Categories

## 1 – What is Computation

A program is a recipe.

• Sequence of steps
• Flow of control, determining when steps execute
• A means of determining when to stop

Basic machine architecture

• Memory – stores programs and data.
• CPU
• Control unit – program counter, tells ALU what ops to do on what data, increments when ALU performs, accesses programs.
• Arithmetic logic unit – does primitive operations / tests, accesses data, write data.
• Input/output

Alan Turing proved you could do anything with the six primitives. The six primitives are move left, move right, read, right, scan, and do nothing. We can abstract methods to create new primitives, so modern languages have more primitives. Anything computable in one language is computable in another language.

Errors

• Syntactic errors (e.g. 3″hi”) – easily caught
• Static semantic errors (e.g. 3 + “hi”) – some languages check prior to running. These can cause unpredictable behavior.
• No semantic errors, but different meaning than user intends
• Program crashes
• Program runs forever

A program is a sequence of definitions and commands. It evaluates definitions and executes commands. These are the tests and operations from basic machine architecture.

Programs manipulate data objects. Objects have types defining allowable operations for that type. Objects are scalar or non-scalar. Scalar examples: int, float, bool, NoneType. You can use type parentheses parentheses to see an object’s type. You can convert objects from one type to another (float(3) converts integer to float, int(3.9) truncates a float to the integer 3, str(3) converts 3 to “3”).  Such conversion is called casting.

Operaters
+ → sum, concatenation for strings
– → difference
* → product, repetition for a number of times for strings (“Ho ” * 3 is “Ho Ho Ho “)
/ → division (always a float)
% → modulus
** → power (^ in some languages, the ^ is a bitwise operator in Python)
= → bind a value to a variable. Variables are case sensitive in Python!
# → comment a line
// → floor division, it rounds the result down (result is an integer)

Bitwise operaters
x<<y → x is suffixed by y zeroes. Equivalent to x*2**y.
x>>y → x is shifted right y places. Equivalent to x//2**y.
x&y → (and) for each bit, if x & y are 1, 1, else 0.
x|y → (or) for each bit, if either x or y are 1, 1, else 0.
~x → bitwise complement of x. 01 = 10.
x^y → bitwise exclusive or (xor). Flip a bit in x if bit in y is 1.

## 2 – Branching and Iteration

Input prints what is in quotes, user type something and presses enter, and the input is bound as a string to a variable.

``````text = input("Type a string.")
print(text)``````

If you want the input as another type, cast it as that type.

``````num = float(input("Enter a number."))
print(num)``````

Comparing (tests)

``````i > j #compares strings lexicographically
i >= j
i < j
i <= j
i == j
i != j``````

Boolean operators: not, and, or.

Control flow through branching (and here I thought if statements were nothing special).

``````if:
else:

if <condition for case 1>:
elif <condition for case 2>:
elif <condition for case 3>:
else:``````

Control flow through iteration (loops). Loops and if statements pay close attention to the indentation. If it’s not indented (4 spaces by convention), it’s not in the loop or part of the if statement.

``````while <condition>:
Indented code
More indented code
Code not in the while loop

#This:

n = 0
while n < 5:
print(n)
n = n + 1

#is equivalent to this:

for n in range(5):
print(n)``````

Range(start, stop, step)
Stop is the only required argument; start defaults to zero and step defaults to one. If provided two arguments, the function interprets them as the start and stop. The for loop continues until stop minus one. The arguments must be integers.

Break ends the loop it is found in.

For loops

• known number of iterations
• uses a counter
• can be written as a while loop

While loops

• unbounded number of iterations
• can use a counter, but must initialize before the loop and increment it in the loop
• not all loops can be written as for loops

If you enter into an infinite loop, try Ctrl + C.
“\n” starts a new line in text.

## 3 – String Manipulation, Guess and Check, Approximation, Bisection

``````s = "abc"
len(s) # is 3

#indexing
s  # is a
s  # is b
s  # is c
s  # is trying to index out of bounds, error
s[-1] # is c
s[-2] # is b
s[-3] # is a

#slicing
#differentiated from indexing by at least one colon
#[start : stop : step], step defaults to 1
s = "abcdefgh"
s[3:6]    # "def"
s[3:6:2]  # "df"
s[::]     # "abcdefgh", equivalent to s[0:len(s):1]
s[::-1]   # "hgfedbca", equivalent to s[-1:-(len(s)+1):-1]
s[4:1:-2] # "ec"``````

Strings are immutable. You cannot hot-swap letters in a string. You must redefine the string. You can use a string to redefine the string.

``````s = "hello"
s = 'j' # this gives an error.
s = 'j' + s[1:len(s)]

# Check each letter in string s for an i or a u.
s = "abcdefghi"

for char in s:
if char == 'i' or char == 'u':
print("This character is an i or u.")
else:
print("This character is not an i or u.")``````

Cheerleader program Dr. Ana Bell wrote:

``````# An example written by Dr. Ana Bell

an_letters = "aefhilmnorsxAEFHILMNORSX"
word = input("I will cheer for you!  Enter a word: ")
times = int(input("Enthusiasm level (1-10): "))

for char in word:
char = word[i]
if char in an_letters:
print("Give me an " + char + "! " + char)
else:
print("Give me a " + char + "! " + char)
print("What does that spell?")
for i in range(times):
print(word, "!!!")``````

Guess-and-check methodology

``````cube = int(input("Enter an integer for cube root: "))
for guess in range(abs(cube)+1cube = int(input("Enter an integer for cube root: "))
for guess in range(abs(cube)+1):
if guess**3 >= abs(cube):
break
if guess**3 != abs(cube):
print(cube, 'is not a perfect cube.')
else:
if cube < 0:
guess = -guess
print('Cube root of '+str(cube)+' is '+str(guess))``````

This can be changed to be far more accurate using bisection when guessing, determining if the guess is high or low, and re-bisecting it accordingly. I changed Dr. Bell’s code to have the epsilon much smaller. It takes the program longer, but the results for perfect cubes are more likely to be integers.

``````cube = int(input("Enter an integer for cube root: "))
epsilon = .0000000000001
num_guesses = 0
low = 0
high = cube
guess = (high + low) / 2.0

while abs(guess**3-cube) >= epsilon:
if guess**3 < cube:
low = guess
else:
high = guess
guess = (high + low) / 2.0
num_guesses += 1
print('num_guesses =', num_guesses)
print(guess, 'is close to the cube root of', cube)``````

## 4 – Decomposition, Abstraction, Functions

Abstraction: you don’t need to know how a black box works in order to use the black box. E.g. we use computers and very few of us understand from start to finish how typing in a letter results in that letter being printed on the screen and stored in memory. Functions are the same way, they abstract blocks of code into easily read and used single-line entities. Suppress details.

