Lab #11

Part 1 – Titles

1. Do you know how to use a computer?

2. Computer Science and the Problem with Schools Today

3. The Silent Computer Revolution

4. There are 10 types of people in this world: those who understand binary and those that don’t.

5. Computer Science: Read a bit.

6. Computer Science Education and the Virus in the School System

7. I Will Program You

8. Program Students to Think Differently

9. Programming is not part of the program.

10. Get with the Program

11. How Computer Science can Teach Students Creativity

12. No Future for You!

13. Learn Computer Science, become the Master of Your Domain\

Part 2 – Improving Paragraphs

As an overwhelmed science student at Dawson College, I’m always looking for ways to improve my efficiency and overall competence (I feel like I relate to most people in that way). My favorite solution to getting homework done faster is not actually doing it. The catch, of course, is that I have to program my computer to do it for me. Although this doesn’t work for certain kinds of homework, the satisfaction of the procedure makes it all worthwhile: each time you teach your computer to do your homework, you learn something new about the work you’re ‘doing’, and you often gain a new appreciation for the course you’re working on. Programming computers has changed the way I think about my homework, and more importantly, it has motivated me to take an interest in it.

Computer science is also much “closer” to the average person than other science topics like math and physics. The ‘building blocks’ of programming, like simple decision-making ‘if’ conditions and loops, are extremely simple, making it very close to common sense. And the end goal of a computer program is usually very clear and commonly understood, as opposed to a math problem, where people may not even know what the answer means if they ever got around to figuring out how to solve it. When making a computer program, you usually know exactly what you want your program to do. Math or physics problems, on the other hand, are often quite abstract, and usually don’t mean much to the person that is solving them. In other words, most people know why computer programs are useful, but many people have trouble understanding the applications of math or physics problems. Computer science, then, is a course that could appeal to people that don’t usually enjoy science courses, and it trains logical reasoning and problem solving better than anything I’ve ever experienced in science courses in college.



Lab #10

Part 1

Looking back, computers influence us even more than initially thought. If you think about how much work computers handle for us today, consider how much less efficient and powerful we would be if we had to do all that manually. There are some surgeries that are performed entirely by robots, computers are clearly beginning to overpower us humans. Like builders couldn’t do their jobs today without hammers and violinists couldn’t do their jobs today without bows, humans cannot do their jobs tomorrow without learning the tools of the future.

Reading Response 10

Comments on Joseph Al-Abras’ Second Draft

First off, I must say that I really enjoyed this article, your writing is incredible.
The main point of the article was very clear: musical genres should not be race-specific. The theme of the article was very clear as well, and I interpreted it to be that activities and arts should not be confined to a certain race or class of people, anyone should be able to express themselves however they want. Honestly, I was very impressed with the entire article, so it was tough for me to choose a favorite part. But I guess the part that excited me the most was the last paragraph. The comparisons were brilliant and really emphasized your message. It gave the article a great sense of purpose, not that it hadn’t before that. The one thing that struck me right away as the weak point may just have to do with my personal opinion, and it certainly wasn’t bad. But the one part that I would have to choose that needs work would be the paragraph where you quote the lyrics of the controversial song. I just found it hard to understand. Obviously, those weren’t your words, but I think the article may have been easier to read if you paraphrased some of the lyrics. Then again, this is just my opinion, and the article was still very enjoyable as it is. Your article really impressed me in how well it mimicked the feature article style and how smooth the transitions between paragraphs were. It felt like one continuous, captivating point, and felt very professional. Your voice and passion for the topic were very evident, which is also nice. Furthermore, the way you incorporated research was great, it felt very smooth and read very well. Overall, as I said, I really enjoyed reading this article and I honestly couldn’t even find much room for improvement.

Lab #9

Part 1

Since I started programming I was inspired to make my own video game. After a few months of learning how to write software, I got bored of writing simple, boring programs, and I wanted to work on a big project that I would be proud of and that I could share with others. I began reading through the endless walls of information generated by Google, which was just about as overwhelming as reading through class notes an hour before the exam.

Inspiration can take you a long way, which is why I was so compelled to learn how to program in the first place. Computers provide inspiring possibilities for anyone: remember when you didn’t have cell phone? So despite the stress and terror of learning everything about game programming under a fictitious, selfish time constraint, I followed through with my goal, and I’m happy I did. The start of the process was dark and dry, like a slightly more interesting version of Quebec history. But as I became more invested, I became fascinated, and before I knew it programming and math that was far too complicated for me to understand became my obsession. And then it became my friends’ obsession as well. I still don`t understand what a quaternion is and why we multiply them, but I like saying to people `I found an alternative to using quaternion rotation` because it makes me sound like I know what I`m talking about, and sometimes, I actually believe that I do. I knew right then that I’d found something that I would be passionate about forever.


Lab #8

Part 1

Computer science is becoming an essential skill, and everyone should be obligated to study it.

