Teach to Learn 1

One of the best ways to learn a topic deeply is to make a commitment to teach that topic to someone else. In this assignment, that is exactly what you will do. We present below a list of possible topics for you to choose from. They are all important to the learning goals of this class. Choose one of the topics from the list below and put together a video presentation or an audio podcast to explain the topic to another student in CSCI 315. 

The constraints:

• Due date: Friday, September 29th, 2023, 11:59pm.
• Your lesson must last no less than 4 and no more than 5 minutes. That’s is all you have, really, so time your lesson carefully.
• Your lesson must provide answers to one of the following questions:
  1. How do interrupts work better than polling for I/O?
  2. How does DMA work?
  3. When is concurrency desirable in computer applications?
  4. How does one program with Unix processes? (creation, termination, data sharing, interprocess communication)
  5. How does one program with pthread threads? (creation, termination, data sharing, interthread communication)
  6. How do processes compare with threads? (advantages and disadvantages; memory map; data sharing/communication)
  7. How does one compare Unix unnamed and named pipes? (programming differences, situations that call for one or the other)
  8. How does one compare Unix unnamed pipes to TCP sockets? (programming differences, situations that call for one or the other)
  9. How does semaphores work? (general concepts, the purposes of using semaphores, how to coordinate data sharing using semaphores)
  10. How do “dinning philosophers” coordinate the access to shared resources? (general principles, how they work, real world applications)

The methods:

• Study up. Use textbook(s), rewatch recorded classes, and/or research other materials from the web. 
• Plan carefully what you will want to cover. Write a script for your podcast or maybe storyboard your video (you can think of using a slide presentation as a storyboard).
• Verify that the timing works. Do a dry run against a stopwatch to ensure that you are staying within your time constraints. (5 minutes!)
• Get to produce your deliverable. Since everyone in the class has access to Zoom, you can use this tool to record yourself with audio only or audio/video/screen (mp3 or mp4 format). Feel free to use other tools, but be sure to not overcomplicate the process and spend too much time. We are not looking for production value. We are looking for quality content. 
• Turn it in. Submit the video through the corresponding Google Classroom assignment.

The assessment:

Your deliverable will be assessed according to the following rubric.