MIT OpenCourseWarehttp://ocw.mit.edu 6.033 Computer System Engineering Spring 2009 For information about citing these materials or our Terms of Use, visit: http://ocw.mit.edu/terms.Part I: For people thinking about taking 6.033 Q. Prerequisites. I want to take 6.033 this term, but I haven't taken 6.004 yet, and the catalog says that is a prerequisite. Is the prerequisite really needed? I might be able to take 6.004 at the same time. Will that work? My friend started 6.004 but dropped it after the second quiz. Can she take 6.033? A. No; you need 6.004 PRIOR to 6.033. 6.004 really is a pre-requisite, not a co-requisite for 6.033. 6.033 builds on material from the last half of 6.004, and it takes off with no review and at a substantially faster pace. If you haven't completed 6.004 in a previous term 6.033 will be sheer torture. In addition, 6.033 assumes that you really did absorb the transitive closure of the prerequisites to 6.004, namely 6.001, 6.002, 8.01/2, and 18.01/2/3. Q. Sophomores. I'm a sophomore. I got an A in 6.004, I've been hacking systems for four summers at Microsoft and Akamai, and I want to take 6.033 now. But I have been warned that sophomores have a lot of trouble with 6.033. What's the story? A. We strongly discourage sophomores from taking 6.033 even if they have already accumulated the nominal prerequisites. 6.033 depends on a lot of unwritten computer street knowledge, of which juniors have accumulated another year's worth in various ways--their UROP assignments, doing other courses on Athena, one more summer job, a few more Computer Science subjects, etc. Although we don't require it, some of the things we discuss will be much easier to follow if, as most upperclass members, you know some probability, such as found in 6.042. The success rate of sophomores is typically lower than for juniors and seniors. A few sophomores try it every year, and about half of them survive to the end. On the other hand, if you really have been hacking systems at Microsoft and Akamai for four years, you are welcome to give it a try. Q. Late start. It is now {choose one: 1, 2, 3, 4} weeks into the term and I want to add 6.033. I haven't been participating up till now, but I'm willing to work hard to catch up. What are my prospects? A. It is harder than it looks, for three reasons. First, some of the material in the lectures, especially the examples, isn't in the class notes; you will be depending on your classmates' notes taken in lecture. Second, much of the learning experience in 6.033 comes from participating in recitation discussions of assigned papers, and the level of the discussions advances rapidly in sophistication as the term progresses. Finally, the reading assignments are long. Many people can barely keep up with the reading even if they started on day one; catching up in addition to keeping up can be really tough. There are short assignments due each week; as of the Nth week you have missed N of those. The cumulative impact of all these considerations suggests that for N > 2 it is probably hopeless. Q. Listeners. 6.033 isn't in my list of requirements, and I don't need a grade. But the material looks interesting. Can I have permission to register for it as a listener? A. Yes and No. In 6.033, we regularly have a much larger enrollment than the department has teaching resources. At the same time, we would like to cater to students who want just to listen. So we offer a compromise: we have no objection to listeners attending the lectures, but we don't permit listeners to join recitations. Thereason is that 6.033 recitations are intended for discussion. Active listeners usurp opportunities that registered class members should have to participate. And passive listeners act as negative role models for those registered students who are hesitant to participate. Either way, it doesn't work very well. Part II: The mechanics of 6.033 Q. Tutorials. Are tutorials mandatory? A. Yes, they are. They are likely to be very helpful to you in developing a good design project. Q. Section assignments. I'd really rather be in a different section from the one you are trying to push me into. Why can't I switch to the section I want? Does one more person really matter? A. One of the main features of 6.033 is discussion in recitations, of the papers we are reading, almost like in a humanities class. A good discussion, involving all the class members, doesn't often happen in a large class. Since the department can't afford an unlimited number of recitation instructors, we therefore have to push for more equally balanced sections than in other EECS subjects. In fact, we don't just push, we employ forcible measures as necessary to get the sections closely balanced. Q. Confidential info. I'm working for a start-up company that is doing nearly the same thing as the second design project, and my non-disclosure agreement (NDA) with the company will prevent me from doing a good job on the design project. Could you please assign me a different design project? A. (Short answer) No. (Longer answer) Honest, in recent years this really has become a frequently-asked question. After much careful thought and debate about priorities and the purposes of education, the conclusion of the teaching staff and the EECS department is that students should be cautious about signing NDA's that relate to things that they may also study in class. In 6.033 we try to come up with assignments, quizzes, and design projects that are both realistic and timely. Those are two of the same criteria that start-ups use to choose business opportunities. So the chance of conflict is actually surprisingly high. We don't want to avoid an interesting project idea, assignment, or quiz question just because a start-up is also working on it, and in the case of design projects, we think that our educational goals are better met by having everyone work on the same topic. So our formal policy is: if any 6.033 assignment conflicts with an NDA, then your choice is to fail the assignment or resolve the conflict with the company with which you have an NDA. (Incidentally, experience suggests that working for a start-up, which requires 150% of your attention, is fundamentally incompatible with getting a good grade in 6.033. You might consider delaying one or the other of these activities so that they don't happen at the same time.)Q. Medical needs. I have extremely thick glasses, which take a long time for light to propagate through. As a
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