The role of the computer architecture simulator in the laboratory

In an introductory computer course , the assembly language is often used to ai d in the comprehension of the fundamental s of computer structure and organization . The assembler can also be used t o reinforce computer architecture concept s in an advanced course . Teaching strategies are used i n computer laboratory activities in order t o illustrate various concepts introduced during lectures and/or to acquire experience with low level language . Therefore, the following learning objectives can be attained with th e assembly language : skills in assembly language programming [1] ; informatio n representation and computer organization at internal level [2] ; structure d programming techniques and the top-down approach [3-4] ; problem solving, and elements of computer science [5-7] . A common tool adopted in the compute r laboratory is a computer simulator . Th e simulator structure depends on th e teaching objective . However, actua l simulators lack a feature which is common in simulation models : the possibility for the student to dynamically change th e characteristics of the simulated system i n order to verify the physical system performance . Regarding compute r organization, the simulator should provid e the user with a simple manner o f experimenting with the following capabilities : definition of a new register , definition of a new instruction type , modifying the bit dimension of a register , and so on . The manipulation of architectural components is a useful optiona l feature of the computer simulator in a n introductory course of computer organization, but it is necessary structure in an advanced computer architect,Lare course i n order to require the students to master computer architecture concepts and also some skills in architectural design . In the light of these considerations , it is opportune to reexamine the effective role of the computer architectur e simulator in laboratory activities .