CSE113 Algorithms WEEK 3 For Students

CSE 113 Introduction to Computer Science and
Engineering
Introduction to Algorithms
Part 1
Dr. Denizhan DEMİRKOL (Ph.D)

Learning Objectives
 Understand what is meant by an algorithm.

 Understand what is meant by a variable.
 Understand the six basic statements in pseudocode.
Humans & Computer Algorithms
 An algorithm is a step-by-step method for solving a particular problem or doing a
specific task.
• Has input data, and is expected to produce output data.
• Each step can be carried out in a finite amount of time in a deterministic way.
specific task.
 Do humans use algorithms in their daily life?
• Driving a car.
• Cooking.
• Passing a course in an engineering faculty.
• Many more.
specific task.
 Do humans use algorithms in their daily life?
• Driving a car.
• Cooking.
• Passing a course in an engineering faculty.
• Many more.
 Do computers use algorithms in their mechanism?
• Operating system: Windows, Linux, Android, etc.
• Deep blue (PC) which overcame Kasparov in chess board.
• Many more.
 Deep Blue was a chess-playing expert system run on a unique
purpose-built IBM supercomputer. It was the first computer to
win a game, and the first to win a match, against a reigning
world champion under regular time controls.
 It first played world champion Garry Kasparov in a six-game
match in 1996, where it lost four games to two. It was
upgraded in 1997 and in a six-game re-match, it defeated
Kasparov by winning three games and drawing one.
 Deep Blue's victory is considered a milestone in the history
of artificial intelligence and has been the subject of several
books and films.
Examples
 Different types of problems require different types of algorithmic

techniques to be solved in the most optimized manner:
 Brute Force algorithm
 Recursive algorithm
 Greedy algorithm
 Backtracking algorithm
 Divide & Conquer algorithm
 Dynamic programming algorithm
 Randomized algorithm
 Sorting algorithm
 Searching algorithm
 Hashing algorithm
 Humans can run algorithms using the five senses, brain, and memory.
 Computers can also run algorithms using the input and output devices, CPU, and
storage device if they were written in a formal programming language such as C,
C++, C #, Pascal, Java, Matlab, Android, etc.
 Before we learn how to write algorithms using a formal programming language,

we need to learn how to write algorithms in simpler forms such as flowcharts
and pseudocode.
 Before we learn how to write algorithms using a formal programming language,

we need to learn how to write algorithms in simpler forms such as flowcharts
and pseudocode.
 Why?
Variables
 When humans run an algorithm, data are stored in their memory, humans can
save and retrieve the data automatically without specifying a location and a
name for each piece of data.
Variables
 Computers do not have such abilities, and each piece of data should have a
specific name and unique location (cell or set of cells).
Variables
 Don't worry much, you need only to provide a name to a piece of data, and
the computer will allocate a unique location for it in the computer memory
(RAM).
Variables
 Don't worry much, you need only to provide a name to a piece of data, and the
computer will allocate a unique location for it in the computer memory (RAM).
 In terminology of algorithms, the word variable means a place in the computer
memory that can hold a piece of data, this place has a specific name and unique
physical address.
Variables
 Don't worry much, you need only to provide a name to a piece of data, and the
computer will allocate a unique location for it in the computer memory (RAM).
 In terminology of algorithms, the word variable means a place in the computer
memory that can hold a piece of data, this place has a specific name and unique
physical address.
 A variable can be also seen as a container to store
certain values. While the program is running,
variables are accessed and sometimes changed, i.e.
a new value will be assigned to the variable.
http://www.python-course.eu/variables.php
Characteristics of an Algorithm
 Finiteness: An algorithm should have finite number of

steps and it should end after a finite time.
 Well-defined Input and Output: An algorithm may have
many inputs or no inputs at all. It should result at least one
output.
 Definiteness: Each step must be clear, well-defined and
precise. There should be no any ambiguity.
 Effectiveness: Each step must be simple and should take a
finite amount of time.
Characteristics of an Algorithm
Disadvantages of an Algorithm
 Developing algorithm for complex problems would be

time consuming and difficult to understand.
 Understanding complex logic through algorithms can be
very difficult.
Pseudocode
 Pseudocode means fake code, because it is not a real programming code.
 It is a type of structured English that is used to specify an algorithm.
 Natural language and pseudocode describe algorithms so that humans can

