1. Prof. Matthew Hertz WTC 207D / 888-2436 hertzm@canisius.edu

2. Objectives Met in CSC107  Develop solution over entire software lifecycle  Implement & test computational solutions  Know operational details of computers  Perform Boolean logic  Describe binary representation of data

3. High-level Objectives  Learn how we solve problems using a computer  For this course, focus on scientific problems  Logical, methodical process used to write algorithms  Learn to master basics of software development  C/C++ concepts used by most programs  Skills needed to find & fix errors in code

4. High-level Objectives  Learn how we solve problems using a computer  For this course, focus on scientific problems  Logical, methodical process used to write algorithms  Learn to master basics of software development  C/C++ concepts used by most programs  Skills needed to find & fix errors in code

5. High-level Objectives  Learn how we solve problems using a computer  For this course, focus on scientific problems  Logical, methodical process used to write algorithms  Learn to master basics of software development  C/C++ concepts used by most programs  Skills needed to find & fix errors in code  Have fun

6. High-level Objectives  Learn how we solve problems using a computer  For this course, focus on scientific problems  Logical, methodical process used to write algorithms  Learn to master basics of software development  C/C++ concepts used by most programs  Skills needed to find & fix errors in code  Have fun

7. High-level Objectives  Learn how we solve problems using a computer  For this course, focus on scientific problems  Logical, methodical process used to write algorithms  Learn to master basics of software development  C/C++ concepts used by most programs  Skills needed to find & fix errors in code  Have fun

8. Expectations of Me  Lectures prepared and organized  Give interesting, thoughtful, fun problems  Be (reasonably) available to answer questions  Be honest and forthright

9. Expectations of Me  Lectures prepared and organized  Give interesting, thoughtful, fun problems  Be (reasonably) available to answer questions  Be honest and forthright

10. Why Most Classes Suck

11. Teaching Style

12. Adult Learning  Students read material before class  Answer initial questions at start of class  (Short) lecture explains key ideas  Provides 2 nd opportunity to see material  Limits long, boring droning  Students work in teams to solve problems  Make sure you actually understand material  Easy to correct when mistakes made early

13. Expectations of You  Work hard  Come to class prepared  Support & help all your teammates  Ask for help early and often  Let me know what you are thinking

14. Attendance  Attendance is mandatory 6  Can miss up to 6 classes without penalty 2  From final grade 2 points lost for each add’l absence  If you know you will miss class, talk to me ASAP  You are responsible for every class  Missing class is never acceptable excuse  Best way to earn a poor grade: skip class

15. Deadlines  Have 2 virtual “extensions”  Each provides a 1 day extension on assignment  Can use both on 1 assignment for 48-hour extension  Late work not accepted without extension  If you know you cannot make a deadline, talk to me  Earlier we talk, the better we can find a solution

16. Grading Philosophy  Grades reflect student's demonstrated ability  Not a competition where grades are relative  I will quite happily give "A" to entire class if all earn it  "A" not automatically given to highest score in class  Remain fair for students past, present, & future  When in doubt, I consider what would be most fair  Hard work alone insufficient to raise a score  Working efficiently important life skill to be rewarded

17. Grading Philosophy Doctor Who Cures YouDoctor Who Works Hard Would you rather have:

18. Course Grading Midterm20% Final35% Projects24% Weekly Assignments12% Daily Activities9%  Grades available via Angel  Midterm given on Oct. 21 st  3 programming projects during semester

19. Course Grading Goals  Build skills used by “real” programmers  Lots of opportunities to learn & improve  Present material in variety of ways  Develop understanding needed for later classes  Catch and correct problems early

20. Course Grading Goals  Build skills used by “real” programmers  Lots of opportunities to learn & improve  Present material in variety of ways  Develop understanding needed for later classes  Catch and correct problems early  I am mean & like watching students suffer

21. Weekly Assignments  Posted on Angel each week  Usually due by 5PM following Tuesday  Virtual extensions okay to use on all but first one  Before submitting, ask me questions you still have  Several goals for these assignments  Provide additional programming opportunities  Reinforce material from each lecture  Questions should seem easy & take under 10 min.  Means you are doing well

