Doing Program~

[Milk]

Anyone can help me to do this program, i will pay for it coz i really don't
have time to do it and i need hand it in 22/04. Pls help me and reply about
how much u want i pay for this program??
thanks a lot

Here is the Question::
Improve the following (badly written) matrix multiplicationprogram and
translate it into MIPs assembly language then assemble into machine language
(hexadecimal representation). You may use a compiler to produce an assembly
language file and SPIM to produce the final hexadecimal machine language but
it WILL be faster to compile the program manually given past experience by
students. It will also mean you need to implement less instructions in the
simulator, or put it another way, do LESS WORK.

#define n varies see belowtypedef char index_;typedef longint
matrix[n + 1][n + 1];main(){ index_ i, j, k; matrix a, b, c; for (j = 0;
j< n; j++) { for (i = 0; i< n; i++) { a[j] = i * j; b[j]
= a[j]; } } for (i = 0; i< n; i++) { for (k = 0; k< n; k++)
{ c[k] = 0.0; for (j = 0; j < n; j++) c[k] += a[k][j]
* b[j]; } }}
Write a simulator for the final version of the pipelined datapath from your
text book adding a 1-bit branch predictor and assuming two pipeline delays
for the data memory. The branch logic MUST remain in the ALU stage; do not
move it back to the register/decode stage. You MUST use branch flushing (do
NOT use branch delay slots), you MUST implement data forwarding and detect
and resolve load hazards.



Beware the text has a number of errors.

The simulator must display on screen the contents of pipeline and registers
being used and 8 memory locations commencing with one currently being
accessed. A simple text based display is acceptable as long as the screen
does not scroll every clock cycle! The simulator must also support single
step operation and be able to run until a particular instruction address is
reached. The simulator must read in the hexadecimal format machine
instructions. You may choose what language to use.

You are only required to implement the instructions used in the
multiplication program. For Assignment 1 use 16x16 matrices only. The Branch
Target Buffer must have only 1 entry only (to simplify the problem!).




~ Let us linux ~

 

[Kevin Goodsell]

Anyone can help me to do this program, i will pay for it coz i really don't
have time to do it and i need hand it in 22/04. Pls help me and reply about
how much u want i pay for this program??

This is a FAQ.

http://www.parashift.com/c++-faq-lite/how-to-post.html#faq-5.2

-Kevin

 

[Claudio Puviani]

Anyone can help me to do this program, i will pay for it coz i really don't
have time to do it and i need hand it in 22/04. Pls help me and reply about
how much u want i pay for this program??
thanks a lot

Here is the Question::
Improve the following (badly written) matrix multiplicationprogram and
translate it into MIPs assembly language then assemble into machine language
(hexadecimal representation). You may use a compiler to produce an assembly
language file and SPIM to produce the final hexadecimal machine language but
it WILL be faster to compile the program manually given past experience by
students. It will also mean you need to implement less instructions in the
simulator, or put it another way, do LESS WORK.

#define n varies see belowtypedef char index_;typedef longint
matrix[n + 1][n + 1];main(){ index_ i, j, k; matrix a, b, c; for (j = 0;
j< n; j++) { for (i = 0; i< n; i++) { a[j] = i * j; b[j]
= a[j]; } } for (i = 0; i< n; i++) { for (k = 0; k< n; k++)
{ c[k] = 0.0; for (j = 0; j < n; j++) c[k] += a[k][j]
* b[j]; } }}
Write a simulator for the final version of the pipelined datapath from your
text book adding a 1-bit branch predictor and assuming two pipeline delays
for the data memory. The branch logic MUST remain in the ALU stage; do not
move it back to the register/decode stage. You MUST use branch flushing (do
NOT use branch delay slots), you MUST implement data forwarding and detect
and resolve load hazards.



Beware the text has a number of errors.

The simulator must display on screen the contents of pipeline and registers
being used and 8 memory locations commencing with one currently being
accessed. A simple text based display is acceptable as long as the screen
does not scroll every clock cycle! The simulator must also support single
step operation and be able to run until a particular instruction address is
reached. The simulator must read in the hexadecimal format machine
instructions. You may choose what language to use.

