📚 OpenKernel EDU3D3D

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Teaching the visible machine

Scheduling, Cores and Events

Distinguish scheduling policy, work partition and handler state restoration.

Total classroom time: 135 minutes · 3 × 45 minutes

Learning outcomes

  • Distinguish scheduler policy from an instruction.
  • Track independent task/core state.
  • Partition jobs and combine results.
  • Save/restore foreground state around an event handler.
  • Distinguish simulation from real parallel hardware.

Before class

open the systems lab; use A/B task cards, quantum tokens and separate core state columns. Prepare memory 0..3=1,2,3,4 and event/foreground fixtures. Distinguish cooperative CALL turn-taking, scheduler policy and independent core-lane state in the simulation.

Three-session plan

Session 1: Cooperative Scheduling · 45 minutes

Focus: cooperative turn-taking and compare scheduler trace

Checkpoint: three rounds print 1,101,2,102,3,103.

Session 2: Partitioning Work Across Cores · 45 minutes

Focus: partition even/odd jobs

Checkpoint: squared totals10 and20 combine to30, with independent result storage.

Session 3: Interrupts and Handlers · 45 minutes

Focus: event handler saves foreground state, updates byte counter and resumes

Checkpoint: foreground 17 is restored and event count 4 becomes5.

Support and differentiation

act out turn-taking before code; annotate owner/core/event alongside each trace row.

Extend the thinking

compare one vs several lanes using equal work and state the simulation assumptions; examine event byte255→0 while foreground is preserved.

Assessment evidence

scheduler/handler trace explanation plus working concept challenges. Accept a correct sequential partition as decomposition evidence, not as proof of real hardware parallelism.

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.