Questions Asked In CSE372 2010 Fall

      the final

        How many questions in the final


        But you can only get credit for 8. See [ finals.html ] and [ mock.html ] for more info.

        Are notes ok in the final


        How many sheets of notes for the final

        One sheet, 8.5><11 or smaller, both sides, any size font.

        Will ERDs and DFDs be on the final

        The final has one question that requires a ERD and another some DFDs.

        What topics on the final

        [ finals.html ]

        Any particular topics on the final

        Yes -- all the diagrams, notations, and algorithms.

        What is the best way to study for the final

        Look at past questions. Try to do them. Compare answers with (1) the notes, (2) other people's answers or bring them to my office.

        How will you grade the final

        I grade each question separately with names hidden -- as far as I can.

        I then add up the points from the 8 questions you've done.

        This is less than 200 points.... and I add it to the rest including any bonuses.

        Then I apply the procedure in the syllabus [ Grading in syllabus ]

      . . . . . . . . . ( end of section the final) <<Contents | End>>

      Management does most of the stuff in the is class

      They do. But promotable programmers will do them as well as.

      Normalization -- When and Why

      When -- any time you think about any set of data ask your self: what is the key, are their any repeating groups, any part key dependencies, any non-key dependencies....

      Why -- To uncover the hidden logic in given sample data. And to remove anomalies from your data base/data structures.

      The correct way to normalize data -- is it like this

      0F: *key(stuff,stuff,.....)

      No. More like this

    1. Entity_name ( **prime_keys, stuff, *Foreign_key, stuff,...)

      However we often create the Entity_name by looking at the prime_keys. But we do not just copy the key name as an entity. Example: studentId is a key for Student, Class has key Class_number, ...

      Please go over Data Dictionaries.

      A data dictionary is a list of definitions. Each definition defines in detail the terms that appear in the analysis and design. It should describe: external entities, Data Stores, processes, data flows, entities, attributes=elements, aliasses, normalized data tables, keys, business rules, conditions, algorithms, etc. It should define syntax and semantics. It should provide some clues as to the purpose of the data.

      The function of a data dictionary is to provide accurate answers to questions like "What do mean by ....".

      It may (I guess) even have use cases in it.

      There are many formats. I have my own and there are tabular ones as well [ a5.html ]

      Which do I like Chen or UML notation for ERDs


      Are there are compelling reasons to use Chen

      Managers and Teachers.

      Is there any transition between DFDs and ERDs

      No.... you could do either first depending on what is going on. But.... there is a link -- Correct DFD have data stores named the same as entities in the ERD.

      There is know way to deduce the structure of data (ERD) from the processing(DFD), and vice versa.

      Is the implementation process specifically just how the project should be started

      No.... it describes how to finish the project.... the steps that convert designs into running systems.

      ERD vs Activity diagrams

      Use activity diagrams to describe complex algorithms and procedures. They are not good at data.

      Use ERDs to describe data. They are no good at defining processes.

      If you need to define both data and processes.... use a DFD to connect them!

      Draw a UML2.0 activity diagram for the algorithm of Cost-Benefit Analysis

      In this kind of question I'm looking for good UML rather than perfect recall of the procedure/algorithm. The actual diagram would be large and so I present it here in two parts. I would give full credit for this

      [Cost Benefit:= List costs and benefits, until profitable calculate PV of costs and benefits

      (Done with Apple iMac Pages).

      Or this rough draft [ costBenefit1.tif ] (Tagged Information File Format? Scanned from pencil sketch).

      Or this [ costBenefit2.gif ] [ costBenefit2.png ] (Calculate PVs of Cash Flows done with Dia).

      What do we need to know about testing

      Know the names of the different kinds of tests and what they stand for.

      What development processes to know before going into industry

      The Trad SDLC shown in this class is fundamental. But also know the agile processes that improve on it.

      You also need an OO software development process and a structured process.