22. PowerPoint Slides  Students need to take notes on their own  Writing increases odds of remembering ideas  Really, really bad idea to not take notes  Trapped me into specific way of lecturing  Limited opportunities to use clever memory tools  Lectures often resembled

23. Students During Lecture

24. Workings of My Slides  Slides contain many pictures, little text  Lectures interesting & fun (or at least better)  Provides you with good way to reinforce lessons  Will suck as actual notes  Print slide handout & take notes on the side  Write down what the steps shown in animations  Slides (with notes) usable on tests, labs, class…  Win-win proposition  (Except for the lazy ones of you…)

25. Collaboration  Fellow students are a great resource  Provides multiple viewpoints & understandings  Get together, discuss material, and study  Can have them answer lingering questions  Clarify assignment and what it requires  Learn and practice some basic social skills

26. Collaboration  Work you submit must be done by you  When discussing homework or projects  Leave conversation with memories only  Wait 15+ minutes before starting on your own  Solutions always unique after waiting  Once started, each student should work alone  When in doubt, ask me

27. Textbook  Albert & Breedlove, C++: An Active Learning Approach, Jones & Bartlett, 2009.  Areas of C++ overlapping C will be course focus  Will go through most of the textbook  Hit all key concepts you will need for future work  Book also excellent resource to look back on

28. Angel Pages  Pages for course found on Angel  Handouts, slides, assignments posted before class  Can also find solutions after work is due  May not include everything said in class  Better than nothing, but worse than being here!

29. Positional Notation  Used in nearly all modern numerical systems  Right-to-left ordering of digits within larger number  Expresses value using value of each digit (0, 1, 2, … 9)  Value of position in which the digit is places  e.g., 3, 13, 913, 0913, 10913, 810913  Numbers & arithmetic easy to understand  Subtracting roman numerals is not for faint-of-heart

30. Positional Notation for 5862 2= 2 ones= 2 * 1 =2

31. Positional Notation for 5862 2= 2 ones= 2 * 1 =2 6= 6 tens= 6 * 10 =60

32. Positional Notation for 5862 2= 2 ones= 2 * 1 =2 6= 6 tens= 6 * 10 =60 8= 8 hundreds= 8 * 100 =800

33. Positional Notation for 5862 2= 2 ones= 2 * 1 =2 6= 6 tens= 6 * 10 =60 8= 8 hundreds= 8 * 100 =800 5= 5 thousands= 5 * 1000 =5000

34. Positional Notation for 5862 2= 2 ones= 2 * 1 =2 6= 6 tens= 6 * 10 =60 8= 8 hundreds= 8 * 100 =800 5= 5 thousands= 5 * 1000 =+ 5000 5862

35. Decimal Positional Notation  Formal equation for a number d n...d 3 d 2 d 1 d 0  d 0 is digit in ones place, d 1 is in tens place, … d 0 * 10 0 d 1 * 10 1 d 2 * 10 2 d 3 * 10 3 … + d n * 10 n

36. Base-10 Positional Notation d0d0 2= 2 ones= 2 * 1 =2 d1d1 6= 6 tens= 6 * 10 =60 d2d2 8= 8 hundreds= 8 * 100 =800 d3d3 5= 5 thousands= 5 * 1000 =+ 5000 5862

37. Base-10 Positional Notation d0d0 2= 2 ones= 2 * 10 0 =2 d1d1 6= 6 tens= 6 * 10 1 =60 d2d2 8= 8 hundreds= 8 * 10 2 =800 d3d3 5= 5 thousands= 5 * 10 3 =+ 5000 5862

38. Base-10 Positional Notation 0d00d0 2= 2 ones 0 = 2 * 10 0 =2 1d11d1 6= 6 tens 1 = 6 * 10 1 =60 2d22d2 8= 8 hundreds 2 = 8 * 10 2 =800 3d33d3 5= 5 thousands 3 = 5 * 10 3 =+ 5000 5862

