email: offner "at" cs.umb.edu
Aside from this web page, and pages it points to, I will be providing other course material as files (not web pages!) under ~offner/cs450. Feel free to poke around there. Anything there is for you to take.
hw1: Scheme syntax; recursion and iteration; applicative-order and normal-order evaluation.
hw2: List manipulation and recursion.
hw3 Transforming units.
hw4: Assignment, local state, the environment model, dynamic programming, and the remarkable effectiveness of memoization.
hw5 : Streams and delayed evaluation.
hw6 : The metacircular evaluator.
hw7 : Modifying the metacircular evaluator.
hw8 : Computing with register machines. Modifying the register machine simulator.
hw9 : The explicit-control evaluator. Implementing tail-recursion.
hw10 : Compilation!
If you are planning to take cs450 this term, you must meet with me in my office (S-3-130) either before or after the first class on Tuesday, Sept. 5. I will be at UMB at 4:30 PM on Tuesday for this purpose, and I will stay after class as long as necessary. I don't want to waste the first class period talking to everyone individually, but I do want to make sure that everyone in the course is really prepared for it. If you don't meet with me, I will assume you are not in the class.
You should come to this meeting having filled out a questionnaire, which is available as a PDF file:
Please make sure you fill out this questionnaire in advance, and please make sure you fill out all the items on that questionnaire fully. If you leave any out, I'll just have ask you to come back when you have completed it.
So print that out and fill it out ahead of time. (You will also need to read ~offner/cs450/honesty.pdf, which you should also print out and keep)
Please also read this course home page carefully for more information about the course. You are responsible for understanding everything on this page.
These prerequisites are important. If you have not had both of them (and I hope you have done well in both of them), you should not be enrolled in this course.
I really mean this. This course is intensive. You will spend many hours and many days each week doing the work. And that's if you are well prepared. It's a great course if you're ready for it—you'll learn a lot, and you'll be amazed at the remarkable things you will find yourself able to do.
But this only happens if you're really prepared for the course. If you're not, don't fool yourself into thinking you can just "work really hard" and get through it. I have had students who were not prepared for the course tell me they were "self-starters" and would "work really hard". They did work really hard. And they all failed.
Class meetings: Tu/Th 5:30-6:45 PM in room M-3-430. (That's in the McCormack building.)
Office hours: Before class: Tu/Th 4:30-5:15 PM
Structure and Interpretation of Computer Programs, Second Edition (paperback)
by Harold Abelson and Gerald Jay Sussman with Julie Sussman
MIT Press, 1996
A word about our textbook: Computer science is still a rapidly growing field, and you may be used to having books that are very recent. So why do we use this book? Here is the answer: This is one of the great books of computer science. Arguably, it's one of the great books of the last century, in any field. Every serious computer scientist knows and loves this book. You will too.
One thing you have to watch out for is that in a few very minor respects the book is slightly out-of-date. It was written just as Scheme was being put in its modern form, and there are a very few constructions in the book that are not in Scheme today. In particular, there is no symbol named "nil". You won't have to worry about that in the beginning (or much at all, for that matter).Syllabus:
We will cover Chapters 1 and 2 of the text very quickly. Then we will spend a major amount of time on Chapters 3, 4, and 5.
Chapters 1 and 2 cover functional programming, data abstraction, and the duality between data and operations on data.
Chapter 3 covers imperative programming, programs with mutable state, delayed operations, and some remarkable programs that can be built with these capabilities.
Chapter 4 describes a Scheme interpreter written in Scheme. We will modify that interpreter in order to study different ways in which languages behave and how they can be implemented so as to behave in those ways.
Chapter 5 discusses three programs:
There will be no exams. All the work in this course will be homework. There will be 10 assignments, each involving some written work and also some programming. Each assignment will involve an extensive amount of work. Assignments 1 and 2 will be somewhat easier than the others (and will count for somewhat less when I calculate grades). The assignments will be handed out with ample time allowed to finish them. I will not accept late assignments.
All Scheme code that you write in this course must work under UMB Scheme as installed here at UMB. The sources for UMB Scheme are publicly available, and so you may install this also on your own machine at home or elsewhere if you wish. (If you are on a Linux system and you are trying to compile from the sources and you are having problems, try using the modified sources in ~offner/tools/src/scheme-3.2-for-Linux.tar.) Even if you do install UMB Scheme on your own machine, please be sure to double-check by running your code here at UMB before it is due.
UMB Scheme has very minimal support for debugging. There is one other Scheme interpreter that is much more useful in that respect and that you may want to make use of:
If you use DrRacket, set the language to "R5RS". (Ask me if you can't figure out how to do this.) This will probably be pretty close to what UMB Scheme supports. But be careful: you still have to test this on UMB Scheme as installed here.
Once again: if you use DrRacket (or any other Scheme interpreter) make sure your code continues to work here under UMB Scheme.
Many students shy away from asking questions. Sometimes they think it will make them look stupid. Often they think I will have a low opinion of them.
