CSC 216 F09/debug1 - Revision history

Alhamann: /* Procedure */

2009-11-23T18:55:01Z

Procedure

← Older revision		Revision as of 18:55, 23 November 2009
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	==Procedure==		==Procedure==

	The cards are distributed to the participants. After each person receives a card, set the timer (preferably to 2 or 3 minutes). The student's goal is to find the student in the classroom who has the matching term or description to his or her own card before time runs out. For instance, a student's card reads "''Test Coverage''", he or she needs to find the student with "''A measure of how many parts of a program have been tested.''"		The cards are distributed to the participants. After each person receives a card, set the timer (preferably to '''only 2 or 3 minutes'''). The student's goal is to find the student in the classroom who has the matching term or description to his or her own card before time runs out. For instance, a student's card reads "''Test Coverage''", he or she needs to find the student with "''A measure of how many parts of a program have been tested.''"

	The exercise can be repeated by recollecting the cards, shuffling, and passing them out again.		The exercise can be repeated by recollecting the cards, shuffling, and passing them out again.

Alhamann: /* Debugging Jargon Exercise */

2009-11-18T04:20:27Z

Debugging Jargon Exercise

← Older revision		Revision as of 04:20, 18 November 2009
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	=Debugging ~~Jargon~~ Exercise=		=Debugging Vocabulary Exercise=

	==Goal==		==Goal==

Alhamann: /* Props */

2009-11-18T02:49:55Z

Props

← Older revision		Revision as of 02:49, 18 November 2009
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	==Props==		==Props==

	*Two sets of note cards or sheets of paper--each a different color. Cards in the first color (for example, green) contain a description of a term or concept while cards of the other color (for example, white) contain a matching answer. Both colors should be combined into one stack of cards and shuffled. Note: The total amount of cards must be ~~''exactly''~~ equal to the number of participants.		*Two sets of note cards or sheets of paper--each a different color. Cards in the first color (for example, green) contain a description of a term or concept while cards of the other color (for example, white) contain a matching answer. Both colors should be combined into one stack of cards and shuffled. ''Note:'' The total amount of cards must be equal to the number of participants.

	*A stopwatch or timer.		*A stopwatch or timer.
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	\|-		\|-
	\|}		\|}


	==Procedure==		==Procedure==

Alhamann: /* Silent Variation */

2009-11-18T02:49:06Z

Silent Variation

← Older revision		Revision as of 02:49, 18 November 2009
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	===Silent Variation===		===Silent Variation===
	To make the game more challenging, the game can be played without ~~any talking~~. This eliminates shouting across the room, and forces students to read each other's cards.		To make the game more challenging, the game can be played without speaking. This eliminates any shouting across the room and forces students to read each other's cards.

	==Acknowledgements==		==Acknowledgements==
	Created by Allison Hamann.		Created by Allison Hamann.
	Examples inspired from Dr. Gehringer's Lecture 4 notes and ''Big Java'' by Cay Horstmann.		Examples inspired from Dr. Gehringer's Lecture 4 notes and ''Big Java'' by Cay Horstmann.

Alhamann: /* Debugging Exercise */

2009-11-18T02:47:15Z

Debugging Exercise

← Older revision		Revision as of 02:47, 18 November 2009
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	=Debugging Exercise=		=Debugging Jargon Exercise=

	==Goal==		==Goal==

Alhamann at 02:45, 18 November 2009

2009-11-18T02:45:57Z

← Older revision		Revision as of 02:45, 18 November 2009
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	\|}		\|}

	~~<center>''Examples inspired from Dr. Gehringer's Lecture 4 notes and'' Big Java ''by Cay Horstmann.''</center>~~

	==Procedure==		==Procedure==
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	===Silent Variation===		===Silent Variation===
	To make the game more challenging, the game can be played without any talking. This eliminates shouting across the room, and forces students to read each other's cards.		To make the game more challenging, the game can be played without any talking. This eliminates shouting across the room, and forces students to read each other's cards.

			==Acknowledgements==
			Created by Allison Hamann.
			Examples inspired from Dr. Gehringer's Lecture 4 notes and ''Big Java'' by Cay Horstmann.