understand them.
Pseudocode
 It cannot be compiled nor executed on computers and has no real

formatting or syntax rules.
 It enables the programmer to concentrate on the algorithms without

worrying about all the syntactic details of a particular programming
language
Pseudocode
 It cannot be compiled nor executed on computers, and has no real formatting or

syntax rules.
 It enables the programmer to concentrate on the algorithms without worrying

about all the syntactic details of a particular programming language
 Example:
what follows is a pseudocode for a program that gets two integer numbers
from the user, and then prints out their product.
Declare X1, X2, Result
Read X1,X2
Result = X1*X2
Write Result
The Art of Problem Solving
 As evidence of the elusive, artistic nature of problem

solving, the following loosely defined problem-solving
phases presented by the mathematician G. Polya in 1945
remain the basic principles on which many attempts to
teach problem-solving skills are based today.
 Phase 1. Understand the problem.
 Phase 2. Devise a plan for solving the problem.
 Phase 3. Carry out the plan.
 Phase 4. Evaluate the solution for accuracy and for its
potential as a tool for solving other problems.
Program development
 Translated into the context of program development, these

phases become:
 Phase 1. Understand the problem.
 Phase 2. Get an idea of how an algorithmic function might
solve the problem.
 Phase 3. Formulate the algorithm and represent it as a
program.
 Phase 4. Evaluate the program for accuracy and for its
potential as a tool for solving other problems.
Basic Pseudocode Statements
 There are six basic pseudocode statements that are used for writing algorithms:
www.cse.unr.edu/~fredrick/class/201/lecture/Pseudocode.doc
1. Reading (or getting) data from an input device (keyboard, file, etc.).
2. Writing (or displaying) data to an output device (monitor, file, printer, etc.).
3. Calculating (or performing) arithmetic operation on data like +, -, *, /.
4. Assigning a value to a variable (fill a container).
5. Selection structures such as "IF-THEN-ELSE": compares two pieces of information

and select one of two alternative statements.

6. Repetition structures such as "WHILE" and "FOR": repeats a statement or a group

of statements for a certain number of times.

6. Repetition structures such as "WHILE" and "FOR": repeats a statement or a group

of statements for a certain number of times.
 According to the structure theorem, any computer program can be written using only the
three basic control structures: sequence, selection and repetition.
The Sequence Structure
 It is a series of actions are performed in a
specific sequence indicated by the sequence
they appear in the program (what comes
first is executed first).
Statement 1
Statement 2
. Order of execution
.
Statement n
 It is a series of actions are performed in a
Statement 1
Statement 2
. Order of execution
.
Statement n
 Example:
Declare X1, X2, Sum
Read X1,X2
Sum = X1+X2
Write Sum
 It is a series of actions are performed in a  Let us remember:
Statement 1
Statement 2 http://blogs.articulate.com/rapid-elearning/how-
. Order of execution to-get-your-learners-to-remember-more/
. A statement could be:

Statement n 1.
2.
 Example:
3.
Declare X1, X2, Sum
4.
Read X1,X2
5.
Sum = X1+X2
6.
Write Sum
 It is a series of actions are performed in a  Let us remember:
Statement 1
Statement 2 http://blogs.articulate.com/rapid-elearning/how-
. Order of execution to-get-your-learners-to-remember-more/
. A statement could be:

