The pintos instructional operating system kernel

Pfaff, Ben; Romano, Anthony G.; Back, Godmar

doi:10.1145/1508865.1509023

Cited by 32 publications

(16 citation statements)

References 14 publications

(8 reference statements)

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“…In addition to JOS, a number of pedagogical OSes have been developed and used [6,10,13,19,24,27,32], but these OSes do not include exercises in hypervisor construction. This paper demonstrates that adding a hypervisor to such a pedagogical OS is straightforward-adding roughly one thousand lines of additional code.…”

Section: Related Workmentioning

confidence: 99%

Teaching Virtualization by Building a Hypervisor

Palicherla¹,

Zhang

Porter

2015

Proceedings of the 46th ACM Technical Symposium on Computer Science Education

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Virtual machines (VMs) are an increasingly ubiquitous feature of modern computing, yet the interested student or professional has limited resources to learn how VMs work. In particular, there is a lack of "hands-on" exercises in constructing a virtual machine monitor (VMM, or hypervisor), which are both simple enough to understand completely but realistic enough to capture the practical challenges in using this technology. This paper describes a set of assignments to extend a small, pedagogical operating system (OS) to form a hypervisor and host itself. This pedagogical hypervisor, called HOSS, adds roughly 1,000 lines of code to the MIT JOS source, and includes a set of guided exercises. Initial results with HOSS in an upper-level virtualization course indicate that students enjoyed the assignments and were able to apply what they learned to solve different virtualizationrelated problems. HOSS is publicly available.

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Section: Related Workmentioning

confidence: 99%

Teaching Virtualization by Building a Hypervisor

Palicherla¹,

Zhang

Porter

2015

Proceedings of the 46th ACM Technical Symposium on Computer Science Education

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“…For example in Pintos [7], testing thread functionalities, running threads and checking the execution order are all independent from context switching and scheduling and can be performed in separate units. The source code of the testing suite is available with the framework and is independent of the source code being tested.…”

Section: Adversary Implementationmentioning

confidence: 99%

An Educational Networking Framework for Full Layer Implementation and Testing

Lee

Kim

Moon

2015

Proceedings of the 46th ACM Technical Symposium on Computer Science Education

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We present the KENSv2 (KAIST Educational Network System) framework for network protocol implementation. The framework is event-driven to guarantee deterministic behaviour and reproducibility, which in turn delivers ease of debugging and evaluation. Our framework consists of four components: the event generator, the virtual host, the TCP driver and the IP driver. The two drivers are what students have to implement, and we offer to the students the drivers in the binary format for paired testing and debugging. We have developed a test suite that covers three categories of test cases: specification, paired, and logic tests. The framework logs packet transmissions in the PCAP format to allow use of widely available packet analysis tools. Those tools help inspecting logical behaviour of student solutions, such as congestion control. We have designed five step-by-step assignments and evaluated student submissions. With our automated test suite, we have cut down the number of TAs by half for the doubled class size from the previous semester, in total of 3 TAs and 49 students. We plan to continue using KENSv2 in our undergraduate networking course and expand the test suite.

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“…Kernel-level projects can provide a better pedagogical vehicle for learning about real-world operating system design and implementation. Some are based on a small pedagogical operating system like MINIX [8] or Pintos [6], or involve a pedagogical operating system to be used only in a simulated environment [3]. Pedagogical operating systems are smaller than production operating systems and do not expose students to many of the real-world issues that arise in practice.…”

Section: Related Workmentioning

confidence: 99%

Teaching operating systems using virtual appliances and distributed version control

Laadan

Nieh

Viennot

2010

Proceedings of the 41st ACM Technical Symposium on Computer Science Education

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Students learn more through hands-on project experience for computer science courses such as operating systems, but providing the infrastructure support for a large class to learn by doing can be hard. To address this issue, we introduce a new approach to managing and grading operating system homework assignments based on virtual appliances, a distributed version control system, and live demonstrations. Our solution is easy to deploy and use with students' personal computers, and obviates the need to provide a computer laboratory for teaching purposes. It supports the most demanding course projects, such as those that involve operating system kernel development, and can be used by both on-campus and remote distance learning students even with intermittent network connectivity. Our experiences deploying and using this solution to teach operating systems at Columbia University show that it is easier to use, more flexible, and more pedagogically effective than other approaches.

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The pintos instructional operating system kernel

Cited by 32 publications

References 14 publications

Teaching Virtualization by Building a Hypervisor

Teaching Virtualization by Building a Hypervisor

An Educational Networking Framework for Full Layer Implementation and Testing

Teaching operating systems using virtual appliances and distributed version control

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