Java, Java, Java: Object-Oriented Problem Solving
(4 reviews)
Ralph Morelli, Trinity College
Ralph Walde, Trinity College
Copyright Year: 2016
Publisher: Ralph Morelli, Ralph Walde
Language: English
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Reviewed by Onyeka Emebo, Assistant Professor, Virginia Tech on 12/28/21
The text adequately addresses areas under Object Oriented Programming using Java as a Programming Language for Introduction to Computer Science courses. It gently introduces basic concepts in computer, objects and java using problem solving... read more
Comprehensiveness rating: 5 see less
The text adequately addresses areas under Object Oriented Programming using Java as a Programming Language for Introduction to Computer Science courses. It gently introduces basic concepts in computer, objects and java using problem solving approaches and gradually builds up to more advanced Java technologies in such a simplified manner that can be easily understood. The text also provides a table of content at the beginning and a summary of points for each chapter with exercises.
Content Accuracy rating: 4
The text content is accurate, without errors and unbiased. There is however some links that needs to be updated.
Relevance/Longevity rating: 4
While the field of computer science with particular emphasis to programming as it relates to this text is constantly evolving, the approach taken by this text to teach the essentials is likely to persist. The code, tested in Java 8, should continue to work with new Java releases. Updates to the text can be done easily by the way it has been written.
Clarity rating: 5
The text is written in a clear and easy to understand manner. The objectives, explanations, examples and exercises are clear and easy to follow. The codes are well commented to aid readability.
Consistency rating: 4
The text is highly consistent in both structure and terminology. It starts each chapter with objectives and outline and concludes with summary, exercises and solutions. However, some codes within the chapters are put in figures while others are not, this could be confusing.
Modularity rating: 5
The text is divided in 17 chapters (0 - 16) and 8 appendices (A â H). Each chapter is further divided into sections and subsections. This breakdown makes it easier for instructors to apportion sections to students at different times within the course.
Organization/Structure/Flow rating: 5
The text is organized in a manner that is logical and it flows well from section to section. The structure makes navigation from chapter to chapter easier.
Interface rating: 3
I reviewed the PDF version and it looks good to a large extent. The links in the table of contents are working properly. There are clickable links within the text to different figures, sections, such as appendices, and external websites. However, there are some issues with some figure titles, e.g., figure 12, 1.10, 2.7, 2.10, 2.14, etc. are cut off. Some hyperlinks for some figures missing e.g., figure 2.8 and some figures donât have titles.
Grammatical Errors rating: 5
The text contains no grammatical errors.
Cultural Relevance rating: 5
The text is culturally neutral. The examples are unbiased in the way it has been presented.
Reviewed by Ghaith Husari, Assistant Professor, East Tennessee State University on 4/17/20
This book covers Object-Oriented Programming under JAVA. It introduces the concepts of object-oriented programming and they are used for problem-solving. This book covers all the relevant areas of Object-Oriented Programming under Java. Also, it... read more
This book covers Object-Oriented Programming under JAVA. It introduces the concepts of object-oriented programming and they are used for problem-solving. This book covers all the relevant areas of Object-Oriented Programming under Java. Also, it covers more advanced topics such as socket programming and algorithms.
Content Accuracy rating: 5
The Object-Oriented concepts and implementation example shown in code samples are accurate and easy to learn as the code samples are aligned with the concept being discussed. Some links and URLs are out-dated but they have little to no impact on student learning. However, I would add a note that says "some of the links and URLs might not up-to-date. However, they can be found using search engines if necessary"
Programming languages get updated regularly to include new and easier functions to use. While it is impossible for a textbook to include every function, this textbook provides a great learning opportunity that allows students to build the muscle to be able to learn more about Java online. When it comes to Object-Oriented concepts, the book is extremely relevant and up-to-date
The textbook is very easy to understand and the code sample is both clear (code readability) and relevant.
Consistency rating: 5
The text and the terms it contains are consistent. Also, the textbook follows a consistent theme.
The textbook chapters are divided into sections and subsections that are shown also in the table of contents which can be used to visit each section.
The textbook consists of seventeen chapters that are organized in a logical manner. The more general concepts such as problem-solving and programing are placed at the beginning, then the chapters introduce the discuss Object-Oriented Programming come after the general chapters. The more advanced topics such as socket programming and data structures and algorithms come towards the end. This made a lot of sense to me.
Interface rating: 5
The textbook is easily accessible online and it can be downloaded to open with Edge or Adobe Reader without any problems.
