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So for this section, I'm gonna talk about
sort of off start questions that people

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posted on the forums. So I'm really glad
people post all sort of questions and

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discussions whatever. I'm sorry I can't
talk about all of them. I just have to

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pick some of them. And I'll made this kind
of simple outline of what am I gonna say.

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So the most popular topic in a sense was
well what can I do after CS101? Where

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should I go? What about this language that
language, whatever and I'm not gonna

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answer right now. That would be, I promise
I will talk about HTML5 and phone

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programming and Java and Python all that
sort of things. I will talk about in last

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week. We'll have an official section about
that so I'm not talking about that today

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so that's get [inaudible] questions. So
all an out, I was gonna through, you know,

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some like shows up, that's interesting, So
Margaret Imber asks essentially how, how

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do you produce this stuff and what kind of
goes in to it. First of I should say I

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feel like the technology, I mean, it works
but I also feel like the whole Online

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education areas so hot that I'm sure ten
years from now will be just light years

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better, But The way CS101 is produced and
it works pretty well and it's actually

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fairly simple. So, I write for each
lecture, I just write straight HTML which

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is the, the sort of standard language of
web pages, pages And, and there's a thing

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called CSS that is used kind of style with
pages and stuff, the font, the color and

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stuff. And then I'll just have JPEG and
PNG images which are also standard and

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I'll put those in the pages and that's
what the, that's what the lecture

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practically looks like. This program
called OpenOffice, the free office suite

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or recently, there's a new version called
LibreOffice, Which is like, talk about

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nerves coming up with not good product
names. I think LibreOffice is not a good

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name. Anyway that includes a free drop
program and so that I just use a free

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program to produce the rectangles and
boxes and whatever. Just as inside I think

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I will mention if you're ever pro ducing a
document where you're trying to explain

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something I mean diagrams are just so
awesome/ And I think a lot of authors or

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teachers feel sort of inhibited like oh
well, I'm not gonna make very good artist,

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not gonna look that great. And so there's
inhibited to where they just don't do it

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or their in words end up trying to paint a
picture on words on what the thing is. And

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I got to say. Just make a diagram. Just
use your crummy arts skills and don't feel

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uninhibited about being criticized and
just make a simple little diagram and that

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is much better. Anyway, that's what I do
so that will end up with this fairly crude

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looking diagrams I'll sprinkle all through
here. So, just in, in terms of producing

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the videos, I was thinking like sometimes
we'll, we'll hear a story where someone

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says oh well, you know, I have this tire
in my car and it blew up and I was almost

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killed and you're like oh, what kind of
tire was it? And well, he'll say well I

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don't wanna say it. That's lame, whatever.
We should give credit or you know,

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criticism or say so I'm just gonna say
what technology would [inaudible] a little

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picture. So to produce the videos. So this
is what a typical set up looks like. So

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I'm sitting on a laptop and I've got here
the HTML page open. I'm just gonna end up,

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obviously I'm just gonna scroll through it
as I'm talking about stuff so then for the

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sound, there is this company Blue that
makes a bunch of microphones. These USB

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microphones, just plug it in your computer
and just we've been using that. Seems to

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work pretty nicely and then the video of,
of the talking head is just this Logitech

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HD camera which also seems to work pretty
nicely and also USB. So, you just plug in

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here, And then finally, we use on the Mac,
we use a software called ScreenFlow. This

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seems that, it's pretty easy to merge
together the picture of the desktop you

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know showing the computer screen and
merging the talking head and the sound and

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then you know, I'm trying this and so I'm
pretty happy with that. Alright. So yeah,

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that's how we pro duce that I should say
then Corsera has its own kind of internal

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technology for how it does the exercises
and whatever. That's. I'm sure that's

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gonna change a lot and get better but it
works. All right, another question, we

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have Roberto Lopez asked about nested If
statements and or logics or the natural

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from last week is kinda a natural
question, a great question really. It

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turns out. That's the topic this week.
You're gonna see all sorts of, it turns

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out the syntax for that is this and our
but that's in the so and as two ampersands

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or this two vertical bars and that's,
that's all through this week's lectures

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and it'll come out more than you want on
the on the weekly exercises so good

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anticipatory question there. Also just
nested statements put one statement inside