What is computer science?

Why is computer science useful to learn?

Why should it be obligatory for everyone

How can computer science improve other aspects of learning?

What can learning computer science help people get better at?

Why is computer science becoming an essential skill?


Part 2 – Scenes

Myself just after completing my first video game.

Examples from online programming communities and forums.

Common reactions to games and software.


Part 3 – Order of Scenes

1. Myself just after completing my first video game

2. Common reactions to games and other software

3. Examples from online programming communities and forums



Lab #6

At the beginning of my third semester in CEGEP, I was more attentive than usual in my Electricity and Magnetism (E&M) class, and suddenly an epiphany shined before me. We were learning about how charged particles interact with each other, and E&M is known to be very hard to visualize. As we were computing and assembling answers to a stack of problems, I began to wonder what it would look like, to see a bunch of particles interacting solely by their electric forces.

I had a lot of trouble picturing this scene, so I decided to build it. In the science programs, the students are required to do an independent study project in their choice of science course, so I confirmed with my E&M teacher that I can make a charged particle simulation for my independent study in his class. I rushed home, excited to do my physics homework.

I started up my computer, launched my programming environment, and began to type. My fingers were tap-dancing on the keys and my project became my own piece of art. After a few days of passion, I could run my simulation. It was beautiful to watch the spheres drift through space and interact with each other, and I knew this was a scene that happened every day but no one can see. Little did I know, I completely screwed up my vector math and the paths of the particles were actually completely false, but this simulation was still mine, and I still saw beauty in it at the time. When I fixed the math and logic behind my simulation, I had to test it and make sure there was no “Mickey Mouse stuff” happening. So I would sit on my bed and foster it, watching the simple spheres float forever.

Of course at the time, there was nothing else that could occupy my mind. I was engulfed by the spheres and the physics behind it, obsessive about optimizing my work and making it more beautiful, more complete.

Lab #5 Step 2

Part 1 & 2

According to TIME, “The tech sector is set to grow faster than all but five industries by 2020”, and Jeannette M. Wing of Carnegie Mellon University says that computational thinking will be a fundamental skill for anyone by the middle of the century. It is clear to anyone alive in this day and age that the use of computers is increasing drastically with respect to time, and therefore I believe we must master various computer skills to reserve ourselves a seat in the future. Based on the University of Chicago’s research on computer science education in the United States, even though computers are critical for work in almost every field, most students graduate high school without any education in computer science. If that’s not crazy enough, the Computer Science Teachers’ Association’s proposal for an improved computer science curriculum says that the amount of computer science courses being offered in high schools is decreasing from year to year. Despite the fact that computers are clearly becoming necessary for employment, schools are currently taking away students’ opportunities to learn how to even use a computer.

Part 3


Lab #5 Step 1

Part 3

Pure and Applied Science involves the study of how things work and how humans can use that knowledge to solve problems and innovate.

Part 4

My topic should interest a very broad audience  because everyone wants to be a better, more powerful person, and everyone wants to get smarter. I believe that my article will motivate people and push them in the right direction to learn in a completely new way and develop their intelligence.

Part 5

I noticed that he articles from this publication focus very strongly on exposing new technology. I also noticed that most articles from this publication use a lot of logical arguments, which would make them appeal to people with scientific minds and people that like to learn. I think using a lot of logical arguments and forming a logical plan of arguments/points for my article can be very helpful.


This publication features many articles that focus on new technology and the future of new technology. Furthermore, this publication has many articles about programming and computer science, and how they’re a huge part of business today. I also noticed a larger than average use of logical arguments in the articles from this publication, and I think they work well with a topic of this nature. I will strongly consider taking inspiration from this style for my article.



Lab #4

Part 2

“Before 1994, diabetes in children was generally caused by a genetic disorder — only about 5 percent of childhood cases were obesity-related, or Type 2, diabetes. Today, according to the National Institutes of Health, Type 2 diabetes accounts for at least 30 percent of all new childhood cases of diabetes in this country. ”

Part 3

“I tend to sympathize with these portly fast-food patrons, though. Maybe that’s because I used to be one of them.”

Part 4

“Without such warnings, we’ll see more sick, obese children and more angry, litigious parents.”

Part 5

“I grew up as a typical mid-1980’s latchkey kid. My parents were split up, my dad off trying to rebuild his life, my mom working long hours to make the monthly bills. Lunch and dinner, for me, was a daily choice between McDonald’s, Taco Bell, Kentucky Fried Chicken or Pizza Hut. Then as now, these were the only available options for an American kid to get an affordable meal. By age 15, I had packed 212 pounds of torpid teenage tallow on my once lanky 5-foot-10 frame. ”

Part 6

It’s safe to say that computers will play an enormous role in the future. The technology sector is projected to be one of the fastest growing sectors in the near future, but despite this inevitable fact, it is clear that high schools today aren’t doing enough to prepare its students. According to a survey conducted by the Computer Science Teachers Association (CSTA), only 26% of high schools even offer computer sciences courses in their curriculum. Furthermore, the amount of American high school students taking the advanced placement test for these courses has continuously been decreasing. Schools today are obviously not promoting the study of computer science enough, and because of that this generation of students is overwhelmingly unprepared for the inevitable changes of the future.

