Antar-muka dan Periferal 4

  • Insya Allah, perkuliahan Antar-muka dan Periferal akan dimulai oleh RASP pada bulan Mei 2013 di Laboratorium Pemodelan dan Simulasi, Lantai 3 Gedung Lab Terpadu. Hari Selasa 7 Mei 2013 RASP gagal masuk karena ada seminar proposal tugas akhir, bimbingan kerja praktik satu orang, dan bimbingan skripsi satu orang.

    Di tahun 2014 RASP mengajar di tengah keterbatasan waktu karena di semester ini ada tugas mengurus HKI di Jakarta sehingga waktu kuliah berkurang. Hal ini disiasati dengan PBL (Problem Based Learning) dengan memaksimalkan penggunaan internet dan kerja sama antar peer group sesama rekan mahasiswa. Oleh karena itu teknik pengujian menggunakan THE (Take Home Examination) yang merangsang para mahasiswa untuk belajar bersama.

Struktur Data 4

Teaching data structures
• adjacency matrix, adjacency list
• Degree of all vertices, connected component, checking connectivity
• Breadth-first search
• Shortest path
• Topological sort
• All shortest paths from a vertex
• Spanning trees: Kruskal, Prim
• Cycle detection: union-find
• Numerical algorithms: GCD, exponentiation, integer multiplication
• Strings
• Text search (brute force, Rabin-Karp, Knuth-Morris-Pratt, others)
• Edit distance
• Pattern matching by regular expressions, advanced regular expressions
• Categories of algorithms: divide and conquer, greedy, dynamic programming,
search
• Tractability: constant, logarithmic, linear, quadratic
• Decision problems: P, NP
Sumber: Finkel, Raphael, 2009. How to Teach Data Structures.

Struktur Data 3

Exercise -lesson
• Form teams of no more than 6 students.
• Choose a data-structures topic.
• Discuss how to structure a lesson on that topic.
Subject matter

• Generally important ideas (“screwdrivers”) versus specialty topics
(“voltmeters”).
• Common themes that one finds throughout the study of data structures.
• pointers: cells in memory that refer to other cells
• recursion
• fencepost errors
• dummy value
• experimentation and invention
• What is a data structure? Howdoes it relate tomore general software
tools?
• How does one discuss efficiency of data structures?
• Linked lists (the first structure built with pointers)
• Queues, stacks, deques: built out of either linked lists or arrays
• Quick example of using an array for a queue
• Searching though numeric data: linked lists, unsorted array, sorted
array (binary search, interpolation search), binary tree
• Recursion theorem (without proof)
• Finding the jth largest element in a set (recursive partitioning)
• Sorting numeric data: insertion sort, selection sort, quicksort, bin
sort, radix sort
• short discussion: Never use bubble sort, although bumble sort
is far worse!
• Priority queues: heaps and heap sort
• Balanced binary trees: red-black trees, 2-3 trees, B treee
• Hashing, including the ”hash” data structure of Perl or PHP
• Quick example of hashing “we came we saw we conquered”
• Cryptographic hashing (digests)
• Quad trees, k-d trees
• Graphs
Sumber: Finkel, Raphael, 2009. How to Teach Data Structures.

Struktur Data 2

Lesson: Binary trees
• Participants name integers
• Leader adds them to a growing sorted binary tree
• At some point, the integers are probes, not inserts median?
• Enumeration of operations
• insert
• search
• delete (seems hard)
• modify a node (seems as hard as delete followed by insert)
• enumerate all nodes
• find the smallest element (seems easy)
• find the middle element (seems hard)
• What is the cost of searching for a target? O(log n).
Sumber: Finkel, Raphael, 2009. How to Teach Data Structures.

Struktur Data 1

Teaching styles
• Every instructor has a personal style of teaching.
• Every culture has its own style of instruction.
• The instructor cannot successfully deviate too far from the style
of the culture, but deviating a bit can focus the student's attention.
Sumber: Finkel, Raphael, 2009. How to Teach Data Structures.
Topics to cover
• What is the subject matter of a data structures course?
• What do students need to learn in a data structures course?
• How should a teacher present data structures material?
• What sort of assignments are appropriate for a data structures course?
• How should assignments be graded?
• What facilities are needed to support a data structures course?
• What textbooks are available, and howshould the teacher user them?
• How can the teacher evaluate the success of the course and improve
it for the future?

Preface to the Student & Pengaturan

Getting the Most from This Text

A good way to approach each chapter is to: 1) Look over the Student Learning Objectives on the chapter opener; 2) Turn to the end of the chapter and read the Summary Outline and Important Terms; 3) Read over the major headings and subheadings and think of how they are related.

Lanjut: 4) Read the chapter and note the important terms in boldface type and in italic type; 5) Relate photos and photo captions to the text (One picture is worth a thousand words); 6) Go over the Summary Outline and Important Terms again, paying particular attention to the boldface terms.

Lanjut: 7) Take the Self Test. Reread those section you do not fully understand; 8) Answer the questions in the Review Exercises.

Jika dosen hadir kurang dari 50% jumlah hari kuliah standar, maka pelajaran via e-learning dan tidak ada nilai D dan E kecuali untuk para mahasiswa yang jumlah kehadirannya kurang dari 50% tetap akan langsung diberi nilai E.

Antar-muka dan Periferal 3

Materi perkuliahan akan dibagi menjadi tiga bagian. Bagian pertama fokus pada variasi terminal yang tersedia, kebanyakan digunakan untuk masukan dan keluaran. Bagian kedua menyajikan perangkat untuk memasukkan data menggunakan source-data automation – dalam kata lain, data dimasukkan menuju komputer secara langsung dari sumber, tanpa perlu manual data entry. Bagian ketiga mendeskripsikan perangkat yang digunakan untuk keluaran semata.

We are in transition from an industrial society to an information society. The force driving this transition are the computer and the people who strive to exploit its seemingly endless capabilities in their work and in their leisure. The chapters offer an overview of information technology and applications (special: interfacing and peripheral). Once you have read and understood the material in this text and have had hands-on experience with computers, you will be poised to play an active role in the “computer revolution”.

The layout and organization of the text and its content are designed to present concepts in an interesting, logical, and informative manner, and to be used as a reference for the reinforcement of classroom lectures.

Antar-muka dan Periferal 2

I/O DEVICES: OUR INTERFACE WITH THE COMPUTER

Data are created in many places and in many ways. Before data can be processed and stored, they must be translated into a form the computer can interpret. For this, we need input devices. Once the data have been processed, they must be translated back into a form that we can understand. For this, we need output devices. These input /output devices, also referred to as peripheral devices, enable communication between us and the computer.

The diversity of computer applications has encouraged manufacturers to develop and market a variety of I/O methods and hardware. Innovative I/O devices are being introduced continuously into the marketplace. For example, voice recognition devices accept data (input) from human speech. Speech synthesizers produce simulated human speech as output.