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• W97022086 abstract "Abstract Instructional simulations allow a student to engage in an activity that would otherwise be impractical or impossible, such as controlling a nuclear power plant or changing the effects of gravity. This paper presents a simulation tool that illustrates how the central processing unit (CPU) and memory work together in modern computer. The tool provides students with a small but complete instruction set making the simulation a fully functioning computing environment. The system's graphical user interface provides multiple viewing perspectives (e.g., digital, binary, and mnemonic). Students are able to write complete working programs and monitor the inner workings of the CPU during execution. This paper concludes with results from classroom usage along with implications and future work. Introduction Simulations provide powerful learning opportunities if they are properly designed, implemented and integrated into a curriculum (Maurer, 1998). A well-conceived simulation allows students to explore a concept by providing a virtual hands environment that would otherwise be unavailable. The simulation provides a learning opportunity that lecture alone cannot achieve (Gredler, 1996). For an instructional simulation to be effective, however, it must be well conceived and carefully implemented (Lajoie, 2000). In this paper we present just such a simulation tool for introducing students to inner workings of the computer's brain, the Central Processing Unit (CPU). The simulation described in this paper is called CPUSIM. It is based on the Little Man Computer (LMC) paradigm, a frequently used conceptualization of the CPU. The Little Man paradigm is a simplified but powerful model of a computer architecture containing all the components of modern computers: memory, a central processing unit, and input/output capability. A diagram of the LMC appears in Figure 1 (from Englander, 2000). The LMC model uses common analogies to represent important concepts. A computer's memory holds data and instructions. The LMC analogy for memory is a series of mailboxes. The computer's Arithmetic Logic Unit (ALU) performs operations such as addition, subtraction and multiplication. The LMC analogy for the ALU is a calculator. Input/Output (I/O) activity refers to communication between the computer and its users, its storage devices, other computers (via a network) or the outside world. The LMC analogy for I/O activity is communications through an IN basket and an OUT basket. A program counter is a special purpose storage location containing the address of the next instruction to be executed. The LMC analogy for the program counter is a simple counter. The LMC model uses base 10 (decimal) numbers, making the data easier for students to understand. The mailboxes and calculator each contain three decimal digits. The first digit is the operation code (op code) which determines what kind of action the computer should take, such as add, jump, load, or store. The other two digits indicate the appropriate mailbox address associated with that instruction. For example, the instruction 512 would be interpreted as op code 5 (LOAD) and address 12, meaning the value in mailbox 12 would be copied into the calculator. See issue's website The LMC model is valuable as a conceptual tool for introducing students to important computer architecture concepts. However, the analogy between LMC and real computers is not perfect. There are two problematic areas: 1) The decimal representation is intuitive for human discussion, but it creates a problem when mapping to the machine's binary equivalent. One decimal digit op codes supports 10 instructions, and two decimal digit addresses support 100 memory locations. Mapping these to binary requires 4 bit op codes (yielding 16 possible op codes, 6 of which go unused) and 7 bit addresses (yielding 128 memory locations, 28 of which go unused). …" @default.
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• W97022086 date "2002-09-22" @default.
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• W97022086 title "Using Instructional Simulation in the Computing Curriculum" @default.
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