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About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree...

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About the Major (CS at TAMU)
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Page 1: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

About the Major(CS at TAMU)

Page 2: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Main Points

• Explain the rationale for the core course sequence/degree plan for majors.

• Establish expectations: be prepared for the rigor required in this major, especially the role of mathematics

• Explain that application of computer science is inherently multidisciplinary.

Page 3: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

About the CS Department at TAMU• Know your advisors (in 325 Teague)

• Departmental organizations– AWICS – Aggie Women in Computer Science (Dr. Amato)– TACS – Texas A&M Computing Society (ACM chapter)– TAGD – Texas Aggie Game Developers (Dr. Keyser)– ACE Scholars – CSE honors program (Dr. Welch)

• Departmental seminars – M/W, 4:10, 124 HRBB– Watch for Distinguished Lecturers

Dr. Vivek Sarin Dr. Richard Furuta

Page 4: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Be Resourceful

• Degree plan, requirements, and course catalog (pre-reqs) available on web– BEWARE: not all courses are offered every semester

• CSCE department resources– computer accounts, email, labs...

• TAMU resources– library, SELL (software licenses for students)

• Be aware of expected course offerings on web• Ask questions of...

– your peers– the faculty

Page 5: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.
Page 6: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

CSCE 121

Introduction to programming (C++)

CSCE 314 Programming Languages

CSCE 315Programming Studio

CSCE 110 – PythonCSCE 111 – JavaCSCE 206 – C

CSCE 312 Computer Organization

CSCE 313 Intro to Computer Systems

CSCE 221 - Data Structures and Algorithms

CSCE 222 - Discrete Structures for Computing

400-level electives

CSCE 411Analysis of Algorithms

(or ENGR 112+CSCE 113 for CECN)

“systems” “theory”gateway to upper level

Page 7: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Other Classes

• Seminars: 181, 481• Upper-level electives (400)

– Tracks: at least one from each• Science classes (16 cr.)

– PHYS, CHEM, BIOL, or GEOS• Supporting area (12 cr.)

– Could be any interest area: math, business, music....– Must have a “computational” connection

• Capstone (CSCE 482/483)– Team-based projects

• ENGR 482 – Engineering Ethics

Page 8: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.
Page 9: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Plan Your College Career!

• It takes 126 hours to graduate– 126/8 = 15.75 hours a semester to graduate

in 4 years– How many hours are you taking?

• What courses will you take? When will you take those courses?

• Have a plan (it may change) or you could easily stay in college longer than you think

Page 10: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Example Schedule

Page 11: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Role of Mathematics in Computer Science

• Mathematical analysis plays a vital role in many computational systems...so be prepared for it.

• current requirements: – MATH 151, 152 (calc)– MATH 304 (lin alg)– STAT 211 – MATH 251 (vector calc) OR 302 (discrete

math) OR 304 (diff eqns)

Page 12: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

• Solving recurrence relations to estimate run-time complexity

for (i=0 ; i<n ; i++)

for (j=0 ; j<i ; j++)

<do something>

i=0:

i=1: j=0

i=2: j=0, j=1

i=3: j=0, j=1, j=2

...

• Surface representations?

Combinatorics

Page 13: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

• Matrix calculations are useful for...– Transformations in Graphics– Scientific computing, e.g. finite element

methods

Linear Algebra

)0,0(

),( hw

Page 14: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

• Matrix calculations are useful for...– Transformations in Graphics– Scientific computing, e.g. finite element

methods

Linear Algebra

Page 15: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

• Matrix calculations are useful for...– Transformations in Graphics– Scientific computing, e.g. finite element

methods

Linear Algebra

15

Page 16: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Fourier Transforms

•Useful for analyzing/compressing images, sound files, speech recognition

Page 17: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Fourier Transforms

•Useful for analyzing/compressing images, sound files, speech recognition

Page 18: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Fourier Transforms

Fourier

•Useful for analyzing/compressing images, sound files, speech recognition

Page 19: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Fourier Transforms

Fourier

•Useful for analyzing/compressing images, sound files, speech recognition

Page 20: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Fourier Transforms

Fourier

•Useful for analyzing/compressing images, sound files, speech recognition

Page 21: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

• Compare performance of algorithms using empirical experiments

• Evaluate performance of system under different loads• Data analysis - finding trends, predictive models

• Distributions– Binomial, Gamma, Poisson, Gaussian

Statistics

Page 22: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

• Physical simulation, light transport

Calculus

Page 23: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

• Physical simulation, light transport

Calculus

Page 24: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

The Multidisciplinary Nature of Computer Science

• Sometimes, CS may feel like a branch of mathematics (combinatorics, proofs of correctness, analysis of complexity...)