No grammar issues have been noticed.
This textbook is neutral and unbiased.
Reviewed by Guanyu Tian, Assistant Professor, Fontbonne University on 6/19/18
This textbook covers Object-Oriented Programming with Java programming language pretty well. It starts with the concept of Objects and problem solving skills and then dive into Java programming language syntax. Overall, it appropriately covers all... read more
Comprehensiveness rating: 4 see less
This textbook covers Object-Oriented Programming with Java programming language pretty well. It starts with the concept of Objects and problem solving skills and then dive into Java programming language syntax. Overall, it appropriately covers all areas of the subject including the main principles of Object-Oriented Programming and Java programming language. In the later chapters, this textbook also introduces advanced topics such as concurrent programming, network/socket programming and data structures. The textbook provides table of contents at the beginning and index of terms at the end. Each chapter also provides a list of key words and a list of important concepts and technique terms.
Content Accuracy rating: 3
The content of the textbook is mostly accurate. Many URLs linked to Java documentations and APIs are not up-to-date.
Many URLs to Java references are not up-to-date and many online samples are not accessible. Nonetheless, the concepts of Object-Oriented Programming and Java programming language syntax are mostly current. Any updates to the contents of the textbook can be implemented with minimal effort.
The text is easy to understand. However, some of the texts are not displayed on adobe reader.
Consistency rating: 3
The text is consistent in terms of framework. Each chapter starts with introduction to a problem, and then discussion and design of the solution with UML diagrams; then Java is used to implement the solution(s). However, there is some level of inconsistency in terms of Java code samples. For example, some Java code examples use appropriate indentations and new lines, but some examples do not. This may confuse students.
Each chapter is divided into different sections and subsections. A student can go to each section of a chapter by clicking it in the Table of Contents.
Organization/Structure/Flow rating: 3
The topics in this text book are organized in a reasonable order. It starts with general concepts of computer and program design, then Objects and Java Programming Language, and then advanced topics in computer programming. It would be better if the textbook starts with Java programming language and then principles of Object Oriented programming.
Some of the texts are not displayed in the reviewer's adobe reader. Many diagrams and figures are poorly drawn. Overall, the interface of the book is one area that needs improvement.
No major grammar issues has been noticed.
The text of this textbook is a neutral and unbiased.
Overall, this textbook covers materials of Object-Oriented Programming with Java taught in first or second-year computer science course. However, the contents of Java programming language has not been up-to-date and the interface of the book is very poor compare to similar books the reviewer has used for learning and teaching the same materials. Some sample codes are not well written or inconsistent in terms of the use of indentation and new lines. Many URLs are obsolete and the web pages are not accessible.
Reviewed by Homer Sharafi, Adjunct Faculty Member, Northern Virginia Community College on 6/20/17
The textbook includes the material that is typically covered in a college-level CS1 course. Using an âearly objectsâ approach and Java as the programming language, the authors go over problem-solving techniques based on object-oriented... read more
The textbook includes the material that is typically covered in a college-level CS1 course. Using an âearly objectsâ approach and Java as the programming language, the authors go over problem-solving techniques based on object-oriented programming principles. In addition to an Index of terms towards the end of the text, each chapter summary includes the technical terms used, along with a bulleted-list of important points discussed in that chapter.
The computer science concepts and the accompanying sample code are accurate and error-free; however, the only issue is the fact that the URLs that make references to various aspects of Java, such as API documentation, JDK, and the Java Language Specification, have not been updated to reflect the fact that Sun Microsystems was acquired by Oracle back in 2010.
Like other software systems, Java is updated on a regular basis; nonetheless, the computer science concepts discussed in the textbook are based on standard undergraduate curriculum taught in a CS1 course. Therefore, any updates to the textbook would need to be with regard to the version of Java with minimal effort.
Clarity rating: 4
The authors deliver clear explanations of the computer science concepts and the accompanying Java language features.
There is a consistent theme throughout much of the text: A topic is introduced and discussed within the context of a problem. Its solution is then designed and explained using UML diagrams; finally, Java is used to illustrate how the solution is implemented on the computer.
Each chapter is divided into sections that can easily be identified within the table of contents. Therefore, itâs fairly easy for a student to pick and choose a section in a chapter and work on the other sections later. Throughout each chapter, there are self-study exercises to incrementally test understanding of the covered material. Solutions to those self-study exercises are then provided towards the end of the chapter. In addition, each chapter includes end-of-chapter exercises that can be used to assess oneâs understanding of the computer science concepts as well as the various features of Java.
