haas/spring2026/comporg.md
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+# spring2026/comporg
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+
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+# CSCS2650 Computer Organization
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+
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+## Syllabus / Course Homepage
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+
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+| Instructor: | Matthew Haas (haas@corning-cc.edu) |
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+| Office: | `CHM123` |
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+| Office Hours: | `T 11:00a-11:25a`, `W 1:00p-2:20p`, `R 11:00a-12:50p` |
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+| Class Meeting: | CHM123 TR 8:30a-10:50a |
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+| Class DESIG: | `comporg` |
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+| Class Chat: | `#comporg` on discord |
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+| Public Directory: | `/var/public/fall2025/COMPORG` |
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+| CRN: | `31023` |
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+| '`W`' Drop Date: | April 6, 2026 |
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+| ----------------- | -------------------------------------------------------------- |
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+| DISCORD invite: | [https://discord.gg/8eu3nKjUXX](https://discord.gg/8eu3nKjUXX) |
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+| Projects page: | [https://lab46.g7n.org/haas/spring2026/comporg/projects.md](https://lab46.g7n.org/haas/spring2026/comporg/projects.md) |
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+| CCC Syllabus Statements: | [https://docs.google.com/document/d/1JsIuYeV5c72l5qaQEFOoNhJDYeaCv60U-kCKMaKzhv4/](https://docs.google.com/document/d/1JsIuYeV5c72l5qaQEFOoNhJDYeaCv60U-kCKMaKzhv4/) |
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+
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+## Course Description
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+
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+Computer architecture and assembly language programming methods.
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+Includes addressing, binary and computer arithmetic, boolean logic, bus
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+structures, control and data flow, data representation, debugging,
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+input/output, instruction cycle, instruction sets, interrupts, linking,
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+machine language, memory, processors, registers, storage, subroutines,
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+and translation. Connection to compilers and operating systems discussed.
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+
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+(4 cr. hrs.) (Spring) Prerequisite: `CSCS1320`, `CSCS2420`, or instructor
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+consent.
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+
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+## Course Objectives
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+
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+Upon completion of this course, students will be able to demonstrate:
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+
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+ * an understanding of the concepts of assembly
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+ * understanding the impact of number systems
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+ * familiarity with how assembly impacts programming
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+ * experience implementing solutions in assembly
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+ * familiarity with the role of the C library
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+ * experience making system calls in assembly
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+ * familiarity with the organization of a computer system
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+ * experience using registers, stacks, and branches
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+
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+## Assumptions
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+
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+There are many great opportunities for realization and insight ahead, but
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+there are also many obstacles standing in the way of you staying on a
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+path of success. I find that uncommunicated assumptions can play a role
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+in hampering progress, so please ensure you are suitably read up and
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+aware of my assumptions coming into the course, along with my assumptions
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+of your assumptions, playing the role of a studious student seeking
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+enlightenment.
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+
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+Let's also make sure we are on the same playing field by establishing
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+some definitions:
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+
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+**student**: A student is primarily a person enrolled in a school
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+or other educational institution and who is under learning with
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+goals of acquiring knowledge, developing professions and facilitating
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+employment in a particular field. In the broader sense, **a student
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+is anyone who applies themselves to the intensive intellectual
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+engagement with some matter necessary to master it** as part of
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+some practical affair in which such mastery is basic or decisive.
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+(https://en.wikipedia.org/wiki/Student)
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+
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+While a decent definition, I would argue that it falls short by not also
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+indicating certain things that should be stated, so herein are some
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+further assumptions:
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+
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+A student, entering into the educational environment of a particular
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+class or degree of study (especially at the undergraduate level where we
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+reside), **DOES NOT** need to have any prior experience with the subject
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+matter. That is: if you are taking a course on introductory programming
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+in a certain language, the student is not expected to know how to program
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+in that specific language (and depending on prerequisites to the course,
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+may not even need to know anything about programming at the introductory
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+level).
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+
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+To learn something means you don't know it. Not knowing something,
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+there's a state of not understanding, and not being aware of what a
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+particular thing or concept is. A student taking a class to learn
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+something necessarily needs to be in active pursuit of gaining an
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+understanding, but is not expecting to come in knowing anything. Learning
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+is often a mistake-ridden process of bumping around in progressively less
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+conceptually dark spaces as patterns are sussed out and intuitive
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+connections are established. We learn best from our mistakes, so a
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+student that does not make mistakes, or that avoids opportunities to make
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+mistakes, isn't being a good student.
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+
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+Learning is build upon an ever-growing foundation (your life experience
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+and knowledge, some derivation of society's and civilization's collective
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+body of experience and knowledge), and to be eligible to take a college
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+class, yes, SOME prerequisite knowledge is assumed, namely:
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+
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+ * you are functionally literate in English
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+ * you know how to and can/will read (input/consume)
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+ * you know how to and can/will write (output/create/produce)
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+ * you know how to and can/will do math/computations
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+ * you know how to and can/will think
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+ * you know how to and can/will ask questions
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+
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+A student's (or learner's) absolute BEST tool is the question,
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+specifically the regular asking of them. You **NEED** to be regularly
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+engaging yourself and the class with questions, and responses to
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+questions. No two people perceive something the same exact way.
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+One explanation is not ideal for every individual. If an available
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+explanation falls short with respect to being clarifying or promoting
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+understanding, you should ask a question. If an available explanation is
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+clarifying, but then upon further thought creates confusion or makes you
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+wonder about other, potentially related things: YOU SHOULD ALSO ASK a
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+question.
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+
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+The benefit of authentic education is that it transitions one from a
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+state of predominantly not knowing what they don't know, to a state where
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+while they may know that they know more than they did before, also then
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+cultivates an important perception of then KNOWING that they don't know
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+even more things.
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+
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+Education isn't about certainty or comfort in attaining a set of facts
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+and calling it quits: It is about coming to terms with the endless
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+uncertainty of possible things that can be pursued or known. We can never
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+know everything, but we CAN know that we can never know everything. We
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+instead strive for a functioning subset where we learn enough to give us
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+a foundation in the present, and consistently keep learning (although
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+hopefully less so exclusively in a classroom as time goes by, but
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+instead by the individual having gained enough experience to become a
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+self-learner) to keep up with the demands of tomorrow.
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+
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+So, as a student learner embarking upon and taking this class, know that
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+I don't assume you know anything about the course you are taking, and
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+that you will be reading and thinking and doing and computing and asking
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+questions regularly so that by the conclusion of the course, you will
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+have some greater idea of the nature of what was encountered in the
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+class.
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+
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+If you don't want to ask questions, for whatever reason, nor want to
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+bother with expanding your horizons, in learning new and different
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+concepts and ways of doing things (ie you want to remain small and
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+stagnant), then I would urge you to reconsider taking this course: it is
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+NOT a daycare to keep your mind and hands pacified. It is an educational
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+environment where you will be tasked to grow and improve.
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+
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+## Technology Policy
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+
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+The baseline qualifications for taking this course include you having a proficiency:
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+
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+ * to type on a full-size computer keyboard (104-key or equivalent)
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+ * with basic computing concepts (files, storage, units of information)
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+ * to read instructions and available technical data in relevant theatres and domains
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+
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+... and an ability:
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+
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+ * to readily ask questions
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+ * to take notes and later retrieve useful information from them
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+ * to recall important concepts and experiences
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+ * to work on class-related content outside of class
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+
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+... and a willingness:
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+
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+ * to attempt solving new and unfamiliar problems
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+ * to encounter new and unfamiliar concepts
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+ * to indulge in new and unfamiliar activities
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+ * to learn in new and unfamiliar ways
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+ * to work on class-related content outside of class
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+
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+## AI use policy
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+
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+With the advent of commercially-viable and desktop-usable AI products
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+(AI/AGI/chatGPT/LLMs/etc.), heretofore all regarded as "AI", questions of
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+ethics and allowability of such tools in the learning process have become
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+a rather hot topic. For the purposes of my classes:
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+
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+AI use is **not** recommended; you would be better off at this stage not
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+even touching it.
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+
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+AI is a powerful tool for productivity, yet when used prior to
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+solid understanding of the concepts and information being transacted,
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+ultimately suffer and stagnate.
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+
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+You should aim to understand and know how to do things yourself, by
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+hand/manually. This allows you to better vet AI output, not to mention
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+better leverage various automation technologies.
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+
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+During this learning process, do as much of the task as you can by hand
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+or mentally: this is how you gain understanding and comprehension. This
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+allows you to better vet AI output.
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+
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+If you insist on using AI, you hereby acknowledge you assume
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+responsibility for its inherent perils and hazards it can cause you and
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+your progress/success in this class:
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+
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+ * accept that you are putting yourself at risk of deeply sabotaging your learning journey, subjecting yourself to stagnant thought and limited perspectives, as you insulate yourself from the rigors of doing the actual work
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+
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+ * accept that you will have to live with the awareness that the instructor and other suitably aware individuals in the course may lose some faith in your humanity
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+
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+ * accept that, if you pass off AI-generated work as your own, and your work is questioned, **if you are unable to competently demonstrate your understanding, you risk losing any and all credit for that deliverable**
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+
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+ * YOU are the student, YOU are the one here to do the work and learn.
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+
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+AI prose is increasingly sophisticated and convincing. Yet there is a
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+difference between verbosity and competence. Learning to differentiate
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+between them is a valuable life skill, and an important ability to have
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+when dealing with AI output.
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+
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+## Grading Policy
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+
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+The grading policy is broken down into 4 areas, totalling 104 points
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+(which will account for 100% of the grade):
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+
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+ * Notes/Journal/Writing (13pts)
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+ * Projects (52pts)
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+ * Participation (13pts)
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+ * EoCE (26pts).
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+
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+Each area, as well as the overall grade, will be evaluated based on a sum
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+of accumulated points on each projects out of a sum of total points on
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+each project (as opposed to a sum of averages on each project). This
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+totaling tends to favor those who consistently do work throughout the
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+semester, and I want to reward that.
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+
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+In addition, for each third to quarter of the class (at instructor's
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+discretion), there will be a possibility of a **knowledge assessment**,
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+the results of which will serve as a credit multiplier to any points
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+accrued (ranging from 0.00-1.00). That means: if you skip or bomb the
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+knowledge assessment, all your accrued points for that segment of the
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+course are multiplied by 0.00, and that is the resultant credit that is
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+factored into your grade.
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+
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+While the term 'percent' may be used, it is more appropriate to consider
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+it a 'percent-oh-four', as the word 'percent' refers to PER each CENT
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+(100). We are dealing not with 100s, but 104s.
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+
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+Also: with the possible exception of the project component, any
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+accumulated point excesses will be capped at the allocation per that
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+grading unit.
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+
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+## Letter Grades
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+
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+Letter grades are pegged to the following numeric values:
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+
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+ * **A** (98.00+)
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+ * **A-** (92.00-97.99)
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+ * **B+** (86.00-91.99)
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+ * **B** (80.00-85.99)
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+ * **B-** (74.00-79.99)
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+ * **C+** (68.00-73.99)
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+ * **C** (62.00-67.99)
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+ * **D** (56.00-61.99)
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+ * **F** ( 0.00-55.99)
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+
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+Any calculated values in excess of two decimal places that may impact the
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+result is at the sole evaluatory discretion of the instructor (for
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+example, getting a 92.997; if you've been a pleasant, decent human being,
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+I may do you a favor. Just sayin'). Application of any 'rounding' or
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+other result processing is also at the sole discretion of the instructor.
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+
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+Bonus points, if given/available, are applied to a particular grade
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+component (for example, a project bonus point will only pad the projects
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+component of the grade), and then only up to a maximum of that grade
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+component's total value (ie, one cannot use bonus points to exceed the 13
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+possible overall points on the journal, or participation, for example).
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+
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+In addition, some further constraints pertaining to bonus point
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+eligibility:
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+
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+Bonus projects that are due the same week as a for-credit project will
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+only be considered if the for-credit project was actually turned in.
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+
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+Bonus projects that are due the same week as a for-credit project will
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+only be considered if the for-credit project had a final evaluated result
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+of greater than or equal to 52%.
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+
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+Bonus points from early submission of a for-credit project will only be
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+applied if the for-credit project had a final evaluated result of greater
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+than or equal to 52%.
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+
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+**NOTE**: bonus projects or other extra credit items are **not** eligible
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+for early submission bonuses.
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+
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+## Course Notes
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+
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+Accomplishing the assigned tasks represents only part of the educational
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+experience. A vital part of learning involve understanding and thinking.
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+Writing is perhaps the best tool we have of capturing thought.
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+
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+In each course, as appropriate, there will be an on-going, weekly
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+class-collaborative documentation, in the form of coursenotes or some
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+related endeavour where the aim will be to assemble a coherent,
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+informative document providing insight what went on in class / improved
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+presentation of some class resource.
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+
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+While collaborative in nature, each individual will be evaluated based on
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+number of commits and quantity of content contributed. While class or
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+resource topics may vary from week to week, look to contribute at least
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+256 words of informative, relevant content for consideration of full
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+credit in this category.
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+
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+## Projects
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+
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+Projects constitute the portion of your grade involving activities you
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+perform in the name of experiencing and demonstrating knowledge in this
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+class- the means by which I will be assessing your understanding of the
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+material through directed explorations of various topics. Such projects
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+may be comprehensive to one another.
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+
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+In some cases, depending on the situations involved, a project may be
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+conducive for group-based collaboration. This is not the default case,
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+but is specified on a case-by-case basis. In such scenarios, all involved
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+group members should be identified prior to starting on the project.
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+Additionally, ALL group members in a collaborative situation must perform
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+fairly equivalent work output into the completion of the project.
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+Deficient members may experience reduced success.
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+
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+In accordance with the late policy, projects past their deadline will see
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+a late penalty of 33% levied per day. This is to mitigate procrastination
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+and encourage better time management, and also to ensure progress
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+continues- once we hit the third day, a past due project is no longer
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+worth any credit, so it behooves everyone to stay on top of assigned work
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+and to complete it by its respective deadline. To clarify, if a project
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+is due by the end of Wednesday, it would be 33% late Thursday (1 day
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+late), 66% late Friday (2 days late), 100% late once it becomes Saturday
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+(3+ days late).
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+
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+## Participation
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+
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+Maintaining an ever present effort in your journey with respect to being
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+present for class gatherings and making such effort known is an important
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+aspect to academic interactions.
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+
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+For class (no matter the setting), you are to show your effort through
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+demonstrating regular interactive activity on lab46 and related class
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+resources (discord, repository). Emphasis will be on communications
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+taking place with the entire class (the class discord chat).
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+
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+Participating in class interactions is of significant importance.
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+Participation is like the "I care" component of your grade. If you care
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+enough to learn and help enhance the experience, you will have no trouble
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+here. If you are disruptive or are not putting forth effort, however,
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+then it will be duly reflected.
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+
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+Weekly participation may link directly to overall credit received on
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+weekly projects! Do not be silent and in the shadows- ask questions and
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+be interactive with the class!
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+
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+Each week, you have the ability to earn participation credit by
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+performing various activities (for some amount of points per week, likely
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+reflective of week and progression of semester). The particular **wcp#**
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+projects will detail the specific attributes and points available (and
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+needed) for a particular week.
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+
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+I would encourage you to vary your participation activities from week to
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+week, especially as no one single activity will eventually be enough to
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+cover the entirety of your weekly participation requirements.
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+
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+If you anticipate missing a class, please notify me in advance. While you
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+may still lose applicable participation credit, the advance notice will
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+be taken into positive consideration.
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+
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+## EoCE
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+
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+As the semester starts wrapping up, the End of Course Experience (EoCE)
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+will be released.
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+
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+Intended as a sort of comprehensive project(s), its aim is to evaluate
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+your knowledge gained from the class this semester. Unlike other classes
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+which have a "Final Exam", the EoCE is meant to be an EXPERIENCE, and as
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+such celebrated across the land. If you're new to my classes, you'll see
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+those with prior experience jump for joy at the thought of an EoCE (the
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+twitching / convulsing is merely ecstatic joy that is difficult for the
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+corporeal body to manifest).
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+
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+## Submission Guidelines
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+
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+The following are some guidelines to keep in mind when preparing your
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+work for submission. Not all may always be applicable, to each class, or
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+even each submission.
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+
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+### Digital is best
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+
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+Technology is a wonderful thing. It facilitates many of the tasks we'd
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+otherwise have to do manually by hand.
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+
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+The intent here is to make things easy on both you and me.
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+
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+So use the technology, and don't just it for the sake of using it-- use
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+it to make the task at hand easier (ie use the technology available and
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+sanctioned for the course).
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+
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+With that said, some additional aspects to keep in mind:
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+
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+ * e-mails were designed to be plain text; don't make them into web pages
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+ * e-mails should always have an informative subject line
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+ * if you've got non-text files to include in an e-mail, just attach them
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+ * you've got many attachments? archive/compress them, attach the archive
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+ * plain ASCII text (UTF-8) is preferable over any enriched text format
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+
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+If appropriate, I also will accept submissions via singing telegram,
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+airplane banner, crop circles, creative dance, three part rock aria, etc.
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+so long that I get to witness such creativity, and receive something
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+which lets me look back on it later (photos, video, transcription on
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+paper, etc.). Chances are such unique submissions will gain you favorable
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+considerations.
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+
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+### Identification
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+
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+Where applicable, be sure to include the following information on any
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+submission:
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+
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+ * Name,
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+ * Course and Section,
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+ * Due Date,
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+ * Assignment # and description,
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+ * Short abstract describing the purpose of your program / assignment.
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+
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+Presentation of this information in a clear and organized fashion will
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+make your assignment all the easier to read. You may come up with your
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+own format for the display of this information.
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+
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+Any e-mail submissions should have an appropriate subject line. Please
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+use subjects on all e-mails. This is also very important.
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+
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+Leaving off the subject line is like sending a letter without putting a
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+stamp on it-- it causes someone extra work. And that someone would be me.
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+So don't do it. Please please please use informative subject lines!
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+
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+### Paraphrasing
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+
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+For any provided questions, keywords, etc.: identify each question or
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+selection you are answering by listing or paraphrasing the original
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+question.
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+
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+Do not just give me an answer.
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+
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+This is important. I mean it. You don't know how frustrating it is to get
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+an assignment that just has the answers on it. It takes so much longer to
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+evaluate.
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+
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+I reserve the right to deduct points if you don't do this.
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+
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+### Organization
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+
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+Keep your programs and assignments organized and easy to read.
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+
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+Use a uniform writing style. Messy or unorganized submissions will have
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+points deducted. Think to yourself: does it look good? Would **you** want
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+to read this? Take pride in your work.
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+
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+These assignments are not just for me to read and grade- you may wish to
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+incorporate them into a portfolio for use in the future. Making an
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+investment now could pay off later!
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+
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+### Timeliness
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+
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+Turn in submissions on time.
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+
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+Late submissions will be subject to an appropriate penalty. Circumstances
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+vary, see the Late Policy for details.
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+
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+In many cases, where possible, I do accept resubmissions.
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+
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+### Errors
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+
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+If you encounter an error while performing some task (and the directions
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+do not indicate you should be receiving an error), chances are you made a
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+typo. Consult the class chat, ask someone, or contact me.
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+
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+**NOTE**: Submissions containing answers based on user error will be
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+considered incorrect.
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+
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+### Backups
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+
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+Be sure to keep a backup copy of all assignments submitted in the event
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+something is lost in transmission.
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+
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+**It is your responsibility to be able to send another copy of your
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+submission should the original be lost.**
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+
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+### Common Sense
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+
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+Use your own judgment. The world today is increasingly filled with rules
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+and policies dictating what you can and cannot do. I am not about to
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+go and list all the specifics and restrictions regarding assignment
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+submission.
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+
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+You are here to learn and to grow, and I want to allow you a certain
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+amount of flexibility in that process. Spending all your time formatting
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+an assignment to my specifications isn't my idea of learning. Incorporate
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+these guidelines into your general style, if you miss the mark I'll let
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+you know. But focus more on learning and understanding than worrying
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+about dotting every 'i' or crossing every 't'. There's enough of that
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+elsewhere in the world.
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+
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+## Late Policy
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+
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+Sometimes, even though we try our hardest to get everything in on time,
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+the spurious Murphy's Law will make an appearance. Your dog ate your
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+network cable, a burst of cosmic rays damaged your RAM precisely where
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+your work was located... the list goes on.
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+
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+If something is not submitted by its respective due date (or, heaven
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+forbid, the late window), and no advance attempt has been made to
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+communicate with me, the assignment will be invalidated of any value.
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+
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+Bottom line.. if something is going to be late: let me know. It happens,
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+just don't make a habit of it. Communication is key.
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+
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+Unless otherwise specified, past due assignments will lose 33% credit per
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+day, rendering them worthless credit-wise after 3 days.
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+
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+Please do remember most projects are released **at least** one week in
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+advance. If you wait until the finals days before the deadline, and
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+struggle due to lack of time, that isn't grounds for reconsideration of
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+any deadlines or late penalties. Take the whole time, work away slowly at
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+it over time, and that will likely lead to far fewer deadline rushes.
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+
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+### Attendance
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+
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+Attendance plays an important part in one's educational journey each
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+semester. Missing class deprives you of essential knowledge and hinders
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+understanding towards your eventual mastering of a topic.
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+
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+Because we are all here to learn (and if learning isn't a priority, I
525
+highly suggest you think about making it such), and believe it or not-
526
+learning isn't just about one person, but the entire group. So it is
527
+important to be present in order to positively contribute to the learning
528
+experience.
529
+
530
+I also reserve the right to report absent, or highly tardy students in
531
+the course. In some cases, that could result in being dropped from the
532
+course. On the same token, I reserve the right NOT to report or do
533
+anything to such students. Sometimes failure can be the best teacher.
534
+
535
+### Behaviour
536
+
537
+Should your behaviour in the class be notably and consistently unruly,
538
+off-topic, or alarming, I have the ability to remove you from the class.
539
+
540
+I will likely issue a warning or report (although not necessarily to the
541
+individual- sometimes an administrative reporting is in order to have
542
+them resolve the issue) indicating a desire to have you cease the
543
+particular behaviour, but through continued transgressions, may actually
544
+elevate to forced removal from the class.
545
+
546
+The priority is to the well-being of the class community. I cannot have
547
+individuals derailing that for their own personal gain or purposes.
548
+
549
+## Collaboration
550
+
551
+Because this course is open resource (ie book, computer, note, etc.) I
552
+would like it generally to remain **closed person** and **closed
553
+intelligence** (the thinking done should be your own, not outsourcing it
554
+to some artificial entity). The reason for this is that the amount of
555
+resources available to you are vast, and the goal here is to discover and
556
+learn the material through individual initiative.
557
+
558
+It IS possible to help others without giving away answers.
559
+
560
+Respond to questions with a question, give pointers to where information
561
+might be located in legitimate sources, remind them of the usefulness of
562
+manuals, and the availability of search engines.
563
+
564
+Individuals are allowed and expected, to assist others through the class
565
+chat **WITHOUT GIVING EXPLICIT ANSWERS**, so long as it does not
566
+interfere with any other existing circumstance. If group work is required
567
+on anything, that attribute will be specifically stated.
568
+
569
+Explicit copying on or of any class work is forbidden. If any evidence or
570
+suggestion of non-authentic work is discovered (and I can tell you some
571
+stories) in your particular direction, you risk both my wrath as well as
572
+the possibility of disciplinary action by the school. Academic dishonesty
573
+and plagiarism may be prosecuted under the purview as laid out in the
574
+school's Academic Honesty Policy, as listed under the Code of Student
575
+Conduct: Academic Honesty section in the CCC Course Catalog.
576
+
577
+So just play it safe and make sure your work is your own, and borrowed
578
+information is appropriately cited or referenced.
579
+
580
+## Pet Peeves
581
+
582
+Everyone has their buttons that can be pushed the wrong way. Here are a
583
+few of mine, that I would prefer not encountering:
584
+
585
+The eager, often surface-only desire to destroy things (especially with
586
+no desire to understand the why behind it all).
587
+
588
+The notion that 'old', 'unpopular', 'uncomfortable', or 'different',
589
+especially in terms of technology or experiences, is somehow bad (there
590
+are plenty of useful things to learn, for the patterns will often
591
+remanifest in future technologies down the road)
592
+
593
+Apologizing: "sorry I had to ask a question", "sorry I misunderstood",
594
+"sorry I failed to do that action"; I WANT people to ask questions.
595
+Questions are based on not fully understanding something. And if your
596
+actions come up short, apologies only serve to highlight the deficiency.
597
+The best solution: to fix it and not keep repeating the same mistake.
598
+There may be things worthy of apologizing for. For most incidents of
599
+apology I encounter related to classes, such is irrelevant. If you feel
600
+you are in the wrong for asking a question, you're doing this whole
601
+learning thing wrong.
602
+
603
+Overhelping "the weakest link"; a somewhat modern trend, where I see
604
+woefully unprepared/unready individuals overly assisted through the
605
+course (where the intent is to save them from failing). This is but a
606
+short-term perspective, contributing to their long-term failure.
607
+
608
+Opting out of things that seem overwhelming, yet somehow expecting things
609
+will get better as time goes on.
610
+
611
+The desire to impress me-- impressing comes by being impressive, not
612
+selling an act to me (in short, don't try to impress me, just do your
613
+best work, and have me be impressed by how impressive it naturally is).
614
+
615
+Avoiding the developing/strengthening your own memory and recall, and
616
+relying on others (including the instructor) to be your memory.
617
+
618
+The obsession over and recitation of hardware specs-- this has nothing to
619
+do with computing, yet many mistakenly believe it to be such (a small
620
+aspect of IT and an occasionally fun hobby? sure.)
621
+
622
+The compensation for lack of knowledge by clinging tightly to (perceived)
623
+known knowledge-- I expect everyone not to know things; knowing we don't
624
+know enables us to learn.
625
+
626
+The avoiding of questions out of fear they may not be worthy of asking--
627
+how else can I know where you are if you don't ask?
628
+
629
+The asking for the answer as if it were a question, to avoid thinking or
630
+doing the work yourself. Questions are the a result of your thinking, not
631
+"I don't know, so tell me?", or the worst (literally): "What do I need to
632
+do in order to get an A/full credit?"
633
+
634
+The absolute belief that if I say something then it is the truth (same
635
+for the inverse, converse, contrapositive, etc.)-- being open-minded and
636
+questioning is one of the greatest abilities we can have. Society trains
637
+you to be compliant with external authority at the expense of your own;
638
+to be educated and intelligent, in part, means you have cultivated your
639
+own self-authority so you can make your own decisions.
640
+
641
+The impression that if something is said frequently or confidently
642
+enough, then it must be true, and that makes someone an "expert" who
643
+should be believed, followed, and unquestioned.
644
+
645
+The tendency to brute force through something instead of trying to think
646
+or learn new approaches-- memorizing and regurgitation will often not
647
+work out in your favour here (or greatly annoy me).
648
+
649
+Being tangibly obsessed with knowing your exact grade, while being
650
+uninformed about the process of calculating it yourself from available
651
+information.
652
+
653
+Complaining upstream about me/my class without actually bringing issues
654
+to me first to address.
655
+
656
+Destroying context in asynchronous communications (ie deleting Discord
657
+messages after making a post, asking a question, and getting some sort of
658
+resolution): this makes it entirely unhelpful for others to also benefit,
659
+and leaves gaping holes in the existing conversation. Please do not
660
+delete your Discord messages after getting a response.
661
+
662
+Using AI, and failing to distinguish between your own skills and
663
+knowledge, and what AI is able to produce, treating them as one and the
664
+same. As I've said elsewhere, at this level, you should be avoiding
665
+flagrant AI use, as it can become a fatal crutch, stagnating your
666
+abilities.
667
+
668
+## Rules for Success
669
+
670
+For maximum success in the class, please adhere to the following rules:
671
+
672
+ * start on activities early
673
+ * observe/study, read/intuit, and comprehend the subject matter
674
+ * play/tinker/experiment with the subject matter (external to projects)
675
+ * ask well-informed and copious questions
676
+
677
+Struggle and problems in the course almost immediately arise when one
678
+fails to follow one or more of these guidelines.
679
+
680
+## Documentation
681
+
682
+The following criteria should be kept in mind when contributing content
683
+to collaborative documentation, the course notes, and any pertinent
684
+class-related communications:
685
+
686
+ * Never use a form of a word in its own definition
687
+ * Use external hyperlinks only as citations
688
+ * Content first, then formatting
689
+ * There is only one empire- ours
690
+ * Contribute only original content
691
+ * Paraphrase and cite existing information
692
+ * Do NOT blatantly copy existing information
693
+ * A healthy resource is an active resource
694
+ * Do not focus on just your contributions
695
+ * Mistakes are opportunities for future contributions
696
+
697
+## Topics
698
+
699
+The following is a list of the major topics being covered in this course:
700
+
701
+ * von Neumann vs. Harvard architecture
702
+ * Fetch-Execute Cycle
703
+ * Binary and Hexadecimal Number Representation
704
+ * Processor & Memory Organization
705
+ * Registers (General Purpose/Integer, Floating Pointer, Accumulator, Data)
706
+ * Registers (Stack Pointer, Program Counter, Flag/Status)
707
+ * Registers (Index/Pointer)
708
+ * Instruction Sets (CISC, RISC)
709
+ * Boolean Arithmetic Operations (Addition, Subtraction, Multiplication, Division)
710
+ * Logic Operations (AND, OR, XOR)
711
+ * Negated Logic Operations (NOT, NAND, NOR, XNOR)
712
+ * Data Instructions (Data Movement, Address Movement, Data Conversion, Bit Manipulation)
713
+ * Control and Data Flow
714
+ * Subroutines (Calling, Return Address)
715
+ * Storage
716
+ * Machine Word
717
+ * Stack Operations
718
+ * Data Representation (Big Endian, Little Endian, Size, Integer, Floating Point, ASCII)
719
+ * Data Representation (Sign Representation, One's Complement, Two's Complement)
720
+ * Linking, Object and Machine Code
721
+ * I/O
722
+ * Interrupts
723
+ * Address Bus
724
+ * Data Bus
725
+
726
+## Student Understanding and Agreement of Syllabus Terms
727
+
728
+By reading through this document, participating in the class chat,
729
+utilizing class resources, and performing the various class activities
730
+and projects, you understand and consent:
731
+
732
+ * to the rules, policies governing your status as a student at SUNY CCC.
733
+ * to the structure, policies, and nature of the course as laid out here.
734
+ * to having an adequate understanding of course prerequisite knowledge.
735
+ * to maintain a respectful, inquisitive, well-behaved, and learning-oriented focus as you participate and go through the course.
736
+ * to practice (and further cultivate, as needed) the fundamental aspects of a student taking this course, which includes being able and willing:
737
+ * to read, comprehend and work with the material and information inherent to the course.
738
+ * to write and express your thoughts in coherent, descriptive sentences.
739
+ * willing to analyze, problem solve, debug, troubleshoot, ideate, creatively, and logically/rationally think.
740
+ * willing to compute and transact in number concepts (literal, symbolic or abstract) and any related units in their various processes.
741
+ * to, upon facing uncertainty, confusion, or lack of understanding, will ask copious, well-informed, and well-intending questions to clarify your state of understanding.
742
+ * if cause for issue rises, you will bring it to my attention so that it may be best addressed as locally and pertinently as possible to the course and its educational environment.
743
+ * participate in the course with a focus on curiosity, discovering, exploring, learning, and understanding.
744
+ * starting early on deliverables so that ample time is available for discovering, exploring, learning, and asking any questions as needed.
745
+ * that, as a student, a genuine learning experience necessarily involves some level of unfamiliarity, which may invoke discomfort.
746
+ * that your learning and the nature of the course is an inherently asynchronous thing. It is your responsibility to manage your time, so that you can have adequate time to ask questions and accomplish your own tasks.
haas/spring2026/comporg/projects.md
... ...
@@ -0,0 +1,15 @@
1
+# CSCS2650 Computer Organization
2
+## Current Projects
3
+
4
+| project | duedate |
5
+| ------------------------ | --------------- |
6
+| [ntr0](projects/ntr0.md) | (due: 20260128) |
7
+| [pct0](projects/pctX.md) | (due: 20260128) |
8
+| [pct1](projects/pctX.md) | (due: 20260128) |
9
+| [wcp1](projects/wcpX.md) | (due: 20260128) |
10
+| [pct2](projects/pctX.md) | (due: 20260204) |
11
+| [wcp2](projects/wcpX.md) | (due: 20260204) |
12
+
13
+## Late Projects
14
+
15
+## Past Due Projects
haas/spring2026/comporg/projects/ntr0.md
... ...
@@ -0,0 +1,38 @@
1
+# CSCS2650 Computer Organization
2
+
3
+# PROJECT: ntr0
4
+
5
+## OBJECTIVE
6
+
7
+To get started in your journey in the course this semester
8
+
9
+## TASK
10
+
11
+By the deadline, please do the following:
12
+
13
+ * sign onto the class Discord server with your preferred account
14
+ * on Discord, identify yourself and indicate what class(es) you are in
15
+ * provide the instructor (haas@corning-cc.edu) with your github username
16
+ * provide the instructor (haas@corning-cc.edu) with your SSH public key
17
+
18
+NOTE: if desired, your SSH public key may be the same one you use to
19
+access github.
20
+
21
+Please see [this page](https://docs.github.com/en/authentication/connecting-to-github-with-ssh/generating-a-new-ssh-key-and-adding-it-to-the-ssh-agent) for information on generating an SSH key.
22
+
23
+## SUBMISSION
24
+
25
+```
26
+26:ntr0:final tally of results (26/26)
27
+*:ntr0:signed into and are active on the class DISCORD [6/6]
28
+*:ntr0:identified self and state classes on DISCORD [7/7]
29
+*:ntr0:provided instructor preferred GITHUB USERNAME [6/6]
30
+*:ntr0:provided instructor preferred SSH PUBLIC KEY [7/7]
31
+*:ntr0:
32
+```
33
+
34
+Additionally:
35
+ * Solutions not abiding by spirit of project will be subject to a 25% overall deduction
36
+ * Solutions not utilizing descriptive why and how comments will be subject to a 25% overall deduction
37
+ * Solutions not utilizing indentation to promote scope and clarity will be subject to a 25% overall deduction
38
+ * Solutions not organized and easy to read (assume a terminal at least 90 characters wide, 40 characters tall) are subject to a 25% overall deduction
haas/spring2026/comporg/projects/pctX.md
... ...
@@ -0,0 +1,1756 @@
1
+# CSCS2650 Computer Organization
2
+# PROJECT: PRACTICING CRITICAL THINKING (pctX)
3
+
4
+## OBJECTIVE
5
+
6
+To cultivate your problem solving, critical thinking, analytical, and
7
+observation skills.
8
+
9
+The aim here is on observation, analysis, and documentation. You are
10
+solving and documenting a problem by hand, thinking your way through to
11
+solution, NOT copying something, NOR writing any sort of program.
12
+
13
+## BACKGROUND
14
+
15
+The true nature of problem solving frequently involves critical thinking,
16
+analytical, and observation skills. Where problems are not solved by
17
+memorizing some pre-defined set of answers and regurgitating them
18
+mindlessly, but in crafting an elaborate solution from subtle cues and
19
+tested, experimental realizations.
20
+
21
+This project puts you in contact with such endeavours. The better
22
+acquainted you become with these skills, the more adept you will become
23
+at a wide-array of tasks and activities.
24
+
25
+### INVESTIGATION/LOGIC METHODS
26
+
27
+These problems will make use of investigative and logical processes to
28
+allow us to experiment and ascertain the identity of the various letters.
29
+This is often done through:
30
+
31
+ * observation
32
+ * seeing patterns
33
+ * analysis
34
+ * investigation
35
+ * [abduction](https://en.wikipedia.org/wiki/Abductive_reasoning)
36
+ * [induction](https://www.analyzemath.com/math_induction/mathematical_induction.html)
37
+ * [deduction](http://mathcentral.uregina.ca/QQ/database/QQ.09.99/pax1.html)
38
+
39
+### MATH PREPARATION
40
+
41
+If you find yourself struggling with the concepts of the underlying math:
42
+
43
+ * [Basic Math](https://www.ipracticemath.com/learn/basicmath)
44
+ * [Long Division](https://www.mathsisfun.com/long_division.html)
45
+
46
+The pctX problems are just your standard “long division with
47
+remainder” style problems, only given to you worked out, with the
48
+numbers replaced with letters, so instead of going at it beginning to
49
+end, we investigate it end to start.
50
+
51
+### LONG DIVISION
52
+
53
+A letter division is a category of logic problem where you would take an
54
+ordinary math equation (in long form), and substitute all the numbers for
55
+letters, thereby in a direct sense masking the numeric values present
56
+that correctly enable the problem to work from start to completion. It is
57
+your task, through exploring, experimenting, and playing, to ascertain
58
+the numeric value of each letter (as many as 10, one for each numeric
59
+value 0-9).
60
+
61
+We will be focusing on long division, something you learned (and perhaps
62
+last experienced, before becoming mindlessly addicted to pressing buttons
63
+on a calculator), in grade school. It entails a whole number (integer)
64
+division, involving aspects addition (through borrowing), and subtraction
65
+(primarily) to arrive at a quotient and a remainder, and if applicable:
66
+multiplication.
67
+
68
+There is also a logical/relational aspect to these puzzles, which may
69
+well be less familiar territory to some. But so incredibly important when
70
+exploring a process and communicating such notions to the computer.
71
+
72
+Division is unique in that it produces two 'answers', each serving
73
+particular uses in various applications.
74
+
75
+Here is an example (using numbers):
76
+
77
+First up, we're going to divide 87654321 (the dividend) by 1224 (the
78
+divisor). Commonly, especially if punching into a calculator, we might
79
+express that equation as:
80
+
81
+```
82
+87654321/1224
83
+```
84
+
85
+Or in a language like C, assigning the quotient to the variable **x** (an
86
+**int**eger):
87
+
88
+```
89
+ x = 87654321 / 1224;
90
+```
91
+
92
+But, we're not specifically interested in the 'answer' (quotient or
93
+remainder); we are interested in the PROCESS. You know, the stuff the
94
+calculator does for you, which in order to perform this project and
95
+better explore the aspects of critical thinking, we need to take and
96
+encounter every step of the way:
97
+
98
+```
99
+ 71613
100
+ +---------
101
+1224 | 87654321
102
+ -8568
103
+ ====
104
+ 1974
105
+ -1224
106
+ ====
107
+ 7503
108
+ -7344
109
+ ====
110
+ 1592
111
+ -1224
112
+ ====
113
+ 3681
114
+ -3672
115
+ ====
116
+ 9
117
+```
118
+
119
+Here we obtain the results (focusing on the quotient up top; as the
120
+remainder quite literally is what remains once we're done- we're
121
+specifically NOT delving into decimal points, but instead doing integer
122
+division, which as previously stated has MANY important applications in
123
+computing) through a step by step process of seeing how many times our
124
+divisor (1224) best and in the smallest fashion fits into some current
125
+value of the dividend (or intermediate result thereof).
126
+
127
+For instance, seeking the smallest "best fit" of 1224 into 87654321, we
128
+find that 1224 fits best SEVEN times (1224 * 7 = 8568, which is the
129
+CLOSEST we can get to 8765... 1224 * 8 = 9792, which would be too big
130
+(and way too small for 87654). Clearly, we are seeking those values that
131
+best fit within a multiple of 0-9, staying away from double digits of
132
+multiplication (although, we COULD do it that way and still arrive at the
133
+same end result).
134
+
135
+So: 8765-8568 = 197.
136
+
137
+We have our first result, yet: there's still values in the dividend
138
+(87654321) remaining to process, specifically the 4321, so we take them
139
+one digit at a time.
140
+
141
+The next available, unprocessed digit in 4321 is '4', so we 'drop that
142
+down' and append it to our previous result (197), giving us: 1974.
143
+
144
+We now see how many times (via single digit multiplication), our divisor
145
+(1224) can fit into 1974. As it turns out, just once.
146
+
147
+So: 1974-1224 = 750.
148
+
149
+And we keep repeating the process until there are no more digits from the
150
+dividend to drop down; at which point, we are left with a remainder (in
151
+the above problem, the lone '9' at the very bottom; THAT is the
152
+remainder).
153
+
154
+Clearly it is important to have a handle on and understanding of the
155
+basic long division process before attempting a letter division problem.
156
+So, be sure to try your hand at a few practice problems before
157
+proceeding.
158
+
159
+## LETTER DIVISION: an example
160
+
161
+Following will be a sample letter division problem, and a documented
162
+solution of it, much as you will be doing for this project (and to be
163
+sure: the aim here is not merely to solve it, but to DOCUMENT HOW YOU
164
+SOLVED IT. You might want to keep notes as you go along to save you time
165
+and sanity).
166
+
167
+Here goes:
168
+
169
+```
170
+ GLJK
171
+ +---------
172
+ KJKK | GLMBRVLR
173
+ -VKOKL
174
+ =====
175
+ LJBGV
176
+ -OKVKG
177
+ =====
178
+ JJGKL
179
+ -LKBKV
180
+ =====
181
+ KVRMR
182
+ -JKRKB
183
+ =====
184
+ VKMK
185
+
186
+letters: BGJKLMOPRV
187
+```
188
+
189
+First off, note how this is NO DIFFERENT from the numeric problem above:
190
+just instead of numbers, which we've associated some concepts with, here
191
+we have letters (each letter maps to a unique number, 0-9). The trick
192
+will be to figure out which letter maps to which number.
193
+
194
+So, let us begin.
195
+
196
+One aim is to obtain the key to the puzzle, the mapping of the letters to
197
+numbers, so I will typically set up an answer key as follows:
198
+
199
+```
200
+| 0 | |
201
+| 1 | |
202
+| 2 | |
203
+| 3 | |
204
+| 4 | |
205
+| 5 | |
206
+| 6 | |
207
+| 7 | |
208
+| 8 | |
209
+| 9 | |
210
+```
211
+
212
+Another thing I like to do is set up a more visual representation of what
213
+each letter COULD be. I do so in the following form (I call this a "Range
214
+Table"):
215
+
216
+```
217
+B = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
218
+G = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
219
+J = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
220
+K = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
221
+L = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
222
+M = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
223
+O = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
224
+P = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
225
+R = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
226
+V = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
227
+```
228
+
229
+Then, as I figure things out (either what certain are, but mostly, which
230
+ones they are NOT), I can mark it up accordingly.
231
+
232
+Right from the start, we can already make some important connections;
233
+looking at EACH of the subtractions taking place, in the left-most
234
+position, we see an interesting phenomenon taking place- G-V=0, L-O=0,
235
+J-L=0, and K-J=0.
236
+
237
+Now, since EACH letter is its own unique numeric value, subtracting one
238
+letter from another on its own won't result in a value of 0, but being
239
+borrowed from will.
240
+
241
+That is: 7-6=1, but (7-1)-6=0. THAT is what is going on here.
242
+
243
+So what we can infer from this, is some very important connections:
244
+
245
+ * V is one less than G (I'll write it as: V < G)
246
+ * O is one less than L (O < L)
247
+ * L is one less than J (L < J)
248
+ * J is one less than K (J < K)
249
+
250
+Does that make sense? From looking at the puzzle, those four relations
251
+can be made.
252
+
253
+Now, FURTHERMORE, some of those connections are thereby connected. Look
254
+at the 'L' and 'J' connections:
255
+
256
+ * O < L, but also: L < J
257
+ * L < J, but also: J < K
258
+
259
+That implies a further connection, so we can chain them together:
260
+
261
+ * O < L < J < K
262
+
263
+So from that initial observation and connection, we now have two
264
+disconnected relationships:
265
+
266
+ * V < G
267
+ * O < L < J < K
268
+
269
+From what we've done so far, we do not know where V,G fall in respect to
270
+O,L,J,K. They might be less than, OR greater than. We won't know without
271
+further information.
272
+
273
+Yet, even WITH this information, we can update our letter ranges:
274
+
275
+ * since V is less than G, we know V can NOT be 9.
276
+ * similarly, G can NOT be 0.
277
+ * O cannot be 9, 8, 7, because we know O is 3 less than K. So even though we don't know what K actually is, because K COULD be 9, we know what O, L, and J can NOT be.
278
+ * L cannot be 9 or 8
279
+ * J cannot be 9
280
+ * on the other side, K cannot be 0, 1, or 2
281
+ * J cannot be 0 or 1
282
+ * L cannot be 0.
283
+
284
+So, if we update our range chart accordingly:
285
+
286
+```
287
+B = { 0, 1, 2, 3, 4, 5, 6, 7, 8 }
288
+G = { 1, 2, 3, 4, 5, 6, 7, 8, 9 }
289
+J = { 2, 3, 4, 5, 6, 7, 8, }
290
+K = { 3, 4, 5, 6, 7, 8, 9 }
291
+L = { 1, 2, 3, 4, 5, 6, 7, }
292
+M = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
293
+O = { 0, 1, 2, 3, 4, 5, 6, }
294
+P = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
295
+R = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
296
+V = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
297
+```
298
+
299
+Moving on, dealing with details of discovering those one-off relations,
300
+that tells us something about the NEXT subtractions: that they borrow
301
+(which means they are LESS THAN the thing being subtracted from them):
302
+
303
+ * L is less than K (which we actually know to be 2 less than K), so L - K needs to BORROW
304
+ * J is less than K (which we know is 1 less than K), so J - K needs to BORROW
305
+ * V is apparently also less than K (which we didn't previously know), so V - K needs to BORROW
306
+ * now knowing than V << K, we can connect our other relational fragment in (I use the double '<<' to denote "less than" by an unknown amount, because while we know V is less than K, we don't know by how much).
307
+
308
+So: V < G << O < L < J < K
309
+
310
+This allows us some further whittling of our ranges:
311
+
312
+ * V cannot be 9, 8, 7, 6, or 5
313
+ * G cannot be 9, 8, 7, or 6
314
+ * O cannot be 0, or 1
315
+ * L cannot be 0, 1, or 2
316
+ * J cannot be 0, 1, 2, or 3
317
+ * K cannot be 0, 1, 2, 3, or 4
318
+
319
+```
320
+B = { 0, 1, 2, 3, 4, 5, 6, 7, 8 }
321
+G = { 1, 2, 3, 4, 5, }
322
+J = { 4, 5, 6, 7, 8, }
323
+K = { 5, 6, 7, 8, 9 }
324
+L = { 3, 4, 5, 6, 7, }
325
+M = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
326
+O = { 2, 3, 4, 5, 6, }
327
+P = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
328
+R = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
329
+V = { 0, 1, 2, 3, 4, }
330
+```
331
+
332
+Already we can see that V and G are likely lower numbers, and O, L, J,
333
+and K are likely higher numbers.
334
+
335
+What else do we have? Let's keep going:
336
+
337
+We cannot instantly proceed to the next subtraction in as obvious a
338
+progression, as we'll need more information on the various letters
339
+involved.
340
+
341
+### Finding K (and J and L and O as well)
342
+
343
+However, looking at the puzzle, I'm interested in seeing if we can find
344
+any obvious examples of 0. You know, letter minus same letter sort of
345
+things. Because they will typically end up equalling 0 (or 9).
346
+
347
+Why 9? Because of a borrow!
348
+
349
+```
350
+((5-1)+10)-5 = (4+10)-5 = 14 - 5 = 9
351
+```
352
+
353
+... that can be quite revealing too!
354
+
355
+And it would appear we have one wonderful candidate in the bottom-most
356
+subtraction:
357
+
358
+```
359
+ KVRMR
360
+ -JKRKB
361
+ =====
362
+ VKMK
363
+```
364
+
365
+Lookie there: R-R = K.
366
+
367
+Usually, that would result in a 0. BUT, we also know that K can NOT be 0
368
+(looking at our range table above).
369
+
370
+So, that means it is being borrowed from, and it itself has to borrow, so
371
+we now also know that M is less than K: M << K
372
+
373
+And, as indicated above:
374
+
375
+```
376
+((R-1)+10)-R = 9!
377
+```
378
+
379
+We now know that K = 9!
