computer systems homework

CSAPP-3e-Solutions

Computer systems: a programmer’s perspective third edition solutions, code test convention.

Computer Systems: A Programmer's Perspective, 3/E (CS:APP3e)

Randal E. Bryant and David R. O'Hallaron , Carnegie Mellon University

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Copyright © 2015, Randal E. Bryant and David R. O'Hallaron

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CS350 Intro Computer Systems Homework

Homework 5 on control.

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Another way to help the book out: cite it! Here is the BiBTeX entry (seen below); you can also link to the site of the best free operating systems book on the market.

Operating Systems: Three Easy Pieces Remzi H. Arpaci-Dusseau and Andrea C. Arpaci-Dusseau Arpaci-Dusseau Books November, 2023 (Version 1.10)

And now, the free online form of the book, in chapter-by-chapter form (now with chapter numbers!):

INSTRUCTORS: If you are using these free chapters, please just link to them directly (instead of making a copy locally); we make little improvements frequently and thus would like to provide the latest to whomever is using it. Also: we have made our own class-preparation notes available to those of you teaching from this book; please drop us a line at [email protected] if you are interested.

HOMEWORKS: Some of the chapters have homeworks at the end, which require simulators and other code. More details on that, including how to find said code, can be found here: HOMEWORK

PROJECTS: While the book should provide a good conceptual guide to key aspects of modern operating systems, no education is complete without projects. We are in the process of making the projects we use at the University of Wisconsin-Madison widely available; an initial link to project descriptions is available here: PROJECTS. Coming soon: the automated testing framework that we use to grade projects.

BOOKS NEWS: Many small things to move to version 1.10. Track changes: NEWS

ACKNOWLEDGEMENTS: These students have greatly contributed to this effort, through endless bug reports and other comments. Your name could go here! (as well as in the printed book): ERRATA

ACKS: The authors wish to acknowledge all the sources of funding for their research over the years. In particular, the authors appreciate the strong support from the National Science Foundation (NSF), which is an essential part of the modern research and educational infrastructure of the USA.

Latest Announcements

Course overview.

This course gives an introduction to the basic concepts and core principles used to structure modern computer operating systems. The goal of the class is to explain those concepts and principles that are likely to survive for many years to come. The course is a departure point for research in operating and distributed systems. Specifically, the course introduces the concepts of processes, concurrency, synchronization, scheduling, multiprogramming, memory management, and file systems.

All office hour meeting links will be posted in Blackboard and Campuswire.

Project Discussion Section:

• Lab 0 Overview — TBA

Operating Systems: Three Easy Pieces

by Remzi H. Arpaci-Dusseau and Andrea C. Arpaci-Dusseau, available online for free!

Other recommended textbooks:

• Operating Systems: Principles and Practice, 2nd Edition (2014) , by Anderson and Dahlin, Recursive Books, ISBN 978-0985673529
• Operating System Concepts, 8th Edition (2008) , by Silberschatz, Galvin and Gagne, Wiley, ISBN 978-0470128725
• Understanding the Linux Kernel, 3rd Edition (2008) , by Bovet, O’Reilly, ISBN 978-0596005658, (good for projects)
• Modern Operating Systems, 4th Edition (2014) , by Tanenbaum and Bos, Pearson, ISBN 978-0133591620

Organization

This course is organized as a series of lectures taught by the instructors, assigned readings, discussion sections, homework, projects, and exams. They are complementary to each other, helping you reinforce learning on the core concepts in operating systems. Questions on examinations will be based on material covered in class, assigned readings, and projects.

Your final grade for the course will be based on the following weights:

• Projects: 60%
• Quizzes: 15%
• Final exam: 25%

For the programming assignments, there are no partial credits. You must turn in working code.

The strength of the university depends on academic and personal integrity. In this course, you must be honest and truthful. Ethical violations include cheating on exams, plagiarism, reuse of assignments, improper use of the Internet and electronic devices, unauthorized collaboration, alteration of graded assignments, forgery and falsification, lying, facilitating academic dishonesty, and unfair competition.

