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Adds initial draft for separate compilation #96
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| ## C++ compilation model: Separate Compilation {#separate-comp} | ||
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| _Skeleton descriptions are typeset in italic text,_ | ||
| _so please don't remove these descriptions when editing the topic._ | ||
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| ### Overview | ||
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| _Provides a short natural language abstract of the module’s contents._ | ||
| _Specifies the different levels of teaching._ | ||
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| ------------------------------------------------------------------------ | ||
| Level Objective | ||
| ----------------- ------------------------------------------------------ | ||
| Foundational: Basic use of separate compilation | ||
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| Main: Command of supporting mechanisms and tools | ||
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| Advanced: Technicalities and tools | ||
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| ------------------------------------------------------------------------ | ||
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| ### Motivation | ||
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| _Why is this important?_ | ||
| _Why do we want to learn/teach this topic?_ | ||
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| This module outlines the issues involved in using separate compilation on multiple program files. | ||
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| Any non-trivial program will span more than one source file. This makes separate compilation necessary. Separate compilation also leads to quick build times in projects under development. | ||
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| ### Topic introduction | ||
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| _Very brief introduction to the topic._ | ||
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| ### Foundational: Basic use of separate compilation | ||
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| #### Background/Required Knowledge | ||
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| A student: | ||
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| 1. needs to be able to split function and classes into their declaration and definition. [[C++ object model: declarations]][1] [[C++ object model: Definitions]][2] | ||
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| #### Student outcomes | ||
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| _A list of things "a student should be able to" after the curriculum._ | ||
| _The next word should be an action word and testable in an exam._ | ||
| _Max 5 items._ | ||
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| A student should be able to: | ||
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| 1. split a single file program into main, one or more auxiliaries, and header files (or modules), all in one directory | ||
| 2. compile and link a program that is spread over multiple files (again, all in one directory), either on the commandline or with a build system. | ||
| 3. describe the functions of the various files involved: source, object, executable. | ||
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| #### Points to cover | ||
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| * Necessity of having function be declared at the locus of use | ||
| * Solving this by explicit declaration or by using header files. | ||
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| #### Caveats | ||
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| _This section mentions subtle points to understand, like anything resulting in | ||
| implementation-defined, unspecified, or undefined behavior._ | ||
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| * Explain differences (including in desirability) between having explicit declarations of functions in the main program versus using header files or modules. | ||
| * Compilation on a single commandline versus using multiple commands. | ||
| * What needs to be recompiled if only a function is altered? Altered in use syntax versus altered only in semantics. | ||
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| ### Main: Command of supporting mechanisms and tools | ||
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| #### Background/Required Knowledge | ||
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| * All of the above. | ||
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| #### Student outcomes | ||
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| A student should be able to: | ||
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| 1. Explain what a translation unit is, and its relation to header files. | ||
| 2. Use compile flags, including `-I` and `-L` to specify search paths. | ||
| 3. Make header files for their own code, including using header guards. | ||
| 4. Use include directives for the headers of external libraries. | ||
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| #### Caveats | ||
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| * Build systems make things both easier and harder. | ||
| * Student does not have to set include/library paths. | ||
| * Build systems prevent unnecessary recompilation. | ||
| * Build systems have a separate learning curve. | ||
| * Build systems will pay off when using libraries, less with self-contained student code. | ||
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| #### Points to cover | ||
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| * Cover the mechanisms for include and library paths to your own code, as well as discovery mechanisms for external libraries. | ||
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Member
There was a problem hiding this comment. Choose a reason for hiding this commentThe reason will be displayed to describe this comment to others. Learn more. From reading the ASBATs, we probably need more points to cover that contain the skills necessary to reach the ASBAT level.
Contributor
There was a problem hiding this comment. Choose a reason for hiding this commentThe reason will be displayed to describe this comment to others. Learn more. Addressed with the latest commit. |
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| ### Advanced: Technicalities and tools | ||
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| _These are important topics that are not expected to be covered but provide | ||
| guidance where one can continue to investigate this topic in more depth._ | ||
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| * Language inter-operability: the `extern "C"` mechanism. | ||
| * Linker conventions including name mangling. | ||
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vulder marked this conversation as resolved.
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| * The `nm` tool for inspection object files and libraries, including de-mangling. | ||
| * Understand the issues involved in deciding between include guards and `#pragma once`. | ||
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| [1]: ../object-model/declarations.md | ||
| [2]: ../object-model/definitions.md | ||
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