380
+
381
+That suddenly reveals a whole lot to us, due to our relational chains
382
+we've built. Let's update:
383
+
384
+```
385
+| 0 | |
386
+| 1 | |
387
+| 2 | |
388
+| 3 | |
389
+| 4 | |
390
+| 5 | |
391
+| 6 | O |
392
+| 7 | L |
393
+| 8 | J |
394
+| 9 | K |
395
+```
396
+
397
+Also, with the new introduction of M being less than K:
398
+
399
+```
400
+B = { 0, 1, 2, 3, 4, 5, }
401
+G = { 1, 2, 3, 4, 5, }
402
+J = { 8 }
403
+K = { 9 }
404
+L = { 7 }
405
+M = { 0, 1, 2, 3, 4, 5, }
406
+O = { 6 }
407
+P = { 0, 1, 2, 3, 4, 5, }
408
+R = { 0, 1, 2, 3, 4, 5, }
409
+V = { 0, 1, 2, 3, 4, }
410
+```
411
+
412
+And, our relational chains:
413
+
414
+ * V < G << O < L < J < K
415
+ * M << O < L < J < K
416
+
417
+Because we don't yet know any relation of M compared to V or G, we have
418
+to keep them separate for now.
419
+
420
+We also have a second disqualifier for K being 0... the ones place
421
+subtraction in that bottom-most subtraction:
422
+
423
+```
424
+R - B = K
425
+```
426
+
427
+There's nothing further to the right that could borrow from this problem,
428
+so it can only exist in two states:
429
+
430
+ * R is greater than B
431
+ * R is less than B
432
+
433
+Since we know that K is 9, there's NO OTHER pair of single digit numbers
434
+we can subtract to get 9, which tells us that:
435
+
436
+ * R is less than B (R << B)
437
+
438
+Currently both R and B can be 0-5 (although now, B is 1-5, and R is 0-4).
439
+We'd need to find a combination where (R+10)-B is 9:
440
+
441
+```
442
+| R: 0 | R: 1 | R: 2 | R: 3 | R: 4 |
443
+| (0+10) | (1+10) | (2+10) | (3+10) | (4+10) |
444
+| 10 | 11 | 12 | 13 | 14 |
445
+```
446
+
447
+And from that, we're subtracting B, which is 1, 2, 3, 4, or 5. The answer
448
+has to be 9.
449
+
450
+So:
451
+
452
+10-1=9, 11-2=9, 12-3=9, 13-4=9, and 14-5=9
453
+
454
+Hey, look at that... B is one greater than R (not just R << B, BUT: R <
455
+B)
456
+
457
+Our relational chains:
458
+
459
+ * V < G << O < L < J < K
460
+ * M << O < L < J < K
461
+ * R < B << O < L < J < K
462
+
463
+And our range table:
464
+
465
+```
466
+B = { 1, 2, 3, 4, 5, }
467
+G = { 1, 2, 3, 4, 5, }
468
+J = { 8 }
469
+K = { 9 }
470
+L = { 7 }
471
+M = { 0, 1, 2, 3, 4, 5, }
472
+O = { 6 }
473
+P = { 0, 1, 2, 3, 4, 5, }
474
+R = { 0, 1, 2, 3, 4, }
475
+V = { 0, 1, 2, 3, 4, }
476
+```
477
+
478
+If you look, the only letter we've not yet directly interacted with yet
479
+is 'P', although we already know enough about it (that it is 0-5, less
480
+than O, L, J, and K). And if you look closely, you'll notice that 'P'
481
+isn't even present in the letter division problem! So its identity will
482
+rely entirely on the proving of the other values.
483
+
484
+Let's continue on:
485
+
486
+M-K=M, BECAUSE we know M << K, AND BECAUSE we know the subtraction to the
487
+right is borrowing from it (because R < B), we have something like this:
488
+(M-1+10)-K=M
489
+
490
+Can't really do much more with it at this point, but it is important to
491
+know to help us identify the borrows needing to happen.
492
+
493
+### Finding our zero value (R and B)
494
+
495
+Why don't we go ahead and find 0? If you look in the subtraction above
496
+the bottom one, we have another "letter minus same letter" scenario, and
497
+it doesn't equal K!
498
+
499
+```
500
+ JJGKL
501
+ -LKBKV
502
+ =====
503
+ KVRM
504
+```
505
+
506
+We KNOW that V << L, so no borrow is happening there.
507
+
508
+Therefore, K-K, or 9-9, equals 0. So R is 0!
509
+
510
+... and B is 1! Because of our identified relationship.
511
+
512
+Updating things!
513
+
514
+```
515
+| 0 | R |
516
+| 1 | B |
517
+| 2 | |
518
+| 3 | |
519
+| 4 | |
520
+| 5 | |
521
+| 6 | O |
522
+| 7 | L |
523
+| 8 | J |
524
+| 9 | K |
525
+```
526
+
527
+Also, with the new introduction of M being less than K:
528
+
529
+```
530
+B = { 1 }
531
+G = { 3, 4, 5, }
532
+J = { 8 }
533
+K = { 9 }
534
+L = { 7 }
535
+M = { 2, 3, 4, 5, }
536
+O = { 6 }
537
+P = { 2, 3, 4, 5, }
538
+R = { 0 }
539
+V = { 2, 3, 4, }
540
+```
541
+
542
+NOTE: G is NOT 2, because G is greater than V (one greater, in fact), so
543
+we can similarly whittle that off.
544
+
545
+Relational chains can look as follows now:
546
+
547
+ * R < B << V < G << O < L < J < K
548
+ * R < B << M << O < L < J < K
549
+ * R < B << P << O < L < J < K
550
+
551
+Basically just down to V, G, P, and M.
552
+
553
+### Finding V and G
554
+
555
+And I think we have the means to find V: notice the second to last
556
+subtraction, the "LKBKV". You know where we get that from? Multiplying
557
+the divisor (KJKK) by J (since it is the third subtraction taking place).
558
+
559
+We KNOW the numeric values of K and J, in fact we know the values of L,
560
+K, and B. The only thing we don't know is 'V', and since V is in the
561
+one's place, that makes things super easy for us.
562
+
563
+KJKK = 9899
564
+J = 8
565
+
566
+So: 9899 x 8 = 79192 = LKBKV!
567
+
568
+V is 2!
569
+
570
+Which means, because V < G, that G is 3!
571
+
572
+Updating our records:
573
+
574
+```
575
+| 0 | R |
576
+| 1 | B |
577
+| 2 | V |
578
+| 3 | G |
579
+| 4 | |
580
+| 5 | |
581
+| 6 | O |
582
+| 7 | L |
583
+| 8 | J |
584
+| 9 | K |
585
+```
586
+
587
+Also, with the new introduction of M being less than K:
588
+
589
+```
590
+B = { 1 }
591
+G = { 3 }
592
+J = { 8 }
593
+K = { 9 }
594
+L = { 7 }
595
+M = { 4, 5, }
596
+O = { 6 }
597
+P = { 4, 5, }
598
+R = { 0 }
599
+V = { 2 }
600
+```
601
+
602
+Relational chains can look as follows now:
603
+
604
+ * R < B < V < G << M << O < L < J < K
605
+ * R < B < V < G << P << O < L < J < K
606
+
607
+### Finding M and discovering P
608
+
609
+And then there were 2. We really just need to find M, or P, and we're
610
+done. And since there are no 'P' values in the puzzle, we need to target
611
+M. So let's look for some candidates:
612
+
613
+Hey, how about this:
614
+
615
+```
616
+ JJGKL
617
+ -LKBKV
618
+ =====
619
+ KVRM
620
+```
621
+
622
+One's place subtraction: L - V = M.
623
+
624
+We KNOW L (7) is greater than V (2), so no borrow is happening.
625
+
626
+L-V=M
627
+7-2=5
628
+
629
+M is 5. That means P is 4 by process of elimination.
630
+
631
+Puzzle completed:
632
+
633
+```
634
+| 0 | R |
635
+| 1 | B |
636
+| 2 | V |
637
+| 3 | G |
638
+| 4 | P |
639
+| 5 | M |
640
+| 6 | O |
641
+| 7 | L |
642
+| 8 | J |
643
+| 9 | K |
644
+```
645
+
646
+Also, with the new introduction of M being less than K:
647
+
648
+```
649
+B = { 1 }
650
+G = { 3 }
651
+J = { 8 }
652
+K = { 9 }
653
+L = { 7 }
654
+M = { 5 }
655
+O = { 6 }
656
+P = { 4 }
657
+R = { 0 }
658
+V = { 2 }
659
+```
660
+
661
+Relational chains can look as follows now:
662
+
663
+ * R < B < V < G < P < M < O < L < J < K
664
+
665
+I wasn't able to show it as well in text on the wiki, but I also made a
666
+point to mark up each subtraction to show whether a borrow occurred or
667
+not:
668
+
669
+{{ :undefined:borrows.jpg?400 |}}
670
+
671
+To be sure, there are likely MANY, MANY ways to arrive at these
672
+conclusions. What is important is being observant, performing little
673
+experiments, seeing if there can be any insights to have, even if
674
+whittling away knowing what things can NOT be.
675
+
676
+Your performance on this project will be directly tied to being able to
677
+document your process through the puzzle; I have provided this writeup in
678
+order to show you an example of what that process may look like.
679
+
680
+## GETTING STARTED
681
+
682
+In the **pctX/** sub-directory of your class Public Directory, under a
683
+directory by the name of your username, you will find the following
684
+file(s):
685
+
686
+ * **puzzle**
687
+ * possibly also a file called **table**
688
+ * if desired, you can use **worksheet** as a base for your solution file, or for generating text-based representations for using on discord when asking for help.
689
+
690
+Copy this file into your local project directory. For most classes, a
691
+**grabit** is available. For others, you'll have to manually copy the
692
+file on your own.
693
+
694
+There is also a **MANIFEST** file in the parent directory (the **pctX/**
695
+sub-directory), which will contain MD5sums of the various puzzle keys,
696
+provided to help you in verifying your puzzle key.
697
+
698
+For this project, you have to solve, DOCUMENT, AND VERIFY the provided
699
+puzzle in order to be eligible for full credit will be the one contained
700
+in the **puzzle** file.
701
+
702
+To obtain your puzzle, you can utilize the 'grabit' tool on lab46.
703
+
704
+## PROCESS
705
+
706
+Solve, document, and verify the puzzle.
707
+
708
+On your own.
709
+
710
+Seek to discover and explore and understand, NOT to just come up with an
711
+answer.
712
+
713
+It is recommended you do this by hand, ON PAPER. Furthermore, using graph
714
+paper may help in greatly reducing mistakes, as is using two different
715
+coloured writing implements (green, purple; or blue, black)... write up
716
+the puzzle in one colour, then use the other to mark up borrows and the
717
+like.
718
+
719
+## A NOTE ON NUMBER BASES
720
+
721
+Some of the puzzles you may be presented with may be in different number
722
+bases.
723
+
724
+You are likely acclimated to the **base 10** number system, where we have
725
+ten unique counting digits (0, 1, 2, 3, 4, 5, 6, 7, 8, 9)
726
+
727
+Different number bases simply have less or more digits.
728
+
729
+For example, base 8 and 9 both have fewer than ten counting values:
730
+
731
+| base | numbers |
732
+| ---- | ------------------------- |
733
+| 8 | 0, 1, 2, 3, 4, 5, 6, 7 |
734
+| 9 | 0, 1, 2, 3, 4, 5, 6, 7, 8 |
735
+
736
+And then we have bases with MORE counting values than in base 10:
737
+
738
+| base | numbers |
739
+| ---- | ---------------------------------- |
740
+| 11 | 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A |
741
+| 12 | 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A, B |
742
+
743
+Notice the presence of 'A' and 'B'... these are not variables or
744
+algebraic values. These are bonafide **NUMBERS**, just like 1, 2, 3.
745
+
746
+Differences manifest once you exceed the maximum counting value for the base:
747
+
748
+ * base 8: 7 + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "eight")
749
+ * base 9: 8 + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "nine")
750
+ * base 10: 9 + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "ten")
751
+ * base 11: A + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "eleven")
752
+ * base 12: B + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "twelve")
753
+
754
+You likely have extensively memorized a table of single-digit base 10
755
+values, which at first glance makes this other base stuff unfamiliar. But
756
+it works according to the same properties as base 10 (just, different
757
+symbols representing the quantities involved).
758
+
759
+For any strategies involving the "9" value (in base 10), you will find
760
+that the same strategy works in other bases (so it isn't so much a "9
761
+trick" as it is a "highest counting digit trick").
762
+
763
+Similarly, any of the relational or logical tricks will "just work", it
764
+is only the appearance of mathematical end results that really differs.
765
+So, if you are adept at the logical/relational methods for investigating
766
+a puzzle, you could perhaps minimize the amount of base-related math you
767
+may have to do (certainly on lower difficulty levels of puzzle).
768
+
769
+## YOUR SUBMISSION
770
+
771
+### SUBMISSION FOR STANDARD-STYLE LETTER DIVISION
772
+
773
+If your puzzle was provided with a quotient and remainder (and contains
774
+no question marks in the puzzle proper), you have a regular puzzle.
775
+
776
+The files you will want to submit include:
777
+
778
+ * your puzzle key, in a textfile called 'pctX.puzzle.key' containing ONLY the capital letters corresponding in order to the 0-9 values (and a trailing newline).
779
+ * your documentation of your solving and exploration of the puzzle. If you did this on paper, will need to transcribe it out into clearly readable, organized, and followable text directions. The file, in text form, should be called 'pctX.puzzle.solution'. Images of your notes will NOT be accepted for submission.
780
+ * your verification in a file called 'pctX.puzzle.verify': this is after you've completed the puzzle, and you are resolving parts of the puzzle to ensure that the letter to number mappings are valid.
781
+
782
+Your solution MUST be of a form so that, if given to another person, they
783
+can follow your steps and have an understanding of the decisions made.
784
+
785
+### SUBMISSION FOR SOLVE4-STYLE LETTER DIVISION
786
+
787
+The point behind a "solve4" puzzle is to also determine the `QUOTIENT` and `REMAINDER`, in addition to the key.
788
+
789
+ * your puzzle key, in a textfile called 'pctX.puzzle.key' containing ONLY the capital letters corresponding in order to the 0-9 values (and a trailing newline).
790
+ * your documentation of your solving and exploration of the puzzle. If you did this on paper, will need to transcribe it out into clearly readable, organized, and followable text directions. The file, in text form, should be called 'pctX.puzzle.solution'. Images of your notes will NOT be accepted for submission.
791
+ * your quotient:remainder (in letterized/obfuscated form), in a text file called 'pctX.puzzle.verify'
792
+
793
+Your solution MUST be of a form so that, if given to another person, they
794
+can follow your steps and have an understanding of the decisions made to
795
+get them from start to solution.
796
+
797
+## PUZZLE KEY
798
+
799
+As indicated, you are to place the determined key to your puzzle in a
800
+regular text file called 'pctX.puzzle.key', and will contain ONLY the
801
+capital letters, in order from 0 to the highest counting symbol of the
802
+base, of your puzzle (and a trailing newline).
803
+
804
+For example, using the example puzzle above:
805
+
806
+| 0 | R |
807
+| 1 | B |
808
+| 2 | V |
809
+| 3 | G |
810
+| 4 | P |
811
+| 5 | M |
812
+| 6 | O |
813
+| 7 | L |
814
+| 8 | J |
815
+| 9 | K |
816
+
817
+We'll want to put them, in order, in our key file:
818
+
819
+```
820
+$ echo "RBVGPMOLJK" > pctX.puzzle.key
821
+```
822
+
823
+Want to know what a proper 'key' file should look like? This:
824
+
825
+```
826
+$ cat pctX.puzzle.key
827
+RBVGPMOLJK
828
+```
829
+
830
+JUST the letters (and a trailing newline).
831
+
832
+## PUZZLE SOLUTION
833
+
834
+As stated, a very large part of this project's evaluation will be based
835
+on your clear and detailed documentation of how you determined each
836
+letter's mapping in the solution key of your puzzle.
837
+
838
+Just providing the 'key' will not result in success.
839
+
840
+Your documentation should, while there may be supporting information,
841
+provide some identified path that showed the steps you went through to
842
+identify each letter, be it directly or indirectly.
843
+
844
+You are free to write out your solution with pen on paper (that is how I
845
+usually do these puzzles); but to submit, you MUST transcribe it to text
846
+and submit it in that format. Images will NOT be accepted. Do not look on
847
+this as a reason to avoid doing it by hand: the manual work of the
848
+process is inherently beneficial, you simply need to commit to doing it.
849
+
850
+The aim here is not to dump a bunch of data on me, but instead present me
851
+with connected and pertinent information that documents your process of
852
+progression through the puzzle from start to finish. This is in the same
853
+vein as programming in a language on a computer. A computer program is a
854
+detailed description of a process to solving some problem in a format the
855
+receiver can understand.
856
+
857
+## VERIFICATION
858
+
859
+Depending on the type of puzzle you have (regular or "solve for"
860
+variety), the contents of your verification file will differ.
861
+
862
+What is the difference between a regular puzzle and a solve4 puzzle?
863
+Basically:
864
+
865
+ * a regular puzzle comes with quotient and remainder included in your puzzle
866
+ * a solve4 puzzle omits the quotient and remainder, and instead replaces them with a series of question marks, indicating that as part of your task in solving the puzzle, you must also figure out the quotient and remainder (this is why the verify for solve4 puzzles is shorter and simpler: you've already done so much of the verification work in solving it).
867
+
868
+### REGULAR PUZZLE
869
+
870
+In this form, your 'pctX.puzzle.verify' file will be similar format to
871
+your writeup (a description of what aspects of the puzzle you are testing
872
+to ensure things work out).
873
+
874
+You are to manually verify your solution by taking the numeric identities
875
+of each letter, plugging them back into the original puzzle, solving it,
876
+and converting the obtained quotient and remainder back into letter form
877
+to compare with those in the puzzle provided to you. If they match, you
878
+have successfully solved the puzzle. If they do not match, some error
879
+exists that should be addressed and corrected.
880
+
881
+An example of a verification text can be found below.
882
+
883
+### EXAMPLE FOR REGULAR PUZZLE
884
+
885
+The best way to verify the puzzle with our key is to convert the dividend
886
+and divisor to its numeric equivalent, perform the division, and
887
+compare the resulting quotient and remainder against those found in the
888
+letterified puzzle:
889
+
890
+ * divisor: KJKK --> 9899
891
+ * dividend: GLMBRVLR --> 37510270
892
+
893
+And let's do some long division!
894
+
895
+```
896
+ +---------
897
+ 9899 | 37510270
898
+```
899
+
900
+9899 goes into 37510 three times:
901
+
902
+```
903
+ 3
904
+ +---------
905
+ 9899 | 37510270
906
+ -29697
907
+ =====
908
+ 78132
909
+```
910
+
911
+It might be convenient to have a quick factor reference for 9899 handy:
912
+
913
+ * 9899 * 0 = 0
914
+ * 9899 * 1 = 9899
915
+ * 9899 * 2 = 19798
916
+ * 9899 * 3 = 29697
917
+ * 9899 * 4 = 39596
918
+ * 9899 * 5 = 49495
919
+ * 9899 * 6 = 59394
920
+ * 9899 * 7 = 69293
921
+ * 9899 * 8 = 79192
922
+ * 9899 * 9 = 89091
923
+
924
+9899 fits into 78132 seven times (69293):
925
+
926
+```
927
+ 37
928
+ +---------
929
+ 9899 | 37510270
930
+ -29697
931
+ =====
932
+ 78132
933
+ -69293
934
+ =====
935
+ 88397
936
+```
937
+
938
+Once again, looking at the list of factors, we see that the best fit for 9899 into 88397 is 79192 (a factor of 8):
939
+
940
+```
941
+ 378
942
+ +---------
943
+ 9899 | 37510270
944
+ -29697
945
+ =====
946
+ 78132
947
+ -69293
948
+ =====
949
+ 88397
950
+ -79192
951
+ =====
952
+ 92050
953
+```
954
+
955
+Finally, a factor of 9 (89091) fits in best:
956
+
957
+```
958
+ 3789 <-- quotient
959
+ +---------
960
+ 9899 | 37510270
961
+ -29697
962
+ =====
963
+ 78132
964
+ -69293
965
+ =====
966
+ 88397
967
+ -79192
968
+ =====
969
+ 92050
970
+ -89091
971
+ =====
972
+ 2959 <-- remainder
973
+```
974
+
975
+Converting our quotient and remainder back to letters:
976
+
977
+ * quotient: 3789 --> GLJK
978
+ * remainder: 2959 --> VKMK
979
+
980
+And comparing against the problem we were given:
981
+
982
+ * quotient: GLJK <-> GLJK
983
+ * remainder: VKMK <-> VKMK
984
+
985
+Success!
986
+
987
+## SOLVE4 PUZZLE
988
+
989
+The verification for these puzzles becomes a bit easier, as you are
990
+merely providing the quotient and remainder.
991
+
992
+Let's say the quotient was "BTXMK" and the remainder was "YYGMX"
993
+
994
+You'd prepare your 'pctX.puzzle.verify' file as follows:
995
+
996
+```
997
+$ echo "BTXMK:YYGMX" > pctX.puzzle.verify
998
+```
999
+
1000
+Basically: quotient followed by remainder, separated by a colon, all on
1001
+the same line.
1002
+
1003
+NOTE: Do not include any leading zeroes.
1004
+
1005
+## WALKTHROUGH VIDEOS
1006
+
1007
+To further aid your letter division efforts, I have recorded some videos
1008
+showing my walkthrough of various letter division puzzles:
1009
+
1010
+ * [another take on the puzzle presented on this page](https://youtu.be/8oCoGGspf70)
1011
+ * [a base 8 letter division puzzle](https://www.youtube.com/watch?v=2Zoa6iymxpw)
1012
+ * [a base 9 letter division puzzle](https://www.youtube.com/watch?v=zil4YjgC6bw)
1013
+ * [a base 10 letter division puzzle](https://www.youtube.com/watch?v=b6wv9zXlbJE)
1014
+ * [a base 11 letter division puzzle](https://youtu.be/OHrLOVihi_4)
1015
+
1016
+## STRATEGIES
1017
+
1018
+### LEFT EDGE
1019
+
1020
+An advantage of the left-most values, is the top value is greater than
1021
+those beneath it (it doesn't need to borrow; indeed it CANNOT borrow,
1022
+without breaking math). Might be taken from, however...
1023
+
1024
+This can also help establish the state of borrows elsewhere in the
1025
+puzzle, should a similar subtraction (same top-value) be present in more
1026
+than one place.
1027
+
1028
+For example:
1029
+
1030
+```
1031
+ WXXY
1032
+ -PQRT
1033
+ ====
1034
+ GCBA
1035
+```
1036
+
1037
+ * W-P=G
1038
+ * P << W (P is somewhat less than W)
1039
+ * G << W (G is somewhat less than W)
1040
+
1041
+NOTE: from this example alone, we do NOT know P's relationship to G.
1042
+
1043
+## DETERMINE BORROWS AND TAKES
1044
+
1045
+Like the range table and your chains of assertions gradually assembled
1046
+during puzzle solving, another activity you should undertake is the
1047
+determination of all the borrows/takes in the puzzle.
1048
+
1049
+And not just IF there is a borrow/take, but also if there isn't one.
1050
+
1051
+Many may remember the idea of borrows from math class, and are confused
1052
+at what a "take" is: this is just our attempt to connect one subtraction
1053
+into the tapestry of the overall problem.
1054
+
1055
+Take the following numeric example:
1056
+
1057
+```
1058
+ 545
1059
+-347
1060
+ ===
1061
+ 198
1062
+```
1063
+
1064
+Notice how, looking at the 5-7=8 subtraction (on the far right), we can
1065
+see that the 5 is somewhat less than 7 (and the 8), so that 5 would have
1066
+to borrow.
1067
+
1068
+Being all the way on the right, nothing is able to take from it, so that
1069
+5 is borrowing, but not being taken from.
1070
+
1071
+Onto the 4-4=9… because the 5 to its right is needing to borrow… what
1072
+is it borrowing from? The 4. So our 4 is being "taken from".
1073
+
1074
+ * 4-1=3
1075
+
1076
+3 is less than 4 (And 9), so THAT now has to borrow.
1077
+
1078
+So the 4 is being taken from, and as a result, needs to borrow.
1079
+
1080
+Then proceeding left to the 5-3=1... being all the way on the left,
1081
+it can’t borrow from anything, and the universe would explode
1082
+mathematically if the leftmost, top value in a long division term were
1083
+less than what was being subtracted from it. So, the 5 does not have to
1084
+borrow. But we know from the 4-4=9 subtraction, that the 4 borrows, and
1085
+it is borrowing from the 5
1086
+
1087
+So: that left-most 5 is not borrowing, but it IS being taken from.
1088
+
1089
+The state of the borrows/takes greatly enhances our ability to scoop up
1090
+additional clues we can turn into assertions.
1091
+
1092
+## TOP IS KNOWN GREATER THAN
1093
+
1094
+When we know the top letter is greater than at least one of the other two
1095
+numbers in the subtraction, turns out it is also greater than the other:
1096
+
1097
+```
1098
+ 8 7 6 5
1099
+-5 -1 -4 -2
1100
+== == == ==
1101
+ 3 6 2 3
1102
+```
1103
+
1104
+This can also help establish the state of borrows elsewhere in the
1105
+puzzle, should a similar subtraction (same top-value and other letter) be
1106
+present in more than one place.
1107
+
1108
+When the top is known to be greater than the or a number beneath, it
1109
+signifies that NO BORROW is happening.
1110
+
1111
+NOTE: this doesn't tell us anything about the TAKE situation.
1112
+
1113
+## TOP IS KNOWN LESS THAN
1114
+
1115
+When we know the top letter is less than at least one of the other two
1116
+numbers in the subtraction, turns out it is also less than the other:
1117
+
1118
+```
1119
+13 12 16 11
1120
+-5 -3 -7 -4
1121
+== == == ==
1122
+ 8 9 9 7
1123
+```
1124
+
1125
+This can also help establish the state of borrows elsewhere in the
1126
+puzzle, should a similar subtraction (same top-value and other letter) be
1127
+present in more than one place.
1128
+
1129
+When the top is known to be less than the or a number beneath, it
1130
+signifies that a BORROW is happening.
1131
+
1132
+NOTE: this doesn't tell us anything about the TAKE situation.
1133
+
1134
+## RIGHT EDGE
1135
+
1136
+We know from right-most values, that they are NOT being taken from.
1137
+
1138
+This can also help establish the state of takes elsewhere in the puzzle,
1139
+should an identical subtraction be present in more than one place.
1140
+
1141
+## LOOK FOR ZERO AND GREATEST SYMBOL CANDIDATES
1142
+
1143
+There are two common give-away cases for finding the two extreme digits
1144
+(least/lowest/zero and greatest/highest) in a puzzle, regardless of base:
1145
+
1146
+```
1147
+ X
1148
+ -X
1149
+ =
1150
+ Y
1151
+```
1152
+
1153
+and:
1154
+
1155
+```
1156
+ X
1157
+ -Y
1158
+ =
1159
+ X
1160
+```
1161
+
1162
+We don't, simply from this display, know if it is 0 or if it is the
1163
+greatest digit. Merely that it can only be 0 or the greatest digit.
1164
+
1165
+Determining the identity of the letter (Y in these examples) depends on
1166
+the state of borrow/takings for the subtraction.
1167
+
1168
+There really are only TWO possibilities here:
1169
+
1170
+ * no borrow AND no take (Y would be 0)
1171
+ * borrow AND take (Y would be the greatest digit)
1172
+
1173
+The other two scenarios are mathematically impossible given this
1174
+particular pattern (again, ONLY for 0, greatest digit scenario).
1175
+
1176
+## PROCESS OF ELIMINATION
1177
+
1178
+A tactic that sees use in almost any puzzle is that of elimination: or
1179
+using logic to negate possibilities.
1180
+
1181
+For example:
1182
+
1183
+```
1184
+ ABCD
1185
+-EFGH
1186
+ ====
1187
+ JKLM
1188
+```
1189
+
1190
+Looking at that right-most subtraction (D-H=M), even if we know NOTHING
1191
+about D, H, or M, we can, however, ascertain that:
1192
+
1193
+ * H is NOT zero
1194
+ * M is NOT zero
1195
+
1196
+Because none of the zero patterns are manifesting (if we had D-H=D, for
1197
+instance, in that right-most position, we'd KNOW that H was zero), we can
1198
+categorically eliminate zero as a possibility for the two lower letters
1199
+in this subtraction (NOTE: D very well COULD BE zero, but we can't do
1200
+anything about determining yet solely based on this observation).
1201
+
1202
+This strategy would work in other places, too, if sufficient
1203
+borrows/takes were known.
1204
+
1205
+For example, in A-E=J, if we had established that A was NOT being taken
1206
+from, we could apply this same elimination to E and J (not zero).
1207
+
1208
+Or B-F=K, or C-G=L, if we knew we weren't being taken from. But if we
1209
+don't know the take situation, we cannot yet act on this.
1210
+
1211
+## DOUBLING
1212
+
1213
+Sometimes we will be treated to things like:
1214
+
1215
+```
1216
+ T
1217
+ -P
1218
+ =
1219
+ P
1220
+```
1221
+
1222
+Which implies T is double the value of P.
1223
+
1224
+This isn't the whole story, as we REALLY need to know the borrow/take
1225
+situation to do anything with this information.
1226
+
1227
+For example, for an even base: if T is being TAKEN FROM, we know that T
1228
+is odd. Likewise, if it is NOT being taken from, T is even.
1229
+
1230
+Also:
1231
+
1232
+ * If T does NOT borrow, P+P is some value less than 10.
1233
+ * If T DOES borrow, P+P is some value greater than or equal to 10.
1234
+
1235
+In either case of T being odd or even, we can eliminate half the values
1236
+(if T is even, it cannot be any odd values, not in an even base).
1237
+
1238
+## NEXT-TO HINTS
1239
+
1240
+Sometimes you may be treated to left-most clues like this:
1241
+
1242
+```
1243
+ JKLM
1244
+ -FGHH
1245
+ ====
1246
+ TWX
1247
+```
1248
+
1249
+Notice how J-F equals nothing? That tells us the following things:
1250
+
1251
+ * F is exactly one value less than J (written: F < J)
1252
+ * K is LESS THAN G and T (K has to borrow to make J-F=0 versus the 1 it would otherwise be).
1253
+
1254
+## MORE NEXT-TO HINTS
1255
+
1256
+What really pays off is when we have a scenario like this:
1257
+
1258
+```
1259
+ JKLJM
1260
+ -FGHFH
1261
+ =====
1262
+ TWUX
1263
+```
1264
+
1265
+See that nestled J-F=U there? Because we had the left-most J-F=NOTHING
1266
+establishing our assertion that F < J, yet NOT knowing the state of being
1267
+taken from (ie not knowing anything about M against H or X):
1268
+
1269
+ * U is EITHER 0 or 1, to be immediately determined once we know the state of M against H or X (the subtraction immediately to the right).
1270
+
1271
+## SUBTRACT BY GREATEST DIGIT, GET INCREMENT
1272
+
1273
+If we have identified the greatest value, and we see it elsewhere in the
1274
+puzzle, NOT as the top value, but as the value being subtracted, or the
1275
+result, and we are not being taken from, we know some things.
1276
+
1277
+For example, let's say C is the greatest digit (9 in base 10), and E <<
1278
+T:
1279
+
1280
+```
1281
+ PHANT
1282
+ - OMME
1283
+ =====
1284
+ NACE
1285
+```
1286
+
1287
+See the N-M=C ?
1288
+
1289
+Because we know C is 9:
1290
+
1291
+ * N << C (everything not C is less than C (9))
1292
+ * therefore also: N << M
1293
+
1294
+Watch what happens when we plug in values:
1295
+
1296
+ * N = 1: 11-9=2
1297
+ * N = 2: 12-9=3
1298
+ * N = 3: 13-9=4
1299
+ * N = 4: 14-9=5
1300
+ * ... through N=7
1301
+
1302
+Notice how when N is 1, M is 2... 2, 3... 3, 4... ?
1303
+
1304
+In this scenario: N is EXACTLY ONE LESS than M: N < M.
1305
+
1306
+But only when we KNOW what the greatest digit in a base is and know the
1307
+state of whether or not we are being taken from.
1308
+
1309
+## SUBTRACT BY KNOWN OFFSET FROM GREATEST DIGIT, GET OFFSET INCREMENT
1310
+
1311
+Related to the above strategy, on "Subtract by greatest digit, get
1312
+increment", it actually applies to more than just the greatest digit: so
1313
+long as you know its distance from the greatest digit, and the take
1314
+situation of the subtraction, you can derive the offset of increment.
1315
+
1316
+A chart of the first few (I typically don't go any further than this out
1317
+of practicality, although the pattern persists beyond this point of
1318
+reporting):
1319
+
1320
+| digit | being taken from | not being taken from |
1321
+| ---------- | ---------------- | -------------------- |
1322
+| greatest | 0 | 1 |
1323
+| greatest-1 | 1 | 2 |
1324
+| greatest-2 | 2 | 3 |
1325
+
1326
+For example, let's say R is the second greatest digit (A in base 12), and
1327
+let's say we know that C << R:
1328
+
1329
+```
1330
+ SECOND
1331
+ - GRADE
1332
+ ======
1333
+ MATHS
1334
+```
1335
+
1336
+See the C-R=A? With R being the known second greatest digit, and knowing
1337
+that C is somewhat less than R, that means C is borrowing.
1338
+
1339
+Looking at the table, depending on the take situation, we can determine
1340
+that C is exactly 1 or 2 values less than A, potentially offing up nice
1341
+reduction of possibilities for both C and A.
1342
+
1343
+Should it turn out C is being taken from, then C is exactly 1 less than
1344
+A.
1345
+
1346
+If C is not being taken from, then C is exactly 2 less than A.
1347
+
1348
+## DIVISOR/MULTIPLICATION RELATIONS
1349
+
1350
+Since letter divisions are but a long division, if we were to look at one
1351
+(base 10) as purely numbers:
1352
+
1353
+```
1354
+ 2565
1355
+ +---------
1356
+27846 | 71447493
1357
+ -55692
1358
+ =====
1359
+ 157554
1360
+ -139230
1361
+ ======
1362
+ 183249
1363
+ -167076
1364
+ ======
1365
+ 161733
1366
+ -139230
1367
+ ======
1368
+ 22503
1369
+```
1370
+
1371
+Do you see that the divisor (27846) x 2 = 55692, divisor x 5 = 139230,
1372
+and divisor x 6 = 167076?
1373
+
1374
+Pay specific attention to the subtrahend of 55692. Notice how it is
1375
+exactly the same length in digits as the divisor (5 digits). This allows
1376
+us to make an important comparison:
1377
+
1378
+ * divisor (27846) x 1 = the divisor itself (27846).
1379
+ * any similarly-lengthed subtrahend as the divisor is NOT less than the divisor.
1380
+ * so we can make a comparison between the first digits of the divisor and that of the subtrahend.
1381
+
1382
+In a fully enlettered puzzle:
1383
+
1384
+```
1385
+ TECE
1386
+ +---------
1387
+TMGNC | MSNNMNXL
1388
+ -EECXT
1389
+ =====
1390
+ SEMEEN
1391
+ -SLXTLR
1392
+ ======
1393
+ SGLTNX
1394
+ -SCMRMC
1395
+ ======
1396
+ SCSMLL
1397
+ -SLXTLR
1398
+ ======
1399
+ TTERL
1400
+```
1401
+
1402
+In the case of TMGNC (the divisor) and EECXT (that first subtrahend),
1403
+specifically their first letters (T and E), because they are both the
1404
+same length (5 letters), we can establish the following relation:
1405
+
1406
+ * T << E (T is somewhat less than E)
1407
+ * by extension, the minuend the subtrahend is being subtracted from, has to be at least the same size or larger than the subtrahend. So, similarly, in TMGNC (the divisor) and MSNNM (5 letters), T << M (T is somewhat less than M.
1408
+
1409
+This strategy, making use of multiplication, can only be used on puzzles
1410
+where multiplication has not been restricted.
1411
+
1412
+## INVERTED SUBTRACTION PAIRS
1413
+
1414
+Given the following puzzle:
1415
+
1416
+```
1417
+ SETX
1418
+ +---------
1419
+EXEXT | XSSEMLMS
1420
+ -EXEXT
1421
+ =====
1422
+ LSECEL
1423
+ -TXMXCR
1424
+ ======
1425
+ SMCXLM
1426
+ -SSXSGN
1427
+ ======
1428
+ EMMELS
1429
+ -ELCLTG
1430
+ ======
1431
+ NSTRL
1432
+
1433
+base: 10
1434
+```
1435
+
1436
+Have you ever noticed patterns like the following:
1437
+
1438
+ * M-T=E (1st row, right-most)
1439
+ * E-M=M (2nd row, 3rd from left)
1440
+
1441
+or:
1442
+
1443
+ * X-E=L (1st row, left-most)
1444
+ * E-X=C (1st row, 2nd from right)
1445
+
1446
+Basically, two different subtractions that match the following pattern:
1447
+
1448
+ * top letter in one is a middle/bottom letter in the other
1449
+ * middle/bottom letter in the first is the top in the other
1450
+
1451
+... as is the case in those two identified examples: M (top), E (bottom)
1452
+and E(top), M (middle/bottom)
1453
+
1454
+or: X (top), E (middle) and then E (top), X (middle).
1455
+
1456
+When you have scenarios such as this we can assume something about the
1457
+sum of the OTHER two letters involved:
1458
+
1459
+ * (E,X) C + L
1460
+ * (E,M) M + T
1461
+
1462
+There are actually three possible sums, all dependent upon the state of
1463
+the takes:
1464
+
1465
+| no take from either | take from one but not the other | take from both |
1466
+| ------------------- | ------------------------------- | -------------- |
1467
+| the base | the base - 1 | the base - 2 |
1468
+
1469
+So, in the case of M-T=E and E-M=M, because M-T=E is on the right edge,
1470
+we know it cannot be taken from, so then we only need to determine the
1471
+take situation for E-M=M. Therefore, there are TWO potential answers for
1472
+M+T:
1473
+
1474
+ * (no takes) M + T = 10
1475
+ * (one take) M + T = 9
1476
+
1477
+... since the base of the puzzle is 10, 10 is the sum when there are no
1478
+takes involved on the two subtractions. For other bases, it is still "one
1479
+zero", but obviously the quantity of that base.
1480
+
1481
+The other identified pair in this example; the case of X-E=L and E-X=C,
1482
+both are within a line, so no immediate clues as to certain states on
1483
+take/no take. Therefore:
1484
+
1485
+ * (no takes) C + L = 10
1486
+ * (one take) C + L = 9
1487
+ * (two takes) C + L = 8
1488
+
1489
+This tends to be a nice way of accruing additional clues not revealed
1490
+in more common methods, increasing the chances of increasing letter
1491
+connectivity and deriving an eventual solution.
1492
+
1493
+## INVERTED SUBTRACTION RELATIONAL PAIRS
1494
+
1495
+Similar to the above strategy, what happens if you identify two
1496
+subtraction pairs, but instead of involving the same symbols, involves a
1497
+pair of symbols based on a known relation (off by one, in either
1498
+direction).
1499
+
1500
+The same core logic applies (factoring in the take situation on both).
1501
+
1502
+But we can also add additional influence based on the relation of the
1503
+symbols being modulated.
1504
+
1505
+For instance, if we were to have a known relation of `R < C`, and we had
1506
+the following:
1507
+
1508
+```
1509
+ X C
1510
+ -P -G
1511
+ = =
1512
+ R X
1513
+```
1514
+
1515
+Because we know R is one less than C, and the R is the one below the top,
1516
+with the C on the top, the value is INCREASED by 1.
1517
+
1518
+If instead we had:
1519
+
1520
+```
1521
+ X R
1522
+ -P -G
1523
+ = =
1524
+ C X
1525
+```
1526
+
1527
+Because we know R is one less than C, and the C is the one below the top,
1528
+with the R on top, the value is DECREASED by 1.
1529
+
1530
+So, rolling out with known borrow-takes:
1531
+
1532
+```
1533
+ xXx >Cx because R < C, and the larger of the pair is on the top:
1534
+ -P -G P + G = base - takes (no takes), PLUS 1
1535
+ = =
1536
+ R X
1537
+```
1538
+
1539
+```
1540
+ xXx >Rx because R < C, and the smaller of the pair is on the top:
1541
+ -P -G P + G = base - takes (no takes), MINUS 1
1542
+ = =
1543
+ C X
1544
+```
1545
+
1546
+## SINGLE-LETTER SUBTRAHEND DETERMINATION
1547
+
1548
+NOTE: Mostly useful for the "solve4" category of letter division puzzles
1549
+providing a conducive scenario to utilize this strategy.
1550
+
1551
+Let's look at the following puzzle (base 12):
1552
+
1553
+```
1554
+ ????????
1555
+ +---------
1556
+PTPXQ | NFNXHNXP
1557
+ -PTPXQ
1558
+ =====
1559
+ EHFXEN
1560
+ -EQETEF
1561
+ ======
1562
+ EXTXPX
1563
+ - PTPXQ
1564
+ ======
1565
+ FNJHUP
1566
+ -FGHJEP
1567
+ ======
1568
+ ??????
1569
+
1570
+base: 12
1571
+```
1572
+
1573
+With a current range of:
1574
+
1575
+```
1576
+ E = { 1, }
1577
+ F = { 2, }
1578
+ G = { 4, A, }
1579
+ H = { 8, }
1580
+ J = { 3, }
1581
+ N = { B }
1582
+ P = { 9, }
1583
+ Q = { 7, }
1584
+ R = { 4, A, }
1585
+ T = { 6, }
1586
+ U = { 5, }
1587
+ X = { 0, }
1588
+```
1589
+
1590
+As you can see, we are between G and R for the values of 4 and A. The
1591
+problem here is that R does not appear anywhere in the letter division,
1592
+meaning we have to determine G to determine R. There exists yet another
1593
+problem with G, it only appears as the last subtrahend before an unknown
1594
+remainder; we cannot determine it through natural puzzle-solving means.
1595
+
1596
+There are a few ways to go about this:
1597
+
1598
+ * last subtrahend divided by divisor
1599
+ * finding largest possible value (with factors of divisor) to subtract last minuend by
1600
+ * use the multiplication table and manually carry out the chain of multiplications (propagating carries as generated), building the subtrahend one value at a time (until we reach the letter in question)
1601
+
1602
+Going with the first method is simple, although depending on the values
1603
+known may be impossible or not be as efficient as the second method. We
1604
+start by turning the divisor and last subtrahend into numbers:
1605
+
1606
+ * PTPXQ = 96907
1607
+ * FGHJEP = 2G8319
1608
+
1609
+Since we do not know G yet, we leave it as-is. Now we can substitute G as
1610
+both 4 and A and try dividing by the divisor to see if we get a whole
1611
+number or not:
1612
+
1613
+ * 248319 / 96907 = 3 <- Is clearly correct, therefore G is equal to 4 and R is equal to A.
1614
+ * 2A8319 / 96907 = 3.76424...
1615
+
1616
+We are done with the first method. Now let's try the second method, which
1617
+requires more work and is very similar, but may come in handy when
1618
+lacking some numbers. First let's start off by turning the divisor and
1619
+last minuend into numbers:
1620
+
1621
+ * PTPXQ = 96907
1622
+ * FNJHUP = 2B3859
1623
+
1624
+Now let's make a factor list for PTPXQ:
1625
+
1626
+ * 96907 * 1 = 96907
1627
+ * 96907 * 2 = 171612
1628
+ * 96907 * 3 = 248319
1629
+ * 96907 * 4 = 323024
1630
+ * 96907 * 5 = 3B992B
1631
+ * 96907 * 6 = 494636
1632
+ * 96907 * 7 = 56B341
1633
+ * 96907 * 8 = 646048
1634
+ * 96907 * 9 = 720953
1635
+ * 96907 * A = 7B765A
1636
+ * 96907 * B = 892365
1637
+
1638
+From this factor list we need to see the highest number we can subtract
1639
+our last minuend (FNJHUP) by. Clearly 248319 from that group is smaller
1640
+than FNJUP and is the highest possible number. So that is the last
1641
+subtrahend used to get the remainder meaning G is equal 4!
1642
+
1643
+If G is equal to 4 then R is equal to A.
1644
+
1645
+## CHECKING YOUR RESULTS
1646
+
1647
+While things like the solution must be qualitatively evaluated, there are
1648
+a number of simple checks that can be done (especially for your key and
1649
+verify files) to determine whether or not you are on the right path.
1650
+
1651
+On lab46, you can run the **pzlchk** tool in the directory where your
1652
+puzzle files reside, and it will perform a number of tests, reporting its
1653
+findings to you in color-coded fashion.
1654
+
1655
+To use it:
1656
+
1657
+ * log into lab46
1658
+ * change into the directory where your pctX.puzzle files are located (key, solution, verify)
1659
+ * run the **pzlchk** tool with the appropriate arguments:
1660
+ * first argument is your class DESIG
1661
+ * second argument is your pctX project
1662
+ * analyze the results:
1663
+ * green and cyan indicates a level of acceptable status or success
1664
+ * red indicates an error
1665
+
1666
+```
1667
+lab46:~/src/SEMESTER/DESIG/pctX$ pzlchk DESIG pctX
1668
+```
1669
+
1670
+For example, here's what a fully working, submitted output would look like:
1671
+
1672
+```
1673
+lab46:~/src/SEMESTER/DESIG/pctX$ pzlchk DESIG pctX
1674
+Checking DESIG/pctX data files ...
1675
+ > checking key file ...
1676
+ > key file exists: pctX.puzzle.key
1677
+ > key is of correct format
1678
+ > key is of correct length
1679
+ > key matches an entry in the MANIFEST
1680
+ > checking solution file ...
1681
+ > solution file exists: pctX.puzzle.solution
1682
+ > solution file meets minimum length requirements
1683
+ > checking verify file ...
1684
+ > verify file exists: pctX.puzzle.verify
1685
+ > verify is NOT of incorrect format
1686
+
1687
+Checking DESIG/pctX submission ... submitted on 20210202-211205
1688
+```
1689
+
1690
+## SUBMISSION
1691
+
1692
+By successfully performing this project, you should be submitting files
1693
+that satisfy the following requirements:
1694
+
1695
+ * a `pctX.puzzle.key` file formatted as indicated elsewhere in this project document
1696
+ * a `pctX.puzzle.solution` file containing organized and informative detailing of your path to solution
1697
+ * a `pctX.puzzle.verify` file containing the appropriate verification information
1698
+
1699
+NOTE: Please substitute the actual project number in place of the 'X' in
1700
+pctX.
1701
+
1702
+To submit this project to me using the **submit** tool, run the following
1703
+command at your lab46 prompt:
1704
+
1705
+```
1706
+lab46:~/src/SEMESTER/DESIG/pctX$ submit DESIG pctX pctX.puzzle.key pctX.puzzle.solution pctX.puzzle.verify
1707
+Submitting DESIG project "pctX":
1708
+ -> pctX.puzzle.key(OK)
1709
+ -> pctX.puzzle.solution(OK)
1710
+ -> pctX.puzzle.verify(OK)
1711
+
1712
+SUCCESSFULLY SUBMITTED
1713
+```
1714
+
1715
+NOTE: "DESIG" here is your class designation. It can be something like
1716
+"cprog", "unix", "data", "discrete", "c4eng". You should know what your
1717
+particular class designation is and substitute it into the submit line
1718
+above.
1719
+
1720
+You should get some sort of confirmation indicating successful submission
1721
+if all went according to plan. If not, check for typos and or locational
1722
+mismatches.
1723
+
1724
+I'll be looking for the following:
1725
+
1726
+```
1727
+XX:pctX:final tally of results (XX/XX)
1728
+*:pctX:puzzle.key file submitted with correct values [#/#] (lower half of one-third)
1729
+*:pctX:puzzle.solution documents discovery of each letter [#/#] (two-thirds)
1730
+*:pctX:puzzle.verify provides verification information [#/#] (upper half of one-third)
1731
+```
1732
+
1733
+Additional points of consideration:
1734
+
1735
+ * if any restrictions are in force and they are ignored in the solving of the problem, up to 50% of credit can be deducted.
1736
+ * if solution is messy and disorganized, up to 50% of credit can be deducted (if I cannot easily tell how you got something).
