3rd Week of CSC 165

This week's my slog topic would be tutorials. The first tutorial that was held last week was straight forward. The pre-tutorial questions were challenging, but as I had a conversation with my peer during tutorial, I became to understand the material completely. First quiz was easier than I thought and I finished it as soon as I got the quiz.
However, second week's tutorial exercises did not go well. They were hard for me and I mostly guessed the answers even though I took enough time to think and try to solve them. I decided to ask the questions during the tutorial session. However, this was where I found an inconvenient thing about the tutorial. There were too many students for one TA, so I waited a long time to ask questions. There was no time to ask TA about the assignment. For the tutorial exercises, I worked, asked and brainstormed with other groups to figure out the answers. I would rather having TA to show the solution on the board in front of the class when there are so many students having difficulties about the same tutorial exercises. Quiz was, fortunately, easier than I thought.
This week's problem solving case I did with Polya's approach is the following:
"Grasp one end of a strip of paper between the thumb and index finger of your right hand, and grasp the other end between the thumb and index finger of your left hand. Fold the strip of paper once, so that the end of the strip that was in your left hand now is on top of the end that was in your right hand, and the thumb and finger of your left hand now grips the fold at what was the middle. If you were to unfold the strip of paper now, it would have a single crease in a direction you might want to call "down". What pattern of "up" and "down" folds do you get?"

1. UNDERSTANDING THE PROBLEM
We are to find the pattern as we keep folding n times. Given information would be how it is considered up or down.
2. DEVISING A PLAN
I would record the pattern of ups and downs as I fold each time and look for a specific pattern.
3. CARRYING OUT THE PLAN
1:                D
2:            U  D D
3:        UUD  D UDD
4:  UUDUUD  D UDDUDD
(U represents up and D represents D)
This is what I found as I folded 4 times. I saw a pattern of UUD and UDD being added at each ends with D being the center as I fold once more. So if I fold 5 times, the pattern would be:
UUDUUDUUD D UDDUDDUDD
4. Looking Back
The question asked for the pattern of "up" and "down" folds I get. I successfully found the pattern.

I have an assignment due next week, so I better ask questions about the assignment as soon as possible. I should visit computer science help center or professor's office hours.

First, Second Week of CSC 165

September 8th was the beginning of my life's new chapter and I went to CSC 165 lecture class on that day. Although I've taken some computer science courses before, I had no idea what CSC 165 was all about. Professor Heap began the first lecture with introducing CSC 165. He then talked about the ambiguity with few examples that we were required to find what was ambiguous about them. It was hard for me to find it since my first language is not English. However, I've thought enough  and talked to my classmates to figure out how the examples were somewhat ambiguous. So that was how the first week has passed. I've learned about a bit of quantifiers and problem solving with some examples using python. One thing that I remember the most during the first week of lectures was Polya's approach to solve a problem.

We then moved to more details about the quantifiers. I was taught how to evaluate quantified claims (existential or universal). Examples were gone over using venn diagrams and sets. Important concepts of implication, converse and contrapositive were introduced. We went though numerical examples of expressing above concepts and also expressing implication in natural language (English).

Lastly, I want to write up about the streetcar problem-solving episode using Polya's approach:

Person A: I haven't seen you in ages! How old are your three kids now?
Person B: The product of their ages (in years) is 36. [You begin to suspect that B is a difficult conversation partner].
Person A: That doesn't really answer my question. . .
Person B: Well, the sum of their ages (in years) is | [at this point a fire engine goes by and obscures the
rest of the answer].
Person A: That still doesn't really tell me how old they are.
Person B: Well, the eldest plays piano.
Person A: Okay, I see, so their ages are | [at this point you have to get off , and you miss the answer].

1. UNDERSTANDING THE PROBLEM

I was to find the ages of the Person B's children.

The given information of this problem was that the product of their ages is 36 and

the fact that eldest playing piano led Person A to find their ages.

2. DEVISING A PLAN

Since the only given information was the product of their ages, I should find all the combinations of ages that fulfills the product to be 36.

3. CARRYING OUT THE PLAN

Since 'eldest' was mentioned, the first two children should not be twins. So these are the possible combinations: (9,4,1) (9,2,2) or (4,3,3). It was also mentioned that even though Person A has not seen Person B in ages, Person A knows about 3 children. It means that  the youngest should not be newborn baby. The combination of (4,3,3) satisfies the conditions and it should be the answer.

4. Looking Back

I read this question again and followed my solution. It was the best solution I could give. There could be another approach to this question, but I am very convinced with what I brought up.

The course materials have been hard and challenging for me. However, reading the course note, even doing SLOG and tutorials helped me to study the materials we have covered so far. My future posts will not be this long, but I will do my best to express thought about this course through this blog frequently (hopefully).