• For undergraduates: https://studentaffairs.jhu.edu/policies-guidelines/undergrad-ethics
• For graduate students: http://e-catalog.jhu.edu/grad-students/graduate-specific-policies
• Unless otherwise noted, all work must be completed individually. Homework assignments (if any) may be discussed, but solutions must be completed individually. Projects may be completed in established groups, and implementation approaches may be discussed across groups, but programming code cannot be shared across groups.
• Never copy project code or text found on the Internet, e.g., GitHub.
• Never share code or text on the project. That also means do not make your solutions public on the Internet.
• Never use other group's code or text in your solutions. This includes code/text from prior years or other institutions.
• You may read but not copy Linux or BSD source code. You must cite any document or code that inspired your code . As long as you cite what you used, it's not cheating. In the worst case, we deduct points if it undermines the assignment.
• Explain a concept to another student, or asking another student to explain a concept to you.
• Discuss algorithms or approaches for an exercise. But you should not exchange, look at, or copy each other's code.
• Discuss testing strategies and approaches
• Help someone else debug if they've got stuck. But you should not give that student code solutions.

Personal Wellbeing

If you are sick please notify me by email so that we can make appropriate accommodations should this affect your ability to attend class, complete assignments, or participate in assessments. The Student Health and Wellness Center is open and operational for primary care needs. If you would like to speak with a medical provider, please call 410-516-8270, and staff will determine an appropriate course of action based on your geographic location, presenting symptoms, and insurance needs. Telemedicine visits are available only to people currently in Maryland. See also https://studentaffairs.jhu.edu/student-life/student-outreach-support/absences-from-class/illness-note-policy

The Johns Hopkins COVID-19 Call Center (JHCCC), which can be reached at 833-546-7546 seven days a week from 7 a.m. to 7 p.m., supports all JHU students, faculty, and staff experiencing COVID-19 symptoms. Primarily intended for those currently within driving distance of Baltimore, the JHCCC will evaluate your symptoms, order testing if needed, and conduct contact investigation for those affiliates who test positive. More information on the JHCCC and testing is on the coronavirus information website.

All students with disabilities who require accommodations for this course should contact me at their earliest convenience to discuss their specific needs. If you have a documented disability, you must be registered with the JHU Office for Student Disability Services (385 Garland Hall; 410-516-4720; http://web.jhu.edu/disabilities/ ) to receive accommodations.

Students who are struggling with anxiety, stress, depression or other mental health related concerns, please consider connecting with resources through the JHU Counseling Center. The Counseling Center will be providing services remotely to protect the health of students, staff, and communities. Please reach out to get connected and learn about service options based on where you are living this fall at 410-516-8278 and online at http://studentaffairs.jhu.edu/counselingcenter/ .

Student Outreach & Support will be fully operational (virtually) to help support students. Students can self-refer or refer a friend who may need extra support or help getting connected to resources. To connect with SOS, please email [email protected] , call 410-516-7857, or students can schedule to meet with a Case Manager by visiting the Student Outreach & Support website and follow “Schedule an Appointment”.

Classroom Climate

As your instructor, I am committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone here has the right to be treated with dignity and respect. I believe fostering an inclusive climate is important because research and my experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. Please join me in creating a welcoming and vibrant classroom climate. Note that you should expect to be challenged intellectually by me, the TAs, and your peers, and at times this may feel uncomfortable. Indeed, it can be helpful to be pushed sometimes in order to learn and grow. But at no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity.

If you ever have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, I invite you to share directly with me or the TAs. I promise that we will take your communication seriously and to seek mutually acceptable resolutions and accommodations. Reporting will never impact your course grade . You may also share concerns with the department chair (Randal Burns, [email protected] , the Director of Undergraduate Studies (Joanne Selinski, [email protected] ), the Assistant Dean for Diversity and Inclusion (Darlene Saporu, [email protected] ), or the Office of Institutional Equity ( [email protected] ). In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Family Accommodations Policy

You are welcome to bring a family member to class on occasional days when your responsibilities require it (for example, if emergency child care is unavailable, or for health needs of a relative). Please be sensitive to the classroom environment, and if your family member becomes uncomfortably disruptive, you may leave the classroom and return as needed.

Acknowledgments

The course syllabus, lecture and project materials are heavily influenced by UCSD CSE 120 and Stanford CS 140 class. Credits are particularly due to Geoff Voelker (UCSD), Yuanyuan Zhou (UCSD), and David Mazières (Stanford).

