haas/spring2026/sysprog/index.md
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+# spring2026/sysprog
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+# CSCS2730 Systems Programming
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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 10:00a-10:50a, W 1:30p-2:20p, R 10:00a-12:50p
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+* In-person meeting details: CHM123 W 2:30p-3:20p
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+* Class DESIG: sysprog
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+* Class Chat: #sysprog on discord
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+* Public Directory: /var/public/fall2025/SYSPROG
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+* CRN: 30189
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+* 'W' Drop Date: April 6, 2026
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+
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+=> https://discord.gg/8eu3nKjUXX Discord invite
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+=> projects.gmi sysprog projects page
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+=> https://docs.google.com/document/d/1JsIuYeV5c72l5qaQEFOoNhJDYeaCv60U-kCKMaKzhv4/ SUNY CCC Syllabus Statements
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+
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+## Course Description
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+
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+Systems programming for portable operating system implementations. File
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+and Device I/O, timers, process management, sockets, threads, file
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+systems, terminals, signals, pipes, semaphores. Focus on concurrency and
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+effective resource utilization.
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+
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+(3 cr. hrs.) (Fall). Prerequisites: CSCS1320, CSCS1730, 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:
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+
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+* better understand file I/O for efficient data processing
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+* utilize capabilities built into the operating system
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+* write programs that interact with and spawn processes
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+* use pipes and sockets to communicate and share data
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+* demonstrate knowledge of concurrency
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+* design programs that handle signals
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+* explore efficient solutions to data- and processing- intensive problems
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+* utilize collaboration of resources to solve problems
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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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+## Course Materials
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+
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+Understanding Unix/Linux Programming: A Guide to Theory and Practice
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+by Bruce Molay
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+Publisher: Prentice Hall
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+ISBN: 0-13-008396-8
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+=> http://www.pearsonhighered.com/academic/product/0,3110,0130083968,00.html URL to publisher page of book
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+=> https://www.pearson.com/us/higher-education/program/Molay-Understanding-UNIX-LINUX-Programming-A-Guide-to-Theory-and-Practice/PGM190781.html Book URL
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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** (99.00+)
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+* **A-** (93.00-98.99)
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+* **B+** (87.00-92.99)
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+* **B** (81.00-86.99)
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+* **B-** (75.00-80.99)
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+* **C+** (69.00-74.99)
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+* **C** (63.00-68.99)
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+* **D** (57.00-62.99)
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+* **F** ( 0.00-56.99)
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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
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+highly suggest you think about making it such), and believe it or not-
531
+learning isn't just about one person, but the entire group. So it is
532
+important to be present in order to positively contribute to the learning
533
+experience.
534
+
535
+I also reserve the right to report absent, or highly tardy students in
536
+the course. In some cases, that could result in being dropped from the
537
+course. On the same token, I reserve the right NOT to report or do
538
+anything to such students. Sometimes failure can be the best teacher.
539
+
540
+### Behaviour
541
+
542
+Should your behaviour in the class be notably and consistently unruly,
543
+off-topic, or alarming, I have the ability to remove you from the class.
544
+
545
+I will likely issue a warning or report (although not necessarily to the
546
+individual- sometimes an administrative reporting is in order to have
547
+them resolve the issue) indicating a desire to have you cease the
548
+particular behaviour, but through continued transgressions, may actually
549
+elevate to forced removal from the class.
550
+
551
+The priority is to the well-being of the class community. I cannot have
552
+individuals derailing that for their own personal gain or purposes.
553
+
554
+## Collaboration
555
+
556
+Because this course is open resource (ie book, computer, note, etc.) I
557
+would like it generally to remain **closed person** and **closed
558
+intelligence** (the thinking done should be your own, not outsourcing it
559
+to some artificial entity). The reason for this is that the amount of
560
+resources available to you are vast, and the goal here is to discover and
561
+learn the material through individual initiative.
562
+
563
+It IS possible to help others without giving away answers.
564
+
565
+Respond to questions with a question, give pointers to where information
566
+might be located in legitimate sources, remind them of the usefulness of
567
+manuals, and the availability of search engines.
568
+
569
+Individuals are allowed and expected, to assist others through the class
570
+chat **WITHOUT GIVING EXPLICIT ANSWERS**, so long as it does not
571
+interfere with any other existing circumstance. If group work is required
572
+on anything, that attribute will be specifically stated.
573
+
574
+Explicit copying on or of any class work is forbidden. If any evidence or
575
+suggestion of non-authentic work is discovered (and I can tell you some
576
+stories) in your particular direction, you risk both my wrath as well as
577
+the possibility of disciplinary action by the school. Academic dishonesty
578
+and plagiarism may be prosecuted under the purview as laid out in the
579
+school's Academic Honesty Policy, as listed under the Code of Student
580
+Conduct: Academic Honesty section in the CCC Course Catalog.
581
+
582
+So just play it safe and make sure your work is your own, and borrowed
583
+information is appropriately cited or referenced.
584
+
585
+## Pet Peeves
586
+
587
+Everyone has their buttons that can be pushed the wrong way. Here are a
588
+few of mine, that I would prefer not encountering:
589
+
590
+The eager, often surface-only desire to destroy things (especially with
591
+no desire to understand the why behind it all).
592
+
593
+The notion that 'old', 'unpopular', 'uncomfortable', or 'different',
594
+especially in terms of technology or experiences, is somehow bad (there
595
+are plenty of useful things to learn, for the patterns will often
596
+remanifest in future technologies down the road)
597
+
598
+Apologizing: "sorry I had to ask a question", "sorry I misunderstood",
599
+"sorry I failed to do that action"; I WANT people to ask questions.
600
+Questions are based on not fully understanding something. And if your
601
+actions come up short, apologies only serve to highlight the deficiency.
602
+The best solution: to fix it and not keep repeating the same mistake.
603
+There may be things worthy of apologizing for. For most incidents of
604
+apology I encounter related to classes, such is irrelevant. If you feel
605
+you are in the wrong for asking a question, you're doing this whole
606
+learning thing wrong.
607
+
608
+Overhelping "the weakest link"; a somewhat modern trend, where I see
609
+woefully unprepared/unready individuals overly assisted through the
610
+course (where the intent is to save them from failing). This is but a
611
+short-term perspective, contributing to their long-term failure.
612
+
613
+Opting out of things that seem overwhelming, yet somehow expecting things
614
+will get better as time goes on.
615
+
616
+The desire to impress me-- impressing comes by being impressive, not
617
+selling an act to me (in short, don't try to impress me, just do your
618
+best work, and have me be impressed by how impressive it naturally is).
619
+
620
+Avoiding the developing/strengthening your own memory and recall, and
621
+relying on others (including the instructor) to be your memory.
622
+
623
+The obsession over and recitation of hardware specs-- this has nothing to
624
+do with computing, yet many mistakenly believe it to be such (a small
625
+aspect of IT and an occasionally fun hobby? sure.)
626
+
627
+The compensation for lack of knowledge by clinging tightly to (perceived)
628
+known knowledge-- I expect everyone not to know things; knowing we don't
629
+know enables us to learn.
630
+
631
+The avoiding of questions out of fear they may not be worthy of asking--
632
+how else can I know where you are if you don't ask?
633
+
634
+The asking for the answer as if it were a question, to avoid thinking or
635
+doing the work yourself. Questions are the a result of your thinking, not
636
+"I don't know, so tell me?", or the worst (literally): "What do I need to
637
+do in order to get an A/full credit?"
638
+
639
+The absolute belief that if I say something then it is the truth (same
640
+for the inverse, converse, contrapositive, etc.)-- being open-minded and
641
+questioning is one of the greatest abilities we can have. Society trains
642
+you to be compliant with external authority at the expense of your own;
643
+to be educated and intelligent, in part, means you have cultivated your
644
+own self-authority so you can make your own decisions.
645
+
646
+The impression that if something is said frequently or confidently
647
+enough, then it must be true, and that makes someone an "expert" who
648
+should be believed, followed, and unquestioned.
649
+
650
+The tendency to brute force through something instead of trying to think
651
+or learn new approaches-- memorizing and regurgitation will often not
652
+work out in your favour here (or greatly annoy me).
653
+
654
+Being tangibly obsessed with knowing your exact grade, while being
655
+uninformed about the process of calculating it yourself from available
656
+information.
657
+
658
+Complaining upstream about me/my class without actually bringing issues
659
+to me first to address.
660
+
661
+Destroying context in asynchronous communications (ie deleting Discord
662
+messages after making a post, asking a question, and getting some sort of
663
+resolution): this makes it entirely unhelpful for others to also benefit,
664
+and leaves gaping holes in the existing conversation. Please do not
665
+delete your Discord messages after getting a response.
666
+
667
+Using AI, and failing to distinguish between your own skills and
668
+knowledge, and what AI is able to produce, treating them as one and the
669
+same. As I've said elsewhere, at this level, you should be avoiding
670
+flagrant AI use, as it can become a fatal crutch, stagnating your
671
+abilities.
672
+
673
+## Rules for Success
674
+
675
+For maximum success in the class, please adhere to the following rules:
676
+
677
+* start on activities early
678
+* observe/study, read/intuit, and comprehend the subject matter
679
+* play/tinker/experiment with the subject matter (external to projects)
680
+* ask well-informed and copious questions
681
+
682
+Struggle and problems in the course almost immediately arise when one
683
+fails to follow one or more of these guidelines.
684
+
685
+## Documentation
686
+
687
+The following criteria should be kept in mind when contributing content
688
+to collaborative documentation, the course notes, and any pertinent
689
+class-related communications:
690
+
691
+* Never use a form of a word in its own definition
692
+* Use external hyperlinks only as citations
693
+* Content first, then formatting
694
+* There is only one empire- ours
695
+* Contribute only original content
696
+* Paraphrase and cite existing information
697
+* Do NOT blatantly copy existing information
698
+* A healthy resource is an active resource
699
+* Do not focus on just your contributions
700
+* Mistakes are opportunities for future contributions
701
+
702
+## Topics
703
+
704
+The following is a list of the major topics being covered in this course:
705
+
706
+* UNIX Systems Programming
707
+* User space
708
+* Kernel, Kernel space
709
+* Users, Files, and the Manual
710
+* File Access (open, read, write, lseek, close)
711
+* File descriptors
712
+* Buffering
713
+* System Calls
714
+* Directories and File Properties
715
+* File Types and File Properties
716
+* Bit Sets and Bit Masks
717
+* User IDs, Group IDs
718
+* Focus on File Systems
719
+* Filesystem Structure; inodes and data blocks
720
+* Directories
721
+* Links
722
+* Connection Control
723
+* Device files
724
+* Race conditions
725
+* Atomic Operations
726
+* Streams
727
+* Terminal Control and Signals
728
+* Blocking vs. Non-Blocking
729
+* Signals
730
+* Event-Driven Programming
731
+* Alarms, Interval Timers
732
+* Reentrant code, critical sections
733
+* Asynchronous input
734
+* Processes and Programs
735
+* UNIX process model, processes
736
+* Parent/Child processes
737
+* Shell Variables and the Environment
738
+* I/O Redirection and Pipes
739
+* I/O Redirection
740
+* Pipes
741
+* Servers and Sockets
742
+* Client/Server model
743
+* Coroutines
744
+* Connections and Protocols
745
+* Server sockets
746
+* Client sockets
747
+* Zombies
748
+* Programming with Datagrams
749
+* TCP vs. UDP
750
+* Distributed Systems
751
+* UNIX domain sockets
752
+* Threads
753
+* Multithreading
754
+* Creating/destroying threads
755
+* Sharing data between threads
756
+* Synchronizing data
757
+* Inter Process Communication
758
+* Named pipes
759
+* Shared memory
760
+* File locks
761
+* Semaphores
762
+
763
+## Student Understanding and Agreement of Syllabus Terms
764
+
765
+By reading through this document, participating in the class chat,
766
+utilizing class resources, and performing the various class activities
767
+and projects, you understand and consent:
768
+
769
+* to the rules, policies governing your status as a student at SUNY CCC.