• However, CS becomes important to society when it is applied to real-world problems

Page 25: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

• Information Technology is pervasive– computation, simulation, connectivity– meteorology, health care, construction,

mapping, oil industry, pharmaceuticals, communication, financial markets, entertainment, even the military

• More fields are becoming ‘data-centric’– digitization– amassing huge databases (petabytes)– many jobs in software industry focus on

processing/analyzing this data– “Data Science” - databases, search, machine

learning, statistics, pattern recognition

Page 26: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

• Each application area has its own lingo– domain concepts, like anatomy/physiology...– types of data, format, sources of error

• Software engineers must learn how to communicate with customers– to understand users’ needs in that field– This is why we encourage you to develop an

orthogonal interest in a “supporting area”

• Since users don’t understand what things are possible/impossible with computers, we have to help guide the design– if we don’t use and understand their terminology, they

won’t respect us, and nothing gets done

Page 27: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

• More application areas:– business processes, quantitative trading– music – MIDI format, synthetic music, sound

synthesis, filtering– biology – genomes, metabolic pathways,

protein interactions, regulatory networks– archeology – cataloging of artifacts,

searching, imaging, reconstruction– automobile design – engine controllers for fuel

efficiency/power, heat, emissions, manufacturing

– aerospace engineering - fluid dynamics and airfoil design, air-traffic control (congestion, routing), automation and displays in cockpit

your interest is your own, but thinkabout how it involves computation...

Page 28: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

• Another example: Interface Design (GUIs) and Cognitive Science – in order to design good interfaces, it helps to

understand how people think– how do they respond to different visual inputs?

e.g. button size, color, placement– should have a “cognitive model” of what tasks

they might be doing and what questions they might have

– cognitive factors that impact software usage: • attention, interference between perceptual modalities• limits on short-term memory• consistency – e.g. meaning of buttons like “submit”

and “cancel”• fatigue, distraction, expectation biases...

Page 29: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Summary• The course sequence focuses on learning data

structures and algorithms at the lower level (along with systems and programming)

• Based on this foundation, you can take many upper-level electives.

• Be prepared for the rigor required in this major. Many topics in CS require mathematics.

• Computer science is inherently multidisciplinary, and it is important to learn the concepts and terminology in an application area.

Page 30: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Mathematics and Graphics

• Calculus• Linear Algebra• Differential

Equations• Real Analysis• …

Graphics is mathematics made visible

Data Structures Searching Asymptotic Analysis Parallel Computing …

Mathematics Computer Science

Page 31: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

What are Fractals?

• Recursion made visible

Page 32: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

What are Fractals?

• Recursion made visible

Page 33: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

What are Fractals?

• Recursion made visible

Page 34: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

What are Fractals?

• Recursion made visible

Page 35: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

What are Fractals?

• Recursion made visible

Page 36: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Rendering Fractals

Page 37: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Rendering Fractals

Page 38: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Rendering Fractals

Page 39: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Rendering Fractals

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Rendering Fractals

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Rendering Fractals

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Rendering Fractals

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Rendering Fractals

Page 44: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Rendering Fractals

Page 45: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Rendering Fractals

Page 46: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Rendering Fractals

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Rendering Fractals

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Rendering Fractals

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Rendering Fractals

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Rendering Fractals

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Rendering Fractals

Page 52: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Rendering Fractals

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Rendering Fractals

Page 54: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Rendering Fractals

Page 55: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Rendering Fractals

Page 56: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Rendering Fractals

Page 57: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Rendering Fractals

Page 58: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Rendering Fractals

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Rendering Fractals

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Rendering Fractals

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Rendering Fractals

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Rendering Fractals

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Rendering Fractals

Page 64: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Rendering Fractals

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Rendering Fractals

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Rendering Fractals

Page 67: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Rendering Fractals

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Rendering Fractals

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Rendering Fractals

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Rendering Fractals

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Rendering Fractals

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Rendering Fractals

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Rendering Fractals

1T 3T2T

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Rendering Fractals

1T 3T2T

1T 2T 3T

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Rendering Fractals

1T 3T2T

1T 2T 3T

Page 76: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Rendering Fractals

1T 3T2T

1T 2T 3T

Page 77: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Rendering Fractals

1T 3T2T

1T 2T 3T

Page 78: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Fractal Tennis

Start with any point x

For ( i=1; i<100; i++ )

x = Trandom(x)

For ( i=1; i<100000; i++ )

draw(x)

x = Trandom(x)

Page 79: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Fractal Tennis

Start with any point x

For ( i=1; i<100; i++ )

x = Trandom(x)

For ( i=1; i<100000; i++ )

draw(x)

x = Trandom(x)

Gets a point on the fractal

Page 80: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Fractal Tennis

Start with any point x

For ( i=1; i<100; i++ )

x = Trandom(x)

For ( i=1; i<100000; i++ )

draw(x)

x = Trandom(x)

Creates new points on the fractal

Page 81: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Fractal Tennis – Example

25,000 Points

Page 82: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Fractal Tennis – Example

50,000 Points

Page 83: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Fractal Tennis – Example

75,000 Points

Page 84: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Fractal Tennis – Example

100,000 Points

Page 85: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

Fractal Tennis – Example

125,000 Points

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Fractal Tennis – Example

150,000 Points

Page 87: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

More Fractals

Page 88: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

More Fractals

Page 89: About the Major (CS at TAMU). Main Points Explain the rationale for the core course sequence/degree plan for majors. Establish expectations: be prepared.

More Fractals


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