Ethan Erika T.
Biona (STEM11-L) limited to just computer scientists and
EmpTech (Midterm Exam – Reviewer)
Module 1: Introduction to Computational Thinking
Source: Introduction to CT pdf
How do we go about defining Computational Thinking?
 can we say that Computational Thinking is “some
thought process that involves or is related to
computers when considering something”? (NO)
How about if we consult what the experts in the are have
to say about the phrase?
 "Computational thinking is not just for other
scientists, it’s for everyone" (Wing, 2006)
 "Computational Thinking is the thought processes
involved in formulating problems and their
solutions so that the solutions are represented in
a form that can be effectively carried out by an
information-processing agent" (Cuny et al., 2010)
 "[Teaching Computational Thinking] is to teach
[people] how to think like an economist, a
physicist, an artist, and to understand how to use
computation to solve their problems, to create,
and to discover new questions that can fruitfully
be explored." (Hemmendinger, 2010)
 "Computational thinking is the process of
recognising aspects of computation in the world
that surrounds us, and applying tools and
techniques from Computer Science to
understand and reason about both natural and
artificial systems and processes." (Furber, 2012)
 "Computational thinking is an approach to
problem-solving that involves using a set of
practices and principles from computer science to
formulate a solution that’s executable by a
computer." (Beecher, 2017)
Defining computational thinking
 It doesn’t seem like there’s a consensus even
among experts…
 Hence, we can say with some confidence that
there is no standard definition of CT that can
completely capture its identity
 However, we need a running definition for our
course. To do so, we can try to form our own
definitions from common themes.
- An everyday skill that anyone can use to
solve problems in any domain (i.e. not
programmers or in their respective work)
- A thought process that uses concepts
related to computer science
- (or to the task of computation, in general)
- Used in the framing or understanding of a
problem and in the creation of solutions,
which can be carried out by computers (i.e.
anything or anyone that computes)
 Compressing these statements, we define CT as
- …a mindset that anyone can use for solving
any problem and that involves framing
these problems and their solutions guided
by concepts core to computer science.
Even Beecher (2017) lists several concepts related to
CT…
 Logical thinking
 Algorithmic thinking
 Decomposition
 Generalization and pattern recognition
 Modelling
 Abstraction
 Evaluation
 Data representation
 Critical thinking
 Computer science
 Automation
 Simulation / visualization
Decomposition
o Decomposition advocates for breaking down of
big problems into smaller easier to solve tasks
o Decomposition is the idea that a big problem can
be broken down into many smaller problems
o These smaller problems can be broken down
until they are no longer problems but actual
tasks to perform
 You see, real-world problems are big
- Big here means that there normally isn't just
one tasks to solve the whole problem
- There are numerous tasks, just like in the
problem of cleaning one's room
 Decomposition is subjective to experience
 - Someone might think a problem is totally
easy to solve
- Another might find the same problem too
big and would need to further decompose
the problem
 To perform decomposition
- one needs to properly frame the problem
and identify the "main problem”
- Then look at parts of the problem (sub
problems)
- We continue this process over and over until
we have tasks. Algorithmic Thinking
 Decomposition – Eggs Benedict o Algorithmic Thinking advocates for the
How to cook Eggs Benedict? formulation and creation of solutions to be
- How to cook the bacon? defined and sequential
- How to make Hollandaise sauce? o An algorithm is a sequence of instructions that
- How to poach eggs? adheres tto two main principles:
- How to toast muffins? - Steps must be clearly defined and
- How to place everything together? unambiguous (Defined)
- Steps must be with clear start and end
Abstraction points (Sequential)
o Abstraction is about suppression of information,
while retaining important information to the task
at hand.
o Abstraction is a way of expressing an idea in a
specific context while at the same time
suppressing details irrelevant in that context
o Abstraction can also be viewed in the way that
train station maps aren't pictures from Google
Earth, but an abstraction of what one needs to
know
 Algorithmic thinking isn't about creating
algorithms
- You've already been making solutions and
plans and lists of things to do
 Algorithmic thinking states that in the form
creation of plans, one must adhere to the make
up an algorithm
- Defined steps
- Having sequence