The book consists of seventeen chapters; however, a typical CS1 course would need the material in the first ten chapters only, and those chapters are set up in a logical manner, allowing one to go through the material sequentially. Depending on how fast he first ten chapters are covered during the course of a semester, an instructor may choose from the last seven chapters in the text to introduce more advanced topics in computer science and/or Java.
Interface rating: 1
The textbook can be accessed online or opened using Acrobat Reader with no problem. There are no issues, as long as navigation is done one page after another manually. However, when browsing through the table of contents (TOC) or the Index, the entries are not set up using any live links. That is, you cannot click on a page number associated with an item within the TOC or the Index to go directly to that page.
Grammatical Errors rating: 3
This reviewer did not come across any such issues, while going through the text.
This is a computing textbook, where the contents are presented using technical terms. Culturally, the textbook is completely neutral and unbiased in terms of how the material is presented.
Table of Contents
- 0 Computers, Objects, and Java
- 1 Java Program Design and Development
- 2 Objects: Defining, Creating, and Using
- 3 Methods: Communicating with Objects
- 4 Input/Output: Designing the User Interface
- 5 Java Data and Operators
- 6 Control Structures
- 7 Strings and String Processing
- 8 Inheritance and Polymorphism
- 9 Arrays and Array Processing
- 10 Exceptions: When Things Go Wrong
- 11 Files and Streams
- 12 Recursive Problem Solving
- 13 Graphical User Interfaces
- 14 Threads and Concurrent Programming
- 15 Sockets and Networking
- 16 Data Structures: Lists, Stacks, and Queues
Ancillary Material
- Ralph Morelli, Ralph Walde
About the Book
We have designed this third edition of Java, Java, Java to be suitable for a typical Introduction to Computer Science (CS1) course or for a slightly more advanced Java as a Second Language course. This edition retains the âobjects firstâ approach to programming and problem solving that was characteristic of the first two editions. Throughout the text we emphasize careful coverage of Java language features, introductory programming concepts, and object-oriented design principles.
The third edition retains many of the features of the first two editions, including:
- Early Introduction of Objects
- Emphasis on Object Oriented Design (OOD)
- Unified Modeling Language (UML) Diagrams
- Self-study Exercises with Answers
- Programming, Debugging, and Design Tips.
- From the Java Library Sections
- Object-Oriented Design Sections
- End-of-Chapter Exercises
- Companion Web Site, with Power Points and other Resources
The In the Laboratory sections from the first two editions have been moved onto the book's Companion Web Site. Table 1 shows the Table of Contents for the third edition.
About the Contributors
Ralph Morelli, Professor of Computer Science Emeritus. Morelli has been teaching at Trinity College since 1985, the same year the computer science major was first offered. More recently, he was one of the Principal Investigators (PIs) for the Humanitarian Free and Open Source Software (HFOSS) project, an NSF-funded effort to get undergraduates engaged in building free and open source software that benefits the public. In summer 2011 a team of Trinity HFOSS students and faculty traveled to Haiti to build an open source mobile application that helps manage beneficiaries for a humanitarian aid organization. Currently Morelli is the PI of the Mobile CSP project, an NSF-funded effort to train high school teachers in CT and elsewhere to teach the emerging Advanced Placement CS Principles course that is being created by the College Board. The main goal of this NSF initiative is to increase access to computer science among underrepresented groups, including girls, African Americans, and Hispanic Americans. The Mobile CSP course teaches students to create mobile apps to serve their community. In summer 2014, a group of 20 Mobile CSP students spent their summer building mobile apps for the city of Hartford.
Ralph Walde. Dr. Walde has given Trinity 28 years of distinguished service, first as a Professor of Mathematics and now as a Professor of Computer Science. He was instrumental in helping to establish and nourish computing at Trinity and was one of the founding members of the Computer Science Department.
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How to think like a programmer â lessons in problem solving
by Richard Reis
If youâre interested in programming, you may well have seen this quote before:
âEveryone in this country should learn to program a computer, because it teaches you to think.â â Steve Jobs
You probably also wondered what does it mean, exactly, to think like a programmer? And how do you do it??
Essentially, itâs all about a more effective way for problem solving .
In this post, my goal is to teach you that way.
By the end of it, youâll know exactly what steps to take to be a better problem-solver.
Why is this important?
Problem solving is the meta-skill.
We all have problems. Big and small. How we deal with them is sometimes, wellâŠpretty random.
Unless you have a system, this is probably how you âsolveâ problems (which is what I did when I started coding):
- Try a solution.