770
+* to the structure, policies, and nature of the course as laid out here.
771
+* to having an adequate understanding of course prerequisite knowledge.
772
+* to maintain a respectful, inquisitive, well-behaved, and learning-oriented focus as you participate and go through the course.
773
+* to practice (and further cultivate, as needed) the fundamental aspects of a student taking this course, which includes being able and willing:
774
+* to read, comprehend and work with the material and information inherent to the course.
775
+* to write and express your thoughts in coherent, descriptive sentences.
776
+* willing to analyze, problem solve, debug, troubleshoot, ideate, creatively, and logically/rationally think.
777
+* willing to compute and transact in number concepts (literal, symbolic or abstract) and any related units in their various processes.
778
+* to, upon facing uncertainty, confusion, or lack of understanding, will ask copious, well-informed, and well-intending questions to clarify your state of understanding.
779
+* 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.
780
+* participate in the course with a focus on curiosity, discovering, exploring, learning, and understanding.
781
+* starting early on deliverables so that ample time is available for discovering, exploring, learning, and asking any questions as needed.
782
+* that, as a student, a genuine learning experience necessarily involves some level of unfamiliarity, which may invoke discomfort.
783
+* 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.md
... ...
@@ -0,0 +1,14 @@
1
+# CSCS2730 Systems Programming
2
+## Current Projects
3
+
4
+=> projects/ntr0.md ntr0 (due: 20260128)
5
+=> projects/pctX.md pct0 (due: 20260128)
6
+=> projects/pctX.md pct1 (due: 20260128)
7
+=> projects/wcpX.md wcp1 (due: 20260128)
8
+=> projects/sppX.md spp2 (due: 20260204)
9
+=> projects/pctX.md pct2 (due: 20260204)
10
+=> projects/wcpX.md wcp2 (due: 20260204)
11
+
12
+## Late Projects
13
+
14
+## Past Due Projects
haas/spring2026/sysprog/projects/ntr0.md
... ...
@@ -0,0 +1,36 @@
1
+# CSCS2730 Systems Programing
2
+# PROJECT: ntr0
3
+
4
+## OBJECTIVE
5
+
6
+To get started in your journey in the course this semester
7
+
8
+## TASK
9
+
10
+By the deadline, please do the following:
11
+
12
+* download a gemini 'smolweb' client and access the course homepage
13
+* sign onto the class Discord server with your preferred account
14
+* 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 access github.
19
+
20
+## SUBMISSION
21
+
22
+```
23
+26:ntr0:final tally of results (26/26)
24
+*:ntr0:used gemini client to access the COURSE HOMEPAGE [5/5]
25
+*:ntr0:signed into and are active on the class DISCORD [6/6]
26
+*:ntr0:identified self and state classes on DISCORD [5/5]
27
+*:ntr0:provided instructor preferred GITHUB USERNAME [5/5]
28
+*:ntr0:provided instructor preferred SSH PUBLIC KEY [5/5]
29
+*:ntr0:
30
+```
31
+
32
+Additionally:
33
+* Solutions not abiding by spirit of project will be subject to a 25% overall deduction
34
+* Solutions not utilizing descriptive why and how comments will be subject to a 25% overall deduction
35
+* Solutions not utilizing indentation to promote scope and clarity will be subject to a 25% overall deduction
36
+* 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/sysprog/projects/pctx.md
... ...
@@ -0,0 +1,1574 @@
1
+# CSCS2730 Systems Programing
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
+=====Note=====
14
+
15
+This is a generic project page that may be used for many different pct#
16
+projects, as a result, you will see mention of 'pctX' throughout this
17
+document. Substitute the project number in place of the X when it comes
18
+to file-naming and project submission.
19
+
20
+For example, if you are working on pct1, when you see an a project
21
+reference of "pctX", instead use "pct1".
22
+
23
+I've made some alterations to administration/evaluation/performance of
24
+the puzzles for whatever credit there is to be earned. Those changes are:
25
+
26
+ * your solution must be NO fewer than puzzle base number of lines (ie if the puzzle base is 10, your solution can NOT be shorter than 10 lines)
27
+ * your solution must routinely show your progress, the WHY and HOW of your process, that leads you from start to completion
28
+ * I will no longer confirm puzzle keys: giving them out deprives you of cultivating necessary debugging skills to ascertain that on your own
29
+ * I will no longer work through your current given puzzle when you require assistance. I am more than happy to work through a DIFFERENT puzzle.
30
+
31
+Pertaining to bonus/for-credit puzzles (pct1-pctC):
32
+ * all odd-numbered pctX projects will be bonus
33
+ * all even-numbered pctX puzzles will be for credit
34
+
35
+## Background
36
+
37
+The true nature of problem solving frequently involves critical thinking,
38
+analytical, and observation skills. Where problems are not solved by
39
+memorizing some pre-defined set of answers and regurgitating them
40
+mindlessly, but in crafting an elaborate solution from subtle cues and
41
+tested, experimental realizations.
42
+
43
+This project puts you in contact with such endeavours. The better
44
+acquainted you become with these skills, the more adept you will become
45
+at a wide-array of tasks and activities.
46
+
47
+### Investigation/Logic Methods
48
+
49
+These problems will make use of investigative and logical processes to
50
+allow us to experiment and ascertain the identity of the various letters.
51
+This is often done through:
52
+
53
+* observation
54
+* seeing patterns
55
+* analysis
56
+* investigation
57
+* *duction: https://en.wikipedia.org/wiki/Abductive_reasoning
58
+* induction: https://www.analyzemath.com/math_induction/mathematical_induction.html
59
+* deduction: http://mathcentral.uregina.ca/QQ/database/QQ.09.99/pax1.html
60
+
61
+### Math Preparation
62
+
63
+If you find yourself struggling with the concepts of the underlying math:
64
+
65
+=> https://www.ipracticemath.com/learn/basicmath Basic Math
66
+=> https://www.mathsisfun.com/long_division.html Long Division
67
+
68
+The pctX problems are just your standard “long division with
69
+remainder” style problems, only given to you worked out, with the
70
+numbers replaced with letters, so instead of going at it beginning to
71
+end, we investigate it end to start.
72
+
73
+### Long Division
74
+
75
+Letter division is a category of logic problem where you would take an
76
+ordinary math equation (in long form), and substitute all the numbers for
77
+letters, thereby in a direct sense masking the numeric values present
78
+that correctly enable the problem to work from start to completion. It is
79
+your task, through exploring, experimenting, and playing, to ascertain
80
+the numeric value of each letter (as many as 10, one for each numeric
81
+value 0-9).
82
+
83
+We will be focusing on long division, something you learned (and perhaps
84
+last experienced, before becoming mindlessly addicted to pressing buttons
85
+on a calculator), in grade school. It entails a whole number (integer)
86
+division, involving aspects addition (through borrowing), and subtraction
87
+(primarily) to arrive at a quotient and a remainder, and if applicable:
88
+multiplication.
89
+
90
+There is also a logical/relational aspect to these puzzles, which may
91
+well be less familiar territory to some. But so incredibly important when
92
+exploring a process and communicating such notions to the computer.
93
+
94
+Division is unique in that it produces two 'answers', each serving
95
+particular uses in various applications.
96
+
97
+Here is an example (using numbers):
98
+
99
+First up, we're going to divide 87654321 (the dividend) by 1224 (the
100
+divisor). Commonly, especially if punching into a calculator, we might
101
+express that equation as:
102
+
103
+```
104
+87654321/1224
105
+```
106
+
107
+Or in a language like C, assigning the quotient to the variable **x** (an
108
+**int**eger):
109
+
110
+```
111
+ x = 87654321 / 1224;
112
+```
113
+
114
+But, we're not specifically interested in the 'answer' (quotient or
115
+remainder); we are interested in the PROCESS. You know, the stuff the
116
+calculator does for you, which in order to perform this project and
117
+better explore the aspects of critical thinking, we need to take and
118
+encounter every step of the way:
119
+
120
+```
121
+ 71613
122
+ +---------
123
+1224 | 87654321
124
+ -8568
125
+ ====
126
+ 1974
127
+ -1224
128
+ ====
129
+ 7503
130
+ -7344
131
+ ====
132
+ 1592
133
+ -1224
134
+ ====
135
+ 3681
136
+ -3672
137
+ ====
138
+ 9
139
+```
140
+
141
+Here we obtain the results (focusing on the quotient up top; as the
142
+remainder quite literally is what remains once we're done- we're
143
+specifically NOT delving into decimal points, but instead doing integer
144
+division, which as previously stated has MANY important applications in
145
+computing) through a step by step process of seeing how many times our
146
+divisor (1224) best and in the smallest fashion fits into some current
147
+value of the dividend (or intermediate result thereof).
148
+
149
+For instance, seeking the smallest "best fit" of 1224 into 87654321, we
150
+find that 1224 fits best SEVEN times (1224 * 7 = 8568, which is the
151
+CLOSEST we can get to 8765... 1224 * 8 = 9792, which would be too big
152
+(and way too small for 87654). Clearly, we are seeking those values that
153
+best fit within a multiple of 0-9, staying away from double digits of
154
+multiplication (although, we COULD do it that way and still arrive at the
155
+same end result).
156
+
157
+So: 8765-8568 = 197.
158
+
159
+We have our first result, yet: there's still values in the dividend
160
+(87654321) remaining to process, specifically the 4321, so we take them
161
+one digit at a time.
162
+
163
+The next available, unprocessed digit in 4321 is '4', so we 'drop that
164
+down' and append it to our previous result (197), giving us: 1974.
