Computer Science 1 CSci 1100 Lab 3: Functions

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Computer Science 1 | CSci 1100
Lab 3 | Functions
Fall Semester 2016
Lab Overview
The main goal of this lab is to learn to de ne and use functions in our programs, learn good program
structure and also build some skills in reading error messages.
A good program is easy to read and debug. Your program should be well-structured. Similarly,
code.
First, in structuring your code, follow the guidelines we presented during lecture:
1. A general comment describing the program.
2. All import statements.
3. All function de nitions.
4. The main body of your program.
We will work on this throughout this lab. Look at the code we provided you for examples.
Second, we would like to see comments that explain the main purpose of the program and also
tricky steps if there are any. As Python programs are short and generally very easy to understand,
you do not need a lot of comments if you have well-structured code and meaningful variable names,
but you will need some, and it always helps to de ne your functions and the meaning of the function
parameters.
The nal thing is debugging code. Often programmers see debugging as a chore. In fact, debugging
is really 80% of programming. So, you must learn to solve problems, read error messages, and gure
out how to relate error messages to your code. Debugging is a little like solving a puzzle or being a
detective. You need to nd clues and think through what could be causing the problem. The rst
checkpoint will test this.
Checkpoint 1: Using existing functions
First, we will experiment with using functions and debugging code. Create a new directory in your
dropbox for Lab 3, and copy from Piazza the program called lab3 check1.py. Run this code and
see that it gives an error message.
Let’s look closely what the code does: it creates a function that takes four values: x1,y1,x2,y2,
and returns a oating point value that represents the Euclidean distance between two points with
Cartesian coordinates (x1,y1) and (x2,y2). The program starts from an initial point and then
reads the next (x,y) coordinates of an object. It computes the distance between these two and
outputs the result.
The code contains many bugs. Often, the program aborts after the rst error and you need to x
it and rerun the program. So, we would like you to go through this process with this program. In
fact, even if you can see a bug in the program, we recommend that you do not x it until you see
the error it produces rst.
Each time you run the program, read the error message. Sometimes it is easy to interpret and
sometimes not. But very often it will tell you the line number and the exact location. Learn to
read these messages and interpret them. You will learn a lot from xing mistakes, so do not let
others tell you what each error means. If you are having trouble guring them out, read the relevant
course notes and think. If you gure out it yourself, you will learn so much more.
Please take the time to gure out all the bugs. Also, format the output nicely so that it looks like
this:
The next x value ==> 12
The next y value ==> 12
The line has moved from (10,10) to (12,12)
Total length traveled is: 2.83
After you xed al the bugs, show the corrected program to a TA or a mentor. They will ask you
about di erent errors and discuss strategies for guring out what they mean.
To complete Checkpoint 1: Show the TA the working version of the program. Be prepared to
Checkpoint 2: Restructuring code
In this section, we will restructure code with the help of a function. First start by download-
ing the program called lab3 check2.py and save it in your lab3 folder. Create a copy of it
lab3 check2v2.py by saving it a second time with the new name. You will be modifying this
copy and comparing its output to the original.
Run the original program and make sure you understand what it does. You can see that this
program contains repetitive code. If you found a bug in one computation, you would have to x it
in 4 places. Instead, you can put all this computation into a function improving both readibility
and maintainability.
Write a function that takes as input all the necessary data for the repeated code, does the com-
putation and prints the results. Your function de nition must come before any other code in the
program. What should the arguments for this function be?
Now, rewrite the rest of the code by simply calling this function four times. Check and make sure
it provides the same output as the original program.
To complete Checkpoint 2: Show the TA your refactored program. Make sure that your
program follows the required structure: function rst, followed by function calls.
Checkpoint 3: Prey and Predator Population
Now that we have experimented with functions, you will write a full program that de nes functions
and then uses them.
Suppose you are trying to understand how the population of two types of animals will evolve over
time. You have bunnies and foxes. Unfortunately, foxes like to eat bunnies. So, even though the
bunny population grows every year when baby bunnies are born, it also goes down because some
of them are eaten. Would the fox population keep increasing in size until there are no bunnies left?
Not so. The fox population is directly linked to the bunny population, their main food source.
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What will happen over time if you start with a given population of bunnies and foxes? Who will
win out? Will they balance each other? This is what you will investigate in this part.
Suppose bpop, fpop are the population of bunnies and foxes currently. Then, next year’s popula-
tion of bunnies (bpop next) and foxes (fpop next) are given by:
bpop next = (10*bpop)/(1+0.1*bpop) – 0.05*bpop*fpop
fpop next = 0.4 * fpop + 0.02 * fpop * bpop
What will be the population of bunnies and foxes next year? Your program should rst read the
population of bunnies and foxes using input, and then compute and print the next years’ population
for both based on this current value. Its output initially should look like this:
Number of bunnies ==> 100
100
Number of foxes ==> 10
10
Year 1: 100 10
Year 2: 40 24
Let’s think about how to solve this problem. Start by creating a new le in the Wing IDE to work
with. You will need variables to store the current population of bunnies and foxes. You need one
function for computing the population of bunnies for the next year and another function for the
population of foxes. Now, call these functions once to nd the population of both animals in the
next year and print.
Remember two crucial things:
 Population is an integer, not a oat. You never see half bunnies running around.
 The second one is a bit tricky. The population of animals cannot be negative (something
worse than extinct?). Don’t listen to people around you who are telling you to use an if
statement. You are forbidden to use an if statement. Think about how to use the
max() function to make sure that your function does not return a negative number.
Now, for the nal challenge, use Year 2 values to nd Year 3 populations of bunnies and foxes. Do
not create new variables, just use the same variables you currently have. Once you gure this out,
you can repeat this part 2 more times to nd the population in Year 5. When completed, your
program should look like this:
Number of bunnies ==> 100
100
Number of foxes ==> 10
10
Year 1: 100 10
Year 2: 40 24
Year 3: 32 28
Year 4: 31 29
Year 5: 30 29
In the next few weeks, we will see that we can use loops to make this calculation much simpler.
Loops will allow you avoid repeatedly typing (or copying-and-pasting) the same code and make
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your programs shorter, clearer, more general, and less likely to contain errors. For now, let’s use
this lab to learn how to use the same variables again and again in computations.
To complete Checkpoint 3: show a TA or a mentor the completed solution and illustrate its
use with the values given above.
Make sure your program follows the structure we outlined earlier in this lab: function de nitions
rst, then your variables bpop, fpop are assigned their initial value, and nally the code to compute
and print the year-by-year population.
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