- If that doesnât work, try another one.
- If that doesnât work, repeat step 2 until you luck out.
Look, sometimes you luck out. But that is the worst way to solve problems! And itâs a huge, huge waste of time.
The best way involves a) having a framework and b) practicing it.
âAlmost all employers prioritize problem-solving skills first.
Problem-solving skills are almost unanimously the most important qualification that employers look forâŠ.more than programming languages proficiency, debugging, and system design.
Demonstrating computational thinking or the ability to break down large, complex problems is just as valuable (if not more so) than the baseline technical skills required for a job.â â Hacker Rank ( 2018 Developer Skills Report )
Have a framework
To find the right framework, I followed the advice in Tim Ferrissâ book on learning, â The 4-Hour Chef â.
It led me to interview two really impressive people: C. Jordan Ball (ranked 1st or 2nd out of 65,000+ users on Coderbyte ), and V. Anton Spraul (author of the book â Think Like a Programmer: An Introduction to Creative Problem Solving â).
I asked them the same questions, and guess what? Their answers were pretty similar!
Soon, you too will know them.
Sidenote: this doesnât mean they did everything the same way. Everyone is different. Youâll be different. But if you start with principles we all agree are good, youâll get a lot further a lot quicker.
âThe biggest mistake I see new programmers make is focusing on learning syntax instead of learning how to solve problems.â â V. Anton Spraul
So, what should you do when you encounter a new problem?
Here are the steps:
1. Understand
Know exactly what is being asked. Most hard problems are hard because you donât understand them (hence why this is the first step).
How to know when you understand a problem? When you can explain it in plain English.
Do you remember being stuck on a problem, you start explaining it, and you instantly see holes in the logic you didnât see before?
Most programmers know this feeling.
This is why you should write down your problem, doodle a diagram, or tell someone else about it (or thing⊠some people use a rubber duck ).
âIf you canât explain something in simple terms, you donât understand it.â â Richard Feynman
Donât dive right into solving without a plan (and somehow hope you can muddle your way through). Plan your solution!
Nothing can help you if you canât write down the exact steps.
In programming, this means donât start hacking straight away. Give your brain time to analyze the problem and process the information.
To get a good plan, answer this question:
âGiven input X, what are the steps necessary to return output Y?â
Sidenote: Programmers have a great tool to help them with this⊠Comments!
Pay attention. This is the most important step of all.
Do not try to solve one big problem. You will cry.
Instead, break it into sub-problems. These sub-problems are much easier to solve.
Then, solve each sub-problem one by one. Begin with the simplest. Simplest means you know the answer (or are closer to that answer).
After that, simplest means this sub-problem being solved doesnât depend on others being solved.
Once you solved every sub-problem, connect the dots.
Connecting all your âsub-solutionsâ will give you the solution to the original problem. Congratulations!
This technique is a cornerstone of problem-solving. Remember it (read this step again, if you must).
âIf I could teach every beginning programmer one problem-solving skill, it would be the âreduce the problem technique.â
For example, suppose youâre a new programmer and youâre asked to write a program that reads ten numbers and figures out which number is the third highest. For a brand-new programmer, that can be a tough assignment, even though it only requires basic programming syntax.
If youâre stuck, you should reduce the problem to something simpler. Instead of the third-highest number, what about finding the highest overall? Still too tough? What about finding the largest of just three numbers? Or the larger of two?
Reduce the problem to the point where you know how to solve it and write the solution. Then expand the problem slightly and rewrite the solution to match, and keep going until you are back where you started.â â V. Anton Spraul
By now, youâre probably sitting there thinking âHey Richard... Thatâs cool and all, but what if Iâm stuck and canât even solve a sub-problem??â
First off, take a deep breath. Second, thatâs fair.
Donât worry though, friend. This happens to everyone!
The difference is the best programmers/problem-solvers are more curious about bugs/errors than irritated.
In fact, here are three things to try when facing a whammy:
- Debug: Go step by step through your solution trying to find where you went wrong. Programmers call this debugging (in fact, this is all a debugger does).
âThe art of debugging is figuring out what you really told your program to do rather than what you thought you told it to do.ââ â Andrew Singer
- Reassess: Take a step back. Look at the problem from another perspective. Is there anything that can be abstracted to a more general approach?