1737
+
1738
+Point values for the various iterations of pctX projects:
1739
+
1740
+| pct0 | 13 pts | bonus |
1741
+| pct1 | 13 pts | bonus |
1742
+| pct2 | 26 pts | |
1743
+| pct3 | 26 pts | bonus |
1744
+| pct4 | 26 pts | |
1745
+| pct5 | 39 pts | bonus |
1746
+| pct6 | 39 pts | |
1747
+| pct7 | 39 pts | bonus |
1748
+| pct8 | 39 pts | |
1749
+| pct9 | 52 pts | bonus |
1750
+| pctA | 52 pts | |
1751
+| pctB | 52 pts | bonus |
1752
+| pctC | 52 pts | |
1753
+| pctD | 52 pts | bonus |
1754
+| pctE | 52 pts | bonus |
1755
+| bwp1 | 39 pts | bonus |
1756
+| bwp2 | 52 pts | bonus |
haas/spring2026/comporg/projects/wcpX.md
... ...
@@ -0,0 +1,153 @@
1
+# WEEKLY CLASS PARTICIPATION (WCPX)
2
+
3
+## OVERVIEW
4
+
5
+Each week, you have the ability to earn class participation credit by
6
+performing any of the available activities (for some amount of points)
7
+per week within the stated constraints, in order to attain a given point
8
+threshold (varying from week to week or as a general progression
9
+throughout the semester).
10
+
11
+## BACKGROUND
12
+
13
+Measuring participation fulfills a vital role of gauging individual
14
+involvement and interactivity in on-going class activities, not just
15
+their ability to perform assigned projects.
16
+
17
+Being exposed to and interacting with the subject matter helps to improve
18
+understanding, and eventually fluency, yet the trends these days seem to
19
+involve more and more people only putting forth effort for a class DURING
20
+said class (often at the expense of the actual in-class activity going
21
+on).
22
+
23
+Some may think it is time well spent, but when I find myself constantly
24
+repeating myself days, weeks, even months later, it is clear that
25
+something needs to be done in order to improve individual participation
26
+in the course.
27
+
28
+## PARTICIPATION ACTIVITIES
29
+
30
+The following are a list of available activities, along with current
31
+weekly claim caps, and point values that you can perform for
32
+participation credit in a given week.
33
+
34
+Watch this space, as new activities may be added, or old ones obsoleted
35
+(either conditionally or entirely), along with tweaks to claim caps and
36
+point values.
37
+
38
+| attribute | description | cap | points per | week available |
39
+| --------- | --------------------------- | --- | ---------- | -------------- |
40
+| discord# | active on class discord | 6 | 2pts | 1+ |
41
+| early | early submission (3+ days) | 1 | 2pts | 1+ |
42
+| repo | 4+ commits to repository | 1 | 2pts | 1+ |
43
+| present# | physically present | 2 | 1pts | 7+ |
44
+
45
+You will see that, in a normal week a TOTAL of 16-18 points are possible
46
+(depending on particular attribute criteria)
47
+
48
+Each week I will require some subset of the above-stated activities to be
49
+done for participation, giving you choices on how you'd like to earn this
50
+credit. Depending on the combination, I may consider participation
51
+activities done in excess of the weekly cap as some form of bonus
52
+(applied to the participation component).
53
+
54
+NOTE: The eligibility for claiming a `discord#` attribute is based on
55
+on-topic, on-going interactions on the class discord channels. Direct
56
+Messages in Discord do NOT count.
57
+
58
+E-mails do NOT count toward participation.
59
+
60
+Part of your responsibility in the class is to participate in the
61
+learning environment with others.
62
+
63
+During week 1, since we are just getting started, `#generalchat` messages
64
+will be included in the list of acceptable participation sources (but
65
+will only be included for consideration in the first week).
66
+
67
+Pertinent interactions on `#puzzl-y-tastic` will also count towards
68
+acceptable participation sources.
69
+
70
+Cap on bonus points: one can only earn AT MOST HALF the stated weekly
71
+points in bonus form (or 2, if the halfway value is less than 2).
72
+
73
+For `#discord`, the time threshold between earnable points starts at 192
74
+minutes, and will increment by 192 with each passing earned attribute
75
+throughout the given week.
76
+
77
+Only posts (or accumulations of posts) of at least 32 words will be
78
+considered eligible. Accumulated triggers will only come to fruition once
79
+the necessary time lapse has transpired.
80
+
81
+wcp activity analysis is automated: the **wcp** tool will show you a
82
+daily report of what you've currently accumulated (updated once per day,
83
+sometime around midnight).
84
+
85
+## WCPX REPORTS
86
+
87
+Each week there will be a `wcp#` report started for you to view your
88
+accumulated participation credit, which can be viewed using the `wcp`
89
+tool (on lab46).
90
+
91
+Failure to adequately participate under the terms of the available
92
+attributes by the deadline will result in lost credit: remembering and
93
+time management are important skills as well!
94
+
95
+The report will start on Thursday, and close by the end of that week
96
+Wednesday. You have between the open and close of a reporting period to
97
+perform your recognized participation activities.
98
+
99
+## WEEKLY POINT REQUIREMENTS
100
+
101
+Following will be a list of participation point tallies you will need to
102
+accumulate in a given week to get full credit:
103
+
104
+| week | report | opens on | closes | total points needed |
105
+| NUM | NAME | | on | |
106
+| ---- | ------ | -------- | -------- | ------------------- |
107
+| 1 | wcp1 | 20260122 | 20260128 | 2 |
108
+| 2 | wcp2 | 20260129 | 20260204 | 2 |
109
+| 3 | wcp3 | 20260205 | 20260211 | 4 |
110
+| 4 | wcp4 | 20260212 | 20260218 | 4 |
111
+| 5 | wcp5 | 20260219 | 20260225 | 4 |
112
+| 6 | wcp6 | 20260226 | 20260304 | 4 |
113
+| 7 | wcp7 | 20260305 | 20260311 | 8 |
114
+| 8 | wcp8 | 20260312 | 20260325 | 8 |
115
+| 9 | wcp9 | 20260326 | 20260401 | 8 |
116
+| A | wcpA | 20260402 | 20260408 | 8 |
117
+| B | wcpB | 20260409 | 20260415 | 8 |
118
+| C | wcpC | 20260416 | 20260422 | 8 |
119
+| D | wcpD | 20260423 | 20260429 | 8 |
120
+| E | wcpE | 20260430 | 20260506 | 8 |
121
+
122
+There are no make-ups. If you miss performing an activity, you can either
123
+make up the credit by other participation activities, or even make up for
124
+lost credit with bonus points in other weeks.
125
+
126
+## VIEWING YOUR CURRENT WEEK PARTICIPATION REPORT
127
+
128
+The sanctioned participation activities, when performed, leave a digital
129
+trail, which I capture.
130
+
131
+The spirit of this activity is that you are making genuine and honest
132
+contributions to participation each and every week.
133
+
134
+### USING WCP
135
+
136
+If you are within the report window for a particular week (say, week1, so
137
+the `wcp1` participation report is active), you can view your report
138
+using the `wcp` tool.
139
+
140
+It takes 2 arguments:
141
+
142
+ * the class DESIG you are checking the report on (eg: c4eng, cprog, unix)
143
+ * the wcpNUM report name (where NUM is `1` for wcp1/week1)
144
+
145
+And you can do so as follows (replace 'DESIG' with your lowercase class
146
+designation, for the appropriate week):
147
+
148
+```
149
+lab46:~$ wcp DESIG wcpNUM
150
+```
151
+
152
+This should bring up the current report, displayed to STDOUT in your
153
+lab46 terminal.
haas/spring2026/cprog.md
... ...
@@ -0,0 +1,759 @@
1
+# spring2026/cprog
2
+
3
+# CSCS1320 C/C++ Programming
4
+
5
+## Syllabus / Course Homepage
6
+
7
+| Instructor: | Matthew Haas (haas@corning-cc.edu) |
8
+| Office: | `CHM123` |
9
+| Office Hours: | `T 10:00a-10:50a`, `W 1:30p-2:20p`, `R 10:00a-12:50p` |
10
+| Class Meeting: | Online/Async |
11
+| Class DESIG: | `cprog` |
12
+| Class Chat: | `#cprog` on discord |
13
+| Public Directory: | `/var/public/fall2025/CPROG` |
14
+| CRN: | `31092` |
15
+| '`W`' Drop Date: | April 6, 2026 |
16
+| ----------------- | -------------------------------------------------------------- |
17
+| DISCORD invite: | [https://discord.gg/8eu3nKjUXX](https://discord.gg/8eu3nKjUXX) |
18
+| Projects page: | [https://lab46.g7n.org/haas/spring2026/cprog/projects.md](https://lab46.g7n.org/haas/spring2026/cprog/projects.md) |
19
+| CCC Syllabus Statements: | [https://docs.google.com/document/d/1JsIuYeV5c72l5qaQEFOoNhJDYeaCv60U-kCKMaKzhv4/](https://docs.google.com/document/d/1JsIuYeV5c72l5qaQEFOoNhJDYeaCv60U-kCKMaKzhv4/) |
20
+
21
+## Course Description
22
+
23
+C/C++ Programming for systems, commercial, and scientific applications.
24
+Topics include: procedural vs. object-oriented programming, data types,
25
+operators, standard control structures, functions, pointers, arrays,
26
+structures, classes, objects, encapsulation, inheritance, polymorphism,
27
+templates and libraries.
28
+
29
+(4 cr. hrs.) (Spring) Prerequisite: `CSCS 1240` or Instructor Consent
30
+Lecture/laboratory.
31
+
32
+## Course Objectives
33
+
34
+Upon completion of this course, students will be able to:
35
+
36
+ * write and compile code that utilizes programming constructs
37
+ * use pointers and variables to discover the indirect properties of data storage
38
+ * comprehend the basics of memory management, data representation and storage
39
+ * identify and label various data types as scalar vs. composite
40
+ * distinguish and explain difference between homogeneous and heterogeneous composite data types
41
+ * break down and separate code into functions and illustrate the use of parameter passing
42
+ * justify the use of various programming constructs within code solutions
43
+ * discover the standard libraries and use libraries in solving problems
44
+
45
+## Assumptions
46
+
47
+There are many great opportunities for realization and insight ahead, but
48
+there are also many obstacles standing in the way of you staying on a
49
+path of success. I find that uncommunicated assumptions can play a role
50
+in hampering progress, so please ensure you are suitably read up and
51
+aware of my assumptions coming into the course, along with my assumptions
52
+of your assumptions, playing the role of a studious student seeking
53
+enlightenment.
54
+
55
+Let's also make sure we are on the same playing field by establishing
56
+some definitions:
57
+
58
+**student**: A student is primarily a person enrolled in a school
59
+or other educational institution and who is under learning with
60
+goals of acquiring knowledge, developing professions and facilitating
61
+employment in a particular field. In the broader sense, **a student
62
+is anyone who applies themselves to the intensive intellectual
63
+engagement with some matter necessary to master it** as part of
64
+some practical affair in which such mastery is basic or decisive.
65
+(https://en.wikipedia.org/wiki/Student)
66
+
67
+While a decent definition, I would argue that it falls short by not also
68
+indicating certain things that should be stated, so herein are some
69
+further assumptions:
70
+
71
+A student, entering into the educational environment of a particular
72
+class or degree of study (especially at the undergraduate level where we
73
+reside), **DOES NOT** need to have any prior experience with the subject
74
+matter. That is: if you are taking a course on introductory programming
75
+in a certain language, the student is not expected to know how to program
76
+in that specific language (and depending on prerequisites to the course,
77
+may not even need to know anything about programming at the introductory
78
+level).
79
+
80
+To learn something means you don't know it. Not knowing something,
81
+there's a state of not understanding, and not being aware of what a
82
+particular thing or concept is. A student taking a class to learn
83
+something necessarily needs to be in active pursuit of gaining an
84
+understanding, but is not expecting to come in knowing anything. Learning
85
+is often a mistake-ridden process of bumping around in progressively less
86
+conceptually dark spaces as patterns are sussed out and intuitive
87
+connections are established. We learn best from our mistakes, so a
88
+student that does not make mistakes, or that avoids opportunities to make
89
+mistakes, isn't being a good student.
90
+
91
+Learning is build upon an ever-growing foundation (your life experience
92
+and knowledge, some derivation of society's and civilization's collective
93
+body of experience and knowledge), and to be eligible to take a college
94
+class, yes, SOME prerequisite knowledge is assumed, namely:
95
+
96
+ * you are functionally literate in English
97
+ * you know how to and can/will read (input/consume)
98
+ * you know how to and can/will write (output/create/produce)
99
+ * you know how to and can/will do math/computations
100
+ * you know how to and can/will think
101
+ * you know how to and can/will ask questions
102
+
103
+A student's (or learner's) absolute BEST tool is the question,
104
+specifically the regular asking of them. You **NEED** to be regularly
105
+engaging yourself and the class with questions, and responses to
106
+questions. No two people perceive something the same exact way.
107
+One explanation is not ideal for every individual. If an available
108
+explanation falls short with respect to being clarifying or promoting
109
+understanding, you should ask a question. If an available explanation is
110
+clarifying, but then upon further thought creates confusion or makes you
111
+wonder about other, potentially related things: YOU SHOULD ALSO ASK a
112
+question.
113
+
114
+The benefit of authentic education is that it transitions one from a
115
+state of predominantly not knowing what they don't know, to a state where
116
+while they may know that they know more than they did before, also then
117
+cultivates an important perception of then KNOWING that they don't know
118
+even more things.
119
+
120
+Education isn't about certainty or comfort in attaining a set of facts
121
+and calling it quits: It is about coming to terms with the endless
122
+uncertainty of possible things that can be pursued or known. We can never
123
+know everything, but we CAN know that we can never know everything. We
124
+instead strive for a functioning subset where we learn enough to give us
125
+a foundation in the present, and consistently keep learning (although
126
+hopefully less so exclusively in a classroom as time goes by, but
127
+instead by the individual having gained enough experience to become a
128
+self-learner) to keep up with the demands of tomorrow.
129
+
130
+So, as a student learner embarking upon and taking this class, know that
131
+I don't assume you know anything about the course you are taking, and
132
+that you will be reading and thinking and doing and computing and asking
133
+questions regularly so that by the conclusion of the course, you will
134
+have some greater idea of the nature of what was encountered in the
135
+class.
136
+
137
+If you don't want to ask questions, for whatever reason, nor want to
138
+bother with expanding your horizons, in learning new and different
139
+concepts and ways of doing things (ie you want to remain small and
140
+stagnant), then I would urge you to reconsider taking this course: it is
141
+NOT a daycare to keep your mind and hands pacified. It is an educational
142
+environment where you will be tasked to grow and improve.
143
+
144
+## Course Materials
145
+
146
+The C Book
147
+by Mike Banahan, Declan Brady and Mark Doran
148
+Publisher: GBDirect (out of print, freely available PDF)
149
+[Book URL](https://publications.gbdirect.co.uk/c_book/)
150
+[Download](https://lab46.g7n.org/downloads/the_c_book.pdf)
151
+
152
+The C Programming Language, 2nd Edition
153
+by Brian W. Kernighan and Dennis M. Ritchie
154
+Publisher: Prentice Hall
155
+ISBN: 0-13-110362-8
156
+[Book URL](http://cm.bell-labs.com/cm/cs/cbook/)
157
+
158
+## Technology Policy
159
+
160
+The baseline qualifications for taking this course include you having a proficiency:
161
+
162
+ * to type on a full-size computer keyboard (104-key or equivalent)
163
+ * with basic computing concepts (files, storage, units of information)
164
+ * to read instructions and available technical data in relevant theatres and domains
165
+
166
+... and an ability:
167
+
168
+ * to readily ask questions
169
+ * to take notes and later retrieve useful information from them
170
+ * to recall important concepts and experiences
171
+ * to work on class-related content outside of class
172
+
173
+... and a willingness:
174
+
175
+ * to attempt solving new and unfamiliar problems
176
+ * to encounter new and unfamiliar concepts
177
+ * to indulge in new and unfamiliar activities
178
+ * to learn in new and unfamiliar ways
179
+ * to work on class-related content outside of class
180
+
181
+## AI use policy
182
+
183
+With the advent of commercially-viable and desktop-usable AI products
184
+(AI/AGI/chatGPT/LLMs/etc.), heretofore all regarded as "AI", questions of
185
+ethics and allowability of such tools in the learning process have become
186
+a rather hot topic. For the purposes of my classes:
187
+
188
+AI use is **not** recommended; you would be better off at this stage not
189
+even touching it.
190
+
191
+AI is a powerful tool for productivity, yet when used prior to
192
+solid understanding of the concepts and information being transacted,
193
+ultimately suffer and stagnate.
194
+
195
+You should aim to understand and know how to do things yourself, by
196
+hand/manually. This allows you to better vet AI output, not to mention
197
+better leverage various automation technologies.
198
+
199
+During this learning process, do as much of the task as you can by hand
200
+or mentally: this is how you gain understanding and comprehension. This
201
+allows you to better vet AI output.
202
+
203
+If you insist on using AI, you hereby acknowledge you assume
204
+responsibility for its inherent perils and hazards it can cause you and
205
+your progress/success in this class:
206
+
207
+ * accept that you are putting yourself at risk of deeply sabotaging your learning journey, subjecting yourself to stagnant thought and limited perspectives, as you insulate yourself from the rigors of doing the actual work
208
+
209
+ * accept that you will have to live with the awareness that the instructor and other suitably aware individuals in the course may lose some faith in your humanity
210
+
211
+ * accept that, if you pass off AI-generated work as your own, and your work is questioned, **if you are unable to competently demonstrate your understanding, you risk losing any and all credit for that deliverable**
212
+
213
+ * YOU are the student, YOU are the one here to do the work and learn.
214
+
215
+AI prose is increasingly sophisticated and convincing. Yet there is a
216
+difference between verbosity and competence. Learning to differentiate
217
+between them is a valuable life skill, and an important ability to have
218
+when dealing with AI output.
219
+
220
+## Grading Policy
221
+
222
+The grading policy is broken down into 4 areas, totalling 104 points
223
+(which will account for 100% of the grade):
224
+
225
+ * Notes/Journal/Writing (13pts)
226
+ * Projects (52pts)
227
+ * Participation (13pts)
228
+ * EoCE (26pts).
229
+
230
+Each area, as well as the overall grade, will be evaluated based on a sum
231
+of accumulated points on each projects out of a sum of total points on
232
+each project (as opposed to a sum of averages on each project). This
233
+totaling tends to favor those who consistently do work throughout the
234
+semester, and I want to reward that.
235
+
236
+In addition, for each third to quarter of the class (at instructor's
237
+discretion), there will be a possibility of a **knowledge assessment**,
238
+the results of which will serve as a credit multiplier to any points
239
+accrued (ranging from 0.00-1.00). That means: if you skip or bomb the
240
+knowledge assessment, all your accrued points for that segment of the
241
+course are multiplied by 0.00, and that is the resultant credit that is
242
+factored into your grade.
243
+
244
+While the term 'percent' may be used, it is more appropriate to consider
245
+it a 'percent-oh-four', as the word 'percent' refers to PER each CENT
246
+(100). We are dealing not with 100s, but 104s.
247
+
248
+Also: with the possible exception of the project component, any
249
+accumulated point excesses will be capped at the allocation per that
250
+grading unit.
251
+
252
+## Letter Grades
253
+
254
+Letter grades are pegged to the following numeric values:
255
+
256
+ * **A** (98.00+)
257
+ * **A-** (92.00-97.99)
258
+ * **B+** (86.00-91.99)
259
+ * **B** (80.00-85.99)
260
+ * **B-** (74.00-79.99)
261
+ * **C+** (68.00-73.99)
262
+ * **C** (62.00-67.99)
263
+ * **D** (56.00-61.99)
264
+ * **F** ( 0.00-55.99)
265
+
266
+Any calculated values in excess of two decimal places that may impact the
267
+result is at the sole evaluatory discretion of the instructor (for
268
+example, getting a 92.997; if you've been a pleasant, decent human being,
269
+I may do you a favor. Just sayin'). Application of any 'rounding' or
270
+other result processing is also at the sole discretion of the instructor.
271
+
272
+Bonus points, if given/available, are applied to a particular grade
273
+component (for example, a project bonus point will only pad the projects
274
+component of the grade), and then only up to a maximum of that grade
275
+component's total value (ie, one cannot use bonus points to exceed the 13
276
+possible overall points on the journal, or participation, for example).
277
+
278
+In addition, some further constraints pertaining to bonus point
279
+eligibility:
280
+
281
+Bonus projects that are due the same week as a for-credit project will
282
+only be considered if the for-credit project was actually turned in.
283
+
284
+Bonus projects that are due the same week as a for-credit project will
285
+only be considered if the for-credit project had a final evaluated result
286
+of greater than or equal to 52%.
287
+
288
+Bonus points from early submission of a for-credit project will only be
289
+applied if the for-credit project had a final evaluated result of greater
290
+than or equal to 52%.
291
+
292
+**NOTE**: bonus projects or other extra credit items are **not** eligible
293
+for early submission bonuses.
294
+
295
+## Course Notes
296
+
297
+Accomplishing the assigned tasks represents only part of the educational
298
+experience. A vital part of learning involve understanding and thinking.
299
+Writing is perhaps the best tool we have of capturing thought.
300
+
301
+In each course, as appropriate, there will be an on-going, weekly
302
+class-collaborative documentation, in the form of coursenotes or some
303
+related endeavour where the aim will be to assemble a coherent,
304
+informative document providing insight what went on in class / improved
305
+presentation of some class resource.
306
+
307
+While collaborative in nature, each individual will be evaluated based on
308
+number of commits and quantity of content contributed. While class or
309
+resource topics may vary from week to week, look to contribute at least
310
+256 words of informative, relevant content for consideration of full
311
+credit in this category.
312
+
313
+## Projects
314
+
315
+Projects constitute the portion of your grade involving activities you
316
+perform in the name of experiencing and demonstrating knowledge in this
317
+class- the means by which I will be assessing your understanding of the
318
+material through directed explorations of various topics. Such projects
319
+may be comprehensive to one another.
320
+
321
+In some cases, depending on the situations involved, a project may be
322
+conducive for group-based collaboration. This is not the default case,
323
+but is specified on a case-by-case basis. In such scenarios, all involved
324
+group members should be identified prior to starting on the project.
325
+Additionally, ALL group members in a collaborative situation must perform
326
+fairly equivalent work output into the completion of the project.
327
+Deficient members may experience reduced success.
328
+
329
+In accordance with the late policy, projects past their deadline will see
330
+a late penalty of 33% levied per day. This is to mitigate procrastination
331
+and encourage better time management, and also to ensure progress
332
+continues- once we hit the third day, a past due project is no longer
333
+worth any credit, so it behooves everyone to stay on top of assigned work
334
+and to complete it by its respective deadline. To clarify, if a project
335
+is due by the end of Wednesday, it would be 33% late Thursday (1 day
336
+late), 66% late Friday (2 days late), 100% late once it becomes Saturday
337
+(3+ days late).
338
+
339
+## Participation
340
+
341
+Maintaining an ever present effort in your journey with respect to being
342
+present for class gatherings and making such effort known is an important
343
+aspect to academic interactions.
344
+
345
+For class (no matter the setting), you are to show your effort through
346
+demonstrating regular interactive activity on lab46 and related class
347
+resources (discord, repository). Emphasis will be on communications
348
+taking place with the entire class (the class discord chat).
349
+
350
+Participating in class interactions is of significant importance.
351
+Participation is like the "I care" component of your grade. If you care
352
+enough to learn and help enhance the experience, you will have no trouble
353
+here. If you are disruptive or are not putting forth effort, however,
354
+then it will be duly reflected.
355
+
356
+Weekly participation may link directly to overall credit received on
357
+weekly projects! Do not be silent and in the shadows- ask questions and
358
+be interactive with the class!
359
+
360
+Each week, you have the ability to earn participation credit by
361
+performing various activities (for some amount of points per week, likely
362
+reflective of week and progression of semester). The particular **wcp#**
363
+projects will detail the specific attributes and points available (and
364
+needed) for a particular week.
365
+
366
+I would encourage you to vary your participation activities from week to
367
+week, especially as no one single activity will eventually be enough to
368
+cover the entirety of your weekly participation requirements.
369
+
370
+If you anticipate missing a class, please notify me in advance. While you
371
+may still lose applicable participation credit, the advance notice will
372
+be taken into positive consideration.
373
+
374
+## EoCE
375
+
376
+As the semester starts wrapping up, the End of Course Experience (EoCE)
377
+will be released.
378
+
379
+Intended as a sort of comprehensive project(s), its aim is to evaluate
380
+your knowledge gained from the class this semester. Unlike other classes
381
+which have a "Final Exam", the EoCE is meant to be an EXPERIENCE, and as
382
+such celebrated across the land. If you're new to my classes, you'll see
383
+those with prior experience jump for joy at the thought of an EoCE (the
384
+twitching / convulsing is merely ecstatic joy that is difficult for the
385
+corporeal body to manifest).
386
+
387
+## Submission Guidelines
388
+
389
+The following are some guidelines to keep in mind when preparing your
390
+work for submission. Not all may always be applicable, to each class, or
391
+even each submission.
392
+
393
+### Digital is best
394
+
395
+Technology is a wonderful thing. It facilitates many of the tasks we'd
396
+otherwise have to do manually by hand.
397
+
398
+The intent here is to make things easy on both you and me.
399
+
400
+So use the technology, and don't just it for the sake of using it-- use
401
+it to make the task at hand easier (ie use the technology available and
402
+sanctioned for the course).
403
+
404
+With that said, some additional aspects to keep in mind:
405
+
406
+ * e-mails were designed to be plain text; don't make them into web pages
407
+ * e-mails should always have an informative subject line
408
+ * if you've got non-text files to include in an e-mail, just attach them
409
+ * you've got many attachments? archive/compress them, attach the archive
410
+ * plain ASCII text (UTF-8) is preferable over any enriched text format
411
+
412
+If appropriate, I also will accept submissions via singing telegram,
413
+airplane banner, crop circles, creative dance, three part rock aria, etc.
414
+so long that I get to witness such creativity, and receive something
415
+which lets me look back on it later (photos, video, transcription on
416
+paper, etc.). Chances are such unique submissions will gain you favorable
417
+considerations.
418
+
419
+### Identification
420
+
421
+Where applicable, be sure to include the following information on any
422
+submission:
423
+
424
+ * Name,
425
+ * Course and Section,
426
+ * Due Date,
427
+ * Assignment # and description,
428
+ * Short abstract describing the purpose of your program / assignment.
429
+
430
+Presentation of this information in a clear and organized fashion will
431
+make your assignment all the easier to read. You may come up with your
432
+own format for the display of this information.
433
+
434
+Any e-mail submissions should have an appropriate subject line. Please
435
+use subjects on all e-mails. This is also very important.
436
+
437
+Leaving off the subject line is like sending a letter without putting a
438
+stamp on it-- it causes someone extra work. And that someone would be me.
439
+So don't do it. Please please please use informative subject lines!
440
+
441
+### Paraphrasing
442
+
443
+For any provided questions, keywords, etc.: identify each question or
444
+selection you are answering by listing or paraphrasing the original
445
+question.
446
+
447
+Do not just give me an answer.
448
+
449
+This is important. I mean it. You don't know how frustrating it is to get
450
+an assignment that just has the answers on it. It takes so much longer to
451
+evaluate.
452
+
453
+I reserve the right to deduct points if you don't do this.
454
+
455
+### Organization
456
+
457
+Keep your programs and assignments organized and easy to read.
458
+
459
+Use a uniform writing style. Messy or unorganized submissions will have
460
+points deducted. Think to yourself: does it look good? Would **you** want
461
+to read this? Take pride in your work.
462
+
463
+These assignments are not just for me to read and grade- you may wish to
464
+incorporate them into a portfolio for use in the future. Making an
465
+investment now could pay off later!
466
+
467
+### Timeliness
468
+
469
+Turn in submissions on time.
470
+
471
+Late submissions will be subject to an appropriate penalty. Circumstances
472
+vary, see the Late Policy for details.
473
+
474
+In many cases, where possible, I do accept resubmissions.
475
+
476
+### Errors
477
+
478
+If you encounter an error while performing some task (and the directions
479
+do not indicate you should be receiving an error), chances are you made a
480
+typo. Consult the class chat, ask someone, or contact me.
481
+
482
+**NOTE**: Submissions containing answers based on user error will be
483
+considered incorrect.
484
+
485
+### Backups
486
+
487
+Be sure to keep a backup copy of all assignments submitted in the event
488
+something is lost in transmission.
489
+
490
+**It is your responsibility to be able to send another copy of your
491
+submission should the original be lost.**
492
+
493
+### Common Sense
494
+
495
+Use your own judgment. The world today is increasingly filled with rules
496
+and policies dictating what you can and cannot do. I am not about to
497
+go and list all the specifics and restrictions regarding assignment
498
+submission.
499
+
500
+You are here to learn and to grow, and I want to allow you a certain
501
+amount of flexibility in that process. Spending all your time formatting
502
+an assignment to my specifications isn't my idea of learning. Incorporate
503
+these guidelines into your general style, if you miss the mark I'll let
504
+you know. But focus more on learning and understanding than worrying
505
+about dotting every 'i' or crossing every 't'. There's enough of that
506
+elsewhere in the world.
507
+
508
+## Late Policy
509
+
510
+Sometimes, even though we try our hardest to get everything in on time,
511
+the spurious Murphy's Law will make an appearance. Your dog ate your
512
+network cable, a burst of cosmic rays damaged your RAM precisely where
513
+your work was located... the list goes on.
514
+
515
+If something is not submitted by its respective due date (or, heaven
516
+forbid, the late window), and no advance attempt has been made to
517
+communicate with me, the assignment will be invalidated of any value.
518
+
519
+Bottom line.. if something is going to be late: let me know. It happens,
520
+just don't make a habit of it. Communication is key.
521
+
522
+Unless otherwise specified, past due assignments will lose 33% credit per
523
+day, rendering them worthless credit-wise after 3 days.
524
+
525
+Please do remember most projects are released **at least** one week in
526
+advance. If you wait until the finals days before the deadline, and
527
+struggle due to lack of time, that isn't grounds for reconsideration of
528
+any deadlines or late penalties. Take the whole time, work away slowly at
529
+it over time, and that will likely lead to far fewer deadline rushes.
530
+
531
+### Attendance
532
+
533
+Attendance plays an important part in one's educational journey each
534
+semester. Missing class deprives you of essential knowledge and hinders
535
+understanding towards your eventual mastering of a topic.
536
+
537
+Because we are all here to learn (and if learning isn't a priority, I
538
+highly suggest you think about making it such), and believe it or not-
539
+learning isn't just about one person, but the entire group. So it is
540
+important to be present in order to positively contribute to the learning
541
+experience.
542
+
543
+I also reserve the right to report absent, or highly tardy students in
544
+the course. In some cases, that could result in being dropped from the
545
+course. On the same token, I reserve the right NOT to report or do
546
+anything to such students. Sometimes failure can be the best teacher.
547
+
548
+### Behaviour
549
+
550
+Should your behaviour in the class be notably and consistently unruly,
551
+off-topic, or alarming, I have the ability to remove you from the class.
552
+
553
+I will likely issue a warning or report (although not necessarily to the
554
+individual- sometimes an administrative reporting is in order to have
555
+them resolve the issue) indicating a desire to have you cease the
556
+particular behaviour, but through continued transgressions, may actually
557
+elevate to forced removal from the class.
558
+
559
+The priority is to the well-being of the class community. I cannot have
560
+individuals derailing that for their own personal gain or purposes.
561
+
562
+## Collaboration
563
+
564
+Because this course is open resource (ie book, computer, note, etc.) I
565
+would like it generally to remain **closed person** and **closed
566
+intelligence** (the thinking done should be your own, not outsourcing it
567
+to some artificial entity). The reason for this is that the amount of
568
+resources available to you are vast, and the goal here is to discover and
569
+learn the material through individual initiative.
570
+
571
+It IS possible to help others without giving away answers.
572
+
573
+Respond to questions with a question, give pointers to where information
574
+might be located in legitimate sources, remind them of the usefulness of
575
+manuals, and the availability of search engines.
576
+
577
+Individuals are allowed and expected, to assist others through the class
578
+chat **WITHOUT GIVING EXPLICIT ANSWERS**, so long as it does not
579
+interfere with any other existing circumstance. If group work is required
580
+on anything, that attribute will be specifically stated.
581
+
582
+Explicit copying on or of any class work is forbidden. If any evidence or
583
+suggestion of non-authentic work is discovered (and I can tell you some
584
+stories) in your particular direction, you risk both my wrath as well as
585
+the possibility of disciplinary action by the school. Academic dishonesty
586
+and plagiarism may be prosecuted under the purview as laid out in the
587
+school's Academic Honesty Policy, as listed under the Code of Student
588
+Conduct: Academic Honesty section in the CCC Course Catalog.
589
+
590
+So just play it safe and make sure your work is your own, and borrowed
591
+information is appropriately cited or referenced.
592
+
593
+## Pet Peeves
594
+
595
+Everyone has their buttons that can be pushed the wrong way. Here are a
596
+few of mine, that I would prefer not encountering:
597
+
598
+The eager, often surface-only desire to destroy things (especially with
599
+no desire to understand the why behind it all).
600
+
601
+The notion that 'old', 'unpopular', 'uncomfortable', or 'different',
602
+especially in terms of technology or experiences, is somehow bad (there
603
+are plenty of useful things to learn, for the patterns will often
604
+remanifest in future technologies down the road)
605
+
606
+Apologizing: "sorry I had to ask a question", "sorry I misunderstood",
607
+"sorry I failed to do that action"; I WANT people to ask questions.
608
+Questions are based on not fully understanding something. And if your
609
+actions come up short, apologies only serve to highlight the deficiency.
610
+The best solution: to fix it and not keep repeating the same mistake.
611
+There may be things worthy of apologizing for. For most incidents of
612
+apology I encounter related to classes, such is irrelevant. If you feel
613
+you are in the wrong for asking a question, you're doing this whole
614
+learning thing wrong.
615
+
616
+Overhelping "the weakest link"; a somewhat modern trend, where I see
617
+woefully unprepared/unready individuals overly assisted through the
618
+course (where the intent is to save them from failing). This is but a
619
+short-term perspective, contributing to their long-term failure.
620
+
621
+Opting out of things that seem overwhelming, yet somehow expecting things
622
+will get better as time goes on.
623
+
624
+The desire to impress me-- impressing comes by being impressive, not
625
+selling an act to me (in short, don't try to impress me, just do your
626
+best work, and have me be impressed by how impressive it naturally is).
627
+
628
+Avoiding the developing/strengthening your own memory and recall, and
629
+relying on others (including the instructor) to be your memory.
630
+
631
+The obsession over and recitation of hardware specs-- this has nothing to
632
+do with computing, yet many mistakenly believe it to be such (a small
633
+aspect of IT and an occasionally fun hobby? sure.)
634
+
635
+The compensation for lack of knowledge by clinging tightly to (perceived)
636
+known knowledge-- I expect everyone not to know things; knowing we don't
637
+know enables us to learn.
638
+
639
+The avoiding of questions out of fear they may not be worthy of asking--
640
+how else can I know where you are if you don't ask?
641
+
642
+The asking for the answer as if it were a question, to avoid thinking or
643
+doing the work yourself. Questions are the a result of your thinking, not
644
+"I don't know, so tell me?", or the worst (literally): "What do I need to
645
+do in order to get an A/full credit?"
646
+
647
+The absolute belief that if I say something then it is the truth (same
648
+for the inverse, converse, contrapositive, etc.)-- being open-minded and
649
+questioning is one of the greatest abilities we can have. Society trains
650
+you to be compliant with external authority at the expense of your own;
651
+to be educated and intelligent, in part, means you have cultivated your
652
+own self-authority so you can make your own decisions.
653
+
654
+The impression that if something is said frequently or confidently
655
+enough, then it must be true, and that makes someone an "expert" who
656
+should be believed, followed, and unquestioned.
657
+
658
+The tendency to brute force through something instead of trying to think
659
+or learn new approaches-- memorizing and regurgitation will often not
660
+work out in your favour here (or greatly annoy me).
661
+
662
+Being tangibly obsessed with knowing your exact grade, while being
663
+uninformed about the process of calculating it yourself from available
664
+information.
665
+
666
+Complaining upstream about me/my class without actually bringing issues
667
+to me first to address.
668
+
669
+Destroying context in asynchronous communications (ie deleting Discord
670
+messages after making a post, asking a question, and getting some sort of
671
+resolution): this makes it entirely unhelpful for others to also benefit,
672
+and leaves gaping holes in the existing conversation. Please do not
673
+delete your Discord messages after getting a response.
674
+
675
+Using AI, and failing to distinguish between your own skills and
676
+knowledge, and what AI is able to produce, treating them as one and the
677
+same. As I've said elsewhere, at this level, you should be avoiding
678
+flagrant AI use, as it can become a fatal crutch, stagnating your
679
+abilities.
680
+
681
+## Rules for Success
682
+
683
+For maximum success in the class, please adhere to the following rules:
684
+
685
+ * start on activities early
686
+ * observe/study, read/intuit, and comprehend the subject matter
687
+ * play/tinker/experiment with the subject matter (external to projects)
688
+ * ask well-informed and copious questions
689
+
690
+Struggle and problems in the course almost immediately arise when one
691
+fails to follow one or more of these guidelines.
692
+
693
+## Documentation
694
+
695
+The following criteria should be kept in mind when contributing content
696
+to collaborative documentation, the course notes, and any pertinent
697
+class-related communications:
698
+
699
+ * Never use a form of a word in its own definition
700
+ * Use external hyperlinks only as citations
701
+ * Content first, then formatting
702
+ * There is only one empire- ours
703
+ * Contribute only original content
704
+ * Paraphrase and cite existing information
705
+ * Do NOT blatantly copy existing information
706
+ * A healthy resource is an active resource
707
+ * Do not focus on just your contributions
708
+ * Mistakes are opportunities for future contributions
709
+
710
+## Topics
711
+
712
+The following is a list of the major topics being covered in this course:
713
+
714
+ * Standard I/O (STDIO, STDOUT, STDERR)
715
+ * Header Files (Local and System), C Standard Library (Libc), Libraries
716
+ * arithmetic (equations, operators)
717
+ * logic and operators (and, or, not, xor)
718
+ * Variables (types, ranges, sizes)
719
+ * Scope (Block, Local, Global, File)
720
+ * Pointers (address of, assignment, dereferencing)
721
+ * Type Casting
722
+ * Selection Structures (if, case/switch)
723
+ * Repetition/Iteration Structures (for, while, do while)
724
+ * Arrays (standard notation, pointer arithmetic, single-dimensional, multi-dimensional)
725
+ * File Access (Read, Write, Append)
726
+ * Structures (Declaration, Accessing Elements, Pointers to)
727
+ * typedef, enum, union
728
+ * Functions, Parameters (Pass by: Value, Address, Reference), Return Types, Recursion, Command-line arguments
729
+ * Compiler, Preprocessor, Flags, Assembler, Linker, Multi-file programs (how to structure, how to compile)
730
+ * I/O Streams (cin, cout, cerr, stream operators) [C++]
731
+ * Namespaces [C++]
732
+ * Type Casting Operators, Const-Volatility Specifiers (const, volatile) [C++]
733
+ * Classes (Objects, Constructor, Destructor, Access Control, Public, Protected, Private, Friend, "this" pointer) [C++]
734
+ * Inheritance (single, multiple Inheritance), Polymorphism/Virtual Functions, Abstract Base Class [C++]
735
+ * Overloading (Functions, Operators) [C++]
736
+ * Exception Handing (throw, try, catch) [C++]
737
+ * Templates, STL (Standard Template Library) [C++]
738
+
739
+## Student Understanding and Agreement of Syllabus Terms
740
+
741
+By reading through this document, participating in the class chat,
742
+utilizing class resources, and performing the various class activities
743
+and projects, you understand and consent:
744
+
745
+ * to the rules, policies governing your status as a student at SUNY CCC.
746
+ * to the structure, policies, and nature of the course as laid out here.
747
+ * to having an adequate understanding of course prerequisite knowledge.
748
+ * to maintain a respectful, inquisitive, well-behaved, and learning-oriented focus as you participate and go through the course.
749
+ * to practice (and further cultivate, as needed) the fundamental aspects of a student taking this course, which includes being able and willing:
750
+ * to read, comprehend and work with the material and information inherent to the course.
751
+ * to write and express your thoughts in coherent, descriptive sentences.
752
+ * willing to analyze, problem solve, debug, troubleshoot, ideate, creatively, and logically/rationally think.
753
+ * willing to compute and transact in number concepts (literal, symbolic or abstract) and any related units in their various processes.
754
+ * to, upon facing uncertainty, confusion, or lack of understanding, will ask copious, well-informed, and well-intending questions to clarify your state of understanding.
755
+ * if cause for issue rises, you will bring it to my attention so that it may be best addressed as locally and pertinently as possible to the course and its educational environment.
756
+ * participate in the course with a focus on curiosity, discovering, exploring, learning, and understanding.
757
+ * starting early on deliverables so that ample time is available for discovering, exploring, learning, and asking any questions as needed.
758
+ * that, as a student, a genuine learning experience necessarily involves some level of unfamiliarity, which may invoke discomfort.
759
+ * that your learning and the nature of the course is an inherently asynchronous thing. It is your responsibility to manage your time, so that you can have adequate time to ask questions and accomplish your own tasks.
haas/spring2026/cprog/projects.md
... ...
@@ -0,0 +1,15 @@
1
+# CSCS1320 C/C++ Programming
2
+## Current Projects
3
+
4
+| project | duedate |
5
+| ------------------------ | --------------- |
6
+| [ntr0](projects/ntr0.md) | (due: 20260128) |
7
+| [pct0](projects/pctX.md) | (due: 20260128) |
8
+| [pct1](projects/pctX.md) | (due: 20260128) |
9
+| [wcp1](projects/wcpX.md) | (due: 20260128) |
10
+| [pct2](projects/pctX.md) | (due: 20260204) |
11
+| [wcp2](projects/wcpX.md) | (due: 20260204) |
12
+
13
+## Late Projects
14
+
15
+## Past Due Projects
haas/spring2026/cprog/projects/ntr0.md
... ...
@@ -0,0 +1,38 @@
1
+# CSCS1320 C/C++ Programming
2
+
3
+# PROJECT: ntr0
4
+
5
+## OBJECTIVE
6
+
7
+To get started in your journey in the course this semester
8
+
9
+## TASK
10
+
11
+By the deadline, please do the following:
12
+
13
+ * sign onto the class Discord server with your preferred account
14
+ * on Discord, identify yourself and indicate what class(es) you are in
15
+ * provide the instructor (haas@corning-cc.edu) with your github username
16
+ * provide the instructor (haas@corning-cc.edu) with your SSH public key
17
+
18
+NOTE: if desired, your SSH public key may be the same one you use to
19
+access github.
20
+
21
+Please see [this page](https://docs.github.com/en/authentication/connecting-to-github-with-ssh/generating-a-new-ssh-key-and-adding-it-to-the-ssh-agent) for information on generating an SSH key.
22
+
23
+## SUBMISSION
24
+
25
+```
26
+26:ntr0:final tally of results (26/26)
27
+*:ntr0:signed into and are active on the class DISCORD [6/6]
28
+*:ntr0:identified self and state classes on DISCORD [7/7]
29
+*:ntr0:provided instructor preferred GITHUB USERNAME [6/6]
30
+*:ntr0:provided instructor preferred SSH PUBLIC KEY [7/7]
31
+*:ntr0:
32
+```
33
+
34
+Additionally:
35
+ * Solutions not abiding by spirit of project will be subject to a 25% overall deduction
36
+ * Solutions not utilizing descriptive why and how comments will be subject to a 25% overall deduction
37
+ * Solutions not utilizing indentation to promote scope and clarity will be subject to a 25% overall deduction
38
+ * Solutions not organized and easy to read (assume a terminal at least 90 characters wide, 40 characters tall) are subject to a 25% overall deduction
haas/spring2026/cprog/projects/pctX.md
... ...
@@ -0,0 +1,1756 @@
1
+# CSCS1320 C/C++ Programming
2
+# PROJECT: PRACTICING CRITICAL THINKING (pctX)
3
+
4
+## OBJECTIVE
5
+
6
+To cultivate your problem solving, critical thinking, analytical, and
7
+observation skills.
8
+
9
+The aim here is on observation, analysis, and documentation. You are
10
+solving and documenting a problem by hand, thinking your way through to
11
+solution, NOT copying something, NOR writing any sort of program.
12
+
13
+## BACKGROUND
14
+
15
+The true nature of problem solving frequently involves critical thinking,
16
+analytical, and observation skills. Where problems are not solved by
17
+memorizing some pre-defined set of answers and regurgitating them
18
+mindlessly, but in crafting an elaborate solution from subtle cues and
19
+tested, experimental realizations.
20
+
21
+This project puts you in contact with such endeavours. The better
22
+acquainted you become with these skills, the more adept you will become
23
+at a wide-array of tasks and activities.
24
+
25
+### INVESTIGATION/LOGIC METHODS
26
+
27
+These problems will make use of investigative and logical processes to
28
+allow us to experiment and ascertain the identity of the various letters.
29
+This is often done through:
30
+
31
+ * observation
32
+ * seeing patterns
33
+ * analysis
34
+ * investigation
35
+ * [abduction](https://en.wikipedia.org/wiki/Abductive_reasoning)
36
+ * [induction](https://www.analyzemath.com/math_induction/mathematical_induction.html)
37
+ * [deduction](http://mathcentral.uregina.ca/QQ/database/QQ.09.99/pax1.html)
38
+
39
+### MATH PREPARATION
40
+
41
+If you find yourself struggling with the concepts of the underlying math:
42
+
43
+ * [Basic Math](https://www.ipracticemath.com/learn/basicmath)
44
+ * [Long Division](https://www.mathsisfun.com/long_division.html)
45
+
46
+The pctX problems are just your standard “long division with
47
+remainder” style problems, only given to you worked out, with the
48
+numbers replaced with letters, so instead of going at it beginning to
49
+end, we investigate it end to start.
50
+
51
+### LONG DIVISION
52
+
53
+A letter division is a category of logic problem where you would take an
54
+ordinary math equation (in long form), and substitute all the numbers for
55
+letters, thereby in a direct sense masking the numeric values present
56
+that correctly enable the problem to work from start to completion. It is
57
+your task, through exploring, experimenting, and playing, to ascertain
58
+the numeric value of each letter (as many as 10, one for each numeric
59
+value 0-9).
60
+
61
+We will be focusing on long division, something you learned (and perhaps
62
+last experienced, before becoming mindlessly addicted to pressing buttons
63
+on a calculator), in grade school. It entails a whole number (integer)
64
+division, involving aspects addition (through borrowing), and subtraction
65
+(primarily) to arrive at a quotient and a remainder, and if applicable:
66
+multiplication.
67
+
68
+There is also a logical/relational aspect to these puzzles, which may
69
+well be less familiar territory to some. But so incredibly important when
70
+exploring a process and communicating such notions to the computer.
71
+
72
+Division is unique in that it produces two 'answers', each serving
73
+particular uses in various applications.
74
+
75
+Here is an example (using numbers):
76
+
77
+First up, we're going to divide 87654321 (the dividend) by 1224 (the
78
+divisor). Commonly, especially if punching into a calculator, we might
79
+express that equation as:
80
+
81
+```
82
+87654321/1224
83
+```
84
+
85
+Or in a language like C, assigning the quotient to the variable **x** (an
86
+**int**eger):
87
+
88
+```
89
+ x = 87654321 / 1224;
90
+```
91
+
92
+But, we're not specifically interested in the 'answer' (quotient or
93
+remainder); we are interested in the PROCESS. You know, the stuff the
94
+calculator does for you, which in order to perform this project and
95
+better explore the aspects of critical thinking, we need to take and
96
+encounter every step of the way:
97
+
98
+```
99
+ 71613
100
+ +---------
101
+1224 | 87654321
102
+ -8568
103
+ ====
104
+ 1974
105
+ -1224
106
+ ====
107
+ 7503
108
+ -7344
109
+ ====
110
+ 1592
111
+ -1224
112
+ ====
113
+ 3681
114
+ -3672
115
+ ====
116
+ 9
117
+```
118
+
119
+Here we obtain the results (focusing on the quotient up top; as the
120
+remainder quite literally is what remains once we're done- we're
121
+specifically NOT delving into decimal points, but instead doing integer
122
+division, which as previously stated has MANY important applications in
123
+computing) through a step by step process of seeing how many times our
124
+divisor (1224) best and in the smallest fashion fits into some current
125
+value of the dividend (or intermediate result thereof).
