CSC 202, Spring 2017
1 Overview
1.1 Can you give me more detail?
1.2 Do you have a Hidden Agenda?
1.2.1 But what about my creativity?
2 Prerequisites
3 Names, Times, Locations
3.1 Section 01/  02
3.2 Section 03/  04
3.3 Section 05/  06
3.4 Section 07/  08
3.5 Section 09/  10
3.6 Section 11/  12
3.7 Section 13/  14
3.8 Section 15/  16
3.9 Section 17/  18
3.10 Section 19/  20
4 Web Page
5 Lecture Classroom
6 Computing Environment
6.1 Handin Server
7 Readings
8 Communication
9 Labs
10 Assignments
11 Grading Code
11.1 Code Organization
11.2 "But it Works!"
11.3 Grading Time Limit
12 Quizzes and Exams
13 Grades
14 Once again...
6.8.0.2

CSC 202, Spring 2017

Schedule/Homeworks

1 Overview

This course is an awesome course. It’s the next course for you, and you’re incredibly excited about it. So am I!

Yes, I can be more specific.

In 101, you learned the fundamentals of programming. In particular, you worked hard and created a sequence of programs of increasing difficulty. What’s next?

In order to create the programs that you want to create, you need to be able to apply these programming skills to your particular problem domains. Computer Scientists like to make a lot of noise about algorithms, but most of the time, the place where the rubber hits the road is in the design and selection of data structures. That’s what this course is about!

1.1 Can you give me more detail?

I sure can!

Let’s consider some examples. Suppose you’re designing a program to save the world by tracking patterns of educational success, and the correlation between geographic area and academic achievement. In order to do this, your first core task is to figure out how you’re going to represent this data.

Choice number one: A huge long string. This would be a terrible choice; processing English text is notoriously error-prone, and we have whole courses (cf. Natural Language Processing) devoted entirely to extracting shreds of meaning from the gibble-gabble that humans generate when they communicate.

Choice number two: a list of people, where each person is a structure containing a name, a location, and the score on the SAT. This is a lot better, but might be very inefficient; for instance, isolating the mean SAT score in a community would require scanning the whole list of three hundred million people.

Choice number three: a hash table mapping zip codes to lists of people. This would probably be pretty good... except in situations where an educational community doesn’t align well with zip code boundaries.

Choice number four: a geographic tree, where each tree split corresponds to a bisection of a geographic aread. This also has advantages and disadvantages.

As you can see, the list is long, and the choices you make will influence nearly every aspect of later development. The history of software is rife with examples of poor data structure choices leading to much developer pain and suffering or simply to product collapse.

1.2 Do you have a Hidden Agenda?

Yes! I do!

The single largest problem in software development is that of managing complexity. Put differently, the central problem is scale.

It’s not hard to write twenty-line programs; you fiddle around until it works. When you get up to 200-line programs, some of the things that worked in the small don’t work any more. When you get up to 2,000-line programs (and believe me, you’ll be there very very soon), many of the things that worked for smaller programs fail again. Scaling up is extremely difficult. In fact, this is the central skill that separates programmers from engineers that program: programmers know how to design programs in a way that will be robust at 20, 200, or 200,000 lines of code.

In this course, I’ll be teaching you a “Design Recipe.” This design recipe will provide specific numbered steps involved in developing a program. Following these steps will guide you toward solutions that are correct, and solutions that scale well.

1.2.1 But what about my creativity?

You might worry that following a design recipe will stifle your creativity.

Don’t.

In essence, the design recipe is all about preventing you from struggling with the easy problems, so that you can get more quickly to the difficult problems. To see this, consider training a painter. Do you want to spend your first ten weeks trying to figure out which end of the paintbrush to apply to the canvas? You do not. In a similar way, the purpose of the design recipe is to enable you to program fluently, in order to get you more quickly to challenging problems.

2 Prerequisites

Students taking this class must have completed CSC/CPE 101 or the equivalent. They must also have open minds, be willing to support others in their learning, and be prepared to experience significant awesome.

3 Names, Times, Locations

3.1 Section 01/02

3.2 Section 03/04

3.3 Section 05/06

3.4 Section 07/08

3.5 Section 09/10

3.6 Section 11/12

3.7 Section 13/14

3.8 Section 15/16

3.9 Section 17/18

3.10 Section 19/20

4 Web Page

This is the course web page, its link is http://www.brinckerhoff.org/clements/2174-csc202.

5 Lecture Classroom

I think that an interactive and lively classroom is a better learning environment. In particular, I will almost certainly learn everyone’s name, and I’m likely to notice if you’re missing. My experience is that if you come to class reliably, you’re extremely likely to pass the class—there’s a reason that we conduct classes face-to-face; it keeps you engaged, and ensures that you’re connected to the other students in the class.

In addition, I’m likely to call on you, in places during the lecture where I want to see if you’re following what’s going on. If you don’t know, it’s totally fine to say "no, I have no idea." In particular, this is probably evidence that I’m going too fast or not explaining things well. However, I try to respect the wishes of students for whom this technique is disruptive. Please let me know if you don’t want me to call on you.

Finally, my experience standing in front of classes and more especially my experience of sitting behind classes has convinced me that laptops are useful for note-taking in approximately 1% of cases. Essentially, never. In addition, some studies suggest that longhand notes on paper are significantly more useful than even careful laptop notes, and other studies illustrate how distracting laptops can be to those around you.