âSometimes we get so lost in the details of a problem that we overlook general principles that would solve the problem at a more general level. [âŠ]
The classic example of this, of course, is the summation of a long list of consecutive integers, 1 + 2 + 3 + ⊠+ n, which a very young Gauss quickly recognized was simply n(n+1)/2, thus avoiding the effort of having to do the addition.â â C. Jordan Ball
Sidenote: Another way of reassessing is starting anew. Delete everything and begin again with fresh eyes. Iâm serious. Youâll be dumbfounded at how effective this is.
- Research: Ahh, good olâ Google. You read that right. No matter what problem you have, someone has probably solved it. Find that person/ solution. In fact, do this even if you solved the problem! (You can learn a lot from other peopleâs solutions).
Caveat: Donât look for a solution to the big problem. Only look for solutions to sub-problems. Why? Because unless you struggle (even a little bit), you wonât learn anything. If you donât learn anything, you wasted your time.
Donât expect to be great after just one week. If you want to be a good problem-solver, solve a lot of problems!
Practice. Practice. Practice. Itâll only be a matter of time before you recognize that âthis problem could easily be solved with <insert concept here>.â
How to practice? There are options out the wazoo!
Chess puzzles, math problems, Sudoku, Go, Monopoly, video-games, cryptokitties, bla⊠bla⊠blaâŠ.
In fact, a common pattern amongst successful people is their habit of practicing âmicro problem-solving.â For example, Peter Thiel plays chess, and Elon Musk plays video-games.
âByron Reeves said âIf you want to see what business leadership may look like in three to five years, look at whatâs happening in online games.â
Fast-forward to today. Elon [Musk], Reid [Hoffman], Mark Zuckerberg and many others say that games have been foundational to their success in building their companies.â â Mary Meeker ( 2017 internet trends report )
Does this mean you should just play video-games? Not at all.
But what are video-games all about? Thatâs right, problem-solving!
So, what you should do is find an outlet to practice. Something that allows you to solve many micro-problems (ideally, something you enjoy).
For example, I enjoy coding challenges. Every day, I try to solve at least one challenge (usually on Coderbyte ).
Like I said, all problems share similar patterns.
Thatâs all folks!
Now, you know better what it means to âthink like a programmer.â
You also know that problem-solving is an incredible skill to cultivate (the meta-skill).
As if that wasnât enough, notice how you also know what to do to practice your problem-solving skills!
Phew⊠Pretty cool right?
Finally, I wish you encounter many problems.
You read that right. At least now you know how to solve them! (also, youâll learn that with every solution, you improve).
âJust when you think youâve successfully navigated one obstacle, another emerges. But thatâs what keeps life interesting.[âŠ]
Life is a process of breaking through these impediments â a series of fortified lines that we must break through.
Each time, youâll learn something.
Each time, youâll develop strength, wisdom, and perspective.
Each time, a little more of the competition falls away. Until all that is left is you: the best version of you.â â Ryan Holiday ( The Obstacle is the Way )
Now, go solve some problems!
And best of luck ?
Special thanks to C. Jordan Ball and V. Anton Spraul . All the good advice here came from them.
Thanks for reading! If you enjoyed it, test how many times can you hit in 5 seconds. Itâs great cardio for your fingers AND will help other people see the story.
If this article was helpful, share it .
Learn to code for free. freeCodeCamp's open source curriculum has helped more than 40,000 people get jobs as developers. Get started
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VIDEO
COMMENTS
Solving Problems with Solutions Requiring Sequential Processing Overview Computer programming is not just programming language syntax and using a development environment. At its core, computer programming is solving problems. We will now turn our attention to a structured methodology you can use to construct solutions for a given problem.
COMP1405/1005 - An Introduction to Computer Science and Problem Solving Fall 2011 - 4- There are also other types of programming languages such as functional programming languages and logic programming languages. According to the Tiobe index (i.e., a good site for ranking the popularity of programming languages), as of February 2011 the 10 most
Computational Thinking: A Beginner's Guide to Problem-Solving and Programming - Free PDF Download - Karl Beecher - 308 Pages - Year: 2017 - Python đ Categories College Comic Books Computer Programming Personal Development Psychology Survival Health Physics Fantasy Food Recipes English All Categories
2.1 The software engineering method for problem solving The software engineering method is a way to approach problem solving using a computer program and has the following five steps: 1. Specify the problem requirements. Describe the problem completely and unambiguously. 2. Analyze the problem requirements. Identify (a) inputs, (b) the data to
research became a mind sport known as competitive programming. As a sport algorithmic problem solving rose in popularity with the largest competitions attracting tens of thousands of programmers. While its mathematical coun-terpart has a rich literature, there are only a few books on algorithms with a strong problem solving focus.
