1. Experiences using SPARK in an Undergraduate CS Course Dr. Anthony S. Ruocco Roger Williams University aruocco@rwu.edu Attendance made possible through the Educator Grant Program

2. Agenda Why this course Course Development Assessment Future Possibilities (some unexpected effects)

3. Ada95 Course Needed a CS elective suitable for juniors/seniors Asked constituents about Ada95 Local industry was uninterested One employer supported it (Navy Research Lab) Dean was skeptical More conducive to the idea of well-constructed software Planned for a software development course using Ada95

4. High Integrity Software SPARK toolset available at SIGSCE2004 Gnat Programming System (GPS) available via AdaCorp Academic Alliance Professional grade IDE Some SPARK tools available as drop-down menu items JGRASP Used in other courses Requires use of SPARK toolset ‘outside’ the IDE

5. The students Seven total 2 Juniors 4 Seniors 1 December grad Courses (Completed/Concurrent) Intro to Programming(7) Data Structures(7) Computer Organization(7) Programming Languages(7) Theory of Computation(5/2) Analysis of Alg(5) Operating Systems(2/3) Compiler Design (2/3) Senior Design I (2/3) Senior Design II (2)

6. Course Description This course focuses on programming techniques for computer systems found in safety critical environments such as avionics, power plant and/or transportation systems. The course uses a specialized language (SPARK) and its tools to write and examine high-integrity code segments. Students become familiar with some of the differences between general programming languages and specialized languages. Use of the risks.comp news group also highlights non software-specific risks in large systems.

7. Course Objectives Understand the safety/risk implications inherent in high integrity software systems. Use specialized software tools in the production of high integrity code segments. Use a specialized programming language to produce high integrity code segments. Research an issue in high integrity software and present a possible solution.

8. Course Layout Ada95 / SPARK language basics (10 lessons) Examiner tools and software design (14 lessons) gtkAda tools (4 lessons – target of opportunity) Four projects Two individual projects One group project One course project

9. SPARK Overview A language fully contained within Ada95 Syntactically, it is Ada code linked by special annotations to a tool-set Produces a series of reports of the results (but it is not a compiler)

11. Projects P1: Matrix Individual IDE and SPARK familiarization Enforced requirement for all ranges to be subtypes P2: Extension of Project 1 No one thought of using child-packages

12. Projects (cont) P3: max-flow Given functional pascal code Two groups (size 3 and 4) This was an ‘interesting’ project P4: Flight control simulator Three groups of 2 for Pitch, Roll, Yaw control Each group gave one person to a ‘control team’ They were to work independently, then link their pieces

13. Assessment & Lessons Learned First time course was offered Only 7 students Lots of opportunity for one-to-one discussions of content Some follow-up after the course with graduates

14. Course Development This course focuses on programming techniques for computer systems found in safety critical environments such as avionics, power plant and/or transportation systems. The course uses a specialized language (SPARK) and its tools to write and examine high-integrity code segments. Students become familiar with some of the differences between general programming languages and specialized languages. Use of the risks.comp news group also highlights non software-specific risks in large systems.

15. Course Objectives Understand the safety/risk implications inherent in high integrity software systems. Use specialized software tools in the production of high integrity code segments. Use a specialized programming language to produce high integrity code segments. Research an issue in high integrity software and present a possible solution.

16. Student Comments Students felt SPARK was a unique language (not just an Ada subset) Students felt they needed to know Ada before starting SPARK Students would like to see Ada95 as a regular elective and SPARK done on some cycle All students felt the most important pre-req for this course was Programming Languages (a survey course) Students were surprised by how much the OS and compiler removes from the programmer All students were able to link some aspect of every previous course they had to this course*

17. Lessons learned Had to do parallel development of Ada as SPARK constructs were covered The GPS IDE with SPARK drop down menu helped instill habit of running SPARK tools prior to compilation Pay attention to SPARK license, it expires in September (after the semester was underway)

18. Future possibilities (FIE 2006 paper) SPARK supports a number of concepts from other courses Five categories from CAC Algorithms, software design, computer organization & architecture, data structures, programming languages Algorithms: understanding all variables, as well as the operating space of the algorithm, tools to support formal proof Software Design: strong focus on design by contract. All the parts need to be completely understood to integrate them

19. Computer Org and Architecture: Use of config files allows for various target machines Data structures: Reduced operating space enforces careful data structure design and links to algorithm Programming languages: SPARK itself Consider SPARK as an overall educational tool, not just a language

20. Thanks to: Adacore: www.gnat.com/academic_overview.php Rod Chapman at Praxis: www.praxis-his.com/sparkada/universities.asp