126
+
127
+For instance, seeking the smallest "best fit" of 1224 into 87654321, we
128
+find that 1224 fits best SEVEN times (1224 * 7 = 8568, which is the
129
+CLOSEST we can get to 8765... 1224 * 8 = 9792, which would be too big
130
+(and way too small for 87654). Clearly, we are seeking those values that
131
+best fit within a multiple of 0-9, staying away from double digits of
132
+multiplication (although, we COULD do it that way and still arrive at the
133
+same end result).
134
+
135
+So: 8765-8568 = 197.
136
+
137
+We have our first result, yet: there's still values in the dividend
138
+(87654321) remaining to process, specifically the 4321, so we take them
139
+one digit at a time.
140
+
141
+The next available, unprocessed digit in 4321 is '4', so we 'drop that
142
+down' and append it to our previous result (197), giving us: 1974.
143
+
144
+We now see how many times (via single digit multiplication), our divisor
145
+(1224) can fit into 1974. As it turns out, just once.
146
+
147
+So: 1974-1224 = 750.
148
+
149
+And we keep repeating the process until there are no more digits from the
150
+dividend to drop down; at which point, we are left with a remainder (in
151
+the above problem, the lone '9' at the very bottom; THAT is the
152
+remainder).
153
+
154
+Clearly it is important to have a handle on and understanding of the
155
+basic long division process before attempting a letter division problem.
156
+So, be sure to try your hand at a few practice problems before
157
+proceeding.
158
+
159
+## LETTER DIVISION: an example
160
+
161
+Following will be a sample letter division problem, and a documented
162
+solution of it, much as you will be doing for this project (and to be
163
+sure: the aim here is not merely to solve it, but to DOCUMENT HOW YOU
164
+SOLVED IT. You might want to keep notes as you go along to save you time
165
+and sanity).
166
+
167
+Here goes:
168
+
169
+```
170
+ GLJK
171
+ +---------
172
+ KJKK | GLMBRVLR
173
+ -VKOKL
174
+ =====
175
+ LJBGV
176
+ -OKVKG
177
+ =====
178
+ JJGKL
179
+ -LKBKV
180
+ =====
181
+ KVRMR
182
+ -JKRKB
183
+ =====
184
+ VKMK
185
+
186
+letters: BGJKLMOPRV
187
+```
188
+
189
+First off, note how this is NO DIFFERENT from the numeric problem above:
190
+just instead of numbers, which we've associated some concepts with, here
191
+we have letters (each letter maps to a unique number, 0-9). The trick
192
+will be to figure out which letter maps to which number.
193
+
194
+So, let us begin.
195
+
196
+One aim is to obtain the key to the puzzle, the mapping of the letters to
197
+numbers, so I will typically set up an answer key as follows:
198
+
199
+```
200
+| 0 | |
201
+| 1 | |
202
+| 2 | |
203
+| 3 | |
204
+| 4 | |
205
+| 5 | |
206
+| 6 | |
207
+| 7 | |
208
+| 8 | |
209
+| 9 | |
210
+```
211
+
212
+Another thing I like to do is set up a more visual representation of what
213
+each letter COULD be. I do so in the following form (I call this a "Range
214
+Table"):
215
+
216
+```
217
+B = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
218
+G = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
219
+J = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
220
+K = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
221
+L = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
222
+M = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
223
+O = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
224
+P = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
225
+R = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
226
+V = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
227
+```
228
+
229
+Then, as I figure things out (either what certain are, but mostly, which
230
+ones they are NOT), I can mark it up accordingly.
231
+
232
+Right from the start, we can already make some important connections;
233
+looking at EACH of the subtractions taking place, in the left-most
234
+position, we see an interesting phenomenon taking place- G-V=0, L-O=0,
235
+J-L=0, and K-J=0.
236
+
237
+Now, since EACH letter is its own unique numeric value, subtracting one
238
+letter from another on its own won't result in a value of 0, but being
239
+borrowed from will.
240
+
241
+That is: 7-6=1, but (7-1)-6=0. THAT is what is going on here.
242
+
243
+So what we can infer from this, is some very important connections:
244
+
245
+ * V is one less than G (I'll write it as: V < G)
246
+ * O is one less than L (O < L)
247
+ * L is one less than J (L < J)
248
+ * J is one less than K (J < K)
249
+
250
+Does that make sense? From looking at the puzzle, those four relations
251
+can be made.
252
+
253
+Now, FURTHERMORE, some of those connections are thereby connected. Look
254
+at the 'L' and 'J' connections:
255
+
256
+ * O < L, but also: L < J
257
+ * L < J, but also: J < K
258
+
259
+That implies a further connection, so we can chain them together:
260
+
261
+ * O < L < J < K
262
+
263
+So from that initial observation and connection, we now have two
264
+disconnected relationships:
265
+
266
+ * V < G
267
+ * O < L < J < K
268
+
269
+From what we've done so far, we do not know where V,G fall in respect to
270
+O,L,J,K. They might be less than, OR greater than. We won't know without
271
+further information.
272
+
273
+Yet, even WITH this information, we can update our letter ranges:
274
+
275
+ * since V is less than G, we know V can NOT be 9.
276
+ * similarly, G can NOT be 0.
277
+ * O cannot be 9, 8, 7, because we know O is 3 less than K. So even though we don't know what K actually is, because K COULD be 9, we know what O, L, and J can NOT be.
278
+ * L cannot be 9 or 8
279
+ * J cannot be 9
280
+ * on the other side, K cannot be 0, 1, or 2
281
+ * J cannot be 0 or 1
282
+ * L cannot be 0.
283
+
284
+So, if we update our range chart accordingly:
285
+
286
+```
287
+B = { 0, 1, 2, 3, 4, 5, 6, 7, 8 }
288
+G = { 1, 2, 3, 4, 5, 6, 7, 8, 9 }
289
+J = { 2, 3, 4, 5, 6, 7, 8, }
290
+K = { 3, 4, 5, 6, 7, 8, 9 }
291
+L = { 1, 2, 3, 4, 5, 6, 7, }
292
+M = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
293
+O = { 0, 1, 2, 3, 4, 5, 6, }
294
+P = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
295
+R = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
296
+V = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
297
+```
298
+
299
+Moving on, dealing with details of discovering those one-off relations,
300
+that tells us something about the NEXT subtractions: that they borrow
301
+(which means they are LESS THAN the thing being subtracted from them):
302
+
303
+ * L is less than K (which we actually know to be 2 less than K), so L - K needs to BORROW
304
+ * J is less than K (which we know is 1 less than K), so J - K needs to BORROW
305
+ * V is apparently also less than K (which we didn't previously know), so V - K needs to BORROW
306
+ * now knowing than V << K, we can connect our other relational fragment in (I use the double '<<' to denote "less than" by an unknown amount, because while we know V is less than K, we don't know by how much).
307
+
308
+So: V < G << O < L < J < K
309
+
310
+This allows us some further whittling of our ranges:
311
+
312
+ * V cannot be 9, 8, 7, 6, or 5
313
+ * G cannot be 9, 8, 7, or 6
314
+ * O cannot be 0, or 1
315
+ * L cannot be 0, 1, or 2
316
+ * J cannot be 0, 1, 2, or 3
317
+ * K cannot be 0, 1, 2, 3, or 4
318
+
319
+```
320
+B = { 0, 1, 2, 3, 4, 5, 6, 7, 8 }
321
+G = { 1, 2, 3, 4, 5, }
322
+J = { 4, 5, 6, 7, 8, }
323
+K = { 5, 6, 7, 8, 9 }
324
+L = { 3, 4, 5, 6, 7, }
325
+M = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
326
+O = { 2, 3, 4, 5, 6, }
327
+P = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
328
+R = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
329
+V = { 0, 1, 2, 3, 4, }
330
+```
331
+
332
+Already we can see that V and G are likely lower numbers, and O, L, J,
333
+and K are likely higher numbers.
334
+
335
+What else do we have? Let's keep going:
336
+
337
+We cannot instantly proceed to the next subtraction in as obvious a
338
+progression, as we'll need more information on the various letters
339
+involved.
340
+
341
+### Finding K (and J and L and O as well)
342
+
343
+However, looking at the puzzle, I'm interested in seeing if we can find
344
+any obvious examples of 0. You know, letter minus same letter sort of
345
+things. Because they will typically end up equalling 0 (or 9).
346
+
347
+Why 9? Because of a borrow!
348
+
349
+```
350
+((5-1)+10)-5 = (4+10)-5 = 14 - 5 = 9
351
+```
352
+
353
+... that can be quite revealing too!
354
+
355
+And it would appear we have one wonderful candidate in the bottom-most
356
+subtraction:
357
+
358
+```
359
+ KVRMR
360
+ -JKRKB
361
+ =====
362
+ VKMK
363
+```
364
+
365
+Lookie there: R-R = K.
366
+
367
+Usually, that would result in a 0. BUT, we also know that K can NOT be 0
368
+(looking at our range table above).
369
+
370
+So, that means it is being borrowed from, and it itself has to borrow, so
371
+we now also know that M is less than K: M << K
372
+
373
+And, as indicated above:
374
+
375
+```
376
+((R-1)+10)-R = 9!
377
+```
378
+
379
+We now know that K = 9!
380
+
381
+That suddenly reveals a whole lot to us, due to our relational chains
382
+we've built. Let's update:
383
+
384
+```
385
+| 0 | |
386
+| 1 | |
387
+| 2 | |
388
+| 3 | |
389
+| 4 | |
390
+| 5 | |
391
+| 6 | O |
392
+| 7 | L |
393
+| 8 | J |
394
+| 9 | K |
395
+```
396
+
397
+Also, with the new introduction of M being less than K:
398
+
399
+```
400
+B = { 0, 1, 2, 3, 4, 5, }
401
+G = { 1, 2, 3, 4, 5, }
402
+J = { 8 }
403
+K = { 9 }
404
+L = { 7 }
405
+M = { 0, 1, 2, 3, 4, 5, }
406
+O = { 6 }
407
+P = { 0, 1, 2, 3, 4, 5, }
408
+R = { 0, 1, 2, 3, 4, 5, }
409
+V = { 0, 1, 2, 3, 4, }
410
+```
411
+
412
+And, our relational chains:
413
+
414
+ * V < G << O < L < J < K
415
+ * M << O < L < J < K
416
+
417
+Because we don't yet know any relation of M compared to V or G, we have
418
+to keep them separate for now.
419
+
420
+We also have a second disqualifier for K being 0... the ones place
421
+subtraction in that bottom-most subtraction:
422
+
423
+```
424
+R - B = K
425
+```
426
+
427
+There's nothing further to the right that could borrow from this problem,
428
+so it can only exist in two states:
429
+
430
+ * R is greater than B
431
+ * R is less than B
432
+
433
+Since we know that K is 9, there's NO OTHER pair of single digit numbers
434
+we can subtract to get 9, which tells us that:
435
+
436
+ * R is less than B (R << B)
437
+
438
+Currently both R and B can be 0-5 (although now, B is 1-5, and R is 0-4).
439
+We'd need to find a combination where (R+10)-B is 9:
440
+
441
+```
442
+| R: 0 | R: 1 | R: 2 | R: 3 | R: 4 |
443
+| (0+10) | (1+10) | (2+10) | (3+10) | (4+10) |
444
+| 10 | 11 | 12 | 13 | 14 |
445
+```
446
+
447
+And from that, we're subtracting B, which is 1, 2, 3, 4, or 5. The answer
448
+has to be 9.
449
+
450
+So:
451
+
452
+10-1=9, 11-2=9, 12-3=9, 13-4=9, and 14-5=9
453
+
454
+Hey, look at that... B is one greater than R (not just R << B, BUT: R <
455
+B)
456
+
457
+Our relational chains:
458
+
459
+ * V < G << O < L < J < K
460
+ * M << O < L < J < K
461
+ * R < B << O < L < J < K
462
+
463
+And our range table:
464
+
465
+```
466
+B = { 1, 2, 3, 4, 5, }
467
+G = { 1, 2, 3, 4, 5, }
468
+J = { 8 }
469
+K = { 9 }
470
+L = { 7 }
471
+M = { 0, 1, 2, 3, 4, 5, }
472
+O = { 6 }
473
+P = { 0, 1, 2, 3, 4, 5, }
474
+R = { 0, 1, 2, 3, 4, }
475
+V = { 0, 1, 2, 3, 4, }
476
+```
477
+
478
+If you look, the only letter we've not yet directly interacted with yet
479
+is 'P', although we already know enough about it (that it is 0-5, less
480
+than O, L, J, and K). And if you look closely, you'll notice that 'P'
481
+isn't even present in the letter division problem! So its identity will
482
+rely entirely on the proving of the other values.
483
+
484
+Let's continue on:
485
+
486
+M-K=M, BECAUSE we know M << K, AND BECAUSE we know the subtraction to the
487
+right is borrowing from it (because R < B), we have something like this:
488
+(M-1+10)-K=M
489
+
490
+Can't really do much more with it at this point, but it is important to
491
+know to help us identify the borrows needing to happen.
492
+
493
+### Finding our zero value (R and B)
494
+
495
+Why don't we go ahead and find 0? If you look in the subtraction above
496
+the bottom one, we have another "letter minus same letter" scenario, and
497
+it doesn't equal K!
498
+
499
+```
500
+ JJGKL
501
+ -LKBKV
502
+ =====
503
+ KVRM
504
+```
505
+
506
+We KNOW that V << L, so no borrow is happening there.
507
+
508
+Therefore, K-K, or 9-9, equals 0. So R is 0!
509
+
510
+... and B is 1! Because of our identified relationship.
511
+
512
+Updating things!
513
+
514
+```
515
+| 0 | R |
516
+| 1 | B |
517
+| 2 | |
518
+| 3 | |
519
+| 4 | |
520
+| 5 | |
521
+| 6 | O |
522
+| 7 | L |
523
+| 8 | J |
524
+| 9 | K |
525
+```
526
+
527
+Also, with the new introduction of M being less than K:
528
+
529
+```
530
+B = { 1 }
531
+G = { 3, 4, 5, }
532
+J = { 8 }
533
+K = { 9 }
534
+L = { 7 }
535
+M = { 2, 3, 4, 5, }
536
+O = { 6 }
537
+P = { 2, 3, 4, 5, }
538
+R = { 0 }
539
+V = { 2, 3, 4, }
540
+```
541
+
542
+NOTE: G is NOT 2, because G is greater than V (one greater, in fact), so
543
+we can similarly whittle that off.
544
+
545
+Relational chains can look as follows now:
546
+
547
+ * R < B << V < G << O < L < J < K
548
+ * R < B << M << O < L < J < K
549
+ * R < B << P << O < L < J < K
550
+
551
+Basically just down to V, G, P, and M.
552
+
553
+### Finding V and G
554
+
555
+And I think we have the means to find V: notice the second to last
556
+subtraction, the "LKBKV". You know where we get that from? Multiplying
557
+the divisor (KJKK) by J (since it is the third subtraction taking place).
558
+
559
+We KNOW the numeric values of K and J, in fact we know the values of L,
560
+K, and B. The only thing we don't know is 'V', and since V is in the
561
+one's place, that makes things super easy for us.
562
+
563
+KJKK = 9899
564
+J = 8
565
+
566
+So: 9899 x 8 = 79192 = LKBKV!
567
+
568
+V is 2!
569
+
570
+Which means, because V < G, that G is 3!
571
+
572
+Updating our records:
573
+
574
+```
575
+| 0 | R |
576
+| 1 | B |
577
+| 2 | V |
578
+| 3 | G |
579
+| 4 | |
580
+| 5 | |
581
+| 6 | O |
582
+| 7 | L |
583
+| 8 | J |
584
+| 9 | K |
585
+```
586
+
587
+Also, with the new introduction of M being less than K:
588
+
589
+```
590
+B = { 1 }
591
+G = { 3 }
592
+J = { 8 }
593
+K = { 9 }
594
+L = { 7 }
595
+M = { 4, 5, }
596
+O = { 6 }
597
+P = { 4, 5, }
598
+R = { 0 }
599
+V = { 2 }
600
+```
601
+
602
+Relational chains can look as follows now:
603
+
604
+ * R < B < V < G << M << O < L < J < K
605
+ * R < B < V < G << P << O < L < J < K
606
+
607
+### Finding M and discovering P
608
+
609
+And then there were 2. We really just need to find M, or P, and we're
610
+done. And since there are no 'P' values in the puzzle, we need to target
611
+M. So let's look for some candidates:
612
+
613
+Hey, how about this:
614
+
615
+```
616
+ JJGKL
617
+ -LKBKV
618
+ =====
619
+ KVRM
620
+```
621
+
622
+One's place subtraction: L - V = M.
623
+
624
+We KNOW L (7) is greater than V (2), so no borrow is happening.
625
+
626
+L-V=M
627
+7-2=5
628
+
629
+M is 5. That means P is 4 by process of elimination.
630
+
631
+Puzzle completed:
632
+
633
+```
634
+| 0 | R |
635
+| 1 | B |
636
+| 2 | V |
637
+| 3 | G |
638
+| 4 | P |
639
+| 5 | M |
640
+| 6 | O |
641
+| 7 | L |
642
+| 8 | J |
643
+| 9 | K |
644
+```
645
+
646
+Also, with the new introduction of M being less than K:
647
+
648
+```
649
+B = { 1 }
650
+G = { 3 }
651
+J = { 8 }
652
+K = { 9 }
653
+L = { 7 }
654
+M = { 5 }
655
+O = { 6 }
656
+P = { 4 }
657
+R = { 0 }
658
+V = { 2 }
659
+```
660
+
661
+Relational chains can look as follows now:
662
+
663
+ * R < B < V < G < P < M < O < L < J < K
664
+
665
+I wasn't able to show it as well in text on the wiki, but I also made a
666
+point to mark up each subtraction to show whether a borrow occurred or
667
+not:
668
+
669
+{{ :undefined:borrows.jpg?400 |}}
670
+
671
+To be sure, there are likely MANY, MANY ways to arrive at these
672
+conclusions. What is important is being observant, performing little
673
+experiments, seeing if there can be any insights to have, even if
674
+whittling away knowing what things can NOT be.
675
+
676
+Your performance on this project will be directly tied to being able to
677
+document your process through the puzzle; I have provided this writeup in
678
+order to show you an example of what that process may look like.
679
+
680
+## GETTING STARTED
681
+
682
+In the **pctX/** sub-directory of your class Public Directory, under a
683
+directory by the name of your username, you will find the following
684
+file(s):
685
+
686
+ * **puzzle**
687
+ * possibly also a file called **table**
688
+ * if desired, you can use **worksheet** as a base for your solution file, or for generating text-based representations for using on discord when asking for help.
689
+
690
+Copy this file into your local project directory. For most classes, a
691
+**grabit** is available. For others, you'll have to manually copy the
692
+file on your own.
693
+
694
+There is also a **MANIFEST** file in the parent directory (the **pctX/**
695
+sub-directory), which will contain MD5sums of the various puzzle keys,
696
+provided to help you in verifying your puzzle key.
697
+
698
+For this project, you have to solve, DOCUMENT, AND VERIFY the provided
699
+puzzle in order to be eligible for full credit will be the one contained
700
+in the **puzzle** file.
701
+
702
+To obtain your puzzle, you can utilize the 'grabit' tool on lab46.
703
+
704
+## PROCESS
705
+
706
+Solve, document, and verify the puzzle.
707
+
708
+On your own.
709
+
710
+Seek to discover and explore and understand, NOT to just come up with an
711
+answer.
712
+
713
+It is recommended you do this by hand, ON PAPER. Furthermore, using graph
714
+paper may help in greatly reducing mistakes, as is using two different
715
+coloured writing implements (green, purple; or blue, black)... write up
716
+the puzzle in one colour, then use the other to mark up borrows and the
717
+like.
718
+
719
+## A NOTE ON NUMBER BASES
720
+
721
+Some of the puzzles you may be presented with may be in different number
722
+bases.
723
+
724
+You are likely acclimated to the **base 10** number system, where we have
725
+ten unique counting digits (0, 1, 2, 3, 4, 5, 6, 7, 8, 9)
726
+
727
+Different number bases simply have less or more digits.
728
+
729
+For example, base 8 and 9 both have fewer than ten counting values:
730
+
731
+| base | numbers |
732
+| ---- | ------------------------- |
733
+| 8 | 0, 1, 2, 3, 4, 5, 6, 7 |
734
+| 9 | 0, 1, 2, 3, 4, 5, 6, 7, 8 |
735
+
736
+And then we have bases with MORE counting values than in base 10:
737
+
738
+| base | numbers |
739
+| ---- | ---------------------------------- |
740
+| 11 | 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A |
741
+| 12 | 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A, B |
742
+
743
+Notice the presence of 'A' and 'B'... these are not variables or
744
+algebraic values. These are bonafide **NUMBERS**, just like 1, 2, 3.
745
+
746
+Differences manifest once you exceed the maximum counting value for the base:
747
+
748
+ * base 8: 7 + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "eight")
749
+ * base 9: 8 + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "nine")
750
+ * base 10: 9 + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "ten")
751
+ * base 11: A + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "eleven")
752
+ * base 12: B + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "twelve")
753
+
754
+You likely have extensively memorized a table of single-digit base 10
755
+values, which at first glance makes this other base stuff unfamiliar. But
756
+it works according to the same properties as base 10 (just, different
757
+symbols representing the quantities involved).
758
+
759
+For any strategies involving the "9" value (in base 10), you will find
760
+that the same strategy works in other bases (so it isn't so much a "9
761
+trick" as it is a "highest counting digit trick").
762
+
763
+Similarly, any of the relational or logical tricks will "just work", it
764
+is only the appearance of mathematical end results that really differs.
765
+So, if you are adept at the logical/relational methods for investigating
766
+a puzzle, you could perhaps minimize the amount of base-related math you
767
+may have to do (certainly on lower difficulty levels of puzzle).
768
+
769
+## YOUR SUBMISSION
770
+
771
+### SUBMISSION FOR STANDARD-STYLE LETTER DIVISION
772
+
773
+If your puzzle was provided with a quotient and remainder (and contains
774
+no question marks in the puzzle proper), you have a regular puzzle.
775
+
776
+The files you will want to submit include:
777
+
778
+ * your puzzle key, in a textfile called 'pctX.puzzle.key' containing ONLY the capital letters corresponding in order to the 0-9 values (and a trailing newline).
779
+ * your documentation of your solving and exploration of the puzzle. If you did this on paper, will need to transcribe it out into clearly readable, organized, and followable text directions. The file, in text form, should be called 'pctX.puzzle.solution'. Images of your notes will NOT be accepted for submission.
780
+ * your verification in a file called 'pctX.puzzle.verify': this is after you've completed the puzzle, and you are resolving parts of the puzzle to ensure that the letter to number mappings are valid.
781
+
782
+Your solution MUST be of a form so that, if given to another person, they
783
+can follow your steps and have an understanding of the decisions made.
784
+
785
+### SUBMISSION FOR SOLVE4-STYLE LETTER DIVISION
786
+
787
+The point behind a "solve4" puzzle is to also determine the `QUOTIENT` and `REMAINDER`, in addition to the key.
788
+
789
+ * your puzzle key, in a textfile called 'pctX.puzzle.key' containing ONLY the capital letters corresponding in order to the 0-9 values (and a trailing newline).
790
+ * your documentation of your solving and exploration of the puzzle. If you did this on paper, will need to transcribe it out into clearly readable, organized, and followable text directions. The file, in text form, should be called 'pctX.puzzle.solution'. Images of your notes will NOT be accepted for submission.
791
+ * your quotient:remainder (in letterized/obfuscated form), in a text file called 'pctX.puzzle.verify'
792
+
793
+Your solution MUST be of a form so that, if given to another person, they
794
+can follow your steps and have an understanding of the decisions made to
795
+get them from start to solution.
796
+
797
+## PUZZLE KEY
798
+
799
+As indicated, you are to place the determined key to your puzzle in a
800
+regular text file called 'pctX.puzzle.key', and will contain ONLY the
801
+capital letters, in order from 0 to the highest counting symbol of the
802
+base, of your puzzle (and a trailing newline).
803
+
804
+For example, using the example puzzle above:
805
+
806
+| 0 | R |
807
+| 1 | B |
808
+| 2 | V |
809
+| 3 | G |
810
+| 4 | P |
811
+| 5 | M |
812
+| 6 | O |
813
+| 7 | L |
814
+| 8 | J |
815
+| 9 | K |
816
+
817
+We'll want to put them, in order, in our key file:
818
+
819
+```
820
+$ echo "RBVGPMOLJK" > pctX.puzzle.key
821
+```
822
+
823
+Want to know what a proper 'key' file should look like? This:
824
+
825
+```
826
+$ cat pctX.puzzle.key
827
+RBVGPMOLJK
828
+```
829
+
830
+JUST the letters (and a trailing newline).
831
+
832
+## PUZZLE SOLUTION
833
+
834
+As stated, a very large part of this project's evaluation will be based
835
+on your clear and detailed documentation of how you determined each
836
+letter's mapping in the solution key of your puzzle.
837
+
838
+Just providing the 'key' will not result in success.
839
+
840
+Your documentation should, while there may be supporting information,
841
+provide some identified path that showed the steps you went through to
842
+identify each letter, be it directly or indirectly.
843
+
844
+You are free to write out your solution with pen on paper (that is how I
845
+usually do these puzzles); but to submit, you MUST transcribe it to text
846
+and submit it in that format. Images will NOT be accepted. Do not look on
847
+this as a reason to avoid doing it by hand: the manual work of the
848
+process is inherently beneficial, you simply need to commit to doing it.
849
+
850
+The aim here is not to dump a bunch of data on me, but instead present me
851
+with connected and pertinent information that documents your process of
852
+progression through the puzzle from start to finish. This is in the same
853
+vein as programming in a language on a computer. A computer program is a
854
+detailed description of a process to solving some problem in a format the
855
+receiver can understand.
856
+
857
+## VERIFICATION
858
+
859
+Depending on the type of puzzle you have (regular or "solve for"
860
+variety), the contents of your verification file will differ.
861
+
862
+What is the difference between a regular puzzle and a solve4 puzzle?
863
+Basically:
864
+
865
+ * a regular puzzle comes with quotient and remainder included in your puzzle
866
+ * a solve4 puzzle omits the quotient and remainder, and instead replaces them with a series of question marks, indicating that as part of your task in solving the puzzle, you must also figure out the quotient and remainder (this is why the verify for solve4 puzzles is shorter and simpler: you've already done so much of the verification work in solving it).
867
+
868
+### REGULAR PUZZLE
869
+
870
+In this form, your 'pctX.puzzle.verify' file will be similar format to
871
+your writeup (a description of what aspects of the puzzle you are testing
872
+to ensure things work out).
873
+
874
+You are to manually verify your solution by taking the numeric identities
875
+of each letter, plugging them back into the original puzzle, solving it,
876
+and converting the obtained quotient and remainder back into letter form
877
+to compare with those in the puzzle provided to you. If they match, you
878
+have successfully solved the puzzle. If they do not match, some error
879
+exists that should be addressed and corrected.
880
+
881
+An example of a verification text can be found below.
882
+
883
+### EXAMPLE FOR REGULAR PUZZLE
884
+
885
+The best way to verify the puzzle with our key is to convert the dividend
886
+and divisor to its numeric equivalent, perform the division, and
887
+compare the resulting quotient and remainder against those found in the
888
+letterified puzzle:
889
+
890
+ * divisor: KJKK --> 9899
891
+ * dividend: GLMBRVLR --> 37510270
892
+
893
+And let's do some long division!
894
+
895
+```
896
+ +---------
897
+ 9899 | 37510270
898
+```
899
+
900
+9899 goes into 37510 three times:
901
+
902
+```
903
+ 3
904
+ +---------
905
+ 9899 | 37510270
906
+ -29697
907
+ =====
908
+ 78132
909
+```
910
+
911
+It might be convenient to have a quick factor reference for 9899 handy:
912
+
913
+ * 9899 * 0 = 0
914
+ * 9899 * 1 = 9899
915
+ * 9899 * 2 = 19798
916
+ * 9899 * 3 = 29697
917
+ * 9899 * 4 = 39596
918
+ * 9899 * 5 = 49495
919
+ * 9899 * 6 = 59394
920
+ * 9899 * 7 = 69293
921
+ * 9899 * 8 = 79192
922
+ * 9899 * 9 = 89091
923
+
924
+9899 fits into 78132 seven times (69293):
925
+
926
+```
927
+ 37
928
+ +---------
929
+ 9899 | 37510270
930
+ -29697
931
+ =====
932
+ 78132
933
+ -69293
934
+ =====
935
+ 88397
936
+```
937
+
938
+Once again, looking at the list of factors, we see that the best fit for 9899 into 88397 is 79192 (a factor of 8):
939
+
940
+```
941
+ 378
942
+ +---------
943
+ 9899 | 37510270
944
+ -29697
945
+ =====
946
+ 78132
947
+ -69293
948
+ =====
949
+ 88397
950
+ -79192
951
+ =====
952
+ 92050
953
+```
954
+
955
+Finally, a factor of 9 (89091) fits in best:
956
+
957
+```
958
+ 3789 <-- quotient
959
+ +---------
960
+ 9899 | 37510270
961
+ -29697
962
+ =====
963
+ 78132
964
+ -69293
965
+ =====
966
+ 88397
967
+ -79192
968
+ =====
969
+ 92050
970
+ -89091
971
+ =====
972
+ 2959 <-- remainder
973
+```
974
+
975
+Converting our quotient and remainder back to letters:
976
+
977
+ * quotient: 3789 --> GLJK
978
+ * remainder: 2959 --> VKMK
979
+
980
+And comparing against the problem we were given:
981
+
982
+ * quotient: GLJK <-> GLJK
983
+ * remainder: VKMK <-> VKMK
984
+
985
+Success!
986
+
987
+## SOLVE4 PUZZLE
988
+
989
+The verification for these puzzles becomes a bit easier, as you are
990
+merely providing the quotient and remainder.
991
+
992
+Let's say the quotient was "BTXMK" and the remainder was "YYGMX"
993
+
994
+You'd prepare your 'pctX.puzzle.verify' file as follows:
995
+
996
+```
997
+$ echo "BTXMK:YYGMX" > pctX.puzzle.verify
998
+```
999
+
1000
+Basically: quotient followed by remainder, separated by a colon, all on
1001
+the same line.
1002
+
1003
+NOTE: Do not include any leading zeroes.
1004
+
1005
+## WALKTHROUGH VIDEOS
1006
+
1007
+To further aid your letter division efforts, I have recorded some videos
1008
+showing my walkthrough of various letter division puzzles:
1009
+
1010
+ * [another take on the puzzle presented on this page](https://youtu.be/8oCoGGspf70)
1011
+ * [a base 8 letter division puzzle](https://www.youtube.com/watch?v=2Zoa6iymxpw)
1012
+ * [a base 9 letter division puzzle](https://www.youtube.com/watch?v=zil4YjgC6bw)
1013
+ * [a base 10 letter division puzzle](https://www.youtube.com/watch?v=b6wv9zXlbJE)
1014
+ * [a base 11 letter division puzzle](https://youtu.be/OHrLOVihi_4)
1015
+
1016
+## STRATEGIES
1017
+
1018
+### LEFT EDGE
1019
+
1020
+An advantage of the left-most values, is the top value is greater than
1021
+those beneath it (it doesn't need to borrow; indeed it CANNOT borrow,
1022
+without breaking math). Might be taken from, however...
1023
+
1024
+This can also help establish the state of borrows elsewhere in the
1025
+puzzle, should a similar subtraction (same top-value) be present in more
1026
+than one place.
1027
+
1028
+For example:
1029
+
1030
+```
1031
+ WXXY
1032
+ -PQRT
1033
+ ====
1034
+ GCBA
1035
+```
1036
+
1037
+ * W-P=G
1038
+ * P << W (P is somewhat less than W)
1039
+ * G << W (G is somewhat less than W)
1040
+
1041
+NOTE: from this example alone, we do NOT know P's relationship to G.
1042
+
1043
+## DETERMINE BORROWS AND TAKES
1044
+
1045
+Like the range table and your chains of assertions gradually assembled
1046
+during puzzle solving, another activity you should undertake is the
1047
+determination of all the borrows/takes in the puzzle.
1048
+
1049
+And not just IF there is a borrow/take, but also if there isn't one.
1050
+
1051
+Many may remember the idea of borrows from math class, and are confused
1052
+at what a "take" is: this is just our attempt to connect one subtraction
1053
+into the tapestry of the overall problem.
1054
+
1055
+Take the following numeric example:
1056
+
1057
+```
1058
+ 545
1059
+-347
1060
+ ===
1061
+ 198
1062
+```
1063
+
1064
+Notice how, looking at the 5-7=8 subtraction (on the far right), we can
1065
+see that the 5 is somewhat less than 7 (and the 8), so that 5 would have
1066
+to borrow.
1067
+
1068
+Being all the way on the right, nothing is able to take from it, so that
1069
+5 is borrowing, but not being taken from.
1070
+
1071
+Onto the 4-4=9… because the 5 to its right is needing to borrow… what
1072
+is it borrowing from? The 4. So our 4 is being "taken from".
1073
+
1074
+ * 4-1=3
1075
+
1076
+3 is less than 4 (And 9), so THAT now has to borrow.
1077
+
1078
+So the 4 is being taken from, and as a result, needs to borrow.
1079
+
1080
+Then proceeding left to the 5-3=1... being all the way on the left,
1081
+it can’t borrow from anything, and the universe would explode
1082
+mathematically if the leftmost, top value in a long division term were
1083
+less than what was being subtracted from it. So, the 5 does not have to
1084
+borrow. But we know from the 4-4=9 subtraction, that the 4 borrows, and
1085
+it is borrowing from the 5
1086
+
1087
+So: that left-most 5 is not borrowing, but it IS being taken from.
1088
+
1089
+The state of the borrows/takes greatly enhances our ability to scoop up
1090
+additional clues we can turn into assertions.
1091
+
1092
+## TOP IS KNOWN GREATER THAN
1093
+
1094
+When we know the top letter is greater than at least one of the other two
1095
+numbers in the subtraction, turns out it is also greater than the other:
1096
+
1097
+```
1098
+ 8 7 6 5
1099
+-5 -1 -4 -2
1100
+== == == ==
1101
+ 3 6 2 3
1102
+```
1103
+
1104
+This can also help establish the state of borrows elsewhere in the
1105
+puzzle, should a similar subtraction (same top-value and other letter) be
1106
+present in more than one place.
1107
+
1108
+When the top is known to be greater than the or a number beneath, it
1109
+signifies that NO BORROW is happening.
1110
+
1111
+NOTE: this doesn't tell us anything about the TAKE situation.
1112
+
1113
+## TOP IS KNOWN LESS THAN
1114
+
1115
+When we know the top letter is less than at least one of the other two
1116
+numbers in the subtraction, turns out it is also less than the other:
1117
+
1118
+```
1119
+13 12 16 11
1120
+-5 -3 -7 -4
1121
+== == == ==
1122
+ 8 9 9 7
1123
+```
1124
+
1125
+This can also help establish the state of borrows elsewhere in the
1126
+puzzle, should a similar subtraction (same top-value and other letter) be
1127
+present in more than one place.
1128
+
1129
+When the top is known to be less than the or a number beneath, it
1130
+signifies that a BORROW is happening.
1131
+
1132
+NOTE: this doesn't tell us anything about the TAKE situation.
1133
+
1134
+## RIGHT EDGE
1135
+
1136
+We know from right-most values, that they are NOT being taken from.
1137
+
1138
+This can also help establish the state of takes elsewhere in the puzzle,
1139
+should an identical subtraction be present in more than one place.
1140
+
1141
+## LOOK FOR ZERO AND GREATEST SYMBOL CANDIDATES
1142
+
1143
+There are two common give-away cases for finding the two extreme digits
1144
+(least/lowest/zero and greatest/highest) in a puzzle, regardless of base:
1145
+
1146
+```
1147
+ X
1148
+ -X
1149
+ =
1150
+ Y
1151
+```
1152
+
1153
+and:
1154
+
1155
+```
1156
+ X
1157
+ -Y
1158
+ =
1159
+ X
1160
+```
1161
+
1162
+We don't, simply from this display, know if it is 0 or if it is the
1163
+greatest digit. Merely that it can only be 0 or the greatest digit.
1164
+
1165
+Determining the identity of the letter (Y in these examples) depends on
1166
+the state of borrow/takings for the subtraction.
1167
+
1168
+There really are only TWO possibilities here:
1169
+
1170
+ * no borrow AND no take (Y would be 0)
1171
+ * borrow AND take (Y would be the greatest digit)
1172
+
1173
+The other two scenarios are mathematically impossible given this
1174
+particular pattern (again, ONLY for 0, greatest digit scenario).
1175
+
1176
+## PROCESS OF ELIMINATION
1177
+
1178
+A tactic that sees use in almost any puzzle is that of elimination: or
1179
+using logic to negate possibilities.
1180
+
1181
+For example:
1182
+
1183
+```
1184
+ ABCD
1185
+-EFGH
1186
+ ====
1187
+ JKLM
1188
+```
1189
+
1190
+Looking at that right-most subtraction (D-H=M), even if we know NOTHING
1191
+about D, H, or M, we can, however, ascertain that:
1192
+
1193
+ * H is NOT zero
1194
+ * M is NOT zero
1195
+
1196
+Because none of the zero patterns are manifesting (if we had D-H=D, for
1197
+instance, in that right-most position, we'd KNOW that H was zero), we can
1198
+categorically eliminate zero as a possibility for the two lower letters
1199
+in this subtraction (NOTE: D very well COULD BE zero, but we can't do
1200
+anything about determining yet solely based on this observation).
1201
+
1202
+This strategy would work in other places, too, if sufficient
1203
+borrows/takes were known.
1204
+
1205
+For example, in A-E=J, if we had established that A was NOT being taken
1206
+from, we could apply this same elimination to E and J (not zero).
1207
+
1208
+Or B-F=K, or C-G=L, if we knew we weren't being taken from. But if we
1209
+don't know the take situation, we cannot yet act on this.
1210
+
1211
+## DOUBLING
1212
+
1213
+Sometimes we will be treated to things like:
1214
+
1215
+```
1216
+ T
1217
+ -P
1218
+ =
1219
+ P
1220
+```
1221
+
1222
+Which implies T is double the value of P.
1223
+
1224
+This isn't the whole story, as we REALLY need to know the borrow/take
1225
+situation to do anything with this information.
1226
+
1227
+For example, for an even base: if T is being TAKEN FROM, we know that T
1228
+is odd. Likewise, if it is NOT being taken from, T is even.
1229
+
1230
+Also:
1231
+
1232
+ * If T does NOT borrow, P+P is some value less than 10.
1233
+ * If T DOES borrow, P+P is some value greater than or equal to 10.
1234
+
1235
+In either case of T being odd or even, we can eliminate half the values
1236
+(if T is even, it cannot be any odd values, not in an even base).
1237
+
1238
+## NEXT-TO HINTS
1239
+
1240
+Sometimes you may be treated to left-most clues like this:
1241
+
1242
+```
1243
+ JKLM
1244
+ -FGHH
1245
+ ====
1246
+ TWX
1247
+```
1248
+
1249
+Notice how J-F equals nothing? That tells us the following things:
1250
+
1251
+ * F is exactly one value less than J (written: F < J)
1252
+ * K is LESS THAN G and T (K has to borrow to make J-F=0 versus the 1 it would otherwise be).
1253
+
1254
+## MORE NEXT-TO HINTS
1255
+
1256
+What really pays off is when we have a scenario like this:
1257
+
1258
+```
1259
+ JKLJM
1260
+ -FGHFH
1261
+ =====
1262
+ TWUX
1263
+```
1264
+
1265
+See that nestled J-F=U there? Because we had the left-most J-F=NOTHING
1266
+establishing our assertion that F < J, yet NOT knowing the state of being
1267
+taken from (ie not knowing anything about M against H or X):
1268
+
1269
+ * U is EITHER 0 or 1, to be immediately determined once we know the state of M against H or X (the subtraction immediately to the right).
1270
+
1271
+## SUBTRACT BY GREATEST DIGIT, GET INCREMENT
1272
+
1273
+If we have identified the greatest value, and we see it elsewhere in the
1274
+puzzle, NOT as the top value, but as the value being subtracted, or the
1275
+result, and we are not being taken from, we know some things.
1276
+
1277
+For example, let's say C is the greatest digit (9 in base 10), and E <<
1278
+T:
1279
+
1280
+```
1281
+ PHANT
1282
+ - OMME
1283
+ =====
1284
+ NACE
1285
+```
1286
+
1287
+See the N-M=C ?
1288
+
1289
+Because we know C is 9:
1290
+
1291
+ * N << C (everything not C is less than C (9))
1292
+ * therefore also: N << M
1293
+
1294
+Watch what happens when we plug in values:
1295
+
1296
+ * N = 1: 11-9=2
1297
+ * N = 2: 12-9=3
1298
+ * N = 3: 13-9=4
1299
+ * N = 4: 14-9=5
1300
+ * ... through N=7
1301
+
1302
+Notice how when N is 1, M is 2... 2, 3... 3, 4... ?
1303
+
1304
+In this scenario: N is EXACTLY ONE LESS than M: N < M.
1305
+
1306
+But only when we KNOW what the greatest digit in a base is and know the
1307
+state of whether or not we are being taken from.
1308
+
1309
+## SUBTRACT BY KNOWN OFFSET FROM GREATEST DIGIT, GET OFFSET INCREMENT
1310
+
1311
+Related to the above strategy, on "Subtract by greatest digit, get
1312
+increment", it actually applies to more than just the greatest digit: so
1313
+long as you know its distance from the greatest digit, and the take
1314
+situation of the subtraction, you can derive the offset of increment.
1315
+
1316
+A chart of the first few (I typically don't go any further than this out
1317
+of practicality, although the pattern persists beyond this point of
1318
+reporting):
1319
+
1320
+| digit | being taken from | not being taken from |
1321
+| ---------- | ---------------- | -------------------- |
1322
+| greatest | 0 | 1 |
1323
+| greatest-1 | 1 | 2 |
1324
+| greatest-2 | 2 | 3 |
1325
+
1326
+For example, let's say R is the second greatest digit (A in base 12), and
1327
+let's say we know that C << R:
1328
+
1329
+```
1330
+ SECOND
1331
+ - GRADE
1332
+ ======
1333
+ MATHS
1334
+```
1335
+
1336
+See the C-R=A? With R being the known second greatest digit, and knowing
1337
+that C is somewhat less than R, that means C is borrowing.
1338
+
1339
+Looking at the table, depending on the take situation, we can determine
1340
+that C is exactly 1 or 2 values less than A, potentially offing up nice
1341
+reduction of possibilities for both C and A.
1342
+
1343
+Should it turn out C is being taken from, then C is exactly 1 less than
1344
+A.
1345
+
1346
+If C is not being taken from, then C is exactly 2 less than A.
1347
+
1348
+## DIVISOR/MULTIPLICATION RELATIONS
1349
+
1350
+Since letter divisions are but a long division, if we were to look at one
1351
+(base 10) as purely numbers:
1352
+
1353
+```
1354
+ 2565
1355
+ +---------
1356
+27846 | 71447493
1357
+ -55692
1358
+ =====
1359
+ 157554
1360
+ -139230
1361
+ ======
1362
+ 183249
1363
+ -167076
1364
+ ======
1365
+ 161733
1366
+ -139230
1367
+ ======
1368
+ 22503
1369
+```
1370
+
1371
+Do you see that the divisor (27846) x 2 = 55692, divisor x 5 = 139230,
1372
+and divisor x 6 = 167076?
1373
+
1374
+Pay specific attention to the subtrahend of 55692. Notice how it is
1375
+exactly the same length in digits as the divisor (5 digits). This allows
1376
+us to make an important comparison:
1377
+
1378
+ * divisor (27846) x 1 = the divisor itself (27846).
1379
+ * any similarly-lengthed subtrahend as the divisor is NOT less than the divisor.
1380
+ * so we can make a comparison between the first digits of the divisor and that of the subtrahend.
1381
+
1382
+In a fully enlettered puzzle:
1383
+
1384
+```
1385
+ TECE
1386
+ +---------
1387
+TMGNC | MSNNMNXL
1388
+ -EECXT
1389
+ =====
1390
+ SEMEEN
1391
+ -SLXTLR
1392
+ ======
1393
+ SGLTNX
1394
+ -SCMRMC
1395
+ ======
1396
+ SCSMLL
1397
+ -SLXTLR
1398
+ ======
1399
+ TTERL
1400
+```
1401
+
1402
+In the case of TMGNC (the divisor) and EECXT (that first subtrahend),
1403
+specifically their first letters (T and E), because they are both the
1404
+same length (5 letters), we can establish the following relation:
1405
+
1406
+ * T << E (T is somewhat less than E)
1407
+ * by extension, the minuend the subtrahend is being subtracted from, has to be at least the same size or larger than the subtrahend. So, similarly, in TMGNC (the divisor) and MSNNM (5 letters), T << M (T is somewhat less than M.
1408
+
1409
+This strategy, making use of multiplication, can only be used on puzzles
1410
+where multiplication has not been restricted.
1411
+
1412
+## INVERTED SUBTRACTION PAIRS
1413
+
1414
+Given the following puzzle:
1415
+
1416
+```
1417
+ SETX
1418
+ +---------
1419
+EXEXT | XSSEMLMS
1420
+ -EXEXT
1421
+ =====
1422
+ LSECEL
1423
+ -TXMXCR
1424
+ ======
1425
+ SMCXLM
1426
+ -SSXSGN
1427
+ ======
1428
+ EMMELS
1429
+ -ELCLTG
1430
+ ======
1431
+ NSTRL
1432
+
1433
+base: 10
1434
+```
1435
+
1436
+Have you ever noticed patterns like the following:
1437
+
1438
+ * M-T=E (1st row, right-most)
1439
+ * E-M=M (2nd row, 3rd from left)
1440
+
1441
+or:
1442
+
1443
+ * X-E=L (1st row, left-most)
1444
+ * E-X=C (1st row, 2nd from right)
1445
+
1446
+Basically, two different subtractions that match the following pattern:
1447
+
1448
+ * top letter in one is a middle/bottom letter in the other
1449
+ * middle/bottom letter in the first is the top in the other
1450
+
1451
+... as is the case in those two identified examples: M (top), E (bottom)
1452
+and E(top), M (middle/bottom)
1453
+
1454
+or: X (top), E (middle) and then E (top), X (middle).
1455
+
1456
+When you have scenarios such as this we can assume something about the
1457
+sum of the OTHER two letters involved:
1458
+
1459
+ * (E,X) C + L
1460
+ * (E,M) M + T
1461
+
1462
+There are actually three possible sums, all dependent upon the state of
1463
+the takes:
1464
+
1465
+| no take from either | take from one but not the other | take from both |
1466
+| ------------------- | ------------------------------- | -------------- |
1467
+| the base | the base - 1 | the base - 2 |
1468
+
1469
+So, in the case of M-T=E and E-M=M, because M-T=E is on the right edge,
1470
+we know it cannot be taken from, so then we only need to determine the
1471
+take situation for E-M=M. Therefore, there are TWO potential answers for
1472
+M+T:
1473
+
1474
+ * (no takes) M + T = 10
1475
+ * (one take) M + T = 9
1476
+
1477
+... since the base of the puzzle is 10, 10 is the sum when there are no
1478
+takes involved on the two subtractions. For other bases, it is still "one
1479
+zero", but obviously the quantity of that base.
1480
+
1481
+The other identified pair in this example; the case of X-E=L and E-X=C,
1482
+both are within a line, so no immediate clues as to certain states on
1483
+take/no take. Therefore:
1484
+
1485
+ * (no takes) C + L = 10
1486
+ * (one take) C + L = 9
1487
+ * (two takes) C + L = 8
1488
+
1489
+This tends to be a nice way of accruing additional clues not revealed
1490
+in more common methods, increasing the chances of increasing letter
1491
+connectivity and deriving an eventual solution.
1492
+
1493
+## INVERTED SUBTRACTION RELATIONAL PAIRS
1494
+
1495
+Similar to the above strategy, what happens if you identify two
1496
+subtraction pairs, but instead of involving the same symbols, involves a
1497
+pair of symbols based on a known relation (off by one, in either
1498
+direction).