Contents 1 Introduction 1 1.1 Modern Computers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 1.2 Computer Languages ...
form these problem solving steps. C. Whenhumans use a computer to solveaproblem, the solution must be coded in a programming language which, as we noted above,ismuch simpler than the natural language humans use with one another. D. Further,ifwethink of the human and the computer as a problem solving team, the computer is deïŹnitely the
We have designed this third edition of Java, Java, Java to be suitable for a typical Introduction to Computer Science (CS1) course or for a slightly more advanced Java as a Second Language course. This edition retains the "objects first" approach to programming and problem solving that was characteristic of the first two editions. Throughout the text we emphasize careful coverage of Java ...
PDL: Scaffolding Problem Solving in Programming Courses Shu Linâ Na Mengâ Dennis Kafuraâ Wenxin Liâ Peking Universityâ Virginia Techâ Chinaâ USAâ [email protected],[email protected],[email protected],[email protected] ABSTRACT Programming tasks provide an opportunity for students to improve their problem-solving skills (PSS).
A First Java Application Program Writing, Compiling, and Running a Java Program. 1.3 Programming Basics. Object-Oriented Programming Algorithms Testing and Debugging Software Reuse. 1.4 Graphics Supplement. A Sample Graphics Applet Size and Position of Figures Drawing Ovals and Circles Drawing Arcs Running an Applet. Chapter Summary.
Example problem: Step 1 - Identify the problem that must be solved. The first step is to identify the problem that needs to be solved. In this example, the largest number in the list must be found and displayed. Step 2 - Understand what the problem presents. The problem presents a list of numbers.
Simplest means you know the answer (or are closer to that answer). After that, simplest means this sub-problem being solved doesn't depend on others being solved. Once you solved every sub-problem, connect the dots. Connecting all your "sub-solutions" will give you the solution to the original problem. Congratulations!
Thus, before attempt to write a computer program to solve a given problem. It is necessary to formulate or define the problem in a precise manner. Once the problem is defined, the steps required to solve it, must be stated clearly in the required order. 1.1 Procedure (Steps Involved in Problem Solving) A computer cannot solve a problem on its own.
Learning Programming by Solving Problems. Amruth N. Kumar. Ramapo College of New Jersey; 505, Ramapo Valley Road; Mahwah, NJ 07430-1680 amruth@ ramapo.edu. Abstract: We have been developing tutors to help students learn programmjng concepts by solving problems. In this paper, we will discuss the use of problem-solving in Computer Science, the ...
problem. Precise step-by-step instructions should be given by us to solve the problem. Thus, the success of a computer in solving a problem depends on how correctly and precisely we define the problem, design a solution (algorithm) and implement the solution (program) using a programming language. Thus, problem solving is the
The input device is usually a keyboard where programs and data are entered into the computers. Examples of other input devices include a mouse, a pen or stylus, a touch screen, or an audio input unit. The central processing unit (CPU) is responsible for executing instructions such as arithmetic calculations,comparisons among data, and movement of data inside the system.
PROGRAMMING FOR PROBLEM SOLVING (CS103ES) I. COURSE OVERVIEW: This course emphasizes solving problems using the language, and introduces standard programming techniques like alternation, iteration and recursion. It will briefly glimpse the basics of software engineering practices like modularization, commenting, and naming conventions which ...
General Course Purpose. CSC 221, CSC 222, and CSC 223 comprise the standard sequence of minimal programming content for computer science majors. The course sequence will teach the students to use high-level languages and their applications to problem solving by using algorithms within procedural and object-oriented techniques, while ensuring ...
The PAAM model enhances problem-solving skills of novice programmers by providing questions related to teaching topics of the course. The questions are presented by using pseudo-code technique. Moreover, students practice problem-solving skills and problem statement requirements throughout the semester for all the exercises presented in the course.
In more general terms, problem solving is. part of a larger process that encompasses problem determination, de-. duplication, analysis, diagnosis, repair, and other steps. 3. Other problem solving ...
Computer programming enhances students' problem solving by forcing students to break a problem into its component pieces and reas-semble it in a generic format that can be understood by a nonsentient entity. It promotes planning and organization skills, and it requires precision and self-discipline. Computer programming is one of the three
Techniques of problem solving. S. Krantz. Published 13 November 1996. Mathematics. TLDR. Basic concepts, a deeper look at geometry, and problems involving counting, and a miscellany of real life problems. Expand. View via Publisher. gbv.de.