NDLI: HARD - hardware simulation in education

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Central government computing agency in less developed countries

Science education and research for technological progress

Computer whatcha-maycallit

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A tool that detects plagiarism in Pascal programs

A plagiarism detection system

Plagiarism in computer sciences courses(Panel Discussion)

Teaching operating systems and machine architecture—more on the hands-on laboratory approach

Using a sales incentive technique in a first course in software engineering

A project-oriented course (Computer Programming II)

A one-year introductory course for computer science undergraduate program

A suggested course in introductory computer programming

Alternatives to the traditional first course in computing

All publishers are alike, aren't they? (Panel Discussion)

A model for a CAI learning system

A self-paced first course in computer science

A comparison of non-business and business student test scores in basic

Getting more oomph from programming exercises

Teaching subsets of Pascal

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Educating the working computer scientist(A survey and analysis)

Experiences with a continuing education seminar

A machine independent assembler course

Teaching software engineering in the adult education environment

The feasibility of personal computers as an only computer resource for a computer science program

Classroom presentation of dynamic events using Hypertext

Design of a microcomputer laboratory for teaching computer science

Microcomputers for non-professionals

Computer science—too many students, too many majors (Panel Discussion)

Why co-op in computer science? (Panel Discussion)

A data communications course for information systems majors

Critique and evaluation of the Cal Poly/DPMA model curriculum for computer information systems

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A modular introductory computer science course

Breadth or depth in introductory computer courses

A foundations course for a developing computer science program

A top down approach to sorting

Natural Language Processing in the undergraduate curriculum

Computers and the law (An experimental undergraduate course)

Ethical and legal issues in computer science (Panel Discussion)

An evaluation scheme for a comparison of computer science curricula with ACM's guidelines

A senior project course in a computer and information science department

Computer Science at Western experience with Curriculum '78 in a time-sharing environment

Test construction and administration strategies for large introductory courses

Teaching problem solving in an introductory computer science class

A method for teaching programming

Computer science in industry (Panel Discussion)

Computing education for secondary school teachers

An investigation of computer literacy as a function of attitude

A local computer network simulation

HARD - hardware simulation in education

HARD - hardware simulation in education

Content Provider	ACM Digital Library
Author	Tomek, Ivan
Abstract	Introduction to digital circuits and computer organization is usually a required course in computer science curricula. The subject is often taught as a textbook course although experience shows that students enormously benefit from simple laboratory experiments and enjoy them. Another form of contact with basic physical realities is via computer simulation of hardware. The use of simulation can not only replace experiments if necessary but also add insight into aspects of the function of hardware not easily observable in the lab, such as the effect of delays and noise and allow the study of phenomena that cannot be observed such as data transfer between registers hidden inside a component. Exposure to simulation also introduces students to one major application of computers - simulation - which is often some-what neglected in computer science curricula. Moreover, simulation is becoming an essential component of design and student's perspective of the design process is incomplete without some experience with it. Three main reasons why hardware simulation is not usually used in introductory hardware courses are the orientation of typical hardware simulation languages towards the professional designer and the resulting structure poorly suited for education, the scarcity of easily available, inexpensive, and portable languages, and the lack of coverage of the subject in most textbooks on hardware. A hardware simulation language called HARD developed at Acadia University is an attempt to remedy the above mentioned problems. It is designed specifically for education. It includes features typically required in a computer organization course, namely simulation at the gate and RTL levels, and simulation of delays and noise. The syntax is quite flexible in that there are practically no reserved words. The language is not based on any programming language so that no previous experience with computers is necessary. The structure of circuit descriptions is natural and English-like. The translator and simulator are interactive. The language allows modular descriptions and their connections into multi-level hierarchies as required by the problem. The system is very portable since it is written in Pascal with a minimal use of non-standard features. The language is not as complete as a professional design tool since its intended use is in education. It is, however, expected that new features will be added to it in the future in response to the feedback from the system's users.
Starting Page	268
Ending Page	270
Page Count	3
File Format	PDF
ISSN	00978418
DOI	10.1145/953049.801001
Journal	ACM SIGCSE Bulletin (SGCS)
Volume Number	13
Issue Number	1
Language	English
Publisher	Association for Computing Machinery (ACM)
Publisher Date	1978-02-01
Publisher Place	New York
Access Restriction	One Nation One Subscription (ONOS)
Content Type	Text
Resource Type	Article

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