You are only required to implement the instructions used in the
multiplication program. For Assignment 1 use 16x16 matrices only. The Branch
Target Buffer must have only 1 entry only (to simplify the problem!).

Ok, let's have a reverse auction. I'm willing to do it for $25,000. Who's
willing to bid less?

Claudio Puviani

 

[Mike Wahler]

Ok, let's have a reverse auction. I'm willing to do it for $25,000. Who's
willing to bid less?

$65,535.

-Mike

 

[Kevin Goodsell]

Ok, let's have a reverse auction. I'm willing to do it for $25,000. Who's
willing to bid less?

Teachers really should put their assignments up on web pages and make
sure they get indexed by Google (I suppose there's a way to submit a
page for indexing). I often search for assignment text in order to
locate the cheater's class information, but I've never found anything
this way.

-Kevin

 

[osmium]

Teachers really should put their assignments up on web pages and make
sure they get indexed by Google (I suppose there's a way to submit a
page for indexing). I often search for assignment text in order to
locate the cheater's class information, but I've never found anything
this way.

I think people put way too much emphasis on cheating. Considering that
there are probably tens of thousands of students at any instant in the
winter time, we see very few pleas for cheating. I guess I don't really
understand the obsession ..... As a matter of fact I get upset when people
give false leads or information that is harmful. I saw a C++ solution to a
C problem earlier today.

And in a case like this he might be unlucky enough to get a guy who thinks
65535 is less than 25000 which would be a bit of poetic justice.

As one who sometimes teaches I have detected and *failed* the course
because of cheating. (He used the same variable names as another student
with the same assignment.) But I really doubt if anyone was seriously
cheating and slipped past me. So I am opposed to the practice, I just don't
think it is that hard to detect. You know how crude these early programs
should be and the people who have prior knowledge get identified early on,
so they are exempted. And the final is always to write programs - nothign
else - and you couldn't fail the final and pass the course. I was
interested in *logic*, not syntax. The course was to teach them how to
think, not how to spell. They knew that.

The guy I failed asked if I would be teaching X next quarter, because he
wanted to take it if I did. The guy really liked to program, he just didn't
have the natural attributes, and he panicked.

 

[David Harmon]

On Wed, 14 Apr 2004 19:41:02 GMT in comp.lang.c++, Kevin Goodsell

Teachers really should put their assignments up on web pages and make
sure they get indexed by Google (I suppose there's a way to submit a
page for indexing). I often search for assignment text in order to

Jeez, I hope not. I often search for real useful information and get
back mostly teachers assignment pages.

 

[John Carson]

I think people put way too much emphasis on cheating. Considering
that there are probably tens of thousands of students at any instant
in the winter time, we see very few pleas for cheating. I guess I
don't really understand the obsession ..... As a matter of fact I
get upset when people give false leads or information that is
harmful. I saw a C++ solution to a C problem earlier today.

And in a case like this he might be unlucky enough to get a guy who
thinks 65535 is less than 25000 which would be a bit of poetic
justice.

As one who sometimes teaches I have detected and *failed* the course
because of cheating. (He used the same variable names as another
student with the same assignment.) But I really doubt if anyone was
seriously cheating and slipped past me. So I am opposed to the
practice, I just don't think it is that hard to detect. You know how
crude these early programs should be and the people who have prior
knowledge get identified early on, so they are exempted. And the
final is always to write programs - nothign else - and you couldn't
fail the final and pass the course. I was interested in *logic*, not
syntax. The course was to teach them how to think, not how to spell.
They knew that.

The guy I failed asked if I would be teaching X next quarter, because
he wanted to take it if I did. The guy really liked to program, he
just didn't have the natural attributes, and he panicked.

Occasionally surveys are done in which students are asked if they ever cheat
and they show that the incidence of cheating is extremely high, e.g.,

http://wildcat.arizona.edu/papers/92/20/01_2_m.html

As for your comments on the final exam, not all courses insist that the
final be passed and, even where they do, the student can still benefit
greatly in terms of the overall course mark by cheating in the remainder of
the course.