Evaluation
o Evaluation is all about determining if a solution is
 You can think of abstraction in terms of layers of good according to some standards
information o Evaluation is the concept of determining if a
- As we go lower, more information is solution is actually a good solution
revealed - But what makes a solution “good”?
- As we go higher, less information is  Beecher (2017) mentions we can ask the
retained following questions:
- Is it correct?
Does it actually solve the problem you set
out to solve?
 - Is it efficient?
Does it use resources reasonably?
- Is it elegant?
Is it simple yet effective?
- Is it usable?
Does it provide a satisfactory way for the
target audience to use it?
 Evaluation is heavily dependent on the framing of
the problem
- Each task should be traced back to which
subproblem they solve
- Each subproblem should eventually trace
back to the main problem being solved
Recap
 We defined our own definition of Computational
because there’s no standard definition
 CT defined as “…a mindset that anyone can use
for solving any problem and that involves
framing these problems and their solutions
guided by concepts core to computer science.”
 Framing problems and creating solutions must be
guided by certain Computational Thinking
concepts:
- Decomposition is the idea of breakdown
down big problems into smaller easier to
solve problems
- Abstraction is the idea of highlighting
important information and removing
irrelevant information
- Algorithmic Thinking is the idea that
solutions should be defined and have
proper sequence
- Evaluation is the idea of determining how
good a solution is
Source: Computational Thinking... with Jump Shots?
Source: Core Concepts of Computational Thinking
Recap
Clarifications
 These four concepts help further define the
identify of Computational Thinking
- I.e. Computational Thinking is a mindset that
anyone can use for solving any problem and
that involves framing these problems and
their solutions guided by decomposition,
abstraction, algorithmic thinking, and
evaluations. (woah mega evaluation right
here)
 The four concepts of Computational Thinking are
not meant to be done in steps.
- I.e. Its not a step by step process
- All four concepts can be applied at any
phase in the problem solving process and
can be applied together
 In relation to the previous point, the concept of
Evaluation can be performed even during
decomposition
- Evaluation is recognizing that a solution is
just a plan and that any plan can be
evaluated -- even w/o concrete
implementation.
 Abstraction is one of the hardest concepts out of
the four.
- Too abstract a concept might lead to loss of
information, while too little abstract might
lead to an overwhelming amount of
information.
- In relation to our attempt at looking the
many other concepts, abstraction is closely
related to pattern recognition and
generalization.
- Abstraction requires exposure and practice
to recognizing patterns and performing
generalizations (hence, their close
association with each other)
- Pattern recognition is the idea of looking for
similarities among data
- This might include recognizing patterns
among solutions to different sub problems or
recognizing important characteristics of a
given situation.
- Once identified, patterns can generalized
into single concept, which usually makes a
solution simpler or aids in coming up with
solutions to similar problems.
 We tackled the problem taking good jump shots
using the computational thinking mindset
 We identified the main problem and broke it down
until we had tasks to perform (instead of
problems to wonder how to solve)
 We then saw how abstraction can help in
understanding a motion tracking (which is what
we need to predict the peak of a jump)
 We evaluated both our manual approach and the
computational approach by briefly looking at the
capabilities and limitations of each
 Lastly, algorithmic thinking is observed not in the
creation of an algorithm, but in adhering to what
 an algorithm should be (having clear and defined
instructions)
Short Quiz 1
1. Is a CT concept that highlights that a problem
(regardless of size) can be broken down into
smaller problems. In turn, these problems can be
broken down further and as these problems are
broken down, they may resemble tasks.
- Decomposition
2. Is a CT concept that deals with understanding the
correctness of a solution and if it addresses the
problem at hand. It also deals with knowing
whether a solution is efficient (i.e. smartly uses
resources), elegant (i.e. simplicity over
complexity), and usable (i.e. can be used by the
user and can be implemented by the problem
solver).
- Evaluation
3. Is a CT concept that deals with understanding
that any process or solution can be represented
in the manner of an algorithm -- something that is
defined and sequential.
- Algorithmic Thinking
4. Is a CT concept that deals with suppressing
information while still retaining relevant
information to the task at hand.
- Abstraction
5. In general, there are only four (4) concepts that
make up Computational Thinking.
- False
6. Computational Thinking -- as a problem solving
mindset -- is only meant to be used by computing
professionals.
- False
7. The Computational Thinking four concepts we'll
highlight in class are meant to executed in the
following order:
Decomposition
Abstraction
Algorithmic Thinking
Evaluation
- False
8. The definition that we came up with for
Computational Thinking -- "...is a mindset that
anyone can use for solving any problem and that
involves framing these problems and their
solutions guided by concepts core to computer
science." -- was derived from other definitions
and may not be the only way to define CT.
- True
9. One aspect that Algorithmic Thinking advocates
for is that solutions need to have a clear start;
however, solutions -- in the form of algorithms --
do not need a clear ending.
- False
10. The question of "Is it correct?" is something that
is asked when looking to evaluate a solution.
- True
Module 2: Decomposition
Source: Decomposition for Problem Solving
"If you can't solve a problem, then there is an easier
problem you can solve: find it." - George Polya
 Decomposition is an approach that seeks to
break a big, complex problem into smaller, easier
to solve problems.
 These simpler problems or parts may either be
interrelated or complete independent of each
other.
 To perform decomposition, one needs to properly
frame the problem and identify the "main
problem”, and then look at parts and pieces of
the problem (sub problems). If sub-problems are
still complex to solve, we continue the process
(recursively)of breaking down each of these sub-
problems into sub-sub-problems until each sub-
problem are just simple tasks to do.
 In most cases, problem solving can be framed as
input-process-output.
- The input could be some data that we need
to process or the available resources that
can be used to solve the problem.
- The process is the solution to be done in
order to solve a given problem.
 - The output is equivalent to our goal or following computation (Assume that the scores for all the
desired outcome that would prove that the items are out of 100 points):
given problem has been solved.

