Expertiza_Wiki - User contributions [en]

CSC 216/s08/wholesome discipline

2008-04-23T01:16:05Z

VMCatete: /* The script */

==Stacks & Queues==

===The problem===

In this exercise, students will learn the difference between stacks and queues, mainly which end to push and pop from. In a stack, the items are added and removed from the top of a stack (LIFO); where as in a queue the items are added to the end and removed from the front (FIFO).

===Participants and props===

For this exercise about seven students will be needed to act as objects. The props will be plates, and candy.

===The script===

Each participant will be given a plate to write their name on, and will then stack them in a pile (Push).
Afterwards, a certain name will have to be found, and the only way to get to it will be by taking off the top
plate (Pop), until the desired name is found. This demonstrates the last in first out concept of a stack.
Then another group of students will demonstrate how queues work. Each student will line up to get a
piece of candy. The first person to line up will be in the front and everyone else in the line will line up
behind him (Push). Once the first person gets his piece of candy and leaves (Pop), the next person in line
will then be able to get a piece of candy. This demonstrates the First in First out concept of a queue.
*side note the promise of candy will most definitely raise class participation.

CSC 216/s08/wholesome discipline

2008-04-23T01:11:38Z

VMCatete: /* Participants and props */

==Stacks & Queues==

===The problem===

In this exercise, students will learn the difference between stacks and queues, mainly which end to push and pop from. In a stack, the items are added and removed from the top of a stack (LIFO); where as in a queue the items are added to the end and removed from the front (FIFO).

===Participants and props===

For this exercise about seven students will be needed to act as objects. The props will be plates, and candy.

===The script===

Each participant will be given a plate to write their name on, and will then stack them in a pile (Push). Afterwards, a certain name will have to be found, and the only way to get to it will be by taking off the top plate (Pop), until the desired name is found. This demonstrates the last in first out concept of a stack.
Then another group of students will demonstrate how queues work. Each student will line up to get a piece of candy. The first person to line up will be in the front and everyone else in the line will line up behind him (Push). Once the first person gets his piece of candy and leaves (Pop), the next person in line will then be able to get a piece of candy. This demonstrates the First in First out concept of a queue.
*side note the promise of candy will most definitely raise class participation.

CSC 216/s08/wholesome discipline

2008-04-23T01:11:19Z

VMCatete: /* Participants and props */

==Stacks & Queues==

===The problem===

In this exercise, students will learn the difference between stacks and queues, mainly which end to push and pop from. In a stack, the items are added and removed from the top of a stack (LIFO); where as in a queue the items are added to the end and removed from the front (FIFO).

==Participants and props==

For this exercise about seven students will be needed to act as objects. The props will be plates, and candy.

===The script===

Each participant will be given a plate to write their name on, and will then stack them in a pile (Push). Afterwards, a certain name will have to be found, and the only way to get to it will be by taking off the top plate (Pop), until the desired name is found. This demonstrates the last in first out concept of a stack.
Then another group of students will demonstrate how queues work. Each student will line up to get a piece of candy. The first person to line up will be in the front and everyone else in the line will line up behind him (Push). Once the first person gets his piece of candy and leaves (Pop), the next person in line will then be able to get a piece of candy. This demonstrates the First in First out concept of a queue.
*side note the promise of candy will most definitely raise class participation.

CSC 216/s08/wholesome discipline

2008-04-23T01:11:02Z

VMCatete: /* The script */

==Stacks & Queues==

===The problem===

In this exercise, students will learn the difference between stacks and queues, mainly which end to push and pop from. In a stack, the items are added and removed from the top of a stack (LIFO); where as in a queue the items are added to the end and removed from the front (FIFO).

===Participants and props===

For this exercise about seven students will be needed to act as objects. The props will be plates, and candy.

===The script===

Each participant will be given a plate to write their name on, and will then stack them in a pile (Push). Afterwards, a certain name will have to be found, and the only way to get to it will be by taking off the top plate (Pop), until the desired name is found. This demonstrates the last in first out concept of a stack.
Then another group of students will demonstrate how queues work. Each student will line up to get a piece of candy. The first person to line up will be in the front and everyone else in the line will line up behind him (Push). Once the first person gets his piece of candy and leaves (Pop), the next person in line will then be able to get a piece of candy. This demonstrates the First in First out concept of a queue.
*side note the promise of candy will most definitely raise class participation.

CSC 216/s08/wholesome discipline

2008-04-23T01:10:18Z

VMCatete: /* Participants and props */

==Stacks & Queues==

===The problem===

In this exercise, students will learn the difference between stacks and queues, mainly which end to push and pop from. In a stack, the items are added and removed from the top of a stack (LIFO); where as in a queue the items are added to the end and removed from the front (FIFO).

===Participants and props===

For this exercise about seven students will be needed to act as objects. The props will be plates, and candy.

===The script===

Each participant will be given a plate to write their name on, and will then stack them in a pile (Push). Afterwards, a certain name will have to be found, and the only way to get to it will be by taking off the top plate (Pop), until the desired name is found. This demonstrates the last in first out concept of a stack.

