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CMP 131 Introduction to Computer Programming

CMP 131 Introduction to Computer Programming. Violetta Cavalli-Sforza Week 3, Lecture 1. Quiz: This Wednesday, March 14. Covers material from Weeks 1 & 2 Slides Reading (Ch 1.1-1.3) Combination of true/false, and short-answer questions, long-answer question. Quiz – Be Familiar With.

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CMP 131 Introduction to Computer Programming

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  1. CMP 131Introduction to Computer Programming Violetta Cavalli-Sforza Week 3, Lecture 1

  2. Quiz: This Wednesday, March 14 • Covers material from Weeks 1 & 2 • Slides • Reading (Ch 1.1-1.3) • Combination of true/false, and short-answer questions, long-answer question

  3. Quiz – Be Familiar With • Basic hardware concepts (computer components) • Basic hardware/software concepts • Binary vs. decimal representations and conversion • Binary addition and outcomes, logical operations • Different types of software & applications • Basic types of PLs and their differences (assembly, machine, high-level) • NO: details about the different programming language paradigms (first part of Week 2, Lecture 1) • YES: structured, imperative, modular, and object-oriented PLs

  4. Quiz – Be Familiar With (2) • What happens to your program: • Compiling, linking, executing, interpreting • Different types of program errors: syntactic, logical, runtime • Software development lifecycle • Software engineering process • Top-down design, stepwise refinement

  5. Brief Review (Week 1) • History of Hardware and Software • Hardware components • Hardware/Software interface: • Layers of the Machine • Kinds of Software • What happens to your program? • Compilation, Linking, Execution • Compilation vs. Interpretation • Program errors • Syntax, Semantics, Grammars

  6. Brief Review (Week 2) • Computer Languages • History • Different Types • Software Development Lifecycle • Software Engineering Process 1. Problem statement 2. Analysis 3. Design 4. Implementation 5. Testing & verification 6. Maintenance • Top-down design, step-wise refinement • Introduction to the TurboPascal IDE • Editing, compiling, running programs

  7. This Week • More top-down design and stepwise refinement examples & practice • Introduction to basic algorithm concepts: • sequential, selection and repetition concepts • stacking vs. nesting • Some basics of the Pascal language • Reading: Chs 1.4-1.5, Ch 2. • Read through once or twice well. • You are not expected to know everything in there • We’ll go over the most important concepts in class.

  8. Case Study 3: Program for GradesRevised Problem Statement • A program that will let me enter and store the score that I receive for each assessment in the course, the maximum score that I could have obtained in that assessment, and the name of the assessment. When I run the program, it will: • Retrieve and display the scores it already knows in a table with suitable headers • Give me the option to enter data for one or more additional assessments or to exit (AssessmentName, MyScore, MaxScore) • If I choose to enter data for an assessment it will prompt me for all three values on one line • After I enter the values it will again give me the option to enter new data or to exit. • When I exit the program • all the data (old and new) will be stored to a new file so that it can be retrieved next time the program is run. • all the data it has for me will be shown. Are you starting to think that you should use a spreadsheet instead?

  9. Case Study 3: I/O Analysis • Design (Algorithm): • Input: • Existing data from file • Need to specify file name or not? • New data from keyboard • Output: • Existing data from file to the screen • Existing data plus new data to file

  10. Case Study 3: Processing Analysis • Processing: • Display existing data • Print table header • For each item in the file containing old data, print the values • Prompt user to exit or enter new data • If user chooses to exit, then continue to Step 3, otherwise • Prompt user to enter data: Name of assessment, My score, Max score • Do something with that data… • Repeat step 2 • Display all the information the program has for me • Finalize files • Exit

  11. Refinement Step 2 • Prompt user to exit or enter new data • Alternative 1: A single prompt that can accept either data or an indication to exit. • Alternative 2: Two different prompts: • Exit/Continue • Prompt for data (if continue) • Selection: If user chooses to exit, then continue to Step 3 (display all data, finalize, exit) else • Prompt user to enter data: AssessmentName, MyScore, MaxScore • Do something with that data…(e.g. add it to the end a file) • Repeat step

  12. Case Study 4: A Simple Statistics Calculator A program like those in graphic calculators that allows entering the data and will automatically display mean/average, the frequency, the median, the mode … • We can do a conceptual version of it

  13. Let’s review definitions • Mean: (n1 + n2 + … + nm) / m • Median: Given a set of m numbers, the value v such that 50% of the numbers are smaller than it and 50% of the numbers are larger than it. • If m is odd, v will be one of the numbers • If m is even, v will be an average of two of the numbers • Mode: The most frequent value in a set of numbers • May need to cluster into intervals / ranges • Frequency: • May need to cluster into intervals / ranges