Part 7

Although I was always a good student in school, I was never really a stand-out student. I  have always been good at math, but I went to a tough high school where even my skills in my best subject were practically hidden. It was only after learning some basic computer science that I reached my peak in my career as a student. I can actually recognize that I think differently now: writing programs, debugging code, and even just learning computer theory has drastically improved my critical thinking ability and my problem solving efficiency.

Part 8/9

There is one particular difference between solving a computer science problem than solving a problem in a more conventional science course, like physics, for example. When you solve a physics problem, depending on the resources you have, you may be able to check your answer to see if you got it right, and if you did, you have the satisfaction of moving on to the next problem. Solving a computer science problem, however, is fundamentally different: when you’ve finished, you yourself can experience if you did it right, and you have a personal, mental, concrete idea if you were successful. When you’re done, you don’t just move on to the next problem and forget about what you just accomplished, each problem is a useful program that you can keep as a trophy of the work you’ve accomplished.

Part 10

One of the most useful and unanticipated inherent skills in computer science (for me, at least) is the ability to detect a problem or find where you went wrong. Imagine doing a huge math problem that takes up two pages full of calculations and equations, and you just have a really bad feeling that your answer is wrong. And you only have fifteen minutes left to finish it. You could go through the entire problem again, but you probably won’t have time. You can recheck every single calculation, but you may not have time for that either, and doing that won’t reveal faults of logic. My favorite alternative is skimming through your work looking for a specific spot where your answer may have gone wrong, and examining that spot a little closer. These spots are usually determined by what parts of the problem I remember being unsure of, or by parts in the problem where my current data seems to start to deviate from correctness. This may not seem like an easy task, and it isn’t. This is the kind of skill you adopt when looking through hundreds or thousands of lines of code to figure out why your main character is running through walls, or why your program can’t run because of unpredicted compiler errors.


Lab #3

Part 1

Today I brought a memoir written by Greg Sestero and Tom Bissell called The Disaster Artist.

I really liked how the authors nonchalantly describe ridiculous events. I also like how much detail they use: enough to get a clear picture of what they’re talking about, but little enough so it’s still easy to read and understand. Their word choice is simple and easy as well, and the sentences are fairy short. Basically, I really enjoy how their sentences are so simple and easy, they are very concise and get the point across without much bloat. Furthermore, I like how the tone of the writing sounds like the authors are verbally telling a story. They’ll repeat stuff for emphasis sometimes which is pretty interesting.

Part 2

Obtaining my driver’s license was an exciting time for me. Due to a surgery that I had just before I turned 16, I ended up being one of the last of m friends to do the infamous road test, which was pretty good, because my friends ended up being my “guinea pigs”. Realistically, I’m not a great driver. Sure, I passed the theoretical knowledge test in ten minutes, and I do certainly try to be safe, but I guess I’m just not the most coordinated person ever. But I knew exactly what to expect: I would have to check my blind spots constantly, drive within 5km/h of the speed limit, change lanes, make full stops, and I wouldn’t have to parallel park unless I did the test at Henri-Bourassa, which I purposely avoided. And I expected to fail.

Expecting to fail is something I’m fairly accustomed to, not because I fail often, but because that way failure isn’t as disappointing. So I sat in the waiting room at the SAAQ for about an hour (not bad, right?) without feeling any sense of nervousness at all because I knew I was going to fail. Everyone else was nervous though, which made things a bit awkward: I was sitting in a silent room full of very anxious drivers and parents, waiting endlessly to be called and get things done with.

Eventually some man called my name and I quickly got up to go. I set up my mirrors and got all prepared, and took off. The conditions weren’t optimal, per se: the roads were covered in thick snow and were very slippery. But things miraculously got off to a good start, and I went for quite a while without screwing up. The teacher made me pull over to the side of the road and park there for no reason, just a minor setback. A few minutes later he caught me going 40 in a 30 zone. I took a turn a bit too fast and drifted a bit. And then he made me parallel park, which I should have expected by then, since just about everyone including my driving teacher told me that I wouldn’t have to. So I “parallel-parked” behind a car and next to a huge snowbank and just hoped for the best. After having the car in park for about a minute, the invigilator asked me if I was done, to which I responded,  “yes”, like I always do when I don’t have a clue what I’m doing. We drove back to the SAAQ and front-parked in the parking lot. The guy asked me how I think I did,  which I said I though I did ok besides the part where I was speeding next to a park. He passed me.