39. Base-10 Positional Notation d0d0 2= 2 ones= 2 * 10 0 =2 d1d1 6= 6 tens= 6 * 10 1 =60 d2d2 8= 8 hundreds= 8 * 10 2 =800 d3d3 5= 5 thousands= 5 * 10 3 =+ 5000 5862

40. Computer Number Systems  Previous equation worked in decimal (base-10)  Usual number system used in day-to-day life  System requires representing 10 different digits: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9  Computers always in one of two states  Turned on, your PS3 can play Guitar Hero 3  Cell phones great paperweights when turned off  Binary digits ( 0,1 ) only used by computers  To use them, helps to know powers-of-two bases

41. Digits In Other Bases  Binary (base-2) uses 2 digits: 0, 1  Octal (base-8) uses 8 digits: 0, 1, 2, 3, 4, 5, 6, 7  Hexadecimal (base-16) has 16 digits: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A, B, C, D, E, F A 16 = 10 10 D 16 = 13 10 B 16 = 11 10 E 16 = 14 10 C 16 = 12 10 F 16 = 15 10

42. Positional Notation  To convert d n... d 3 d 2 d 1 d 0 into decimal: From base-10 d 0 * 10 0 d 1 * 10 1 d 2 * 10 2 d 3 * 10 3 … + d n * 10 n

43. Positional Notation  To convert d n... d 3 d 2 d 1 d 0 into decimal: From base-b d 0 * b 0 d 1 * b 1 d 2 * b 2 d 3 * b 3 … + d n * b n

44. Converting Binary to Decimal 101011 2 = d0d0 d1d1 d2d2 d3d3 d4d4 d5d5

45. Converting Binary to Decimal 101011 2 = d0d0 1* d1d1 1* d2d2 0* d3d3 1* d4d4 0* d5d5 1*

46. Converting Binary to Decimal 101011 2 = d0d0 1* 2 0 = d1d1 1* 2 1 = d2d2 0* 2 2 = d3d3 1* 2 3 = d4d4 0* 2 4 = d5d5 1* 2 5 =

47. Converting Hex to Decimal 27 16 = d0d0 d1d1 3F 16 = d0d0 d1d1

48. Converting Hex to Decimal 27 16 = d0d0 7 16 = 7 10 d1d1 2 16 = 2 10 3F 16 = d0d0 F 16 =15 10 d1d1 3 16 = 3 10

49. Converting Hex to Decimal 27 16 = d0d0 7 16 = 7 10 * 16 0 = d1d1 2 16 = 2 10 * 16 1 = 3F 16 = d0d0 F 16 =15 10 * 16 0 = d1d1 3 16 = 3 10 * 16 1 =

50. Positional Notation Review  To convert d n... d 3 d 2 d 1 d 0 into decimal: From base-b d 0 * b 0 d 1 * b 1 d 2 * b 2 d 3 * b 3 … + d n * b n

51. Converting Decimal To Binary  Converting from decimal to binary (base-2): While decimal number ≠ 0 Divide decimal number by 2 Move remainder to left end of answer Replace decimal number with quotient 34 10 =

52. Converting Decimal To Base-b  More generally, convert from decimal to base-b: While decimal number ≠ 0 Divide decimal number by b Move remainder to left end of answer Replace decimal number with quotient 335 10 = 16

53. For Next Lecture  Mourn summer’s end & start of homework  For many, celebrate start of college life  Read sections 3.1 – 3.7 & 4.1 – 4.10 for Thurs.  Why is main so important for a C program?  What are comments & how do we write them?  What is a variable and its data type?  How can we use variables in a program?  How are literals, constants, & variables different?

54. For Next Lecture  Mourn summer’s end & start of homework  For many, celebrate start of college life  Read sections 3.1 – 3.7 & 4.1 – 4.10 for Thurs.  Why is main so important for a C program?  What are comments & how do we write them?  What is a variable and its data type?  How can we use variables in a program?  How are literals, constants, & variables different?