The dreaded problem-solving episode

So. Hi there, reader. In 165, my favorite lectures were always the problem-solving lectures, and not because it meant we weren't technically learning anything new! Rather, I really enjoyed the experience, each time, of bashing my brainpower against some problem, even when I didn't solve it. It would be the most apt for me to talk about the most recent problem-solving lecture, since it happened so recently, but the one I really enjoyed the most was the first one; the folding problem. This is most likely because it was the one I was able to solve the most completely on my own brainpower, without the use of the hints on the back of the page and whatnot. In fact, the most recent problem, the diagonal problem, I wasn't able to solve at all, which was frustrating. Anyroad, back to the folding problem. Danny had just lectured that week about the whole "positive mental feedback" that your brain induces when you solve a tough problem, that sort of rush of natural opioids, as he described it, and the reason that problem was my favorite was because I could absolutely understand where he was coming from with that explanation. Despite the fact that I'm sure it was an easy problem, and many of us solved it, and I shouldn't feel special for doing so, I really felt that rush of endorphins upon figuring it out on my own. Okay, on to describing the problem-solving process. I'm sure you were all present, but it was a long time ago that we did the folding problem, so I'll reiterate my understanding of the problem briefly: we were asked to fold a strip of paper in half several times (always so that the left edge was on top of the right edge), and try to figure out a rule by which one could determine the order of creases that pointed up or down when the strip was unfolded again. My personal plan for solving this problem involved mapping out the first few iterations of the problem, so I created an input/output table, where the results for each input (an int, a number of folds) were expressed by a series of Ds and Us, representing down creases and up creases, respectively. From there, my plan was to look at each sequence and determine its relation to the next sequence, the same as figuring out any pattern. Upon doing this, I realized that each output in the table contained the previous output within it (a theory that was validated when hint 1 was revealed). Upon further analysis, I realized that the relationship between the previous output and the current one was that the current output always contained a central D, in the dead center of the line of Us and Ds, and then the entirety of the previous output. From there, having figured out how the second half of the output was structured, I looked back at the first, and realized that it was essentially an inverse mirror of the second half, where if both begin outwards from the central D, then for every D or U in the second half, there existed its opposite in the first half. For example, in the output UUDUUDDDUUDDUDD, I have marked the central D, and you'll notice that if you count outwards from that D, every U on the right side is matched by a D on the left side, and the same rule applies to every D on the right side. I chose to refer to this as the inverse of the previous input. Thus, the solution/ the rule that this problem followed was as such: For any input n, the output was (inverse of n-1) + D + (n-1). I don't know why I enjoyed solving that problem so much at the time, but maybe it was just because it was a different kind of thinking, and I could feel capable for once, unlike when I'm left behind by some of the regular material. Alright, that's all for now. Thanks for reading!

-Gabe

Last-minute panic seems to be a continuous theme throughout the course of this blog's existence

AAAAAAAAAHHHHHH I FORGOT TO UPDATE THE SLOG AGAIN
So uh anyway. Hi again. On a similar vein to some of my earlier posts, we discussed something this week that I found absolutely, absurdly fascinating, and that was the halting problem. I've always enjoyed learning about Alan Turing and his various innovations, and the whole halting problem thing did not disappoint. In fact, I enjoyed the topic so much that I've been working on writing a short story about a modern day scientist trying to expand upon Turing's work, and create a learning algorithm that can solve the halting problem for any conceivable program by storing analyses of previous programs. I know, it's pseudo-science, and it's not really possible, but imagine how interesting that would be! The program could potentially eventually pass the Turing test! Whoa! I don't know why I found that particular topic so fascinating, but I really did. In other news, our most recent topic has me completely stumped, so I'm hoping working on the assignment with my group will serve to enlighten me. Alright, that's all for now. Thanks for reading!
-Gabe

OH CARPS IT'S BEEN WAY TOO LONG SINCE I WROTE IN THIS

Hello, reader!

