📚 OpenKernel EDU3D3D

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Teaching the visible machine

Meet the Machine

Explain fetch/execute, registers, PC, output and stopping.

Total classroom time: 135 minutes · 3 × 45 minutes

Learning outcomes

  • Describe fetch/execute using PC.
  • Distinguish source lines from instruction indexes.
  • Preserve a value in a second register.
  • Predict and reverse a small program's state.

Before class

open first-program Try; print a PC/R0/output trace table; write the LOAD/PRINT/HALT mnemonic/emoji pairs where all learners can see them. Explain that HALT leaves PC at its instruction and comments compile to no instructions.

Three-session plan

Session 1: Your First Emoji Program · 45 minutes

Focus: load 42, print once, halt

Checkpoint: before PRINT: R0=42, output empty.

Session 2: Understanding Registers · 45 minutes

Focus: copy 17 to R2, print, then clear R0

Checkpoint: final R1=R2=17 and R0=0.

Session 3: Following the Program Counter · 45 minutes

Focus: use NOP, breakpoint and Step Back

Checkpoint: learner labels both source line and compiled address correctly and predicts 7 then 9.

Support and differentiation

prefilled first trace row and three physical instruction cards; navigate with mnemonics if emoji are unfamiliar.

Extend the thinking

add blank/comment lines and prove output/order unchanged; place the same breakpoint by source line and address.

Assessment evidence

independent six-instruction program plus annotated trace and explanation of why PRINT does not change R0.

Print student worksheetView answer key

Curriculum mapping notes

OpenKernel EDU aligns with concepts in the following frameworks. These connections support teacher planning. Check your current local grade or course expectations and assessment requirements when selecting activities.

Ontario

Coding and computational thinking in elementary mathematics; algorithms, programming, data representation and computer systems in secondary computer studies/digital technology contexts.

Units 1–3 address state/data/computers, 4–8 sequence/control/algorithm/debugging/representation, and 9–10 decomposition/systems/projects. Select actual grade/course expectations locally. This model does not establish coverage of all mathematical, digital citizenship, hardware-building or networking outcomes.

British Columbia

Applied Design, Skills and Technologies learning through designing, testing and refining solutions; secondary computer studies/programming concepts involving algorithms, data and computer systems.

Units 4–10 support iterative program design and explanation; units 1–3, 8 and 9 support data/state/system representation. Paper design, trace evidence and reflection make the process visible. Check current grade/course wording; not every ADST competency is covered.

Alberta

Computing science in applicable science/programming contexts; senior-high Career and Technology Studies Computing Science (CSE) concepts in algorithms, structured programs, data and systems.

Units 1–8 develop state, control and abstraction; units 9–10 apply decomposition and testing. Check the current program of studies and course requirements when deciding which activities suit your class.

Selected CSTA 2017 connections

These concept references use the CSTA 2017 framework. Check the current adopted edition and the full standard’s grade-level scope before using an identifier in a formal school mapping.

  • 1B-AP-10 — Sequences, events, loops and conditionals in programs. Aligns with units 1, 4, 5, 9 and 10. Simulated events are distinguished from a physical-device event system.
  • 2-AP-12 — Combinations of control structures in programs. Aligns with units 4–7 and 10 through decisions, loops and calls. Use the complete standard when planning work on compound conditionals or other nested control structures.
  • 2-AP-13 — Decomposing problems and subproblems into manageable parts. Aligns with units 6, 7, 9 and 10 through algorithm roles, reusable services and partitioned work.
  • 2-AP-14 — Reusable procedures and parameters for organizing code. Aligns with units 7 and 10. The VM uses register-passed input/result conventions, rather than high-level parameter declarations.
  • 2-AP-17 — Systematic testing and refining with a range of test cases. Aligns with checked challenges when paired with prediction, debugging explanations and varied cases. A pass alone does not demonstrate the complete standard.

Units 1–3, 8 and 9 also connect to the Computing Systems concept. Algorithm, state, debugging, abstraction and control describe the ideas taught in this resource; consult the local framework for its expectation names and scope.

Official source landing links

Use these official landing pages to check the current adopted edition and local grade or course expectations.