1499
+
1500
+The same core logic applies (factoring in the take situation on both).
1501
+
1502
+But we can also add additional influence based on the relation of the
1503
+symbols being modulated.
1504
+
1505
+For instance, if we were to have a known relation of `R < C`, and we had
1506
+the following:
1507
+
1508
+```
1509
+ X C
1510
+ -P -G
1511
+ = =
1512
+ R X
1513
+```
1514
+
1515
+Because we know R is one less than C, and the R is the one below the top,
1516
+with the C on the top, the value is INCREASED by 1.
1517
+
1518
+If instead we had:
1519
+
1520
+```
1521
+ X R
1522
+ -P -G
1523
+ = =
1524
+ C X
1525
+```
1526
+
1527
+Because we know R is one less than C, and the C is the one below the top,
1528
+with the R on top, the value is DECREASED by 1.
1529
+
1530
+So, rolling out with known borrow-takes:
1531
+
1532
+```
1533
+ xXx >Cx because R < C, and the larger of the pair is on the top:
1534
+ -P -G P + G = base - takes (no takes), PLUS 1
1535
+ = =
1536
+ R X
1537
+```
1538
+
1539
+```
1540
+ xXx >Rx because R < C, and the smaller of the pair is on the top:
1541
+ -P -G P + G = base - takes (no takes), MINUS 1
1542
+ = =
1543
+ C X
1544
+```
1545
+
1546
+## SINGLE-LETTER SUBTRAHEND DETERMINATION
1547
+
1548
+NOTE: Mostly useful for the "solve4" category of letter division puzzles
1549
+providing a conducive scenario to utilize this strategy.
1550
+
1551
+Let's look at the following puzzle (base 12):
1552
+
1553
+```
1554
+ ????????
1555
+ +---------
1556
+PTPXQ | NFNXHNXP
1557
+ -PTPXQ
1558
+ =====
1559
+ EHFXEN
1560
+ -EQETEF
1561
+ ======
1562
+ EXTXPX
1563
+ - PTPXQ
1564
+ ======
1565
+ FNJHUP
1566
+ -FGHJEP
1567
+ ======
1568
+ ??????
1569
+
1570
+base: 12
1571
+```
1572
+
1573
+With a current range of:
1574
+
1575
+```
1576
+ E = { 1, }
1577
+ F = { 2, }
1578
+ G = { 4, A, }
1579
+ H = { 8, }
1580
+ J = { 3, }
1581
+ N = { B }
1582
+ P = { 9, }
1583
+ Q = { 7, }
1584
+ R = { 4, A, }
1585
+ T = { 6, }
1586
+ U = { 5, }
1587
+ X = { 0, }
1588
+```
1589
+
1590
+As you can see, we are between G and R for the values of 4 and A. The
1591
+problem here is that R does not appear anywhere in the letter division,
1592
+meaning we have to determine G to determine R. There exists yet another
1593
+problem with G, it only appears as the last subtrahend before an unknown
1594
+remainder; we cannot determine it through natural puzzle-solving means.
1595
+
1596
+There are a few ways to go about this:
1597
+
1598
+ * last subtrahend divided by divisor
1599
+ * finding largest possible value (with factors of divisor) to subtract last minuend by
1600
+ * use the multiplication table and manually carry out the chain of multiplications (propagating carries as generated), building the subtrahend one value at a time (until we reach the letter in question)
1601
+
1602
+Going with the first method is simple, although depending on the values
1603
+known may be impossible or not be as efficient as the second method. We
1604
+start by turning the divisor and last subtrahend into numbers:
1605
+
1606
+ * PTPXQ = 96907
1607
+ * FGHJEP = 2G8319
1608
+
1609
+Since we do not know G yet, we leave it as-is. Now we can substitute G as
1610
+both 4 and A and try dividing by the divisor to see if we get a whole
1611
+number or not:
1612
+
1613
+ * 248319 / 96907 = 3 <- Is clearly correct, therefore G is equal to 4 and R is equal to A.
1614
+ * 2A8319 / 96907 = 3.76424...
1615
+
1616
+We are done with the first method. Now let's try the second method, which
1617
+requires more work and is very similar, but may come in handy when
1618
+lacking some numbers. First let's start off by turning the divisor and
1619
+last minuend into numbers:
1620
+
1621
+ * PTPXQ = 96907
1622
+ * FNJHUP = 2B3859
1623
+
1624
+Now let's make a factor list for PTPXQ:
1625
+
1626
+ * 96907 * 1 = 96907
1627
+ * 96907 * 2 = 171612
1628
+ * 96907 * 3 = 248319
1629
+ * 96907 * 4 = 323024
1630
+ * 96907 * 5 = 3B992B
1631
+ * 96907 * 6 = 494636
1632
+ * 96907 * 7 = 56B341
1633
+ * 96907 * 8 = 646048
1634
+ * 96907 * 9 = 720953
1635
+ * 96907 * A = 7B765A
1636
+ * 96907 * B = 892365
1637
+
1638
+From this factor list we need to see the highest number we can subtract
1639
+our last minuend (FNJHUP) by. Clearly 248319 from that group is smaller
1640
+than FNJUP and is the highest possible number. So that is the last
1641
+subtrahend used to get the remainder meaning G is equal 4!
1642
+
1643
+If G is equal to 4 then R is equal to A.
1644
+
1645
+## CHECKING YOUR RESULTS
1646
+
1647
+While things like the solution must be qualitatively evaluated, there are
1648
+a number of simple checks that can be done (especially for your key and
1649
+verify files) to determine whether or not you are on the right path.
1650
+
1651
+On lab46, you can run the **pzlchk** tool in the directory where your
1652
+puzzle files reside, and it will perform a number of tests, reporting its
1653
+findings to you in color-coded fashion.
1654
+
1655
+To use it:
1656
+
1657
+ * log into lab46
1658
+ * change into the directory where your pctX.puzzle files are located (key, solution, verify)
1659
+ * run the **pzlchk** tool with the appropriate arguments:
1660
+ * first argument is your class DESIG
1661
+ * second argument is your pctX project
1662
+ * analyze the results:
1663
+ * green and cyan indicates a level of acceptable status or success
1664
+ * red indicates an error
1665
+
1666
+```
1667
+lab46:~/src/SEMESTER/DESIG/pctX$ pzlchk DESIG pctX
1668
+```
1669
+
1670
+For example, here's what a fully working, submitted output would look like:
1671
+
1672
+```
1673
+lab46:~/src/SEMESTER/DESIG/pctX$ pzlchk DESIG pctX
1674
+Checking DESIG/pctX data files ...
1675
+ > checking key file ...
1676
+ > key file exists: pctX.puzzle.key
1677
+ > key is of correct format
1678
+ > key is of correct length
1679
+ > key matches an entry in the MANIFEST
1680
+ > checking solution file ...
1681
+ > solution file exists: pctX.puzzle.solution
1682
+ > solution file meets minimum length requirements
1683
+ > checking verify file ...
1684
+ > verify file exists: pctX.puzzle.verify
1685
+ > verify is NOT of incorrect format
1686
+
1687
+Checking DESIG/pctX submission ... submitted on 20210202-211205
1688
+```
1689
+
1690
+## SUBMISSION
1691
+
1692
+By successfully performing this project, you should be submitting files
1693
+that satisfy the following requirements:
1694
+
1695
+ * a `pctX.puzzle.key` file formatted as indicated elsewhere in this project document
1696
+ * a `pctX.puzzle.solution` file containing organized and informative detailing of your path to solution
1697
+ * a `pctX.puzzle.verify` file containing the appropriate verification information
1698
+
1699
+NOTE: Please substitute the actual project number in place of the 'X' in
1700
+pctX.
1701
+
1702
+To submit this project to me using the **submit** tool, run the following
1703
+command at your lab46 prompt:
1704
+
1705
+```
1706
+lab46:~/src/SEMESTER/DESIG/pctX$ submit DESIG pctX pctX.puzzle.key pctX.puzzle.solution pctX.puzzle.verify
1707
+Submitting DESIG project "pctX":
1708
+ -> pctX.puzzle.key(OK)
1709
+ -> pctX.puzzle.solution(OK)
1710
+ -> pctX.puzzle.verify(OK)
1711
+
1712
+SUCCESSFULLY SUBMITTED
1713
+```
1714
+
1715
+NOTE: "DESIG" here is your class designation. It can be something like
1716
+"cprog", "unix", "data", "discrete", "c4eng". You should know what your
1717
+particular class designation is and substitute it into the submit line
1718
+above.
1719
+
1720
+You should get some sort of confirmation indicating successful submission
1721
+if all went according to plan. If not, check for typos and or locational
1722
+mismatches.
1723
+
1724
+I'll be looking for the following:
1725
+
1726
+```
1727
+XX:pctX:final tally of results (XX/XX)
1728
+*:pctX:puzzle.key file submitted with correct values [#/#] (lower half of one-third)
1729
+*:pctX:puzzle.solution documents discovery of each letter [#/#] (two-thirds)
1730
+*:pctX:puzzle.verify provides verification information [#/#] (upper half of one-third)
1731
+```
1732
+
1733
+Additional points of consideration:
1734
+
1735
+ * if any restrictions are in force and they are ignored in the solving of the problem, up to 50% of credit can be deducted.
1736
+ * if solution is messy and disorganized, up to 50% of credit can be deducted (if I cannot easily tell how you got something).
1737
+
1738
+Point values for the various iterations of pctX projects:
1739
+
1740
+| pct0 | 13 pts | bonus |
1741
+| pct1 | 13 pts | bonus |
1742
+| pct2 | 26 pts | |
1743
+| pct3 | 26 pts | bonus |
1744
+| pct4 | 26 pts | |
1745
+| pct5 | 39 pts | bonus |
1746
+| pct6 | 39 pts | |
1747
+| pct7 | 39 pts | bonus |
1748
+| pct8 | 39 pts | |
1749
+| pct9 | 52 pts | bonus |
1750
+| pctA | 52 pts | |
1751
+| pctB | 52 pts | bonus |
1752
+| pctC | 52 pts | |
1753
+| pctD | 52 pts | bonus |
1754
+| pctE | 52 pts | bonus |
1755
+| bwp1 | 39 pts | bonus |
1756
+| bwp2 | 52 pts | bonus |
haas/spring2026/cprog/projects/wcpX.md
... ...
@@ -0,0 +1,153 @@
1
+# WEEKLY CLASS PARTICIPATION (WCPX)
2
+
3
+## OVERVIEW
4
+
5
+Each week, you have the ability to earn class participation credit by
6
+performing any of the available activities (for some amount of points)
7
+per week within the stated constraints, in order to attain a given point
8
+threshold (varying from week to week or as a general progression
9
+throughout the semester).
10
+
11
+## BACKGROUND
12
+
13
+Measuring participation fulfills a vital role of gauging individual
14
+involvement and interactivity in on-going class activities, not just
15
+their ability to perform assigned projects.
16
+
17
+Being exposed to and interacting with the subject matter helps to improve
18
+understanding, and eventually fluency, yet the trends these days seem to
19
+involve more and more people only putting forth effort for a class DURING
20
+said class (often at the expense of the actual in-class activity going
21
+on).
22
+
23
+Some may think it is time well spent, but when I find myself constantly
24
+repeating myself days, weeks, even months later, it is clear that
25
+something needs to be done in order to improve individual participation
26
+in the course.
27
+
28
+## PARTICIPATION ACTIVITIES
29
+
30
+The following are a list of available activities, along with current
31
+weekly claim caps, and point values that you can perform for
32
+participation credit in a given week.
33
+
34
+Watch this space, as new activities may be added, or old ones obsoleted
35
+(either conditionally or entirely), along with tweaks to claim caps and
36
+point values.
37
+
38
+| attribute | description | cap | points per | week available |
39
+| --------- | --------------------------- | --- | ---------- | -------------- |
40
+| discord# | active on class discord | 6 | 2pts | 1+ |
41
+| early | early submission (3+ days) | 1 | 2pts | 1+ |
42
+| repo | 4+ commits to repository | 1 | 2pts | 1+ |
43
+| present# | physically present | 2 | 1pts | 7+ |
44
+
45
+You will see that, in a normal week a TOTAL of 16-18 points are possible
46
+(depending on particular attribute criteria)
47
+
48
+Each week I will require some subset of the above-stated activities to be
49
+done for participation, giving you choices on how you'd like to earn this
50
+credit. Depending on the combination, I may consider participation
51
+activities done in excess of the weekly cap as some form of bonus
52
+(applied to the participation component).
53
+
54
+NOTE: The eligibility for claiming a `discord#` attribute is based on
55
+on-topic, on-going interactions on the class discord channels. Direct
56
+Messages in Discord do NOT count.
57
+
58
+E-mails do NOT count toward participation.
59
+
60
+Part of your responsibility in the class is to participate in the
61
+learning environment with others.
62
+
63
+During week 1, since we are just getting started, `#generalchat` messages
64
+will be included in the list of acceptable participation sources (but
65
+will only be included for consideration in the first week).
66
+
67
+Pertinent interactions on `#puzzl-y-tastic` will also count towards
68
+acceptable participation sources.
69
+
70
+Cap on bonus points: one can only earn AT MOST HALF the stated weekly
71
+points in bonus form (or 2, if the halfway value is less than 2).
72
+
73
+For `#discord`, the time threshold between earnable points starts at 192
74
+minutes, and will increment by 192 with each passing earned attribute
75
+throughout the given week.
76
+
77
+Only posts (or accumulations of posts) of at least 32 words will be
78
+considered eligible. Accumulated triggers will only come to fruition once
79
+the necessary time lapse has transpired.
80
+
81
+wcp activity analysis is automated: the **wcp** tool will show you a
82
+daily report of what you've currently accumulated (updated once per day,
83
+sometime around midnight).
84
+
85
+## WCPX REPORTS
86
+
87
+Each week there will be a `wcp#` report started for you to view your
88
+accumulated participation credit, which can be viewed using the `wcp`
89
+tool (on lab46).
90
+
91
+Failure to adequately participate under the terms of the available
92
+attributes by the deadline will result in lost credit: remembering and
93
+time management are important skills as well!
94
+
95
+The report will start on Thursday, and close by the end of that week
96
+Wednesday. You have between the open and close of a reporting period to
97
+perform your recognized participation activities.
98
+
99
+## WEEKLY POINT REQUIREMENTS
100
+
101
+Following will be a list of participation point tallies you will need to
102
+accumulate in a given week to get full credit:
103
+
104
+| week | report | opens on | closes | total points needed |
105
+| NUM | NAME | | on | |
106
+| ---- | ------ | -------- | -------- | ------------------- |
107
+| 1 | wcp1 | 20260122 | 20260128 | 2 |
108
+| 2 | wcp2 | 20260129 | 20260204 | 2 |
109
+| 3 | wcp3 | 20260205 | 20260211 | 4 |
110
+| 4 | wcp4 | 20260212 | 20260218 | 4 |
111
+| 5 | wcp5 | 20260219 | 20260225 | 4 |
112
+| 6 | wcp6 | 20260226 | 20260304 | 4 |
113
+| 7 | wcp7 | 20260305 | 20260311 | 8 |
114
+| 8 | wcp8 | 20260312 | 20260325 | 8 |
115
+| 9 | wcp9 | 20260326 | 20260401 | 8 |
116
+| A | wcpA | 20260402 | 20260408 | 8 |
117
+| B | wcpB | 20260409 | 20260415 | 8 |
118
+| C | wcpC | 20260416 | 20260422 | 8 |
119
+| D | wcpD | 20260423 | 20260429 | 8 |
120
+| E | wcpE | 20260430 | 20260506 | 8 |
121
+
122
+There are no make-ups. If you miss performing an activity, you can either
123
+make up the credit by other participation activities, or even make up for
124
+lost credit with bonus points in other weeks.
125
+
126
+## VIEWING YOUR CURRENT WEEK PARTICIPATION REPORT
127
+
128
+The sanctioned participation activities, when performed, leave a digital
129
+trail, which I capture.
130
+
131
+The spirit of this activity is that you are making genuine and honest
132
+contributions to participation each and every week.
133
+
134
+### USING WCP
135
+
136
+If you are within the report window for a particular week (say, week1, so
137
+the `wcp1` participation report is active), you can view your report
138
+using the `wcp` tool.
139
+
140
+It takes 2 arguments:
141
+
142
+ * the class DESIG you are checking the report on (eg: c4eng, cprog, unix)
143
+ * the wcpNUM report name (where NUM is `1` for wcp1/week1)
144
+
145
+And you can do so as follows (replace 'DESIG' with your lowercase class
146
+designation, for the appropriate week):
147
+
148
+```
149
+lab46:~$ wcp DESIG wcpNUM
150
+```
151
+
152
+This should bring up the current report, displayed to STDOUT in your
153
+lab46 terminal.
haas/spring2026/sysprog.md
... ...
@@ -0,0 +1,785 @@
1
+# spring2026/sysprog
2
+
3
+# CSCS2730 Systems Programming
4
+
5
+## Syllabus / Course Homepage
6
+
7
+| Instructor: | Matthew Haas (haas@corning-cc.edu) |
8
+| Office: | `CHM123` |
9
+| Office Hours: | `T 10:00a-10:50a`, `W 1:30p-2:20p`, `R 10:00a-12:50p` |
10
+| Class Meeting: | Online/Async, CHM123 W 2:30p-3:20p |
11
+| Class DESIG: | `sysprog` |
12
+| Class Chat: | `#sysprog` on discord |
13
+| Public Directory: | `/var/public/fall2025/SYSPROG` |
14
+| CRN: | `31105` |
15
+| '`W`' Drop Date: | April 6, 2026 |
16
+| ----------------- | -------------------------------------------------------------- |
17
+| DISCORD invite: | [https://discord.gg/8eu3nKjUXX](https://discord.gg/8eu3nKjUXX) |
18
+| Projects page: | [https://lab46.g7n.org/haas/spring2026/sysprog/projects.md](https://lab46.g7n.org/haas/spring2026/sysprog/projects.md) |
19
+| CCC Syllabus Statements: | [https://docs.google.com/document/d/1JsIuYeV5c72l5qaQEFOoNhJDYeaCv60U-kCKMaKzhv4/](https://docs.google.com/document/d/1JsIuYeV5c72l5qaQEFOoNhJDYeaCv60U-kCKMaKzhv4/) |
20
+
21
+## Course Description
22
+
23
+Systems programming for portable operating system implementations. File
24
+and Device I/O, timers, process management, sockets, threads, file
25
+systems, terminals, signals, pipes, semaphores. Focus on concurrency and
26
+effective resource utilization.
27
+
28
+(3 cr. hrs.) (Fall). Prerequisites: `CSCS1320`, `CSCS1730`, or Instructor
29
+consent.
30
+
31
+## Course Objectives
32
+
33
+Upon completion of this course, students will be able to:
34
+
35
+ * better understand file I/O for efficient data processing
36
+ * utilize capabilities built into the operating system
37
+ * write programs that interact with and spawn processes
38
+ * use pipes and sockets to communicate and share data
39
+ * demonstrate knowledge of concurrency
40
+ * design programs that handle signals
41
+ * explore efficient solutions to data- and processing- intensive problems
42
+ * utilize collaboration of resources to solve problems
43
+
44
+## Assumptions
45
+
46
+There are many great opportunities for realization and insight ahead, but
47
+there are also many obstacles standing in the way of you staying on a
48
+path of success. I find that uncommunicated assumptions can play a role
49
+in hampering progress, so please ensure you are suitably read up and
50
+aware of my assumptions coming into the course, along with my assumptions
51
+of your assumptions, playing the role of a studious student seeking
52
+enlightenment.
53
+
54
+Let's also make sure we are on the same playing field by establishing
55
+some definitions:
56
+
57
+**student**: A student is primarily a person enrolled in a school
58
+or other educational institution and who is under learning with
59
+goals of acquiring knowledge, developing professions and facilitating
60
+employment in a particular field. In the broader sense, **a student
61
+is anyone who applies themselves to the intensive intellectual
62
+engagement with some matter necessary to master it** as part of
63
+some practical affair in which such mastery is basic or decisive.
64
+(https://en.wikipedia.org/wiki/Student)
65
+
66
+While a decent definition, I would argue that it falls short by not also
67
+indicating certain things that should be stated, so herein are some
68
+further assumptions:
69
+
70
+A student, entering into the educational environment of a particular
71
+class or degree of study (especially at the undergraduate level where we
72
+reside), **DOES NOT** need to have any prior experience with the subject
73
+matter. That is: if you are taking a course on introductory programming
74
+in a certain language, the student is not expected to know how to program
75
+in that specific language (and depending on prerequisites to the course,
76
+may not even need to know anything about programming at the introductory
77
+level).
78
+
79
+To learn something means you don't know it. Not knowing something,
80
+there's a state of not understanding, and not being aware of what a
81
+particular thing or concept is. A student taking a class to learn
82
+something necessarily needs to be in active pursuit of gaining an
83
+understanding, but is not expecting to come in knowing anything. Learning
84
+is often a mistake-ridden process of bumping around in progressively less
85
+conceptually dark spaces as patterns are sussed out and intuitive
86
+connections are established. We learn best from our mistakes, so a
87
+student that does not make mistakes, or that avoids opportunities to make
88
+mistakes, isn't being a good student.
89
+
90
+Learning is build upon an ever-growing foundation (your life experience
91
+and knowledge, some derivation of society's and civilization's collective
92
+body of experience and knowledge), and to be eligible to take a college
93
+class, yes, SOME prerequisite knowledge is assumed, namely:
94
+
95
+ * you are functionally literate in English
96
+ * you know how to and can/will read (input/consume)
97
+ * you know how to and can/will write (output/create/produce)
98
+ * you know how to and can/will do math/computations
99
+ * you know how to and can/will think
100
+ * you know how to and can/will ask questions
101
+
102
+A student's (or learner's) absolute BEST tool is the question,
103
+specifically the regular asking of them. You **NEED** to be regularly
104
+engaging yourself and the class with questions, and responses to
105
+questions. No two people perceive something the same exact way.
106
+One explanation is not ideal for every individual. If an available
107
+explanation falls short with respect to being clarifying or promoting
108
+understanding, you should ask a question. If an available explanation is
109
+clarifying, but then upon further thought creates confusion or makes you
110
+wonder about other, potentially related things: YOU SHOULD ALSO ASK a
111
+question.
112
+
113
+The benefit of authentic education is that it transitions one from a
114
+state of predominantly not knowing what they don't know, to a state where
115
+while they may know that they know more than they did before, also then
116
+cultivates an important perception of then KNOWING that they don't know
117
+even more things.
118
+
119
+Education isn't about certainty or comfort in attaining a set of facts
120
+and calling it quits: It is about coming to terms with the endless
121
+uncertainty of possible things that can be pursued or known. We can never
122
+know everything, but we CAN know that we can never know everything. We
123
+instead strive for a functioning subset where we learn enough to give us
124
+a foundation in the present, and consistently keep learning (although
125
+hopefully less so exclusively in a classroom as time goes by, but
126
+instead by the individual having gained enough experience to become a
127
+self-learner) to keep up with the demands of tomorrow.
128
+
129
+So, as a student learner embarking upon and taking this class, know that
130
+I don't assume you know anything about the course you are taking, and
131
+that you will be reading and thinking and doing and computing and asking
132
+questions regularly so that by the conclusion of the course, you will
133
+have some greater idea of the nature of what was encountered in the
134
+class.
135
+
136
+If you don't want to ask questions, for whatever reason, nor want to
137
+bother with expanding your horizons, in learning new and different
138
+concepts and ways of doing things (ie you want to remain small and
139
+stagnant), then I would urge you to reconsider taking this course: it is
140
+NOT a daycare to keep your mind and hands pacified. It is an educational
141
+environment where you will be tasked to grow and improve.
142
+
143
+## Course Materials
144
+
145
+Understanding Unix/Linux Programming: A Guide to Theory and Practice
146
+by Bruce Molay
147
+Publisher: Prentice Hall
148
+ISBN: 0-13-008396-8
149
+[Public Book Page](http://www.pearsonhighered.com/academic/product/0,3110,0130083968,00.html)
150
+[Book URL](https://www.pearson.com/us/higher-education/program/Molay-Understanding-UNIX-LINUX-Programming-A-Guide-to-Theory-and-Practice/PGM190781.html)
151
+
152
+## Technology Policy
153
+
154
+The baseline qualifications for taking this course include you having a proficiency:
155
+
156
+ * to type on a full-size computer keyboard (104-key or equivalent)
157
+ * with basic computing concepts (files, storage, units of information)
158
+ * to read instructions and available technical data in relevant theatres and domains
159
+
160
+... and an ability:
161
+
162
+ * to readily ask questions
163
+ * to take notes and later retrieve useful information from them
164
+ * to recall important concepts and experiences
165
+ * to work on class-related content outside of class
166
+
167
+... and a willingness:
168
+
169
+ * to attempt solving new and unfamiliar problems
170
+ * to encounter new and unfamiliar concepts
171
+ * to indulge in new and unfamiliar activities
172
+ * to learn in new and unfamiliar ways
173
+ * to work on class-related content outside of class
174
+
175
+## AI use policy
176
+
177
+With the advent of commercially-viable and desktop-usable AI products
178
+(AI/AGI/chatGPT/LLMs/etc.), heretofore all regarded as "AI", questions of
179
+ethics and allowability of such tools in the learning process have become
180
+a rather hot topic. For the purposes of my classes:
181
+
182
+AI use is **not** recommended; you would be better off at this stage not
183
+even touching it.
184
+
185
+AI is a powerful tool for productivity, yet when used prior to
186
+solid understanding of the concepts and information being transacted,
187
+ultimately suffer and stagnate.
188
+
189
+You should aim to understand and know how to do things yourself, by
190
+hand/manually. This allows you to better vet AI output, not to mention
191
+better leverage various automation technologies.
192
+
193
+During this learning process, do as much of the task as you can by hand
194
+or mentally: this is how you gain understanding and comprehension. This
195
+allows you to better vet AI output.
196
+
197
+If you insist on using AI, you hereby acknowledge you assume
198
+responsibility for its inherent perils and hazards it can cause you and
199
+your progress/success in this class:
200
+
201
+ * accept that you are putting yourself at risk of deeply sabotaging your learning journey, subjecting yourself to stagnant thought and limited perspectives, as you insulate yourself from the rigors of doing the actual work
202
+
203
+ * accept that you will have to live with the awareness that the instructor and other suitably aware individuals in the course may lose some faith in your humanity
204
+
205
+ * accept that, if you pass off AI-generated work as your own, and your work is questioned, **if you are unable to competently demonstrate your understanding, you risk losing any and all credit for that deliverable**
206
+
207
+ * YOU are the student, YOU are the one here to do the work and learn.
208
+
209
+AI prose is increasingly sophisticated and convincing. Yet there is a
210
+difference between verbosity and competence. Learning to differentiate
211
+between them is a valuable life skill, and an important ability to have
212
+when dealing with AI output.
213
+
214
+## Grading Policy
215
+
216
+The grading policy is broken down into 4 areas, totalling 104 points
217
+(which will account for 100% of the grade):
218
+
219
+ * Notes/Journal/Writing (13pts)
220
+ * Projects (52pts)
221
+ * Participation (13pts)
222
+ * EoCE (26pts).
223
+
224
+Each area, as well as the overall grade, will be evaluated based on a sum
225
+of accumulated points on each projects out of a sum of total points on
226
+each project (as opposed to a sum of averages on each project). This
227
+totaling tends to favor those who consistently do work throughout the
228
+semester, and I want to reward that.
229
+
230
+In addition, for each third to quarter of the class (at instructor's
231
+discretion), there will be a possibility of a **knowledge assessment**,
232
+the results of which will serve as a credit multiplier to any points
233
+accrued (ranging from 0.00-1.00). That means: if you skip or bomb the
234
+knowledge assessment, all your accrued points for that segment of the
235
+course are multiplied by 0.00, and that is the resultant credit that is
236
+factored into your grade.
237
+
238
+While the term 'percent' may be used, it is more appropriate to consider
239
+it a 'percent-oh-four', as the word 'percent' refers to PER each CENT
240
+(100). We are dealing not with 100s, but 104s.
241
+
242
+Also: with the possible exception of the project component, any
243
+accumulated point excesses will be capped at the allocation per that
244
+grading unit.
245
+
246
+## Letter Grades
247
+
248
+Letter grades are pegged to the following numeric values:
249
+
250
+ * **A** (98.00+)
251
+ * **A-** (92.00-97.99)
252
+ * **B+** (86.00-91.99)
253
+ * **B** (80.00-85.99)
254
+ * **B-** (74.00-79.99)
255
+ * **C+** (68.00-73.99)
256
+ * **C** (62.00-67.99)
257
+ * **D** (56.00-61.99)
258
+ * **F** ( 0.00-55.99)
259
+
260
+Any calculated values in excess of two decimal places that may impact the
261
+result is at the sole evaluatory discretion of the instructor (for
262
+example, getting a 92.997; if you've been a pleasant, decent human being,
263
+I may do you a favor. Just sayin'). Application of any 'rounding' or
264
+other result processing is also at the sole discretion of the instructor.
265
+
266
+Bonus points, if given/available, are applied to a particular grade
267
+component (for example, a project bonus point will only pad the projects
268
+component of the grade), and then only up to a maximum of that grade
269
+component's total value (ie, one cannot use bonus points to exceed the 13
270
+possible overall points on the journal, or participation, for example).
271
+
272
+In addition, some further constraints pertaining to bonus point
273
+eligibility:
274
+
275
+Bonus projects that are due the same week as a for-credit project will
276
+only be considered if the for-credit project was actually turned in.
277
+
278
+Bonus projects that are due the same week as a for-credit project will
279
+only be considered if the for-credit project had a final evaluated result
280
+of greater than or equal to 52%.
281
+
282
+Bonus points from early submission of a for-credit project will only be
283
+applied if the for-credit project had a final evaluated result of greater
284
+than or equal to 52%.
285
+
286
+**NOTE**: bonus projects or other extra credit items are **not** eligible
287
+for early submission bonuses.
288
+
289
+## Course Notes
290
+
291
+Accomplishing the assigned tasks represents only part of the educational
292
+experience. A vital part of learning involve understanding and thinking.
293
+Writing is perhaps the best tool we have of capturing thought.
294
+
295
+In each course, as appropriate, there will be an on-going, weekly
296
+class-collaborative documentation, in the form of coursenotes or some
297
+related endeavour where the aim will be to assemble a coherent,
298
+informative document providing insight what went on in class / improved
299
+presentation of some class resource.
300
+
301
+While collaborative in nature, each individual will be evaluated based on
302
+number of commits and quantity of content contributed. While class or
303
+resource topics may vary from week to week, look to contribute at least
304
+256 words of informative, relevant content for consideration of full
305
+credit in this category.
306
+
307
+## Projects
308
+
309
+Projects constitute the portion of your grade involving activities you
310
+perform in the name of experiencing and demonstrating knowledge in this
311
+class- the means by which I will be assessing your understanding of the
312
+material through directed explorations of various topics. Such projects
313
+may be comprehensive to one another.
314
+
315
+In some cases, depending on the situations involved, a project may be
316
+conducive for group-based collaboration. This is not the default case,
317
+but is specified on a case-by-case basis. In such scenarios, all involved
318
+group members should be identified prior to starting on the project.
319
+Additionally, ALL group members in a collaborative situation must perform
320
+fairly equivalent work output into the completion of the project.
321
+Deficient members may experience reduced success.
322
+
323
+In accordance with the late policy, projects past their deadline will see
324
+a late penalty of 33% levied per day. This is to mitigate procrastination
325
+and encourage better time management, and also to ensure progress
326
+continues- once we hit the third day, a past due project is no longer
327
+worth any credit, so it behooves everyone to stay on top of assigned work
328
+and to complete it by its respective deadline. To clarify, if a project
329
+is due by the end of Wednesday, it would be 33% late Thursday (1 day
330
+late), 66% late Friday (2 days late), 100% late once it becomes Saturday
331
+(3+ days late).
332
+
333
+## Participation
334
+
335
+Maintaining an ever present effort in your journey with respect to being
336
+present for class gatherings and making such effort known is an important
337
+aspect to academic interactions.
338
+
339
+For class (no matter the setting), you are to show your effort through
340
+demonstrating regular interactive activity on lab46 and related class
341
+resources (discord, repository). Emphasis will be on communications
342
+taking place with the entire class (the class discord chat).
343
+
344
+Participating in class interactions is of significant importance.
345
+Participation is like the "I care" component of your grade. If you care
346
+enough to learn and help enhance the experience, you will have no trouble
347
+here. If you are disruptive or are not putting forth effort, however,
348
+then it will be duly reflected.
349
+
350
+Weekly participation may link directly to overall credit received on
351
+weekly projects! Do not be silent and in the shadows- ask questions and
352
+be interactive with the class!
353
+
354
+Each week, you have the ability to earn participation credit by
355
+performing various activities (for some amount of points per week, likely
356
+reflective of week and progression of semester). The particular **wcp#**
357
+projects will detail the specific attributes and points available (and
358
+needed) for a particular week.
359
+
360
+I would encourage you to vary your participation activities from week to
361
+week, especially as no one single activity will eventually be enough to
362
+cover the entirety of your weekly participation requirements.
363
+
364
+If you anticipate missing a class, please notify me in advance. While you
365
+may still lose applicable participation credit, the advance notice will
366
+be taken into positive consideration.
367
+
368
+## EoCE
369
+
370
+As the semester starts wrapping up, the End of Course Experience (EoCE)
371
+will be released.
372
+
373
+Intended as a sort of comprehensive project(s), its aim is to evaluate
374
+your knowledge gained from the class this semester. Unlike other classes
375
+which have a "Final Exam", the EoCE is meant to be an EXPERIENCE, and as
376
+such celebrated across the land. If you're new to my classes, you'll see
377
+those with prior experience jump for joy at the thought of an EoCE (the
378
+twitching / convulsing is merely ecstatic joy that is difficult for the
379
+corporeal body to manifest).
380
+
381
+## Submission Guidelines
382
+
383
+The following are some guidelines to keep in mind when preparing your
384
+work for submission. Not all may always be applicable, to each class, or
385
+even each submission.
386
+
387
+### Digital is best
388
+
389
+Technology is a wonderful thing. It facilitates many of the tasks we'd
390
+otherwise have to do manually by hand.
391
+
392
+The intent here is to make things easy on both you and me.
393
+
394
+So use the technology, and don't just it for the sake of using it-- use
395
+it to make the task at hand easier (ie use the technology available and
396
+sanctioned for the course).
397
+
398
+With that said, some additional aspects to keep in mind:
399
+
400
+ * e-mails were designed to be plain text; don't make them into web pages
401
+ * e-mails should always have an informative subject line
402
+ * if you've got non-text files to include in an e-mail, just attach them
403
+ * you've got many attachments? archive/compress them, attach the archive
404
+ * plain ASCII text (UTF-8) is preferable over any enriched text format
405
+
406
+If appropriate, I also will accept submissions via singing telegram,
407
+airplane banner, crop circles, creative dance, three part rock aria, etc.
408
+so long that I get to witness such creativity, and receive something
409
+which lets me look back on it later (photos, video, transcription on
410
+paper, etc.). Chances are such unique submissions will gain you favorable
411
+considerations.
412
+
413
+### Identification
414
+
415
+Where applicable, be sure to include the following information on any
416
+submission:
417
+
418
+ * Name,
419
+ * Course and Section,
420
+ * Due Date,
421
+ * Assignment # and description,
422
+ * Short abstract describing the purpose of your program / assignment.
423
+
424
+Presentation of this information in a clear and organized fashion will
425
+make your assignment all the easier to read. You may come up with your
426
+own format for the display of this information.
427
+
428
+Any e-mail submissions should have an appropriate subject line. Please
429
+use subjects on all e-mails. This is also very important.
430
+
431
+Leaving off the subject line is like sending a letter without putting a
432
+stamp on it-- it causes someone extra work. And that someone would be me.
433
+So don't do it. Please please please use informative subject lines!
434
+
435
+### Paraphrasing
436
+
437
+For any provided questions, keywords, etc.: identify each question or
438
+selection you are answering by listing or paraphrasing the original
439
+question.
440
+
441
+Do not just give me an answer.
442
+
443
+This is important. I mean it. You don't know how frustrating it is to get
444
+an assignment that just has the answers on it. It takes so much longer to
445
+evaluate.
446
+
447
+I reserve the right to deduct points if you don't do this.
448
+
449
+### Organization
450
+
451
+Keep your programs and assignments organized and easy to read.
452
+
453
+Use a uniform writing style. Messy or unorganized submissions will have
454
+points deducted. Think to yourself: does it look good? Would **you** want
455
+to read this? Take pride in your work.
456
+
457
+These assignments are not just for me to read and grade- you may wish to
458
+incorporate them into a portfolio for use in the future. Making an
459
+investment now could pay off later!
460
+
461
+### Timeliness
462
+
463
+Turn in submissions on time.
464
+
465
+Late submissions will be subject to an appropriate penalty. Circumstances
466
+vary, see the Late Policy for details.
467
+
468
+In many cases, where possible, I do accept resubmissions.
469
+
470
+### Errors
471
+
472
+If you encounter an error while performing some task (and the directions
473
+do not indicate you should be receiving an error), chances are you made a
474
+typo. Consult the class chat, ask someone, or contact me.
475
+
476
+**NOTE**: Submissions containing answers based on user error will be
477
+considered incorrect.
478
+
479
+### Backups
480
+
481
+Be sure to keep a backup copy of all assignments submitted in the event
482
+something is lost in transmission.
483
+
484
+**It is your responsibility to be able to send another copy of your
485
+submission should the original be lost.**
486
+
487
+### Common Sense
488
+
489
+Use your own judgment. The world today is increasingly filled with rules
490
+and policies dictating what you can and cannot do. I am not about to
491
+go and list all the specifics and restrictions regarding assignment
492
+submission.
493
+
494
+You are here to learn and to grow, and I want to allow you a certain
495
+amount of flexibility in that process. Spending all your time formatting
496
+an assignment to my specifications isn't my idea of learning. Incorporate
497
+these guidelines into your general style, if you miss the mark I'll let
498
+you know. But focus more on learning and understanding than worrying
499
+about dotting every 'i' or crossing every 't'. There's enough of that
500
+elsewhere in the world.
501
+
502
+## Late Policy
503
+
504
+Sometimes, even though we try our hardest to get everything in on time,
505
+the spurious Murphy's Law will make an appearance. Your dog ate your
506
+network cable, a burst of cosmic rays damaged your RAM precisely where
507
+your work was located... the list goes on.
508
+
509
+If something is not submitted by its respective due date (or, heaven
510
+forbid, the late window), and no advance attempt has been made to
511
+communicate with me, the assignment will be invalidated of any value.
512
+
513
+Bottom line.. if something is going to be late: let me know. It happens,
514
+just don't make a habit of it. Communication is key.
515
+
516
+Unless otherwise specified, past due assignments will lose 33% credit per
517
+day, rendering them worthless credit-wise after 3 days.
518
+
519
+Please do remember most projects are released **at least** one week in
520
+advance. If you wait until the finals days before the deadline, and
521
+struggle due to lack of time, that isn't grounds for reconsideration of
522
+any deadlines or late penalties. Take the whole time, work away slowly at
523
+it over time, and that will likely lead to far fewer deadline rushes.
524
+
525
+### Attendance
526
+
527
+Attendance plays an important part in one's educational journey each
528
+semester. Missing class deprives you of essential knowledge and hinders
529
+understanding towards your eventual mastering of a topic.
530
+
531
+Because we are all here to learn (and if learning isn't a priority, I
532
+highly suggest you think about making it such), and believe it or not-
533
+learning isn't just about one person, but the entire group. So it is
534
+important to be present in order to positively contribute to the learning
535
+experience.
536
+
537
+I also reserve the right to report absent, or highly tardy students in
538
+the course. In some cases, that could result in being dropped from the
539
+course. On the same token, I reserve the right NOT to report or do
540
+anything to such students. Sometimes failure can be the best teacher.
541
+
542
+### Behaviour
543
+
544
+Should your behaviour in the class be notably and consistently unruly,
545
+off-topic, or alarming, I have the ability to remove you from the class.
546
+
547
+I will likely issue a warning or report (although not necessarily to the
548
+individual- sometimes an administrative reporting is in order to have
549
+them resolve the issue) indicating a desire to have you cease the
550
+particular behaviour, but through continued transgressions, may actually
551
+elevate to forced removal from the class.
552
+
553
+The priority is to the well-being of the class community. I cannot have
554
+individuals derailing that for their own personal gain or purposes.
555
+
556
+## Collaboration
557
+
558
+Because this course is open resource (ie book, computer, note, etc.) I
559
+would like it generally to remain **closed person** and **closed
560
+intelligence** (the thinking done should be your own, not outsourcing it
561
+to some artificial entity). The reason for this is that the amount of
562
+resources available to you are vast, and the goal here is to discover and
563
+learn the material through individual initiative.
564
+
565
+It IS possible to help others without giving away answers.
566
+
567
+Respond to questions with a question, give pointers to where information
568
+might be located in legitimate sources, remind them of the usefulness of
569
+manuals, and the availability of search engines.
570
+
571
+Individuals are allowed and expected, to assist others through the class
572
+chat **WITHOUT GIVING EXPLICIT ANSWERS**, so long as it does not
573
+interfere with any other existing circumstance. If group work is required
574
+on anything, that attribute will be specifically stated.
575
+
576
+Explicit copying on or of any class work is forbidden. If any evidence or
577
+suggestion of non-authentic work is discovered (and I can tell you some
578
+stories) in your particular direction, you risk both my wrath as well as
579
+the possibility of disciplinary action by the school. Academic dishonesty
580
+and plagiarism may be prosecuted under the purview as laid out in the
581
+school's Academic Honesty Policy, as listed under the Code of Student
582
+Conduct: Academic Honesty section in the CCC Course Catalog.
583
+
584
+So just play it safe and make sure your work is your own, and borrowed
585
+information is appropriately cited or referenced.
586
+
587
+## Pet Peeves
588
+
589
+Everyone has their buttons that can be pushed the wrong way. Here are a
590
+few of mine, that I would prefer not encountering:
591
+
592
+The eager, often surface-only desire to destroy things (especially with
593
+no desire to understand the why behind it all).
594
+
595
+The notion that 'old', 'unpopular', 'uncomfortable', or 'different',
596
+especially in terms of technology or experiences, is somehow bad (there
597
+are plenty of useful things to learn, for the patterns will often
598
+remanifest in future technologies down the road)
599
+
600
+Apologizing: "sorry I had to ask a question", "sorry I misunderstood",
601
+"sorry I failed to do that action"; I WANT people to ask questions.
602
+Questions are based on not fully understanding something. And if your
603
+actions come up short, apologies only serve to highlight the deficiency.
604
+The best solution: to fix it and not keep repeating the same mistake.
605
+There may be things worthy of apologizing for. For most incidents of
606
+apology I encounter related to classes, such is irrelevant. If you feel
607
+you are in the wrong for asking a question, you're doing this whole
608
+learning thing wrong.
609
+
610
+Overhelping "the weakest link"; a somewhat modern trend, where I see
611
+woefully unprepared/unready individuals overly assisted through the
612
+course (where the intent is to save them from failing). This is but a
613
+short-term perspective, contributing to their long-term failure.
614
+
615
+Opting out of things that seem overwhelming, yet somehow expecting things
616
+will get better as time goes on.
617
+
618
+The desire to impress me-- impressing comes by being impressive, not
619
+selling an act to me (in short, don't try to impress me, just do your
620
+best work, and have me be impressed by how impressive it naturally is).
621
+
622
+Avoiding the developing/strengthening your own memory and recall, and
623
+relying on others (including the instructor) to be your memory.
624
+
625
+The obsession over and recitation of hardware specs-- this has nothing to
626
+do with computing, yet many mistakenly believe it to be such (a small
627
+aspect of IT and an occasionally fun hobby? sure.)
628
+
629
+The compensation for lack of knowledge by clinging tightly to (perceived)
630
+known knowledge-- I expect everyone not to know things; knowing we don't
631
+know enables us to learn.
632
+
633
+The avoiding of questions out of fear they may not be worthy of asking--
634
+how else can I know where you are if you don't ask?
635
+
636
+The asking for the answer as if it were a question, to avoid thinking or
637
+doing the work yourself. Questions are the a result of your thinking, not
638
+"I don't know, so tell me?", or the worst (literally): "What do I need to
639
+do in order to get an A/full credit?"
640
+
641
+The absolute belief that if I say something then it is the truth (same
642
+for the inverse, converse, contrapositive, etc.)-- being open-minded and
643
+questioning is one of the greatest abilities we can have. Society trains
644
+you to be compliant with external authority at the expense of your own;
645
+to be educated and intelligent, in part, means you have cultivated your
646
+own self-authority so you can make your own decisions.
647
+
648
+The impression that if something is said frequently or confidently
649
+enough, then it must be true, and that makes someone an "expert" who
650
+should be believed, followed, and unquestioned.
651
+
652
+The tendency to brute force through something instead of trying to think
653
+or learn new approaches-- memorizing and regurgitation will often not
654
+work out in your favour here (or greatly annoy me).
655
+
656
+Being tangibly obsessed with knowing your exact grade, while being
657
+uninformed about the process of calculating it yourself from available
658
+information.
659
+
660
+Complaining upstream about me/my class without actually bringing issues
661
+to me first to address.
662
+
663
+Destroying context in asynchronous communications (ie deleting Discord
664
+messages after making a post, asking a question, and getting some sort of
665
+resolution): this makes it entirely unhelpful for others to also benefit,
666
+and leaves gaping holes in the existing conversation. Please do not
667
+delete your Discord messages after getting a response.
668
+
669
+Using AI, and failing to distinguish between your own skills and
670
+knowledge, and what AI is able to produce, treating them as one and the
671
+same. As I've said elsewhere, at this level, you should be avoiding
672
+flagrant AI use, as it can become a fatal crutch, stagnating your
673
+abilities.
674
+
675
+## Rules for Success
676
+
677
+For maximum success in the class, please adhere to the following rules:
678
+
679
+ * start on activities early
680
+ * observe/study, read/intuit, and comprehend the subject matter
681
+ * play/tinker/experiment with the subject matter (external to projects)
682
+ * ask well-informed and copious questions
683
+
684
+Struggle and problems in the course almost immediately arise when one
685
+fails to follow one or more of these guidelines.
686
+
687
+## Documentation
688
+
689
+The following criteria should be kept in mind when contributing content
690
+to collaborative documentation, the course notes, and any pertinent
691
+class-related communications:
692
+
693
+ * Never use a form of a word in its own definition
694
+ * Use external hyperlinks only as citations
695
+ * Content first, then formatting
696
+ * There is only one empire- ours
697
+ * Contribute only original content
698
+ * Paraphrase and cite existing information
699
+ * Do NOT blatantly copy existing information
700
+ * A healthy resource is an active resource
701
+ * Do not focus on just your contributions
702
+ * Mistakes are opportunities for future contributions
703
+
704
+## Topics
705
+
706
+The following is a list of the major topics being covered in this course:
707
+
708
+ * UNIX Systems Programming
709
+ * User space
710
+ * Kernel, Kernel space
711
+ * Users, Files, and the Manual
712
+ * File Access (open, read, write, lseek, close)
713
+ * File descriptors
714
+ * Buffering
715
+ * System Calls
716
+ * Directories and File Properties
717
+ * File Types and File Properties
718
+ * Bit Sets and Bit Masks
719
+ * User IDs, Group IDs
720
+ * Focus on File Systems
721
+ * Filesystem Structure; inodes and data blocks
722
+ * Directories
723
+ * Links
724
+ * Connection Control
725
+ * Device files
726
+ * Race conditions
727
+ * Atomic Operations
728
+ * Streams
729
+ * Terminal Control and Signals
730
+ * Blocking vs. Non-Blocking
731
+ * Signals
732
+ * Event-Driven Programming
733
+ * Alarms, Interval Timers
734
+ * Reentrant code, critical sections
735
+ * Asynchronous input
736
+ * Processes and Programs
737
+ * UNIX process model, processes
738
+ * Parent/Child processes
739
+ * Shell Variables and the Environment
740
+ * I/O Redirection and Pipes
741
+ * I/O Redirection
742
+ * Pipes
743
+ * Servers and Sockets
744
+ * Client/Server model
745
+ * Coroutines
746
+ * Connections and Protocols
747
+ * Server sockets
748
+ * Client sockets
749
+ * Zombies
750
+ * Programming with Datagrams
751
+ * TCP vs. UDP
752
+ * Distributed Systems
753
+ * UNIX domain sockets
754
+ * Threads
755
+ * Multithreading
756
+ * Creating/destroying threads
757
+ * Sharing data between threads
758
+ * Synchronizing data
759
+ * Inter Process Communication
760
+ * Named pipes
761
+ * Shared memory
762
+ * File locks
763
+ * Semaphores
764
+
765
+## Student Understanding and Agreement of Syllabus Terms
766
+
767
+By reading through this document, participating in the class chat,
768
+utilizing class resources, and performing the various class activities
769
+and projects, you understand and consent:
770
+
771
+ * to the rules, policies governing your status as a student at SUNY CCC.
