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[Edumips64-commit] SF.net SVN: edumips64:[664] paper/ieee-tedu
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From: <sv...@ed...> - 2011-12-13 11:47:46
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Revision: 664
https://www.edumips.org/changeset/664
Author: dpatti
Date: 2011-12-13 12:47:32 +0100 (Tue, 13 Dec 2011)
Log Message:
-----------
final corrections
Modified Paths:
--------------
paper/ieee-tedu/abstract.tex
paper/ieee-tedu/bibliography.bib
paper/ieee-tedu/bios.tex
paper/ieee-tedu/conclusions.tex
paper/ieee-tedu/introduction.tex
paper/ieee-tedu/paper.tex
paper/ieee-tedu/related-works.tex
paper/ieee-tedu/survey.tex
paper/ieee-tedu/teaching.tex
Modified: paper/ieee-tedu/abstract.tex
===================================================================
--- paper/ieee-tedu/abstract.tex 2011-12-12 19:50:17 UTC (rev 663)
+++ paper/ieee-tedu/abstract.tex 2011-12-13 11:47:32 UTC (rev 664)
@@ -1,8 +1,8 @@
\begin{abstract}
The topics of computer architecture are always taught using an Assembly
-dialect as an example. The most widespread textbooks in this field use the
+dialect as an example. The most commonly-used textbooks in this field use the
MIPS64 Instruction Set Architecture (ISA) to help students in learning the
-fundamentals of Computer Architecture, because of its orthogonality and its
+fundamentals of computer architecture, because of its orthogonality and its
suitability for real-world applications.
%So students and teachers need tools
%that allow an experimental and practical approach to the theoretical knowledge
Modified: paper/ieee-tedu/bibliography.bib
===================================================================
--- paper/ieee-tedu/bibliography.bib 2011-12-12 19:50:17 UTC (rev 663)
+++ paper/ieee-tedu/bibliography.bib 2011-12-13 11:47:32 UTC (rev 664)
@@ -116,7 +116,7 @@
@Article{edumips_wiley_caee,
author = "Andrea Spadaccini and Davide Patti and Maurizio Palesi and Fabrizio Fazzino",
title = "{EduMIPS64, a Visual CPU Simulator for Teaching Computer Architecture}",
- journal = "{under consideration in another Journal}",
+ journal = "{submitted for publication}",
}
@Article{nikolic_tedu09,
@@ -290,7 +290,7 @@
}
@article{Martinez-Mones2005,
-author = {Martinez-Mones, a. and Gomez-Sanchez, E. and Dimitriadis, Y.a. and Jorrin-Abellan, I.M. and Rubia-Avi, B. and Vega-Gorgojo, G.},
+author = {Martinez-Mones, A. and Gomez-Sanchez, E. and Dimitriadis, Y.a. and Jorrin-Abellan, I.M. and Rubia-Avi, B. and Vega-Gorgojo, G.},
file = {::},
issn = {0018-9359},
journal = {IEEE Transactions on Education},
Modified: paper/ieee-tedu/bios.tex
===================================================================
--- paper/ieee-tedu/bios.tex 2011-12-12 19:50:17 UTC (rev 663)
+++ paper/ieee-tedu/bios.tex 2011-12-13 11:47:32 UTC (rev 664)
@@ -1,8 +1,8 @@
\begin{biographynophoto}{Davide Patti} (M'06)
Davide Patti received the Laurea degree and the Ph.D. degree in
-computer engineering at University of Catania, in 2003 and 2007,
-respectively. He is currently research assistant at the same
-university and his research focuses on Platform based system design,
+Computer Engineering at University of Catania, in 2003 and 2007,
+respectively. He is currently a research assistant at the same
+university and his research focuses on platform based system design,
design space exploration, low-power techniques for embedded systems,
and Network-on-Chip architectures.
\end{biographynophoto}
@@ -16,16 +16,16 @@
\end{biographynophoto}
\begin{biographynophoto}{Maurizio
- Palesi} (M'06) received the M.S. and Ph.D. degrees in computer
- engineering from the University of Catania, Italy, in
- 1999 and 2003, respectively. Since November 2010 he is Assistant
+ Palesi} (M'06) received the M.S. and Ph.D. degrees in Computer
+ Engineering from the University of Catania, Italy, in
+ 1999 and 2003, respectively. Since November 2010 he has been Assistant
Professor at Kore University, Enna, Italy.