For this reason, I do not allow the use of laptops in class without special dispensation. If you need to use a laptop to take notes, please come and talk to me; otherwise, just put it away and take notes on paper.

6 Computing Environment

You will be required to complete the assignments in this class using Python 3.4. It is freely available for all major platforms, including Mac OS, Windows, and UNIX.

It is pre-installed on the lab machines.

6.1 Handin Server

FIXME

7 Readings

The readings in this course will come from the book

8 Communication

This class will use Piazza. This will be the principal means that I’ll use to notify you of deadlines, organizational updates, and changes to assignments. If you’re not keeping up with the group, you’re going to be missing important information.

It’s also the best way for you to direct questions to me and/or the class. Feel free to e-mail me with personal questions, but use the Piazza group as your main means of communication. It’s possible to post anonymously, if you like.

You should already have received an invitation to the Piazza group; let me know if you need an invite.

Don’t post your code or test cases to the group; anything else is fair game.

Also, please keep in mind that I (and everyone else) judge you based in part on your written communication. Spelling, complete sentences, and evidence of forethought are important in all of your posts & e-mails. One easy rule of thumb: just read over what you’ve written before clicking post or send, and imagine others in the class reading it.

9 Labs

Labs in this course take the form of simple exercises to be completed in a week during lab periods, designed to help you understand the lecture material and to lead you toward solutions for the larger assignments.

I’ll be checking these off during the lab; you’re responsible for demo-ing your lab solutions for me. Your marks on these labs will be simple credit/no-credit.

The labs will be due at the end of your lab period on the day specified, typically Friday. If we run out of time to check them, I will generally elect to accept them during the following lab session, but you cannot rely on this occurrence; the labs are due on the day specified on the schedule.

In labs, you are heartily encouraged to collaborate like crazy. Look at everyone else’s code, copy and paste, type on your neighbor’s keyboard, whatever. Labs need not be entirely your own work.

When you successfully demonstrate a lab, I will give you a number. You may enter these numbers at http://desmond.brinckerhoff.org:8026/servlets/standalone.rkt .

10 Assignments

Programming assignments will be due at 11:00 PM. You must submit homework assignments using the Handin button. Late assignments will not be accepted.

Two days before the assignment is due, there will typically be a "Captain Teach" deadline, requiring you to submit some very small portion of your assignment; typically, this will be a few of your test cases, or a short function. After submitting your own Captain Teach submission, you will be given two other students’ submissions to assign points to.

Here’s the URL for Captain Teach:

https://www.captainteach.org/2158-cpe430/

From time to time, we may examine student code, in lecture. Try to ensure that the code you submit is something you’d be proud to show to the others in the class.

Late Policy: Except for exceptional circumstances, late assignments will be given 0 points.

11 Grading Code

I will be grading your code repeatedly in this class. On most assignments, your score will consist of a part (usually 20 points) based on your performance on a set of test cases automatically administered by the handin server, and a part (usually 6 points) based on my opinion of your code’s clarity, organization, and adherence to rules about purpose statements and contracts (in short: you’ve got to have them). As a rule, my "eyeball" score rubric runs something like this:

Finally, please note that I will place comments in some of your submissions indicating errors or stylistic requests. These will all begin with the string “;;>”, so you can search for these in the e-mail that you get with your final assignment grade.

11.1 Code Organization

Here’s the most important thing to know about code in this class: I do actually read it. That means that—like most code you’ll write in industry—it neads to be readable and clear. If your code isn’t predictable and understandable, it will be ripped out and replaced, probably by someone who’s grumpy.

This means that getting your code to work is not the end of the process; after you get your code to work, you have to clean it up, put nice headers on the various parts, collect the test cases, document strange things that you did, and clarify the code.

You should begin with a single-paragraph comment that describes how far you got: did you finish, or did you get stuck on something? If you got stuck, describe what’s done and what’s still left to implement.

As a rule, I like to read code in a "top-down" way. This means that the definition of the top-level, important functions should come first, and the supporting functions should come later. I want to have a good understanding of the big picture before getting into the details. My experience is that if interp makes sense, then add-to-env will probably not present any difficulty.

Racket has a Style Guide; I do not require you to read or follow these constraints, but if you have any questions, this document may well answer them, and I won’t argue with you if you can refer to something in the style guide :).

11.2 "But it Works!"

I reserve the right to assign bad scores to programs that work correctly; if I don’t think you’re doing a good job of programming, then you won’t receive a good score. "It works" isn’t a defense for bad code.

11.3 Grading Time Limit

Good code is easy to read. I reserve the right to allocate a fixed period of time to grading a program submission. Don’t be surprised to see comments like "ran out of grading time here."

Naturally, all grades contain an element of subjectivity.

12 Quizzes and Exams

My experience suggests that frequent quizzes are a good way to ensure that you’re understanding what I’m teaching, and that I’m teaching things that you understand.

This class will have quizzes on in weeks 2, 4, and 8. These quizzes will probably be twenty minutes long, and will probably take place during lab.

There will be a midterm and a final exam in the course. The midterm will be during the lecture period in the sixth week of class. The quizzes and exams will be closed-note. No electronic devices, including calculators, phones, or mp3 players, will be permitted during the quizzes or exams.

13 Grades

Grades will be determined by performance on programming projects, the exams, and class interaction. A small fraction of the grade is determined by the labs, and by the instructor’s whim. The breakdown of the grade is as follows:

14 Once again...

These links are sometimes hard to locate, so I put them here as well:

Schedule & Assignments

Piazza

lab number submission servlet