 If the process is too complex, we may apply

decomposition to break it down to smaller,
simpler sub-processes.
- Sub-processes that are needed to be done
in proper order are called sequential sub-
processes.
- Sub-processes that can be done
simultaneously are called parallel sub-
processes.
1) Review the problem carefully and understand
what you are asked to do
Main problem
- We are asked to compute for the final grade
based on the given computation.
Subproblems
- Getting the scores for quiz 1 and quiz 2
- Getting the scores project 1 and project 2
- Getting the final exam score
- Getting the class participation score
- Calculating the final grade using the given
computation
- Displaying the final grade

2) Determine what information is given (input) and

what result must be produced (output)
 Divide-and-conquer is a strategy in
decomposition.
- Many war generals have employed this
strategy in battlefield when outnumbered by
the enemy. That is, when the enemy has
many scattered troops, they gather their full
force and engage the enemy one small
troop at a time. Some politicians also use
this strategy by trying to break the 3) Assign names to each input and output item.
opposition into weaker, smaller parties. - We'll use the same names for our variable
Some marketers also employ the divide- names.
and-conquer approach by producing many
different variants of their products to fit the
different needs of diverse types of
customers.

Source: Applying decomposition to solving word problems

(Programming Example)

Say you are given the problem below and you are asked to
give a Python program as a solution.

Given the scores for the two departmental quizzes, two 4) Determine the manner of processing that must be
projects, final exam, and class participation, write a done on the input data to come up with the
program that will compute for the final grade based on the desired output (i.e., determine what formulas are
needed to manipulate the given data)