165
+
166
+We now see how many times (via single digit multiplication), our divisor
167
+(1224) can fit into 1974. As it turns out, just once.
168
+
169
+So: 1974-1224 = 750.
170
+
171
+And we keep repeating the process until there are no more digits from the
172
+dividend to drop down; at which point, we are left with a remainder (in
173
+the above problem, the lone '9' at the very bottom; THAT is the
174
+remainder).
175
+
176
+Clearly it is important to have a handle on and understanding of the
177
+basic long division process before attempting a letter division problem.
178
+So, be sure to try your hand at a few practice problems before
179
+proceeding.
180
+
181
+## Letter Division: an example
182
+
183
+Following will be a sample letter division problem, and a documented
184
+solution of it, much as you will be doing for this project (and to be
185
+sure: the aim here is not merely to solve it, but to DOCUMENT HOW YOU
186
+SOLVED IT. You might want to keep notes as you go along to save you time
187
+and sanity).
188
+
189
+Here goes:
190
+
191
+```
192
+ GLJK
193
+ +---------
194
+ KJKK | GLMBRVLR
195
+ -VKOKL
196
+ =====
197
+ LJBGV
198
+ -OKVKG
199
+ =====
200
+ JJGKL
201
+ -LKBKV
202
+ =====
203
+ KVRMR
204
+ -JKRKB
205
+ =====
206
+ VKMK
207
+
208
+letters: BGJKLMOPRV
209
+```
210
+
211
+First off, note how this is NO DIFFERENT from the numeric problem above:
212
+just instead of numbers, which we've associated some concepts with, here
213
+we have letters (each letter maps to a unique number, 0-9). The trick
214
+will be to figure out which letter maps to which number.
215
+
216
+So, let us begin.
217
+
218
+One aim is to obtain the key to the puzzle, the mapping of the letters to
219
+numbers, so I will typically set up an answer key as follows:
220
+
221
+```
222
+| 0 | |
223
+| 1 | |
224
+| 2 | |
225
+| 3 | |
226
+| 4 | |
227
+| 5 | |
228
+| 6 | |
229
+| 7 | |
230
+| 8 | |
231
+| 9 | |
232
+```
233
+
234
+Another thing I like to do is set up a more visual representation of what
235
+each letter COULD be. I do so in the following form (I call this a "Range
236
+Table"):
237
+
238
+```
239
+B = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
240
+G = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
241
+J = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
242
+K = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
243
+L = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
244
+M = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
245
+O = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
246
+P = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
247
+R = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
248
+V = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
249
+```
250
+
251
+Then, as I figure things out (either what certain are, but mostly, which
252
+ones they are NOT), I can mark it up accordingly.
253
+
254
+Right from the start, we can already make some important connections;
255
+looking at EACH of the subtractions taking place, in the left-most
256
+position, we see an interesting phenomenon taking place- G-V=0, L-O=0,
257
+J-L=0, and K-J=0.
258
+
259
+Now, since EACH letter is its own unique numeric value, subtracting one
260
+letter from another on its own won't result in a value of 0, but being
261
+borrowed from will.
262
+
263
+That is: 7-6=1, but (7-1)-6=0. THAT is what is going on here.
264
+
265
+So what we can infer from this, is some very important connections:
266
+
267
+* V is one less than G (I'll write it as: V < G)
268
+* O is one less than L (O < L)
269
+* L is one less than J (L < J)
270
+* J is one less than K (J < K)
271
+
272
+Does that make sense? From looking at the puzzle, those four relations
273
+can be made.
274
+
275
+Now, FURTHERMORE, some of those connections are thereby connected. Look
276
+at the 'L' and 'J' connections:
277
+
278
+* O < L, but also: L < J
279
+* L < J, but also: J < K
280
+
281
+That implies a further connection, so we can chain them together:
282
+
283
+* O < L < J < K
284
+
285
+So from that initial observation and connection, we now have two
286
+disconnected relationships:
287
+
288
+* V < G
289
+* O < L < J < K
290
+
291
+From what we've done so far, we do not know where V,G fall in respect to
292
+O,L,J,K. They might be less than, OR greater than. We won't know without
293
+further information.
294
+
295
+Yet, even WITH this information, we can update our letter ranges:
296
+
297
+* since V is less than G, we know V can NOT be 9.
298
+* similarly, G can NOT be 0.
299
+* 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.
300
+* L cannot be 9 or 8
301
+* J cannot be 9
302
+* on the other side, K cannot be 0, 1, or 2
303
+* J cannot be 0 or 1
304
+* L cannot be 0.
305
+
306
+So, if we update our range chart accordingly:
307
+
308
+```
309
+B = { 0, 1, 2, 3, 4, 5, 6, 7, 8 }
310
+G = { 1, 2, 3, 4, 5, 6, 7, 8, 9 }
311
+J = { 2, 3, 4, 5, 6, 7, 8, }
312
+K = { 3, 4, 5, 6, 7, 8, 9 }
313
+L = { 1, 2, 3, 4, 5, 6, 7, }
314
+M = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
315
+O = { 0, 1, 2, 3, 4, 5, 6, }
316
+P = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
317
+R = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
318
+V = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
319
+```
320
+
321
+Moving on, dealing with details of discovering those one-off relations,
322
+that tells us something about the NEXT subtractions: that they borrow
323
+(which means they are LESS THAN the thing being subtracted from them):
324
+
325
+* L is less than K (which we actually know to be 2 less than K), so L - K needs to BORROW
326
+* J is less than K (which we know is 1 less than K), so J - K needs to BORROW
327
+* V is apparently also less than K (which we didn't previously know), so V - K needs to BORROW
328
+* 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).
329
+
330
+So: V < G << O < L < J < K
331
+
332
+This allows us some further whittling of our ranges:
333
+
334
+* V cannot be 9, 8, 7, 6, or 5
335
+* G cannot be 9, 8, 7, or 6
336
+* O cannot be 0, or 1
337
+* L cannot be 0, 1, or 2
338
+* J cannot be 0, 1, 2, or 3
339
+* K cannot be 0, 1, 2, 3, or 4
340
+
341
+```
342
+B = { 0, 1, 2, 3, 4, 5, 6, 7, 8 }
343
+G = { 1, 2, 3, 4, 5, }
344
+J = { 4, 5, 6, 7, 8, }
345
+K = { 5, 6, 7, 8, 9 }
346
+L = { 3, 4, 5, 6, 7, }
347
+M = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
348
+O = { 2, 3, 4, 5, 6, }
349
+P = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
350
+R = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 }
351
+V = { 0, 1, 2, 3, 4, }
352
+```
353
+
354
+Already we can see that V and G are likely lower numbers, and O, L, J,
355
+and K are likely higher numbers.
356
+
357
+What else do we have? Let's keep going:
358
+
359
+We cannot instantly proceed to the next subtraction in as obvious a
360
+progression, as we'll need more information on the various letters
361
+involved.
362
+
363
+### Finding K (and J and L and O as well)
364
+
365
+However, looking at the puzzle, I'm interested in seeing if we can find
366
+any obvious examples of 0. You know, letter minus same letter sort of
367
+things. Because they will typically end up equalling 0 (or 9).
368
+
369
+Why 9? Because of a borrow!
370
+
371
+```
372
+((5-1)+10)-5 = (4+10)-5 = 14 - 5 = 9
373
+```
374
+
375
+... that can be quite revealing too!
376
+
377
+And it would appear we have one wonderful candidate in the bottom-most
378
+subtraction:
379
+
380
+```
381
+ KVRMR
382
+ -JKRKB
383
+ =====
384
+ VKMK
385
+```
386
+
387
+Lookie there: R-R = K.
388
+
389
+Usually, that would result in a 0. BUT, we also know that K can NOT be 0
390
+(looking at our range table above).
391
+
392
+So, that means it is being borrowed from, and it itself has to borrow, so
393
+we now also know that M is less than K: M << K
394
+
395
+And, as indicated above:
396
+
397
+```
398
+((R-1)+10)-R = 9!
399
+```
400
+
401
+We now know that K = 9!
402
+
403
+That suddenly reveals a whole lot to us, due to our relational chains
404
+we've built. Let's update:
405
+
406
+```
407
+| 0 | |
408
+| 1 | |
409
+| 2 | |
410
+| 3 | |
411
+| 4 | |
412
+| 5 | |
413
+| 6 | O |
414
+| 7 | L |
415
+| 8 | J |
416
+| 9 | K |
417
+```
418
+
419
+Also, with the new introduction of M being less than K:
420
+
421
+```
422
+B = { 0, 1, 2, 3, 4, 5, }
423
+G = { 1, 2, 3, 4, 5, }
424
+J = { 8 }
425
+K = { 9 }
426
+L = { 7 }
427
+M = { 0, 1, 2, 3, 4, 5, }
428
+O = { 6 }
429
+P = { 0, 1, 2, 3, 4, 5, }
430
+R = { 0, 1, 2, 3, 4, 5, }
431
+V = { 0, 1, 2, 3, 4, }
432
+```
433
+
434
+And, our relational chains:
435
+
436
+* V < G << O < L < J < K
437
+* M << O < L < J < K
438
+
439
+Because we don't yet know any relation of M compared to V or G, we have
440
+to keep them separate for now.
441
+
442
+We also have a second disqualifier for K being 0... the ones place
443
+subtraction in that bottom-most subtraction:
444
+
445
+```
446
+R - B = K
447
+```
448
+
449
+There's nothing further to the right that could borrow from this problem,
450
+so it can only exist in two states:
451
+
452
+* R is greater than B
453
+* R is less than B
454
+
455
+Since we know that K is 9, there's NO OTHER pair of single digit numbers
456
+we can subtract to get 9, which tells us that:
457
+
458
+* R is less than B (R << B)
459
+
460
+Currently both R and B can be 0-5 (although now, B is 1-5, and R is 0-4).
461
+We'd need to find a combination where (R+10)-B is 9:
462
+
463
+```
464
+| R: 0 | R: 1 | R: 2 | R: 3 | R: 4 |
465
+| (0+10) | (1+10) | (2+10) | (3+10) | (4+10) |
466
+| 10 | 11 | 12 | 13 | 14 |
467
+```
468
+
469
+And from that, we're subtracting B, which is 1, 2, 3, 4, or 5. The answer
470
+has to be 9.