  14. Consider the different requirements • Mean: • Don’t need to keep track of the numbers, just • How many of them • Their sum • Median: • Need to order (sort) them • Mode, Frequency: • Possibly if they are integers, certainly if they are real, need to find: • minimum and maximum • create intervals • count frequency in each interval

  15. Mean of 3 Numbers • INPUT: 3 numbers • OUTPUT: Mean of 3 numbers • PROCESSING:Get 3 numbers Sum them Compute Mean as Sum / 3

  16. Mean of 3 Numbers: Program PROGRAM ComputeAverage (input,output); {A simple program that computes an average.} VAR Score1, Score2, Score3 : integer; Average : real; BEGIN writeln ('Enter three scores and press <Enter>.'); readln (Score1, Score2, Score3); Average := (Score1 + Score2 + Score3) / 3; writeln (Average:20:3) END.

  17. Mean of 20 Numbers • INPUT: 20 numbers • OUTPUT: Mean of 20 numbers • PROCESSING:Get 20 numbers one at a time, keeping a running sum Compute Mean as Sum / 20

  18. Mean of 20 Numbers: Refinement PROCESSING: Do the following 20 times: Get a Number Add it to the Sum Compute Mean as Sum / 20 QUESTION: Is this good enough?

  19. Mean of 20 Numbers: Refinement PROCESSING: Initialize Sum to 0 Do the following 20 times: Get a Number Add it to Sum Compute Mean as Sum / 20 This is an example of definite looping: You know how many times you go around the loop when you start.

  20. Mean of N Numbers • INPUT: Several numbers • OUTPUT: Mean of numbers • PROCESSING:Get numbers and how many of them (Count) Add to Sum Compute Mean as Sum / Count

  21. Mean of N Numbers: Take 1 PROCESSING:Ask user how many numbers (store in Count)Ask user for that many numbers and compute Sum Compute Mean as Sum / Count

  22. Mean of N Take 1: Refinement PROCESSING: Initialize Sum to 0 Prompt for value of Count Read value of Count Do the following Count times: Prompt for NumberRead NumberAdd Number to Sum Compute Mean as Sum / Count This is ALSO an example of definite looping : You know how many times you go around the loop when you start.

  23. Mean of N Numbers: Take 2 PROCESSING: repeat Prompt for NumberRead NumberAdd Number to SumIncrement Count by 1 (add 1 to Count) until no more numbers Compute Mean as Sum / Count This is an example of indefinite looping : You DO NOT know how many times you go around the loop until you finish.

  24. Mean of N Numbers (Take 2): Refinement PROCESSING: Initialize Sum to 0Initialize Count to 0 repeat Prompt for NumberRead NumberAdd Number to SumIncrement Count by 1 until no more numbers Compute Mean as Sum / Count

  25. Questions • How do we know there are no more numbers? • If you were reading from a file, you would get a signal that you were at the end of the file • From the terminal, there must be either: • 2 different prompts: • 1) enter more data? yes/no • 2) (if yes) then ask for data • a special value that is a signal to end • Should be value that won’t be confused with the other data, i.e. is not a legal data value • e.g. -99999 (if you are computing an average of scores, this is not a legal score)

  26. Is the logic okay with a sentinel value? Or is there a problem? PROCESSING: Initialize Sum to 0Initialize Count to 0 repeat Prompt for NumberRead NumberAdd Number to SumIncrement Count until Number = -99999 Compute Mean as Sum / Count

  27. Mean of N (Take 2): Refinement PROCESSING: Initialize Sum to 0Initialize Count to 0 repeat Prompt for NumberRead Numberif Number is not equal to -99999 then Add number to Sum Increment Count until Number = -99999 Compute Mean as Sum / Count

  28. Can we make it better? Or different? • In previous, we test if Number is the special value of -99999 twice: • To decide whether it is a legal number, to add it to Sum • To decide whether to exit the loop. • This is not very elegant, and it is also inefficient (though equality tests are cheap) • Rewrite the loop to test only once

  29. Mean of N (Take 3) PROCESSING: Initialize Sum to 0Initialize Count to 0 Prompt for NumberRead Numberwhile Number is not equal to -99999 do: Add Number to Sum Increment Count Prompt for Number Read Number Compute Mean as Sum / Count called a sentinel value because it guards the loop This is also an example of indefinitelooping : You DO NOT know how many times you go around the loop until you finish.

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