Decomposition: divide the programming. Divide it into modules, functions, and classes.

• self-contained
• breaks up code
• intended to be reusable
• keeps code organized
• keeps code coherent

Functions’ characteristics:

• name
• parameters (0 or more arguments)
• docstring (optional but recommended for explaining what the function does to other people and future you)
• body
• returns something
``````def is_even(i):
"""
Input: i, a positive int
Returns True if i is even, otherwise False
"""
print("inside is_even")
return i%2 == 0``````

If the function doesn’t return anything, python will add “return None” if you don’t manually put it. (It’s optional.)

## 5 – Tuples, Lists, Aliasing, Mutability, and Cloning

Tuple: an ordered sequence of elements. You can mix element types. Tuples are immutable.
t = () # declares an empty tuple
t = (2, “MIT”, 3)
t # evaluates to 2
(2, “MIT”, 3) + (5, 6) # evaluates to (2, “MIT”, 3, 5, 6)
t[1:2] # slicing the tuple results in (“MIT”, ). The comma in the parentheses indicates that it’s a tuple. Without the comma, it’s a string.
t[1:3] # slicing the tuple results in (“MIT”, 3)
len(t) # evaluates to 3
t = 4 # results in error, can’t modify tuple object.

Tuples are convenient for swapping variable values.
You can’t swap variables by:
x = y
y = x
because you’re overwriting x.
You can:
temp = x
x = y
y = temp
But with tuples, it’s one line:
(x, y) = (y, x)

Functions are allowed to only return one object. Tuples are objects with multiple objects inside. So you can use tuples to get multiple things from a function.

``````def quotient_and_remainder(x, y):
q = x // y
r = x % y
return(q, r)``````

You can iterate over tuples.

``````def get_data(aTuple):
nums = ()
words = ()
for t in aTuple:
nums = nums + (t,)
if t not in words:
words = words + (t,)
min_n = min(nums)
max_n = max(nums)
unique_words = len(words)
return (min_n, max_n, unique_words)``````

Lists are a lot like tuples, but they are shown by square brackets instead of parentheses and are mutable!

Common pattern, iterate over list elements:

``````total = 0
for i in L:
total += i
print(total)

# is equivalent to:

total = 0
for i in range(len(L)):
total += L[i]
print(total)

# the first is more Pythonic.``````

L = [2, 1, 3]
L.append(5) # changes the list L to [2, 1, 3, 5]

The dot in “.append” indicates something being done to an object. In the past I’ve found this frequently in VBA for Excel. Objects have data, methods, and functions. For instance, math.pi calls up the pi value from the math module.

L1 = [2, 1, 3]
L2 = [4, 5, 6]
L3 = L1 + L2 # L3 is [2, 1, 3, 4, 5, 6]. L1 and L2 remain unchanged.
L1.extend([0, 6]) # mutated L1 to [2, 1, 3, 0, 6].

L = [2, 1, 3, 6, 3, 7, 0]
L.remove(2) # L = [1, 3, 6, 3, 7, 0]. The function finds the first value 2 and removes it.
L.remove(3) # L = [1, 6, 3, 7, 0].
del(L) # L = [1, 3, 7, 0]. The del function deletes nth element of the list.
L.pop() # function returns last element and deletes it. L = [1, 3, 7].

Converting lists to strings and back.
s = “I<3 cs”
list(s) # returns [‘I’, ‘<‘, ‘3’, ‘ ‘, ‘c’, ‘s’]. Note the returned object is a list.
s.split(‘<‘) # returns [‘I’, ‘3 cs’]. Again, string becomes list. If called without a parameter, split() splits on spaces.
L = [‘a’, ‘b’, ‘c’]
”.join(L) # returns “abc”. Note list becomes a string.
‘ ‘.join(L) # returns “a b c”.

Other list operations
L = [9, 6, 0, 3]
sorted(L) # returns a sorted list, but doesn’t modify L.
L.sort() # sorts L.
L.reverse() # reverse sorts L.

As lists are mutable, if you change one and refer to it in multiple places, it will change in each of those places.
a = 1
b = a
print(a)
> 1
print(b)
> 1 # because b is referring to a.

warm = [‘red’, ‘yellow’, ‘orange’]
hot = warm
hot.append(‘pink’)
print(hot)
> [‘red’, ‘yellow’, ‘orange’, ‘pink’]
print(warm)
> [‘red’, ‘yellow’, ‘orange’, ‘pink’]

Get around this by cloning (copying) the list for the new variable.
cool = [‘blue’, ‘green’, ‘grey’]
chill = cool[:] # that sweet cloning action
chill.append(‘black’)
print(chill)
> [‘blue’, ‘green’, ‘grey’, ‘black’]
print(cool)
> [‘blue’, ‘green’, ‘grey’] # because you cloned it and didn’t mess with the clone.

You can have lists in lists.

## 6 – Recursion and Dictionaries

This lecture was taught by Dr. Eric Grimson.

Recursion can be thought of as reduce and conquer. It’s a program that calls itself.
• It must have 1 or more base cases that are easy to solve. Once this is solved, the recursion ceases.
• It solve the same problem on some other input with the goal of simplifying the larger problem input.

``````def mult_iter(a, b):
result = 0
while b > 0:
result += a
b -= 1
return result

# This adds a to itself b times.  The same, with recursion:

def mult(a, b):
if b == 1:
return a # the if is the base case, an exit clause.
else:
return a + mult(a, b-1)``````

So recursion keeps reducing the problem until it gets to something it can solve directly.

``````def fact(n):
if n == 1:
return 1
else:
return n*fact(n-1)

fact(5)
> 120``````

So, normally, if I return 1, that’s the output of the function. Why isn’t the output 1? Well, it is, five levels deep. Stack diagram:

Global scope → fact(5)
fact scope (5) → return 5 * fact(4)
fact scope (4) → return 4 * fact(3)
fact scope (3) → return 3 * fact(2)
fact scope (2) → return 2 * fact(1)
fact scope (1) → return 1

Global scope → fact(5)
fact scope (5) → return 5 * fact(4)
fact scope (4) → return 4 * fact(3)
fact scope (3) → return 3 * fact(2)
fact scope (2) → return 2 * 1

Global scope → fact(5)
fact scope (5) → return 5 * fact(4)
fact scope (4) → return 4 * fact(3)
fact scope (3) → return 3 * 2

Global scope → fact(5)
fact scope (5) → return 5 * fact(4)
fact scope (4) → return 4 * 6

Global scope → fact(5)
fact scope (5) → return 5 * 24

Global scope → 120

Dictionaries store pairs of data, a key and a value.
my_dictionary = {}
grades = {‘Ana’: ‘B’, ‘John’:’A+’, ‘Denise’:’A’, ‘Katy’:’A’}
‘John’ in grades # returns True. This means you can test if a key exists.
‘Daniel’ in grades # returns False.
del(grades[‘Ana’]) # deletes Ana entry in the dictionary.