772
+ * to the structure, policies, and nature of the course as laid out here.
773
+ * to having an adequate understanding of course prerequisite knowledge.
774
+ * to maintain a respectful, inquisitive, well-behaved, and learning-oriented focus as you participate and go through the course.
775
+ * to practice (and further cultivate, as needed) the fundamental aspects of a student taking this course, which includes being able and willing:
776
+ * to read, comprehend and work with the material and information inherent to the course.
777
+ * to write and express your thoughts in coherent, descriptive sentences.
778
+ * willing to analyze, problem solve, debug, troubleshoot, ideate, creatively, and logically/rationally think.
779
+ * willing to compute and transact in number concepts (literal, symbolic or abstract) and any related units in their various processes.
780
+ * to, upon facing uncertainty, confusion, or lack of understanding, will ask copious, well-informed, and well-intending questions to clarify your state of understanding.
781
+ * if cause for issue rises, you will bring it to my attention so that it may be best addressed as locally and pertinently as possible to the course and its educational environment.
782
+ * participate in the course with a focus on curiosity, discovering, exploring, learning, and understanding.
783
+ * starting early on deliverables so that ample time is available for discovering, exploring, learning, and asking any questions as needed.
784
+ * that, as a student, a genuine learning experience necessarily involves some level of unfamiliarity, which may invoke discomfort.
785
+ * that your learning and the nature of the course is an inherently asynchronous thing. It is your responsibility to manage your time, so that you can have adequate time to ask questions and accomplish your own tasks.
haas/spring2026/sysprog/README.md
... ...
@@ -1,785 +0,0 @@
1
-# spring2026/sysprog
2
-
3
-# CSCS2730 Systems Programming
4
-
5
-## Syllabus / Course Homepage
6
-
7
-| Instructor: | Matthew Haas (haas@corning-cc.edu) |
8
-| Office: | `CHM123` |
9
-| Office Hours: | `T 10:00a-10:50a`, `W 1:30p-2:20p`, `R 10:00a-12:50p` |
10
-| Class Meeting: | Online/Async, CHM123 W 2:30p-3:20p |
11
-| Class DESIG: | `sysprog` |
12
-| Class Chat: | `#sysprog` on discord |
13
-| Public Directory: | `/var/public/fall2025/SYSPROG` |
14
-| CRN: | `30189` |
15
-| '`W`' Drop Date: | April 6, 2026 |
16
-| ----------------- | -------------------------------------------------------------- |
17
-| DISCORD invite: | [https://discord.gg/8eu3nKjUXX](https://discord.gg/8eu3nKjUXX) |
18
-| Projects page: | [https://lab46.g7n.org/haas/spring2026/sysprog/projects.md](https://lab46.g7n.org/haas/spring2026/sysprog/projects.md) |
19
-| CCC Syllabus Statements: | [https://docs.google.com/document/d/1JsIuYeV5c72l5qaQEFOoNhJDYeaCv60U-kCKMaKzhv4/](https://docs.google.com/document/d/1JsIuYeV5c72l5qaQEFOoNhJDYeaCv60U-kCKMaKzhv4/) |
20
-
21
-## Course Description
22
-
23
-Systems programming for portable operating system implementations. File
24
-and Device I/O, timers, process management, sockets, threads, file
25
-systems, terminals, signals, pipes, semaphores. Focus on concurrency and
26
-effective resource utilization.
27
-
28
-(3 cr. hrs.) (Fall). Prerequisites: `CSCS1320`, `CSCS1730`, or Instructor
29
-consent.
30
-
31
-## Course Objectives
32
-
33
-Upon completion of this course, students will be able to:
34
-
35
- * better understand file I/O for efficient data processing
36
- * utilize capabilities built into the operating system
37
- * write programs that interact with and spawn processes
38
- * use pipes and sockets to communicate and share data
39
- * demonstrate knowledge of concurrency
40
- * design programs that handle signals
41
- * explore efficient solutions to data- and processing- intensive problems
42
- * utilize collaboration of resources to solve problems
43
-
44
-## Assumptions
45
-
46
-There are many great opportunities for realization and insight ahead, but
47
-there are also many obstacles standing in the way of you staying on a
48
-path of success. I find that uncommunicated assumptions can play a role
49
-in hampering progress, so please ensure you are suitably read up and
50
-aware of my assumptions coming into the course, along with my assumptions
51
-of your assumptions, playing the role of a studious student seeking
52
-enlightenment.
53
-
54
-Let's also make sure we are on the same playing field by establishing
55
-some definitions:
56
-
57
-**student**: A student is primarily a person enrolled in a school
58
-or other educational institution and who is under learning with
59
-goals of acquiring knowledge, developing professions and facilitating
60
-employment in a particular field. In the broader sense, **a student
61
-is anyone who applies themselves to the intensive intellectual
62
-engagement with some matter necessary to master it** as part of
63
-some practical affair in which such mastery is basic or decisive.
64
-(https://en.wikipedia.org/wiki/Student)
65
-
66
-While a decent definition, I would argue that it falls short by not also
67
-indicating certain things that should be stated, so herein are some
68
-further assumptions:
69
-
70
-A student, entering into the educational environment of a particular
71
-class or degree of study (especially at the undergraduate level where we
72
-reside), **DOES NOT** need to have any prior experience with the subject
73
-matter. That is: if you are taking a course on introductory programming
74
-in a certain language, the student is not expected to know how to program
75
-in that specific language (and depending on prerequisites to the course,
76
-may not even need to know anything about programming at the introductory
77
-level).
78
-
79
-To learn something means you don't know it. Not knowing something,
80
-there's a state of not understanding, and not being aware of what a
81
-particular thing or concept is. A student taking a class to learn
82
-something necessarily needs to be in active pursuit of gaining an
83
-understanding, but is not expecting to come in knowing anything. Learning
84
-is often a mistake-ridden process of bumping around in progressively less
85
-conceptually dark spaces as patterns are sussed out and intuitive
86
-connections are established. We learn best from our mistakes, so a
87
-student that does not make mistakes, or that avoids opportunities to make
88
-mistakes, isn't being a good student.
89
-
90
-Learning is build upon an ever-growing foundation (your life experience
91
-and knowledge, some derivation of society's and civilization's collective
92
-body of experience and knowledge), and to be eligible to take a college
93
-class, yes, SOME prerequisite knowledge is assumed, namely:
94
-
95
- * you are functionally literate in English
96
- * you know how to and can/will read (input/consume)
97
- * you know how to and can/will write (output/create/produce)
98
- * you know how to and can/will do math/computations
99
- * you know how to and can/will think
100
- * you know how to and can/will ask questions
101
-
102
-A student's (or learner's) absolute BEST tool is the question,
103
-specifically the regular asking of them. You **NEED** to be regularly
104
-engaging yourself and the class with questions, and responses to
105
-questions. No two people perceive something the same exact way.
106
-One explanation is not ideal for every individual. If an available
107
-explanation falls short with respect to being clarifying or promoting
108
-understanding, you should ask a question. If an available explanation is
109
-clarifying, but then upon further thought creates confusion or makes you
110
-wonder about other, potentially related things: YOU SHOULD ALSO ASK a
111
-question.
112
-
113
-The benefit of authentic education is that it transitions one from a
114
-state of predominantly not knowing what they don't know, to a state where
115
-while they may know that they know more than they did before, also then
116
-cultivates an important perception of then KNOWING that they don't know
117
-even more things.
118
-
119
-Education isn't about certainty or comfort in attaining a set of facts
120
-and calling it quits: It is about coming to terms with the endless
121
-uncertainty of possible things that can be pursued or known. We can never
122
-know everything, but we CAN know that we can never know everything. We
123
-instead strive for a functioning subset where we learn enough to give us
124
-a foundation in the present, and consistently keep learning (although
125
-hopefully less so exclusively in a classroom as time goes by, but
126
-instead by the individual having gained enough experience to become a
127
-self-learner) to keep up with the demands of tomorrow.
128
-
129
-So, as a student learner embarking upon and taking this class, know that
130
-I don't assume you know anything about the course you are taking, and
131
-that you will be reading and thinking and doing and computing and asking
132
-questions regularly so that by the conclusion of the course, you will
133
-have some greater idea of the nature of what was encountered in the
134
-class.
135
-
136
-If you don't want to ask questions, for whatever reason, nor want to
137
-bother with expanding your horizons, in learning new and different
138
-concepts and ways of doing things (ie you want to remain small and
139
-stagnant), then I would urge you to reconsider taking this course: it is
140
-NOT a daycare to keep your mind and hands pacified. It is an educational
141
-environment where you will be tasked to grow and improve.
142
-
143
-## Course Materials
144
-
145
-Understanding Unix/Linux Programming: A Guide to Theory and Practice
146
-by Bruce Molay
147
-Publisher: Prentice Hall
148
-ISBN: 0-13-008396-8
149
-[Public Book Page](http://www.pearsonhighered.com/academic/product/0,3110,0130083968,00.html)
150
-[Book URL](https://www.pearson.com/us/higher-education/program/Molay-Understanding-UNIX-LINUX-Programming-A-Guide-to-Theory-and-Practice/PGM190781.html)
151
-
152
-## Technology Policy
153
-
154
-The baseline qualifications for taking this course include you having a proficiency:
155
-
156
- * to type on a full-size computer keyboard (104-key or equivalent)
157
- * with basic computing concepts (files, storage, units of information)
158
- * to read instructions and available technical data in relevant theatres and domains
159
-
160
-... and an ability:
161
-
162
- * to readily ask questions
163
- * to take notes and later retrieve useful information from them
164
- * to recall important concepts and experiences
165
- * to work on class-related content outside of class
166
-
167
-... and a willingness:
168
-
169
- * to attempt solving new and unfamiliar problems
170
- * to encounter new and unfamiliar concepts
171
- * to indulge in new and unfamiliar activities
172
- * to learn in new and unfamiliar ways
173
- * to work on class-related content outside of class
174
-
175
-## AI use policy
176
-
177
-With the advent of commercially-viable and desktop-usable AI products
178
-(AI/AGI/chatGPT/LLMs/etc.), heretofore all regarded as "AI", questions of
179
-ethics and allowability of such tools in the learning process have become
180
-a rather hot topic. For the purposes of my classes:
181
-
182
-AI use is **not** recommended; you would be better off at this stage not
183
-even touching it.
184
-
185
-AI is a powerful tool for productivity, yet when used prior to
186
-solid understanding of the concepts and information being transacted,
187
-ultimately suffer and stagnate.
188
-
189
-You should aim to understand and know how to do things yourself, by
190
-hand/manually. This allows you to better vet AI output, not to mention
191
-better leverage various automation technologies.
192
-
193
-During this learning process, do as much of the task as you can by hand
194
-or mentally: this is how you gain understanding and comprehension. This
195
-allows you to better vet AI output.
196
-
197
-If you insist on using AI, you hereby acknowledge you assume
198
-responsibility for its inherent perils and hazards it can cause you and
199
-your progress/success in this class:
200
-
201
- * accept that you are putting yourself at risk of deeply sabotaging your learning journey, subjecting yourself to stagnant thought and limited perspectives, as you insulate yourself from the rigors of doing the actual work
202
-
203
- * accept that you will have to live with the awareness that the instructor and other suitably aware individuals in the course may lose some faith in your humanity
204
-
205
-* accept that, if you pass off AI-generated work as your own, and your work is questioned, **if you are unable to competently demonstrate your understanding, you risk losing any and all credit for that deliverable**
206
-
207
- * YOU are the student, YOU are the one here to do the work and learn.
208
-
209
-AI prose is increasingly sophisticated and convincing. Yet there is a
210
-difference between verbosity and competence. Learning to differentiate
211
-between them is a valuable life skill, and an important ability to have
212
-when dealing with AI output.
213
-
214
-## Grading Policy
215
-
216
-The grading policy is broken down into 4 areas, totalling 104 points
217
-(which will account for 100% of the grade):
218
-
219
- * Notes/Journal/Writing (13pts)
220
- * Projects (52pts)
221
- * Participation (13pts)
222
- * EoCE (26pts).
223
-
224
-Each area, as well as the overall grade, will be evaluated based on a sum
225
-of accumulated points on each projects out of a sum of total points on
226
-each project (as opposed to a sum of averages on each project). This
227
-totaling tends to favor those who consistently do work throughout the
228
-semester, and I want to reward that.
229
-
230
-In addition, for each third to quarter of the class (at instructor's
231
-discretion), there will be a possibility of a **knowledge assessment**,
232
-the results of which will serve as a credit multiplier to any points
233
-accrued (ranging from 0.00-1.00). That means: if you skip or bomb the
234
-knowledge assessment, all your accrued points for that segment of the
235
-course are multiplied by 0.00, and that is the resultant credit that is
236
-factored into your grade.
237
-
238
-While the term 'percent' may be used, it is more appropriate to consider
239
-it a 'percent-oh-four', as the word 'percent' refers to PER each CENT
240
-(100). We are dealing not with 100s, but 104s.
241
-
242
-Also: with the possible exception of the project component, any
243
-accumulated point excesses will be capped at the allocation per that
244
-grading unit.
245
-
246
-## Letter Grades
247
-
248
-Letter grades are pegged to the following numeric values:
249
-
250
- * **A** (98.00+)
251
- * **A-** (92.00-97.99)
252
- * **B+** (86.00-91.99)
253
- * **B** (80.00-85.99)
254
- * **B-** (74.00-79.99)
255
- * **C+** (68.00-73.99)
256
- * **C** (62.00-67.99)
257
- * **D** (56.00-61.99)
258
- * **F** ( 0.00-55.99)
259
-
260
-Any calculated values in excess of two decimal places that may impact the
261
-result is at the sole evaluatory discretion of the instructor (for
262
-example, getting a 92.997; if you've been a pleasant, decent human being,
263
-I may do you a favor. Just sayin'). Application of any 'rounding' or
264
-other result processing is also at the sole discretion of the instructor.
265
-
266
-Bonus points, if given/available, are applied to a particular grade
267
-component (for example, a project bonus point will only pad the projects
268
-component of the grade), and then only up to a maximum of that grade
269
-component's total value (ie, one cannot use bonus points to exceed the 13
270
-possible overall points on the journal, or participation, for example).
271
-
272
-In addition, some further constraints pertaining to bonus point
273
-eligibility:
274
-
275
-Bonus projects that are due the same week as a for-credit project will
276
-only be considered if the for-credit project was actually turned in.
277
-
278
-Bonus projects that are due the same week as a for-credit project will
279
-only be considered if the for-credit project had a final evaluated result
280
-of greater than or equal to 52%.
281
-
282
-Bonus points from early submission of a for-credit project will only be
283
-applied if the for-credit project had a final evaluated result of greater
284
-than or equal to 52%.
285
-
286
-**NOTE**: bonus projects or other extra credit items are **not** eligible
287
-for early submission bonuses.
288
-
289
-## Course Notes
290
-
291
-Accomplishing the assigned tasks represents only part of the educational
292
-experience. A vital part of learning involve understanding and thinking.
293
-Writing is perhaps the best tool we have of capturing thought.
294
-
295
-In each course, as appropriate, there will be an on-going, weekly
296
-class-collaborative documentation, in the form of coursenotes or some
297
-related endeavour where the aim will be to assemble a coherent,
298
-informative document providing insight what went on in class / improved
299
-presentation of some class resource.
300
-
301
-While collaborative in nature, each individual will be evaluated based on
302
-number of commits and quantity of content contributed. While class or
303
-resource topics may vary from week to week, look to contribute at least
304
-256 words of informative, relevant content for consideration of full
305
-credit in this category.
306
-
307
-## Projects
308
-
309
-Projects constitute the portion of your grade involving activities you
310
-perform in the name of experiencing and demonstrating knowledge in this
311
-class- the means by which I will be assessing your understanding of the
312
-material through directed explorations of various topics. Such projects
313
-may be comprehensive to one another.
314
-
315
-In some cases, depending on the situations involved, a project may be
316
-conducive for group-based collaboration. This is not the default case,
317
-but is specified on a case-by-case basis. In such scenarios, all involved
318
-group members should be identified prior to starting on the project.
319
-Additionally, ALL group members in a collaborative situation must perform
320
-fairly equivalent work output into the completion of the project.
321
-Deficient members may experience reduced success.
322
-
323
-In accordance with the late policy, projects past their deadline will see
324
-a late penalty of 33% levied per day. This is to mitigate procrastination
325
-and encourage better time management, and also to ensure progress
326
-continues- once we hit the third day, a past due project is no longer
327
-worth any credit, so it behooves everyone to stay on top of assigned work
328
-and to complete it by its respective deadline. To clarify, if a project
329
-is due by the end of Wednesday, it would be 33% late Thursday (1 day
330
-late), 66% late Friday (2 days late), 100% late once it becomes Saturday
331
-(3+ days late).
332
-
333
-## Participation
334
-
335
-Maintaining an ever present effort in your journey with respect to being
336
-present for class gatherings and making such effort known is an important
337
-aspect to academic interactions.
338
-
339
-For class (no matter the setting), you are to show your effort through
340
-demonstrating regular interactive activity on lab46 and related class
341
-resources (discord, repository). Emphasis will be on communications
342
-taking place with the entire class (the class discord chat).
343
-
344
-Participating in class interactions is of significant importance.
345
-Participation is like the "I care" component of your grade. If you care
346
-enough to learn and help enhance the experience, you will have no trouble
347
-here. If you are disruptive or are not putting forth effort, however,
348
-then it will be duly reflected.
349
-
350
-Weekly participation may link directly to overall credit received on
351
-weekly projects! Do not be silent and in the shadows- ask questions and
352
-be interactive with the class!
353
-
354
-Each week, you have the ability to earn participation credit by
355
-performing various activities (for some amount of points per week, likely
356
-reflective of week and progression of semester). The particular **wcp#**
357
-projects will detail the specific attributes and points available (and
358
-needed) for a particular week.
359
-
360
-I would encourage you to vary your participation activities from week to
361
-week, especially as no one single activity will eventually be enough to
362
-cover the entirety of your weekly participation requirements.
363
-
364
-If you anticipate missing a class, please notify me in advance. While you
365
-may still lose applicable participation credit, the advance notice will
366
-be taken into positive consideration.
367
-
368
-## EoCE
369
-
370
-As the semester starts wrapping up, the End of Course Experience (EoCE)
371
-will be released.
372
-
373
-Intended as a sort of comprehensive project(s), its aim is to evaluate
374
-your knowledge gained from the class this semester. Unlike other classes
375
-which have a "Final Exam", the EoCE is meant to be an EXPERIENCE, and as
376
-such celebrated across the land. If you're new to my classes, you'll see
377
-those with prior experience jump for joy at the thought of an EoCE (the
378
-twitching / convulsing is merely ecstatic joy that is difficult for the
379
-corporeal body to manifest).
380
-
381
-## Submission Guidelines
382
-
383
-The following are some guidelines to keep in mind when preparing your
384
-work for submission. Not all may always be applicable, to each class, or
385
-even each submission.
386
-
387
-### Digital is best
388
-
389
-Technology is a wonderful thing. It facilitates many of the tasks we'd
390
-otherwise have to do manually by hand.
391
-
392
-The intent here is to make things easy on both you and me.
393
-
394
-So use the technology, and don't just it for the sake of using it-- use
395
-it to make the task at hand easier (ie use the technology available and
396
-sanctioned for the course).
397
-
398
-With that said, some additional aspects to keep in mind:
399
-
400
- * e-mails were designed to be plain text; don't make them into web pages
401
- * e-mails should always have an informative subject line
402
- * if you've got non-text files to include in an e-mail, just attach them
403
- * you've got many attachments? archive/compress them, attach the archive
404
- * plain ASCII text (UTF-8) is preferable over any enriched text format
405
-
406
-If appropriate, I also will accept submissions via singing telegram,
407
-airplane banner, crop circles, creative dance, three part rock aria, etc.
408
-so long that I get to witness such creativity, and receive something
409
-which lets me look back on it later (photos, video, transcription on
410
-paper, etc.). Chances are such unique submissions will gain you favorable
411
-considerations.
412
-
413
-### Identification
414
-
415
-Where applicable, be sure to include the following information on any
416
-submission:
417
-
418
- * Name,
419
- * Course and Section,
420
- * Due Date,
421
- * Assignment # and description,
422
- * Short abstract describing the purpose of your program / assignment.
423
-
424
-Presentation of this information in a clear and organized fashion will
425
-make your assignment all the easier to read. You may come up with your
426
-own format for the display of this information.
427
-
428
-Any e-mail submissions should have an appropriate subject line. Please
429
-use subjects on all e-mails. This is also very important.
430
-
431
-Leaving off the subject line is like sending a letter without putting a
432
-stamp on it-- it causes someone extra work. And that someone would be me.
433
-So don't do it. Please please please use informative subject lines!
434
-
435
-### Paraphrasing
436
-
437
-For any provided questions, keywords, etc.: identify each question or
438
-selection you are answering by listing or paraphrasing the original
439
-question.
440
-
441
-Do not just give me an answer.
442
-
443
-This is important. I mean it. You don't know how frustrating it is to get
444
-an assignment that just has the answers on it. It takes so much longer to
445
-evaluate.
446
-
447
-I reserve the right to deduct points if you don't do this.
448
-
449
-### Organization
450
-
451
-Keep your programs and assignments organized and easy to read.
452
-
453
-Use a uniform writing style. Messy or unorganized submissions will have
454
-points deducted. Think to yourself: does it look good? Would **you** want
455
-to read this? Take pride in your work.
456
-
457
-These assignments are not just for me to read and grade- you may wish to
458
-incorporate them into a portfolio for use in the future. Making an
459
-investment now could pay off later!
460
-
461
-### Timeliness
462
-
463
-Turn in submissions on time.
464
-
465
-Late submissions will be subject to an appropriate penalty. Circumstances
466
-vary, see the Late Policy for details.
467
-
468
-In many cases, where possible, I do accept resubmissions.
469
-
470
-### Errors
471
-
472
-If you encounter an error while performing some task (and the directions
473
-do not indicate you should be receiving an error), chances are you made a
474
-typo. Consult the class chat, ask someone, or contact me.
475
-
476
-**NOTE**: Submissions containing answers based on user error will be
477
-considered incorrect.
478
-
479
-### Backups
480
-
481
-Be sure to keep a backup copy of all assignments submitted in the event
482
-something is lost in transmission.
483
-
484
-**It is your responsibility to be able to send another copy of your
485
-submission should the original be lost.**
486
-
487
-### Common Sense
488
-
489
-Use your own judgment. The world today is increasingly filled with rules
490
-and policies dictating what you can and cannot do. I am not about to
491
-go and list all the specifics and restrictions regarding assignment
492
-submission.
493
-
494
-You are here to learn and to grow, and I want to allow you a certain
495
-amount of flexibility in that process. Spending all your time formatting
496
-an assignment to my specifications isn't my idea of learning. Incorporate
497
-these guidelines into your general style, if you miss the mark I'll let
498
-you know. But focus more on learning and understanding than worrying
499
-about dotting every 'i' or crossing every 't'. There's enough of that
500
-elsewhere in the world.
501
-
502
-## Late Policy
503
-
504
-Sometimes, even though we try our hardest to get everything in on time,
505
-the spurious Murphy's Law will make an appearance. Your dog ate your
506
-network cable, a burst of cosmic rays damaged your RAM precisely where
507
-your work was located... the list goes on.
508
-
509
-If something is not submitted by its respective due date (or, heaven
510
-forbid, the late window), and no advance attempt has been made to
511
-communicate with me, the assignment will be invalidated of any value.
512
-
513
-Bottom line.. if something is going to be late: let me know. It happens,
514
-just don't make a habit of it. Communication is key.
515
-
516
-Unless otherwise specified, past due assignments will lose 33% credit per
517
-day, rendering them worthless credit-wise after 3 days.
518
-
519
-Please do remember most projects are released **at least** one week in
520
-advance. If you wait until the finals days before the deadline, and
521
-struggle due to lack of time, that isn't grounds for reconsideration of
522
-any deadlines or late penalties. Take the whole time, work away slowly at
523
-it over time, and that will likely lead to far fewer deadline rushes.
524
-
525
-### Attendance
526
-
527
-Attendance plays an important part in one's educational journey each
528
-semester. Missing class deprives you of essential knowledge and hinders
529
-understanding towards your eventual mastering of a topic.
530
-
531
-Because we are all here to learn (and if learning isn't a priority, I
532
-highly suggest you think about making it such), and believe it or not-
533
-learning isn't just about one person, but the entire group. So it is
534
-important to be present in order to positively contribute to the learning
535
-experience.
536
-
537
-I also reserve the right to report absent, or highly tardy students in
538
-the course. In some cases, that could result in being dropped from the
539
-course. On the same token, I reserve the right NOT to report or do
540
-anything to such students. Sometimes failure can be the best teacher.
541
-
542
-### Behaviour
543
-
544
-Should your behaviour in the class be notably and consistently unruly,
545
-off-topic, or alarming, I have the ability to remove you from the class.
546
-
547
-I will likely issue a warning or report (although not necessarily to the
548
-individual- sometimes an administrative reporting is in order to have
549
-them resolve the issue) indicating a desire to have you cease the
550
-particular behaviour, but through continued transgressions, may actually
551
-elevate to forced removal from the class.
552
-
553
-The priority is to the well-being of the class community. I cannot have
554
-individuals derailing that for their own personal gain or purposes.
555
-
556
-## Collaboration
557
-
558
-Because this course is open resource (ie book, computer, note, etc.) I
559
-would like it generally to remain **closed person** and **closed
560
-intelligence** (the thinking done should be your own, not outsourcing it
561
-to some artificial entity). The reason for this is that the amount of
562
-resources available to you are vast, and the goal here is to discover and
563
-learn the material through individual initiative.
564
-
565
-It IS possible to help others without giving away answers.
566
-
567
-Respond to questions with a question, give pointers to where information
568
-might be located in legitimate sources, remind them of the usefulness of
569
-manuals, and the availability of search engines.
570
-
571
-Individuals are allowed and expected, to assist others through the class
572
-chat **WITHOUT GIVING EXPLICIT ANSWERS**, so long as it does not
573
-interfere with any other existing circumstance. If group work is required
574
-on anything, that attribute will be specifically stated.
575
-
576
-Explicit copying on or of any class work is forbidden. If any evidence or
577
-suggestion of non-authentic work is discovered (and I can tell you some
578
-stories) in your particular direction, you risk both my wrath as well as
579
-the possibility of disciplinary action by the school. Academic dishonesty
580
-and plagiarism may be prosecuted under the purview as laid out in the
581
-school's Academic Honesty Policy, as listed under the Code of Student
582
-Conduct: Academic Honesty section in the CCC Course Catalog.
583
-
584
-So just play it safe and make sure your work is your own, and borrowed
585
-information is appropriately cited or referenced.
586
-
587
-## Pet Peeves
588
-
589
-Everyone has their buttons that can be pushed the wrong way. Here are a
590
-few of mine, that I would prefer not encountering:
591
-
592
-The eager, often surface-only desire to destroy things (especially with
593
-no desire to understand the why behind it all).
594
-
595
-The notion that 'old', 'unpopular', 'uncomfortable', or 'different',
596
-especially in terms of technology or experiences, is somehow bad (there
597
-are plenty of useful things to learn, for the patterns will often
598
-remanifest in future technologies down the road)
599
-
600
-Apologizing: "sorry I had to ask a question", "sorry I misunderstood",
601
-"sorry I failed to do that action"; I WANT people to ask questions.
602
-Questions are based on not fully understanding something. And if your
603
-actions come up short, apologies only serve to highlight the deficiency.
604
-The best solution: to fix it and not keep repeating the same mistake.
605
-There may be things worthy of apologizing for. For most incidents of
606
-apology I encounter related to classes, such is irrelevant. If you feel
607
-you are in the wrong for asking a question, you're doing this whole
608
-learning thing wrong.
609
-
610
-Overhelping "the weakest link"; a somewhat modern trend, where I see
611
-woefully unprepared/unready individuals overly assisted through the
612
-course (where the intent is to save them from failing). This is but a
613
-short-term perspective, contributing to their long-term failure.
614
-
615
-Opting out of things that seem overwhelming, yet somehow expecting things
616
-will get better as time goes on.
617
-
618
-The desire to impress me-- impressing comes by being impressive, not
619
-selling an act to me (in short, don't try to impress me, just do your
620
-best work, and have me be impressed by how impressive it naturally is).
621
-
622
-Avoiding the developing/strengthening your own memory and recall, and
623
-relying on others (including the instructor) to be your memory.
624
-
625
-The obsession over and recitation of hardware specs-- this has nothing to
626
-do with computing, yet many mistakenly believe it to be such (a small
627
-aspect of IT and an occasionally fun hobby? sure.)
628
-
629
-The compensation for lack of knowledge by clinging tightly to (perceived)
630
-known knowledge-- I expect everyone not to know things; knowing we don't
631
-know enables us to learn.
632
-
633
-The avoiding of questions out of fear they may not be worthy of asking--
634
-how else can I know where you are if you don't ask?
635
-
636
-The asking for the answer as if it were a question, to avoid thinking or
637
-doing the work yourself. Questions are the a result of your thinking, not
638
-"I don't know, so tell me?", or the worst (literally): "What do I need to
639
-do in order to get an A/full credit?"
640
-
641
-The absolute belief that if I say something then it is the truth (same
642
-for the inverse, converse, contrapositive, etc.)-- being open-minded and
643
-questioning is one of the greatest abilities we can have. Society trains
644
-you to be compliant with external authority at the expense of your own;
645
-to be educated and intelligent, in part, means you have cultivated your
646
-own self-authority so you can make your own decisions.
647
-
648
-The impression that if something is said frequently or confidently
649
-enough, then it must be true, and that makes someone an "expert" who
650
-should be believed, followed, and unquestioned.
651
-
652
-The tendency to brute force through something instead of trying to think
653
-or learn new approaches-- memorizing and regurgitation will often not
654
-work out in your favour here (or greatly annoy me).
655
-
656
-Being tangibly obsessed with knowing your exact grade, while being
657
-uninformed about the process of calculating it yourself from available
658
-information.
659
-
660
-Complaining upstream about me/my class without actually bringing issues
661
-to me first to address.
662
-
663
-Destroying context in asynchronous communications (ie deleting Discord
664
-messages after making a post, asking a question, and getting some sort of
665
-resolution): this makes it entirely unhelpful for others to also benefit,
666
-and leaves gaping holes in the existing conversation. Please do not
667
-delete your Discord messages after getting a response.
668
-
669
-Using AI, and failing to distinguish between your own skills and
670
-knowledge, and what AI is able to produce, treating them as one and the
671
-same. As I've said elsewhere, at this level, you should be avoiding
672
-flagrant AI use, as it can become a fatal crutch, stagnating your
673
-abilities.
674
-
675
-## Rules for Success
676
-
677
-For maximum success in the class, please adhere to the following rules:
678
-
679
- * start on activities early
680
- * observe/study, read/intuit, and comprehend the subject matter
681
- * play/tinker/experiment with the subject matter (external to projects)
682
- * ask well-informed and copious questions
683
-
684
-Struggle and problems in the course almost immediately arise when one
685
-fails to follow one or more of these guidelines.
686
-
687
-## Documentation
688
-
689
-The following criteria should be kept in mind when contributing content
690
-to collaborative documentation, the course notes, and any pertinent
691
-class-related communications:
692
-
693
- * Never use a form of a word in its own definition
694
- * Use external hyperlinks only as citations
695
- * Content first, then formatting
696
- * There is only one empire- ours
697
- * Contribute only original content
698
- * Paraphrase and cite existing information
699
- * Do NOT blatantly copy existing information
700
- * A healthy resource is an active resource
701
- * Do not focus on just your contributions
702
- * Mistakes are opportunities for future contributions
703
-
704
-## Topics
705
-
706
-The following is a list of the major topics being covered in this course:
707
-
708
- * UNIX Systems Programming
709
- * User space
710
- * Kernel, Kernel space
711
- * Users, Files, and the Manual
712
- * File Access (open, read, write, lseek, close)
713
- * File descriptors
714
- * Buffering
715
- * System Calls
716
- * Directories and File Properties
717
- * File Types and File Properties
718
- * Bit Sets and Bit Masks
719
- * User IDs, Group IDs
720
- * Focus on File Systems
721
- * Filesystem Structure; inodes and data blocks
722
- * Directories
723
- * Links
724
- * Connection Control
725
- * Device files
726
- * Race conditions
727
- * Atomic Operations
728
- * Streams
729
- * Terminal Control and Signals
730
- * Blocking vs. Non-Blocking
731
- * Signals
732
- * Event-Driven Programming
733
- * Alarms, Interval Timers
734
- * Reentrant code, critical sections
735
- * Asynchronous input
736
- * Processes and Programs
737
- * UNIX process model, processes
738
- * Parent/Child processes
739
- * Shell Variables and the Environment
740
- * I/O Redirection and Pipes
741
- * I/O Redirection
742
- * Pipes
743
- * Servers and Sockets
744
- * Client/Server model
745
- * Coroutines
746
- * Connections and Protocols
747
- * Server sockets
748
- * Client sockets
749
- * Zombies
750
- * Programming with Datagrams
751
- * TCP vs. UDP
752
- * Distributed Systems
753
- * UNIX domain sockets
754
- * Threads
755
- * Multithreading
756
- * Creating/destroying threads
757
- * Sharing data between threads
758
- * Synchronizing data
759
- * Inter Process Communication
760
- * Named pipes
761
- * Shared memory
762
- * File locks
763
- * Semaphores
764
-
765
-## Student Understanding and Agreement of Syllabus Terms
766
-
767
-By reading through this document, participating in the class chat,
768
-utilizing class resources, and performing the various class activities
769
-and projects, you understand and consent:
770
-
771
- * to the rules, policies governing your status as a student at SUNY CCC.
772
- * to the structure, policies, and nature of the course as laid out here.
773
- * to having an adequate understanding of course prerequisite knowledge.
774
- * to maintain a respectful, inquisitive, well-behaved, and learning-oriented focus as you participate and go through the course.
775
- * to practice (and further cultivate, as needed) the fundamental aspects of a student taking this course, which includes being able and willing:
776
- * to read, comprehend and work with the material and information inherent to the course.
777
- * to write and express your thoughts in coherent, descriptive sentences.
778
- * willing to analyze, problem solve, debug, troubleshoot, ideate, creatively, and logically/rationally think.
779
- * willing to compute and transact in number concepts (literal, symbolic or abstract) and any related units in their various processes.
780
- * to, upon facing uncertainty, confusion, or lack of understanding, will ask copious, well-informed, and well-intending questions to clarify your state of understanding.
781
- * if cause for issue rises, you will bring it to my attention so that it may be best addressed as locally and pertinently as possible to the course and its educational environment.
782
- * participate in the course with a focus on curiosity, discovering, exploring, learning, and understanding.
783
- * starting early on deliverables so that ample time is available for discovering, exploring, learning, and asking any questions as needed.
784
- * that, as a student, a genuine learning experience necessarily involves some level of unfamiliarity, which may invoke discomfort.
785
- * that your learning and the nature of the course is an inherently asynchronous thing. It is your responsibility to manage your time, so that you can have adequate time to ask questions and accomplish your own tasks.
haas/spring2026/sysprog/projects/ntr0.md
... ...
@@ -18,6 +18,8 @@ By the deadline, please do the following:
18 18
NOTE: if desired, your SSH public key may be the same one you use to
19 19
access github.
20 20
21
+Please see [this page](https://docs.github.com/en/authentication/connecting-to-github-with-ssh/generating-a-new-ssh-key-and-adding-it-to-the-ssh-agent) for information on generating an SSH key.
22
+
21 23
## SUBMISSION
22 24
23 25
```
haas/spring2026/unix.md
... ...
@@ -0,0 +1,872 @@
1
+# spring2026/unix
2
+
3
+# CSCS1730 UNIX/Linux Fundamentals
4
+
5
+## Syllabus / Course Homepage
6
+
7
+| Instructor: | Matthew Haas (haas@corning-cc.edu) |
8
+| Office: | `CHM123` |
9
+| Office Hours: | `T 10:00a-10:50a`, `W 1:30p-2:20p`, `R 10:00a-12:50p` |
10
+| Class Meeting: | `CHM123 TR 1:30p-3:20p` |
11
+| Class DESIG: | `unix` |
12
+| Class Chat: | `#unix` on discord |
13
+| Public Directory: | `/var/public/fall2025/UNIX` |
14
+| CRN: | `31027` |
15
+| '`W`' Drop Date: | April 6, 2026 |
16
+| ----------------- | -------------------------------------------------------------- |
17
+| DISCORD invite: | [https://discord.gg/8eu3nKjUXX](https://discord.gg/8eu3nKjUXX) |
18
+| Projects page: | [https://lab46.g7n.org/haas/spring2026/unix/projects.md](https://lab46.g7n.org/haas/spring2026/unix/projects.md) |
19
+| CCC Syllabus Statements: | [https://docs.google.com/document/d/1JsIuYeV5c72l5qaQEFOoNhJDYeaCv60U-kCKMaKzhv4/](https://docs.google.com/document/d/1JsIuYeV5c72l5qaQEFOoNhJDYeaCv60U-kCKMaKzhv4/) |
20
+
21
+## Course Description
22
+
23
+UNIX Operating System basics. The primary emphasis of this course will
24
+utilize the command-line environment where students will demonstrate
25
+knowledge in the usage of the UNIX shell by moded editing, shell
26
+scripting, regular expressions, file manipulation, package management,
27
+and related topics.
28
+
29
+Students will also become familiar with the X Window System and
30
+related components such as the X Server, Window Managers, and Desktop
31
+Environments.
32
+
33
+(4 cr. hrs.) (Fall, Spring). Prerequisite: `CSCS1240` Structured Problem
34
+Solving (or be taking), or Instructor Consent.
35
+
36
+## Course Objectives
37
+
38
+Upon completion of this course, students will be able to:
39
+
40
+ * familiarity with the structure of UNIX systems
41
+ * the ability to accomplish/automate tasks
42
+ * exposure to command-line tools and utilities
43
+ * experience the connection between UNIX and C
44
+ * understanding of the UNIX philosophy
45
+ * exposure to Open Source concepts and ideals
46
+ * exposure to computer security
47
+ * understanding and use of pattern matching
48
+ * problem solving activities
49
+ * application of shell scripting to perform tasks
50
+
51
+## Assumptions
52
+
53
+There are many great opportunities for realization and insight ahead, but
54
+there are also many obstacles standing in the way of you staying on a
55
+path of success. I find that uncommunicated assumptions can play a role
56
+in hampering progress, so please ensure you are suitably read up and
57
+aware of my assumptions coming into the course, along with my assumptions
58
+of your assumptions, playing the role of a studious student seeking
59
+enlightenment.
60
+
61
+Let's also make sure we are on the same playing field by establishing
62
+some definitions:
63
+
64
+**student**: A student is primarily a person enrolled in a school
65
+or other educational institution and who is under learning with
66
+goals of acquiring knowledge, developing professions and facilitating
67
+employment in a particular field. In the broader sense, **a student
68
+is anyone who applies themselves to the intensive intellectual
69
+engagement with some matter necessary to master it** as part of
70
+some practical affair in which such mastery is basic or decisive.
71
+(https://en.wikipedia.org/wiki/Student)
72
+
73
+While a decent definition, I would argue that it falls short by not also
74
+indicating certain things that should be stated, so herein are some
75
+further assumptions:
76
+
77
+A student, entering into the educational environment of a particular
78
+class or degree of study (especially at the undergraduate level where we
79
+reside), **DOES NOT** need to have any prior experience with the subject
80
+matter. That is: if you are taking a course on introductory programming
81
+in a certain language, the student is not expected to know how to program
82
+in that specific language (and depending on prerequisites to the course,
83
+may not even need to know anything about programming at the introductory
84
+level).
85
+
86
+To learn something means you don't know it. Not knowing something,
87
+there's a state of not understanding, and not being aware of what a
88
+particular thing or concept is. A student taking a class to learn
89
+something necessarily needs to be in active pursuit of gaining an
90
+understanding, but is not expecting to come in knowing anything. Learning
91
+is often a mistake-ridden process of bumping around in progressively less
92
+conceptually dark spaces as patterns are sussed out and intuitive
93
+connections are established. We learn best from our mistakes, so a
94
+student that does not make mistakes, or that avoids opportunities to make
95
+mistakes, isn't being a good student.
96
+
97
+Learning is build upon an ever-growing foundation (your life experience
98
+and knowledge, some derivation of society's and civilization's collective
99
+body of experience and knowledge), and to be eligible to take a college
100
+class, yes, SOME prerequisite knowledge is assumed, namely:
101
+
102
+ * you are functionally literate in English
103
+ * you know how to and can/will read (input/consume)
104
+ * you know how to and can/will write (output/create/produce)
105
+ * you know how to and can/will do math/computations
106
+ * you know how to and can/will think
107
+ * you know how to and can/will ask questions
108
+
109
+A student's (or learner's) absolute BEST tool is the question,
110
+specifically the regular asking of them. You **NEED** to be regularly
111
+engaging yourself and the class with questions, and responses to
112
+questions. No two people perceive something the same exact way.
113
+One explanation is not ideal for every individual. If an available
114
+explanation falls short with respect to being clarifying or promoting
115
+understanding, you should ask a question. If an available explanation is
116
+clarifying, but then upon further thought creates confusion or makes you
117
+wonder about other, potentially related things: YOU SHOULD ALSO ASK a
118
+question.
119
+
120
+The benefit of authentic education is that it transitions one from a
121
+state of predominantly not knowing what they don't know, to a state where
122
+while they may know that they know more than they did before, also then
123
+cultivates an important perception of then KNOWING that they don't know
124
+even more things.
125
+
126
+Education isn't about certainty or comfort in attaining a set of facts
127
+and calling it quits: It is about coming to terms with the endless
128
+uncertainty of possible things that can be pursued or known. We can never
129
+know everything, but we CAN know that we can never know everything. We
130
+instead strive for a functioning subset where we learn enough to give us
131
+a foundation in the present, and consistently keep learning (although
132
+hopefully less so exclusively in a classroom as time goes by, but
133
+instead by the individual having gained enough experience to become a
134
+self-learner) to keep up with the demands of tomorrow.
135
+
136
+So, as a student learner embarking upon and taking this class, know that
137
+I don't assume you know anything about the course you are taking, and
138
+that you will be reading and thinking and doing and computing and asking
139
+questions regularly so that by the conclusion of the course, you will
140
+have some greater idea of the nature of what was encountered in the
141
+class.
142
+
143
+If you don't want to ask questions, for whatever reason, nor want to
144
+bother with expanding your horizons, in learning new and different
145
+concepts and ways of doing things (ie you want to remain small and
146
+stagnant), then I would urge you to reconsider taking this course: it is
147
+NOT a daycare to keep your mind and hands pacified. It is an educational
148
+environment where you will be tasked to grow and improve.
149
+
150
+## Course Materials
151
+
152
+Harley Hahn's Guide to UNIX and Linux
153
+by Harley Hahn
154
+Publisher: McGraw Hill
155
+ISBN: 978-0-07-313361-4
156
+[Book URL](http://www.harley.com/books/sg3.html)
157
+
158
+UNIX for the Beginning Mage
159
+by Joe Topjian
160
+Publisher: Joe Topjian
161
+ISBN: 978-1-4116-5433-4
162
+[Download](https://lab46.g7n.org/downloads/UftBM.pdf)
163
+
164
+Vilros Raspberry Pi 4 Complete Kit with Black Fan Cooled Case (4GB)
165
+by Raspberry Pi Foundation
166
+Vendor: Vilros
167
+Model: B07VD9P96R
168
+[Kit URL](https://www.amazon.com/Vilros-Raspberry-Complete-Black-Cooled/dp/B07VD9P96R)
169
+
170
+## Technology Policy
171
+
172
+The baseline qualifications for taking this course include you having a proficiency:
173
+
174
+ * to type on a full-size computer keyboard (104-key or equivalent)
175
+ * with basic computing concepts (files, storage, units of information)
176
+ * to read instructions and available technical data in relevant theatres and domains
177
+
178
+... and an ability:
179
+
180
+ * to readily ask questions
181
+ * to take notes and later retrieve useful information from them
182
+ * to recall important concepts and experiences
183
+ * to work on class-related content outside of class
184
+
185
+... and a willingness:
186
+
187
+ * to attempt solving new and unfamiliar problems
188
+ * to encounter new and unfamiliar concepts
189
+ * to indulge in new and unfamiliar activities
190
+ * to learn in new and unfamiliar ways
191
+ * to work on class-related content outside of class
192
+
193
+## AI use policy
194
+
195
+With the advent of commercially-viable and desktop-usable AI products
196
+(AI/AGI/chatGPT/LLMs/etc.), heretofore all regarded as "AI", questions of
197
+ethics and allowability of such tools in the learning process have become
198
+a rather hot topic. For the purposes of my classes:
199
+
200
+AI use is **not** recommended; you would be better off at this stage not
201
+even touching it.
202
+
203
+AI is a powerful tool for productivity, yet when used prior to
204
+solid understanding of the concepts and information being transacted,
205
+ultimately suffer and stagnate.
206
+
207
+You should aim to understand and know how to do things yourself, by
208
+hand/manually. This allows you to better vet AI output, not to mention
209
+better leverage various automation technologies.
210
+
211
+During this learning process, do as much of the task as you can by hand
212
+or mentally: this is how you gain understanding and comprehension. This
213
+allows you to better vet AI output.
214
+
215
+If you insist on using AI, you hereby acknowledge you assume
216
+responsibility for its inherent perils and hazards it can cause you and
217
+your progress/success in this class:
218
+
219
+ * accept that you are putting yourself at risk of deeply sabotaging your learning journey, subjecting yourself to stagnant thought and limited perspectives, as you insulate yourself from the rigors of doing the actual work
220
+
221
+ * accept that you will have to live with the awareness that the instructor and other suitably aware individuals in the course may lose some faith in your humanity
222
+
223
+ * accept that, if you pass off AI-generated work as your own, and your work is questioned, **if you are unable to competently demonstrate your understanding, you risk losing any and all credit for that deliverable**
224
+
225
+ * YOU are the student, YOU are the one here to do the work and learn.
226
+
227
+AI prose is increasingly sophisticated and convincing. Yet there is a
228
+difference between verbosity and competence. Learning to differentiate
229
+between them is a valuable life skill, and an important ability to have
230
+when dealing with AI output.
231
+
232
+## Grading Policy
233
+
234
+The grading policy is broken down into 4 areas, totalling 104 points
235
+(which will account for 100% of the grade):
236
+
237
+ * Notes/Journal/Writing (13pts)
238
+ * Projects (52pts)
239
+ * Participation (13pts)
240
+ * EoCE (26pts).
241
+
242
+Each area, as well as the overall grade, will be evaluated based on a sum
243
+of accumulated points on each projects out of a sum of total points on
244
+each project (as opposed to a sum of averages on each project). This
245
+totaling tends to favor those who consistently do work throughout the
246
+semester, and I want to reward that.
247
+
248
+In addition, for each third to quarter of the class (at instructor's
249
+discretion), there will be a possibility of a **knowledge assessment**,
250
+the results of which will serve as a credit multiplier to any points
251
+accrued (ranging from 0.00-1.00). That means: if you skip or bomb the
252
+knowledge assessment, all your accrued points for that segment of the
253
+course are multiplied by 0.00, and that is the resultant credit that is
254
+factored into your grade.
255
+
256
+While the term 'percent' may be used, it is more appropriate to consider
257
+it a 'percent-oh-four', as the word 'percent' refers to PER each CENT
258
+(100). We are dealing not with 100s, but 104s.