Setting up an algorithm
1) Get quiz1 and quiz2 scores.
2) Get proj1 and proj2 scores.
3) Get finalE score.
4) Get classP score.
5) Calculate the final grade using the formula below
6) Display the final grade finalGrade.
Coding
(We used float() to convert our input to a floating point
since grades usually have decimals.)
Module 3: Abstraction
Source: Abstraction for Problem Solving
Abstraction is the suppression of information that is
unnecessary to solving a specific problem.
- Most of the time, when someone would tell
you to draw this kind of illustration, they
would just say "can you draw a face?"
instead of having to cite all the details like
"please draw two eyes, a smile, and place
them inside a circle to resemble a face".
Having generalized the pattern of all faces,
when someone says "draw a face", typically
we know what they mean. The details of the
face have been suppressed.
Importance of Abstraction
 "The essence of abstractions is preserving
information that is relevant in a given context,
and forgetting information that is irrelevant in that
context." - (Guttag, 2013)
 Abstraction is essential to computer scientists.
This is because the real world is quite complex,
and since computer scientists solve problems by
creating solutions using programs, they simply
cannot represent all the details and complexities
of the real world as information on their
computers, so they tend to suppress information
that is unnecessary to the problem at hand.
 As we have discussed prior to this, just because
this concept is used extensively by computer
scientists does not mean it is exclusive to them.
Abstraction is also an essential skill in day to day
problem solving, because, like computers, our
brains cannot store an infinite amount of
information at any given moment. It is oftentimes
easier to only retain necessary information when
problem solving.
Layers of abstraction
e.g. email applications
 The highest level of abstraction is the user
interface level. For users of the app, all they need
to know is that to send an email, they type in their
message and the recipient, and click send.
 The next level of abstraction is the application
level. This is where the software developers lie.
They need to know how the emails are
represented in memory (what data types), as well
as the recipient. They also need to interface with
the network so that the data can be sent to the
appropriate recipient.
 The next level of abstraction is the network or
hardware layer. This is how the bytes of data are
actually routed and transferred across the
internet to the recipient.
The question now is which level of abstraction is
necessary? The answer is: it depends. The context of use
determines the level of abstraction necessary. For the
users of the app, the interface level is the only level of
abstraction applicable. For the application development
team, the application level is the only one they need to
know. The lowest level of abstraction is for the network
engineers to know. Context is everything in selecting a
level of abstraction. Different contexts require different
information.
Source: Abstraction in Games
 Plenty of games represent some aspect of the
real world, especially newer games.
Unfortunately, the real world is complex, so
typically, games perform abstraction to simplify
the aspect of the real world they are trying to
represent in order to provide a better experience.
 Creating a game is really a matter of problem
solving, much like our other tasks in this course.
The problem that game designers are constantly
trying to solve is "How can we use this
story/environment/idea to create a fun game
experience for our players?". A crucial tool they
must use, if they intend to create games that
mirror our real world, is abstraction. It is
imperative that they abstract away the
complexities of the real world to make it simpler
and more enjoyable for the players of their game
to experience the challenge and story of the
game that they are playing.
Module 4: Evaluation
Source: Evaluation Overview
Striking a balance
 Sometimes it very difficult to have a yes as an
answer for each of the four questions. It is
possible that there is actually no elegant,
efficient, and perfect solution. There are so many
factors to consider in real world problems. It may
be a perfect solution for some scenarios, but it
may not be for others. If you try to improve one
aspect, it might compromise the other three
aspects.
Source: Correctness
 Correctness states that there should be an
objective/empirical way of evaluating a solution.
This should stem from the planning phase – the
decomposition and identification of goals. After
knowing what the output is, you should come up
with different scenarios to check if you have the
right output.
 It is possible that your solution is only applicable
for a certain scenario, but it does not work for
other scenarios.
Source: Efficiency
Efficiency states that solutions must use an acceptable
amount of resources. Some solutions may work, but
sometimes they can be impractical due to the factors like,
but are not limited to:
 Time - duration of an algorithm’s run time from
start to end
- Total time it takes to get ready in the
morning
 Space - amount of memory needed to process
(can be analogous to other resources like the
example below)
- Amount of water needed to take a shower
and brush your teeth
There is an advanced way of measuring the complexity of
an algorithm, but a simple way of doing so is by looking at
 Best case scenario
 Average case scenario
 Worst case scenario
Compare performance of a solution using these scenarios
to determine its effectiveness.
Source: Elegance
Elegance states that effectiveness and simplicity must be
maximized at the same time (i.e. super duper smart, super
duper simple). It doesn't necessarily mean that it should be
a work of art, but it has to be simple yet effective.
 Elegance is hard to measure.
 Do you prioritize effectiveness over simplicity? Or
simplicity over effectiveness?
 There is no one answer. You must justify why an
obvious approach isn’t the best approach. Don’t
make a solution complex unnecessarily.
The first algorithm might be the first solution you would
think of. But as you think of the pseudocode, you would
realize the process is complex. If you observe patterns
properly, you might come up with the second algorithm.
Notice that both algorithms are effective, but the first one is
more complex than the second one.
Source: Usability
Usability states that an algorithm must also be measured in
terms of how well it can be used by people in order to
achieve their goals. You might come up with a solution that
is correct, efficient, and elegant. However, if your target
audience cannot use it, do you think it is a good solution?
Measuring usability can be summarized into the following
components:
 Learnability - easy to learn?
 Efficiency - tasks performed quickly by the user?
 Memorability - easy to establish proficiency?
 Errors - can errors be recovered from?
 Satisfaction - pleasant design?
Aside from test cases for correctness, and efficiency tests,
you should also come up with usability tests. Usability tests
should be about the identified goals. If, say, your goal is to
create an algorithm for cooking beef nilaga, you should get
insights from the users of your recipe and investigate why
they felt a certain way using your recipe.
Sometimes, you also don't need to wait for a finished
solution, you can ask people what they think of your plan
so you can fix the problems sooner.
Module 5A: Algorithmic Thinking 1 - Intro to Algorithms and
Programming
Source: What is an Algorithm?
Algorithm
 An algorithm is a sequence of instructions that
adheres tto two main principles:
- Steps must be clearly defined and
unambiguous (Defined)
- Steps must be with clear start and end
points (Sequential)
Definiteness
 Are road signs algorithms?
- No!
- However, they are defined rules to follow.
- When encountering a road sign driving from
point A to point B, one needs to recognize
what the sign means and follow them
accordingly
Sequence
 Are music sheets algorithms?
- Yes!
- There is a specific way to interpret playing a
piece and there is a clear sequence from
start to finish
- Playing the notes out of order would result
in a totally different piece that what was
intended
State of an Algorithm
 As algorithms need to have sequence, they
inherently can be monitored
- We refer to this as the state of the algorithm
- Think of this as something like… “what's
happening at a certain point in the
algorithm?”
 As an example, imagine you’re playing the
following piece…
- Stop midway and take note of where you
stopped…
- At this point, we should be able to
recognize what parts have been executed
and what parts have yet to be executed
What is a program?
 Looking up the definition of a program, we find it
is described as…
- A set of instructions that a computer follows
in order to perform a particular task
 So… is a program an algorithm?
- Yes!
- A program is a more specific algorithm that
is meant to be run by a computer
 A program will strictly flow its instructions step by
step
- Unlike a human interpreting statements in
an algorithm, programs don’t question your
instructions
- However, if there's an error in a program its
either…
(1) The code is typed wrong
(2) The logic of the code is wrong
name = input("Hi! What's your name? ")
print("Hello %s! Nice to meet you" % name)
 Hence, programmers need to carefully
understand the “language” or instructions we can
use to “talk” to computers
 - Which is similar when you’re…
(1) Learning an actual (human) language
or…
(2) Learning the meaning of road signs
or…
(3) Learning how to interpret notes on a
music sheet
- Input – The values you want processed (i.e.
data)
- Process – The processing you do with the
cells (formulas, functions, etc.)
- Output – The resulting processed values /
charts

