Irene Díaz 1, Camino R. Vela 1 1 Computer Science Department. University of Oviedo (SPAIN) s 1.

Slides:



Advertisements
Similar presentations
Department of Computer Science Requirements Analysis for Complex Software Systems Vereistenanalyse voor complexe softwaresystemen.
Advertisements

CSE 202 – Formal Languages and Automata Theory 1 REGULAR LANGUAGE.
Lesson 1-5 Solving Inequalities September Objective:
Introduction CSCI102 - Systems ITCS905 - Systems MCS Systems.
WELCOME TO ALGEBRA 2/TRIGONOMETRY Mr. Turner Room 624.
Department of Mathematical Sciences The University of Texas at El Paso 1 Program Assessment Presentation May 15, 2009 Joe Guthrie Helmut Knaust.
1. Introduction Fundamental English Writing Skills Dr. Hsin-Hsin Cindy Lee.
CS 581: Introduction to the Theory of Computation Lecture 1 James Hook Portland State University
Solve an equation using subtraction EXAMPLE 1 Solve x + 7 = 4. x + 7 = 4x + 7 = 4 Write original equation. x + 7 – 7 = 4 – 7 Use subtraction property of.
Solve a compound inequality with and
6 th semester Course Instructor: Kia Karavas.  What is educational evaluation? Why, what and how can we evaluate? How do we evaluate student learning?
Can technology assist students in the classroom and could it be used effectively to improve student performance in a mathematics class?
CS 103 Discrete Structures Lecture 01 Introduction to the Course
CMPS 3223 Theory of Computation Automata, Computability, & Complexity by Elaine Rich ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Slides provided.
River Valley Primary School – Strive for the Best WELCOME Presentation slides can be downloaded from:
CST 229 Introduction to Grammars Dr. Sherry Yang Room 213 (503)
Lei Bu Preliminary Introduction to the Theory of Computation.
CS 390 Introduction to Theoretical Computer Science.
Teaching Thermodynamics with Collaborative Learning Larry Caretto Mechanical Engineering Department June 9, 2006.
ASSESSMENT TECHNIQUES THE FOUR PART MODEL Presented by Daya Chetty 20 APRIL 2013.
CS 140 Computer Programming (I) Second semester (3 credits) Imam Mohammad bin Saud Islamic University College of Computer Science and Information.
Computer Science Education in Wisconsin and the CSTA WI- Dairyland Chapter Friday, May 8, 2015 Kern-Cary, Green Lake Center, WI Joe Kmoch.
Design and Analysis of Algorithms 4 th Semester Computer Engineering Spring 2015 Conf.dr.ing. Ioana Sora
Ministry of Higher Education Sohar College of Applied Sciences IT department Comp Introduction to Programming Using C++ Fall, 2011.
Saeid Pashzadeh Jan 2009 Theory of Computation 1.
Excel Charts.
Warm Up Simplify. 1. ( ) ANSWER ( ) 25 – + 18 ANSWER 7
Unit 5 Seminar D ESCRIBING Y OUR L EARNING. Agenda Unit Objectives Bloom’s Taxonomy Learning Statements Questions.
Solve an equation using addition EXAMPLE 2 Solve x – 12 = 3. Horizontal format Vertical format x– 12 = 3 Write original equation. x – 12 = 3 Add 12 to.
Solve an inequality using multiplication EXAMPLE 2 < 7< 7 x –6 Write original inequality. Multiply each side by –6. Reverse inequality symbol. x > –42.
C Sc 132 Computing Theory Professor Meiliu Lu Computer Science Department.
CSE 202 – Formal Languages and Automata Theory 1 REGULAR EXPRESSION.
SIP Learning Goals and Assessment AUGUST, Step 0 Learning Goal/ Pre-Assessment.
Design and Analysis of Algorithms 4 th Semester Computer Engineering Spring 2016 Conf.dr.ing. Ioana Ṣ ora
LAB: Inequalities with Negative Coefficients p.304 Q U E ST ION: How do you solve an inequality with a negative coefficient?
Background and Contact Information Pat Agard Mathematics teacher at Highlands High School (11 th year) Teach: AP Stats, Pre-Calculus Adv., College Prep.
Theory of Computation. Introduction to The Course Lectures: Room ( Sun. & Tue.: 8 am – 9:30 am) Instructor: Dr. Ayman Srour (Ph.D. in Computer Science).
Stats day 7 Final Chapter 3 Day.
Formal Languages and Automata Theory
Splash Screen.
Skills for Science with a focus on Biology.
Why Study Automata Theory and Formal Languages?
2016 Fall OpenStax class ABAC : EUNKYUNG YOU.
5. 2 Proportions 5. 2 Extension: Graphing Proportional Relationships 5
Formal Foundations-II [Theory of Automata]
Why Study Automata? What the Course is About Administrivia
Preliminary Introduction to the Theory of Computation
COMP 283 Discrete Structures
Formal Language & Automata Theory
How you write and communicate is important!
Chapter 12 Rational Functions.
Chapter 1: The World of Earth Science
5 The Mathematics of Getting Around
Principles of Computing – UFCFA Lecture-1
FSA Family Night
Preliminary Introduction to the Theory of Computation
Have out to be checked: P. 680/14-23 all, 29; Don't graph 22 and 23.
Systematic Investigation: The Scientific Method
CS 583 Fall 2006 Analysis of Algorithms
Preliminary Introduction to the Theory of Computation
Evaluating expressions and Properties of operations
Distributive Property Equations
Principles of Computing – UFCFA Week 1
Course Organizer CMS Math 7, Course II Course Standards: The
DATA ANALYSIS DR. ELIZABETH M. ANTHONY
Course Organizer Course Standards: 6th Grade Math CONTENT: The
Identify the exponent and the base in the expression 138.
Foundations for Algebra
Preliminary Introduction to the Theory of Computation
Presentation transcript:

