Java Zoo a Tool for Interactive Java Instruction

Games have been a form of entertainment for centuries and used to focus and motivated which is a great feature that can be utilize games as the basis for creating game-based educational applications. Games are part fun and part leisure, trying to educate using games is very interesting, but care must be taken in designing the game interfaces as they should be simple, attractive, usable, and at the same time portray the concept of learning. Many students have found Computer Science as a very challenging subject and some of the most challenging for some new CS1 students is their first programming language. We lose many students to other majors at the level of CS1 and can weed out potential great future computer scientists. In our computing department, Java is the first programming language and many students have problems with it because they do not understand the concepts of classes, objects, encapsulation, inheritance and polymorphism. It has been found that games motivate students and focuses them for long period of time. With long periods of time being required to have basic functional understanding of programming language, games can play an important role for intrinsic motivation. We propose a Java game called “JavaZOO” to demonstrate the concepts of programming by mapping the animal kingdom to the object-oriented design principles

Pedagogical Possibilities for the 2048 Puzzle Game

In this paper, we describe an engaging puzzle game called 2048 and outline a variety of exercises that can leverage the game’s popularity to engage student interest, reinforce core CS concepts, and excite student curiosity towards undergraduate research. Exercises range in difficulty from CS1-level exercises suitable for exercising and assessing 1D and 2D array skills to empirical undergraduate research in Monte Carlo Tree Search methods and skilled heuristic evaluation design

Quantum theta functions and Gabor frames for modulation spaces

Representations of the celebrated Heisenberg commutation relations in quantum mechanics and their exponentiated versions form the starting point for a number of basic constructions, both in mathematics and mathematical physics (geometric quantization, quantum tori, classical and quantum theta functions) and signal analysis (Gabor analysis). In this paper we try to bridge the two communities, represented by the two co--authors: that of noncommutative geometry and that of signal analysis. After providing a brief comparative dictionary of the two languages, we will show e.g. that the Janssen representation of Gabor frames with generalized Gaussians as Gabor atoms yields in a natural way quantum theta functions, and that the Rieffel scalar product and associativity relations underlie both the functional equations for quantum thetas and the Fundamental Identity of Gabor analysis.Comment: 38 pages, typos corrected, MSC class change

Exotic Smoothness and Physics

The essential role played by differentiable structures in physics is reviewed in light of recent mathematical discoveries that topologically trivial space-time models, especially the simplest one, ${\bf R^4}$, possess a rich multiplicity of such structures, no two of which are diffeomorphic to each other and thus to the standard one. This means that physics has available to it a new panoply of structures available for space-time models. These can be thought of as source of new global, but not properly topological, features. This paper reviews some background differential topology together with a discussion of the role which a differentiable structure necessarily plays in the statement of any physical theory, recalling that diffeomorphisms are at the heart of the principle of general relativity. Some of the history of the discovery of exotic, i.e., non-standard, differentiable structures is reviewed. Some new results suggesting the spatial localization of such exotic structures are described and speculations are made on the possible opportunities that such structures present for the further development of physical theories.Comment: 13 pages, LaTe

Exotic Differentiable Structures and General Relativity

We review recent developments in differential topology with special concern for their possible significance to physical theories, especially general relativity. In particular we are concerned here with the discovery of the existence of non-standard (``fake'' or ``exotic'') differentiable structures on topologically simple manifolds such as $S^7$, \R and $S^3\times {\bf R^1}.$ Because of the technical difficulties involved in the smooth case, we begin with an easily understood toy example looking at the role which the choice of complex structures plays in the formulation of two-dimensional vacuum electrostatics. We then briefly review the mathematical formalisms involved with differentiable structures on topological manifolds, diffeomorphisms and their significance for physics. We summarize the important work of Milnor, Freedman, Donaldson, and others in developing exotic differentiable structures on well known topological manifolds. Finally, we discuss some of the geometric implications of these results and propose some conjectures on possible physical implications of these new manifolds which have never before been considered as physical models.Comment: 11 pages, LaTe

The abstraction transition taxonomy: developing desired learning outcomes through the lens of situated cognition

We report on a post-hoc analysis of introductory programming lecture materials. The purpose of this analysis is to identify what knowledge and skills we are asking students to acquire, as situated in the activity, tools, and culture of what programmers do and how they think. The specific materials analyzed are the 133 Peer Instruction questions used in lecture to support cognitive apprenticeship -- honoring the situated nature of knowledge. We propose an Abstraction Transition Taxonomy for classifying the kinds of knowing and practices we engage students in as we seek to apprentice them into the programming world. We find students are asked to answer questions expressed using three levels of abstraction: English, CS Speak, and Code. Moreover, many questions involve asking students to transition between levels of abstraction within the context of a computational problem. Finally, by applying our taxonomy in classifying a range of introductory programming exams, we find that summative assessments (including our own) tend to emphasize a small range of the skills fostered in students during the formative/apprenticeship phase

Visual and Textual Programming Languages: A Systematic Review of the Literature

It is well documented, and has been the topic of much research, that Computer Science courses tend to have higher than average drop out rates at third level. This is a problem that needs to be addressed with urgency but also caution. The required number of Computer Science graduates is growing every year but the number of graduates is not meeting this demand and one way that this problem can be alleviated is to encourage students at an early age towards studying Computer Science courses. This paper presents a systematic literature review on the role of visual and textual programming languages when learning to program, particularly as a first programming language. The approach is systematic, in that a structured search of electronic resources has been conducted, and the results are presented and quantitatively analysed. This study will give insight into whether or not the current approaches to teaching young learners programming are viable, and examines what we can do to increase the interest and retention of these students as they progress through their education.Comment: 18 pages (including 2 bibliography pages), 3 figure