259
+
260
+Also: with the possible exception of the project component, any
261
+accumulated point excesses will be capped at the allocation per that
262
+grading unit.
263
+
264
+## Letter Grades
265
+
266
+Letter grades are pegged to the following numeric values:
267
+
268
+ * **A** (98.00+)
269
+ * **A-** (92.00-97.99)
270
+ * **B+** (86.00-91.99)
271
+ * **B** (80.00-85.99)
272
+ * **B-** (74.00-79.99)
273
+ * **C+** (68.00-73.99)
274
+ * **C** (62.00-67.99)
275
+ * **D** (56.00-61.99)
276
+ * **F** ( 0.00-55.99)
277
+
278
+Any calculated values in excess of two decimal places that may impact the
279
+result is at the sole evaluatory discretion of the instructor (for
280
+example, getting a 92.997; if you've been a pleasant, decent human being,
281
+I may do you a favor. Just sayin'). Application of any 'rounding' or
282
+other result processing is also at the sole discretion of the instructor.
283
+
284
+Bonus points, if given/available, are applied to a particular grade
285
+component (for example, a project bonus point will only pad the projects
286
+component of the grade), and then only up to a maximum of that grade
287
+component's total value (ie, one cannot use bonus points to exceed the 13
288
+possible overall points on the journal, or participation, for example).
289
+
290
+In addition, some further constraints pertaining to bonus point
291
+eligibility:
292
+
293
+Bonus projects that are due the same week as a for-credit project will
294
+only be considered if the for-credit project was actually turned in.
295
+
296
+Bonus projects that are due the same week as a for-credit project will
297
+only be considered if the for-credit project had a final evaluated result
298
+of greater than or equal to 52%.
299
+
300
+Bonus points from early submission of a for-credit project will only be
301
+applied if the for-credit project had a final evaluated result of greater
302
+than or equal to 52%.
303
+
304
+**NOTE**: bonus projects or other extra credit items are **not** eligible
305
+for early submission bonuses.
306
+
307
+## Course Notes
308
+
309
+Accomplishing the assigned tasks represents only part of the educational
310
+experience. A vital part of learning involve understanding and thinking.
311
+Writing is perhaps the best tool we have of capturing thought.
312
+
313
+In each course, as appropriate, there will be an on-going, weekly
314
+class-collaborative documentation, in the form of coursenotes or some
315
+related endeavour where the aim will be to assemble a coherent,
316
+informative document providing insight what went on in class / improved
317
+presentation of some class resource.
318
+
319
+While collaborative in nature, each individual will be evaluated based on
320
+number of commits and quantity of content contributed. While class or
321
+resource topics may vary from week to week, look to contribute at least
322
+256 words of informative, relevant content for consideration of full
323
+credit in this category.
324
+
325
+## Projects
326
+
327
+Projects constitute the portion of your grade involving activities you
328
+perform in the name of experiencing and demonstrating knowledge in this
329
+class- the means by which I will be assessing your understanding of the
330
+material through directed explorations of various topics. Such projects
331
+may be comprehensive to one another.
332
+
333
+In some cases, depending on the situations involved, a project may be
334
+conducive for group-based collaboration. This is not the default case,
335
+but is specified on a case-by-case basis. In such scenarios, all involved
336
+group members should be identified prior to starting on the project.
337
+Additionally, ALL group members in a collaborative situation must perform
338
+fairly equivalent work output into the completion of the project.
339
+Deficient members may experience reduced success.
340
+
341
+In accordance with the late policy, projects past their deadline will see
342
+a late penalty of 33% levied per day. This is to mitigate procrastination
343
+and encourage better time management, and also to ensure progress
344
+continues- once we hit the third day, a past due project is no longer
345
+worth any credit, so it behooves everyone to stay on top of assigned work
346
+and to complete it by its respective deadline. To clarify, if a project
347
+is due by the end of Wednesday, it would be 33% late Thursday (1 day
348
+late), 66% late Friday (2 days late), 100% late once it becomes Saturday
349
+(3+ days late).
350
+
351
+## Participation
352
+
353
+Maintaining an ever present effort in your journey with respect to being
354
+present for class gatherings and making such effort known is an important
355
+aspect to academic interactions.
356
+
357
+For class (no matter the setting), you are to show your effort through
358
+demonstrating regular interactive activity on lab46 and related class
359
+resources (discord, repository). Emphasis will be on communications
360
+taking place with the entire class (the class discord chat).
361
+
362
+Participating in class interactions is of significant importance.
363
+Participation is like the "I care" component of your grade. If you care
364
+enough to learn and help enhance the experience, you will have no trouble
365
+here. If you are disruptive or are not putting forth effort, however,
366
+then it will be duly reflected.
367
+
368
+Weekly participation may link directly to overall credit received on
369
+weekly projects! Do not be silent and in the shadows- ask questions and
370
+be interactive with the class!
371
+
372
+Each week, you have the ability to earn participation credit by
373
+performing various activities (for some amount of points per week, likely
374
+reflective of week and progression of semester). The particular **wcp#**
375
+projects will detail the specific attributes and points available (and
376
+needed) for a particular week.
377
+
378
+I would encourage you to vary your participation activities from week to
379
+week, especially as no one single activity will eventually be enough to
380
+cover the entirety of your weekly participation requirements.
381
+
382
+If you anticipate missing a class, please notify me in advance. While you
383
+may still lose applicable participation credit, the advance notice will
384
+be taken into positive consideration.
385
+
386
+## EoCE
387
+
388
+As the semester starts wrapping up, the End of Course Experience (EoCE)
389
+will be released.
390
+
391
+Intended as a sort of comprehensive project(s), its aim is to evaluate
392
+your knowledge gained from the class this semester. Unlike other classes
393
+which have a "Final Exam", the EoCE is meant to be an EXPERIENCE, and as
394
+such celebrated across the land. If you're new to my classes, you'll see
395
+those with prior experience jump for joy at the thought of an EoCE (the
396
+twitching / convulsing is merely ecstatic joy that is difficult for the
397
+corporeal body to manifest).
398
+
399
+## Submission Guidelines
400
+
401
+The following are some guidelines to keep in mind when preparing your
402
+work for submission. Not all may always be applicable, to each class, or
403
+even each submission.
404
+
405
+### Digital is best
406
+
407
+Technology is a wonderful thing. It facilitates many of the tasks we'd
408
+otherwise have to do manually by hand.
409
+
410
+The intent here is to make things easy on both you and me.
411
+
412
+So use the technology, and don't just it for the sake of using it-- use
413
+it to make the task at hand easier (ie use the technology available and
414
+sanctioned for the course).
415
+
416
+With that said, some additional aspects to keep in mind:
417
+
418
+ * e-mails were designed to be plain text; don't make them into web pages
419
+ * e-mails should always have an informative subject line
420
+ * if you've got non-text files to include in an e-mail, just attach them
421
+ * you've got many attachments? archive/compress them, attach the archive
422
+ * plain ASCII text (UTF-8) is preferable over any enriched text format
423
+
424
+If appropriate, I also will accept submissions via singing telegram,
425
+airplane banner, crop circles, creative dance, three part rock aria, etc.
426
+so long that I get to witness such creativity, and receive something
427
+which lets me look back on it later (photos, video, transcription on
428
+paper, etc.). Chances are such unique submissions will gain you favorable
429
+considerations.
430
+
431
+### Identification
432
+
433
+Where applicable, be sure to include the following information on any
434
+submission:
435
+
436
+ * Name,
437
+ * Course and Section,
438
+ * Due Date,
439
+ * Assignment # and description,
440
+ * Short abstract describing the purpose of your program / assignment.
441
+
442
+Presentation of this information in a clear and organized fashion will
443
+make your assignment all the easier to read. You may come up with your
444
+own format for the display of this information.
445
+
446
+Any e-mail submissions should have an appropriate subject line. Please
447
+use subjects on all e-mails. This is also very important.
448
+
449
+Leaving off the subject line is like sending a letter without putting a
450
+stamp on it-- it causes someone extra work. And that someone would be me.
451
+So don't do it. Please please please use informative subject lines!
452
+
453
+### Paraphrasing
454
+
455
+For any provided questions, keywords, etc.: identify each question or
456
+selection you are answering by listing or paraphrasing the original
457
+question.
458
+
459
+Do not just give me an answer.
460
+
461
+This is important. I mean it. You don't know how frustrating it is to get
462
+an assignment that just has the answers on it. It takes so much longer to
463
+evaluate.
464
+
465
+I reserve the right to deduct points if you don't do this.
466
+
467
+### Organization
468
+
469
+Keep your programs and assignments organized and easy to read.
470
+
471
+Use a uniform writing style. Messy or unorganized submissions will have
472
+points deducted. Think to yourself: does it look good? Would **you** want
473
+to read this? Take pride in your work.
474
+
475
+These assignments are not just for me to read and grade- you may wish to
476
+incorporate them into a portfolio for use in the future. Making an
477
+investment now could pay off later!
478
+
479
+### Timeliness
480
+
481
+Turn in submissions on time.
482
+
483
+Late submissions will be subject to an appropriate penalty. Circumstances
484
+vary, see the Late Policy for details.
485
+
486
+In many cases, where possible, I do accept resubmissions.
487
+
488
+### Errors
489
+
490
+If you encounter an error while performing some task (and the directions
491
+do not indicate you should be receiving an error), chances are you made a
492
+typo. Consult the class chat, ask someone, or contact me.
493
+
494
+**NOTE**: Submissions containing answers based on user error will be
495
+considered incorrect.
496
+
497
+### Backups
498
+
499
+Be sure to keep a backup copy of all assignments submitted in the event
500
+something is lost in transmission.
501
+
502
+**It is your responsibility to be able to send another copy of your
503
+submission should the original be lost.**
504
+
505
+### Common Sense
506
+
507
+Use your own judgment. The world today is increasingly filled with rules
508
+and policies dictating what you can and cannot do. I am not about to
509
+go and list all the specifics and restrictions regarding assignment
510
+submission.
511
+
512
+You are here to learn and to grow, and I want to allow you a certain
513
+amount of flexibility in that process. Spending all your time formatting
514
+an assignment to my specifications isn't my idea of learning. Incorporate
515
+these guidelines into your general style, if you miss the mark I'll let
516
+you know. But focus more on learning and understanding than worrying
517
+about dotting every 'i' or crossing every 't'. There's enough of that
518
+elsewhere in the world.
519
+
520
+## Late Policy
521
+
522
+Sometimes, even though we try our hardest to get everything in on time,
523
+the spurious Murphy's Law will make an appearance. Your dog ate your
524
+network cable, a burst of cosmic rays damaged your RAM precisely where
525
+your work was located... the list goes on.
526
+
527
+If something is not submitted by its respective due date (or, heaven
528
+forbid, the late window), and no advance attempt has been made to
529
+communicate with me, the assignment will be invalidated of any value.
530
+
531
+Bottom line.. if something is going to be late: let me know. It happens,
532
+just don't make a habit of it. Communication is key.
533
+
534
+Unless otherwise specified, past due assignments will lose 33% credit per
535
+day, rendering them worthless credit-wise after 3 days.
536
+
537
+Please do remember most projects are released **at least** one week in
538
+advance. If you wait until the finals days before the deadline, and
539
+struggle due to lack of time, that isn't grounds for reconsideration of
540
+any deadlines or late penalties. Take the whole time, work away slowly at
541
+it over time, and that will likely lead to far fewer deadline rushes.
542
+
543
+### Attendance
544
+
545
+Attendance plays an important part in one's educational journey each
546
+semester. Missing class deprives you of essential knowledge and hinders
547
+understanding towards your eventual mastering of a topic.
548
+
549
+Because we are all here to learn (and if learning isn't a priority, I
550
+highly suggest you think about making it such), and believe it or not-
551
+learning isn't just about one person, but the entire group. So it is
552
+important to be present in order to positively contribute to the learning
553
+experience.
554
+
555
+I also reserve the right to report absent, or highly tardy students in
556
+the course. In some cases, that could result in being dropped from the
557
+course. On the same token, I reserve the right NOT to report or do
558
+anything to such students. Sometimes failure can be the best teacher.
559
+
560
+### Behaviour
561
+
562
+Should your behaviour in the class be notably and consistently unruly,
563
+off-topic, or alarming, I have the ability to remove you from the class.
564
+
565
+I will likely issue a warning or report (although not necessarily to the
566
+individual- sometimes an administrative reporting is in order to have
567
+them resolve the issue) indicating a desire to have you cease the
568
+particular behaviour, but through continued transgressions, may actually
569
+elevate to forced removal from the class.
570
+
571
+The priority is to the well-being of the class community. I cannot have
572
+individuals derailing that for their own personal gain or purposes.
573
+
574
+## Collaboration
575
+
576
+Because this course is open resource (ie book, computer, note, etc.) I
577
+would like it generally to remain **closed person** and **closed
578
+intelligence** (the thinking done should be your own, not outsourcing it
579
+to some artificial entity). The reason for this is that the amount of
580
+resources available to you are vast, and the goal here is to discover and
581
+learn the material through individual initiative.
582
+
583
+It IS possible to help others without giving away answers.
584
+
585
+Respond to questions with a question, give pointers to where information
586
+might be located in legitimate sources, remind them of the usefulness of
587
+manuals, and the availability of search engines.
588
+
589
+Individuals are allowed and expected, to assist others through the class
590
+chat **WITHOUT GIVING EXPLICIT ANSWERS**, so long as it does not
591
+interfere with any other existing circumstance. If group work is required
592
+on anything, that attribute will be specifically stated.
593
+
594
+Explicit copying on or of any class work is forbidden. If any evidence or
595
+suggestion of non-authentic work is discovered (and I can tell you some
596
+stories) in your particular direction, you risk both my wrath as well as
597
+the possibility of disciplinary action by the school. Academic dishonesty
598
+and plagiarism may be prosecuted under the purview as laid out in the
599
+school's Academic Honesty Policy, as listed under the Code of Student
600
+Conduct: Academic Honesty section in the CCC Course Catalog.
601
+
602
+So just play it safe and make sure your work is your own, and borrowed
603
+information is appropriately cited or referenced.
604
+
605
+## Pet Peeves
606
+
607
+Everyone has their buttons that can be pushed the wrong way. Here are a
608
+few of mine, that I would prefer not encountering:
609
+
610
+The eager, often surface-only desire to destroy things (especially with
611
+no desire to understand the why behind it all).
612
+
613
+The notion that 'old', 'unpopular', 'uncomfortable', or 'different',
614
+especially in terms of technology or experiences, is somehow bad (there
615
+are plenty of useful things to learn, for the patterns will often
616
+remanifest in future technologies down the road)
617
+
618
+Apologizing: "sorry I had to ask a question", "sorry I misunderstood",
619
+"sorry I failed to do that action"; I WANT people to ask questions.
620
+Questions are based on not fully understanding something. And if your
621
+actions come up short, apologies only serve to highlight the deficiency.
622
+The best solution: to fix it and not keep repeating the same mistake.
623
+There may be things worthy of apologizing for. For most incidents of
624
+apology I encounter related to classes, such is irrelevant. If you feel
625
+you are in the wrong for asking a question, you're doing this whole
626
+learning thing wrong.
627
+
628
+Overhelping "the weakest link"; a somewhat modern trend, where I see
629
+woefully unprepared/unready individuals overly assisted through the
630
+course (where the intent is to save them from failing). This is but a
631
+short-term perspective, contributing to their long-term failure.
632
+
633
+Opting out of things that seem overwhelming, yet somehow expecting things
634
+will get better as time goes on.
635
+
636
+The desire to impress me-- impressing comes by being impressive, not
637
+selling an act to me (in short, don't try to impress me, just do your
638
+best work, and have me be impressed by how impressive it naturally is).
639
+
640
+Avoiding the developing/strengthening your own memory and recall, and
641
+relying on others (including the instructor) to be your memory.
642
+
643
+The obsession over and recitation of hardware specs-- this has nothing to
644
+do with computing, yet many mistakenly believe it to be such (a small
645
+aspect of IT and an occasionally fun hobby? sure.)
646
+
647
+The compensation for lack of knowledge by clinging tightly to (perceived)
648
+known knowledge-- I expect everyone not to know things; knowing we don't
649
+know enables us to learn.
650
+
651
+The avoiding of questions out of fear they may not be worthy of asking--
652
+how else can I know where you are if you don't ask?
653
+
654
+The asking for the answer as if it were a question, to avoid thinking or
655
+doing the work yourself. Questions are the a result of your thinking, not
656
+"I don't know, so tell me?", or the worst (literally): "What do I need to
657
+do in order to get an A/full credit?"
658
+
659
+The absolute belief that if I say something then it is the truth (same
660
+for the inverse, converse, contrapositive, etc.)-- being open-minded and
661
+questioning is one of the greatest abilities we can have. Society trains
662
+you to be compliant with external authority at the expense of your own;
663
+to be educated and intelligent, in part, means you have cultivated your
664
+own self-authority so you can make your own decisions.
665
+
666
+The impression that if something is said frequently or confidently
667
+enough, then it must be true, and that makes someone an "expert" who
668
+should be believed, followed, and unquestioned.
669
+
670
+The tendency to brute force through something instead of trying to think
671
+or learn new approaches-- memorizing and regurgitation will often not
672
+work out in your favour here (or greatly annoy me).
673
+
674
+Being tangibly obsessed with knowing your exact grade, while being
675
+uninformed about the process of calculating it yourself from available
676
+information.
677
+
678
+Complaining upstream about me/my class without actually bringing issues
679
+to me first to address.
680
+
681
+Destroying context in asynchronous communications (ie deleting Discord
682
+messages after making a post, asking a question, and getting some sort of
683
+resolution): this makes it entirely unhelpful for others to also benefit,
684
+and leaves gaping holes in the existing conversation. Please do not
685
+delete your Discord messages after getting a response.
686
+
687
+Using AI, and failing to distinguish between your own skills and
688
+knowledge, and what AI is able to produce, treating them as one and the
689
+same. As I've said elsewhere, at this level, you should be avoiding
690
+flagrant AI use, as it can become a fatal crutch, stagnating your
691
+abilities.
692
+
693
+## Rules for Success
694
+
695
+For maximum success in the class, please adhere to the following rules:
696
+
697
+ * start on activities early
698
+ * observe/study, read/intuit, and comprehend the subject matter
699
+ * play/tinker/experiment with the subject matter (external to projects)
700
+ * ask well-informed and copious questions
701
+
702
+Struggle and problems in the course almost immediately arise when one
703
+fails to follow one or more of these guidelines.
704
+
705
+## Documentation
706
+
707
+The following criteria should be kept in mind when contributing content
708
+to collaborative documentation, the course notes, and any pertinent
709
+class-related communications:
710
+
711
+ * Never use a form of a word in its own definition
712
+ * Use external hyperlinks only as citations
713
+ * Content first, then formatting
714
+ * There is only one empire- ours
715
+ * Contribute only original content
716
+ * Paraphrase and cite existing information
717
+ * Do NOT blatantly copy existing information
718
+ * A healthy resource is an active resource
719
+ * Do not focus on just your contributions
720
+ * Mistakes are opportunities for future contributions
721
+
722
+## Topics
723
+
724
+The following is a list of the major topics being covered in this course:
725
+
726
+ * Local vs. Remote resources
727
+ * Client, Host, Node, Peer, Server
728
+ * Types of files
729
+ * Regular
730
+ * Directory
731
+ * Current/Present Working Directory
732
+ * Home Directory
733
+ * Parent Directory
734
+ * Root Directory
735
+ * Traditional Directory Structure
736
+ * location of common utilities
737
+ * Links (Symbolic)
738
+ * Special
739
+ * Manual Pages
740
+ * Manual Sections
741
+ * apropos, man
742
+ * History
743
+ * origins
744
+ * strains of UNIX
745
+ * flavors of Linux
746
+ * lineage, influence
747
+ * File Manipulation
748
+ * Creating
749
+ * Duplication (Copying)
750
+ * Moving
751
+ * Deleting
752
+ * Archiving, Unarchiving
753
+ * Compressing, Uncompressing
754
+ * Encoding, Decoding
755
+ * Encrypting, Decrypting
756
+ * File Access
757
+ * Ownership
758
+ * User, Group, World
759
+ * Permissions
760
+ * Read, Write, Execute/Search
761
+ * UNIX Philosophy
762
+ * Everything is a File
763
+ * Do One Thing, and Do that One Thing Extremely Well
764
+ * Small is Beautiful
765
+ * Text Processing
766
+ * moded editing, vi/vim editor
767
+ * Filtering
768
+ * cat
769
+ * head, tail
770
+ * tr, cut, grep, sed, diff
771
+ * The UNIX Shell
772
+ * variables
773
+ * local, ENVIRONMENT
774
+ * declaring, initializing, accessing
775
+ * <nowiki>$PATH, $HOME, $USER</nowiki>
776
+ * performing arithmetic
777
+ * wildcards
778
+ * quotes
779
+ * expansion
780
+ * variable expansion
781
+ * command expansion
782
+ * tab completion
783
+ * I/O redirection
784
+ * STDIN, STDOUT, STDERR
785
+ * write/overwrite, append
786
+ * hidden/dotfiles
787
+ * Job Control
788
+ * foreground/background(ing) jobs
789
+ * process management
790
+ * viewing status of running processes (ps, top)
791
+ * altering priority of processes (nice)
792
+ * terminating processes (kill, pkill)
793
+ * job scheduling
794
+ * cron, at
795
+ * The UNIX Programming Environment
796
+ * Compiler (gcc), Assembler, Linker, Loader
797
+ * Source Code, Object Code, Binary Code, Library
798
+ * Relationship between UNIX and C
799
+ * Regular Expressions
800
+ * Pattern Matching
801
+ * Pattern Creation
802
+ * Extended Regular Expressions
803
+ * egrep
804
+ * Shell Scripting
805
+ * shabang
806
+ * bash syntax
807
+ * variables
808
+ * I/O
809
+ * selection statements
810
+ * if
811
+ * case
812
+ * loops
813
+ * numeric for loop
814
+ * list-based for loop
815
+ * while
816
+ * arrays
817
+ * functions
818
+ * Networking
819
+ * UNIX Networking Tools
820
+ * ping, ifconfig, traceroute, route, nslookup
821
+ * TCP/IP
822
+ * standards, protocols, RFCs
823
+ * Security
824
+ * groups
825
+ * application of permissions
826
+ * considerations of access
827
+ * public_html
828
+ * System Administration
829
+ * software
830
+ * package management
831
+ * source
832
+ * logs
833
+ * configuration
834
+ * deployment
835
+ * X Window System
836
+ * X server, X clients, interactions thereof
837
+ * Projects
838
+ * installation of OS
839
+ * virtualization
840
+ * web server
841
+ * blog
842
+ * version control (hg)
843
+ * screen / tmux
844
+ * irc
845
+ * irc bot
846
+ * vim configuration
847
+ * brute-force password cracking
848
+ * automated drawing
849
+ * puzzle box
850
+ * course list processing
851
+
852
+## Student Understanding and Agreement of Syllabus Terms
853
+
854
+By reading through this document, participating in the class chat,
855
+utilizing class resources, and performing the various class activities
856
+and projects, you understand and consent:
857
+
858
+ * to the rules, policies governing your status as a student at SUNY CCC.
859
+ * to the structure, policies, and nature of the course as laid out here.
860
+ * to having an adequate understanding of course prerequisite knowledge.
861
+ * to maintain a respectful, inquisitive, well-behaved, and learning-oriented focus as you participate and go through the course.
862
+ * to practice (and further cultivate, as needed) the fundamental aspects of a student taking this course, which includes being able and willing:
863
+ * to read, comprehend and work with the material and information inherent to the course.
864
+ * to write and express your thoughts in coherent, descriptive sentences.
865
+ * willing to analyze, problem solve, debug, troubleshoot, ideate, creatively, and logically/rationally think.
866
+ * willing to compute and transact in number concepts (literal, symbolic or abstract) and any related units in their various processes.
867
+ * to, upon facing uncertainty, confusion, or lack of understanding, will ask copious, well-informed, and well-intending questions to clarify your state of understanding.
868
+ * if cause for issue rises, you will bring it to my attention so that it may be best addressed as locally and pertinently as possible to the course and its educational environment.
869
+ * participate in the course with a focus on curiosity, discovering, exploring, learning, and understanding.
870
+ * starting early on deliverables so that ample time is available for discovering, exploring, learning, and asking any questions as needed.
871
+ * that, as a student, a genuine learning experience necessarily involves some level of unfamiliarity, which may invoke discomfort.
872
+ * that your learning and the nature of the course is an inherently asynchronous thing. It is your responsibility to manage your time, so that you can have adequate time to ask questions and accomplish your own tasks.
haas/spring2026/unix/projects.md
... ...
@@ -0,0 +1,15 @@
1
+# CSCS1730 UNIX/Linux Fundamentals
2
+## Current Projects
3
+
4
+| project | duedate |
5
+| ------------------------ | --------------- |
6
+| [ntr0](projects/ntr0.md) | (due: 20260128) |
7
+| [pct0](projects/pctX.md) | (due: 20260128) |
8
+| [pct1](projects/pctX.md) | (due: 20260128) |
9
+| [wcp1](projects/wcpX.md) | (due: 20260128) |
10
+| [pct2](projects/pctX.md) | (due: 20260204) |
11
+| [wcp2](projects/wcpX.md) | (due: 20260204) |
12
+
13
+## Late Projects
14
+
15
+## Past Due Projects
haas/spring2026/unix/projects/ntr0.md
... ...
@@ -0,0 +1,38 @@
1
+# CSCS1730 UNIX/Linux Fundamentals
2
+
3
+# PROJECT: ntr0
4
+
5
+## OBJECTIVE
6
+
7
+To get started in your journey in the course this semester
8
+
9
+## TASK
10
+
11
+By the deadline, please do the following:
12
+
13
+ * sign onto the class Discord server with your preferred account
14
+ * on Discord, identify yourself and indicate what class(es) you are in
15
+ * provide the instructor (haas@corning-cc.edu) with your github username
16
+ * provide the instructor (haas@corning-cc.edu) with your SSH public key
17
+
18
+NOTE: if desired, your SSH public key may be the same one you use to
19
+access github.
20
+
21
+Please see [this page](https://docs.github.com/en/authentication/connecting-to-github-with-ssh/generating-a-new-ssh-key-and-adding-it-to-the-ssh-agent) for information on generating an SSH key.
22
+
23
+## SUBMISSION
24
+
25
+```
26
+26:ntr0:final tally of results (26/26)
27
+*:ntr0:signed into and are active on the class DISCORD [6/6]
28
+*:ntr0:identified self and state classes on DISCORD [7/7]
29
+*:ntr0:provided instructor preferred GITHUB USERNAME [6/6]
30
+*:ntr0:provided instructor preferred SSH PUBLIC KEY [7/7]
31
+*:ntr0:
32
+```
33
+
34
+Additionally:
35
+ * Solutions not abiding by spirit of project will be subject to a 25% overall deduction
36
+ * Solutions not utilizing descriptive why and how comments will be subject to a 25% overall deduction
37
+ * Solutions not utilizing indentation to promote scope and clarity will be subject to a 25% overall deduction
38
+ * Solutions not organized and easy to read (assume a terminal at least 90 characters wide, 40 characters tall) are subject to a 25% overall deduction
haas/spring2026/unix/projects/pctX.md
... ...
@@ -0,0 +1,1756 @@
1
+# CSCS1730 UNIX/Linux Fundamentals
2
+# PROJECT: PRACTICING CRITICAL THINKING (pctX)
3
+
4
+## OBJECTIVE
5
+
6
+To cultivate your problem solving, critical thinking, analytical, and
7
+observation skills.
8
+
9
+The aim here is on observation, analysis, and documentation. You are
10
+solving and documenting a problem by hand, thinking your way through to
11
+solution, NOT copying something, NOR writing any sort of program.
12
+
13
+## BACKGROUND
14
+
15
+The true nature of problem solving frequently involves critical thinking,
16
+analytical, and observation skills. Where problems are not solved by
17
+memorizing some pre-defined set of answers and regurgitating them
18
+mindlessly, but in crafting an elaborate solution from subtle cues and
19
+tested, experimental realizations.
20
+
21
+This project puts you in contact with such endeavours. The better
22
+acquainted you become with these skills, the more adept you will become
23
+at a wide-array of tasks and activities.
24
+
25
+### INVESTIGATION/LOGIC METHODS
26
+
27
+These problems will make use of investigative and logical processes to
28
+allow us to experiment and ascertain the identity of the various letters.
29
+This is often done through:
30
+
31
+ * observation
32
+ * seeing patterns
33
+ * analysis
34
+ * investigation
35
+ * [abduction](https://en.wikipedia.org/wiki/Abductive_reasoning)
36
+ * [induction](https://www.analyzemath.com/math_induction/mathematical_induction.html)
37
+ * [deduction](http://mathcentral.uregina.ca/QQ/database/QQ.09.99/pax1.html)
38
+
39
+### MATH PREPARATION
40
+
41
+If you find yourself struggling with the concepts of the underlying math:
42
+
43
+ * [Basic Math](https://www.ipracticemath.com/learn/basicmath)
44
+ * [Long Division](https://www.mathsisfun.com/long_division.html)
45
+
46
+The pctX problems are just your standard “long division with
47
+remainder” style problems, only given to you worked out, with the
48
+numbers replaced with letters, so instead of going at it beginning to
49
+end, we investigate it end to start.
50
+
51
+### LONG DIVISION
52
+
53
+A letter division is a category of logic problem where you would take an
54
+ordinary math equation (in long form), and substitute all the numbers for
55
+letters, thereby in a direct sense masking the numeric values present
56
+that correctly enable the problem to work from start to completion. It is
57
+your task, through exploring, experimenting, and playing, to ascertain
58
+the numeric value of each letter (as many as 10, one for each numeric
59
+value 0-9).
60
+
61
+We will be focusing on long division, something you learned (and perhaps
62
+last experienced, before becoming mindlessly addicted to pressing buttons
63
+on a calculator), in grade school. It entails a whole number (integer)
64
+division, involving aspects addition (through borrowing), and subtraction
65
+(primarily) to arrive at a quotient and a remainder, and if applicable:
66
+multiplication.
67
+
68
+There is also a logical/relational aspect to these puzzles, which may
69
+well be less familiar territory to some. But so incredibly important when
70
+exploring a process and communicating such notions to the computer.
71
+
72
+Division is unique in that it produces two 'answers', each serving
73
+particular uses in various applications.
74
+
75
+Here is an example (using numbers):
76
+
77
+First up, we're going to divide 87654321 (the dividend) by 1224 (the
78
+divisor). Commonly, especially if punching into a calculator, we might
79
+express that equation as:
80
+
81
+```
82
+87654321/1224
83
+```
84
+
85
+Or in a language like C, assigning the quotient to the variable **x** (an
86
+**int**eger):
87
+
88
+```
89
+ x = 87654321 / 1224;
90
+```
91
+
92
+But, we're not specifically interested in the 'answer' (quotient or
93
+remainder); we are interested in the PROCESS. You know, the stuff the
94
+calculator does for you, which in order to perform this project and
95
+better explore the aspects of critical thinking, we need to take and
96
+encounter every step of the way:
97
+
98
+```
99
+ 71613
100
+ +---------
101
+1224 | 87654321
102
+ -8568
103
+ ====
104
+ 1974
105
+ -1224
106
+ ====
107
+ 7503
108
+ -7344
109
+ ====
110
+ 1592
111
+ -1224
112
+ ====
113
+ 3681
114
+ -3672
115
+ ====
116
+ 9
117
+```
118
+
119
+Here we obtain the results (focusing on the quotient up top; as the
120
+remainder quite literally is what remains once we're done- we're
121
+specifically NOT delving into decimal points, but instead doing integer
122
+division, which as previously stated has MANY important applications in
123
+computing) through a step by step process of seeing how many times our
124
+divisor (1224) best and in the smallest fashion fits into some current
125
+value of the dividend (or intermediate result thereof).
126
+
127
+For instance, seeking the smallest "best fit" of 1224 into 87654321, we
128
+find that 1224 fits best SEVEN times (1224 * 7 = 8568, which is the
129
+CLOSEST we can get to 8765... 1224 * 8 = 9792, which would be too big
130
+(and way too small for 87654). Clearly, we are seeking those values that
131
+best fit within a multiple of 0-9, staying away from double digits of
132
+multiplication (although, we COULD do it that way and still arrive at the
133
+same end result).
134
+
135
+So: 8765-8568 = 197.
136
+
137
+We have our first result, yet: there's still values in the dividend
138
+(87654321) remaining to process, specifically the 4321, so we take them
139
+one digit at a time.
140
+
141
+The next available, unprocessed digit in 4321 is '4', so we 'drop that
142
+down' and append it to our previous result (197), giving us: 1974.
143
+
144
+We now see how many times (via single digit multiplication), our divisor
145
+(1224) can fit into 1974. As it turns out, just once.
146
+
147
+So: 1974-1224 = 750.
148
+
149
+And we keep repeating the process until there are no more digits from the
150
+dividend to drop down; at which point, we are left with a remainder (in
151
+the above problem, the lone '9' at the very bottom; THAT is the
152
+remainder).
153
+
154
+Clearly it is important to have a handle on and understanding of the
155
+basic long division process before attempting a letter division problem.
156
+So, be sure to try your hand at a few practice problems before
157
+proceeding.
158
+
159
+## LETTER DIVISION: an example
160
+
161
+Following will be a sample letter division problem, and a documented
162
+solution of it, much as you will be doing for this project (and to be
163
+sure: the aim here is not merely to solve it, but to DOCUMENT HOW YOU
164
+SOLVED IT. You might want to keep notes as you go along to save you time
165
+and sanity).
166
+
167
+Here goes:
168
+
169
+```
170
+ GLJK
171
+ +---------
172
+ KJKK | GLMBRVLR
173
+ -VKOKL
174
+ =====
175
+ LJBGV
176
+ -OKVKG
177
+ =====
178
+ JJGKL
179
+ -LKBKV
180
+ =====
181
+ KVRMR
182
+ -JKRKB
183
+ =====
184
+ VKMK
185
+
186
+letters: BGJKLMOPRV
187
+```
188
+
189
+First off, note how this is NO DIFFERENT from the numeric problem above:
190
+just instead of numbers, which we've associated some concepts with, here
191
+we have letters (each letter maps to a unique number, 0-9). The trick
192
+will be to figure out which letter maps to which number.
193
+
194
+So, let us begin.
195
+
196
+One aim is to obtain the key to the puzzle, the mapping of the letters to
197
+numbers, so I will typically set up an answer key as follows:
198
+
199
+```
200
+| 0 | |
201
+| 1 | |
202
+| 2 | |
203
+| 3 | |
204
+| 4 | |
205
+| 5 | |
206
+| 6 | |
207
+| 7 | |
208
+| 8 | |
209
+| 9 | |
210
+```
211
+
212
+Another thing I like to do is set up a more visual representation of what
213
+each letter COULD be. I do so in the following form (I call this a "Range
214
+Table"):
215
+
216
+```
217
+B = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
218
+G = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
219
+J = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
220
+K = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
221
+L = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
222
+M = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
223
+O = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
224
+P = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
225
+R = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
226
+V = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
227
+```
228
+
229
+Then, as I figure things out (either what certain are, but mostly, which
230
+ones they are NOT), I can mark it up accordingly.
231
+
232
+Right from the start, we can already make some important connections;
233
+looking at EACH of the subtractions taking place, in the left-most
234
+position, we see an interesting phenomenon taking place- G-V=0, L-O=0,
235
+J-L=0, and K-J=0.
236
+
237
+Now, since EACH letter is its own unique numeric value, subtracting one
238
+letter from another on its own won't result in a value of 0, but being
239
+borrowed from will.
240
+
241
+That is: 7-6=1, but (7-1)-6=0. THAT is what is going on here.
242
+
243
+So what we can infer from this, is some very important connections:
244
+
245
+ * V is one less than G (I'll write it as: V < G)
246
+ * O is one less than L (O < L)
247
+ * L is one less than J (L < J)
248
+ * J is one less than K (J < K)
249
+
250
+Does that make sense? From looking at the puzzle, those four relations
251
+can be made.
252
+
253
+Now, FURTHERMORE, some of those connections are thereby connected. Look
254
+at the 'L' and 'J' connections:
255
+
256
+ * O < L, but also: L < J
257
+ * L < J, but also: J < K
258
+
259
+That implies a further connection, so we can chain them together:
260
+
261
+ * O < L < J < K
262
+
263
+So from that initial observation and connection, we now have two
264
+disconnected relationships:
265
+
266
+ * V < G
267
+ * O < L < J < K
268
+
269
+From what we've done so far, we do not know where V,G fall in respect to
270
+O,L,J,K. They might be less than, OR greater than. We won't know without
271
+further information.
272
+
273
+Yet, even WITH this information, we can update our letter ranges:
274
+
275
+ * since V is less than G, we know V can NOT be 9.
276
+ * similarly, G can NOT be 0.
277
+ * O cannot be 9, 8, 7, because we know O is 3 less than K. So even though we don't know what K actually is, because K COULD be 9, we know what O, L, and J can NOT be.
278
+ * L cannot be 9 or 8
279
+ * J cannot be 9
280
+ * on the other side, K cannot be 0, 1, or 2
281
+ * J cannot be 0 or 1
282
+ * L cannot be 0.
283
+
284
+So, if we update our range chart accordingly:
285
+
286
+```
287
+B = { 0, 1, 2, 3, 4, 5, 6, 7, 8 }
288
+G = { 1, 2, 3, 4, 5, 6, 7, 8, 9 }
289
+J = { 2, 3, 4, 5, 6, 7, 8, }
290
+K = { 3, 4, 5, 6, 7, 8, 9 }
291
+L = { 1, 2, 3, 4, 5, 6, 7, }
292
+M = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
293
+O = { 0, 1, 2, 3, 4, 5, 6, }
294
+P = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
295
+R = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
296
+V = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
297
+```
298
+
299
+Moving on, dealing with details of discovering those one-off relations,
300
+that tells us something about the NEXT subtractions: that they borrow
301
+(which means they are LESS THAN the thing being subtracted from them):
302
+
303
+ * L is less than K (which we actually know to be 2 less than K), so L - K needs to BORROW
304
+ * J is less than K (which we know is 1 less than K), so J - K needs to BORROW
305
+ * V is apparently also less than K (which we didn't previously know), so V - K needs to BORROW
306
+ * now knowing than V << K, we can connect our other relational fragment in (I use the double '<<' to denote "less than" by an unknown amount, because while we know V is less than K, we don't know by how much).
307
+
308
+So: V < G << O < L < J < K
309
+
310
+This allows us some further whittling of our ranges:
311
+
312
+ * V cannot be 9, 8, 7, 6, or 5
313
+ * G cannot be 9, 8, 7, or 6
314
+ * O cannot be 0, or 1
315
+ * L cannot be 0, 1, or 2
316
+ * J cannot be 0, 1, 2, or 3
317
+ * K cannot be 0, 1, 2, 3, or 4
318
+
319
+```
320
+B = { 0, 1, 2, 3, 4, 5, 6, 7, 8 }
321
+G = { 1, 2, 3, 4, 5, }
322
+J = { 4, 5, 6, 7, 8, }
323
+K = { 5, 6, 7, 8, 9 }
324
+L = { 3, 4, 5, 6, 7, }
325
+M = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
326
+O = { 2, 3, 4, 5, 6, }
327
+P = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
328
+R = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
329
+V = { 0, 1, 2, 3, 4, }
330
+```
331
+
332
+Already we can see that V and G are likely lower numbers, and O, L, J,
333
+and K are likely higher numbers.
334
+
335
+What else do we have? Let's keep going:
336
+
337
+We cannot instantly proceed to the next subtraction in as obvious a
338
+progression, as we'll need more information on the various letters
339
+involved.
340
+
341
+### Finding K (and J and L and O as well)
342
+
343
+However, looking at the puzzle, I'm interested in seeing if we can find
344
+any obvious examples of 0. You know, letter minus same letter sort of
345
+things. Because they will typically end up equalling 0 (or 9).
346
+
347
+Why 9? Because of a borrow!
348
+
349
+```
350
+((5-1)+10)-5 = (4+10)-5 = 14 - 5 = 9
351
+```
352
+
353
+... that can be quite revealing too!
354
+
355
+And it would appear we have one wonderful candidate in the bottom-most
356
+subtraction:
357
+
358
+```
359
+ KVRMR
360
+ -JKRKB
361
+ =====
362
+ VKMK
363
+```
364
+
365
+Lookie there: R-R = K.
366
+
367
+Usually, that would result in a 0. BUT, we also know that K can NOT be 0
368
+(looking at our range table above).
369
+
370
+So, that means it is being borrowed from, and it itself has to borrow, so
371
+we now also know that M is less than K: M << K
372
+
373
+And, as indicated above:
374
+
375
+```
376
+((R-1)+10)-R = 9!
377
+```
378
+
379
+We now know that K = 9!
380
+
381
+That suddenly reveals a whole lot to us, due to our relational chains
382
+we've built. Let's update:
383
+
384
+```
385
+| 0 | |
386
+| 1 | |
387
+| 2 | |
388
+| 3 | |
389
+| 4 | |
390
+| 5 | |
391
+| 6 | O |
392
+| 7 | L |
393
+| 8 | J |
394
+| 9 | K |
395
+```
396
+
397
+Also, with the new introduction of M being less than K:
398
+
399
+```
400
+B = { 0, 1, 2, 3, 4, 5, }
401
+G = { 1, 2, 3, 4, 5, }
402
+J = { 8 }
403
+K = { 9 }
404
+L = { 7 }
405
+M = { 0, 1, 2, 3, 4, 5, }
406
+O = { 6 }
407
+P = { 0, 1, 2, 3, 4, 5, }
408
+R = { 0, 1, 2, 3, 4, 5, }
409
+V = { 0, 1, 2, 3, 4, }
410
+```
411
+
412
+And, our relational chains:
413
+
414
+ * V < G << O < L < J < K
415
+ * M << O < L < J < K
416
+
417
+Because we don't yet know any relation of M compared to V or G, we have
418
+to keep them separate for now.
419
+
420
+We also have a second disqualifier for K being 0... the ones place
421
+subtraction in that bottom-most subtraction:
422
+
423
+```
424
+R - B = K
425
+```
426
+
427
+There's nothing further to the right that could borrow from this problem,
428
+so it can only exist in two states:
429
+
430
+ * R is greater than B
431
+ * R is less than B
432
+
433
+Since we know that K is 9, there's NO OTHER pair of single digit numbers
434
+we can subtract to get 9, which tells us that:
435
+
436
+ * R is less than B (R << B)
437
+
438
+Currently both R and B can be 0-5 (although now, B is 1-5, and R is 0-4).
439
+We'd need to find a combination where (R+10)-B is 9:
440
+
441
+```
442
+| R: 0 | R: 1 | R: 2 | R: 3 | R: 4 |
443
+| (0+10) | (1+10) | (2+10) | (3+10) | (4+10) |
444
+| 10 | 11 | 12 | 13 | 14 |
445
+```
446
+
447
+And from that, we're subtracting B, which is 1, 2, 3, 4, or 5. The answer
448
+has to be 9.
449
+
450
+So:
451
+
452
+10-1=9, 11-2=9, 12-3=9, 13-4=9, and 14-5=9
453
+
454
+Hey, look at that... B is one greater than R (not just R << B, BUT: R <
455
+B)
456
+
457
+Our relational chains:
458
+
459
+ * V < G << O < L < J < K
460
+ * M << O < L < J < K
461
+ * R < B << O < L < J < K
462
+
463
+And our range table:
464
+
465
+```
466
+B = { 1, 2, 3, 4, 5, }
467
+G = { 1, 2, 3, 4, 5, }
468
+J = { 8 }
469
+K = { 9 }
470
+L = { 7 }
471
+M = { 0, 1, 2, 3, 4, 5, }
472
+O = { 6 }
473
+P = { 0, 1, 2, 3, 4, 5, }
474
+R = { 0, 1, 2, 3, 4, }
475
+V = { 0, 1, 2, 3, 4, }
476
+```
477
+
478
+If you look, the only letter we've not yet directly interacted with yet
479
+is 'P', although we already know enough about it (that it is 0-5, less
480
+than O, L, J, and K). And if you look closely, you'll notice that 'P'
481
+isn't even present in the letter division problem! So its identity will
482
+rely entirely on the proving of the other values.
483
+
484
+Let's continue on:
485
+
486
+M-K=M, BECAUSE we know M << K, AND BECAUSE we know the subtraction to the
487
+right is borrowing from it (because R < B), we have something like this:
488
+(M-1+10)-K=M
489
+
490
+Can't really do much more with it at this point, but it is important to
491
+know to help us identify the borrows needing to happen.
492
+
493
+### Finding our zero value (R and B)
494
+
495
+Why don't we go ahead and find 0? If you look in the subtraction above
496
+the bottom one, we have another "letter minus same letter" scenario, and
497
+it doesn't equal K!
498
+
499
+```
500
+ JJGKL
501
+ -LKBKV
502
+ =====
503
+ KVRM
504
+```
505
+
506
+We KNOW that V << L, so no borrow is happening there.
507
+
508
+Therefore, K-K, or 9-9, equals 0. So R is 0!
509
+
510
+... and B is 1! Because of our identified relationship.
511
+
512
+Updating things!
513
+
514
+```
515
+| 0 | R |
516
+| 1 | B |
517
+| 2 | |
518
+| 3 | |
519
+| 4 | |
520
+| 5 | |
521
+| 6 | O |
522
+| 7 | L |
523
+| 8 | J |
524
+| 9 | K |
525
+```
526
+
527
+Also, with the new introduction of M being less than K:
528
+
529
+```
530
+B = { 1 }
531
+G = { 3, 4, 5, }
532
+J = { 8 }
533
+K = { 9 }
534
+L = { 7 }
535
+M = { 2, 3, 4, 5, }
536
+O = { 6 }
537
+P = { 2, 3, 4, 5, }
538
+R = { 0 }
539
+V = { 2, 3, 4, }
540
+```
541
+
542
+NOTE: G is NOT 2, because G is greater than V (one greater, in fact), so
543
+we can similarly whittle that off.
544
+
545
+Relational chains can look as follows now:
546
+
547
+ * R < B << V < G << O < L < J < K
548
+ * R < B << M << O < L < J < K
549
+ * R < B << P << O < L < J < K
550
+
551
+Basically just down to V, G, P, and M.
552
+
553
+### Finding V and G
554
+
555
+And I think we have the means to find V: notice the second to last
556
+subtraction, the "LKBKV". You know where we get that from? Multiplying
557
+the divisor (KJKK) by J (since it is the third subtraction taking place).
558
+
559
+We KNOW the numeric values of K and J, in fact we know the values of L,
560
+K, and B. The only thing we don't know is 'V', and since V is in the
561
+one's place, that makes things super easy for us.
562
+
563
+KJKK = 9899
564
+J = 8
565
+
566
+So: 9899 x 8 = 79192 = LKBKV!
567
+
568
+V is 2!
569
+
570
+Which means, because V < G, that G is 3!
571
+
572
+Updating our records:
573
+
574
+```
575
+| 0 | R |
576
+| 1 | B |
577
+| 2 | V |
578
+| 3 | G |
579
+| 4 | |
580
+| 5 | |
581
+| 6 | O |
582
+| 7 | L |
583
+| 8 | J |
584
+| 9 | K |
585
+```
586
+
587
+Also, with the new introduction of M being less than K:
588
+
589
+```
590
+B = { 1 }
591
+G = { 3 }
592
+J = { 8 }
593
+K = { 9 }
594
+L = { 7 }
595
+M = { 4, 5, }
596
+O = { 6 }
597
+P = { 4, 5, }
598
+R = { 0 }
599
+V = { 2 }
600
+```
601
+
602
+Relational chains can look as follows now:
603
+
604
+ * R < B < V < G << M << O < L < J < K
605
+ * R < B < V < G << P << O < L < J < K
606
+
607
+### Finding M and discovering P
608
+
609
+And then there were 2. We really just need to find M, or P, and we're
610
+done. And since there are no 'P' values in the puzzle, we need to target
611
+M. So let's look for some candidates:
612
+
613
+Hey, how about this:
614
+
615
+```
616
+ JJGKL
617
+ -LKBKV
618
+ =====
619
+ KVRM
620
+```
621
+
622
+One's place subtraction: L - V = M.