Irene Díaz 1, Camino R. Vela 1 1 Computer Science Department. University of Oviedo (SPAIN) s 1

 Course Objectives ◦ To represent a real problem as a graph ◦ To find Euler and Hamilton paths in a graph ◦ To use trees and their properties as a data structure ◦ To solve a real problem using graph theory ◦ To build a Finite Automata to identify a language and to describe the regular language associated to a Finite Automata

 Course Objectives ◦ To establish relationships between regular languages and regular expressions and automata ◦ To identify the regular languages limits ◦ To describe finite automata applications ◦ To build grammars from a given language and the reverse ◦ To simplify a context free grammars ◦ To identify Context Free Languages and their formal properties

 Contents ◦ Graph Theory ◦ Regular Languages and Automata ◦ Context Free Languages, Grammars and Automata

 The Teaching Organization CLASSESHOURS PRESENTIAL Seminars24 Problem Sessions6 Working Sessions24 Tutoring Sessions2 Examining Sessions 4 HOMEWORK

 Evaluation ◦ Analyzing two evaluation procedures 1.Course :  10 practical works  8 presentation of a short report with the solution of proposed exercises  2 formulation of questions solved later by other student  Portfolio 2.Course :  Checking the daily work of the students (without granting them every time they do something)  Test of basic concepts after finishing each block of the course

 Evaluation Success Ratio Course56,154,8 Continuous Assesment72,495 Final Exam31,854,8 Evaluation items Contribution to the final mark Final Exam70 Block Test20 Active Participation10  Evaluation Proposal for course

Question concerned to the work charge of the ADM course compared to the average of the other courses. The bar chart points out that the majority of the students think the work charge is on average while just over the 24% of the total number of students considers the work is under the average.

Question concerned to how good is the course schedule. At least the 40% of the total number of students think the overall distribution is adequate while the same percentage of them conclude they need more problem sessions to correctly follow the course. Over the 30% of the students believe the quality of the course could improve if more working sessions were included while just the 6% of them consider the necessity of receiving more seminars.

Question concerned to how useful the different sessions are. The vertical axis represents the percentage of students answering a certain option while the horizontal axis shows the division of sessions into seminars, problem or working sessions and is sub-divided into the different options supplied to the students. The bar chart shows the majority of the students, just under two thirds of them, consider seminars few useful. At the same time, approximately three fifths of students believe essential the working sessions.

Question related to the number of evaluation items. This pie chart shows the majority of students, up to 95%, think the number of evaluation items is adequate.

 The course results strongly depends on the continuous assessment.  The introduction of practical sessions helps the student to understand the main concepts of the course  An increase in the number of evaluation points does not necessarily produce better results in terms of the number of students who pass the course.