Statement n 1. Read
2. Write
 Example:
3. Calculate
Declare X1, X2, Sum
4. Assign
Read X1,X2
5. Select
Sum = X1+X2
6. Repeat
Write Sum
Assigning a value
 Assigning a value to a variable (fill a container):
On the left side of =, we put the name of a variable and on the right side we put a value
or an expression.
Assigning a value
 Assigning a value to a variable (fill a container).
or an expression.
An assignement is executed in two steps:
1-Evaluation of the expression found on the right side.
2-Setting the value returned from the evaluation in the memory cell corresponding to the
variable on the left side.
Assigning a value
or an expression.
Example 1: RAM
?
?
?
?
?
?
?
?
Assigning a value
or an expression.
Example 1: RAM
Declare A, B ?
?
?
?
?
?
? A
? B
Assigning a value
or an expression.
Example 1: RAM
Declare A, B ?
?
?
A=2 ?
?
?
2 A
? B
Assigning a value
or an expression.
Example 1: RAM
Declare A, B ?
?
?
A=2 ?
B=3 ?
?
2 A
3 B
Assigning a value
or an expression.
Example 1: RAM
Declare A, B ?
?
?
A=2 ?
B=3 ?
?
A=A+2 4 A
3 B
Assigning a value
or an expression.
Example 1: RAM
Declare A, B ?
?
?
A=2 ?
B=3 ?
?
A=A+2 4 A
B=B+A 7 B
Assigning a value
or an expression.
Example 1: RAM
Declare A, B ? Notes:
? • In computer science, the instruction A=A+2
? means the new value of A is equal to the old
A=2 one plus two.
?
B=3 ?
?
A=A+2 4 A
B=B+A 7 B
Assigning a value
or an expression.
Example 1: RAM
Declare A, B ? Notes:
? • In computer science, the instruction A=A+2
? means the new value of A is equal to the old
A=2 one plus two.
?
B=3 ? • The instruction A+2=A has no meaning in
? computer science (the left side must be a
A variable).
A=A+2 4
B=B+A 7 B
Assigning a value
Example 2:
RAM
?
Assigning a value
Example 2:
RAM
Declare X, Y ?
?
Assigning a value
Example 2:
RAM
Declare X, Y ?
? X
? Y
?
Assigning a value
Example 2:
RAM
Declare X, Y ?
X=2
?
Y=3
? X
? Y
?
Assigning a value
Example 2:
RAM
Declare X, Y ?
X=2
?
Y=3
2 X
3 Y
?
Assigning a value
Example 2:
RAM
Declare X, Y ?
X=2
?
Y=3
2 X
X=X+1
3 Y
?
Assigning a value
Example 2:
RAM
Declare X, Y ?
X=2
?
Y=3
3 X
X=X+1
3 Y
?
Assigning a value
Example 2:
RAM
Declare X, Y ?
X=2
?
Y=3
3 X
X=X+1
X=X+1 3 Y
?
Assigning a value
Example 2:
RAM
Declare X, Y ?
X=2
?
Y=3
4 X
X=X+1
X=X+1 3 Y
?
Assigning a value
Example 2:
RAM
Declare X, Y ?
X=2
?
Y=3
4 X
X=X+1
X=X+1 3 Y
X=X-Y
?
?
Assigning a value
Example 2:
RAM
Declare X, Y ?
X=2
?
Y=3
1 X
X=X+1
X=X+1 3 Y
X=X-Y
?
?
Assigning a value
Example 2:
RAM
Declare X, Y ?
X=2
?
Y=3
1 X
X=X+1
X=X+1 3 Y
X=X-Y
?
Y=X+1
?
?
Assigning a value
Example 2:
RAM
Declare X, Y ?
X=2
?
Y=3
1 X
X=X+1
X=X+1 2 Y
X=X-Y
?
Y=X+1
?
?
Assigning a value
Example 2:
RAM
Declare X, Y ?
X=2
?
Y=3
1 X
X=X+1
X=X+1 2 Y
X=X-Y
?
Y=X+1
X=Y*X ?
?
Assigning a value
Example 2:
RAM
Declare X, Y ?
X=2
?
Y=3
2 X
X=X+1
X=X+1 2 Y
X=X-Y
?
Y=X+1
X=Y*X ?
?
Assigning a value
Example 2:
RAM
Declare X, Y ?
X=2
?
Y=3
2 X
X=X+1
X=X+1 2 Y
X=X-Y
?
Y=X+1
X=Y*X ?
Declare Z=100 ?
?
Assigning a value
Example 2:
RAM
Declare X, Y ?
X=2
?
Y=3
2 X
X=X+1
X=X+1 2 Y
X=X-Y
100 Z
Y=X+1
X=Y*X ?
Declare Z=100 ?
?
Assigning a value
Example 2:
RAM
Declare X, Y ?
X=2
?
Y=3
2 X
X=X+1
X=X+1 2 Y
X=X-Y
100 Z
Y=X+1
X=Y*X ?
Declare Z=100 ?
Initialize Conuter=0
?
Assigning a value
Example 2:
RAM
Declare X, Y ?
X=2
?
Y=3
2 X
X=X+1
X=X+1 2 Y
X=X-Y
100 Z
Y=X+1
X=Y*X 0 Counter
Declare Z=100 ?
Initialize Counter=0
?
References
 https://www.site.uottawa.ca/~ivan/07.alg_1.ppt
 Prog 0101 fundamentals of programming- chapter 3

algorithms-FTMS Global College- Kuala Lumpur,
Malaysia.
Engineering
Part 2
Dr. Denizhan Demirkol (Ph.D.)