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My solutions of Computer Systems: A Programmer’s Perspective, Third Edition (CS:APP3e) book, the text book for the course, CMU15-213: Introduction to Computer Systems.

ahmeducf/computer-systems-CS-APP3e

Folders and files, repository files navigation, computer-systems-cs-app3e.

This repo contains source code and my solution to CMU 15-213: Introduction to Computer System practice problems and lab assignments . I am using the 2015 Fall version.

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• Book site for CSAPP: 3e
• Lab website

I am studying and coding on Manjaro Linux 21.1.4 .

About the book

This book CS:APP3e is the third edition of a book that stems from the introductory computer systems course developed at Carnegie Mellon University , starting in the Fall of 1998, called "Introduction to Computer Systems" (ICS) . The presentation is based on the following principles, which aim to help the students become better programmers and to help prepare them for upper-level systems courses:

• Students should be introduced to computer systems from the perspective of a programmer, rather from the more traditional perspective of a system implementer.
• Students should get a view of the complete system, comprising the hardware, operating system, compiler, and network.
• Students learn best by developing and evaluating real programs that run on real machines.

The book covers data representations , machine level representations of C programs , processor architecture , program optimizations , the memory hierarchy , linking , exceptional control flow (exceptions, interrupts, processes, and Unix signals) , virtual memory and memory management , system-level I/O , basic network programming , and concurrent programming . These concepts are supported by series of fun and hands-on lab assignments .

• Assembly 24.7%
• DTrace 7.6%
• Makefile 5.9%

CSEE 3827 Fundamentals of Computer Systems

Summer 2023.

• TR 5:30pm - 8:40pm
• Location: 501 Northwest Corner Building
• Instructor: Tim Paine , [email protected]
• Jackie Yang, [email protected]
• Kevin Li, [email protected]
• T 4:30 pm - 5:30 pm - CS Lounge (Front office can let you in, or ping me on Ed)
• Th 8pm - 10pm on Zoom: Link
• M/T 9:30am - 10:30am EE Lounge (Mudd 13th Floor and on Zoom: Link )

Course info

Fundamentals of Computer Systems is an introductory course covering the fundamental building blocks of modern computing devices. It is the first course in the Computer Engineering degree program, and is designed as a prerequisite to advanced courses in both computer hardware, like CSEE 4824: Computer Architecture , CSEE 4823: Advanced Logic Design , and CSEE4840: Embedded Systems , as well as low level computer software like COMS 4118: Operating Systems .

The course is structured in two halves. The first focuses on digital logic design, while the second introduces a RISC assembly language.

We begin with an introduction to binary number systems . We then cover boolean logic , which forms the basis of the digital logic on which all computer systems are built. We will learn how to construct arithmetic operations, such as addition, using only boolean algebra. We then procede to introduce combinational and sequential logic , and finish the first half of the course by looking at finite state machines and their use in constructing hardware components.

In the second half of the course, we will look at the MIPS assembly language . We will look at how assembly interacts with a processors instruction set architecture (ISA) , and the differences between reduced and complex instruction set architectures (RISC / CISC). We will design a pipelined microprocessor architecture and ISA from the building blocks discussed in the first half of the course. Finally, we will look at how the implementation and usage of modern processor caches .

There is no required textbook for this course. However, here are some suggested reference materials:

• Digital Design and Computer Architecture , David Harris and Sarah Harris
• Logic and Computer Design Fundamentals , M. Morris Mano and Charles Kime
• Computer Organization and Design, The Hardware/Software Interface , David A. Patterson and John L. Hennessy

In the second half of the course, we will use a MIPS simulator called QTSpim . This software is freely available for download. Further information will be provided at a later date.

We will be utilizing the Ed platform for this course.

Tentative : 5 Homework Assignments

Tentative : 2 Quizzes (~30 minutes)

You are expected to attend all lectures, either in-person or virtually. Any material covered in class or in a homework is fair game for exams. All courses will be available in real time on Zoom, and recorded for asynchronous viewing or review.

Academic Honesty

Please read the following information carefully. Failure to abide by these policies may result in serious consequences, including homework or exam grades of 0 and referral to the Office of Student Conduct and Community Standards (SCCS).

All homework assignments are to be completed individually. You are encouraged to collaborate with others to work through the logic of a problem, but the solution you submit should be written entirely by you. Sharing your solution with others and rewriting from a preexisting solution both count as cheating .

