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2024年5月26日发(作者：matlab图像处理论文)
Instructor's Guide
to Accompany
Computer Science: An Overview
Tenth Edition
J. Glenn Brookshear
This manual is a supplement to the text Computer Science: An Overview, tenth edition. It
consists mainly of answers to the chapter review problems although it also contains some
comments regarding the material in that text. The chapters in the manual are coordinated
with the parent text. That is, to find material relating to Chapter 4 in the text, turn to
Chapter 4 of this supplement.
Chapter Zero
INTRODUCTION
Chapter Summary
This chapter introduces computer science as the discipline that seeks a scientific foundation for
topics such as computer design, computer programming, algorithmic processes, etc. It gives an
informal introduction to the concept of an algorithm (more detail is given in Chapter 5) and
discusses how this concept forms the foundation of the field known as computer science. The
chapter also presents a brief history of computing machinery, introduces the concept of abstraction,
and sets the stage for future discussions social/professional/ethical considerations.
A major goal of this chapter is to establish the concept of computer science as being the
underpinning for the development of the computer applications with which students are familiar.
Most introductory students will have seen computing/computer science only in the context of
using application software, Web browsing, and perhaps some programming. Thus, they may not
understand the distinction between studying computer science and learning how to use today’s
computer application software. I find it helpful to explain that computer science deals with the
development of tomorrow’s application software, rather than learning how to use the applications
of today.
Comments
1. This introductory chapter is included to set the stage—not to be the final word on the topics
presented. The goal at this point is merely to develop an intuitive understanding of the ideas and
the terminology involved.
2. When writing this introduction, I envisioned a chapter that would be used largely as a reading
assignment. Students tend to start a new semester with a fresh, enthusiastic attitude. They are eager
to get started and have resolved that this semester "I'll keep up and stay organized." I like to take
advantage of this enthusiasm. Thus, I assign this chapter as a reading assignment on the first day of
class and spend very little time discussing it. In my courses, class presentation usually starts with
material from Chapter 1.
3. Those of us who teach introductory computer science courses are always looking for interesting
algorithms to use as examples. Along these lines I've drawn from the art of origami (see the bird
folding algorithm in Chapter 5) for some time. Introductory students seem to enjoy working with
an algorithm that does something "different." I've also drawn from the field of magic for such
examples. I hope you like the example in Figure 0.2 of the text and find it useful.
4. Most beginning students don’t distinguish between data processing and computer science. They
don't understand that there is much more to computer science than Web browsing and writing
programs. In this regard, I like to use the following quote from Charles Darwin. "... science consists
of grouping facts so that general laws and conclusions may be drawn from them."
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5. The topics discussed throughout the text collectively provide an understanding of computer
science. There is probably no single topic that a student must know. (Do students really have to
know about error correcting codes, two's complement arithmetic, the bootstrap process, or the
significance of the halting problem?) So don't hesitate to skip a topic if it doesn't fit your course
goals. On the other hand, I encourage you to cover a wide range of topics. The goal is to introduce
students to computer science by presenting a variety of topics in enough detail to expose the
realities of the issues involved. (Each individual topic may not be necessary on its own, but together
they paint an important picture.)
Maintaining this perspective is perhaps more of a challenge when teaching a computer literacy
course than a course within a computer science curriculum. In these former cases there is a
temptation to skip the more challenging or tedious topics since "they don't need to know that
anyway." In contrast, I prefer to go ahead and present such subjects in a manner compatible with
the audience and then adjust the level of assignments and exams to match the objectives of the
particular course and the abilities of the students. (I think a major problem in today's education is
that we avoid challenging topics. In turn, the students have learned to view formal course work as
an irrelevant waste of time and treat it accordingly. They perform poorly, we decide we need to
simplify the course further, and the cycle continues.)
6. You may want to point out that the discussion of ethical theories in Section 0.6 is there merely to
suggest that before one takes the position that “I’m right and you’re wrong,” one should think
about the source of his/her opinion. This is not a course on the philosophy of ethics, so don’t let
your students get bogged down in the differences between duty-based and contract-based ethics.
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