Course Overview
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This document provides an overview of an introductory programming course that teaches Python. The course is aimed at beginners and those wanting to refresh programming skills. Students will learn programming concepts, work with Python, and be introduced to other languages. The course involves hands-on coding practice and takes place over 10 weekly sessions. Homework and in-class exercises reinforce topics covered through a guided tour of Python fundamentals and programming principles.
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ONLINE ACCESSThank you for purchasing a new copy of In.docx
ONLINE ACCESS
Thank you for purchasing a new copy of Introduction to Programming Using Python. Your
textbook includes six months of prepaid access to the book’s Companion Website. This
prepaid subscription provides you with full access to the following student support areas:
ming concepts presented in this textbook.
Use a coin to scratch off the coating and reveal your student access code.
Do not use a knife or other sharp object as it may damage the code.
To access the Introduction to Programming Using Python Companion Website for the
a web browser. The process takes just a couple of minutes and only needs to be completed
once.
1. Go to http://www.pearsonhighered.com/liang
2. Click on Companion Website.
3. Click on the Register button.
4. *
5.
Need Help? icon.
6.
Introduction to Programming Using Python Companion Website!
To log in after you have registered:
time at http://www.pearsonhighered.com/liang
*
http://
www.pearsonhighered.com/liang
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This page intentionally left blank
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
INTRODUCTION TO
PROGRAMMING USING
PYTHON
Y. Daniel Liang
Armstrong Atlantic State University
Editorial Director, ECS: Marcia Horton
Editor-in-Chief: Michael Hirsch
Executive Editor: Tracy Dunkelberger
Associate Editor: Carole Snyder
Director of Marketing: Patrice Jones
Marketing Manager: Yezan Alayan
Marketing Coordinator: Kathryn Ferranti
Director of Production: Vince O’Brien
Managing Editor: Jeff Holcomb
Production Project Manager: Heather McNally
Manufacturing Buyer: Lisa McDowell
Art Director and Cover Designer: Anthony Gemmellaro
Text Designer: Gillian Hall
Cover Art: “Life Aquatic” © Arthur Xanthopoulos from Damaged Photography
Media Editor: Daniel Sandin
Full-Service Project Management: Gillian Hall
Composition: Laserwords
Printer/Binder: Edwards Brothers
Cover Printer: Lehigh-Phoenix Color/Hagerstown
Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook
appear on Credits page located in the end matter.
Microsoft® and Windows® are registered trademarks of the Microsoft Corporation in the U.S.A. and other coun-
tries. Screen shots and icons reprinted with permission from the Microsoft Corporation. This book is not sponsored
or endorsed by or affiliated with the Microsoft Corporation.
Copyright © 2013 Pearson Education, Inc., publish.
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http://
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Boston Columbus Indianapolis New York San Francisco Upper Saddle River
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INTRODUCTION TO
PROGRAMMING USING
PYTHON
Y. Daniel Liang
Armstrong Atlantic State University
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In 1999, the College Board’s Advanced Placement (AP) Computer Science exam
was given in C++ for the first time. As in many high schools throughout the
country, the decision to change languages had a direct impact on the computer
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first-year and AP courses. In keeping with past practice of giving students two
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students to computer science. While it is certainly a very powerful
programming language, it is also an extremely difficult language to learn and
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programmers, and one that had an active developer community around it. It
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the job.
I asked one of Yorktown’s talented students, Matt Ahrens, to give Python a
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in so short a time in C++, and this accomplishment, combined with Matt’s
positive assessment of Python, suggested that Python was the solution I was
looking for.
How to think like a computer scientist - Learn with python
This document summarizes the experiences of Jeff Elkner, a high school computer science teacher, in adopting Python as the teaching language for his introductory computer science courses. He found that Python greatly simplifies programming examples and concepts, allowing him to teach essential ideas more effectively with less time spent on syntax details. Using Python has led to higher student success rates and less frustration compared to when he previously taught with C++. The free and open nature of Python and its supporting resources also enabled the collaborative creation and improvement of the textbook "How to Think Like a Computer Scientist", which has been crucial to the success of his Python-based curriculum.
Python3handson
The document introduces running a simple Python program called madlib.py that prompts the user for words to fill in a story template, demonstrating string substitution and input/output. It includes the Python code for the madlib.py program along with line-by-line explanations of what the code is doing, though it notes the user can skip the explanations for now and get right to writing their own Python code.
K-Seminar on mobile learning
This document provides an overview of mobile learning (mLearning) including definitions, benefits of learning with portable technologies, examples of mLearning projects, and issues to consider. It discusses delivering course content and activities to students on mobile devices anywhere and anytime. Projects demonstrated using text messages, audio/video push notifications, lecture podcasts, and location-based reminders. Key benefits included accessibility, review capabilities, and learning in context. Challenges involved content formats, navigation, and ensuring optional, transformative learning experiences.
LIKT seminar on mobile learning
This document provides an overview of mobile learning (mLearning) including definitions, examples of mLearning research projects, and a discussion of issues. It summarizes mLearning as learning that can occur anywhere and anytime using mobile technologies. It describes projects providing lecture content and review questions via text messages as well as enhanced podcasts of lectures. Key benefits of mLearning discussed are increased flexibility and ability to access content anywhere. Issues raised include ensuring optional use of technologies and balancing formal and informal learning.
EdTechJoker IST 402 - Syllabus day
My syllabus for Fall 2019. Probably more of a "here's how the course is structured" then anything useful but still, feel free to join for the ride.
01.intro
This document provides an overview of the ICS 314 and 613: Software Engineering course taught by Philip Johnson. It outlines the instructor's background and contact information, goals of the course, what constitutes "quality" software, open source development principles, standards and feedback, course structure, prerequisites, grading, differences between 314 and 613, lectures and labs, quizzes, engineering log requirements, developing a professional persona, collaboration vs. cheating policies, and lessons learned from past students.
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Python Intro Slides for Students CSC-148 Chapter 1
Python Intro Slides for Students CSC-148 Chapter 1
Wicked Good Online Resources and Activities for ABE/ESOL Classroom
Wicked Good Online Resources and Activities for ABE/ESOL Classroom
ONLINE ACCESSThank you for purchasing a new copy of In.docx
ONLINE ACCESSThank you for purchasing a new copy of In.docx
How to think like a computer scientist - Learn with python
How to think like a computer scientist - Learn with python