471
+
472
+So:
473
+
474
+10-1=9, 11-2=9, 12-3=9, 13-4=9, and 14-5=9
475
+
476
+Hey, look at that... B is one greater than R (not just R << B, BUT: R <
477
+B)
478
+
479
+Our relational chains:
480
+
481
+* V < G << O < L < J < K
482
+* M << O < L < J < K
483
+* R < B << O < L < J < K
484
+
485
+And our range table:
486
+
487
+```
488
+B = { 1, 2, 3, 4, 5, }
489
+G = { 1, 2, 3, 4, 5, }
490
+J = { 8 }
491
+K = { 9 }
492
+L = { 7 }
493
+M = { 0, 1, 2, 3, 4, 5, }
494
+O = { 6 }
495
+P = { 0, 1, 2, 3, 4, 5, }
496
+R = { 0, 1, 2, 3, 4, }
497
+V = { 0, 1, 2, 3, 4, }
498
+```
499
+
500
+If you look, the only letter we've not yet directly interacted with yet
501
+is 'P', although we already know enough about it (that it is 0-5, less
502
+than O, L, J, and K). And if you look closely, you'll notice that 'P'
503
+isn't even present in the letter division problem! So its identity will
504
+rely entirely on the proving of the other values.
505
+
506
+Let's continue on:
507
+
508
+M-K=M, BECAUSE we know M << K, AND BECAUSE we know the subtraction to the
509
+right is borrowing from it (because R < B), we have something like this:
510
+(M-1+10)-K=M
511
+
512
+Can't really do much more with it at this point, but it is important to
513
+know to help us identify the borrows needing to happen.
514
+
515
+### Finding our zero value (R and B)
516
+
517
+Why don't we go ahead and find 0? If you look in the subtraction above
518
+the bottom one, we have another "letter minus same letter" scenario, and
519
+it doesn't equal K!
520
+
521
+```
522
+ JJGKL
523
+ -LKBKV
524
+ =====
525
+ KVRM
526
+```
527
+
528
+We KNOW that V << L, so no borrow is happening there.
529
+
530
+Therefore, K-K, or 9-9, equals 0. So R is 0!
531
+
532
+... and B is 1! Because of our identified relationship.
533
+
534
+Updating things!
535
+
536
+```
537
+| 0 | R |
538
+| 1 | B |
539
+| 2 | |
540
+| 3 | |
541
+| 4 | |
542
+| 5 | |
543
+| 6 | O |
544
+| 7 | L |
545
+| 8 | J |
546
+| 9 | K |
547
+```
548
+
549
+Also, with the new introduction of M being less than K:
550
+
551
+```
552
+B = { 1 }
553
+G = { 3, 4, 5, }
554
+J = { 8 }
555
+K = { 9 }
556
+L = { 7 }
557
+M = { 2, 3, 4, 5, }
558
+O = { 6 }
559
+P = { 2, 3, 4, 5, }
560
+R = { 0 }
561
+V = { 2, 3, 4, }
562
+```
563
+
564
+NOTE: G is NOT 2, because G is greater than V (one greater, in fact), so
565
+we can similarly whittle that off.
566
+
567
+Relational chains can look as follows now:
568
+
569
+* R < B << V < G << O < L < J < K
570
+* R < B << M << O < L < J < K
571
+* R < B << P << O < L < J < K
572
+
573
+Basically just down to V, G, P, and M.
574
+
575
+### Finding V and G
576
+
577
+And I think we have the means to find V: notice the second to last
578
+subtraction, the "LKBKV". You know where we get that from? Multiplying
579
+the divisor (KJKK) by J (since it is the third subtraction taking place).
580
+
581
+We KNOW the numeric values of K and J, in fact we know the values of L,
582
+K, and B. The only thing we don't know is 'V', and since V is in the
583
+one's place, that makes things super easy for us.
584
+
585
+KJKK = 9899
586
+J = 8
587
+
588
+So: 9899 x 8 = 79192 = LKBKV!
589
+
590
+V is 2!
591
+
592
+Which means, because V < G, that G is 3!
593
+
594
+Updating our records:
595
+
596
+```
597
+| 0 | R |
598
+| 1 | B |
599
+| 2 | V |
600
+| 3 | G |
601
+| 4 | |
602
+| 5 | |
603
+| 6 | O |
604
+| 7 | L |
605
+| 8 | J |
606
+| 9 | K |
607
+```
608
+
609
+Also, with the new introduction of M being less than K:
610
+
611
+```
612
+B = { 1 }
613
+G = { 3 }
614
+J = { 8 }
615
+K = { 9 }
616
+L = { 7 }
617
+M = { 4, 5, }
618
+O = { 6 }
619
+P = { 4, 5, }
620
+R = { 0 }
621
+V = { 2 }
622
+```
623
+
624
+Relational chains can look as follows now:
625
+
626
+* R < B < V < G << M << O < L < J < K
627
+* R < B < V < G << P << O < L < J < K
628
+
629
+### Finding M and discovering P
630
+
631
+And then there were 2. We really just need to find M, or P, and we're
632
+done. And since there are no 'P' values in the puzzle, we need to target
633
+M. So let's look for some candidates:
634
+
635
+Hey, how about this:
636
+
637
+```
638
+ JJGKL
639
+ -LKBKV
640
+ =====
641
+ KVRM
642
+```
643
+
644
+One's place subtraction: L - V = M.
645
+
646
+We KNOW L (7) is greater than V (2), so no borrow is happening.
647
+
648
+L-V=M
649
+7-2=5
650
+
651
+M is 5. That means P is 4 by process of elimination.
652
+
653
+Puzzle completed:
654
+
655
+```
656
+| 0 | R |
657
+| 1 | B |
658
+| 2 | V |
659
+| 3 | G |
660
+| 4 | P |
661
+| 5 | M |
662
+| 6 | O |
663
+| 7 | L |
664
+| 8 | J |
665
+| 9 | K |
666
+```
667
+
668
+Also, with the new introduction of M being less than K:
669
+
670
+```
671
+B = { 1 }
672
+G = { 3 }
673
+J = { 8 }
674
+K = { 9 }
675
+L = { 7 }
676
+M = { 5 }
677
+O = { 6 }
678
+P = { 4 }
679
+R = { 0 }
680
+V = { 2 }
681
+```
682
+
683
+Relational chains can look as follows now:
684
+
685
+* R < B < V < G < P < M < O < L < J < K
686
+
687
+I wasn't able to show it as well in text on the wiki, but I also made a
688
+point to mark up each subtraction to show whether a borrow occurred or
689
+not:
690
+
691
+{{ :undefined:borrows.jpg?400 |}}
692
+
693
+To be sure, there are likely MANY, MANY ways to arrive at these
694
+conclusions. What is important is being observant, performing little
695
+experiments, seeing if there can be any insights to have, even if
696
+whittling away knowing what things can NOT be.
697
+
698
+Your performance on this project will be directly tied to being able to
699
+document your process through the puzzle; I have provided this writeup in
700
+order to show you an example of what that process may look like.
701
+
702
+=====Getting started=====
703
+In the **pctX/** sub-directory of your class Public Directory, under a directory by the name of your username, you will find the following file(s):
704
+
705
+ * **puzzle**
706
+ * possibly also a file called **table**
707
+ * 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.
708
+
709
+Copy this file into your local project directory. For some classes, a **grabit** is available. For others, you'll have to manually copy the file on your own.
710
+
711
+There is also a **MANIFEST** file in the parent directory (the **pctX/** sub-directory), which will contain MD5sums of the various puzzle keys, provided to help you in verifying your puzzle key.
712
+
713
+For this project, you have to solve, DOCUMENT, AND VERIFY the provided puzzle in order to be eligible for full credit will be the one contained in the **puzzle** file.
714
+
715
+To obtain your puzzle, you can utilize the 'grabit' tool on lab46.
716
+
717
+Here's another take on how to get started:
718
+
719
+ * [[/haas/fall2025/common/helpances/startingpctx|a helpance on starting pctX]]
720
+
721
+=====Process=====
722
+Solve, document, and verify the puzzle.
723
+
724
+On your own.
725
+
726
+Seek to discover and explore and understand, NOT to just come up with an answer.
727
+
728
+It is recommended you do this by hand, ON PAPER. Furthermore, using graph paper may help in greatly reducing mistakes, as is using two different coloured writing implements (green, purple; or blue, black)... write up the puzzle in one colour, then use the other to mark up borrows and the like.
729
+
730
+=====A Note on Number Bases=====
731
+Some of the puzzles you may be presented with may be in different number bases.
732
+
733
+You are likely acclimated to the **base 10** number system, where we have ten unique counting digits (0, 1, 2, 3, 4, 5, 6, 7, 8, 9)
734
+
735
+Different number bases simply have less or more digits.
736
+
737
+For example, base 8 and 9 both have fewer than ten counting values:
738
+
739
+^ base ^ numbers |
740
+| 8 | 0, 1, 2, 3, 4, 5, 6, 7 |
741
+| 9 | 0, 1, 2, 3, 4, 5, 6, 7, 8 |
742
+
743
+And then we have bases with MORE counting values than in base 10:
744
+
745
+^ base ^ numbers |
746
+| 11 | 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A |
747
+| 12 | 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A, B |
748
+
749
+Notice the presence of 'A' and 'B'... these are not variables or algebraic values. These are bonafide **NUMBERS**, just like 1, 2, 3.
750
+
751
+Differences manifest once you exceed the maximum counting value for the base:
752
+
753
+ * base 8: 7 + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "eight")
754
+ * base 9: 8 + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "nine")
755
+ * base 10: 9 + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "ten")
756
+ * base 11: A + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "eleven")
757
+ * base 12: B + 1 = 10 (pronounced "one-zero", the quantity we know of in base 10 as "twelve")
758
+
759
+You likely have extensively memorized a table of single-digit base 10 values, which at first glance makes this other base stuff unfamiliar. But it works according to the same properties as base 10 (just, different symbols representing the quantities involved).
760
+
761
+For any strategies involving the "9" value (in base 10), you will find that the same strategy works in other bases (so it isn't so much a "9 trick" as it is a "highest counting digit trick").
762
+
763
+Similarly, any of the relational or logical tricks will "just work", it is only the appearance of mathematical end results that really differs. So, if you are adept at the logical/relational methods for investigating a puzzle, you could perhaps minimize the amount of base-related math you may have to do (certainly on lower difficulty levels of puzzle).
764
+
765
+=====Your Submission=====
766
+As this project focuses more on the critical thinking process than being specifically about coming up with an answer, your submission will be in multiple parts.
767
+
768
+====Regular/normal letter division====
769
+If your puzzle was provided with a quotient and remainder (and contains no question marks in the puzzle proper), you have a regular puzzle.
770
+
771
+The files you will want to submit include:
772
+
773
+ * 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).
774
+ * 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.
775
+ * 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.
776
+
777
+Your solution MUST be of a form so that, if given to another person, they can follow your steps and have an understanding of the decisions made.
778
+
779
+===="Solve for" Quotient/Remainder letter division====
780
+
781
+ * 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).
782
+ * 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.
783
+ * your quotient:remainder (in letterized/obfuscated form), in a text file called 'pctX.puzzle.verify'
784
+
785
+Your solution MUST be of a form so that, if given to another person, they can follow your steps and have an understanding of the decisions made to get them from start to solution.
