|
Type A
|
Code |
Competences Specific | | | A5 |
Be able to conceive and develop centralised or distributed IT systems or architectures integrating hardware, software and networks. |
| | A7 |
Be able to define, evaluate and select hardware and software platforms for the development and execution of IT systems, services and applications. |
| | CM10 |
Have knowledge of the characteristics, functions and structure of operating systems and design and implementation of applications based on their services. |
| | CM14 |
Have knowledge of and apply the fundamental principles and basic techniques of parallel, concurrent, distributed and real-time programming.
|
|
Type B
|
Code |
Competences Transversal | | | CT5 |
Communicate information clearly and precisely to a variety of audiences. |
|
Type C
|
Code |
Competences Nuclear |
|
Type A
|
Code |
Learning outcomes |
| | A5 |
Design applications that efficiently use the functions an operating system.
| | | A7 |
Understand the functioning of an operating system as a resource manager in the IT system.
| | | CM10 |
Understand the functioning of an operating system as a resource manager in the IT system.
Design applications that efficiently use the functions an operating system.
Understand the need to establish standard interfaces between the different levels of an operating system.
| | | CM14 |
Designs synchronous concurrent and parallel applications using the functionalities offered by operating systems.
Design applications that efficiently use the functions an operating system.
|
|
Type B
|
Code |
Learning outcomes |
| | CT5 |
Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions.
Draw up texts that are structured, clear, cohesive, rich and of the appropriate length
Draw up texts that are appropriate to the communicative situation, consistent and persuasive
|
|
Type C
|
Code |
Learning outcomes |
| Topic |
Sub-topic |
Introduction
|
Basic concepts
|
Process scheduling
|
Short, medium and long term. Scheduling algorithms. Multiprocessor scheduling
|
Synchronism
|
Critical sections. Software solutions. Hardware support. Services offered by Operating Systems. Deadlock. Prevention, Avoidance, Detection and elimination.
|
Memory management
|
Management of free space. Pagination and Segmentation. Virtual Memory.
|
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
1 |
0 |
1 |
| Lecture |
|
24 |
24 |
48 |
| Laboratory practicals |
|
12 |
48 |
60 |
| IT-based practicals in computer rooms |
|
12 |
12 |
24 |
| Personal attention |
|
2 |
0 |
2 |
| |
| Multiple-choice objective tests |
|
4 |
1 |
5 |
| Extended-answer tests |
|
2 |
1 |
3 |
| Practical tests |
|
1 |
3 |
4 |
| Oral tests |
|
2 |
1 |
3 |
| |
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
| |
Description |
| Introductory activities |
Explanation of the objectives, content and evaluation process.
|
| Lecture |
Following the concepts and examples of the bibliography, clarifying, expanding and summarizing (depending on the need) the theoretical concepts through transparencies, blackboard, questionnaires, problems. Interaction with the students in order to contribute their point of view to different engineering approaches.
|
| Laboratory practicals |
Solving engineering problems, using computers and/or simulators.
|
| IT-based practicals in computer rooms |
Exemplification and resolution of small problems and exercises, either theoretically and/or practically using computers and/or simulators.
|
| Personal attention |
Students can go personally to the teacher's office during consultation hours in order to raise any doubts related to the theoretical or practical explanation, implementation of problems or practices and evolution and difficulties in their learning process.
|
|
Description |
Students can go personally to the teacher's office during consultation hours in order to raise any doubts related to the theoretical or practical explanation, implementation of problems or practices and evolution and difficulties in their learning process. |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Extended-answer tests |
|
Resolution of some theoretical exercises where the student must demonstrate his competence in the analysis, planning, design and development of engineering problems.
|
30% |
| Multiple-choice objective tests |
|
Realitzacio de diversos test teòrcis durant el quadrimestre relacionats amb la materia impartida fins aquell moment. |
40% |
| Practical tests |
|
Resolution of some practical exercises, which in addition to the skills to be demonstrated in the development tests, we want to assess and evaluate the real problem solving skills, their testing and validation of results. In the same way, their written ability to describe the problem and its resolution is assessed.
|
30% |
| Oral tests |
|
Linked to practice tests. Interviews are held with the group that has completed the practical test, so that, individually, they defend/demonstrate the proposed solution and their knowledge of it.
These tests will modify the grade of the practical tests |
0% |
| Others |
|
|
|
| |
|
Other comments and second exam session |
|
If not indicated otherwise, the student will not be able to have communication and data transmission devices within reach during the tests. In order to make the average between the different theoretical assessment elements, at least a 4 must be taken from each of the parts (development tests and test-type tests), and the average between them must be an equal grade or higher than 5 in order to make the average with the practical tests. The oral tests may be replaced by a written test on the resolution of the practices. In order to make the average between the practical tests, a minimum of 4 must be taken in each of them. In order to pass the subject, the average between all assessment parts must be equal to or higher than 5. It is important to follow the work plan, which indicates, week by week, the evolution of the contents and the dates of the different events. The Assessment in the second call allows you to take all the assessment tests that have taken place during the course. In the second call it may be necessary to take a single quiz that will cover the entire syllabus, a development test and two practical tests. The latter will be a modification of the practices delivered in the first call. The development and test-type tests will be held on the day specified by the ETSE for this subject. The practical tests will be delivered by moodle on the same day of the exam and the oral tests linked to the practical tests may be replaced by a written test on the resolution of the practicals. The assessment tests will be made up of three blocks: Developmental tests, Test-type test and Practical tests + oral interview (or written test on the resolution of the practicals). The student can, at his discretion, present himself to any of these parties, the grade that will be recorded and used will be that of the last assessment to which he has been presented. |
| Basic |
Abraham Silberschatz, Peter B. Galvin, Greg Gagne, Operating System Concepts Essentials, 2nd Edition, 2on Edition, 2013
Abraham Silberschatz, Peter B. Galvin, Greg Gagne, Silberschatz's Operating System Concepts, 10th Edition, Global Edition, 10th Edition, 2019
Stallings William, Operating Systems: Internals and Design Principles, Global Edition, 9th Edition, 2017
Tanenbaum Andrew, Bos Herbert, Modern Operating Systems: Global Edition, 4th Edition, 2014
|
|
| Complementary |
|
Qualsevol llibre d'introducció a LINUX/SOLARIS i/o a la Shell de UNIX. |
| Subjects that continue the syllabus |
| OPERATING SYSTEM STRUCTURES/17234113 |
|
| Subjects that it is recommended to have taken before |
| FUNDAMENTALS OF COMPUTERS/17234002 | | THE FUNDAMENTALS OF PROGRAMMING I/17234001 | | PROGRAMMING/17234114 |
|
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
|