Dictionaries can have any data type for values.
Keys must be an immutable data type. Keys must be unique. No order is guaranteed. Dictionaries match “keys” to “values”.

## 7 – Testing, Debugging, Exceptions, and Assertions

In order to make testing easier, have as many functions as possible.
Check that your program runs (no syntax/semantic errors).
Know test cases; know what outputs you expect for given inputs.

Classes of tests:
1. Unit testing
→ validate each piece of the program
→ test each function separately
2. Regression testing
→ add tests for bugs as you find them
→ catch reintroduced errors that were previously fixed
→ back to 1.
3. Integration testing
→ does the overall program work?
→ resist the urge to rush this.
→ back to 1 and 2.

Testing approaches:
1. Intuition. Some programs will have natural boundaries. If the program is designed that one parameter is always bigger than the other, it won’t work if that’s violated. Document these and move on.
2. Random testing. The probability that the code works increases with more tests. Black box and glass box testing are preferred.
3. Black box testing. Explore paths through specification.
4. Glass box testing. Explore paths through code.

Black box testing of a square root program:
Boundary → 0, -1
Perfect square → 25, 400
Less than 1 → .05, .5
Irrational square root → 2
Large → 999,999,999,999
Small → 0.000 000 000 001

Glass box testing uses code to guide test case design.
Path-complete if testing evaluates every potential path.
Guidelines:
→ branches → exercise all parts of a conditional
→ for loops
→ → loop not entered
→ → loop executed once
→ → loop executed more than once
→ while loops
→ → same as for loops.
→ → look at all ways to exit the loop.

Notes on glass box testing:
• path-complete testing can still miss bugs
• you should still test boundary cases

Use print() to debug. Put it in loops, use it at approximate half-way points (bisection).

Study the program code. Don’t ask “what is wrong?”. Ask, “How did I get the unexpected result?”. Is it part of a family of errors?

Use the scientific method.
1. Study available data. (Gather more data.)
2. Form hypothesis.
3. Repeatable experiments.
4. Pick simplest input to test with.

Types of errors (exceptions):
1. trying to access beyond the limits of a list
→ test = [1, 2, 3]
→ test
→ IndexError
2. trying to convert (cast) an inappropriate type
→ int(test)
→ TypeError
3. referencing a non-existent variable
→ a
→ NameError
4. mixing data types without appropriate coercion
→ ‘3’ / 4
→ TypeError
5. forgetting to close parentheses, quotes, etc.
→ a = len([1,2,3]
→ print(a)
→ SyntaxError
6. logic errors. Think before writing new code. Draw pictures, take a break. Explain the code to someone else or a rubber ducky.
7. AttributeError. Attribute reference fails.
8. ValueError. Operand type okay, but value is illegal.

Do unit testing. Write a function, test the function, debug the function. Then do integration testing (testing the functions’ interplay). This systematic methodology will cut down on debugging time.

If you change the code, back it up first. Do this in a systematic way. The alternative is to possibly lose track of if what bugs are caused by the original coding or changes introduced.

Use except.
→ try:
→ [code]
→ except:
→ print(“Bug in user input.”)

You can use multiple except statements like if statements.
→ try:
→ [code]
→ except ValueError:
→ print(“Could not convert to a number.”)
→ except ZeroDivisionError:
→ print(“Cannot divide by zero.”)
→ except:
→ print(“Something went very wrong.”)

else block. A body of code executed after associated try body completes with no exceptions.

finally block. A body of code always executed after try, else, and except clauses, even if they raised errors or executed a break, continue, or return. Useful for clean-up code that should be run no matter what else happened (e.g. close a file).

What you can do with exceptions:
1. Fail silently. Substitute default values or just continue. Bad idea because user gets no warning.
2. Return an “error” value. What value do you choose? Complicates code having to check for a special value.
3. Stop execution, signal error condition. In Python, raise an exception.
→ raise Exception(“descriptive string”)

The Python assert (assertion) can head potential errors off at the pass.
This raises an AssertionError for empty grade lists, otherwise runs fine.

The goal is to spot bugs as soon as they are introduced and make it clear what happened. Use assertions as a supplement to testing. Raise exceptions if users supply bad data input. Use assertions to:
• check types of arguments or values
• check that invariants on data structures are met
• check constraints on return values
• check for violations of constraints on procedures (e.g. no duplicates in a list)

## 8 – Object Oriented Programming

Objects
1. How is it represented? (Internal representation should be private.)
2. How do you manipulate it?

Implementing an object → defining a class. Using an object → using an instance of the class.
Creating a class: (1) define its name, (2) define its attributes.
Using a class: (1) create an instance of the class, (2) doing operations on that instance.

Defining an object in Python is similar to def (defining a function), indented lines following constitute the class’ definition.
• Coordinate is a subclass of object.
• Object is a superclass of Coordinate.
• Coordinate inherits all object’s attributes. (See next lecture.)

``class Coordinate(object):``

Attributes are data and procedures belonging to a class.
Data attributes are the types of data making a class.
• Coordinate is made of two numbers.
Methods (procedural attributes) are functions that only work with this class. Methods are how to interact with the object.
• Two coordinates have a distance between them, so x2+y2=d2 could be used to determine that distance.

Defining how to create an instance of a class uses the __init__() function. Yes, it uses two double underscores. Self is a parameter defining an instance. You can use any name, but convention is self, so stick to that.

``````class Coordinate(object):
def __init__(self, x, y):
self.x = x
self.y = y``````

Once you’ve given how to create an instance of a class, proceed to creating methods for the class.

``````class Coordinate(object):
def __init__(self, x, y):
self.x = x
self.y = y
def distance (self, other):
x_diff_sq = (self.x-other.x)**2
y_diff_sq = (self.y-other.y)**2
returnt (x_diff_sq + y_diff_sq)**0.5``````

Other than self and dot notation, methods behave just like functions; they take parameters, do operations, and return objects. Note how the distance method would work:

``````c = Coordinate(3,4)
zero = Coordinate(0,0)
print(c.distance(zero))``````

print(c.distance(zero)) equates to print(Coordinate.distance(c, zero)).

You’ll also want to define what print does for an object. Otherwise Python returns your defined class and the instance’s memory location.