786
+
787
+====puzzle key====
788
+As indicated, you are to place the determined key to your puzzle in a regular text file called 'pctX.puzzle.key', and will contain ONLY the capital letters, in order from 0 to the highest counting symbol of the base, of your puzzle (and a trailing newline).
789
+
790
+For example, using the example puzzle above:
791
+
792
+| 0 | R |
793
+| 1 | B |
794
+| 2 | V |
795
+| 3 | G |
796
+| 4 | P |
797
+| 5 | M |
798
+| 6 | O |
799
+| 7 | L |
800
+| 8 | J |
801
+| 9 | K |
802
+
803
+We'll want to put them, in order, in our key file:
804
+
805
+<cli>
806
+$ echo "RBVGPMOLJK" > pctX.puzzle.key
807
+</cli>
808
+
809
+Want to know what a proper 'key' file should look like? This:
810
+
811
+<cli>
812
+$ cat pctX.puzzle.key
813
+RBVGPMOLJK
814
+</cli>
815
+
816
+JUST the letters (and a trailing newline).
817
+
818
+====solution documentation====
819
+As stated, a very large part of this project's evaluation will be based on your clear and detailed documentation of how you determined each letter's mapping in the solution key of your puzzle.
820
+
821
+Just providing the 'key' will not result in success.
822
+
823
+Your documentation should, while there may be supporting information, provide some identified path that showed the steps you went through to identify each letter, be it directly or indirectly.
824
+
825
+You are free to write out your solution with pen on paper (that is how I usually do these puzzles); but to submit, you MUST transcribe it to text and submit it in that format. Images will NOT be accepted. Do not look on this as a reason to avoid doing it by hand: the manual work of the process is inherently beneficial, you simply need to commit to doing it.
826
+
827
+The aim here is not to dump a bunch of data on me, but instead present me with connected and pertinent information that documents your process of progression through the puzzle from start to finish. This is in the same vein as programming in a language on a computer. A computer program is a detailed description of a process to solving some problem in a format the receiver can understand.
828
+
829
+====verification====
830
+Depending on the type of puzzle you have (regular or "solve for" variety), the contents of your verification file will differ.
831
+
832
+What is the difference between a regular puzzle and a solve4 puzzle? Basically:
833
+
834
+ * a regular puzzle comes with quotient and remainder included in your puzzle
835
+ * 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).
836
+
837
+===Regular puzzle===
838
+In this form, your 'pctX.puzzle.verify' file will be similar format to your writeup (a description of what aspects of the puzzle you are testing to ensure things work out).
839
+
840
+You are to manually verify your solution by taking the numeric identities of each letter, plugging them back into the original puzzle, solving it, and converting the obtained quotient and remainder back into letter form to compare with those in the puzzle provided to you. If they match, you have successfully solved the puzzle. If they do not match, some error exists that should be addressed and corrected.
841
+
842
+An example of a verification text can be found below.
843
+
844
+==Regular Puzzle Verification Example==
845
+The best way to verify the puzzle with our key is to convert the dividend and divisor to its numeric equivalent, perform the division, and compare the resulting quotient and remainder against those found in the letterified puzzle:
846
+
847
+ * divisor: KJKK --> 9899
848
+ * dividend: GLMBRVLR --> 37510270
849
+
850
+And let's do some long division!
851
+
852
+<code>
853
+ +---------
854
+ 9899 | 37510270
855
+</code>
856
+
857
+9899 goes into 37510 three times:
858
+
859
+<code>
860
+ 3
861
+ +---------
862
+ 9899 | 37510270
863
+ -29697
864
+ =====
865
+ 78132
866
+</code>
867
+
868
+It might be convenient to have a quick factor reference for 9899 handy:
869
+
870
+ * 9899 * 0 = 0
871
+ * 9899 * 1 = 9899
872
+ * 9899 * 2 = 19798
873
+ * 9899 * 3 = 29697
874
+ * 9899 * 4 = 39596
875
+ * 9899 * 5 = 49495
876
+ * 9899 * 6 = 59394
877
+ * 9899 * 7 = 69293
878
+ * 9899 * 8 = 79192
879
+ * 9899 * 9 = 89091
880
+
881
+9899 fits into 78132 seven times (69293):
882
+
883
+<code>
884
+ 37
885
+ +---------
886
+ 9899 | 37510270
887
+ -29697
888
+ =====
889
+ 78132
890
+ -69293
891
+ =====
892
+ 88397
893
+</code>
894
+
895
+Once again, looking at the list of factors, we see that the best fit for 9899 into 88397 is 79192 (a factor of 8):
896
+
897
+<code>
898
+ 378
899
+ +---------
900
+ 9899 | 37510270
901
+ -29697
902
+ =====
903
+ 78132
904
+ -69293
905
+ =====
906
+ 88397
907
+ -79192
908
+ =====
909
+ 92050
910
+</code>
911
+
912
+Finally, a factor of 9 (89091) fits in best:
913
+
914
+<code>
915
+ 3789 <-- quotient
916
+ +---------
917
+ 9899 | 37510270
918
+ -29697
919
+ =====
920
+ 78132
921
+ -69293
922
+ =====
923
+ 88397
924
+ -79192
925
+ =====
926
+ 92050
927
+ -89091
928
+ =====
929
+ 2959 <-- remainder
930
+</code>
931
+
932
+Converting our quotient and remainder back to letters:
933
+
934
+ * quotient: 3789 --> GLJK
935
+ * remainder: 2959 --> VKMK
936
+
937
+And comparing against the problem we were given:
938
+
939
+ * quotient: GLJK <-> GLJK
940
+ * remainder: VKMK <-> VKMK
941
+
942
+Success!
943
+
944
+==="Solve for"/SOLVE4 puzzle===
945
+The verification for these puzzles becomes a bit easier, as you are merely providing the quotient and remainder.
946
+
947
+Let's say the quotient was "BTXMK" and the remainder was "YYGMX"
948
+
949
+You'd prepare your 'pctX.puzzle.verify' file as follows:
950
+
951
+<cli>
952
+$ echo "BTXMK:YYGMX" > pctX.puzzle.verify
953
+</cli>
954
+
955
+Basically: quotient followed by remainder, separated by a colon, all on the same line.
956
+
957
+NOTE: Do not include any leading zeroes.
958
+
959
+=====Walkthrough Videos=====
960
+To further aid your letter division efforts, I have recorded some videos showing my walkthrough of various letter division puzzles:
961
+
962
+ * another take on the puzzle presented on this page: https://youtu.be/8oCoGGspf70
963
+ * a base 8 letter division puzzle: https://www.youtube.com/watch?v=2Zoa6iymxpw
964
+ * a base 9 letter division puzzle: https://www.youtube.com/watch?v=zil4YjgC6bw
965
+ * a base 10 letter division puzzle: https://www.youtube.com/watch?v=b6wv9zXlbJE
966
+ * a base 11 letter division puzzle: https://youtu.be/OHrLOVihi_4
967
+
968
+NOTE: these videos cover just the "regular" letter division puzzles.
969
+
970
+=====Strategies=====
971
+
972
+====Left-Edge====
973
+An advantage of the left-most values, is the top value is greater than those beneath it (it doesn't need to borrow; indeed it CANNOT borrow, without breaking math). Might be taken from, however...
974
+
975
+This can also help establish the state of borrows elsewhere in the puzzle, should a similar subtraction (same top-value) be present in more than one place.
976
+
977
+For example:
978
+
979
+<code>
980
+ WXXY
981
+ -PQRT
982
+ ====
983
+ GCBA
984
+</code>
985
+
986
+ * W-P=G
987
+ * P << W (P is somewhat less than W)
988
+ * G << W (G is somewhat less than W)
989
+ * NOTE: from this example alone, we do NOT know P's relationship to G.
990
+
991
+====Determine Borrows/Takes====
992
+Like the range table and your chains of assertions gradually assembled during puzzle solving, another activity you should undertake is the determination of all the borrows/takes in the puzzle.
993
+
994
+And not just IF there is a borrow/take, but also if there isn't one.
995
+
996
+Many may remember the idea of borrows from math class, and are confused at what a "take" is: this is just our attempt to connect one subtraction into the tapestry of the overall problem.
997
+
998
+Take the following numeric example:
999
+
1000
+<code>
1001
+ 545
1002
+-347
1003
+ ===
1004
+ 198
1005
+</code>
1006
+
1007
+Notice how, looking at the 5-7=8 subtraction (on the far right), we can see that the 5 is somewhat less than 7 (and the 8), so that 5 would have to borrow.
1008
+
1009
+Being all the way on the right, nothing is able to take from it, so that 5 is borrowing, but not being taken from.
1010
+
1011
+Onto the 4-4=9… because the 5 to its right is needing to borrow… what is it borrowing from? The 4. So our 4 is being "taken from".
1012
+
1013
+ * 4-1=3
1014
+
1015
+3 is less than 4 (And 9), so THAT now has to borrow.
1016
+
1017
+So the 4 is being taken from, and as a result, needs to borrow.
1018
+
1019
+Then proceeding left to the 5-3=1... being all the way on the left, it can’t borrow from anything, and the universe would explode mathematically if the leftmost, top value in a long division term were less than what was being subtracted from it. So, the 5 does not have to borrow. But we know from the 4-4=9 subtraction, that the 4 borrows, and it is borrowing from the 5
1020
+
1021
+So: that left-most 5 is not borrowing, but it IS being taken from.
1022
+
1023
+The state of the borrows/takes greatly enhances our ability to scoop up additional clues we can turn into assertions.
1024
+====Top is Known greater than====
1025
+When we know the top letter is greater than at least one of the other two numbers in the subtraction, turns out it is also greater than the other:
1026
+
1027
+<code>
1028
+ 8 7 6 5
1029
+-5 -1 -4 -2
1030
+== == == ==
1031
+ 3 6 2 3
1032
+</code>
1033
+
1034
+This can also help establish the state of borrows elsewhere in the puzzle, should a similar subtraction (same top-value and other letter) be present in more than one place.
1035
+
1036
+When the top is known to be greater than the or a number beneath, it signifies that NO BORROW is happening.
1037
+
1038
+NOTE: this doesn't tell us anything about the TAKE situation.
1039
+====Top is Known less than====
1040
+When we know the top letter is less than at least one of the other two numbers in the subtraction, turns out it is also less than the other:
1041
+
1042
+<code>
1043
+13 12 16 11
1044
+-5 -3 -7 -4
1045
+== == == ==
1046
+ 8 9 9 7
1047
+</code>
1048
+
1049
+This can also help establish the state of borrows elsewhere in the puzzle, should a similar subtraction (same top-value and other letter) be present in more than one place.