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of another. Turns out it's kind of like
end cause you end up having the first test

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and the second test have to be true. So,
anyway just check it out. Another question

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was about a syntax, computer language
syntax so moving, doing the waiver asked

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questions about syntax, cuz one of the
people mentioned it. So I know that it's

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just CS101 sort of going from no
programming to some programming. This

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syntax maybe is very, it's very sort
interface I like to use, it's kind of

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annoying. I'll tell you all computer
languages have this sort of fixed syntax

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and ultimately I think it is not an
accident that the fixed sort of rigid

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syntax is ultimately an excellent way to
communicate with computers. So honestly I

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don't see that going away. You'll get used
to it. I, you know, I work with computers

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all day long, all sorts of different
syntaxes and I never, I never feel like

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oh, this syntax, oh this really
interfering with my ability to express my

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ideas. You know what, it's like at some
point, I just got used to it, that's what

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computers are and now I just work with the
[inaudible] system very comfortable. So I

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don't know if that's a good news. But
that, that's my honest take on that, this

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is syntax. Chris [inaudible] points out
there's a system called Scratch that enab

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les you to do some sorts of programming
but without syntax where you sort of drag

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and drop these little blocks around the
represent logic. There's also some of

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named as Alice system where you have these
3D things that kinda run around and that

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also doesn't use syntax. So those are
experiments in this kind of programming

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space. Well, could you show people
something about logic you know, let them

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play around and learn about computers but
not get [inaudible] syntax. Realistically,

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my take is, is different from the Scratch
[inaudible] system where my take is that

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very introductory students can deal with a
little bit of syntax and that is, that's

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my that's my attempt at this problem. But
these non-syntax systems are very also

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popular and it's just, you know, you have
to kind jump through a lot of hoops and

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stuff to make things work without syntax.
Also, ultimately I, I put my, my bet, on

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you know, let's try to make some syntax
work and then honestly it remains to be

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seen which works better and obviously,
it's just can be different for different

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audiences. You know, if I had. First
graders I would think yeah, maybe the

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syntax is too much. Maybe I would try
something else. But anyways, this is a

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courage area of research, how that's going
to work out Anonymous person asked what is

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the real syntax for a Javascript
portfolio? So I've mentioned here and

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there, I should do this in the last
section as well that, mostly we're doing

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Javascript but you've got this sort of
nick extensions on the front of them so at

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the end, I'll need to expose what is, I
can help with the. So All computer

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languages have some syntax for this idea
that you have a big group of things and

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you wanted just essentially loop over
them, You wanna do some operation for each

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one. So here's a good syntax for that.
Four pixel cone image, that's the syntax

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we've been using. And actually that is
pretty much the syntax that Java uses and

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actually very close to the syntax that
Pipeline uses and that's very popular

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languages. It happens ironically this is
not the syntax that JavaScript uses.

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Javascript just by historical accident
Doesn't have a good syntax for this very

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common case. I think this one of the very
unfortunate things about a Javascript. And

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you may ask, well why they don't just fix
it. It's a little bit, you know, once a

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language is out there and millions of
lines and codes have been written, they

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can't just change so we'll have it
[inaudible]. It's certainly like. If

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England decides, you know, it really would
be better if we all drop on the right had

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inside [inaudible]. Yeah but they've got
all of these roads and all these cars.

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There's all the stuff in place where they
can't just switch. And so, when I say

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something is sort of stuck as historical
accident, that's when [inaudible] it

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happens with the Javascript. History was
unkind. It has many nice qualities but

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this one is terrible. So anyway, what is
the syntax? So the syntax begins 4i or

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this could be any variable you want, 4i in
image. So you're gonna loop i over the

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image but unfortunately in this case you
would think i was gonna be the pixels

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themselves but its not. It's an index into
the image and then so then your next line

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would have to say pixel = image square. So
you take this index, you got here, used it

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in the square back of an image and the
neck gets you to pixel up. Anyway,

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obviously this is not gonna come up for
CS101 but that, that's the syntax. There's

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a couple syntaxes in Javascript but
that's, that's probably the last one. Now,

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if you're writing a lot of code in
Javascript, you know, I am obviously, I am

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a little saddened by this kind of lame
syntax but you know what, when are looping

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over stuff is very common and at within
the day, you could just get used to like,