%Dr. Palesi serves on the
%Editorial Board of VLSI Design journal as an Associate Editor since
%May 2007.
He has served as a Guest Editor for the VLSI Design
Journal, the International Journal of High Performance Systems
- Architecture, Elsevier MICPRO Journal and ACM Transactions on Embedded
+ Architecture, Elsevier MICPRO Journal and the ACM Transactions on Embedded
Computing Systems.
%He serves as the Technical Program Committee Member for the
%following IEEE/ACM International Conferences: RTAS, CODES+ISSS,
@@ -38,9 +38,10 @@
Fazzino} (M'08) received the M.S. degree in Computer Engineering
from the University of Catania, Italy, in 1997. Until 2001 he was
responsible for the functional verification of 32-bit lines of
- microprocessors at STMicroelectronics. Since 2004 he collaborates
+ microprocessors at STMicroelectronics. Since 2004 he has
+ collaborated
with the Department of Computer and Telecommunications
- Engineering. He is Silicon Engineer at NVIDIA Inc, Bristol (UK).
+ Engineering. He is a silicon engineer at NVIDIA Inc, Bristol (UK).
\end{biographynophoto}
\begin{biographynophoto}{Vincenzo
@@ -54,8 +55,7 @@
computer networks with the Department of Computer Science and
Telecommunications Engineering, University of Catania,
where he is currently a Full Professor of Computer
- Science. Since November 2006, he has served as the Director for this
- Department.
+ Science where since November 2006, he has also been the Director.
%He is the author of more than 200 articles
%on international journals and conference proceedings and holds two
%patents.
Modified: paper/ieee-tedu/conclusions.tex
===================================================================
--- paper/ieee-tedu/conclusions.tex 2011-12-12 19:50:17 UTC (rev 663)
+++ paper/ieee-tedu/conclusions.tex 2011-12-13 11:47:32 UTC (rev 664)
@@ -6,7 +6,6 @@
course that adopted as its main educational tool a visual, free and
platform-independent MIPS64 Instruction-Set Simulator called \EM{}, for its
various features and its user-friendly interface.
-
Several assignments and teaching processes based on \EM{} have been described.
The impact of the adoption of the simulator on the teaching process was
Modified: paper/ieee-tedu/introduction.tex
===================================================================
--- paper/ieee-tedu/introduction.tex 2011-12-12 19:50:17 UTC (rev 663)
+++ paper/ieee-tedu/introduction.tex 2011-12-13 11:47:32 UTC (rev 664)
@@ -27,8 +27,8 @@
analyzing the different sub-systems of the computer system separately makes it
difficult for the student to understand how those parts interact, with a
consequent blinding of student to the system-level view. Moreover since most
-ISS do not offer the other capabilities mentioned above, like platform
-independence or distance learning support it is difficult to base
+ISS do not offer the other capabilities mentioned above, such as platform
+independence or distance learning support, it is difficult to base
a solid and compelling computer architecture course on them.
This paper is focused on the description and assessment of a computer
Modified: paper/ieee-tedu/paper.tex
===================================================================
--- paper/ieee-tedu/paper.tex 2011-12-12 19:50:17 UTC (rev 663)
+++ paper/ieee-tedu/paper.tex 2011-12-13 11:47:32 UTC (rev 664)
@@ -88,8 +88,7 @@
%------------------------------------------------------------------------------
\begin{IEEEkeywords}
- Instruction-set Simulator; Teaching Methodology; Assembly Programming;
- Visual Simulation; Distance learning.