``````    def __str__(self):
return "<" + str(self.x) + ", " + str(self.y) + ">"``````

You can override many common operators to work with your class.
__add__(self, other) → self + other
__sub__(self, other) → self – other
__eq__(self, other) → self == other
__len__(self) → len(self)

See https://docs.python.org/3/reference/datamodel.html#basic-customization.

You can use isinstance() to check if an object is a type of object: print(isinstance(c, Coordinate)).

Categories

## 01 12

Progress:

Intro to CS & Python, 2 lectures.
Think Python, 2 chapters.

1. 8/12 Intro to CS & Python – Dr. Ana Bell, Dr. Eric Grimson
2. 1/22 Structures
3. 2/30 AI – Dr. Patrick Winston
4. 0/4 (0/11, 0/11, 0/5, 0/8) Math for CS
5. 1/11 Puzzled
6. ? EECS, Remedial 8/19 Think Python – Dr. Allen Downey

***

## Testing, Debugging, Exceptions, and Assertions; Intro to CS and Python lecture #7

In order to make testing easier, have as many functions as possible.
Check that your program runs (no syntax/semantic errors).
Know test cases; know what outputs you expect for given inputs.

Classes of tests:
1. Unit testing
→ validate each piece of the program
→ test each function separately
2. Regression testing
→ add tests for bugs as you find them
→ catch reintroduced errors that were previously fixed
→ back to 1.
3. Integration testing
→ does the overall program work?
→ resist the urge to rush this.
→ back to 1 and 2.

Testing approaches:
1. Intuition. Some programs will have natural boundaries. If the program is designed that one parameter is always bigger than the other, it won’t work if that’s violated. Document these and move on.
2. Random testing. The probability that the code works increases with more tests. Black box and glass box testing are preferred.
3. Black box testing. Explore paths through specification.
4. Glass box testing. Explore paths through code.

Black box testing of a square root program:
Boundary → 0, -1
Perfect square → 25, 400
Less than 1 → .05, .5
Irrational square root → 2
Large → 999,999,999,999
Small → 0.000 000 000 001

Glass box testing uses code to guide test case design.
Path-complete if testing evaluates every potential path.
Guidelines:
→ branches → exercise all parts of a conditional
→ for loops
→ → loop not entered
→ → loop executed once
→ → loop executed more than once
→ while loops
→ → same as for loops.
→ → look at all ways to exit the loop.

Notes on glass box testing:
• path-complete testing can still miss bugs
• you should still test boundary cases

Use print() to debug. Put it in loops, use it at approximate half-way points (bisection).

Study the program code. Don’t ask “what is wrong?”. Ask, “How did I get the unexpected result?”. Is it part of a family of errors?

Use the scientific method.
1. Study available data. (Gather more data.)
2. Form hypothesis.
3. Repeatable experiments.
4. Pick simplest input to test with.

Types of errors (exceptions):
1. trying to access beyond the limits of a list
→ test = [1, 2, 3]
→ test
→ IndexError
2. trying to convert (cast) an inappropriate type
→ int(test)
→ TypeError
3. referencing a non-existent variable
→ a
→ NameError
4. mixing data types without appropriate coercion
→ ‘3’ / 4
→ TypeError
5. forgetting to close parentheses, quotes, etc.
→ a = len([1,2,3]
→ print(a)
→ SyntaxError
6. logic errors. Think before writing new code. Draw pictures, take a break. Explain the code to someone else or a rubber ducky.
7. AttributeError. Attribute reference fails.
8. ValueError. Operand type okay, but value is illegal.

Do unit testing. Write a function, test the function, debug the function. Then do integration testing (testing the functions’ interplay). This systematic methodology will cut down on debugging time.

If you change the code, back it up first. Do this in a systematic way. The alternative is to possibly lose track of if what bugs are caused by the original coding or changes introduced.

Use except.
→ try:
→ [code]
→ except:
→ print(“Bug in user input.”)

You can use multiple except statements like if statements.
→ try:
→ [code]
→ except ValueError:
→ print(“Could not convert to a number.”)
→ except ZeroDivisionError:
→ print(“Cannot divide by zero.”)
→ except:
→ print(“Something went very wrong.”)

else block. A body of code executed after associated try body completes with no exceptions.

finally block. A body of code always executed after try, else, and except clauses, even if they raised errors or executed a break, continue, or return. Useful for clean-up code that should be run no matter what else happened (e.g. close a file).

What you can do with exceptions:
1. Fail silently. Substitute default values or just continue. Bad idea because user gets no warning.
2. Return an “error” value. What value do you choose? Complicates code having to check for a special value.
3. Stop execution, signal error condition. In Python, raise an exception.
→ raise Exception(“descriptive string”)

The Python assert (assertion) can head potential errors off at the pass.
This raises an AssertionError for empty grade lists, otherwise runs fine.

The goal is to spot bugs as soon as they are introduced and make it clear what happened. Use assertions as a supplement to testing. Raise exceptions if users supply bad data input. Use assertions to:
• check types of arguments or values
• check that invariants on data structures are met
• check constraints on return values
• check for violations of constraints on procedures (e.g. no duplicates in a list)

***

## Object Oriented Programming; Intro to CS and Python lecture #8

Objects
1. How is it represented? (Internal representation should be private.)
2. How do you manipulate it?

Implementing an object → defining a class. Using an object → using an instance of the class.
Creating a class: (1) define its name, (2) define its attributes.
Using a class: (1) create an instance of the class, (2) doing operations on that instance.

Defining an object in Python is similar to def (defining a function), indented lines following constitute the class’ definition.
• Coordinate is a subclass of object.
• Object is a superclass of Coordinate.
• Coordinate inherits all object’s attributes. (See next lecture.)

``class Coordinate(object):``

Attributes are data and procedures belonging to a class.
Data attributes are the types of data making a class.
• Coordinate is made of two numbers.
Methods (procedural attributes) are functions that only work with this class. Methods are how to interact with the object.
• Two coordinates have a distance between them, so x2+y2=d2 could be used to determine that distance.

Defining how to create an instance of a class uses the __init__() function. Yes, it uses two double underscores. Self is a parameter defining an instance. You can use any name, but convention is self, so stick to that.

``````class Coordinate(object):
def __init__(self, x, y):
self.x = x
self.y = y``````

Once you’ve given how to create an instance of a class, proceed to creating methods for the class.