Online references like StackOverflow are valuable tools for working out parts of a problem, and you are encouraged to explore the wealth of educational resources on the internet. However, apart from the obvious cheating example of finding whole solutions online, including any code snippets that you did not write without proper attribution counts as cheating . If you use code that you did not come up with yourself, you must include a full link to the reference , e.g. provide a link in your submission to the StackOverflow answer you relied on.

Furthermore, even if you find references online, if you do not understand the code that you are using, it will still count as academic misconduct . If you are quizzed on your submission and cannot demonstrate understanding, it will not be counted.

The material for this course, including but not limited to lectures, examples, homeworks, and exams, is wholly owned by me and provided to you for educational use only.

If I find any material on GitHub, Chegg, etc, I will DMCA to have it taken down and pursue those responsible both legally and academically. Remember, grades can be retroactively changed and degrees can be(and have been) retroactively revoked for academic misconduct.

School Policies

In addition to this policy, the CS department’s academic honesty policy applies to this course. Please revisit your school’s standards for academic integrity:

COVID Related Information

For students who are required to isolate or quarantine, or are unable to attend in-person, classes will be simultaneously conducted on Zoom. Recordings of each class will be uploaded to the Video Library.

Campus Resources

The instructor is committed to promoting students' well being and advancing a diverse, inclusive and welcoming campus culture. He is aware that students may experience personal, social, or financial challenges, whether related or unrelated to their coursework, that may affect their health and academic performance. In addition, the ongoing Covid-19 pandemic and high levels of stress experienced by many Columbia students during the semester may affect their mental and physical health.

If you are in need of support, you are encouraged to reach out to your school’s adviser (e.g. CSA advising dean). If you feel comfortable notifying the instructor, he will make every effort to provide support and connect you to available campus resources.

If you or someone you know feels overwhelmed or suffers from depression or anxiety, please contact

Counseling and Psychological Services (CPS, Columbia) - 212–853–2878 Furman Counseling Center (Barnard) - 212–854–2092 For additional campus resources, see https://universitylife.columbia.edu/student-resources-directory

Please note that the instructor is required to make a report of any information relating to gender-based misconduct.

Course Recordings

Note that the following schedule is tentative. It will be updated as we go.

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Computer Systems Worksheets

Subject: Computing

Age range: 11-14

Resource type: Worksheet/Activity

Last updated

3 January 2024

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Here are 6 ready to use computer systems worksheets you can immediately use with your class with absolutely no preparation necessary.

They can be printed out or completed on-screen as they comprise of PDF files with editable areas for students to enter their answers. You can even assign these worksheets as learning tasks using a VLE for students working at home.

You even have a separate copy of each handout that contains the answers, making these a brilliant easy to use addition to your teacher toolkit.

HOW CAN I USE THEM? These worksheets are ideal for

• An easy grab-and-go classroom activity,
• homework tasks and
• cover worksheets. . These engaging worksheets are perfect for computer science teachers, non-specialists and new teachers.

WHAT IS INCLUDED? The 6 PDF worksheets included:

• Input, Process, Storage, Output – An easy worksheet where students need to write their understanding about each term. A great starter activity o find out your students’ current understanding before starting the a computer systems unit.
• Hardware and Software – This simple worksheet asks students to explain the difference between hardware and software and identify hardware and software from the listed items. This is perfect for a starter or a plenary to recap what they have learnt.
• Inside the Computer – This asks students to write how different pieces of hardware are used inside a typical computer system. Great as a homework task.
• Von Neumann Architecture – Students describe what the different registers and parts of a CPU do, including the program counter, accumulator, arithmetic/logic unit and control unit. Great as a homework or to assess their understanding of the parts of the CPU.
• System Architecture Crossword – Students complete a crossword by using the clues given to them. A nice way of assessing their understanding of key phrases. Perfect for a homework task or plenary.
• Fetch, Decode, Execute – Students read the description of the processes and tick if they take part in the fetch, decode or execute sections of the processing life cycle. Great as a plenary activity.

Don’t forget the answers to each worksheet are included meaning you can use the answers yourself or give them to students for self-marking.

These 6 worksheets will quickly become an essential tool in your teacher toolkit.