1050
+
1051
+When the top is known to be less than the or a number beneath, it signifies that a BORROW is happening.
1052
+
1053
+NOTE: this doesn't tell us anything about the TAKE situation.
1054
+====Right-Edge====
1055
+We know from right-most values, that they are NOT being taken from.
1056
+
1057
+This can also help establish the state of takes elsewhere in the puzzle, should an identical subtraction be present in more than one place.
1058
+
1059
+====Look for Zero/Greatest digit Candidates====
1060
+There are two common give-away cases for finding the two extreme digits (least/lowest/zero and greatest/highest) in a puzzle, regardless of base:
1061
+
1062
+<code>
1063
+ X
1064
+ -X
1065
+ =
1066
+ Y
1067
+</code>
1068
+
1069
+and:
1070
+
1071
+<code>
1072
+ X
1073
+ -Y
1074
+ =
1075
+ X
1076
+</code>
1077
+
1078
+We don't, simply from this display, know if it is 0 or if it is the greatest digit. Merely that it can only be 0 or the greatest digit.
1079
+
1080
+Determining the identity of the letter (Y in these examples) depends on the state of borrow/takings for the subtraction.
1081
+
1082
+There really are only TWO possibilities here:
1083
+
1084
+ * no borrow AND no take (Y would be 0)
1085
+ * borrow AND take (Y would be the greatest digit)
1086
+
1087
+The other two scenarios are mathematically impossible given this particular pattern (again, ONLY for 0, greatest digit scenario).
1088
+
1089
+====Process of elimination====
1090
+A tactic that sees use in almost any puzzle is that of elimination: or using logic to negate possibilities.
1091
+
1092
+For example:
1093
+
1094
+<code>
1095
+ ABCD
1096
+-EFGH
1097
+ ====
1098
+ JKLM
1099
+</code>
1100
+
1101
+Looking at that right-most subtraction (D-H=M), even if we know NOTHING about D, H, or M, we can, however, ascertain that:
1102
+
1103
+ * H is NOT zero
1104
+ * M is NOT zero
1105
+
1106
+Because none of the zero patterns are manifesting (if we had D-H=D, for instance, in that right-most position, we'd KNOW that H was zero), we can categorically eliminate zero as a possibility for the two lower letters in this subtraction (NOTE: D very well COULD BE zero, but we can't do anything about determining yet solely based on this observation).
1107
+
1108
+This strategy would work in other places, too, if sufficient borrows/takes were known.
1109
+
1110
+For example, in A-E=J, if we had established that A was NOT being taken from, we could apply this same elimination to E and J (not zero).
1111
+
1112
+Or B-F=K, or C-G=L, if we knew we weren't being taken from. But if we don't know the take situation, we cannot yet act on this.
1113
+
1114
+====Doubling====
1115
+Sometimes we will be treated to things like:
1116
+
1117
+<code>
1118
+ T
1119
+ -P
1120
+ =
1121
+ P
1122
+</code>
1123
+
1124
+Which implies T is double the value of P.
1125
+
1126
+This isn't the whole story, as we REALLY need to know the borrow/take situation to do anything with this information.
1127
+
1128
+For example, if T is being TAKEN FROM, we know that T is odd. Likewise, if it is NOT being taken from, T is even.
1129
+
1130
+Also:
1131
+
1132
+ * If T does NOT borrow, P+P is some value less than 10.
1133
+ * If T DOES borrow, P+P is some value greater than or equal to 10.
1134
+
1135
+In either case of T being odd or even, we can eliminate half the values (if T is even, it cannot be any odd values, not in an even base).
1136
+
1137
+====Next-to hints====
1138
+Sometimes you may be treated to left-most clues like this:
1139
+
1140
+<code>
1141
+ JKLM
1142
+ -FGHH
1143
+ ====
1144
+ TWX
1145
+</code>
1146
+
1147
+Notice how J-F equals nothing? That tells us the following things:
1148
+
1149
+ * F is exactly one value less than J (written: F < J)
1150
+ * K is LESS THAN G and T (K has to borrow to make J-F=0 versus the 1 it would otherwise be).
1151
+
1152
+====Next-to hints, moar====
1153
+What really pays off is when we have a scenario like this:
1154
+
1155
+<code>
1156
+ JKLJM
1157
+ -FGHFH
1158
+ =====
1159
+ TWUX
1160
+</code>
1161
+
1162
+See that nestled J-F=U there? Because we had the left-most J-F=NOTHING establishing our assertion that F < J, yet NOT knowing the state of being taken from (ie not knowing anything about M against H or X):
1163
+
1164
+ * 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).
1165
+
1166
+====Subtract by greatest digit, get increment====
1167
+If we have identified the greatest value, and we see it elsewhere in the puzzle, NOT as the top value, but as the value being subtracted, or the result, and we are not being taken from, we know some things.
1168
+
1169
+For example, let's say C is the greatest digit (9 in base 10), and E << T:
1170
+
1171
+<code>
1172
+ PHANT
1173
+ - OMME
1174
+ =====
1175
+ NACE
1176
+</code>
1177
+
1178
+See the N-M=C ?
1179
+
1180
+Because we know C is 9:
1181
+
1182
+ * N << C (everything not C is less than C (9))
1183
+ * therefore also: N << M
1184
+
1185
+Watch what happens when we plug in values:
1186
+
1187
+ * N = 1: 11-9=2
1188
+ * N = 2: 12-9=3
1189
+ * N = 3: 13-9=4
1190
+ * N = 4: 14-9=5
1191
+ * ... through N=7
1192
+
1193
+Notice how when N is 1, M is 2... 2, 3... 3, 4... ?
1194
+
1195
+In this scenario: N is EXACTLY ONE LESS than M: N < M.
1196
+
1197
+But only when we KNOW what the greatest digit in a base is and know the state of whether or not we are being taken from.
1198
+
1199
+====Subtract by known offset from greatest digit, get offset increment====
1200
+Related to the above strategy, on "Subtract by greatest digit, get increment", it actually applies to more than just the greatest digit: so long as you know its distance from the greatest digit, and the take situation of the subtraction, you can derive the offset of increment.
1201
+
1202
+A chart of the first few (I typically don't go any further than this out of practicality, although the pattern persists beyond this point of reporting):
1203
+
1204
+^ digit ^ being taken from ^ not being taken from |
1205
+| greatest | 0 | 1 |
1206
+| greatest-1 | 1 | 2 |
1207
+| greatest-2 | 2 | 3 |
1208
+
1209
+For example, let's say R is the second greatest digit (A in base 12), and let's say we know that C << R:
1210
+
1211
+<code>
1212
+ SECOND
1213
+ - GRADE
1214
+ ======
1215
+ MATHS
1216
+</code>
1217
+
1218
+See the C-R=A? With R being the known second greatest digit, and knowing that C is somewhat less than R, that means C is borrowing.
1219
+
1220
+Looking at the table, depending on the take situation, we can determine that C is exactly 1 or 2 values less than A, potentially offing up nice reduction of possibilities for both C and A.
1221
+
1222
+Should it turn out C is being taken from, then C is exactly 1 less than A.
1223
+
1224
+If C is not being taken from, then C is exactly 2 less than A.
1225
+
1226
+====Divisor/Multiplication relations====
1227
+Since letter divisions are but a long division, if we were to look at one (base 10) as purely numbers:
1228
+
1229
+<code>
1230
+ 2565
1231
+ +---------
1232
+27846 | 71447493
1233
+ -55692
1234
+ =====
1235
+ 157554
1236
+ -139230
1237
+ ======
1238
+ 183249
1239
+ -167076
1240
+ ======
1241
+ 161733
1242
+ -139230
1243
+ ======
1244
+ 22503
1245
+</code>
1246
+
1247
+Do you see that the divisor (27846) x 2 = 55692, divisor x 5 = 139230, and divisor x 6 = 167076?
1248
+
1249
+Pay specific attention to the subtrahend of 55692. Notice how it is exactly the same length in digits as the divisor (5 digits). This allows us to make an important comparison:
1250
+
1251
+ * divisor (27846) x 1 = the divisor itself (27846).
1252
+ * any similarly-lengthed subtrahend as the divisor is NOT less than the divisor.
1253
+ * so we can make a comparison between the first digits of the divisor and that of the subtrahend.
1254
+
1255
+In a fully enlettered puzzle:
1256
+
1257
+<code>
1258
+ TECE
1259
+ +---------
1260
+TMGNC | MSNNMNXL
1261
+ -EECXT
1262
+ =====
1263
+ SEMEEN
1264
+ -SLXTLR
1265
+ ======
1266
+ SGLTNX
1267
+ -SCMRMC
1268
+ ======
1269
+ SCSMLL
1270
+ -SLXTLR
1271
+ ======
1272
+ TTERL
1273
+</code>
1274
+
1275
+In the case of TMGNC (the divisor) and EECXT (that first subtrahend), specifically their first letters (T and E), because they are both the same length (5 letters), we can establish the following relation:
1276
+
1277
+ * T << E (T is somewhat less than E)
1278
+ * 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.
1279
+
1280
+This strategy, making use of multiplication, can only be used on puzzles where multiplication has not been restricted.
1281
+
1282
+====Inverted Subtraction Pairs====
1283
+
1284
+Given the following puzzle:
1285
+
1286
+<code>
1287
+ SETX
1288
+ +---------
1289
+EXEXT | XSSEMLMS
1290
+ -EXEXT
1291
+ =====
1292
+ LSECEL
1293
+ -TXMXCR
1294
+ ======
1295
+ SMCXLM
1296
+ -SSXSGN
1297
+ ======
1298
+ EMMELS
1299
+ -ELCLTG
1300
+ ======
1301
+ NSTRL
1302
+
1303
+base: 10
1304
+</code>
1305
+
1306
+Have you ever noticed patterns like the following:
1307
+
1308
+ * M-T=E (1st row, right-most)
1309
+ * E-M=M (2nd row, 3rd from left)
1310
+
1311
+or:
1312
+
1313
+ * X-E=L (1st row, left-most)
1314
+ * E-X=C (1st row, 2nd from right)
1315
+
1316
+Basically, two different subtractions that match the following pattern:
1317
+
1318
+ * top letter in one is a middle/bottom letter in the other
1319
+ * middle/bottom letter in the first is the top in the other
1320
+
1321
+... as is the case in those two identified examples: M (top), E (bottom) and E(top), M (middle/bottom)
1322
+or: X (top), E (middle) and then E (top), X (middle).