``````class Coordinate(object):
def __init__(self, x, y):
self.x = x
self.y = y
def distance (self, other):
x_diff_sq = (self.x-other.x)**2
y_diff_sq = (self.y-other.y)**2
returnt (x_diff_sq + y_diff_sq)**0.5``````

Other than self and dot notation, methods behave just like functions; they take parameters, do operations, and return objects. Note how the distance method would work:

``````c = Coordinate(3,4)
zero = Coordinate(0,0)
print(c.distance(zero))``````

print(c.distance(zero)) equates to print(Coordinate.distance(c, zero)).

You’ll also want to define what print does for an object. Otherwise Python returns your defined class and the instance’s memory location.

``````    def __str__(self):
return "<" + str(self.x) + ", " + str(self.y) + ">"``````

You can override many common operators to work with your class.
__add__(self, other) → self + other
__sub__(self, other) → self – other
__eq__(self, other) → self == other
__len__(self) → len(self)

See https://docs.python.org/3/reference/datamodel.html#basic-customization.

You can use isinstance() to check if an object is a type of object: print(isinstance(c, Coordinate)).

***

## Think Python CH 8

Printing a string backwards.

``````>>> def backwardString(s):
...     n = ""
...     i = 1
...     while len(n) < len(s):
...         n = n + s[len(s)-i]
...         i += 1
...     return n
...
>>> print(backwardString("Marcus Aurelius"))
suileruA sucraM``````

Printing a string backwards, one character per line.

``````>>> def backwardAcrostic(s):
...     i = 1
...     while i <= len(s):
...         print(s[len(s)-i])
...         i += 1
...
>>> backwardAcrostic("ABC")
C
B
A``````

***

Categories

## 01 11

No progress. (Sunday.)

1. 6/12 Intro to CS & Python – Dr. Ana Bell, Dr. Eric Grimson
2. 1/22 Structures
3. 2/30 AI – Dr. Patrick Winston
4. 0/4 (0/11, 0/11, 0/5, 0/8) Math for CS
5. 1/11 Puzzled
6. ? EECS, Remedial 6/19 Think Python – Dr. Allen Downey
Categories

## 01 10

No progress. (Saturday.)

1. 6/12 Intro to CS & Python – Dr. Ana Bell, Dr. Eric Grimson
2. 1/22 Structures
3. 2/30 AI – Dr. Patrick Winston
4. 0/4 (0/11, 0/11, 0/5, 0/8) Math for CS
5. 1/11 Puzzled
6. ? EECS, Remedial 6/19 Think Python – Dr. Allen Downey
Categories

## 01 09

Progress

Puzzled, first puzzle.

1. 6/12 Intro to CS & Python – Dr. Ana Bell, Dr. Eric Grimson
2. 1/22 Structures
3. 2/30 AI – Dr. Patrick Winston
4. 0/4 (0/11, 0/11, 0/5, 0/8) Math for CS
5. 1/11 Puzzled
6. ? EECS, Remedial 6/19 Think Python – Dr. Allen Downey
Categories

## 01 08

Progress

Think Python, 1 chapter.

1. 6/12 Intro to CS & Python – Dr. Ana Bell, Dr. Eric Grimson
2. 1/22 Structures
3. 2/30 AI – Dr. Patrick Winston
4. 0/4 (0/11, 0/11, 0/5, 0/8) Math for CS
5. 0/11 Puzzled
6. ? EECS, Remedial 6/19 Think Python – Dr. Allen Downey

***

Euler Project 1-4.

***

## Think Python, CH6

The sixth chapter of Think Python seems to have greatly influenced the sixth lecture of Intro to CS & Python. They even use some of the same examples. I don’t know if that’s because there are only so many elementary recursion examples and those include factorials and Fibonacci bunnies, but see notes from yesterday.

***

Categories

## 01 07

Progress

Think Python, 2 chapters.
Intro to CS & Python, 2 lectures.

1. 6/12 Intro to CS & Python – Dr. Ana Bell, Dr. Eric Grimson
2. 1/22 Structures
3. 2/30 AI – Dr. Patrick Winston
4. 0/4 (0/11, 0/11, 0/5, 0/8) Math for CS
5. 0/11 Puzzled
6. ? EECS, Remedial 5/19 Think Python – Dr. Allen Downey

***

## Think Python, CH 4

Interface design. Dr. Downey covers the following concepts.

Generalization adds parameters to functions to make them able to perform a broader range of actions. Dr. Downey’s example is taking a function that draws a square and making it to draw regular polygons instead. It can still draw squares, but it can draw other polygons too.

“It is legal, and sometimes helpful, to include the names of the parameters in the argument list: polygon(bob, n=7, length=70)”

Refactoring rearranges code to maximize code reuse. It’s like factoring in math; you factor out the constants.

A development plan (verbatim):

1. Start by writing a small program with no function definitions.
2. Once you get the program working, encapsulate it in a function and give it a name.
3. Generalize the function by adding appropriate parameters.
4. Repeat steps 1–3 until you have a set of working functions. Copy and paste working code to avoid retyping (and re-debugging).
5. Look for opportunities to improve the program by refactoring. For example, if you have similar code in several places, consider factoring it into an appropriately general function.

Dr. Downey covers docstrings in making functions. Unlike where I’ve seen it before (was that Dr. Bell’s example?), Dr. Downey starts the explanation of the function right after the first triple quote, not the next line.

“””Draws n line segments with the given length and angle (in degrees) between them. t is a turtle.
“””

“””
Draws n line segments with the given length and angle (in degrees) between them. t is a turtle.
“””

In the perennial debugging section of the chapter, Dr. Downey argues that as long as the required preconditions of the function are properly documented, failure to adhere to them is user error. Along with preconditions, he mentions postconditions. I don’t like his definition, so I’ll go with Wikipedia: “a condition or predicate that must always be true just after the execution of some section of code or after an operation in a formal specification”. Dr. Downey makes it sound like the execution of the function is also a postcondition which violates the “post” portion of the word. A precondition is before the function, a postcondition is after the function.

***

## Think Python, CH 5

Modulus operator. 7 % 3 = 1 because 7 / 3 has a remainder of 1. x % 10 gives the last digit of x. x % 100 gives the last 2 digits of x.

When covering logical operators, he points out that any number other zero is interpreted as “true”. I tested negative numbers and nonintegers. They are interpreted as true. When I put in 0, instead of returning False like I was expecting, it returned 0. When I put False into myBool variable, it returned False.