They are a great way to break up the lesson, reinforce the learning and check your pupils’ understanding of computer systems.

What are you waiting for? Buy them now and use them straight away to enhance your lessons whilst saving yourself hours of preparation.

Tes paid licence How can I reuse this?

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EE282: Computer Systems Architecture

Instructor : Caroline Trippel Teaching Assistant : Yao Hsiao , Akshit Goel

• Understand core design paradigms that are foundational to architecting advanced computer systems and how/when they are used, including: pipelining, parallelism, out-of-order execution, prediction (or speculation), locality and caching, indirection, amortization, redundancy, specialization, focus on the common case (for efficiency), focus on the uncommon case (for security).
• Understand the basics of advanced processor design, including core and memory systems architecture.
• Understand the basics of specialized hardware design, including the architecture of GPUs, AI Processors, and other accelerators.
• Understand the basics of hardware support for datacenter workloads, including hardware support for virtualization and networking, and how these hardware features interact with low-level systems software.
• Get hands-on experience in using an architecture simulator to conduct a design space exploration for a multi-core processor implementation.
• Get hands-on experience in implementing advanced processor optimizations in SystemVerilog.
• Get hands-on experience in formally verifying an open-source processor implementation using commercial-grade model-checkers.

News (top is most recent)

• (5/24) Problem Set 3 due date has been extended to May 31, 1pm PST.
• (5/20) Programming Assignment 2 has been released. It is due June 4, 1pm PST.
• (5/10) Problem Set 3 has been released. It is due May 26, 1pm PST.
• (5/6) Programming Assignment 1 has been released. It is due May 20, 1pm PST.
• (4/28) We will not have the office hour on May 4.
• (4/28) We will have the virtual office hour/midterm review session (SCPD students) on May 2 from 5:30AM-6:30PM. It will appear as a lecture under Zoom on Canvas.
• (4/28) We will have the virtual office hour/midterm review session on May 2 from 11:00AM-1:00PM. It will appear as a lecture under Zoom on Canvas.
• (4/28) We will have a review session on April 29 from 2:30PM-5:00PM. It will appear as a lecture under Zoom on Canvas.
• (4/21) Problem Set 2 has been released. It is due May 10, 1pm PST.
• (4/14) We will have a review session on April 15 from 3:00PM-4:30PM. It will appear as a lecture under Zoom on Canvas.
• (4/7) We will have a review session on April 8 from 3:00PM-4:30PM. It will appear as a lecture under Zoom on Canvas.
• (4/5) Problem Set 1 has been released. It is due April 21, 1pm PST.
• Sneha's March 30th office hours will be held over zoom [Password: 101121] from 3:00pm.
• Programming Assignment 3 released here . It is due June 6, 1pm PST on Gradescope. Setup instructions are available here .
• Programming Assignment 2 released here . It is due May 18, 1pm PST on Gradescope. Setup instructions are available here .
• Problem 7 due date is postponed to 05/03 and only 1 late day may be used for this problem so we can distribute solution back in time for midterm preparation.
• Problem 8 due date is postponed to 05/14, but is strongly suggested to work through it since the topic will be covered in midterm.
• Schedule for lectures after midterm and homework due date are updated please refer new schedule as below. Only 1 late day may be used for problem 15 and 16
• (04/27) Problem 3 and 4 solutions are shared via email. Please reach out to TA if you submitted them but did not receive the solution.
• (04/24) Problem 9 due date is postponed to 05/14 and Programming Assignment 2 due date is postponed to 05/23
• (04/22) Problem 1 and 2 solution here
• (04/10) Programming Assignment 1 released here . It is due May 7, 11:59pm PST on Gradescope.
• GCP setup instructions released here .
• (04/04) Problem Set for the quarter released here .
• (04/03) Participation points for SCPD students: Please finish assignments on Canvas within 1 week after the lecture recording is available.
• (04/01) Caroline's and Yao's office hours are updated as follows
• Please make sure you have access to the Canvas, Ed and GradeScope (links posted above).
• Welcome to EE282!

