crit_think_intro lecture slides class notes

crit_think_intro lecture slides notes

1. CS 347: Operating SystemsCS 347: Operating Systems

In this course, we reason about In this course, we reason about
effective performance effective performance of a computer of a computer
systemsystem

The emphasis of this course is onThe emphasis of this course is on
–ConceptsConcepts
–TechniquesTechniques
–TechnologyTechnology

2. Aim of the courseAim of the course

Develop Develop critical thinking critical thinking abilities in abilities in
the area of operating systemsthe area of operating systems
–So that one can make an intelligent So that one can make an intelligent
choice of operating systems and choice of operating systems and
program structures to use for obtaining program structures to use for obtaining
effective performance in a specific effective performance in a specific
computing environmentcomputing environment

More about critical thinking laterMore about critical thinking later

3. This is a fun course!This is a fun course!

Deals withDeals with

- Interesting OS features- Interesting OS features
- Contemporary computer architectures- Contemporary computer architectures
And their mutual interactionAnd their mutual interaction

This is a course in which students often know This is a course in which students often know
more than the instructor!more than the instructor!

4. About OS booksAbout OS books

Silberschatz, Galvin and Gagne, 7/eSilberschatz, Galvin and Gagne, 7/e
- Comprehensive- Comprehensive
- Difficult to find some specifics- Difficult to find some specifics

Stallings, 4/eStallings, 4/e
- Good engineering book- Good engineering book
- Narrow in perspective- Narrow in perspective

Dhamdhere, 3/eDhamdhere, 3/e
- Focuses on concepts - Focuses on concepts
- Comprehensive- Comprehensive
- Includes case studies of Linux, Windows- Includes case studies of Linux, Windows

5. Book we will useBook we will use

DhamdhereDhamdhere
Operating SystemsOperating Systems

─

─
A Concept-Based Approach, A Concept-Based Approach,
McGraw Hill India, 3/eMcGraw Hill India, 3/e

6. Evaluation schemeEvaluation scheme

Quizzes (about 6 or so)Quizzes (about 6 or so)
- frequent and surprise quizzes- frequent and surprise quizzes

Take home assignments Take home assignments
–1 large assignment or a few short ones1 large assignment or a few short ones

Mid-semester and final examsMid-semester and final exams

Indicative weightages:Indicative weightages:
Q: 10%, Asgn: 10%, M: 30%, E: 50%Q: 10%, Asgn: 10%, M: 30%, E: 50%

7. Honesty policyHonesty policy

Highest standards of academic Highest standards of academic
honesty are expected and will be honesty are expected and will be
enforcedenforced

For take home assignmentsFor take home assignments
- No discussion with others- No discussion with others
- No copying- No copying
Strict action will be taken againstStrict action will be taken against
violators of this policyviolators of this policy

8. Classroom rulesClassroom rules

Mobile phones should not be usedMobile phones should not be used
–Any phone that rings or is used will be Any phone that rings or is used will be
confiscatedconfiscated

Punctuality is expectedPunctuality is expected
–Latecomers should not disturb the classLatecomers should not disturb the class
–Doors may be closed after start of classDoors may be closed after start of class
–XX grades for inadequate attendance XX grades for inadequate attendance

Interaction with instructor a mustInteraction with instructor a must
–Ask questions; else I will ask them !Ask questions; else I will ask them !

9. About Critical thinkingAbout Critical thinking
–Most education systems are fact basedMost education systems are fact based

They teach you facts and test their recallThey teach you facts and test their recall

They teach you ‘what’ you should think in They teach you ‘what’ you should think in
what situationwhat situation
–They may not teach `how’ to thinkThey may not teach `how’ to think
–Students have to figure out the `how’Students have to figure out the `how’

It is an essential skill for scientists and It is an essential skill for scientists and
technologiststechnologists

It is the subject matter of It is the subject matter of critical thinkingcritical thinking

10. Critical thinkingCritical thinking

From wikipediaFrom wikipedia
–Critical thinking is purposeful and Critical thinking is purposeful and
reflective judgment about what to reflective judgment about what to
believe or what to do in response tobelieve or what to do in response to

ObservationsObservations

ExperienceExperience

Verbal or written expressionsVerbal or written expressions

ArgumentsArguments
–It is not about passing of It is not about passing of negativenegative
comments!comments!

11. Critical thinkingCritical thinking

Example illustrating its needExample illustrating its need
–How to master the vast amount of How to master the vast amount of
information available on the web?information available on the web?