Lightbot
 Is a simple game that helps in learning about
programming constructs
Source: Introduction to Programming

How do you think Lightbot is related to programming?

I-P-O’s relation to CT
 As mentioned, it can be applied to any problem
→ Post processing: Lightbot
 The better you frame the problem, the better you
 You think of a way to solve a level (using logic)
understand what you must do to solve it
 There are commands (syntax) for your robot to
- It’s also a form of decomposition
execute
 One way to develop this mindset is through
 Your commands are an implementation of your
programming!
idea
- This time, specific to Lightbot
Programming
- When you solve things with Python, its your
 In programing, we’re going to learn about
logic expressed in Python’s language
- Logic formulation
 There are multiple solutions to one problem
- Syntax
 You can identify the goal of the problem in front
 Logic formulation should know no bounds
of you, but how you solve it is up to you
- You can come up with many types of
 Some solutions are confined to the number of
solutions to one problem
boxes available
- But there has to be a way to express your
- Real programs are limited to…?
solution
- Memory and time!
 Syntax then allows you to express your thoughts,
 You won’t feel the limit as much in actual
but it has a couple of limitations
programming, but there are going to be limit to
- You have to follow the rules of a
certain solutions
programming language
- You’re limited by how you can manipulate
→ Input -> Process -> Output
these rules
 Lightbot is a great example of understanding a
 Both logic formulation and syntax work hand in
basic framework for how program work
hand
- Input – the initial values needed for a
- The more you learn about a domain / prog.
program to execute
language, the more you’re able to express
- Process – a program executes based on a
your thoughts
set of instructions
- And this carries over to other problems too
- Output – the result of a program’s execution
 You can frame any problem in an input-process- Why programming helps…
output way
 Computers have tons of commands that you can
 Let’s look at cooking, what would be the give, but they need to be given in a specific
- Input – Ingredients and kitchen equipment manner
- Process – Steps in a recipe
 Not all programs are as adaptive as compared to
- Output – The resulting dish
humans
 How about when planning and creating a
spreadsheet file, what would be the
 - If you make a mistake with telling the  Two parts to keep in mind:
direction to somewhere, a human can (1) Text editor area
eventually figure things out - This is where you’ll code
- Computers can’t; They’ll most likely throw (2) Console / terminal area
you an error! - You can code here, but only one line at a
 Although you’ll have more commands in Python time
than in Lightbot, you might still feel limited in - When you run your code from the editor,
what you can create your program will show up here
 Its in understanding the bounds of your domain
(syntax) that you can craft a smart solution Programming
(logic) to a problem  Again, you can run code within the Console /
 After which, you’ll find you can apply a lot of Terminal area, but you’re going to be limited in
programming logic in non-programming terms of writing one command at a time
problems  Hence, let’s stick to the Text Editor area when it
comes to writing our scripts
Programming Languages
 There are many ways to express an algorithm: Output Statement
- Paragraph  We used Python’s output statement: print()
- Bulleted List - Is a function that Python understands as…
- Flowchart “display what the programmer placed in the
 However, these aren’t immediately parenthesis” (not as simple tho)
understandable by a computer; hence we need a - Case sensitive, so Print() won’t be
programming language recognized by Python
 As you should have noticed in the previous
Computer Programs example, each output statement prints on a new
 A programming language is a language that is line
understood both by a programmer and - This can be modified if you feel comfortable
computer doing so
 It is a common language used to write solutions - Read more in Additional Notes on the Print
(called programs) that may be executed by the Statement on Canvas
computer
Variables
Introducing Python  Variables can… vary!
 In this class, we will be using the Python  In terms of programming, think of them as
Programming Language containers that you can place values in
 Python is  In Python, we declare variables as…
(1) High-level - x = 10
- Similar to the English Language (a spoken - name = "Eren Jaeger"
language)  This is called an assignment statement…
(2) General-purpose because we assign!
- No specific use, may be used for dynamic  The = symbol let’s Python know we want to
web, games, etc. assign the left- hand value to the right-hand
(3) Interpreted variable
- Not compiled, meaning not converted into
an executable file Input
(4) Dynamic  We can’t hardcode all possible values for our
- Lines may be executed while the program is program
running, no need to compile the program - Well… we could, but would you want to?
first before code is executed.  Hence, we need a way for the user to give us
input
Programming Environment  Using the input statement is as easy as…
 - x = input()

