In the curriculum of a Computer Engineering program, concepts like parallelism, concurrency, consistency, or atomicity are usually addressed in separate courses due to their thoroughness and extension. Isolating such concepts in courses helps students not only to focus on specific aspects, but also to experience the reality of working with modern computer systems, where those concepts are often detached in different abstraction levels. However, due to such an isolation, it exists a risk of inducing to the students an absence of interactions between these concepts, and, by extension, between the different abstraction levels of a system.

This paper proposes a learning experience showcasing the interactions between abstraction levels addressed in laboratory sessions of different courses. The driving example is a parallel ray tracer. In the different courses, students implement and assemble components of this application from the algorithmic level of the tracer to the assembly instructions required to guarantee atomicity. Each lab focuses on a single abstraction level, but shows students the interactions with the rest of the levels. Technical results and student learning outcomes through the analysis of surveys validate the proposed experience and confirm the students learning improvement with a more integrated view of the system.

在计算机工程课程的课程中，并行性、并发性、一致性或原子性等概念由于其全面性和扩展性，通常在单独的课程中讨论。在课程中隔离这些概念有助于学生不仅专注于特定方面，还可以体验使用现代计算机系统工作的现实，这些概念通常在不同的抽象层次上分离。然而，由于这种隔离，它存在一种风险，即导致学生缺乏这些概念之间的交互，进而导致系统的不同抽象级别之间缺乏交互。

本文提出了一种学习经验，展示了不同课程的实验室课程中解决的抽象层次之间的相互作用。驱动示例是平行光线追踪器。在不同的课程中，学生实现和组装此应用程序的组件，从跟踪器的算法级别到保证原子性所需的组装指令。每个实验都专注于一个抽象层次，但向学生展示了与其他层次的交互。通过调查分析的技术结果和学生学习成果验证了建议的体验，并通过更综合的系统视图确认学生的学习改进。