Showing papers presented at "Workshop On Computer Architecture Education in 1998"

ESCAPE: environment for the simulation of computer architectures for the purpose of education

Abstract: We have developed ESCAPE, an easy-to-use, highly interactive portable PC-based simulation environment aimed at the support of computer architecture education. The environment can simulate both a microprogrammed architecture and a pipelined architecture with single pipeline. Both architectures are custom-made, with a certain amount of configurability. Other tools, such as a memory monitor, assembler/disassembler and analysis tools, such as on-the-fly generation of pipeline activity and usage diagrams, are integrated with the environment.Based upon our limited experience with the material so far, we can state that the results are excellent. Students invariantly respond very positively, and the evaluations indicate a far deeper understanding than was previously attainable by using only the traditional textbook-and-paper-problems approach.

A hierarchical memory system environment

Abstract: The paper presents an environment for teaching elements of a computer system memory hierarchy. It is made up of a hierarchical memory system, a reference manual, a software package and a set of laboratory experiments. The hierarchical memory system is devised to cover the virtual memory and translation lookaside buffer, the cache memory, and the main memory. The reference manual provides all implementation details with the appropriate circuits drawings and detailed descriptions. For the devised hierarchical memory system a software package, which includes the graphical simulator with the accompanying tools, is developed. They allow one to carry out the simulation down to the register transfer level by executing a set of laboratory experiments.

Introducing computer architecture education in the first course of computer science career

Abstract: The introduction of computer architecture in computer science studies has created a demand for a highly simplified architecture and graphical tools to illustrate its operation. This paper presents the approach followed at the University of Oviedo. The main concepts introduced to the students are relative to RISC instruction sets, data-path architecture, control steps within instructions and microinstructions.

A rudimentary machine: experiences in the design of a pedagogic computer

Abstract: This paper describes both the structure and the architecture of a pedagogic computer named "Maquina Rudimentaria". This computer has been designed to be used in a first course on logic design or computer architecture. Therefore, the orthogonality and simplicity have been the major goals. The description of the computer includes the definition of both the machine and the assembly language, the implementation of the data-path and the optimization of the control unit. A programming framework has also been designed to provide the development of small complexity programs in assembly language, its compilation and detailed simulation on the proposed architecture.

Using verilog HDL to teach computer architecture concepts

Abstract: Students in computer architecture courses, especially undergraduates, need to design computer components in order to gain an in-depth understanding of architectural concepts. For maximum benefit, students must be active learners, engage the material and design, i. e., produce components to meet a specific need. Unfortunately, computers have become so sophisticated that designing architectural components, e. g., a cache memory, in hardware is not feasible in a one semester course. This paper describes an approach where students use a hardware description language (HDL), Verilog HDL and an associated simulator, to design components of computer systems and explore architectural concepts. To support this approach, the author has developed web-based course materials which include a manual on Verilog HDL, a paper on how to realize his Verilog-based computational model in digital circuits and twelve structured laboratory exercises.

An educational environment for teaching a course in computer architecture and organization

Abstract: The paper presents an educational environment for teaching a course in Computer architecture and organization. It is made up of an educational computer system, a reference manual, a software package and a set of laboratory experiments. The educational computer system is devised in such a way that it covers the basic structure of a computer system: processor, memory, input/output subsystem and bus. The reference manual provides all implementation details with the appropriate circuits drawings and detailed descriptions. For the devised educational computer system a software package is developed which includes the program development tools and the graphic simulator. They make it possible to develop programs for it and execute them under the graphic simulator. The simulator allows to execute programs at the clock, instruction and program levels and to examine, at any time, the values of all signals of the educational computer system down to the register transfer level. In the paper is also given a set of laboratory experiments that the students must carry out successfully using the reference manual and the software package as a prerequisite for taking an exam in Computer architecture and organization.

Computer architecture course database: implementation and status report

Abstract: A database of course materials in computer architecture is being developed on the World-Wide Web. Its goal is to allow instructors at different institutions to share materials and develop them jointly. This database comprises problems downloaded from the Web sites of courses in computer architecture at universities around the world. The site is searchable by classification or fulltext string for problems on particular topics in computer architecture. At this writing, the database contains 240 problems, and new problems are being added at a rapid pace. In the future, lecture notes and laboratory exercises will also be included. The software is adaptable to other academic fields as well.

