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Computer Science II " Week 1O =5LWelcome to CS 12Wagner Truppel Lecturer, Dept. of Computer Science & Engineering UC Riverside wagner@cs.ucr.edu http://www.cs.ucr.edu/~wagner http://www.cs.ucr.edu/cs12zO  ՔO`Քa~ՔToday s TopicsCourse information Structure is much like CS 10 No iLearn/BlackBoard, though Linux, not Visual C++ Guest talks Email & Mailing List HWs and Quizzes Lectures don t cover everything Lectures also cover stuff not in the book Regarding my slides A little puzzle to get you warmed up How many people ahead of you in a movie theater line?T%6%6>3 AH7$This Week s TopicsReview of some basic ideas in CS Number Systems Computer Organization Computer Programming Structured Programming concepts Top-down approach Procedural Programming Bottom-up approach Brief overview of Object-Oriented Programmingp!Z:Z!ZjZ!9 jE4Number Systems(^The difference between a quantity and its numerical representation Eleven dots: " " " " " " " " " " " 11 ? I say 23& Or, if you prefer, 21& Also, 15. And, of course, also 11. How come ?`Z Z *The difference between a quantity and its numerical representation Eleven dots: " " " " " " " " " " " 2 " " " " and 3 " 234 2 " " " " " and 1 " 215 1 " " " " " " and 5 " 156 1 " " " " " " " " " " and 1 " 1110 234, 215, 156, and 1110 are different numerical representations of the same quantityZ 0 {  Eleven dots: " " " " " " " " " " " 2 " " " " " and 1 " 215 1 " " " " " " " " " " and 1 " 1110 The subscripted numbers are called the base of the number system in question " " " " " " " " " " " = 21 in base 5 = 11 in base 10 Base b uses only the digits 0, 1, 2, & , (b-1) Examples: Base 10 uses 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 Base 3 uses 0, 1, 2OZZZ@ nZ'Z(@0  .Example: Base 3 03 " 13 " " 23 " " " 103 " " " " 113 " " " " " 123 " " " " " " 203 " " " " " " " 213 " " " " " " " " 223 " " " " " " " " " ??Z nZ       " FExample: Base 3 " " " " " " " " " ? 4Z nZ#$6+ JExample: Base 3 " " " " " " " " " 303 ? JZ nZ!%# RExample: Base 3 " " " " " " " " " 303 ? No !VZ nZ!F5Number Systems(Example: Base 3 " " " " " " " " " 303 ? No ! " " " " " " " " " = 1 group of nine = 1 group of 3 squared = 1003 Why 3 squared? Just like 10010 = 1 group of 10 squared Just like 100010 = 1 group of 10 cubed<Z^ nZ_Z!? & 2184310 = 3 x 100 + 4 x 101 + 8 x 102 + 1 x 103 + 2 x 104 212013 = 1 x 30 + 0 x 31 + 2 x 32 + 1 x 33 + 2 x 34 = 110 + 010 + 1810 + 2710 + 16210 = 20810 4 n ] n         XK' 2 1 8 4 3b b0 units b1 units b2 units b3 units b4 units Remember to read from right to left ! Remember that the exponents start at 0 ! ZJ nZPZ     % Important: Base 2 (Binary System) 00002 010 " 00012 110 " " 00102 210 " " " 00112 310 " " " " 01002 410 " " " " " 01012 510 " " " " " " 01102 610 " " " " " " " 01112 710 " " " " " " " " 10002 810" n L"              The digits 02 and 12 are called Binary digits or bits 8 bits form one byte Why should we care about base2? Because: Electricity not flowing 0 Electricity flowing 1 Thus, we can represent numbers with electrical devices And that s what an electronic computer is !"vZ5ZcZ        bg Computer Organization("Ok, there s more to a computer than just that& Memory ALU (Arithmetic and Logical Unit) CPU (Central Processing Unit) Clock I/O devices And more& /c/   !/#Computer Programming(CWhat really happens when you write and compile a computer program ?$D9-"Computer Programming$ 2'Computer Programming(rWhere does your program reside ? When it s not running, it s stored in the hard disk When it s running, it s stored in memory Why ? What really happens when you run a computer program ?6!c6!c6,!Memory Organization()Memory contents Addresses Program counter5*Computer Programming(What really happens when you run a computer program ? We ll continue to look into that question in the next few lectures& And you ll learn the complete story when you take CS 61: Machine Organization and Assembly Language Programming<6J:Structured Programming(Split your problem into simpler parts then solve each part separately Recognize common parts and solve them only once Top-down approach Bottom-up approach Procedural programming Object-oriented programmingZvYK;Top-down approach(Break the problem down from the top into smaller and smaller parts More intuitive than bottom-up approach (more on this later) Functions are the natural tools to use (as opposed to objects)@ -L<Top-down approach(AExample: How to do well in CS 12 Must do well in the lecture part Must attend the lectures Must do the lecture readings ahead of time Must reserve some time to study Must do well in the lab part Must attend the labs Must do the lab readings ahead of time Must reserve some time to practice how to write and compile codel!!f}!!f}  M= To_do_well_in(course) Must_do_well_in(lecture) Must_do_well_in(lab) Must_do_well_in(component) Must_attend(component) Must_do_readings_ahead_of_time() Must_reserve_time_to_study(component) Must_reserve_time_to_study(component) If (component is lecture) Reserve_time_to_study() Else // (component is lab) Reserve_time_to_practice() Pseudo-code: code that is closer to a human language than to a programming language, but just as precise as a programming language(Z/ZZ_Z&ZZZZZZ/_&      wN>Bottom-up approach(NFigure out the smaller parts first, then put them together Less intuitive than top-down approach because it s not always easy to figure out what parts you need Objects are the natural tools to use (as opposed to functions) We ll get back to Bottom-up when we cover Object Oriented ProgrammingN(Z- HO?Bottom-up approach(Example: drawing program You ll probably need triangles, squares, circles, etc, even if you re not sure how they will all fit together in the end All of those things are shapes Every shape has a position and needs to be drawn Base class Shape x_pos, y_pos draw()ZZP@Bottom-up approach(class Triangle is a Shape a, b, c // sides functions specific to a triangle class Square is a Shape len // length of side functions specific to a square class Circle is a Shape r // radius functions specific to a circleR36+#        euQAUML: Unified Modeling Language( RBObjects and Classes(Just as you can define an int variable int x, n, radius; You can also define a more complicated variable, an object of a given class: Triangle t = Triangle(3, 4, 5); Square sq = Square(10); Circle c = Circle(7); The cool thing is that because these objects are also Shape objects, they all know how to draw themselves since you defined a draw() function in the Shape class: t.draw(); // draws the triangle t sq.draw(); // draws the square sq c.draw(); // draws the circle c' nMU nl n 4  6Z            ,SCBottom-up approach(^Figure out the smaller parts (classes) first Then put them together have the objects created from those classes  interact with each other by calling each other s functions Bottom-up approach does not require OOP but OOP is the natural way to express Bottom-up ideas Much of CS 12 will be about OOPHFZj uZZFjE/P8sxHH@Rg(HH(dh   ` www3ff` 3fff` ___>?" dF@,?n<d@uA @ " d`  n?" dd@   @@``PR   @ ` `P0p>> Yo-(1.2 2003 WL Truppel TCS 12: Intro. 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