Exactly the opposite is true. I expect you to ask me questions. Asking me questions does not lower your grade. It does not indicate to me that you are ignorant. What it does tell me is that you are taking this work seriously. That's a very good thing.
When I first started learning about this field, I had a lot of questions. Each time I teach this course, I have a few more questions. Questions are good. If you don't ask questions, I worry that you are not really understanding this material.
Even if you think your question is "stupid", please ask it anyway. In the first place, I've never really been asked a stupid question. In the second place, my job is to answer your questions. You are paying good money for this course. You are entitled to get your questions answered, and I'm happy to do this. I really mean it.
Finally, I guarantee you that if you ask a question in class, there will be several other students with the same question, and they will be so grateful to you for asking it. So don't be afraid. Many times I have found that it is the very best students in the class who ask the most questions.
A Note About Written Work
An important part of this course is for you to begin to learn how seasoned engineers design and implement projects. To do this, they have to communicate clearly with each other. In almost every assignment, I will ask you to write down some explanations, some thoughts on design, or something similar. I expect these essays to be written clearly, so that I can understand what you are saying. Remember—it is not my job to guess what you mean, any more than it is the computer's job to guess what your programs mean. A significant part of your grade in this class will be determined by this written work.
In particular, you should always run a spell-checker on your written work, and you should look it over for proper grammar and usage. I am going to be pretty serious about this. Spelling errors are easy to catch with a spell checker, and I expect you to use one.
Also, this is written work, not text messaging to your buddies. "u" is not how you spell "you". "2" is not how you spell "to". "thanx" is not how you spell "thanks". You want to be a professional; here is the time to start writing like one.
I understand that there will be students in this class whose first language is not English. Whether or not this is true in your case, I am quite willing to help each of you in any problems you may have expressing yourself clearly—just come to my office hours or send me email, and I'll be glad to help as much as I can.
The work you hand in must be in plain text. It can't be in Microsoft Word format or anything else with embedded control characters. And it can't have any lines longer than 80 characters. I really mean this. It won't print out right if it has long lines. Unfortunately some students don't tend to take this seriously, so let me just say that I plan to take points off for lines that are over 80 characters in length.
Here are some suggestions for how to produce acceptable text files:
If you prepare plain text on a Microsoft platform, then when you transfer it to the Unix system at UMB the line endings will most likely be all wrong. You many not notice this, since many editors and text viewers are forgiving about this. But it will definitely screw up my printing scripts.
Fortunately, it's quite easy to fix. On Unix at UMB, just run
and it will fix up your file.
You can configure emacs so that it will help you keep your lines to a
maximum of 80 characters by creating (if you don't already have) a file
named .emacs (note the initial dot) in your home directory, and putting the
(setq-default fill-column 80)
in it. (setq is the emacs lisp version of set! in Scheme,
and setq-default is a variant which seems to be needed here.)
Then if you place the point (i.e., the cursor) anywhere in a paragraph and type M-q (i.e., "meta q", which you can always do by typing the escape key and then q, although often the "alt" is bound to "meta", and it acts as a shift key—you hold it down while typing the q), then the paragraph will get adjusted so that none of its lines is more than 80 characters long.
Another useful thing to put in your .emacs file is this line:
(setq ispell-check-comments t)
This will cause the built-in spell checker in emacs (which is called "ispell")
to check spelling of words inside comments as well as everything else. This
is probably what you want.
And here is a third line for your .emacs file:
(setq-default indent-tabs-mode nil)
This stops emacs from using TAB characters when performing automatic
indentation. This is almost always what you want—TAB characters tend to
screw things up, and you want to avoid them.
A Note About Emacs
Learn it. If you haven't learned it yet, learn it now. It will be very useful to you in your whole career. In this course you can't use any sort of WYSIWIG editor like Microsoft Word, and simple-minded editors like notepad and vi and such are going to cause you all sorts of problems. Believe me, I've seen this again and again. I know that students are under all sorts of time pressure, and I have seen too many students who just figured they didn't have time to learn emacs and so would just struggle through using vi or notepad or some other brain-dead editor. They invariably ended up making a lot more work for themselves than if they had just spent some time and learned emacs. And in almost all cases, the work they handed in was extremely sloppy and caused a lot of headaches for both me and the grader.
So learn emacs. You'll thank me for this some day.
Some Useful References:
Unix for the Impatient (Second Edition) by Paul W. Abrahams and Bruce R. Larson Addison-Wesley, 1997The book comes with a CD that you might find useful as well. It covers the basics of the typical Unix environments, and also gives a nice short introduction to the Emacs editor, which you should absolutely learn now if you haven't yet—see the note above. To find the best price for this book, go to http://www.addall.com and search for it.
Some University Policies:
Students are required to adhere to the polices expressed at University web site Academic Policies and Rights.
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 offer guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, students may obtain adaptation recommendations from the Ross Center for Disability Services, Campus Center, UL, Room 211, (617-287-7430). The student must present these recommendations and discuss them with each professor within a reasonable period, preferably by the end of Drop/Add period.