The integrated computer engineering design (ICED) curriculum

Abstract: A new undergraduate computer engineering curriculum, ICED, is being introduced at the University of Rhode Island. The main feature of the curriculum is a design project spanning the last three years of the major. This gives continuity to a student's studies: they will always know why they are learning a particular topic, and how it fits into the big picture. It also introduces them to long-term projects, and the requisite good documentation and communication habits necessary for its completion.The project to be undertaken is the design, simulation and construction of a computer and its compiler, including the design of its instruction set. Further, the various students' computers will be networked together during the final integration phase of the project. Thus, several aspects of computer architecture are treated in depth. Students will learn to make hardware/software design tradeoffs, as well as get hands-on experience with hardware.A key element of the design experience is the use of modern CAD tools. The Mentor Graphics CAD tool suite will be used throughout the curriculum. By standardizing on one set of tools, the time for the students to learn the tools is amortized over the entire curriculum.The curriculum has received funding from the National Science Foundation, and has been formally approved by the University. Students began the curriculum in Fall, 1997.This paper gives the rationale of ICED in depth, and describes the core courses, their activities and use of CAD tools, and how they interrelate to achieve the goals. The current status of ICED is also reviewed.

Teaching computer systems to majors: a MIPS based solution

Abstract: The debate over whether a Computer Science graduate should have an appreciation of hardware related topics has a long history in Computer Science Education. Given that the subject is getting broader and specialization is occurring earlier in a Computer Science degree the calls to omit this vital aspect of the subject are stronger than ever. One reason for avoiding this type of material is that its flavor is not to every student's taste, especially students interested in Information Systems as their major. If it is considered an essential component of a major then the challenge to educators is to produce a course that is technical without technical detail dominating essential concepts, coherent from a systems' perspective and relevant to majors who might have quite different orientations within the subject.

Ant architecture: an architecture for CS1

Abstract: A central goal of high-level programming languages, such as those we use to teach introductory computer science courses, is to provide an abstraction that hides the complexity and idiosyncrasies of computer hardware. Although programming languages are effective at achieving this goal, certain properties of computer hardware cannot be hidden, or are useful for students to know about. As a consequence, many of the greatest conceptual challenges for beginning programmers arise from a lack of understanding of the basic properties of the hardware upon which computer programs execute. To address this problem, we have developed a simple virtual machine called ANT for use in our introductory computer science (CS1) curriculum. ANT is designed to be simple enough that a CS1 student can quickly understand it, while at the same time providing an accurate model of many important properties of computer hardware. After two years of experience with ANT in our CS1 course, we believe it is a valuable tool for helping young students understand how programs and data are represented in a computer system.

The training environment for the course on microprocessor systems at the Politecnico di Torino

Abstract: This paper describes the training environment used for the course on Microprocessor Systems held within the curriculum toward the MS degree in Computer Science at the Politecnico di Torino. The environment is composed of inexpensive hardware and software material that allows students to perform a final assignment work based on implementing a stand-alone video-game system. The characteristics of the hardware and the specifications of five games are described. The experience gathered in the past five years is referred to in explaining the advantages of this approach: more effective learning of microprocessor system architecture and programming, practical experience in project management, first contact with complex systems handling.

Integration of CAD tools and structured design principles in an undergraduate computer engineering curriculum

Abstract: The Computer Systems Engineering undergraduate curriculum at the University of Arkansas is incorporating computer aided engineering and design (CAE/CAD) packages into undergraduate courses. The intent of augmenting the curriculum with these packages is to enhance the students theoretical understanding of the material with hands on design and analysis experience. The University of Arkansas is not the first university to recognize the benefits of CAE and CAD packages in the classroom. Many other universities have reported on their efforts of augmenting curricula with these packages [1][2]. The benefits of using these packages in a university setting is also confirmed by the number of new textbooks, and revisions to previously printed textbooks incorporating new exercsizes and problems based on these packages.

Performance monitoring in advanced computer architecture

Abstract: Imagine that you could directly monitor the performance of a processor while it is running. How would that affect a computer architecture course?The current generation of microprocessors has performance monitoring registers on chip which can be read by users. The result is real-time monitoring of processor performance, and a new opportunity for computer architecture education. In particular, it allows experimentation which addresses the question "Should Computer Scientists Experiment More?" from the cover of the May 1998 IEEE Computer magazine.This paper describes the incorporation of performance monitoring into a graduate-level, advanced computer architecture course based on Hennessy & Patterson's Computer Architecture A Quantitative Approach.

A lab course on computer architecture

Abstract: In this paper, the laboratory exercises for a course on computer architecture in the Computer Engineering degree at the Universidad Polit'ecnica de Valencia are presented. They have been designed for a course length of 30 hours and they only require standard personal computers and some simulation tools.