      Know about TDD!

      Which data base is easiest to us with no prior experience

      MS Access and FileVision are easy to use and limited in possibilities.

      More about use cases

      Take CSE375 -- it is all about use cases as a tool for analysing requirements and coming up with software designs.

      Right now start at [ r2.html#Use cases on the Wikipedia ] and read the 6 linked pages, and two books that follow.

      When you draw a use case diagram do you cover all of them in one diagram or one for each use case

      A use case diagram should show many use cases. If possible, all of them. Other wise you have to package several use cases and have a use case diagram for each package -- this is when you have 20 or 30 or more use cases. Also the use cases are not oversimplified.

      Planning field trips

      I choose enterprises that (1) are easy to get to, (2) are good examples, and (3) I have contacts. I was lucky that our IT people fitted the bill.

      Where to start fact finding

      Got for samples of data, paper work, software code, data base descriptions,.... because people are sensitive...

      One thing to take away from this class

      T H I N K !

      (and don't try to be too clever).

      Why do I use a static web pages for my courses

        This question caused me a lot of thought rechecking my problem analysis and requirements for my web pages.

        In this class there are two problems that these web pages are aiming to solve:

      1. The text books are expensive.
      2. So students can not get a copy until too late.
      3. The text books do not match my objectives for this class.
      4. So, I spend a lot of time correcting the book and skipping large chunks of it.
      5. So, the money is wasted any way.

        Previously, faced with this problem, I wrote a text and the book store published it and charged an embarrassing amount even tho' I got nothing out of the transaction. Asking the campus photocopying service to print copies would kill the CSE budget.

        So my Vision is a text book replacement. I planned to use the web to distribute the text. My goal is to provide the info to the oldest and cheapest clients -- I don't want my teaching to go to only the well-off techies! It must be accessible any where on campus (free) and at home (on a cheap link). Notice: cheap link implies fewer graphics. Similarly it must work on any browser -- on any client platform -- and so it will not use either risky or bleeding edge technology: no Flash, JavaScript, DHTML, downloadable executables, etc.

        Hence all the pages are in plain static HTML with a few simple styles and forms.

        The time is probably right to go to more complex style sheets. The cost (my time is at a premium) of changing 1000 pages to a more complex technology -- say a content management system -- is greater than any expected benefits. A senior project to redesign the look and feel has yet to produce any results I can use.

        I could include more interaction. I have a feature in my current system for embedding multichoice review questions -- the only only reason I haven't done them in my current classes is lack of ideas, energy, and time. Here is a sample [ ../cs360/notes/03.logout.html#Questions ] (by the way, the "plugin" link is dead).

        Another step forward into rich media looks feasible. But experiments have not paid off. I twice I experimented with including audio -- (1) directly in pages, and (2) as Podcasts -- and wasted the time generating them. The Podcast files took up all the available storage on the web server that quarter as well.

        Doing good video, in my experience, takes more expertise and equipment than this campus provides.

      . . . . . . . . . ( end of section Why do I use a static web pages for my courses) <<Contents | End>>


  1. TBA::="To Be Announced".
  2. TBD::="To Be Done".


    Notes -- Analysis [ a1.html ] [ a2.html ] [ a3.html ] [ a4.html ] [ a5.html ] -- Choices [ c1.html ] [ c2.html ] [ c3.html ] -- Data [ d1.html ] [ d2.html ] [ d3.html ] [ d4.html ] -- Rules [ r1.html ] [ r2.html ] [ r3.html ]

    Projects [ project1.html ] [ project2.html ] [ project3.html ] [ project4.html ] [ project5.html ] [ projects.html ]

    Field Trips [ F1.html ] [ F2.html ] [ F3.html ]

    [ about.html ] [ index.html ] [ schedule.html ] [ syllabus.html ] [ readings.html ] [ review.html ] [ glossary.html ] [ contact.html ] [ grading/ ]