1323
+
1324
+When you have scenarios such as this we can assume something about the sum of the OTHER two letters involved:
1325
+
1326
+ * (E,X) C + L
1327
+ * (E,M) M + T
1328
+
1329
+There are actually three possible sums, all dependent upon the state of the takes:
1330
+
1331
+^ no take from either ^ take from one but not the other ^ take from both |
1332
+| the base | the base - 1 | the base - 2 |
1333
+
1334
+So, in the case of M-T=E and E-M=M, because M-T=E is on the right edge, we know it cannot be taken from, so then we only need to determine the take situation for E-M=M. Therefore, there are TWO potential answers for M+T:
1335
+
1336
+ * (no takes) M + T = 10
1337
+ * (one take) M + T = 9
1338
+
1339
+... since the base of the puzzle is 10, 10 is the sum when there are no takes involved on the two subtractions. For other bases, it is still "one zero", but obviously the quantity of that base.
1340
+
1341
+The other identified pair in this example; the case of X-E=L and E-X=C, both are within a line, so no immediate clues as to certain states on take/no take. Therefore:
1342
+
1343
+ * (no takes) C + L = 10
1344
+ * (one take) C + L = 9
1345
+ * (two takes) C + L = 8
1346
+
1347
+This tends to be a nice way of accruing additional clues not revealed in more common methods, increasing the chances of increasing letter connectivity and deriving an eventual solution.
1348
+
1349
+====Inverted Subtraction Relational Pairs====
1350
+Similar to the above strategy, what happens if you identify two subtraction pairs, but instead of involving the same symbols, involves a pair of symbols based on a known relation (off by one, in either direction).
1351
+
1352
+The same core logic applies (factoring in the take situation on both).
1353
+
1354
+But we can also add additional influence based on the relation of the symbols being modulated.
1355
+
1356
+For instance, if we were to have a known relation of **<nowiki>R < C</nowiki>**, and we had the following:
1357
+
1358
+<code>
1359
+ X C
1360
+ -P -G
1361
+ = =
1362
+ R X
1363
+</code>
1364
+
1365
+Because we know R is one less than C, and the R is the one below the top, with the C on the top, the value is INCREASED by 1.
1366
+
1367
+If instead we had:
1368
+
1369
+<code>
1370
+ X R
1371
+ -P -G
1372
+ = =
1373
+ C X
1374
+</code>
1375
+
1376
+
1377
+Because we know R is one less than C, and the C is the one below the top, with the R on top, the value is DECREASED by 1.
1378
+
1379
+So, rolling out with known borrow-takes:
1380
+
1381
+<code>
1382
+ xXx >Cx because R < C, and the larger of the pair is on the top:
1383
+ -P -G P + G = base - takes (no takes), PLUS 1
1384
+ = =
1385
+ R X
1386
+</code>
1387
+
1388
+<code>
1389
+ xXx >Rx because R < C, and the smaller of the pair is on the top:
1390
+ -P -G P + G = base - takes (no takes), MINUS 1
1391
+ = =
1392
+ C X
1393
+</code>
1394
+
1395
+====Single-Letter Subtrahend Determination====
1396
+NOTE: Mostly useful for the "solve4" category of letter division puzzles providing a conducive scenario to utilize this strategy.
1397
+
1398
+Let's look at the following puzzle (base 12):
1399
+<code>
1400
+ ????????
1401
+ +---------
1402
+PTPXQ | NFNXHNXP
1403
+ -PTPXQ
1404
+ =====
1405
+ EHFXEN
1406
+ -EQETEF
1407
+ ======
1408
+ EXTXPX
1409
+ - PTPXQ
1410
+ ======
1411
+ FNJHUP
1412
+ -FGHJEP
1413
+ ======
1414
+ ??????
1415
+
1416
+base: 12
1417
+</code>
1418
+
1419
+With a current range of:
1420
+<code>
1421
+ E = { 1, }
1422
+ F = { 2, }
1423
+ G = { 4, A, }
1424
+ H = { 8, }
1425
+ J = { 3, }
1426
+ N = { B }
1427
+ P = { 9, }
1428
+ Q = { 7, }
1429
+ R = { 4, A, }
1430
+ T = { 6, }
1431
+ U = { 5, }
1432
+ X = { 0, }
1433
+</code>
1434
+
1435
+As you can see, we are between G and R for the values of 4 and A. The problem here is that R does not appear anywhere in the letter division, meaning we have to determine G to determine R. There exists yet another problem with G, it only appears as the last subtrahend before an unknown remainder; we cannot determine it through natural puzzle-solving means.
1436
+
1437
+There are a few ways to go about this:
1438
+ * last subtrahend divided by divisor
1439
+ * finding largest possible value (with factors of divisor) to subtract last minuend by
1440
+ * 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)
1441
+
1442
+Going with the first method is simple, although depending on the values known may be impossible or not be as efficient as the second method. We start by turning the divisor and last subtrahend into numbers:
1443
+
1444
+ * PTPXQ = 96907
1445
+ * FGHJEP = 2G8319
1446
+
1447
+Since we do not know G yet, we leave it as-is. Now we can substitute G as both 4 and A and try dividing by the divisor to see if we get a whole number or not:
1448
+
1449
+ * 248319 / 96907 = 3 <- Is clearly correct, therefore G is equal to 4 and R is equal to A.
1450
+ * 2A8319 / 96907 = 3.76424...
1451
+
1452
+We are done with the first method. Now let's try the second method, which requires more work and is very similar, but may come in handy when lacking some numbers. First let's start off by turning the divisor and last minuend into numbers:
1453
+
1454
+ * PTPXQ = 96907
1455
+ * FNJHUP = 2B3859
1456
+
1457
+Now let's make a factor list for PTPXQ:
1458
+
1459
+ * 96907 * 1 = 96907
1460
+ * 96907 * 2 = 171612
1461
+ * 96907 * 3 = 248319
1462
+ * 96907 * 4 = 323024
1463
+ * 96907 * 5 = 3B992B
1464
+ * 96907 * 6 = 494636
1465
+ * 96907 * 7 = 56B341
1466
+ * 96907 * 8 = 646048
1467
+ * 96907 * 9 = 720953
1468
+ * 96907 * A = 7B765A
1469
+ * 96907 * B = 892365
1470
+
1471
+From this factor list we need to see the highest number we can subtract our last minuend (FNJHUP) by. Clearly 248319 from that group is smaller than FNJUP and is the highest possible number. So that is the last subtrahend used to get the remainder meaning G is equal 4!
1472
+
1473
+If G is equal to 4 then R is equal to A.
1474
+
1475
+
1476
+=====Checking your results=====
1477
+While things like the solution must be qualitatively evaluated, there are a number of simple checks that can be done (especially for your key and verify files) to determine whether or not you are on the right path.
1478
+
1479
+On lab46, you can run the **pzlchk** tool in the directory where your puzzle files reside, and it will perform a number of tests, reporting its findings to you in color-coded fashion.
1480
+
1481
+To use it:
1482
+
1483
+ * log into lab46
1484
+ * change into the directory where your pctX.puzzle files are located (key, solution, verify)
1485
+ * run the **pzlchk** tool with the appropriate arguments:
1486
+ * first argument is your class DESIG
1487
+ * second argument is your pctX project
1488
+ * analyze the results:
1489
+ * green and cyan indicates a level of acceptable status or success
1490
+ * red indicates an error
1491
+
1492
+<cli>
1493
+lab46:~/src/SEMESTER/DESIG/pctX$ pzlchk DESIG pctX
1494
+</cli>
1495
+
1496
+For example, here's what a fully working, submitted output would look like:
1497
+
1498
+<cli>
1499
+lab46:~/src/SEMESTER/DESIG/pctX$ pzlchk DESIG pctX
1500
+Checking DESIG/pctX data files ...
1501
+ > checking key file ...
1502
+ > key file exists: pctX.puzzle.key
1503
+ > key is of correct format
1504
+ > key is of correct length
1505
+ > key matches an entry in the MANIFEST
1506
+ > checking solution file ...
1507
+ > solution file exists: pctX.puzzle.solution
1508
+ > solution file meets minimum length requirements
1509
+ > checking verify file ...
1510
+ > verify file exists: pctX.puzzle.verify
1511
+ > verify is NOT of incorrect format
1512
+
1513
+Checking DESIG/pctX submission ... submitted on 20210202-211205
1514
+</cli>
1515
+
1516
+=====Submission=====
1517
+By successfully performing this project, you should be submitting files that satisfy the following requirements:
1518
+
1519
+ * a 'pctX.puzzle.key' file formatted as indicated elsewhere in this project document
1520
+ * a 'pctX.puzzle.solution' file containing organized and informative detailing of your path to solution
1521
+ * a 'pctX.puzzle.verify' file containing the appropriate verification information
1522
+
1523
+NOTE: Please substitute the actual project number in place of the 'X' in pctX.
1524
+
1525
+To submit this project to me using the **submit** tool, run the following command at your lab46 prompt:
1526
+
1527
+<cli>
1528
+lab46:~/src/SEMESTER/DESIG/pctX$ submit DESIG pctX pctX.puzzle.key pctX.puzzle.solution pctX.puzzle.verify
1529
+Submitting DESIG project "pctX":
1530
+ -> pctX.puzzle.key(OK)
1531
+ -> pctX.puzzle.solution(OK)
1532
+ -> pctX.puzzle.verify(OK)
1533
+
1534
+SUCCESSFULLY SUBMITTED
1535
+</cli>
1536
+
1537
+NOTE: "DESIG" here is your class designation. It can be something like "cprog", "unix", "data", "discrete", "c4eng". You should know what your particular class designation is and substitute it into the submit line above.
1538
+
1539
+You should get some sort of confirmation indicating successful submission if all went according to plan. If not, check for typos and or locational mismatches.
1540
+
1541
+I'll be looking for the following:
1542
+
1543
+<code>
1544
+XX:pctX:final tally of results (XX/XX)
1545
+*:pctX:puzzle.key file submitted with correct values [#/#] (lower half of one-third)
1546
+*:pctX:puzzle.solution documents discovery of each letter [#/#] (two-thirds)
1547
+*:pctX:puzzle.verify provides verification information [#/#] (upper half of one-third)
1548
+</code>
1549
+
1550
+Additional points of consideration:
1551
+
1552
+ * if any restrictions are in force and they are ignored in the solving of the problem, up to 50% of credit can be deducted.
1553
+ * if solution is messy and disorganized, up to 50% of credit can be deducted (if I cannot easily tell how you got something).
1554
+
1555
+Point values for the various iterations of pctX projects:
1556
+
1557
+^ pct0 | 13 pts | bonus |
1558
+^ pct1 | 13 pts | bonus |
1559
+^ pct2 | 26 pts | |
1560
+^ pct3 | 26 pts | bonus |
1561
+^ pct4 | 26 pts | |
1562
+^ pct5 | 39 pts | bonus |
1563
+^ pct6 | 39 pts | |
1564
+^ pct7 | 39 pts | bonus |
1565
+^ pct8 | 39 pts | |
1566
+^ pct9 | 52 pts | bonus |
1567
+^ pctA | 52 pts | |
1568
+^ pctB | 52 pts | bonus |
1569
+^ pctC | 52 pts | |
1570
+^ pctD | 52 pts | bonus |
1571
+^ pctE | 52 pts | bonus |
1572
+
1573
+^ bwp1 | 39 pts | bonus |
1574
+^ bwp2 | 52 pts | bonus |
haas/spring2026/sysprog/projects/sppX.md
... ...