Summary
 What is an algorithm?
- A set of instructions that are clearly defined
and have sequence Or
 What is a program?
- A set of instructions meant to be run by a
computer through some programming
language
 We can also frame problems using the Input ->
Process -> Output
 Programming Concepts (in Python)
- Developer's environment (REPL / IDLE)
- Output statement
- Variables Data Types
- Input statement 1. Strings
 Refers to text data
Module 5B: Algorithmic Thinking 1 - Variables, Data Types - Can be composed of a string of letters,
and Operators numerals (figures that denote a number),
and other special characters
Source: Working with Data (Data Types and Operators) - Example: the name of a game you bought
during a Steam sale
Recall  When writing Strings literally into code,
 Output statement: print(“Hello world”) they are enclosed in quotation marks
 Assignment statement: x = 2 - x = "The quick brown fox jumped over the
 Input statement: name = input(“Enter name: ”) lazy dog"
2. Integers
 Refer to whole numbers
- They are usually used to denote counts of
objects
- Example: the number of games you bought
during the Steam sale
 When written into code, simply write
Data Types the numerals that denote the value of
 Our issue here is that we have an improper data the desired whole number
type - No decimal point
 In certain cases, you’d have to tell Python what - x=4
type of data a specific value is 3. Floats
 We need to tell Python to convert the type of our  Floating point numbers refer to decimal
input to a number numbers
- They are usually used to denote measures
or data that requires precision
- Example: how much money did you spend
during the Steam sale
 When written into code, write the
numerals that denote the value of the
Or desired decimal number with the
decimal point
- x = 50.5 ; x = 1.0
4. Boolean
  Refers to data that can only either be
true or false
- Unlike Strings or numbers with infinite
possible values
- These are often used to denote whether a
state is or is not
- Example: having enough money to buy all
the games you want during the Steam sale
 When written into code, boolean values
are written as True or False Integer division (nearest whole number)
- Note the capitalization!

→ Computers need to know some data’s type in

order to know how to manipulate or treat the
value
→ Should all real-life categories have only data
types?
- Not all the time!
- Your ID number can be either a string or an
integer
- Your age can be either an integer or a
float…. or a string!
→ You just need to follow proper syntax and are in
control of the design and flow of logic of your
solution

Data Type Converters

 We know that Python knows what data type a
value has if its in the proper format
- 4.0 is float
- "hello" is a string
 But again, input() returns a string value all the
time
- Hence, we use data type converts!
 All the data types have their own commands for
converting data

Operators in Python