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It worked. The paint area is displayed twice as tall and twice as wide. We’re looking at the bottom right corner. To see the rest, we could move the scroll bars up or left.





So, we select part of the circle using the freehand selection tool. We’ll try the move and cut features.

Cutting fails.

When we try to cut the selection, the dashed line disappears, but nothing goes away.



Exit the program, start again, color the background, draw the circle, zoom to 200%, select the area.

Drag the area up and to the right. It works.




Exit the program, start again, color the background, draw the circle, zoom to 200%, select the area.

Now try this. Select the area and move it a bit. THEN press Ctrl-C to cut. This time, cutting works.



Exit the program, start again, color the background, draw the circle, zoom to 200%, and this time, grow the window so you can see the whole drawing area.




Now, select the circle. That seems to work.




But when you press Ctrl-X to cut the circle, the program cuts the wrong area.


Now, write a bug report. I want two sections:

    • The Problem summary (or title)

    • The Problem Description (how to reproduce the problem)

Additionally, please describe three follow-up tests that you would run with this bug


APPENDIX B: The Study Guide that I Give Students


  • Your test will be sampled from a list of questions that I give you in advance. Those questions include definitions, short answer and long answer questions. Solutions might require short essays, mathematical derivations, or code fragments.

  • You may not use any reference materials during the test (closed book test).

  • I recommend that you study with one or more partners. 3-5 people is a good sized group. 8 is too many.

  • The best way to prepare for these tests is to attempt each question on your own. Your first attempt for each question should be open with no time limit. Check the lecture notes AND the required readings.

  • AFTER you have tried your own answers, compare notes with your friends.

  • Working with others will help you discover and work through ambiguities before you take the test. If a question is unclear, send me a note before the test. If you tell me early enough, I can fix it. If a question takes too long to answer, send me a note about that too.

  • When you write the test, keep in mind that I am reading your answer with the goal of finding reasons to give you points:

    • If the question contains multiple parts, give a separate answer for each part.

    • If a question asks about “some”, that means at least two. I normally expect three items in response to a “some”. Similarly if the question asks for a list, I am expecting a list of at least three.

    • Be aware that different words in questions have different meanings. For example, each of the following words calls for a different answer: identify, list, define, describe, explain, compare, contrast. If I ask you to list and describe some things, give me a brief identification (such as a name) of each and then a description for each one.

    • If you find it hard to define or describe something, try writing your answer around an example.

    • If you are asked to describe the relationship among things, you might find it easiest to work from a chart or a picture. You are not required to use a diagram or chart (unless I ask for one), but feel free to use one if it will help you get across your answer.

    • If I ask you to describe or define something that is primarily visual (such as a table or a graph), your answer will probably be easier to write and understand if you draw an example of what you are defining or describing.

  • If I ask you for the result of a calculation, such as the number of paths through a loop, show your calculations or explain them. Let me understand how you arrived at the answer.

  • If I ask you to analyze something according to the method described in a particular paper or by a particular person, I expect you to do it their way. If I ask you to describe their way, do so. If I ask you to apply their way, you don’t have to describe it in detail, but you have to do the things they would do in the order they would do them, and you have to use their vocabulary to describe what you are doing.

  • The test is time-limited—75 minutes. Plan to spend no more than 4 minutes on any definition, no more than 10 minutes on any short answer, and no more than 15 minutes on any long answer. Spend less on most answers. Suppose the test has 4 definitions (20 points), 2 short answers (20 points), and 3 long answers (60 points). You should plan to spend, on average, about 3 minutes per definition, about 8 minutes per short answer, and about 12 minutes per long answer (total = 64 minutes). Use the remaining 11 minutes to check your work.

  • Pick the order of your answers. If you spend too long on definitions, start writing your long answers first. If you are nervous, start with the questions you find easiest to answer.




Study Guide Suggestions -- Page 2

  • Be aware of some factors that, in general, bias markers. These are generalizations, based on research results. I try, of course, to be unbiased, but it’s a good idea to keep these in mind with ANY grader for ANY exam:

    • Exams that are hard to read tend to get lower grades. Suggestions: Write in high contrast ink (such as black, medium). Write in fairly large letters. Skip every second line. Don’t write on the back of the page. If your writing is illegible, print. If I can’t read something you wrote, I will ignore it.

    • Start a new question on a new page. More generally, leave lots of space on the page. This gives you room to supplement or correct your answer later (when you reread the exam before handing it in) and it gives me room to write comments on the answer, and it makes the answer easier to read.

    • Answers that are well-organized are more credible. Suggestions: If the question has multiple parts, start each part on a new line, and identify each part at its start. In a list, start each list item on a new line—maybe bullet the list. For example, consider the question: “What is the difference between black box and white box testing? Describe the advantages and disadvantages of each.” You could organize this with five headings:

    • Difference between black and white

    • Advantages of black box

    • Disadvantages of black box

    • Advantages of white box

    • Disadvantages of white box

    • Don’t answer what has not been asked. For example, if I ask you to define one thing, don’t define that and then give me the definition of something related to it. If you do, (a) I won’t give you extra credit, (b) I’ll think that you don’t know the difference between the two things, and (c) if you make a mistake, I’ll take off points.

    • Give the number of items requested. For example, if I ask for two scenario tests, don’t give one or three. If you give one, you miss points. If you give three, I will either grade the first two and ignore the third (this is my normal approach) or grade the first two that I happen to read (whatever their order on the page) and ignore the third. I will never read the full list and grade what I think are the best two out of three.

Additional points to consider.

  • Beware of simply memorizing some points off a slide. If I think you are giving me a memorized list without understanding what you are writing, I will ruthlessly mark you down for memorization errors. In general, if you are repeating a set of bullet points, write enough detail for them that I can tell that you understand them.

  • Use a good pen. Lawyers and others who do lots of handwriting buy expensive fountain pens for a reason. The pen glides across the page, requiring minimal pressure to leave ink. If you use a fountain pen, I suggest a medium point (write large) to avoid clogging. Also try gel pens or rollerballs. Get one that you can write with easily, to avoid writer’s cramp. Basic ballpoints are very hard on you. Look at how tightly you hold it and feel how hard you press on the page.







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