solution

21. CO- PO attainment – Course wise