Impact of Thresholds and Load Patterns when Executing HPC Applications with Cloud Elasticity

Elasticity is one of the most known capabilities related to cloud computing, being largely deployed reactively using thresholds. In this way, maximum and minimum limits are used to drive resource allocation and deallocation actions, leading to the following problem statements: How can cloud users set the threshold values to enable elasticity in their cloud applications? And what is the impact of the application’s load pattern in the elasticity? This article tries to answer these questions for iterative high performance computing applications, showing the impact of both thresholds and load patterns on application performance and resource consumption. To accomplish this, we developed a reactive and PaaS-based elasticity model called AutoElastic and employed it over a private cloud to execute a numerical integration application. Here, we are presenting an analysis of best practices and possible optimizations regarding the elasticity and HPC pair. Considering the results, we observed that the maximum threshold influences the application time more than the minimum one. We concluded that threshold values close to 100% of CPU load are directly related to a weaker reactivity, postponing resource reconfiguration when its activation in advance could be pertinent for reducing the application runtime.

Understanding Notional Machines through Traditional Teaching with Conceptual Contraposition and Program Memory Tracing

A correct understanding about how computers run code is mandatory in order to effectively learn to program. Lectures have historically been used in programming courses to teach how computers execute code, and students are assessed through traditional evaluation methods, such as exams. Constructivism learning theory objects to students’ passiveness during lessons, and traditional quantitative methods for evaluating a complex cognitive process such as understanding. Constructivism proposes complimentary techniques, such as conceptual contraposition and colloquies. We enriched lectures of a “Programming II” (CS2) course combining conceptual contraposition with program memory tracing, then we evaluated students’ understanding of programming concepts through colloquies. Results revealed that these techniques applied to the lecture are insufficient to help students develop satisfactory mental models of the C++ notional machine, and colloquies behaved as the most comprehensive traditional evaluations conducted in the course.