623
+
624
+We KNOW L (7) is greater than V (2), so no borrow is happening.
625
+
626
+L-V=M
627
+7-2=5
628
+
629
+M is 5. That means P is 4 by process of elimination.
630
+
631
+Puzzle completed:
632
+
633
+```
634
+| 0 | R |
635
+| 1 | B |
636
+| 2 | V |
637
+| 3 | G |
638
+| 4 | P |
639
+| 5 | M |
640
+| 6 | O |
641
+| 7 | L |
642
+| 8 | J |
643
+| 9 | K |
644
+```
645
+
646
+Also, with the new introduction of M being less than K:
647
+
648
+```
649
+B = { 1 }
650
+G = { 3 }
651
+J = { 8 }
652
+K = { 9 }
653
+L = { 7 }
654
+M = { 5 }
655
+O = { 6 }
656
+P = { 4 }
657
+R = { 0 }
658
+V = { 2 }
659
+```
660
+
661
+Relational chains can look as follows now:
662
+
663
+ * R < B < V < G < P < M < O < L < J < K
664
+
665
+I wasn't able to show it as well in text on the wiki, but I also made a
666
+point to mark up each subtraction to show whether a borrow occurred or
667
+not:
668
+
669
+{{ :undefined:borrows.jpg?400 |}}
670
+
671
+To be sure, there are likely MANY, MANY ways to arrive at these
672
+conclusions. What is important is being observant, performing little
673
+experiments, seeing if there can be any insights to have, even if
674
+whittling away knowing what things can NOT be.
675
+
676
+Your performance on this project will be directly tied to being able to
677
+document your process through the puzzle; I have provided this writeup in
678
+order to show you an example of what that process may look like.
679
+
680
+## GETTING STARTED
681
+
682
+In the **pctX/** sub-directory of your class Public Directory, under a
683
+directory by the name of your username, you will find the following
684
+file(s):
685
+
686
+ * **puzzle**
687
+ * possibly also a file called **table**
688
+ * if desired, you can use **worksheet** as a base for your solution file, or for generating text-based representations for using on discord when asking for help.
689
+
690
+Copy this file into your local project directory. For most classes, a
691
+**grabit** is available. For others, you'll have to manually copy the
692
+file on your own.
693
+
694
+There is also a **MANIFEST** file in the parent directory (the **pctX/**
695
+sub-directory), which will contain MD5sums of the various puzzle keys,
696
+provided to help you in verifying your puzzle key.
697
+
698
+For this project, you have to solve, DOCUMENT, AND VERIFY the provided
699
+puzzle in order to be eligible for full credit will be the one contained
700
+in the **puzzle** file.
701
+
702
+To obtain your puzzle, you can utilize the 'grabit' tool on lab46.
703
+
704
+## PROCESS
705
+
706
+Solve, document, and verify the puzzle.
707
+
708
+On your own.
709
+
710
+Seek to discover and explore and understand, NOT to just come up with an
711
+answer.
712
+
713
+It is recommended you do this by hand, ON PAPER. Furthermore, using graph
714
+paper may help in greatly reducing mistakes, as is using two different
715
+coloured writing implements (green, purple; or blue, black)... write up
716
+the puzzle in one colour, then use the other to mark up borrows and the
717
+like.
718
+
719
+## A NOTE ON NUMBER BASES
720
+
721
+Some of the puzzles you may be presented with may be in different number
722
+bases.
723
+
724
+You are likely acclimated to the **base 10** number system, where we have
725
+ten unique counting digits (0, 1, 2, 3, 4, 5, 6, 7, 8, 9)
726
+
727
+Different number bases simply have less or more digits.
728
+
729
+For example, base 8 and 9 both have fewer than ten counting values:
730
+
731
+| base | numbers |
732
+| ---- | ------------------------- |
733
+| 8 | 0, 1, 2, 3, 4, 5, 6, 7 |
734
+| 9 | 0, 1, 2, 3, 4, 5, 6, 7, 8 |
735
+
736
+And then we have bases with MORE counting values than in base 10:
737
+
738
+| base | numbers |
739
+| ---- | ---------------------------------- |
740
+| 11 | 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A |
741
+| 12 | 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A, B |
742
+
743
+Notice the presence of 'A' and 'B'... these are not variables or
744
+algebraic values. These are bonafide **NUMBERS**, just like 1, 2, 3.
745
+
746
+Differences manifest once you exceed the maximum counting value for the base:
747
+
748
+ * base 8: 7 + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "eight")
749
+ * base 9: 8 + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "nine")
750
+ * base 10: 9 + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "ten")
751
+ * base 11: A + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "eleven")
752
+ * base 12: B + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "twelve")
753
+
754
+You likely have extensively memorized a table of single-digit base 10
755
+values, which at first glance makes this other base stuff unfamiliar. But
756
+it works according to the same properties as base 10 (just, different
757
+symbols representing the quantities involved).
758
+
759
+For any strategies involving the "9" value (in base 10), you will find
760
+that the same strategy works in other bases (so it isn't so much a "9
761
+trick" as it is a "highest counting digit trick").
762
+
763
+Similarly, any of the relational or logical tricks will "just work", it
764
+is only the appearance of mathematical end results that really differs.
765
+So, if you are adept at the logical/relational methods for investigating
766
+a puzzle, you could perhaps minimize the amount of base-related math you
767
+may have to do (certainly on lower difficulty levels of puzzle).
768
+
769
+## YOUR SUBMISSION
770
+
771
+### SUBMISSION FOR STANDARD-STYLE LETTER DIVISION
772
+
773
+If your puzzle was provided with a quotient and remainder (and contains
774
+no question marks in the puzzle proper), you have a regular puzzle.
775
+
776
+The files you will want to submit include:
777
+
778
+ * your puzzle key, in a textfile called 'pctX.puzzle.key' containing ONLY the capital letters corresponding in order to the 0-9 values (and a trailing newline).
779
+ * your documentation of your solving and exploration of the puzzle. If you did this on paper, will need to transcribe it out into clearly readable, organized, and followable text directions. The file, in text form, should be called 'pctX.puzzle.solution'. Images of your notes will NOT be accepted for submission.
780
+ * your verification in a file called 'pctX.puzzle.verify': this is after you've completed the puzzle, and you are resolving parts of the puzzle to ensure that the letter to number mappings are valid.
781
+
782
+Your solution MUST be of a form so that, if given to another person, they
783
+can follow your steps and have an understanding of the decisions made.
784
+
785
+### SUBMISSION FOR SOLVE4-STYLE LETTER DIVISION
786
+
787
+The point behind a "solve4" puzzle is to also determine the `QUOTIENT` and `REMAINDER`, in addition to the key.
788
+
789
+ * your puzzle key, in a textfile called 'pctX.puzzle.key' containing ONLY the capital letters corresponding in order to the 0-9 values (and a trailing newline).
790
+ * your documentation of your solving and exploration of the puzzle. If you did this on paper, will need to transcribe it out into clearly readable, organized, and followable text directions. The file, in text form, should be called 'pctX.puzzle.solution'. Images of your notes will NOT be accepted for submission.
791
+ * your quotient:remainder (in letterized/obfuscated form), in a text file called 'pctX.puzzle.verify'
792
+
793
+Your solution MUST be of a form so that, if given to another person, they
794
+can follow your steps and have an understanding of the decisions made to
795
+get them from start to solution.
796
+
797
+## PUZZLE KEY
798
+
799
+As indicated, you are to place the determined key to your puzzle in a
800
+regular text file called 'pctX.puzzle.key', and will contain ONLY the
801
+capital letters, in order from 0 to the highest counting symbol of the
802
+base, of your puzzle (and a trailing newline).
803
+
804
+For example, using the example puzzle above:
805
+
806
+| 0 | R |
807
+| 1 | B |
808
+| 2 | V |
809
+| 3 | G |
810
+| 4 | P |
811
+| 5 | M |
812
+| 6 | O |
813
+| 7 | L |
814
+| 8 | J |
815
+| 9 | K |
816
+
817
+We'll want to put them, in order, in our key file:
818
+
819
+```
820
+$ echo "RBVGPMOLJK" > pctX.puzzle.key
821
+```
822
+
823
+Want to know what a proper 'key' file should look like? This:
824
+
825
+```
826
+$ cat pctX.puzzle.key
827
+RBVGPMOLJK
828
+```
829
+
830
+JUST the letters (and a trailing newline).
831
+
832
+## PUZZLE SOLUTION
833
+
834
+As stated, a very large part of this project's evaluation will be based
835
+on your clear and detailed documentation of how you determined each
836
+letter's mapping in the solution key of your puzzle.
837
+
838
+Just providing the 'key' will not result in success.
839
+
840
+Your documentation should, while there may be supporting information,
841
+provide some identified path that showed the steps you went through to
842
+identify each letter, be it directly or indirectly.
843
+
844
+You are free to write out your solution with pen on paper (that is how I
845
+usually do these puzzles); but to submit, you MUST transcribe it to text
846
+and submit it in that format. Images will NOT be accepted. Do not look on
847
+this as a reason to avoid doing it by hand: the manual work of the
848
+process is inherently beneficial, you simply need to commit to doing it.
849
+
850
+The aim here is not to dump a bunch of data on me, but instead present me
851
+with connected and pertinent information that documents your process of
852
+progression through the puzzle from start to finish. This is in the same
853
+vein as programming in a language on a computer. A computer program is a
854
+detailed description of a process to solving some problem in a format the
855
+receiver can understand.
856
+
857
+## VERIFICATION
858
+
859
+Depending on the type of puzzle you have (regular or "solve for"
860
+variety), the contents of your verification file will differ.
861
+
862
+What is the difference between a regular puzzle and a solve4 puzzle?
863
+Basically:
864
+
865
+ * a regular puzzle comes with quotient and remainder included in your puzzle
866
+ * a solve4 puzzle omits the quotient and remainder, and instead replaces them with a series of question marks, indicating that as part of your task in solving the puzzle, you must also figure out the quotient and remainder (this is why the verify for solve4 puzzles is shorter and simpler: you've already done so much of the verification work in solving it).
867
+
868
+### REGULAR PUZZLE
869
+
870
+In this form, your 'pctX.puzzle.verify' file will be similar format to
871
+your writeup (a description of what aspects of the puzzle you are testing
872
+to ensure things work out).
873
+
874
+You are to manually verify your solution by taking the numeric identities
875
+of each letter, plugging them back into the original puzzle, solving it,
876
+and converting the obtained quotient and remainder back into letter form
877
+to compare with those in the puzzle provided to you. If they match, you
878
+have successfully solved the puzzle. If they do not match, some error
879
+exists that should be addressed and corrected.
880
+
881
+An example of a verification text can be found below.
882
+
883
+### EXAMPLE FOR REGULAR PUZZLE
884
+
885
+The best way to verify the puzzle with our key is to convert the dividend
886
+and divisor to its numeric equivalent, perform the division, and
887
+compare the resulting quotient and remainder against those found in the
888
+letterified puzzle:
889
+
890
+ * divisor: KJKK --> 9899
891
+ * dividend: GLMBRVLR --> 37510270
892
+
893
+And let's do some long division!
894
+
895
+```
896
+ +---------
897
+ 9899 | 37510270
898
+```
899
+
900
+9899 goes into 37510 three times:
901
+
902
+```
903
+ 3
904
+ +---------
905
+ 9899 | 37510270
906
+ -29697
907
+ =====
908
+ 78132
909
+```
910
+
911
+It might be convenient to have a quick factor reference for 9899 handy:
912
+
913
+ * 9899 * 0 = 0
914
+ * 9899 * 1 = 9899
915
+ * 9899 * 2 = 19798
916
+ * 9899 * 3 = 29697
917
+ * 9899 * 4 = 39596
918
+ * 9899 * 5 = 49495
919
+ * 9899 * 6 = 59394
920
+ * 9899 * 7 = 69293
921
+ * 9899 * 8 = 79192
922
+ * 9899 * 9 = 89091
923
+
924
+9899 fits into 78132 seven times (69293):
925
+
926
+```
927
+ 37
928
+ +---------
929
+ 9899 | 37510270
930
+ -29697
931
+ =====
932
+ 78132
933
+ -69293
934
+ =====
935
+ 88397
936
+```
937
+
938
+Once again, looking at the list of factors, we see that the best fit for 9899 into 88397 is 79192 (a factor of 8):
939
+
940
+```
941
+ 378
942
+ +---------
943
+ 9899 | 37510270
944
+ -29697
945
+ =====
946
+ 78132
947
+ -69293
948
+ =====
949
+ 88397
950
+ -79192
951
+ =====
952
+ 92050
953
+```
954
+
955
+Finally, a factor of 9 (89091) fits in best:
956
+
957
+```
958
+ 3789 <-- quotient
959
+ +---------
960
+ 9899 | 37510270
961
+ -29697
962
+ =====
963
+ 78132
964
+ -69293
965
+ =====
966
+ 88397
967
+ -79192
968
+ =====
969
+ 92050
970
+ -89091
971
+ =====
972
+ 2959 <-- remainder
973
+```
974
+
975
+Converting our quotient and remainder back to letters:
976
+
977
+ * quotient: 3789 --> GLJK
978
+ * remainder: 2959 --> VKMK
979
+
980
+And comparing against the problem we were given:
981
+
982
+ * quotient: GLJK <-> GLJK
983
+ * remainder: VKMK <-> VKMK
984
+
985
+Success!
986
+
987
+## SOLVE4 PUZZLE
988
+
989
+The verification for these puzzles becomes a bit easier, as you are
990
+merely providing the quotient and remainder.
991
+
992
+Let's say the quotient was "BTXMK" and the remainder was "YYGMX"
993
+
994
+You'd prepare your 'pctX.puzzle.verify' file as follows:
995
+
996
+```
997
+$ echo "BTXMK:YYGMX" > pctX.puzzle.verify
998
+```
999
+
1000
+Basically: quotient followed by remainder, separated by a colon, all on
1001
+the same line.
1002
+
1003
+NOTE: Do not include any leading zeroes.
1004
+
1005
+## WALKTHROUGH VIDEOS
1006
+
1007
+To further aid your letter division efforts, I have recorded some videos
1008
+showing my walkthrough of various letter division puzzles:
1009
+
1010
+ * [another take on the puzzle presented on this page](https://youtu.be/8oCoGGspf70)
1011
+ * [a base 8 letter division puzzle](https://www.youtube.com/watch?v=2Zoa6iymxpw)
1012
+ * [a base 9 letter division puzzle](https://www.youtube.com/watch?v=zil4YjgC6bw)
1013
+ * [a base 10 letter division puzzle](https://www.youtube.com/watch?v=b6wv9zXlbJE)
1014
+ * [a base 11 letter division puzzle](https://youtu.be/OHrLOVihi_4)
1015
+
1016
+## STRATEGIES
1017
+
1018
+### LEFT EDGE
1019
+
1020
+An advantage of the left-most values, is the top value is greater than
1021
+those beneath it (it doesn't need to borrow; indeed it CANNOT borrow,
1022
+without breaking math). Might be taken from, however...
1023
+
1024
+This can also help establish the state of borrows elsewhere in the
1025
+puzzle, should a similar subtraction (same top-value) be present in more
1026
+than one place.
1027
+
1028
+For example:
1029
+
1030
+```
1031
+ WXXY
1032
+ -PQRT
1033
+ ====
1034
+ GCBA
1035
+```
1036
+
1037
+ * W-P=G
1038
+ * P << W (P is somewhat less than W)
1039
+ * G << W (G is somewhat less than W)
1040
+
1041
+NOTE: from this example alone, we do NOT know P's relationship to G.
1042
+
1043
+## DETERMINE BORROWS AND TAKES
1044
+
1045
+Like the range table and your chains of assertions gradually assembled
1046
+during puzzle solving, another activity you should undertake is the
1047
+determination of all the borrows/takes in the puzzle.
1048
+
1049
+And not just IF there is a borrow/take, but also if there isn't one.
1050
+
1051
+Many may remember the idea of borrows from math class, and are confused
1052
+at what a "take" is: this is just our attempt to connect one subtraction
1053
+into the tapestry of the overall problem.
1054
+
1055
+Take the following numeric example:
1056
+
1057
+```
1058
+ 545
1059
+-347
1060
+ ===
1061
+ 198
1062
+```
1063
+
1064
+Notice how, looking at the 5-7=8 subtraction (on the far right), we can
1065
+see that the 5 is somewhat less than 7 (and the 8), so that 5 would have
1066
+to borrow.
1067
+
1068
+Being all the way on the right, nothing is able to take from it, so that
1069
+5 is borrowing, but not being taken from.
1070
+
1071
+Onto the 4-4=9… because the 5 to its right is needing to borrow… what
1072
+is it borrowing from? The 4. So our 4 is being "taken from".
1073
+
1074
+ * 4-1=3
1075
+
1076
+3 is less than 4 (And 9), so THAT now has to borrow.
1077
+
1078
+So the 4 is being taken from, and as a result, needs to borrow.
1079
+
1080
+Then proceeding left to the 5-3=1... being all the way on the left,
1081
+it can’t borrow from anything, and the universe would explode
1082
+mathematically if the leftmost, top value in a long division term were
1083
+less than what was being subtracted from it. So, the 5 does not have to
1084
+borrow. But we know from the 4-4=9 subtraction, that the 4 borrows, and
1085
+it is borrowing from the 5
1086
+
1087
+So: that left-most 5 is not borrowing, but it IS being taken from.
1088
+
1089
+The state of the borrows/takes greatly enhances our ability to scoop up
1090
+additional clues we can turn into assertions.
1091
+
1092
+## TOP IS KNOWN GREATER THAN
1093
+
1094
+When we know the top letter is greater than at least one of the other two
1095
+numbers in the subtraction, turns out it is also greater than the other:
1096
+
1097
+```
1098
+ 8 7 6 5
1099
+-5 -1 -4 -2
1100
+== == == ==
1101
+ 3 6 2 3
1102
+```
1103
+
1104
+This can also help establish the state of borrows elsewhere in the
1105
+puzzle, should a similar subtraction (same top-value and other letter) be
1106
+present in more than one place.
1107
+
1108
+When the top is known to be greater than the or a number beneath, it
1109
+signifies that NO BORROW is happening.
1110
+
1111
+NOTE: this doesn't tell us anything about the TAKE situation.
1112
+
1113
+## TOP IS KNOWN LESS THAN
1114
+
1115
+When we know the top letter is less than at least one of the other two
1116
+numbers in the subtraction, turns out it is also less than the other:
1117
+
1118
+```
1119
+13 12 16 11
1120
+-5 -3 -7 -4
1121
+== == == ==
1122
+ 8 9 9 7
1123
+```
1124
+
1125
+This can also help establish the state of borrows elsewhere in the
1126
+puzzle, should a similar subtraction (same top-value and other letter) be
1127
+present in more than one place.
1128
+
1129
+When the top is known to be less than the or a number beneath, it
1130
+signifies that a BORROW is happening.
1131
+
1132
+NOTE: this doesn't tell us anything about the TAKE situation.
1133
+
1134
+## RIGHT EDGE
1135
+
1136
+We know from right-most values, that they are NOT being taken from.
1137
+
1138
+This can also help establish the state of takes elsewhere in the puzzle,
1139
+should an identical subtraction be present in more than one place.
1140
+
1141
+## LOOK FOR ZERO AND GREATEST SYMBOL CANDIDATES
1142
+
1143
+There are two common give-away cases for finding the two extreme digits
1144
+(least/lowest/zero and greatest/highest) in a puzzle, regardless of base:
1145
+
1146
+```
1147
+ X
1148
+ -X
1149
+ =
1150
+ Y
1151
+```
1152
+
1153
+and:
1154
+
1155
+```
1156
+ X
1157
+ -Y
1158
+ =
1159
+ X
1160
+```
1161
+
1162
+We don't, simply from this display, know if it is 0 or if it is the
1163
+greatest digit. Merely that it can only be 0 or the greatest digit.
1164
+
1165
+Determining the identity of the letter (Y in these examples) depends on
1166
+the state of borrow/takings for the subtraction.
1167
+
1168
+There really are only TWO possibilities here:
1169
+
1170
+ * no borrow AND no take (Y would be 0)
1171
+ * borrow AND take (Y would be the greatest digit)
1172
+
1173
+The other two scenarios are mathematically impossible given this
1174
+particular pattern (again, ONLY for 0, greatest digit scenario).
1175
+
1176
+## PROCESS OF ELIMINATION
1177
+
1178
+A tactic that sees use in almost any puzzle is that of elimination: or
1179
+using logic to negate possibilities.
1180
+
1181
+For example:
1182
+
1183
+```
1184
+ ABCD
1185
+-EFGH
1186
+ ====
1187
+ JKLM
1188
+```
1189
+
1190
+Looking at that right-most subtraction (D-H=M), even if we know NOTHING
1191
+about D, H, or M, we can, however, ascertain that:
1192
+
1193
+ * H is NOT zero
1194
+ * M is NOT zero
1195
+
1196
+Because none of the zero patterns are manifesting (if we had D-H=D, for
1197
+instance, in that right-most position, we'd KNOW that H was zero), we can
1198
+categorically eliminate zero as a possibility for the two lower letters
1199
+in this subtraction (NOTE: D very well COULD BE zero, but we can't do
1200
+anything about determining yet solely based on this observation).
1201
+
1202
+This strategy would work in other places, too, if sufficient
1203
+borrows/takes were known.
1204
+
1205
+For example, in A-E=J, if we had established that A was NOT being taken
1206
+from, we could apply this same elimination to E and J (not zero).
1207
+
1208
+Or B-F=K, or C-G=L, if we knew we weren't being taken from. But if we
1209
+don't know the take situation, we cannot yet act on this.
1210
+
1211
+## DOUBLING
1212
+
1213
+Sometimes we will be treated to things like:
1214
+
1215
+```
1216
+ T
1217
+ -P
1218
+ =
1219
+ P
1220
+```
1221
+
1222
+Which implies T is double the value of P.
1223
+
1224
+This isn't the whole story, as we REALLY need to know the borrow/take
1225
+situation to do anything with this information.
1226
+
1227
+For example, for an even base: if T is being TAKEN FROM, we know that T
1228
+is odd. Likewise, if it is NOT being taken from, T is even.
1229
+
1230
+Also:
1231
+
1232
+ * If T does NOT borrow, P+P is some value less than 10.
1233
+ * If T DOES borrow, P+P is some value greater than or equal to 10.
1234
+
1235
+In either case of T being odd or even, we can eliminate half the values
1236
+(if T is even, it cannot be any odd values, not in an even base).
1237
+
1238
+## NEXT-TO HINTS
1239
+
1240
+Sometimes you may be treated to left-most clues like this:
1241
+
1242
+```
1243
+ JKLM
1244
+ -FGHH
1245
+ ====
1246
+ TWX
1247
+```
1248
+
1249
+Notice how J-F equals nothing? That tells us the following things:
1250
+
1251
+ * F is exactly one value less than J (written: F < J)
1252
+ * K is LESS THAN G and T (K has to borrow to make J-F=0 versus the 1 it would otherwise be).
1253
+
1254
+## MORE NEXT-TO HINTS
1255
+
1256
+What really pays off is when we have a scenario like this:
1257
+
1258
+```
1259
+ JKLJM
1260
+ -FGHFH
1261
+ =====
1262
+ TWUX
1263
+```
1264
+
1265
+See that nestled J-F=U there? Because we had the left-most J-F=NOTHING
1266
+establishing our assertion that F < J, yet NOT knowing the state of being
1267
+taken from (ie not knowing anything about M against H or X):
1268
+
1269
+ * U is EITHER 0 or 1, to be immediately determined once we know the state of M against H or X (the subtraction immediately to the right).
1270
+
1271
+## SUBTRACT BY GREATEST DIGIT, GET INCREMENT
1272
+
1273
+If we have identified the greatest value, and we see it elsewhere in the
1274
+puzzle, NOT as the top value, but as the value being subtracted, or the
1275
+result, and we are not being taken from, we know some things.
1276
+
1277
+For example, let's say C is the greatest digit (9 in base 10), and E <<
1278
+T:
1279
+
1280
+```
1281
+ PHANT
1282
+ - OMME
1283
+ =====
1284
+ NACE
1285
+```
1286
+
1287
+See the N-M=C ?
1288
+
1289
+Because we know C is 9:
1290
+
1291
+ * N << C (everything not C is less than C (9))
1292
+ * therefore also: N << M
1293
+
1294
+Watch what happens when we plug in values:
1295
+
1296
+ * N = 1: 11-9=2
1297
+ * N = 2: 12-9=3
1298
+ * N = 3: 13-9=4
1299
+ * N = 4: 14-9=5
1300
+ * ... through N=7
1301
+
1302
+Notice how when N is 1, M is 2... 2, 3... 3, 4... ?
1303
+
1304
+In this scenario: N is EXACTLY ONE LESS than M: N < M.
1305
+
1306
+But only when we KNOW what the greatest digit in a base is and know the
1307
+state of whether or not we are being taken from.
1308
+
1309
+## SUBTRACT BY KNOWN OFFSET FROM GREATEST DIGIT, GET OFFSET INCREMENT
1310
+
1311
+Related to the above strategy, on "Subtract by greatest digit, get
1312
+increment", it actually applies to more than just the greatest digit: so
1313
+long as you know its distance from the greatest digit, and the take
1314
+situation of the subtraction, you can derive the offset of increment.
1315
+
1316
+A chart of the first few (I typically don't go any further than this out
1317
+of practicality, although the pattern persists beyond this point of
1318
+reporting):
1319
+
1320
+| digit | being taken from | not being taken from |
1321
+| ---------- | ---------------- | -------------------- |
1322
+| greatest | 0 | 1 |
1323
+| greatest-1 | 1 | 2 |
1324
+| greatest-2 | 2 | 3 |
1325
+
1326
+For example, let's say R is the second greatest digit (A in base 12), and
1327
+let's say we know that C << R:
1328
+
1329
+```
1330
+ SECOND
1331
+ - GRADE
1332
+ ======
1333
+ MATHS
1334
+```
1335
+
1336
+See the C-R=A? With R being the known second greatest digit, and knowing
1337
+that C is somewhat less than R, that means C is borrowing.
1338
+
1339
+Looking at the table, depending on the take situation, we can determine
1340
+that C is exactly 1 or 2 values less than A, potentially offing up nice
1341
+reduction of possibilities for both C and A.
1342
+
1343
+Should it turn out C is being taken from, then C is exactly 1 less than
1344
+A.
1345
+
1346
+If C is not being taken from, then C is exactly 2 less than A.
1347
+
1348
+## DIVISOR/MULTIPLICATION RELATIONS
1349
+
1350
+Since letter divisions are but a long division, if we were to look at one
1351
+(base 10) as purely numbers:
1352
+
1353
+```
1354
+ 2565
1355
+ +---------
1356
+27846 | 71447493
1357
+ -55692
1358
+ =====
1359
+ 157554
1360
+ -139230
1361
+ ======
1362
+ 183249
1363
+ -167076
1364
+ ======
1365
+ 161733
1366
+ -139230
1367
+ ======
1368
+ 22503
1369
+```
1370
+
1371
+Do you see that the divisor (27846) x 2 = 55692, divisor x 5 = 139230,
1372
+and divisor x 6 = 167076?
1373
+
1374
+Pay specific attention to the subtrahend of 55692. Notice how it is
1375
+exactly the same length in digits as the divisor (5 digits). This allows
1376
+us to make an important comparison:
1377
+
1378
+ * divisor (27846) x 1 = the divisor itself (27846).
1379
+ * any similarly-lengthed subtrahend as the divisor is NOT less than the divisor.
1380
+ * so we can make a comparison between the first digits of the divisor and that of the subtrahend.
1381
+
1382
+In a fully enlettered puzzle:
1383
+
1384
+```
1385
+ TECE
1386
+ +---------
1387
+TMGNC | MSNNMNXL
1388
+ -EECXT
1389
+ =====
1390
+ SEMEEN
1391
+ -SLXTLR
1392
+ ======
1393
+ SGLTNX
1394
+ -SCMRMC
1395
+ ======
1396
+ SCSMLL
1397
+ -SLXTLR
1398
+ ======
1399
+ TTERL
1400
+```
1401
+
1402
+In the case of TMGNC (the divisor) and EECXT (that first subtrahend),
1403
+specifically their first letters (T and E), because they are both the
1404
+same length (5 letters), we can establish the following relation:
1405
+
1406
+ * T << E (T is somewhat less than E)
1407
+ * by extension, the minuend the subtrahend is being subtracted from, has to be at least the same size or larger than the subtrahend. So, similarly, in TMGNC (the divisor) and MSNNM (5 letters), T << M (T is somewhat less than M.
1408
+
1409
+This strategy, making use of multiplication, can only be used on puzzles
1410
+where multiplication has not been restricted.
1411
+
1412
+## INVERTED SUBTRACTION PAIRS
1413
+
1414
+Given the following puzzle:
1415
+
1416
+```
1417
+ SETX
1418
+ +---------
1419
+EXEXT | XSSEMLMS
1420
+ -EXEXT
1421
+ =====
1422
+ LSECEL
1423
+ -TXMXCR
1424
+ ======
1425
+ SMCXLM
1426
+ -SSXSGN
1427
+ ======
1428
+ EMMELS
1429
+ -ELCLTG
1430
+ ======
1431
+ NSTRL
1432
+
1433
+base: 10
1434
+```
1435
+
1436
+Have you ever noticed patterns like the following:
1437
+
1438
+ * M-T=E (1st row, right-most)
1439
+ * E-M=M (2nd row, 3rd from left)
1440
+
1441
+or:
1442
+
1443
+ * X-E=L (1st row, left-most)
1444
+ * E-X=C (1st row, 2nd from right)
1445
+
1446
+Basically, two different subtractions that match the following pattern:
1447
+
1448
+ * top letter in one is a middle/bottom letter in the other
1449
+ * middle/bottom letter in the first is the top in the other
1450
+
1451
+... as is the case in those two identified examples: M (top), E (bottom)
1452
+and E(top), M (middle/bottom)
1453
+
1454
+or: X (top), E (middle) and then E (top), X (middle).
1455
+
1456
+When you have scenarios such as this we can assume something about the
1457
+sum of the OTHER two letters involved:
1458
+
1459
+ * (E,X) C + L
1460
+ * (E,M) M + T
1461
+
1462
+There are actually three possible sums, all dependent upon the state of
1463
+the takes:
1464
+
1465
+| no take from either | take from one but not the other | take from both |
1466
+| ------------------- | ------------------------------- | -------------- |
1467
+| the base | the base - 1 | the base - 2 |
1468
+
1469
+So, in the case of M-T=E and E-M=M, because M-T=E is on the right edge,
1470
+we know it cannot be taken from, so then we only need to determine the
1471
+take situation for E-M=M. Therefore, there are TWO potential answers for
1472
+M+T:
1473
+
1474
+ * (no takes) M + T = 10
1475
+ * (one take) M + T = 9
1476
+
1477
+... since the base of the puzzle is 10, 10 is the sum when there are no
1478
+takes involved on the two subtractions. For other bases, it is still "one
1479
+zero", but obviously the quantity of that base.
1480
+
1481
+The other identified pair in this example; the case of X-E=L and E-X=C,
1482
+both are within a line, so no immediate clues as to certain states on
1483
+take/no take. Therefore:
1484
+
1485
+ * (no takes) C + L = 10
1486
+ * (one take) C + L = 9
1487
+ * (two takes) C + L = 8
1488
+
1489
+This tends to be a nice way of accruing additional clues not revealed
1490
+in more common methods, increasing the chances of increasing letter
1491
+connectivity and deriving an eventual solution.
1492
+
1493
+## INVERTED SUBTRACTION RELATIONAL PAIRS
1494
+
1495
+Similar to the above strategy, what happens if you identify two
1496
+subtraction pairs, but instead of involving the same symbols, involves a
1497
+pair of symbols based on a known relation (off by one, in either
1498
+direction).
1499
+
1500
+The same core logic applies (factoring in the take situation on both).
1501
+
1502
+But we can also add additional influence based on the relation of the
1503
+symbols being modulated.
1504
+
1505
+For instance, if we were to have a known relation of `R < C`, and we had
1506
+the following:
1507
+
1508
+```
1509
+ X C
1510
+ -P -G
1511
+ = =
1512
+ R X
1513
+```
1514
+
1515
+Because we know R is one less than C, and the R is the one below the top,
1516
+with the C on the top, the value is INCREASED by 1.
1517
+
1518
+If instead we had:
1519
+
1520
+```
1521
+ X R
1522
+ -P -G
1523
+ = =
1524
+ C X
1525
+```
1526
+
1527
+Because we know R is one less than C, and the C is the one below the top,
1528
+with the R on top, the value is DECREASED by 1.
1529
+
1530
+So, rolling out with known borrow-takes:
1531
+
1532
+```
1533
+ xXx >Cx because R < C, and the larger of the pair is on the top:
1534
+ -P -G P + G = base - takes (no takes), PLUS 1
1535
+ = =
1536
+ R X
1537
+```
1538
+
1539
+```
1540
+ xXx >Rx because R < C, and the smaller of the pair is on the top:
1541
+ -P -G P + G = base - takes (no takes), MINUS 1
1542
+ = =
1543
+ C X
1544
+```
1545
+
1546
+## SINGLE-LETTER SUBTRAHEND DETERMINATION
1547
+
1548
+NOTE: Mostly useful for the "solve4" category of letter division puzzles
1549
+providing a conducive scenario to utilize this strategy.
1550
+
1551
+Let's look at the following puzzle (base 12):
1552
+
1553
+```
1554
+ ????????
1555
+ +---------
1556
+PTPXQ | NFNXHNXP
1557
+ -PTPXQ
1558
+ =====
1559
+ EHFXEN
1560
+ -EQETEF
1561
+ ======
1562
+ EXTXPX
1563
+ - PTPXQ
1564
+ ======
1565
+ FNJHUP
1566
+ -FGHJEP
1567
+ ======
1568
+ ??????
1569
+
1570
+base: 12
1571
+```
1572
+
1573
+With a current range of:
1574
+
1575
+```
1576
+ E = { 1, }
1577
+ F = { 2, }
1578
+ G = { 4, A, }
1579
+ H = { 8, }
1580
+ J = { 3, }
1581
+ N = { B }
1582
+ P = { 9, }
1583
+ Q = { 7, }
1584
+ R = { 4, A, }
1585
+ T = { 6, }
1586
+ U = { 5, }
1587
+ X = { 0, }
1588
+```
1589
+
1590
+As you can see, we are between G and R for the values of 4 and A. The
1591
+problem here is that R does not appear anywhere in the letter division,
1592
+meaning we have to determine G to determine R. There exists yet another
1593
+problem with G, it only appears as the last subtrahend before an unknown
1594
+remainder; we cannot determine it through natural puzzle-solving means.
1595
+
1596
+There are a few ways to go about this:
1597
+
1598
+ * last subtrahend divided by divisor
1599
+ * finding largest possible value (with factors of divisor) to subtract last minuend by
1600
+ * use the multiplication table and manually carry out the chain of multiplications (propagating carries as generated), building the subtrahend one value at a time (until we reach the letter in question)
1601
+
1602
+Going with the first method is simple, although depending on the values
1603
+known may be impossible or not be as efficient as the second method. We
1604
+start by turning the divisor and last subtrahend into numbers:
1605
+
1606
+ * PTPXQ = 96907
1607
+ * FGHJEP = 2G8319
1608
+
1609
+Since we do not know G yet, we leave it as-is. Now we can substitute G as
1610
+both 4 and A and try dividing by the divisor to see if we get a whole
1611
+number or not:
1612
+
1613
+ * 248319 / 96907 = 3 <- Is clearly correct, therefore G is equal to 4 and R is equal to A.
1614
+ * 2A8319 / 96907 = 3.76424...
1615
+
1616
+We are done with the first method. Now let's try the second method, which
1617
+requires more work and is very similar, but may come in handy when
1618
+lacking some numbers. First let's start off by turning the divisor and
1619
+last minuend into numbers:
1620
+
1621
+ * PTPXQ = 96907
1622
+ * FNJHUP = 2B3859
1623
+
1624
+Now let's make a factor list for PTPXQ:
1625
+
1626
+ * 96907 * 1 = 96907
1627
+ * 96907 * 2 = 171612
1628
+ * 96907 * 3 = 248319
1629
+ * 96907 * 4 = 323024
1630
+ * 96907 * 5 = 3B992B
1631
+ * 96907 * 6 = 494636
1632
+ * 96907 * 7 = 56B341
1633
+ * 96907 * 8 = 646048
1634
+ * 96907 * 9 = 720953
1635
+ * 96907 * A = 7B765A
1636
+ * 96907 * B = 892365
1637
+
1638
+From this factor list we need to see the highest number we can subtract
1639
+our last minuend (FNJHUP) by. Clearly 248319 from that group is smaller
1640
+than FNJUP and is the highest possible number. So that is the last
1641
+subtrahend used to get the remainder meaning G is equal 4!
1642
+
1643
+If G is equal to 4 then R is equal to A.
1644
+
1645
+## CHECKING YOUR RESULTS
1646
+
1647
+While things like the solution must be qualitatively evaluated, there are
1648
+a number of simple checks that can be done (especially for your key and
1649
+verify files) to determine whether or not you are on the right path.
1650
+
1651
+On lab46, you can run the **pzlchk** tool in the directory where your
1652
+puzzle files reside, and it will perform a number of tests, reporting its
1653
+findings to you in color-coded fashion.
1654
+
1655
+To use it:
1656
+
1657
+ * log into lab46
1658
+ * change into the directory where your pctX.puzzle files are located (key, solution, verify)
1659
+ * run the **pzlchk** tool with the appropriate arguments:
1660
+ * first argument is your class DESIG
1661
+ * second argument is your pctX project
1662
+ * analyze the results:
1663
+ * green and cyan indicates a level of acceptable status or success
1664
+ * red indicates an error
1665
+
1666
+```
1667
+lab46:~/src/SEMESTER/DESIG/pctX$ pzlchk DESIG pctX
1668
+```
1669
+
1670
+For example, here's what a fully working, submitted output would look like:
1671
+
1672
+```
1673
+lab46:~/src/SEMESTER/DESIG/pctX$ pzlchk DESIG pctX
1674
+Checking DESIG/pctX data files ...
1675
+ > checking key file ...
1676
+ > key file exists: pctX.puzzle.key
1677
+ > key is of correct format
1678
+ > key is of correct length
1679
+ > key matches an entry in the MANIFEST
1680
+ > checking solution file ...
1681
+ > solution file exists: pctX.puzzle.solution
1682
+ > solution file meets minimum length requirements
1683
+ > checking verify file ...
1684
+ > verify file exists: pctX.puzzle.verify
1685
+ > verify is NOT of incorrect format
1686
+
1687
+Checking DESIG/pctX submission ... submitted on 20210202-211205
1688
+```
1689
+
1690
+## SUBMISSION
1691
+
1692
+By successfully performing this project, you should be submitting files
1693
+that satisfy the following requirements:
1694
+
1695
+ * a `pctX.puzzle.key` file formatted as indicated elsewhere in this project document
1696
+ * a `pctX.puzzle.solution` file containing organized and informative detailing of your path to solution
1697
+ * a `pctX.puzzle.verify` file containing the appropriate verification information
1698
+
1699
+NOTE: Please substitute the actual project number in place of the 'X' in
1700
+pctX.
1701
+
1702
+To submit this project to me using the **submit** tool, run the following
1703
+command at your lab46 prompt:
1704
+
1705
+```
1706
+lab46:~/src/SEMESTER/DESIG/pctX$ submit DESIG pctX pctX.puzzle.key pctX.puzzle.solution pctX.puzzle.verify
1707
+Submitting DESIG project "pctX":
1708
+ -> pctX.puzzle.key(OK)
1709
+ -> pctX.puzzle.solution(OK)
1710
+ -> pctX.puzzle.verify(OK)
1711
+
1712
+SUCCESSFULLY SUBMITTED
1713
+```
1714
+
1715
+NOTE: "DESIG" here is your class designation. It can be something like
1716
+"cprog", "unix", "data", "discrete", "c4eng". You should know what your
1717
+particular class designation is and substitute it into the submit line
1718
+above.
1719
+
1720
+You should get some sort of confirmation indicating successful submission
1721
+if all went according to plan. If not, check for typos and or locational
1722
+mismatches.
1723
+
1724
+I'll be looking for the following:
1725
+
1726
+```
1727
+XX:pctX:final tally of results (XX/XX)
1728
+*:pctX:puzzle.key file submitted with correct values [#/#] (lower half of one-third)
1729
+*:pctX:puzzle.solution documents discovery of each letter [#/#] (two-thirds)
1730
+*:pctX:puzzle.verify provides verification information [#/#] (upper half of one-third)
1731
+```
1732
+
1733
+Additional points of consideration:
1734
+
1735
+ * if any restrictions are in force and they are ignored in the solving of the problem, up to 50% of credit can be deducted.
1736
+ * if solution is messy and disorganized, up to 50% of credit can be deducted (if I cannot easily tell how you got something).
1737
+
1738
+Point values for the various iterations of pctX projects:
1739
+
1740
+| pct0 | 13 pts | bonus |
1741
+| pct1 | 13 pts | bonus |
1742
+| pct2 | 26 pts | |
1743
+| pct3 | 26 pts | bonus |
1744
+| pct4 | 26 pts | |
1745
+| pct5 | 39 pts | bonus |
1746
+| pct6 | 39 pts | |
1747
+| pct7 | 39 pts | bonus |
1748
+| pct8 | 39 pts | |
1749
+| pct9 | 52 pts | bonus |
1750
+| pctA | 52 pts | |
1751
+| pctB | 52 pts | bonus |
1752
+| pctC | 52 pts | |
1753
+| pctD | 52 pts | bonus |
1754
+| pctE | 52 pts | bonus |
1755
+| bwp1 | 39 pts | bonus |
1756
+| bwp2 | 52 pts | bonus |
haas/spring2026/unix/projects/wcpX.md
... ...
@@ -0,0 +1,153 @@
1
+# WEEKLY CLASS PARTICIPATION (WCPX)
2
+
3
+## OVERVIEW
4
+
5
+Each week, you have the ability to earn class participation credit by
6
+performing any of the available activities (for some amount of points)
7
+per week within the stated constraints, in order to attain a given point
8
+threshold (varying from week to week or as a general progression
9
+throughout the semester).
10
+
11
+## BACKGROUND
12
+
13
+Measuring participation fulfills a vital role of gauging individual
14
+involvement and interactivity in on-going class activities, not just
15
+their ability to perform assigned projects.
16
+
17
+Being exposed to and interacting with the subject matter helps to improve
18
+understanding, and eventually fluency, yet the trends these days seem to
19
+involve more and more people only putting forth effort for a class DURING
20
+said class (often at the expense of the actual in-class activity going
21
+on).
22
+
23
+Some may think it is time well spent, but when I find myself constantly
24
+repeating myself days, weeks, even months later, it is clear that
25
+something needs to be done in order to improve individual participation
26
+in the course.
27
+
28
+## PARTICIPATION ACTIVITIES
29
+
30
+The following are a list of available activities, along with current
31
+weekly claim caps, and point values that you can perform for
32
+participation credit in a given week.
33
+
34
+Watch this space, as new activities may be added, or old ones obsoleted
35
+(either conditionally or entirely), along with tweaks to claim caps and
36
+point values.
37
+
38
+| attribute | description | cap | points per | week available |
39
+| --------- | --------------------------- | --- | ---------- | -------------- |
40
+| discord# | active on class discord | 6 | 2pts | 1+ |
41
+| early | early submission (3+ days) | 1 | 2pts | 1+ |
42
+| repo | 4+ commits to repository | 1 | 2pts | 1+ |
43
+| present# | physically present | 2 | 1pts | 7+ |
44
+
45
+You will see that, in a normal week a TOTAL of 16-18 points are possible
46
+(depending on particular attribute criteria)
47
+
48
+Each week I will require some subset of the above-stated activities to be
49
+done for participation, giving you choices on how you'd like to earn this
50
+credit. Depending on the combination, I may consider participation
51
+activities done in excess of the weekly cap as some form of bonus
52
+(applied to the participation component).
53
+
54
+NOTE: The eligibility for claiming a `discord#` attribute is based on
55
+on-topic, on-going interactions on the class discord channels. Direct
56
+Messages in Discord do NOT count.
57
+
58
+E-mails do NOT count toward participation.
59
+
60
+Part of your responsibility in the class is to participate in the
61
+learning environment with others.
62
+
63
+During week 1, since we are just getting started, `#generalchat` messages
64
+will be included in the list of acceptable participation sources (but
65
+will only be included for consideration in the first week).
66
+
67
+Pertinent interactions on `#puzzl-y-tastic` will also count towards
68
+acceptable participation sources.
69
+
70
+Cap on bonus points: one can only earn AT MOST HALF the stated weekly
71
+points in bonus form (or 2, if the halfway value is less than 2).
72
+
73
+For `#discord`, the time threshold between earnable points starts at 192
74
+minutes, and will increment by 192 with each passing earned attribute
75
+throughout the given week.
76
+
77
+Only posts (or accumulations of posts) of at least 32 words will be
78
+considered eligible. Accumulated triggers will only come to fruition once
79
+the necessary time lapse has transpired.
80
+
81
+wcp activity analysis is automated: the **wcp** tool will show you a
82
+daily report of what you've currently accumulated (updated once per day,
83
+sometime around midnight).
84
+
85
+## WCPX REPORTS
86
+
87
+Each week there will be a `wcp#` report started for you to view your
88
+accumulated participation credit, which can be viewed using the `wcp`
89
+tool (on lab46).
90
+
91
+Failure to adequately participate under the terms of the available
92
+attributes by the deadline will result in lost credit: remembering and
93
+time management are important skills as well!
94
+
95
+The report will start on Thursday, and close by the end of that week
96
+Wednesday. You have between the open and close of a reporting period to
97
+perform your recognized participation activities.
98
+
99
+## WEEKLY POINT REQUIREMENTS
100
+
101
+Following will be a list of participation point tallies you will need to
102
+accumulate in a given week to get full credit:
103
+
104
+| week | report | opens on | closes | total points needed |
105
+| NUM | NAME | | on | |
106
+| ---- | ------ | -------- | -------- | ------------------- |
107
+| 1 | wcp1 | 20260122 | 20260128 | 2 |
108
+| 2 | wcp2 | 20260129 | 20260204 | 2 |
109
+| 3 | wcp3 | 20260205 | 20260211 | 4 |
110
+| 4 | wcp4 | 20260212 | 20260218 | 4 |
111
+| 5 | wcp5 | 20260219 | 20260225 | 4 |
112
+| 6 | wcp6 | 20260226 | 20260304 | 4 |
113
+| 7 | wcp7 | 20260305 | 20260311 | 8 |
114
+| 8 | wcp8 | 20260312 | 20260325 | 8 |
115
+| 9 | wcp9 | 20260326 | 20260401 | 8 |
116
+| A | wcpA | 20260402 | 20260408 | 8 |
117
+| B | wcpB | 20260409 | 20260415 | 8 |
118
+| C | wcpC | 20260416 | 20260422 | 8 |
119
+| D | wcpD | 20260423 | 20260429 | 8 |
120
+| E | wcpE | 20260430 | 20260506 | 8 |
121
+
122
+There are no make-ups. If you miss performing an activity, you can either
123
+make up the credit by other participation activities, or even make up for
124
+lost credit with bonus points in other weeks.
125
+
126
+## VIEWING YOUR CURRENT WEEK PARTICIPATION REPORT
127
+
128
+The sanctioned participation activities, when performed, leave a digital
129
+trail, which I capture.
130
+
131
+The spirit of this activity is that you are making genuine and honest
132
+contributions to participation each and every week.
133
+
134
+### USING WCP
135
+
136
+If you are within the report window for a particular week (say, week1, so
137
+the `wcp1` participation report is active), you can view your report
138
+using the `wcp` tool.
139
+
140
+It takes 2 arguments:
141
+
142
+ * the class DESIG you are checking the report on (eg: c4eng, cprog, unix)
143
+ * the wcpNUM report name (where NUM is `1` for wcp1/week1)
144
+
145
+And you can do so as follows (replace 'DESIG' with your lowercase class
146
+designation, for the appropriate week):
147
+
148
+```
149
+lab46:~$ wcp DESIG wcpNUM
150
+```
151
+
152
+This should bring up the current report, displayed to STDOUT in your
153
+lab46 terminal.