One must analyze the information available One must analyze the information available
from multiple sourcesfrom multiple sources

Validate information from each source, Validate information from each source,
rejecting unreliable/illogical informationrejecting unreliable/illogical information

Correlate information from various sources Correlate information from various sources
to make a cohesive wholeto make a cohesive whole
–Take care of differences in terminologyTake care of differences in terminology

12. Critical thinkingCritical thinking

Wikipedia (contd): A critical thinkerWikipedia (contd): A critical thinker

Raises vital questions and problems, Raises vital questions and problems,
formulating them clearly and preciselyformulating them clearly and precisely

Gathers and assesses relevant informationGathers and assesses relevant information

Comes to well-reasoned conclusions and Comes to well-reasoned conclusions and
solutionssolutions

Thinks open-mindedly (about alternatives)Thinks open-mindedly (about alternatives)

Communicates effectively with others in Communicates effectively with others in
figuring out solutions to complex problems; figuring out solutions to complex problems;
without being unduly influenced by otherswithout being unduly influenced by others

13. Critical thinkingCritical thinking

Critical thinking is a tool of inquiryCritical thinking is a tool of inquiry
–Wade (‘55) identified 8 characteristicsWade (‘55) identified 8 characteristics

Asking questionsAsking questions

Defining a problemDefining a problem

Examining evidenceExamining evidence

Analyzing assumptions and biasesAnalyzing assumptions and biases

Avoiding emotional reasoningAvoiding emotional reasoning

Avoiding oversimplificationAvoiding oversimplification

Considering alternative interpretationsConsidering alternative interpretations

Tolerating ambiguityTolerating ambiguity

14. Critical thinkingCritical thinking

Critical thinking is about being both Critical thinking is about being both
willing and able to evaluate one’s willing and able to evaluate one’s
thinking (wikipedia)thinking (wikipedia)
–It helps in all aspects of lifeIt helps in all aspects of life
–Core thinking skills are portableCore thinking skills are portable

They can be carried over from one field, They can be carried over from one field,
area, or course to anotherarea, or course to another
–You must integrate critical thinking into You must integrate critical thinking into
your attitude!your attitude!

Thinking abilities should improve with time!Thinking abilities should improve with time!

15. Learning and Critical thinkingLearning and Critical thinking

Learning takes place in 2 phasesLearning takes place in 2 phases
(Wikipedia)(Wikipedia)
–Learning basic ideas, principles and Learning basic ideas, principles and
theoriestheories

The process of internalizationThe process of internalization
–Use the basic ideas, principles and Use the basic ideas, principles and
theoriestheories

The process of applicationThe process of application

16. Thinking skills─what we will doThinking skills─what we will do
–Explicit teaching of thinking skills Explicit teaching of thinking skills

Is beyond the scope of this courseIs beyond the scope of this course

Is beyond the abilities of this instructorIs beyond the abilities of this instructor
–However, we will facilitate their learning However, we will facilitate their learning
in this course throughin this course through

Classroom discussionsClassroom discussions

Creating situations for group thinkingCreating situations for group thinking

Study literature-and-report assignmentsStudy literature-and-report assignments

Quizzes and Exams!Quizzes and Exams!

17. Thinking skills and the ExamsThinking skills and the Exams

Exams will include questions aimed Exams will include questions aimed
at exercising/using thinking skillsat exercising/using thinking skills
–Performance in these Qs will decide Performance in these Qs will decide
what range of grades you might earnwhat range of grades you might earn

E.g., if a student performs poorly in thinking E.g., if a student performs poorly in thinking
oriented Qs, top grades such as AA, AB, BB oriented Qs, top grades such as AA, AB, BB
would be denied irrespective of the total would be denied irrespective of the total
marks obtained in the coursemarks obtained in the course

18. Group thinking in the courseGroup thinking in the course
–Groups of approx 10 students each will Groups of approx 10 students each will
be formedbe formed
–In every lecture, one of the groups will In every lecture, one of the groups will
pose ONE question on the previous pose ONE question on the previous
lecture’s contents that requires critical lecture’s contents that requires critical
thinkingthinking

Good questions will earn acclaimGood questions will earn acclaim
–Other situations will also be createdOther situations will also be created

We will start on it today!We will start on it today!

19. ConceptsConcepts

Critical thinking and conceptsCritical thinking and concepts
–The relationship is two-foldThe relationship is two-fold

Critical thinking helps in concept formation Critical thinking helps in concept formation
from available informationfrom available information

Concepts and principles are tools of critical Concepts and principles are tools of critical
thinkingthinking
–Concepts enable a person to analyse, assess and Concepts enable a person to analyse, assess and
improve thinkingimprove thinking
–Core concepts and principles of analysis existCore concepts and principles of analysis exist
–Domain specificDomain specific concepts and principles can also concepts and principles can also
be used in thinkingbe used in thinking

20. The Concept-Based ApproachThe Concept-Based Approach

In classIn class
–We will develop concepts and enunciate We will develop concepts and enunciate
principlesprinciples
–We will also use concepts and principles We will also use concepts and principles
in our discussionsin our discussions

In assignmentsIn assignments
–You practice use of concepts, principlesYou practice use of concepts, principles

In quizzes and examsIn quizzes and exams
–You demonstrate that you can use themYou demonstrate that you can use them

21. The Concept-Based ApproachThe Concept-Based Approach

Key thinking skills that facilitate Key thinking skills that facilitate
learning about complex systemslearning about complex systems
–Focusing skillsFocusing skills

Attending to selected pieces of information Attending to selected pieces of information
and ignoring othersand ignoring others
–Organizing skillsOrganizing skills

Arranging information so that it can be used Arranging information so that it can be used
more effectivelymore effectively

22. The Concept-Based ApproachThe Concept-Based Approach

Concepts assist in critical thinkingConcepts assist in critical thinking
–AbstractionAbstraction aids in focusing aids in focusing
–Abstract views Abstract views aid in organizingaid in organizing