Required Textbook: HP : J. Hennessy & D. Patterson, Computer Architecture: A Quantitative Approach , 6th edition. MC : Morgan Claypool Synthesis Lectures (available through the library using your SUID). Problem Set (for the Reference Problems in the table below) Programming Assignment 1 Programming Assignment 2 -->

Homework and Projects

• 1 day late: 25% of the maximum allowable marks
• 2 days late: 50% of the maximum allowable marks
• 3+ days late: 75% of the maximum allowable marks

Problem Sets

• Problem Set 3 , due Thursday 5/31, at 1pm PST. Solutions
• Problem Set 2 , due Tuesday 5/10, at 1pm PST. Solutions
• Problem Set 1 , due Thursday 4/21, at 1pm PST. Solutions

Programming Assignments

• GCE Setup Instructions
• Programming Assignment 1 , due Friday 5/20, at 1pm PST.
• Programming Assignment 2 , due Saturday 6/4, at 1pm PST.

Announcements: Visit this web page regularly to access all the handouts, solutions, and announcements. Please check your email regularly as well for announcements from Ed!

• Caroline Trippel: Wednesdays (10:50am - 11:50am, Gates 470) (starting 04/03/2024) or by appointment.
• Yao Hsiao: Following slots (starting 04/02/2024) or by appointment
• Tuesdays 9:00am - 10:00am, Gates 259
• Mondays 10:50am - 11:50am on Zoom
• Akshit Goel: Thursdays 1:30pm - 2:30pm, Packard 107
• Fridays, 9:00AM - 10:00AM, over zoom and it is recorded.
• Midterm on Monday, May 6th (9:30AM - 10:50AM PST) in Thornton 102, covers lectures 1-10.
• Final on Tuesday, June 11th (9:30AM - 10:30AM PST) in TBD, covers lectures 1-18.
• No more than 2 people can collaborate on a homework or project assignment.
• Students working together should submit a single assignment for the pair .
• Any assistance received for homework or programming assignment solutions should be acknowledged in writing with specific details.
• No sharing of code, or partial or complete solutions among groups is permitted.

SCPD Video Recording Disclaimer: Video cameras located in the back of the room will capture the instructor presentations in this course. For your convenience, you can access these recordings by logging into the course Canvas site. These recordings might be reused in other Stanford courses, viewed by other Stanford students, faculty, or staff, or used for other education and research purposes. Note that while the cameras are positioned with the intention of recording only the instructor, occasionally a part of your image or voice might be incidentally captured. If you have questions, please contact a member of the teaching team.

Adapted from a template by Andreas Viklund .

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Computer Engineering and Systems

Computer Engineering & Systems Website

Computer Engineering offers research opportunities in the areas of computer communications and networks, data science, multimedia, storage systems, parallel and distributed computing and architecture, fault-tolerant computing and design for testing, computer-aided design and testing tools, VLSI design and technologies, high-speed networks and architecture, intelligent systems and controls, and real-time systems and their architecture.

Faculty Members:

• Kevin Nowka  (Group Leader)
• Ulisses Braga-Neto
• Pierce Cantrell
• Nick Duffield
• Stavros Kalafatis
• Sunil Khatri
• P. R. Kumar
• John Lusher
• Joshua Peeples
• JV Rajendran
• Narasimha Reddy
• Srinivas Shakkottai
• Weipeng Shi
• Alex Sprintson
• Karan L. Watson
• R. Stanley Williams

Multimedia Communication and Networking Laboratory (Lu, Reddy, Shakkottai, Sprintson, and Zhang)

Cyberphysical Systems Laboratory (Kumar)

Storage Systems Laboratory (Reddy)

VLSI Circuits and CAD Laboratory (VCC-LAB) (Khatri)

Computer Engineering Laboratory

VLSI CAD Laboratory (Choi, Hu, Khatri, Li, and Shi)

Learning and Emerging Networked Systems (LENS) Laboratory (Shakkottai)

Computer Architecture, Memory Systems and Interconnection Networks (CAMSIN) Lab (Gratz)

Intro to Computers Using PCs

Computer networking & infotech.

A computer literacy course using personal computers. Prepares students to use computer applications. Provides an overview of computer components including hardware, software, and data, as well as computer concepts related to networks and security. Includes fundamentals of Windows and other operating systems and applications such as word processing, spreadsheets, database, presentations and the internet. Students use computers to complete class assignments.

This class has no scheduled meetings and requires the use of Canvas. All coursework is completed on Canvas using an internet enabled device. For course details, students must check the instructor’s website .