He covers chained and nested if statements.

Recursion. He covers functions that call themselves. I enjoyed his example. My version of Python requires parentheses for the print function.

``````>>> def countdown(n):
...     if n <= 0:
...         print("Blastoff!")
...     else:
...         print(n)
...         countdown(n-1)
...
>>> countdown(3)
3
2
1
Blastoff!
>>> countdown(10)
10
9
8
7
6
5
4
3
2
1
Blastoff!``````

He covers stack diagrams for recursive functions, keeping track of what’s going on.
<module>
countdown – n→3
countdown – n→2
countdown – n→1
countdown – n→0

Infinite recursion doesn’t happen because Python caps it at 1,000.

Error messages in Python point to where a problem is discovered, not where it is caused.

***

## Turtles in Python

So in Chapter 4, Dr. Downey talked about using turtles and downloading something from his site. I wasn’t inclined to do so. But I did a search for “draw in Python” and found that in 3.9, turtles are baked into Python (https://docs.python.org/3/library/turtle.html). I only messed around with it briefly, but I might go back and do the turtle examples in chapters 4 and 5.

With turtles imported, I drew an 18 pointed star. This reminds me of the Spirograph I had when I was a kid.

``````>>> reset()
>>> for x in range(18):
...     turtle.forward(100) #pixels
...     turtle.right(100) #degrees``````

***

## Tuples, Lists, Aliasing, Mutability, and Cloning; Intro to CS and Python lecture #5

Tuple: an ordered sequence of elements. You can mix element types. Tuples are immutable.
t = () # declares an empty tuple
t = (2, “MIT”, 3)
t # evaluates to 2
(2, “MIT”, 3) + (5, 6) # evaluates to (2, “MIT”, 3, 5, 6)
t[1:2] # slicing the tuple results in (“MIT”, ). The comma in the parentheses indicates that it’s a tuple. Without the comma, it’s a string.
t[1:3] # slicing the tuple results in (“MIT”, 3)
len(t) # evaluates to 3
t = 4 # results in error, can’t modify tuple object.

Tuples are convenient for swapping variable values.
You can’t swap variables by:
x = y
y = x
because you’re overwriting x.
You can:
temp = x
x = y
y = temp
But with tuples, it’s one line:
(x, y) = (y, x)

Functions are allowed to only return one object. Tuples are objects with multiple objects inside. So you can use tuples to get multiple things from a function.

``````def quotient_and_remainder(x, y):
q = x // y
r = x % y
return(q, r)``````

You can iterate over tuples.

``````def get_data(aTuple):
nums = ()
words = ()
for t in aTuple:
nums = nums + (t,)
if t not in words:
words = words + (t,)
min_n = min(nums)
max_n = max(nums)
unique_words = len(words)
return (min_n, max_n, unique_words)``````

Lists are a lot like tuples, but they are shown by square brackets instead of parentheses and are mutable!

Common pattern, iterate over list elements:

``````total = 0
for i in L:
total += i
print(total)

# is equivalent to:

total = 0
for i in range(len(L)):
total += L[i]
print(total)

# the first is more Pythonic.``````

L = [2, 1, 3]
L.append(5) # changes the list L to [2, 1, 3, 5]

The dot in “.append” indicates something being done to an object. In the past I’ve found this frequently in VBA for Excel. Objects have data, methods, and functions. For instance, math.pi calls up the pi value from the math module.

L1 = [2, 1, 3]
L2 = [4, 5, 6]
L3 = L1 + L2 # L3 is [2, 1, 3, 4, 5, 6]. L1 and L2 remain unchanged.
L1.extend([0, 6]) # mutated L1 to [2, 1, 3, 0, 6].

L = [2, 1, 3, 6, 3, 7, 0]
L.remove(2) # L = [1, 3, 6, 3, 7, 0]. The function finds the first value 2 and removes it.
L.remove(3) # L = [1, 6, 3, 7, 0].
del(L) # L = [1, 3, 7, 0]. The del function deletes nth element of the list.
L.pop() # function returns last element and deletes it. L = [1, 3, 7].

Converting lists to strings and back.
s = “I<3 cs”
list(s) # returns [‘I’, ‘<‘, ‘3’, ‘ ‘, ‘c’, ‘s’]. Note the returned object is a list.
s.split(‘<‘) # returns [‘I’, ‘3 cs’]. Again, string becomes list. If called without a parameter, split() splits on spaces.
L = [‘a’, ‘b’, ‘c’]
”.join(L) # returns “abc”. Note list becomes a string.
‘ ‘.join(L) # returns “a b c”.

Other list operations
L = [9, 6, 0, 3]
sorted(L) # returns a sorted list, but doesn’t modify L.
L.sort() # sorts L.
L.reverse() # reverse sorts L.

As lists are mutable, if you change one and refer to it in multiple places, it will change in each of those places.
a = 1
b = a
print(a)
> 1
print(b)
> 1 # because b is referring to a.

warm = [‘red’, ‘yellow’, ‘orange’]
hot = warm
hot.append(‘pink’)
print(hot)
> [‘red’, ‘yellow’, ‘orange’, ‘pink’]
print(warm)
> [‘red’, ‘yellow’, ‘orange’, ‘pink’]

Get around this by cloning (copying) the list for the new variable.
cool = [‘blue’, ‘green’, ‘grey’]
chill = cool[:] # that sweet cloning action
chill.append(‘black’)
print(chill)
> [‘blue’, ‘green’, ‘grey’, ‘black’]
print(cool)
> [‘blue’, ‘green’, ‘grey’] # because you cloned it and didn’t mess with the clone.

You can have lists in lists.

## Recursion and Dictionaries; Intro to CS and Python lecture #6

This lecture was taught by Dr. Eric Grimson.

Recursion can be thought of as reduce and conquer. It’s a program that calls itself.
• It must have 1 or more base cases that are easy to solve. Once this is solved, the recursion ceases.
• It solve the same problem on some other input with the goal of simplifying the larger problem input.