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okay well, that's what we have to do it
and that's not gonna be a [inaudible]. You

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could manage that. Alright, Another
question I really liked from Dave Pittman

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and Chris Posner was this question of well
if you have a zero or one or whatever in

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the computer how does it know. If its part
of a JPEG you know, maybe its part of t he

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red color or it's a, it's a letter in the
e-mail or something. How, how does that

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work? So the way it works, draw a little
picture here, is you can think of RAM is

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a, there are billions of bytes in RAM and
the bytes are just laid out in an unmarked

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uniform field. It just starts at you know,
the zero byte runs all the way through the

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end and there's no distinctions about
anything. They're just all bytes. So, the

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way it works is that the software which is
manipulating RAM lays it out by area and

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the software knows which byte it's gonna
use for which purposes. So, let's say here

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is this big bunch of bytes and so let's
say I'm in a. You know a byte, you know my

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example was it could be part of an RGB
image or maybe it's a single type letter

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so let's say it's a single type letter. So
maybe, the program, it has all this RAM

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and it all say well, these bytes here you
know it's you know there's 10,000 bytes or

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something. It says I'm gonna use these
bytes to hold an e-mail that someone who's

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typing in And so it's could sort do it by
area. So it marks off that area and says

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this is an e-mail here. So then as the
user types in the letters of the e-mail.

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So the letter a or something or letter t
or something or whatever then maybe those

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bytes gets set in here. It sets the 0s and
1s to be the number for the letter a or

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the letter t or whatever and so then later
when the software looks at this area it

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knows, alright this is the areas set aside
for e-mail so I know. To it I know to

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interpret these bytes by letters. Or also
you can imagine if the program said, okay

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I'm gonna store the RGB image here. That's
where I'm gonna use these bytes for. And

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that's a little more complicated because
it would even need to know what the

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scheme. So, the scheme usually is gonna,
is gonna have the red number followed by

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the green number followed by the blue
number. For each pixel so it'll be, it'll

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sort of follow this three by two time
pattern and this [inaudible] details. So

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it would know that maybe that's a red
number you know, zero to 55 and then it

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would know that maybe that's the next red
number. So the point here is that, if you

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look at the chips, the bytes, it's just
undistinguished. So, it seems to give you

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know to hold. The way the software is able
to work coherently, essentially having a,

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a pre-plan about, for this area bytes is
gonna be used and such and such way and

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just might be consistent with that plan
when setting the bytes and then later when

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we [inaudible] back. You can also say in a
way that the, the part disk, the flash

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memory is also the same. Right at the, the
hard drive likewise, it pretty much just

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looks like a big bunch of bytes. And so
the software would need to know oh,

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something about other file like JPEG. Oh,
I know that in that I stored the bytes for

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RGBM image or, or something. It needs to
have some plan so then when it gets the

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bytes back, it knows how to organize. All
right, So oh, sorry, it's our last

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question. So sort of about the question of
what does it take, what, what, what would

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do you wanna do if you wanna be a CS
major? Salvardor Diaz. So I'm gonna have

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someone [inaudible] answer for this
question. So the first thing that you

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should know is that most colleges do not
require, if you want a major in CS. Don't

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have some requirement when you come in
with programmability. So and for example,

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it's Stanford. The Stanford CS106A course,
it's an excellent course. It's fairly

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difficult but there's an enormous amount
of support, there's tons of office hours

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and all those help so people have a lot of
different abilities and all get through

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it. That course requires no experience or
whatsoever. So it'll show up and then that

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is a full programming course. So, CS101 is
not a full programming course, it's kind

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of a sampler, I'll describe this more in
the last week, 106A is a for real pretty

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demanding really important question, ten
weeks. So, What does this mean if you are

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a pre college and you just sort of think
about this? Well, one answer and I talked

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to a couple of colleagues in Stanford
about this. One answer is, well, you might

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just kinda do well in Math and Science and
English, whatever. Just courses that

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colleges look at just to get in to college
and all, that, that's maybe good

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background goal. Now I'm gonna take that
part a little bit and say. I don't think

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it is that important in particular that
you do well in Math and Science to take

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CS. That's maybe partly controversial.
Obviously Computer Science involves. Doing

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some math and sort of organize logical
thinking Like you know if you happen to