Alhamann at 02:44, 18 November 2009

2009-11-18T02:44:24Z

← Older revision		Revision as of 02:44, 18 November 2009
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	==Goal==		==Goal==
	The goal of this exercise is to reinforce terms and concepts of debugging in Eclipse.		The goal of this exercise is to reinforce terms and concepts of debugging in Eclipse.


	==Props==		==Props==
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	===Competitive Variation===		===Competitive Variation===

	If a more competitive atmosphere is needed, several rounds of the game can be played. In each round, the last pair of students to find each other is disqualified from the next round, until 6 or 8 students are left. At this time finding matching pair becomes too easy. (Remember to leave out a matching pair of cards from the card stack for each pair of eliminated students before passing out the cards again.)		If a more competitive atmosphere is needed, several rounds of the game can be played. In each round, the last pair of students to find each other is disqualified from the next round, until 6 or 8 students are left. At this time finding matching pair becomes too easy. (Remember to leave out a matching pair of cards from the card stack for each pair of eliminated students before passing out the cards again.)

	===Silent Variation===		===Silent Variation===
			To make the game more challenging, the game can be played without any talking. This eliminates shouting across the room, and forces students to read each other's cards.

Alhamann: /* Examples of pairs */

2009-11-18T02:32:18Z

Examples of pairs

← Older revision		Revision as of 02:32, 18 November 2009
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	\|-		\|-
	\| "Step Over" button		\| "Step Over" button
	\| Similar to “Step Into” and “Step Return”, this button controls the execution of a program from a breakpoint.		\| Similar to “Step Into” and “Step Return”, this button controls the execution of a program from a breakpoint
	\|-		\|-
	\| Test Coverage		\| Test Coverage
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	\|-		\|-
	\| TestCase		\| TestCase
	\| In JUnit3, the test class should always this class from the junit.framework package.		\| In JUnit3, the test class should always this class from the junit.framework package
	\|-		\|-
	\| JUnit		\| JUnit
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	\|-		\|-
	\| Breakpoint view		\| Breakpoint view
	\| ~~In a debugging session, this~~ lists all available breakpoints and can be used to control them		\| This lists all available breakpoints and can be used to control them in a debugging session,
	\|-		\|-
	\|}		\|}

Alhamann: /* Competitive Version */

2009-11-18T02:30:52Z

Competitive Version

← Older revision		Revision as of 02:30, 18 November 2009
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	The exercise can be repeated by recollecting the cards, shuffling, and passing them out again.		The exercise can be repeated by recollecting the cards, shuffling, and passing them out again.

	=== Competitive ~~Version~~===		===Competitive Variation===

	If a more competitive atmosphere is needed, several rounds of the game can be played. In each round, the last pair of students to find each other is disqualified from the next round, until 6 or 8 students are left. At this time finding matching pair becomes too easy. (Remember to leave out a matching pair of cards from the card stack for each pair of ~~disqualified~~ students before passing out the cards again.)		If a more competitive atmosphere is needed, several rounds of the game can be played. In each round, the last pair of students to find each other is disqualified from the next round, until 6 or 8 students are left. At this time finding matching pair becomes too easy. (Remember to leave out a matching pair of cards from the card stack for each pair of eliminated students before passing out the cards again.)

			===Silent Variation===

Alhamann at 02:25, 18 November 2009

2009-11-18T02:25:38Z

← Older revision		Revision as of 02:25, 18 November 2009
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	==Procedure==		==Procedure==

	The cards are ~~passed out~~ to the participants. After each person receives a card, set the timer (preferably to 2 or 3 minutes). The student's goal is to find the student in the classroom who has the matching term or description to his or her own card before time runs out. For instance, a student's card reads "''Test Coverage''", he or she needs to find the student with "''A measure of how many parts of a program have been tested.''"		The cards are distributed to the participants. After each person receives a card, set the timer (preferably to 2 or 3 minutes). The student's goal is to find the student in the classroom who has the matching term or description to his or her own card before time runs out. For instance, a student's card reads "''Test Coverage''", he or she needs to find the student with "''A measure of how many parts of a program have been tested.''"

	The exercise can be repeated by recollecting the cards, shuffling, and passing them out again.		The exercise can be repeated by recollecting the cards, shuffling, and passing them out again.