``````def mult_iter(a, b):
result = 0
while b > 0:
result += a
b -= 1
return result

# This adds a to itself b times.  The same, with recursion:

def mult(a, b):
if b == 1:
return a # the if is the base case, an exit clause.
else:
return a + mult(a, b-1)``````

So recursion keeps reducing the problem until it gets to something it can solve directly.

``````def fact(n):
if n == 1:
return 1
else:
return n*fact(n-1)

fact(5)
> 120``````

So, normally, if I return 1, that’s the output of the function. Why isn’t the output 1? Well, it is, five levels deep. Stack diagram:

Global scope → fact(5)
fact scope (5) → return 5 * fact(4)
fact scope (4) → return 4 * fact(3)
fact scope (3) → return 3 * fact(2)
fact scope (2) → return 2 * fact(1)
fact scope (1) → return 1

Global scope → fact(5)
fact scope (5) → return 5 * fact(4)
fact scope (4) → return 4 * fact(3)
fact scope (3) → return 3 * fact(2)
fact scope (2) → return 2 * 1

Global scope → fact(5)
fact scope (5) → return 5 * fact(4)
fact scope (4) → return 4 * fact(3)
fact scope (3) → return 3 * 2

Global scope → fact(5)
fact scope (5) → return 5 * fact(4)
fact scope (4) → return 4 * 6

Global scope → fact(5)
fact scope (5) → return 5 * 24

Global scope → 120

Dictionaries store pairs of data, a key and a value.
my_dictionary = {}
grades = {‘Ana’: ‘B’, ‘John’:’A+’, ‘Denise’:’A’, ‘Katy’:’A’}
‘John’ in grades # returns True. This means you can test if a key exists.
‘Daniel’ in grades # returns False.
del(grades[‘Ana’]) # deletes Ana entry in the dictionary.

Dictionaries can have any data type for values.
Keys must be an immutable data type. Keys must be unique. No order is guaranteed. Dictionaries match “keys” to “values”.

Categories

## 01 06

Progress – No progress.

1. 4/12 Intro to CS & Python – Dr. Ana Bell
2. 1/22 Structures
3. 2/30 AI – Dr. Patrick Winston
4. 0/4 (0/11, 0/11, 0/5, 0/8) Math for CS
5. 0/11 Puzzled
6. ? EECS, Remedial 3/19 Think Python – Dr. Allen Downey

***

In trying to get a visual for all the Alt codes (Alt + Numpad number = special character), I wrote the following in HTML/Javascript:

``````<!DOCTYPE html>
<html>
<title>Characters</title>
<body style="color:#00FF00; background-color:#000000;">

<h1>The goal of this program is to print out characters and their Alt code references.</h1>
<p>If failed at showing the Alt codes.  It shows instead JavaScript's fromCharCode outputs.</p>
<p id="demo"></p>

<script>
var text = "";
var i;
var j;
for (i = 0; i < 65560; i=i+10) {
text += i + " "
for (j = 0; j < 10; j++) {
text += String.fromCharCode(i+j)+ " "
}
text += "<br>";
}
document.getElementById("demo").innerHTML = text;
</script>

</body>
</html> ``````

This doesn’t give the Alt codes, it gives JavaScript’s fromCharCode outputs. Still an interesting result.

***

Categories

## 01 05

Progress

1. Introduction to CS and Programming in Python (Intro to CS & Python)
2. Computation Structures (Structures)
3. Artificial Intelligence (AI)
4. Mathematics for CS (Math for CS)
5. Programming for the Puzzled (Puzzled)
6. Introduction to Electrical Engineering and CS 1 (EECS1)

1. 4/12 (1/3!) Dr. Ana Bell
2. 1/22
3. 2/30 Dr. Patrick Winston
4. 0/4 units. Units: 0/11, 0/11, 0/5, 0/8.
5. 0/11

***

## Introduction and Scope; AI #1

Algorithms enabled by constraints exposed by representations that support models targeted at looping through thinking, perception, and action.

Methods:
Generate and test. [Much like Dr. Ana Bell’s bisection.]

If your representation is right, you’re almost done.
Simple ≠ trivial. Simple can be powerful; trivial implies useless.
Rumpelstiltskin Principle – if you know the name of a concept, you have power over that concept. The thing that binds the ends of your shoelaces is an aglet. Likewise, know the concepts of programming.

A brief history of computing.
♠♠ Age of Speculation
♦ Ada Lovelace in 1842 was answering questions regarding a computation machine. As she is the first to recognize applications for Charles Babbage’s machine (Analytical Engine) beyond computation and to write a program for it, she is considered the first programmer.
♦ Alan Turing came up with his Turing machine and helped win World War II. He also came up with the Turing test and wrote a paper in 1950 “Computing Machinery and Intelligence”. The British government drove him to suicide because he was gay.
♠♠ Dawn Age
♦ Marvin Minsky in 1962 published a (7, 4) Turing machine and proved it universal.
♦ James R. Slagle in 1961 programmed an IBM 7090 to solve freshman integration problems. Slagle worked under Minsky at MIT. Slagle was blind. Link to his paper: https://dspace.mit.edu/bitstream/handle/1721.1/11997/31225400-MIT.pdf?sequence=2.
♦ Joseph Weizenbaum in 1964 finished the Eliza program, an attempt at replicating a Rogerian psychotherapist. Weizenbaum’s own secretary ascribed human-like emotions to the program, despite Weizenbaum’s objections.
♦ Computers are programmed to analyze visual input. This included visual analogies and properties of more complex input.
♦ Computers are taught basic learning.
♦ Expert systems. A program was written that diagnosed infections in the blood better than most doctors. It was never used because they used broad-spectrum antibiotics. Delta uses a program to park airplanes to save on fuel.
♠♠ Bulldozer Age
♦ People used computers in brute force fashion.
♦ Deep blue beats the champions at Jeopardy.
♠♠ Imagination Age
♦ Dr. Winston guesses the current age is going to be about solving problems in a more concise form.

MIT is about skill-building and big ideas.

Course structure:
• Lectures to introduce materials and powerful ideas.
• Recitations for accuracy(?) and have a venue small enough for discussion.
• Mega recitations to have graduate students showing how to work prior quiz problems.
• Tutorials help with the homework.
• Each portion of the subject matter is covered by a quiz and the final, except for a portion taught at the end which will not have a quiz. Each student’s score is the max(quiz score, final score). Some people have passed with only taking the final, but it’s not recommended because most people would run out of time. Students that have done well on quizzes can skip the portions of the final that they’re already satisfied with their corresponding quiz score.

***

## Reasoning: Goal Trees and Problem Solving; AI #2

• Modeling Problem Solving
• Generate & Test
• Problem Reduction
• Problem Reduction Tree (And/Or Tree, Goal Tree)
• Transforms & Example
• Reflections

Catechism to ask when designing an expert system.
• What kind? What kind of knowledge is needed?
• How represented? How is that represented?
• How used? How is it used?
• How much? How much knowledge is needed?
• What exactly? What exactly is the next step?