Then another group of students will demonstrate how queues work. Each student will line up to get a piece of candy. The first person to line up will be in the front and everyone else in the line will line up behind him (Push). Once the first person gets his piece of candy and leaves (Pop), the next person in line will then be able to get a piece of candy. This demonstrates the First in First out concept of a queue.

*side note the promise of candy will most definitely raise class participation.

CSC 216/s08/wholesome discipline

2008-04-23T01:08:41Z

VMCatete: /* Stacks & Queues */

==Stacks & Queues==

===The problem===

In this exercise, students will learn the difference between stacks and queues, mainly which end to push and pop from. In a stack, the items are added and removed from the top of a stack (LIFO); where as in a queue the items are added to the end and removed from the front (FIFO).

===Participants and props===
For this exercise about seven students will be needed to act as objects.
The props will be plates, and candy.

===The script===

Each participant will be given a plate to write their name on, and will then stack them in a pile (Push). Afterwards, a certain name will have to be found, and the only way to get to it will be by taking off the top plate (Pop), until the desired name is found. This demonstrates the last in first out concept of a stack.

Then another group of students will demonstrate how queues work. Each student will line up to get a piece of candy. The first person to line up will be in the front and everyone else in the line will line up behind him (Push). Once the first person gets his piece of candy and leaves (Pop), the next person in line will then be able to get a piece of candy. This demonstrates the First in First out concept of a queue.

*side note the promise of candy will most definitely raise class participation.

CSC 216/s08/be cheerful

2008-04-03T21:45:33Z

VMCatete: /* How It's Done */

==That's what it's all about!==

===Overview===

In this active learning exercise, you can teach the value of superclassing and writing "don't repeat yourself" code to prevent error. When a programmer writes the same code twice, to do the same job, this increases logistical overhead and introduces more chances for error. But if he writes the code once and tells the classes that use it to look at the same piece of code, this can be handily eliminated. This is where inheritance comes in.

===How It's Done===

To model writing the code twice, and writing it once, you'll need two volunteers and an inside man -- you could do this yourself or delegate it. Your insider will instruct each of the two volunteers in how to do the hokey pokey. You can do this however you like: by word of mouth, by written instructions, whatever. But the one thing that you have to make sure is that one of the sets of instructions is ''wrong''. You'll see why in a second.

Now, have your two volunteers start dancing, strictly adhering to their instructions. Soon enough, they'll come out of sync, and you'll have your error. As you should reveal to the class at this time, this represents what happens when your two sections of code don't mesh perfectly, and the program breaks.

To fix this, you can use a super class that they will both take their instructions from. In this case, a nice Google video of a [http://video.google.com/videoplay?docid=-4742763335053216439 strange man doing the hokey pokey]. (This video will also be of use if your volunteers are a little too nervous: it's hard to be more ridiculous than that guy.) Once they've both received the same set of instructions, they can dance the hokey pokey in unison 'til the cows come home.

After a bit more dancing, bring it all together with a nice review of what each part of the exercise represents: repetitive coding, unintended errors, and the efficacy of a superclass. If done right, this will leave a strong impression of the importance of not repeating code.

===References===
* [http://courses.ncsu.edu/csc216/lec/001/homework/le Learning activity assignment]

CSC 216/s08/be cheerful

2008-04-03T21:39:48Z

VMCatete: /* How It's Done */

==That's what it's all about!==

===Overview===

In this active learning exercise, you can teach the value of superclassing and writing "don't repeat yourself" code to prevent error. When a programmer writes the same code twice, to do the same job, this increases logistical overhead and introduces more chances for error. But if he writes the code once and tells the classes that use it to look at the same piece of code, this can be handily eliminated. This is where inheritance comes in.

===How It's Done===

To model writing the code twice, and writing it once, you'll need two volunteers and an inside man -- you could do this yourself or delegate it. Your insider will instruct each of the two volunteers in how to do the hokey pokey. You can do this however you like: by word of mouth, by written instructions, whatever. But the one thing that you have to make sure is that one of the sets of instructions is ''wrong''. You'll see why in a second.

Now, have your two volunteers start dancing, strictly adhering to their instructions. Soon enough, they'll come out of sync, and you'll have your error. As you should reveal to the class at this time, this represents what happens when your two sections of code don't mesh perfectly, and the program breaks.

To fix this, you can use a super class that they will both take their instructions from. In this case, a nice Google video of a [http://video.google.com/videoplay?docid=-4742763335053216439 strange man doing the hokey pokey]. (This video will also be of use if your volunteers are a little too nervous: it's hard to be more ridiculous than that guy.) Once they've both received the same set of instructions, they can dance the hokey pokey in unison 'til the cows come home.

After a bit more dancing, bring it all together with a nice review of what each part of the exercise represents: repetitive coding, unintended errors, and the efficacy of a super class. If done right, this will leave a strong impression of the importance of not repeating code.

===References===
* [http://courses.ncsu.edu/csc216/lec/001/homework/le Learning activity assignment]