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1 Chapter 5: Algorithms Computer Science: An Overview Computer Science: An Overview Eleventh Edition by J. Glenn Brookshear Copyright © 2012 Pearson Education, Inc. Chapter 5: Algorithms 5.1 The Concept of an Algorithm 5.2 Algorithm Representation 5.3 Algorithm Discovery 5.4 Iterative Structures 5.5 Recursive Structures Copyright © 2012 Pearson Education, Inc. 0-2 5.6 Efficiency and Correctness
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Page 1: Chapter 5: Algorithmslanubile/fisica/PPT Chap 1105.pdfTitle Microsoft PowerPoint - PPT Chap 1105 [modalità compatibilità] Author lanubile Created Date 2/25/2012 11:50:41 PM

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Chapter 5:Algorithms

Computer Science: An OverviewComputer Science: An OverviewEleventh Edition

by J. Glenn Brookshear

Copyright © 2012 Pearson Education, Inc.

Chapter 5: Algorithms

• 5.1 The Concept of an Algorithm

• 5.2 Algorithm Representation

• 5.3 Algorithm Discovery

• 5.4 Iterative Structures

• 5.5 Recursive Structures

Copyright © 2012 Pearson Education, Inc. 0-2

• 5.6 Efficiency and Correctness

Page 2: Chapter 5: Algorithmslanubile/fisica/PPT Chap 1105.pdfTitle Microsoft PowerPoint - PPT Chap 1105 [modalità compatibilità] Author lanubile Created Date 2/25/2012 11:50:41 PM

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Definition of Algorithm

An algorithm is an ordered set of unambiguous, executable steps that defines a terminating process.

Copyright © 2012 Pearson Education, Inc. 0-3

Algorithm Representation

• Requires well-defined primitives

• A collection of primitives constitutes a programming language.

Copyright © 2012 Pearson Education, Inc. 0-4

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Figure 5.2 Folding a bird from a square piece of paper

Copyright © 2012 Pearson Education, Inc. 0-5

Figure 5.3 Origami primitives

Copyright © 2012 Pearson Education, Inc. 0-6

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Pseudocode Primitives

• Assignment

name expression

• Conditional selection

if condition then action

Copyright © 2012 Pearson Education, Inc. 0-7

if condition then action

Pseudocode Primitives (continued)

• Repeated execution

while condition do activity

• Procedure

procedure name (generic names)

Copyright © 2012 Pearson Education, Inc. 0-8

procedure name (generic names)

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Figure 5.4 The procedure Greetings in pseudocode

Copyright © 2012 Pearson Education, Inc. 0-9

Polya’s Problem Solving Steps

• 1. Understand the problem.

• 2. Devise a plan for solving the problem.

• 3. Carry out the plan.

• 4. Evaluate the solution for accuracy and its potential as a tool for solving other problems

Copyright © 2012 Pearson Education, Inc. 0-10

problems.

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Getting a Foot in the Door

• Try working the problem backwards

S l i l t d bl• Solve an easier related problem

– Relax some of the problem constraints

– Solve pieces of the problem first (bottom up methodology)

• Stepwise refinement: Divide the problem into

Copyright © 2012 Pearson Education, Inc. 0-11

smaller problems (top-down methodology)

Ages of Children Problem

• Person A is charged with the task of determining the ages of B’s three childrenthe ages of B s three children.– B tells A that the product of the children’s ages is 36.

– A replies that another clue is required.

– B tells A the sum of the children’s ages.

– A replies that another clue is needed.

– B tells A that the oldest child plays the piano

Copyright © 2012 Pearson Education, Inc. 0-12

B tells A that the oldest child plays the piano.

– A tells B the ages of the three children.

• How old are the three children?

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Figure 5.5

Copyright © 2012 Pearson Education, Inc. 0-13

Iterative Structures

• Pretest loop:while (condition) do

(loop body)

• Posttest loop:repeat (loop body)

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until(condition)

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Figure 5.6 The sequential search algorithm in pseudocode

Copyright © 2012 Pearson Education, Inc. 0-15

Figure 5.7 Components of repetitive control

Copyright © 2012 Pearson Education, Inc. 0-16

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Figure 5.8 The while loop structure

Copyright © 2012 Pearson Education, Inc. 0-17

Figure 5.9 The repeat loop structure

Copyright © 2012 Pearson Education, Inc. 0-18

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Figure 5.10 Sorting the list Fred, Alex, Diana, Byron, and Carol alphabetically

Copyright © 2012 Pearson Education, Inc. 0-19

Figure 5.11 The insertion sort algorithm expressed in pseudocode

Copyright © 2012 Pearson Education, Inc. 0-20

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Recursion

• The execution of a procedure leads to th ti f th danother execution of the procedure.

• Multiple activations of the procedure are formed, all but one of which are waiting for other activations to complete.

Copyright © 2012 Pearson Education, Inc. 0-21

Figure 5.12 Applying our strategy to search a list for the entry John

Copyright © 2012 Pearson Education, Inc. 0-22

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Figure 5.13 A first draft of the binary search technique

Copyright © 2012 Pearson Education, Inc. 0-23

Figure 5.14 The binary search algorithm in pseudocode

Copyright © 2012 Pearson Education, Inc. 0-24

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Figure 5.15

Copyright © 2012 Pearson Education, Inc. 0-25

Figure 5.16

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Figure 5.17

Copyright © 2012 Pearson Education, Inc. 0-27

Algorithm Efficiency

• Measured as number of instructions t dexecuted

• Big theta notation: Used to represent efficiency classes– Example: Insertion sort is in Θ(n2)

• Best worst and average case analysis

Copyright © 2012 Pearson Education, Inc. 0-28

• Best, worst, and average case analysis

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Figure 5.18 Applying the insertion sort in a worst-case situation

Copyright © 2012 Pearson Education, Inc. 0-29

Figure 5.19 Graph of the worst-case analysis of the insertion sort algorithm

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Figure 5.20 Graph of the worst-case analysis of the binary search algorithm

Copyright © 2012 Pearson Education, Inc. 0-31

Software Verification

• Proof of correctness– Assertions

• Preconditions

• Loop invariants

• Testing

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Chain Separating Problem

• A traveler has a gold chain of seven links.• He must stay at an isolated hotel for seven• He must stay at an isolated hotel for seven

nights.• The rent each night consists of one link from the

chain.• What is the fewest number of links that must be

cut so that the traveler can pay the hotel one link

Copyright © 2012 Pearson Education, Inc. 0-33

p yof the chain each morning without paying for lodging in advance?

Figure 5.21 Separating the chain using only three cuts

Copyright © 2012 Pearson Education, Inc. 0-34

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Figure 5.22 Solving the problem with only one cut

Copyright © 2012 Pearson Education, Inc. 0-35

Figure 5.23 The assertions associated with a typical while structure

Copyright © 2012 Pearson Education, Inc. 0-36


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