Difference between revisions of "User:Blevando"
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* Serial output needs attention now that up to 4 cores may write to it at once | * Serial output needs attention now that up to 4 cores may write to it at once | ||
* A specific teachable task will be chosen next week | * A specific teachable task will be chosen next week | ||
| + | |||
| + | '''Week 4''' | ||
| + | * Decided on a specific problem, the coupon collector's problem | ||
| + | ** Easy to parallelize, works naturally with shared memory, and fits well with existing curricula | ||
| + | * Implemented single core version in ARM assembly | ||
| + | * Extended functionality to multi-core | ||
| + | * Began to use mutexes and made use of atomic assembly instructions | ||
| + | * Program does not yet work properly; either there exists race conditions or issue with cache coherence | ||
| + | * Continued to debug software and explored solutions presented online | ||
Revision as of 14:38, 25 June 2018
I am an undergraduate at Valparaiso University pursuing a Bachelor of Science in Computer Science.
E-mail: benjamin.levandowski@marquette.edu
Work log
Week 1
- General Orientation of REU and projects, along with Marquette University and its facilities
- Met with mentor and student researchers to discuss potential projects
- Read literature regarding potential projects
- Previous summer's research paper and an older paper on Embedded Xinu
- Paper on MiniOS and Papers on the Tock Embedded OS
- Paper describing Xest
- Looked at the ARM Cortex-A53 Technical Reference Manual to familiarize myself with ARM assembly and C calling convention
- Skimmed papers on Computer Science Secondary Education
- Began to familiarize myself with Embedded Xinu by completing the UART homework from COSC 3250
- Briefly explored the Rust programming language
- Finalized a research project
Week 2
- Read through relevant portions of the ACM/IEEE Computer Science Curricula 2013 Report
- Found and read papers relating to computer science education in parallel and distributed computing and its relation to hardware
- Primarily searched through publications that derived from the Special Interest Group in Computer Science Education
- Furthered my familiarity with the multi-core Pi 3
- Learned more ARM assembly by exploring the factorial homework from COSC 2200
- Learned how not to give a presentation
- Began to build a sandbox environment for XINU PI3 to mirror the arm playground for the Raspberry Pi
- Successfully able to run an isolated assembly file on the Pi3
- Environment still needs better structure
- Need to be able to easily run code on all cores
Week 3
- Sandbox environment easily runs code on all processors
- Behavior is unpredictable after code terminates, loop forever for now
- Completed Responsible Conduct of Research training including online modules and face-to-face discussion
- Searched for programming tasks used in education
- Tasks designed for parallel assembly elude me, but some may be able to be modified to fit this purpose
- Serial output needs attention now that up to 4 cores may write to it at once
- A specific teachable task will be chosen next week
Week 4
- Decided on a specific problem, the coupon collector's problem
- Easy to parallelize, works naturally with shared memory, and fits well with existing curricula
- Implemented single core version in ARM assembly
- Extended functionality to multi-core
- Began to use mutexes and made use of atomic assembly instructions
- Program does not yet work properly; either there exists race conditions or issue with cache coherence
- Continued to debug software and explored solutions presented online