+Assembly programming, distance learning, instruction-set simulator, teaching methodology, visual simulation
\end{IEEEkeywords}
%------------------------------------------------------------------------------
Modified: paper/ieee-tedu/related-works.tex
===================================================================
--- paper/ieee-tedu/related-works.tex 2011-12-12 19:50:17 UTC (rev 663)
+++ paper/ieee-tedu/related-works.tex 2011-12-13 11:47:32 UTC (rev 664)
@@ -32,7 +32,7 @@
microprocessor, with the aim of reducing the effort of using many
different simulators to cover the topics of a typical computer
architecture course. \cite{Quislant2008} shows how an
-educational framework was been used in introductory
+educational framework was used in introductory
computer architecture and engineering courses to teach some topics related to
the tuning of cache parameters to optimize performance
and energy consumption. \cite{Sahuquillo2007} presents a
Modified: paper/ieee-tedu/survey.tex
===================================================================
--- paper/ieee-tedu/survey.tex 2011-12-12 19:50:17 UTC (rev 663)
+++ paper/ieee-tedu/survey.tex 2011-12-13 11:47:32 UTC (rev 664)
@@ -15,9 +15,9 @@
\end{itemize}
An online form~\cite{edumips64_survey} was completed by a total
-of 93 students enrolled in undergraduate\footnote{students who are
- going to take the Bachelor degree and familiar with basic computer science
- concepts} computer
+of 93 students enrolled in undergraduate\footnote{Students who are
+ going to take the Bachelor's degree and are familiar with basic computer science
+ concepts.} computer
architecture courses~\cite{course_unict,course_unikore} in the period
2008-2010. The main goal of the questions posed was to capture the
perceived effectiveness of the \EM{} tool and the adopted methodology,
@@ -62,7 +62,7 @@
\begin{figure}
\centering
\includegraphics[width=0.5\textwidth]{pictures/understanding_topics.eps}
- \caption{Results of the assesment survey}
+ \caption{Impact of EduMIPS64 on student understanding of topics}
\label{fig:topics}
\end{figure}
An interesting issue to investigate was the impact of the adopted
@@ -97,5 +97,5 @@
%consequence of the increased motivation and participation to the
%laboratory sessions as discussed above.
Note that the second
-attempt shows a lower result with \EM{}, because an increasing number of the
-students have no need to take the exam for a second time.
+attempt shows a lower result with \EM{}, because an increasing number of
+students have no need to take the exam a second time.
Modified: paper/ieee-tedu/teaching.tex
===================================================================
--- paper/ieee-tedu/teaching.tex 2011-12-12 19:50:17 UTC (rev 663)
+++ paper/ieee-tedu/teaching.tex 2011-12-13 11:47:32 UTC (rev 664)
@@ -39,7 +39,7 @@
I-type and J-type) and even the concept of endianness (ordering of bytes within
words into memory).
-So, a first step with \EM{} should be to show how an assembly source
+So a first step with \EM{} should be to show how an assembly source
file written following a MIPS-like syntax is loaded into memory and
how the resulting binary content, shown as hexadecimal, appears in
the \emph{data} and \emph{code} windows. At this stage of the course
@@ -66,7 +66,7 @@
them.}
\end{itemize}
-\subsection{Understanding the MIPS Instruction set}
+\subsection{Understanding the MIPS Instruction Set}
The behavior of each instruction of the MIPS instruction set, and its effect on
registers, memory and code execution, are certainly some of the most tricky
concepts to deal with, from both the teaching and learning perspectives. In an
@@ -151,14 +151,14 @@
\subsection{Understanding I/O and System Calls}
These concepts are often addressed in the second part of the course,
-depending on the whole course organization. Nevertheless they can be
+depending on the overall course organization. Nevertheless they can be
easily accessed using the \texttt{SYSCALL} instruction of \EM{}. There
are two main classes of assignments that involve the usage of the
\texttt{SYSCALL} instruction:
\begin{itemize}
\item Assignments that test the students' ability to put the inputs of the
\texttt{SYSCALL} in the \texttt{.data} section properly and then get the
- outputs when the \texttt{SYSCALL} has ended
+ outputs when the \texttt{SYSCALL} has ended.
\item Assignments that stress the usage of \texttt{SYSCALL} in combination with
an external routine, called \texttt{input\_unsigned}, provided with \EM{} as
part of sample source code.
@@ -168,7 +168,7 @@
complexity of the algorithms that can be developed. This class
exploits the usage of the \texttt{input\_unsigned} routine
to facilitate the interactive input of unsigned integer values. The students
-must include it in their programs using the \texttt{\#include}
+must include this in their programs using the \texttt{\#include}
directive and then call it when necessary by jumping to the routine
using the \texttt{jal input\_unsigned} instruction. When the routine
execution has ended, the read unsigned integer value can be found on
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