Skill – In order to build a skill you need to
Understand. In order to understand,
Witness a specific example and abstract up.

Dr. Winston seeks to teach the basics of AI through a manual demonstration of how Slagle’s integration program works.

Apply all safe transforms → Check table for matches
Apply heuristics → Some transforms that might help, such as trigonometric form to polynomial form or vice versa.

Slagle’s program answered 54 of 56 problems. It was missing two transforms to solve the two it failed to solve. Its max depth was 7 and its average depth was 3. Its unused branches is 1. Slagle needed about 12 safe transforms, about 12 heuristics, and 26 identities in the table. His program’s successors went on to be able to beat the best mathematicians in the world at integration and became MatLab.

***

Categories

## 01 04

Progress

I did not know a way to actually run a .py file. The runfile() does not seem to be a valid command. After floundering around with some commands from the internet, I found out that in Windows you can run scripts directly from the command line (Winkey + R, CMD). When in the DOS box, type python and then the file path. This is easier by locating the python file in Windows Explorer, Shift + right-click the file, and choose “Copy as path”. This took about 2 hours to find.

I looked at the coursework for “A Gentle Introduction to Programming Using Python (January IAP 2011)”. I consider it redundant to what I’m learning in the remedial portion of EECS. It even uses Think Python as its text. I’m dropping the course and will pick something else up in its place.

I looked at the coursework for “The History of Computing”. It’s a lot of reading in books I don’t have. I don’t know if they printed pages from various books or what, but merely getting all of the reading from the library via interlibrary loans would take weeks. I don’t know that the broader view of computing is worth finding all of this. I’m dropping the course and will pick something else.

I looked at “Artificial Intelligence” and watched some of the first lecture. I’m taking this course, I like the professor and think that I’ll like learning more about the subject from him. My only concern is that I might lack prerequisite knowledge.

I’m going to try “Mathematics for Computer Science”. It looks brutal, but it also seems necessary. I have no clue how to prove anything mathematically outside of parroting some Euclidean geometric proof right after reviewing it. Maybe I can change that with this course.

So this semester is looking like:
1. Introduction to CS and Programming in Python
2. Computation Structures
3. Artificial Intelligence
4. Mathematics for CS
5. Programming for the Puzzled
6. Introduction to Electrical Engineering and CS 1

Progress:
1. 4/12 (1/3!)
2. 1/22
3. 0/30
4. 0/4 units. Units: 0/11, 0/11, 0/5, 0/8.
5. 0/11

Notes on coursework order:
1. I pretty much have to complete Intro to CS & Python and Think Python before I can do Programming for the Puzzled or EECS.
2. Based on my experience in Structures so far (1 lecture), I might need a full 22 days to digest it. That said, it doesn’t seem contingent on anything, so I can attack it whenever I feel like it.
3. I’m not sure I’m up to Mathematics for CS this semester, but I have to address the math at some point.

***

## String Manipulation, Guess and Check, Approximation, Bisection; Intro to CS and Python lecture #3

``````s = "abc"
len(s) # is 3

#indexing
s  # is a
s  # is b
s  # is c
s  # is trying to index out of bounds, error
s[-1] # is c
s[-2] # is b
s[-3] # is a

#slicing
#differentiated from indexing by at least one colon
#[start : stop : step], step defaults to 1
s = "abcdefgh"
s[3:6]    # "def"
s[3:6:2]  # "df"
s[::]     # "abcdefgh", equivalent to s[0:len(s):1]
s[::-1]   # "hgfedbca", equivalent to s[-1:-(len(s)+1):-1]
s[4:1:-2] # "ec"``````

Strings are immutable. You cannot hot-swap letters in a string. You must redefine the string. You can use a string to redefine the string.

``````s = "hello"
s = 'j' # this gives an error.
s = 'j' + s[1:len(s)]

# Check each letter in string s for an i or a u.
s = "abcdefghi"

for char in s:
if char == 'i' or char == 'u':
print("This character is an i or u.")
else:
print("This character is not an i or u.")``````

Cheerleader program Dr. Ana Bell wrote:

``````# An example written by Dr. Ana Bell

an_letters = "aefhilmnorsxAEFHILMNORSX"
word = input("I will cheer for you!  Enter a word: ")
times = int(input("Enthusiasm level (1-10): "))

for char in word:
char = word[i]
if char in an_letters:
print("Give me an " + char + "! " + char)
else:
print("Give me a " + char + "! " + char)
print("What does that spell?")
for i in range(times):
print(word, "!!!")``````

Guess-and-check methodology

``````cube = int(input("Enter an integer for cube root: "))
for guess in range(abs(cube)+1cube = int(input("Enter an integer for cube root: "))
for guess in range(abs(cube)+1):
if guess**3 >= abs(cube):
break
if guess**3 != abs(cube):
print(cube, 'is not a perfect cube.')
else:
if cube < 0:
guess = -guess
print('Cube root of '+str(cube)+' is '+str(guess))``````

This can be changed to be far more accurate using bisection when guessing, determining if the guess is high or low, and re-bisecting it accordingly. I changed Dr. Bell’s code to have the epsilon much smaller. It takes the program longer, but the results for perfect cubes are more likely to be integers.

``````cube = int(input("Enter an integer for cube root: "))
epsilon = .0000000000001
num_guesses = 0
low = 0
high = cube
guess = (high + low) / 2.0

while abs(guess**3-cube) >= epsilon:
if guess**3 < cube:
low = guess
else:
high = guess
guess = (high + low) / 2.0
num_guesses += 1
print('num_guesses =', num_guesses)
print(guess, 'is close to the cube root of', cube)``````

***

## Decomposition, Abstraction, Functions; Intro to CS and Python lecture #4

Abstraction: you don’t need to know how a black box works in order to use the black box. E.g. we use computers and very few of us understand from start to finish how typing in a letter results in that letter being printed on the screen and stored in memory. Functions are the same way, they abstract blocks of code into easily read and used single-line entities. Suppress details.

Decomposition: divide the programming. Divide it into modules, functions, and classes.

• self-contained
• breaks up code
• intended to be reusable
• keeps code organized
• keeps code coherent

Functions’ characteristics:

• name
• parameters (0 or more arguments)
• docstring (optional but recommended for explaining what the function does to other people and future you)
• body
• returns something
``````def is_even(i):
"""
Input: i, a positive int
Returns True if i is even, otherwise False
"""
print("inside is_even")
return i%2 == 0``````

If the function doesn’t return anything, python will add “return None” if you don’t manually put it. (It’s optional.)

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