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hate biology or actually even if you
dislike calculus. I don't see that's being

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00:14:01,010 --> 00:14:05,170
a big for CS. I think computer science in
some [inaudible] is what on you, you've

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00:14:05,170 --> 00:14:09,694
got in a real sense of what sort of, there
is math and there is logical thinking but

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I think it's a little bit a thing into
itself. If someone has done very well with

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calculus or very well in physics, I mean
that's fine. I mean it just shows that

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their you know, their brain is good at
working at stuff and sure that's gonna be

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useful for computer science. But I think
it is more sort of the historical accident

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that physics or in my high school calculus
was regardless very important advance

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thing to do Whatever. I mean its fine. If
you get to use your brain and you practice

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something you're interested but I wouldn't
link it to a computer science exactly. So

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what is going to help you with computer
science? I'd say the most important thing

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for computer science and not everyone
agrees with this but I feel it's true is

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programming experience like playing, and
programming doesn't have to be some big

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heavy weight thing but I think playing
around with computers in a meaningful way.

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Gives you a stronger intuition about how
they work with the boundaries and

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obviously CS 101 very much fits on this
pattern. So there's many things that you

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could do with computers that I think help
sort of feeling those instincts. I think

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the, the key feature is having some sort
of real project, your typing and clicking

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in the computer creating something that
[inaudible] at have some visual upload

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that you ca N. Change it in some way and
then get slightly different output. I

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think those are the, those are the key
qualities. It's possible for someone to

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just self motivate like get the book on
whatever and then play around on your own

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but I think that's, that's just difficult.
In a sense this is why courses exist like

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well, even if maybe you have the ability
to play around with a robot or whatever,

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it's just much easier if there's someone
setting kind of a weekly case and give you

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little goals [inaudible]. So that said,
I'm just gonna mention a bunch of sort of

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computer related things that I would think
would be useful or if I was talking to

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high school person who is interested in
maybe doing computer science. Just so in

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no particular order so there, there's a
chip I showed earlier, the Arduino,

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Arduino is set up for doing such a little
art projects with little blinking lights

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or switches, whatever sorts of physical
thing. It's not software just down the

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screen of your computer and there's a lot
of blue books and kits or whatever.

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Essentially to play around with the
Arduino it's kind of fun. It has some sort

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of a hands on feeling and it involves a
little, a little bit of programming. So

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that's it. Random thing, something in
credit There is in the US. I don't know if

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it's international. Not sure. There is a
computer science high school course. It's

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in Java. It's a fine class. There are lots
of books and online resources or whatever

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that I happen to fit in the material and
some high schools have it but some don't.

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I mean I think. That's why colleges
realistically should not expect some prior

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experience cause where, you could have
great, you know, world's greatest high

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school students but whether [inaudible]
have it. Well high school people are

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planning out for robotics is sort of like
Arduino you know, it kind of a fun, hands

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on, way to play around computers. I can't
remember a couple of some sort of the

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weaker forms spreadsheets you may have
heard of spreadsheets, Spreadsheets

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actually have in them a simple language
for the Google spreadsheet than it is

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actually a Javascript which allow you to
write a little short bits of code that

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they do really interesting in [inaudible]
with data adding things up or computing,

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you know, something like computing. So
next time you find yourself in the

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position where you got some big ton of
data or, you know, part of your Biology

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class or Club or something I would say I
would be open to, oh, you know what I'm

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gonna go read the docs and gonna try and
use the spreadsheets to do this rather

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than by doing this by hand or something. I
think that's an example of pushing

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yourself to use the computer. In something
that looks like code but I think it's

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beginning, it helps to fill out that scale
set Just sort of make that stuff work.

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Notice the one example is some games have
a level editor that's maybe a kind of a

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reduced form of programming but the level
does have a kind of a logic to it and so

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you could play out the level editor and
then play it sort of yeah, yeah, yeah,

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yeah, sure. I think that, that is getting
you some insight about the. The formal

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instruction of the computers So as I said,
anything where you're, you're using your

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brain and seen there was also doing
adjustments, I think is, is a good

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impression for doing something you could
do. All right, So, thanks again for all

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the people who are sending questions. Like
I said, I'll have the, the What Could You

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Do After CS101 will definitely be a, a
last week topic. All right Take care.