     Er, first off, let me apologize. I've let this slog completely slip my mind during the course of work on a large CSC148 assignment. I think it's been almost a month since I've posted...there are no suitable excuses for that. Sorry! Anyroad, I feel pretty good after the recent term-test. I had no clue how to do proofs earlier on, and felt quite useless to my group for Assignment 2 at first. However, that feeling of shame led me to do a ton of studying before working with them again on the assignment, and so for our further work on the assignment, and for the exam, I felt pretty good. Let's hope the results correlate with how I feel...Additionally, I think I understand what we're doing now, with the finding C and B and whatnot. However, the previous unit, where we were calculating highs and lows of runtime, did not really agree with how my mind functioned, so we'll see where I am by the exam...I think that's enough rambling for today. I'll try and post more often, and again, my apologies for taking so long to post this one.

-Gabe

The Midterm Slog

Hey, reader, sorry this took so long to be posted. Between the first assignment for CSC148, the first assignment for CSC165, and the midterm for CSC165, I haven't been thinking of much other than code and logic...although I suppose this falls under that category. Alright, I have no excuses. In any case, about the aforementioned midterm, since it's the easiest topic to talk about in regards to this class. I found it quite easy to study for the midterm, in comparison to most exams, which may or may not have been thanks to the number of practice tests that were available. The midterm itself, however, was as difficult as I expected, despite how much I studied, so I'm not going to be too optimistic about those results just yet. However, I'm glad I've now taken an exam at University, and that I now know what to expect. We seem to be diving right into the center of proofs, something that worries me a whole heck of a lot, because I wasn't the best at them in high school, but we'll see. Maybe they'll be different here. Alright, I'll stop boring you now. Thanks for your time!
-Gabe F.

Ruminations (probably the first of many)

Alright, so this week, every one of my classes ramped up pretty quickly. I was expecting this to happen, but the degree at which it did still surprised me a bit. CSC165 was one of them, but the material still interests me. It's like what was mentioned earlier in the course, with the release of opioids when you solve a logic problem, providing that motivation to finish the problem. Maybe I'm just weird, but I find that absolutely true. I really enjoyed solving the paper folding problem on Friday for some reason, and the thrill of completing something like that makes the frustration of the problem worthwhile. I would love to see some kind of chart comparing difficulty of problem with expected release of opioids, and some kind of experiment charting which kinds of problems or what degree of difficulty creates the most positive response once the individual has solved the problem. Alright, that's all for now. Gabe out!

First Impressions

Hello, world! Well, I suppose this isn't an entirely accurate place to say that, since that test post came before this, but I hadn't thought of it then, so whatever. Since this is my first week of this class, this slog probably won't be as choc-full of gripping logistical details as it eventually will be, but I will say a few things, mostly about my views of the course thus far in general. First things first: I like it. I really like it, a surprising amount. I don't really know how to say this without sounding like some sort of brown-noser, but who cares. I'm typically abysmal at math classes, or even logic classes, given that they are in some way related to math, but I'm not finding that to be the case this time. Sure, it takes a few different explanations of the material in class before I actually understand most topics (Vacuous truth, I'm looking at you), but I feel as if I legitimately understand them. When you actually find a class interesting, it's easier to concentrate, so hopefully that will lead to better comprehension of the material. My prime example of why I'm enjoying this class was the "streetcar conversation" problem we went over in class. I had never seen that problem before, but the confusing nature of the problem, as well as the fact that while it was in simple English, yet was still a verbal labyrinth, really appealed to me. Again, if you feel challenged by a problem, and instead of making you want to quit, it makes you increasingly more interested in solving it, something's going right there. I hope I'll have the opportunity to solve more problems like that in the future, since logic problems in English have always been more of my forte, as opposed to problems where everything is represented by symbols. I don't know why that is, it's just a failing of mine. In summation, I've been finding the class interesting and challenging thus far, and I hope those two qualities remain the same, as opposed to the challenge ramping up until I can't follow the material, but that remains to be seen. Thank you for your time!
-Gabe F

Welcome to the Slog

First things first: I really wanted to call this The Uphill Slog, but I felt it would be a bit too pessimistic of a title for the course. Thus far, this actually seems like an interesting class. The logic portion makes sense, and I'd never taken a class that was primarily about logic and reasoning in high school, so it's a welcome break from that. For now, this is just a test post. I'll be posting more sensical things as the due dates call for it, but for now, I'm just making sure these post correctly. Nice to meet you, reader, whoever you are!
-Gabe F.