Instructor's Guide
to Accompany
Computer Science: An Overview
龙卷风资料Tenth Edition
J. Glenn Brookshear
This manual is a supplement to the text Computer Science: An Overview, tenth edition. It consists mainly of answers to the chapter review problems although it also contains some comments regarding the material in that text. The chapters in the manual are coordinated with the parent text. That is, to find material relating to Chapter 4 in the text, turn to Chapter 4 of this supplement.
Chapter Zero
INTRODUCTION
Chapter Summary
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This chapter introduces computer science as the discipline that eks a scientific foundation for topics such as computer design, computer programming, algorithmic process, etc. It gives an informal introduction to the concept of an algorithm (more detail is given in Chapter 5) and discuss how this concept forms the foundation of the field known as computer science. The chapter also prents a brief history of computing machinery, introduces the concept of abstraction, and ts the stage for future discussions social/professional/ethical considerations.
A major goal of this chapter is to establish the concept of computer science as being the underpinning for the development of the computer applications with which students are familiar. Most introductory students will have en computing/computer science only in the context of using application software, Web browsing, and perhaps some programming. Thus, they may not understand the distinction between studying computer science and learning how to u today’s computer application software. I find it helpful to explain that computer science deals with the development of tomorrow’s application software, rather than learning how to u the applications of today.
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1. This introductory chapter is included to t the stage—not to be the final word on the topics prented. The goal at this point is merely to develop an intuitive understanding of the ideas and the terminology involved.年终个人述职报告
入梅2. When writing this introduction, I envisioned a chapter that would be ud largely as a reading assignment. Students tend to start a new mester with a fresh, enthusiastic attitude. They are eager to get started and have resolved that this mester "I'll keep up and stay organized." I like to take advantage of this enthusiasm. Thus, I assign this chapter as a reading assignment on the first day of class and spend very little time discussing it. In my cours, class prentation usually starts with material from Chapter 1.
3. Tho of us who teach introductory computer science cours are always looking for interesting algorithms to u as examples. Along the lines I've drawn from the art of origami (e the bird folding algorithm in Chapter 5) for some time. Introductory students em to enjoy working with an algorithm that does something "different." I've also drawn from the field of magic for such examples. I hope you like the example in Figure 0.2 of the text and find it uful.
4. Most beginning students don’t distinguish between data processing and computer science. They d
on't understand that there is much more to computer science than Web browsing and writing programs. In this regard, I like to u the following quote from Charles Darwin. "... science consists of grouping facts so that general laws and conclusions may be drawn from them."
5. The topics discusd throughout the text collectively provide an understanding of computer science. There is probably no single topic that a student must know. (Do students really have to know about error correcting codes, two's complement arithmetic, the bootstrap process, or the significance of the halting problem?) So don't hesitate to skip a topic if it doesn't fit your cour goals. On the other hand, I encourage you to cover a wide range of topics. The goal is to introduce students to computer science by prenting a variety of topics in enough detail to expo the realities of the issues involved. (Each individual topic may not be necessary on its own, but together they paint an important picture.)
Maintaining this perspective is perhaps more of a challenge when teaching a computer literacy cour than a cour within a computer science curriculum. In the former cas there is a temptation to skip the more challenging or tedious topics since "they don't need to know that anyway." In contrast, I prefer to go ahead and prent such subjects in a manner compatible with the audience and then adjust the level of assignments and exams to match the objectives of the particul
ar cour and the abilities of the students. (I think a major problem in today's education is that we avoid challenging topics. In turn, the students have learned to view formal cour work as an irrelevant waste of time and treat it accordingly. They perform poorly, we decide we need to simplify the cour further, and the cycle continues.)
6. You may want to point out that the discussion of ethical theories in Section 0.6 is there merely to suggest that before one takes the position that “I’m right and you’re wrong,” one should think about the source of his/her opinion. This is not a cour on the philosophy of ethics, so don’t let your students get bogged down in the differences between duty-bad and contract-bad ethics.