@@ -0,0 +1,76 @@
1
+# CSCS2730 Systems Programming
2
+
3
+## project: sppX
4
+
5
+### objective
6
+
7
+To immerse yourself in relevant and important aspects of library
8
+API, documentation, OS facilities, and other systems-level programming
9
+functionality, aided by the "Understanding UNIX/Linux Programming: A
10
+Guide to Theory and Practice" book that we will spend the semester
11
+exploring.
12
+
13
+### task
14
+
15
+Each week, throughout the semester, the aim will be to focus on a chapter
16
+in the book:
17
+
18
+* reading the chapter
19
+* discussing the chapter (in the class discord)
20
+* experimenting/playing with the content in your own code
21
+* identifying a UNIX tool or program you'd like to implement, making use of pertinent concepts (announce this in discord; where possible, I'd like each person to do a DIFFERENT thing)
22
+* implementing some UNIX tool or program that incorporates content covered in the given chapter (and where applicable, builds upon previous chapters). While not exclusively limited to programming problems at the end of each chapter, they are a good starting point (clear with me any deviations from that pattern).
23
+* code should include statement of limitations (what functionality does your code implement, what, especially compared to standard system tools, does it not implement)
24
+* no compiler notes, warnings, syntax errors, logical errors, or runtime errors (if there are compiler flags to issue, they should be clearly documented in the code/utilized in Makefile)
25
+* if you are implementing a UNIX tool (even if with only a subset of functionality), if it outputs in a certain way, or takes input in a certain way (as the core value of the tool), your implementation should, as best as possible, seek to conform with that structure of content.
26
+
27
+The overall aim is to enable you to challenge yourself, explore areas and
28
+concepts you are not familiar with, and grow as a programmer and problem
29
+solver. I don't want to see you just doing things the way you are
30
+familiar with (simply because you've always done them that way).
31
+
32
+### semester progress
33
+
34
+The outline of semester progress:
35
+
36
+```
37
+| week | project | chapter | points per item (PTS) | TOTAL |
38
+| ----- | ------- | ------------------- | --------------------- | ----- |
39
+| 2 | spp2 | Chapters 1 and 2 | 4 | 52 |
40
+| 3 | spp3 | Chapter 3 | 6 | 78 |
41
+| 4 | spp4 | Chapter 4 | 8 | 104 |
42
+| 5 | spp5 | Chapter 5 | 10 | 130 |
43
+| 6 | spp6 | Chapter 6 | 12 | 156 |
44
+| 7 | spp7 | Chapter 7 | 14 | 182 |
45
+| 8 | spp8 | Chapter 8 | 16 | 208 |
46
+| 9 | spp9 | Chapter 9 | 18 | 234 |
47
+| 10 | sppA | Chapter 10 | 20 | 260 |
48
+| 11 | sppB | Chapter 11 | 22 | 286 |
49
+| 12 | sppC | Chapter 12 | 24 | 312 |
50
+| 13-15 | eoce | Chapters 13, 14, 15 | | |
51
+```
52
+
53
+### submission criteria
54
+
55
+```
56
+TOTAL:sppX:final tally of results (TOTAL/TOTAL)
57
+*:sppX:read indicated chapter in book [PTS/PTS]
58
+*:sppX:asked, responded, worked through any questions [PTS/PTS]
59
+*:sppX:reveal of interesting insight, knowledge gained [PTS/PTS]
60
+*:sppX:discussion regarding chapter content, library, system [PTS/PTS]
61
+*:sppX:experimentation, playing reporting insights gained [PTS/PTS]
62
+*:sppX:selection of UNIX tool or program to implement [PTS/PTS]
63
+*:sppX:implementation of pertinent UNIX tool or program [PTS/PTS]
64
+*:sppX:statement of limitations in code [PTS/PTS]
65
+*:sppX:no warnings, compiler notes in code [PTS/PTS]
66
+*:sppX:no syntax errors in code [PTS/PTS]
67
+*:sppX:no logical errors in code [PTS/PTS]
68
+*:sppX:no runtime errors in code [PTS/PTS]
69
+*:sppX:duplicating similarly structured content in code [PTS/PTS]
70
+```
71
+
72
+Additionally:
73
+* Solutions not abiding by spirit of project will be subject to a 25% overall deduction
74
+* Solutions not utilizing descriptive why and how comments will be subject to a 25% overall deduction
75
+* Solutions not utilizing indentation to promote scope and clarity will be subject to a 25% overall deduction
76
+* 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/sysprog/projects/wcpX.md
... ...
@@ -0,0 +1,157 @@
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
+```
39
+| attribute | description | cap | points per | week available |
40
+| --------- | --------------------------- | --- | ---------- | -------------- |
41
+| discord# | active on class discord | 6 | 2pts | 1+ |
42
+| early | early submission (3+ days) | 1 | 2pts | 1+ |
43
+| repo | 4+ commits to repository | 1 | 2pts | 1+ |
44
+| present# | physically present | 2 | 1pts | 7+ |
45
+```
46
+
47
+You will see that, in a normal week a TOTAL of 16-18 points are possible
48
+(depending on particular attribute criteria)
49
+
50
+Each week I will require some subset of the above-stated activities to be
51
+done for participation, giving you choices on how you'd like to earn this
52
+credit. Depending on the combination, I may consider participation
53
+activities done in excess of the weekly cap as some form of bonus
54
+(applied to the participation component).
55
+
56
+NOTE: The eligibility for claiming a `discord#` attribute is based on
57
+on-topic, on-going interactions on the class discord channels. Direct
58
+Messages in Discord do NOT count.
59
+
60
+E-mails do NOT count toward participation.
61
+
62
+Part of your responsibility in the class is to participate in the
63
+learning environment with others.
64
+
65
+During week 1, since we are just getting started, `#generalchat` messages
66
+will be included in the list of acceptable participation sources (but
67
+will only be included for consideration in the first week).
68
+
69
+Pertinent interactions on `#puzzl-y-tastic` will also count towards
70
+acceptable participation sources.
71
+
72
+Cap on bonus points: one can only earn AT MOST HALF the stated weekly
73
+points in bonus form (or 2, if the halfway value is less than 2).
74
+
75
+For `#discord`, the time threshold between earnable points starts at 192
76
+minutes, and will increment by 192 with each passing earned attribute
77
+throughout the given week.
78
+
79
+Only posts (or accumulations of posts) of at least 32 words will be
80
+considered eligible. Accumulated triggers will only come to fruition once
81
+the necessary time lapse has transpired.
82
+
83
+wcp activity analysis is automated: the **wcp** tool will show you a
84
+daily report of what you've currently accumulated (updated once per day,
85
+sometime around midnight).
86
+
87
+## wcpX reports
88
+
89
+Each week there will be a `wcp#` report started for you to view your
90
+accumulated participation credit, which can be viewed using the `wcp`
91
+tool (on lab46).
92
+
93
+Failure to adequately participate under the terms of the available
94
+attributes by the deadline will result in lost credit: remembering and
95
+time management are important skills as well!
96
+
97
+The report will start on Thursday, and close by the end of that week
98
+Wednesday. You have between the open and close of a reporting period to
99
+perform your recognized participation activities.
100
+
101
+## Weekly Point Requirements
102
+
103
+Following will be a list of participation point tallies you will need to
104
+accumulate in a given week to get full credit:
105
+
106
+```
107
+| week | report | opens on | closes | total points needed |
108
+| NUM | NAME | | on | |
109
+| ---- | ------ | -------- | -------- | ------------------- |
110
+| 1 | wcp1 | 20240118 | 20240124 | 2 |
111
+| 2 | wcp2 | 20240125 | 20240131 | 2 |
112
+| 3 | wcp3 | 20240201 | 20240207 | 4 |
113
+| 4 | wcp4 | 20240208 | 20240214 | 4 |
114
+| 5 | wcp5 | 20240215 | 20240228 | 4 |
115
+| 6 | wcp6 | 20240229 | 20240306 | 4 |
116
+| 7 | wcp7 | 20240307 | 20240313 | 8 |
117
+| 8 | wcp8 | 20240314 | 20240320 | 8 |
118
+| 9 | wcp9 | 20240321 | 20240327 | 8 |
119
+| A | wcpA | 20240328 | 20240410 | 8 |
120
+| B | wcpB | 20240411 | 20240417 | 8 |
121
+| C | wcpC | 20240418 | 20240424 | 8 |
122
+| D | wcpD | 20240425 | 20240501 | 8 |
123
+| E | wcpE | 20240502 | 20240508 | 8 |
124
+```
125
+
126
+There are no make-ups. If you miss performing an activity, you can either
127
+make up the credit by other participation activities, or even make up for
128
+lost credit with bonus points in other weeks.
129
+
130
+## Viewing your current week participation report
131
+
132
+The sanctioned participation activities, when performed, leave a digital
133
+trail, which I capture.
134
+
135
+The spirit of this activity is that you are making genuine and honest
136
+contributions to participation each and every week.
137
+
138
+### Using wcp
139
+
140
+If you are within the report window for a particular week (say, week1, so
141
+the `wcp1` participation report is active), you can view your report
142
+using the `wcp` tool.
143
+
144
+It takes 2 arguments:
145
+
146
+* the class DESIG you are checking the report on (eg: c4eng, cprog, unix)
147
+* the wcpNUM report name (where NUM is `1` for wcp1/week1)
148
+
149
+And you can do so as follows (replace 'DESIG' with your lowercase class
150
+designation, for the appropriate week):
151
+
152
+```
153
+lab46:~$ wcp DESIG wcpNUM
154
+```
155
+
156
+This should bring up the current report, displayed to STDOUT in your
157
+lab46 terminal.
index.md
... ...
@@ -0,0 +1,15 @@
1
+```
2
+ _ _ _ _ __
3
+ | | __ _| |__ / | |_/ /
4
+ | |_/ _` | '_ \\_ _/ _ \
5
+ |___\__,_|_.__/ |_|\___/
6
+ -- g 7 n . o r g --
7
+```
8
+
9
+a gemini capsule
10
+
11
+# courses (spring2026)
12
+=> haas/spring2026/comporg CSCS2650 Computer Organization
13
+=> haas/spring2026/sysprog CSCS2730 Systems Programming
14
+=> haas/spring2026/cprog CSCS1320 C/C++ Programming
15
+=> haas/spring2026/unix CSCS1730 UNIX/Linux Fundamentals