Design patterns for teaching type checking in a compiler construction course

A course in compiler construction seeks to develop an understanding of well-defined fundamental theory and typically involves the production of a language processor. In a graduate degree in software engineering, the development of a compiler contributes significantly to the developer's comprehension of the practical application of theoretical concepts. Different formal notations are commonly used to define type systems, and some of them are used to teach the semantic analysis phase of language processing. In the traditional approach, attribute grammars are probably the most widely used ones. This paper shows how object-oriented design patterns represented in unified modeling language (UML) can be used to both teach type systems and develop the semantic analysis phase of a compiler. The main benefit of this approach is two-fold: better comprehension of theoretical concepts because of the use of notations known by the students (UML diagrams), and improvement of software engineering skills for the development of a complete language processor

Carnap: an Open Framework for Formal Reasoning in the Browser

This paper presents an overview of Carnap, a free and open framework for the development of formal reasoning applications. Carnap’s design emphasizes flexibility, extensibility, and rapid prototyping. Carnap-based applications are written in Haskell, but can be compiled to JavaScript to run in standard web browsers. This combination of features makes Carnap ideally suited for educational applications, where ease-of-use is crucial for students and adaptability to different teaching strategies and classroom needs is crucial for instructors. The paper describes Carnap’s implementation, along with its current and projected pedagogical applications

The Interpreter In An Undergraduate Compilers Course

An undergraduate compilers course poses significant challenges to students, in both the conceptual richness of the major components and in the programming effort necessary to implement them. In this paper, I argue that a related architecture, the interpreter, serves as an effective conceptual framework in which to teach some of the later stages of the compiler pipeline. This framework can serve both to unify some of the major concepts that are taught in a typical undergraduate course and to structure the implementation of a semester-long compiler project.Comment: Final version to appear in SIGCSE '1

Clafer: Lightweight Modeling of Structure, Behaviour, and Variability

Embedded software is growing fast in size and complexity, leading to intimate mixture of complex architectures and complex control. Consequently, software specification requires modeling both structures and behaviour of systems. Unfortunately, existing languages do not integrate these aspects well, usually prioritizing one of them. It is common to develop a separate language for each of these facets. In this paper, we contribute Clafer: a small language that attempts to tackle this challenge. It combines rich structural modeling with state of the art behavioural formalisms. We are not aware of any other modeling language that seamlessly combines these facets common to system and software modeling. We show how Clafer, in a single unified syntax and semantics, allows capturing feature models (variability), component models, discrete control models (automata) and variability encompassing all these aspects. The language is built on top of first order logic with quantifiers over basic entities (for modeling structures) combined with linear temporal logic (for modeling behaviour). On top of this semantic foundation we build a simple but expressive syntax, enriched with carefully selected syntactic expansions that cover hierarchical modeling, associations, automata, scenarios, and Dwyer's property patterns. We evaluate Clafer using a power window case study, and comparing it against other notations that substantially overlap with its scope (SysML, AADL, Temporal OCL and Live Sequence Charts), discussing benefits and perils of using a single notation for the purpose

A Case Study in Modular Programming: Using AspectJ and OCaml in an Undergraduate Compiler Project

We report our experience in using two different languages to build the same software project. Specifically, we have converted an entire undergraduate compiler course from using AspectJ, an aspect-oriented language, to using OCaml, a functional language. The course has evolved over a period of eight years with, on average, 60 students completing it every year. In this article, we analyze our usage of the two programming languages and we compare and contrast the two software projects on a number of parameters, including how they enable students to write and test individual compiler phases in a modular way.

Teaching compiler development to undergraduates using a template based approach

Includes bibliographical references (page 6-7).Compiler Design remains one of the most dreaded courses in any undergraduate Computer Science curriculum, due in part to the complexity and the breadth of the material covered in a typical 14-15 week semester time frame. The situation is further complicated by the fact that most undergraduates have never implemented a large enough software package that is needed for a working compiler, and to do so in such a short time span is a challenge indeed. This necessitates changes in the way we teach compilers, and specifically in ways we set up the project for the Compiler Design course at the undergraduate level. We describe a template based method for teaching compiler design and implementation to the undergraduates, where the students fill in the blanks in a set of templates for each phase of the compiler, starting from the lexical scanner to the code generator. Compilers for new languages can be implemented by modifying only the parts necessary to implement the syntax and the semantics of the language, leaving much of the remaining environment as is. The students not only learn how to design the various phases of the compiler, but also learn the software design and engineering techniques for implementing large software systems. In this paper, we describe a compiler teaching methodology that implements a full working compiler for an imperative C-like programming language with backend code generators for MIPS, Java Virtual Machine (JVM) and Microsoft’s .NET Common Language Runtime (CLR).Md. Zahurul IslamMumit Kha