Use this form to submit Module to the collection. When you submit this form, your submission will become a web page which will be yours to edit and enhance.
Be sure to hit the SUBMIT button before leaving this page or your information will be lost. We encourage you to compose your answers to the longer questions in a word processor and to cut and paste the resulting text into this form.
If you need help submitting your activity, please contact Molly Kent.
The title should be evocative of the main point(s) of the activity. It needs to communicate the full context of the activity on its own as it will show up in places like search returns (e.g. Google) where people won't have any contextual clues. So it should convey the idea that this is a teaching activity, what the subject matter is and what the relevant pedagogical focus is. For example: Solar Radiation: Sample Socratic Questions
Name and institution of author(s) of the activity and any other appropriate attribution information. If the page is based on materials originally created elsewhere that should be noted with attribution given to the original authors and links provided to the original materials.
For example: This page authored by Jon Smith, Big State University, based on an original activity by Jane Smith, Smallville College.
Email addresses of the activity author(s) separated by commas. These will not be displayed in the activity page but are used for internal tracking.
This text should make it clear what the activity is. It should provide an overview of the things that students will do and the intended outcomes.
The description should be concise and compelling: typically no more than 1-2 very brief paragraphs.
To prepare for this case study, students do background reading on landslides and rock avalanches and read the introductory portion of Hermanns and Strecker's 1999 article on rock avalanches in Argentina. In class, students receive data (assembled from figures in the article) on bedrock geology and physiography, as well as stereonets showing orientations of prominent joint sets, bedding, and foliations in the bedrock. Their task is to answer the question of why gigantic rock avalanches occur is some places but not others in this part of Argentina. The activity gives students practice in interpreting geologic maps, using stereonets, and peer teaching. Each student receives one of four possible data sets and must ultimately explain his/her analysis to others. The activity also connects structural geology to another geoscience discipline.
What concepts and content should students learn from this activity? Are there higher-order thinking skills (e.g. critical thinking, data analysis, synthesis of ideas, model development) that are developed by this activity? Are there other skills (writing, oral presentation, field techniques, equipment operation, etc.) that are developed by the activity.
This text should help faculty understand the types of teaching situations for which this activity is appropriate.
Important types of context include educational level, class size, institution type, etc. Is it lab, lecture, or field exercise, or a longer project? How much time is needed for the activity. Is there special equipment that is necessary? Are there skills or concepts that students should have already mastered before encountering this activity? How is this activity situated in the course? How easy (or hard) would it be to adapt the activity for use in other settings?
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and all the materials needed to implement the activity (or links and references to those materials).
For all materials include, in the box below, a brief description of each item
covering what it is and what its role is in the activity.
If you upload files as part of your activity remember to consider their final use in deciding on appropriate formats.
Materials that other faculty are likely to modify should be provided in easily editable formats (plain text, Word files),
whereas materials that will be likely only used verbatim are most convenient in formats that are universally
readable (PDF format is often a good choice).
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e.g. 'Student Handout for Sauerkraut Assignment'
UnspecifiedJPEGGIFPNGSVGMicrosoft WordMicrosoft Word 2007 (.docx)PowerPointPowerPoint 2007 (.pptx)ExcelExcel 2007 (.xlsx)Excel 2007 macro-enabled (.xlsm)Acrobat (PDF)Rich Text FileText FileComma Separated ValuesFlash VideoQuicktime VideoQuicktime MP4 VideoFlash MP4 VideoMP4 VideoFlash AnimationMP3 AudioM4A AudioPhotoshopIllustratorKMLFileKMZ FileZip Archivegzip ArchiveStuffit ArchiveDisk Image FileHTML FileEncapsulated PostscriptPostscriptTIFFJar ArchiveJava Web StartWebM VideoOgg VideoStella RuntimeStella Model (v9 .stm)Stella Model (v10 .stmx)XML fileShockWave Component (SWC)Matlab .MAT FileMatlab FileMATLAB Live ScriptMathematica NotebookMathematica CDF fileCogsketch WorksheetUnknown BinaryThe system will attempt to determine the correct file type based on the name of the file you've selected. Choosing the correct file type here will override that.
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This section should include notes and tips for instructors who might use the activity. Information such as common areas of confusion, things that need reinforcement, safety guidelines and other practical tips, and pointers for making the best use of the activity are appropriate.
This section should describe how the author determines whether or not students (either individually or collectively) are achieving the learning goals outlined for the activity. Other relevant assessment strategies may also be described in this section.
This section should include references and links to online resources that discuss the specific activity or will support faculty and/or students using the activity.
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The short description should be a distillation of the summary above. This description will be displayed in search returns. The optimal length for this description is on the order of 1-2 sentences.
Choose the relevant terms that help describe your module. Filling out this section will help other educators in knowing more about this module and determining if it will be a good fit for their curriculum (the characteristics will be located underneath the description). You may choose more than one term for each characteristic category if needed.
If you would like a term to be added to a vocabulary, contact us.
Relevant Parallel Computing Concepts
Recommended Teaching Level
Possible Course Use
Introduction to Computer Science
Parallel Computing Systems
Description about TCPP elements, their purpose, instructions.
Classes: Data vs. Control Parallelism
SIMD/Vector (e.g., SSE, Cray)
Pipelines - Data and control hazards
Pipelines - OoO execution
Pipelines - Single vs. Multicycle
Streams (e.g., GPU)
Simultaneous Multi-Threading, Hyper-Threading
Highly Multithreaded (e.g., MTA)
Heterogeneous (e.g., Cell)
Classes: Shared vs. Distributed Memory
SMP - Buses
NUMA/Shared Memory - Directory-based CC-NUMA
NUMA/Shared Memory - CC-NUMA
Message Passing - Bandwidth
Message Passing - Circuit switching
Message Passing - Diameter
Message Passing - Latency
Message Passing - Routing
Message Passing - Packet Switching
Message Passing - Topologies
Impact on Software
Floating Point Representation
Cycles per Instruction (CPI)
Benchmark - Spec Mark
Benchmark - Bandwidth
Parallel Programming Paradigms: By The Target Machine Model
Parallel Programming Paradigms: By The Control Statements
Parallel Programming Notations: Array Languages
Microprocessor Vector Extensions
Fortran 90/C++ Array Extensions
Parallel Programming Notations: Shared Memory Notations
Parallel Programming Notations: SPMD Notations
Parallel Programming Notations: Functional/Logical Languages
Semantics and Corrections Issues
Tasks and Threads
Tools to Detect Concurrency Defects
Parallel and Distributed Models and Completxity: Costs of Computation
Parallel and Distributed Models and Completxity: Cost Reduction
Space Compression, etc.
Parallel and Distributed Models and Completxity: Cost Tradeoffs
Time vs. Space
Power vs. Time
Parallel and Distributed Models and Completxity: Scalability in Algorithms and Architectures
Scalability in Algorithms and Architectures
Parallel and Distributed Models and Completxity: Notations from Complexity Theory
Parallel and Distributed Models and Completxity: Notations From Scheduling
Divide & Conquer
Scan (Parallel Prefix)
Graph Embedding as an Algorithmic Tool
Graph Algorithms: Sort
Graph Algorithms: Path Selection
Graph Algorithms: Other
Leader Election/Symmetry Breaking
Why and What is Parallel/Distributed Computing?
Security in Distributed System
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