A holistic approach to computer system design education based on system simulation techniques

Abstract: In the design of competitive application-specific computer systems, it is important to evaluate design alternatives in which commodity hardware and software components are interwoven with tailor-made components. At Chalmers, we are offering a specialization in computer engineering that emphasizes a holistic approach to the design of application-specific computer systems. Apart from offering disciplinary courses in hardware and software technologies, and design methods, it also offers a project course in which the students apply a holistic design methodology to realistic system design projects. A key component in this project course is the use of system simulation techniques, that have been developed in computer architecture research projects, as an important infrastructure to attack design issues spanning all design levels. This paper provides an overview of the educational goals and the course content of the specialization. It then discusses how system simulation techniques have been used in the project course.

A proposal of computer architecture courses for the computer engineering curricula of the Polytechnic University of Cataluyna

Abstract: The Computer Architecture Department (DAC) has been teaching courses on computer architecture at the School of Informatics (FIB) since 1976. In 1991, in the framework of the University Reform Law, the FIB opened a new degree in Informatics Engineering and two Diplomas in Computer Software and Computer Systems, which replaced the old Computer Science Degree. Important changes were introduced in the three new degrees, not only in the contents but also in the organization and course development.

Learning the relationship between computer architecture and technology by reconfiguring

Abstract: This paper proposes an approach for teaching Computer Organization and Architecture which is based on building knowledge from the bottom up. Students should design three processors with increased complexity and measure their performances. These processor designs are assigned during a sequence of three 15-week courses and are implemented using a low-cost FPGA-based reconfigurable platform developed at University of Las Palmas G. C. Emphasis is placed on comparing the relation of computer performance with hardware requirements to what has been experimented during the recent history of computers. Our experience shows that students understand better the architecture-technology relation and gain a sense of accomplishment on the computer design when given the opportunity to use real hardware. It is demonstrated here that the learning curve can be modelled as an exponential function of time.

Experiencing quantitative computer architecture

Abstract: | Computer architecture often requires quantitative methods, either to evaluate the performance potential of a new concept or to search for the best solution within a range of competing con gurations. This concept is relatively straightforward to explain in a tutorial setting, but arguably explanation alone is insu cient to give a deep understanding of the quantitative method. In this paper we present an overview of the practical component within one, short, undergraduate computer architecture class at Edinburgh University, and explain how the practical component not only helps to reinforce the notion of quantitative methods but also informs the presentation of a wide range of architecture-related material. Keywords|Computer architecture, undergraduate teaching.

An educational environment for designing and performance tuning of embedded systems

Abstract: Teaching how to design and tune an embedded system is indeed a difficult task, since the student has to learn the many trade-offs that lead to the final system configuration.Existing tools are often too complex, or do not stress the basic steps in the design path. These steps are very useful during the first training sessions.The environment Csim 2, which is used at our university, permits the student to become familiar with concepts of program locality, cache structure and performance tuning, while analyzing actual data produced by the actual software that has to be tied with the embedded system.The student can analyze program behavior by means of locality graphs, or run extensive parametric simulations in order to find the best configuration that minimize either system cost, power consumption, or execution time. Further optimizations allow the designer to explore more sophisticated features like selective cacheing, cache locking, scratch memory, and code mapping for better cache exploitation.In this paper we show the basic capabilities of the environment, and some example of training sessions. By means of graphs about program locality and performance metrics, the student is readily conducted to learn how to select an adequate embedded system configuration.

Computer engineering using innovative instructional technologies at the University of Southern California

Abstract: Our ultimate goal as university educators is to guide students through perhaps the most important stage of a life-long learning experience. The principal challenges associated with achieving this goal for computer engineering students are to• teach them the engineering fundamentals and specializations they need to successfully develop and integrate various software and hardware components into a complex product,• provide them with the underlying engineering ethics and economics as well as liberal arts exposure that will guide them to develop products beneficial to our society,• empower them with the oral and written communication skills needed to thrive in typical team-based engineering environments, and• impart to them a learning experience that is rewarding rather than frustrating by better teaching back-breaker concepts and by more finely interlacing lectures with hands-on lab experience.

Petri nets as a tool for teaching operating systems

Abstract: The author is with the Departamento de Informática e Ingeniería de Sistemas, Centro Politécnico Superior, Universidad de Zaragoza, Maria de Luna, 3, 50015 Zaragoza. Spain. E-mail: unai@posta.unizar.es representation for the operating system concurrent behavior of processes into the operating system. This way is easier for students to get first concepts’ understanding. In the other hand, their formal foundation strongly grounds this comprehension.