Learning Objectives
 Understand the six basic statements in pseudocode.

 Using and applying pseudocode for writing algorithms.
 Understand the three basic types of control structures: sequence, decision
and repetition.
How to Think? Think Logically
If you want to solve a problem, you should ask yourself these questions:
• What is the input of the problem?
• What is the output of the problem?
• What are processes that should be applied on the input to get the output?
• Do I need selection & repetition structures? If yes, where and how?
• What are the variables that I may need to use?
o Variable(s) for storing the input.
o Variable(s) for storing the output.
o Variable(s) for counting (if you have a repetition).
o Intermediate variable(s) for the simplification of calculations.

Pseudocode – Problem 1
Problem 1:
Write a pseudocode for a program that gets two integer
numbers from the user, and then prints out the sum of those
numbers.
Problem 1:
numbers.
Pseudocode: X1 ?
Declare X1, X2, Sum X2 ?
Sum ?
Problem 1:
numbers.
Pseudocode: X1 Value 1
Declare X1, X2, Sum X2 Value 2
Read X1,X2 http://www.danskebank.co.uk/en-gb/Business/Small- Sum ?

business/Online-services/Pages/business-ebanking.aspx
Problem 1:
numbers.
Read X1,X2
Sum Value 1 + Value 2
Sum = X1+X2
Problem 1:
numbers.
Read X1,X2
Sum Value 1 + Value 2
Sum = X1+X2
Write Sum http://goo.gl/ArNUmV
Problem 2:
Write a pseudocode for a program that computes and prints
the average of any three numbers.
Pseudocode:
Problem 2:
Pseudocode:
Declare X1, X2, X3, Sum, Average
Problem 2:
Pseudocode:
Read X1,X2,X3
Problem 2:
Pseudocode:
Read X1,X2,X3
Sum = X1+X2+X3
Problem 2:
Pseudocode:
Read X1,X2,X3
Sum = X1+X2+X3
Average=Sum/3
Problem 2:
Pseudocode:
Read X1,X2,X3
Sum = X1+X2+X3
Average=Sum/3
Write Average
Problem 3:
Write a pseudocode for a program that calcultes the area of
an rectangle.
Pseudocode:
Problem 3:
Write a pseudocode for a program that calcultes the area of
an rectangle.
Pseudocode:
Declare Length, Width, Area
Read Length, Width
Area= Length * Width
Write Area
Problem 4:
Write a pseudocode for a program that calculates and
displays the square (second power) and cube (third power)
of an integer number.
Pseudocode:
Problem 4:
Write a pseudocode for a program that calculates and
displays the square (second power) and cube (third power)
of an integer number.
Pseudocode:
Declare X, Square, Cube
Read X
Square = X* X
Cube= Square *X
Write Square, Cube
Relational Operators
 A relational operator is a binary operator that compares two values.
http://web.fuhsd.org/debbie_frazier/Lessons/L06if-else/L06if-else.html
 The following symbols are almost used by all programmers:
< less than
> greater than
<= less than or equal to
>= greater than or equal to
== equal to
!= not equal to
 A condition (or relational expression) is < less than
an expression that contains at least one > greater than

relational operators. <= less than or equal to
 The result of a relational expression is >= greater than or equal to
always == equal to
boolean value, TRUE or FALSE. != not equal to

always == equal to
 Examples:
• X1=12,X2=10, (X1>X2) TRUE.
• X1=12,X2=10, (X1<X2) FALSE.
• X1=12,X2=12, (X1!=X2) FALSE.
• A1=12,A2=10, (A1>=A2) .
• B2=0,C1=10, (B2==C1) .

always == equal to
 Examples:
• X1=12,X2=10, (X1>X2) TRUE. • (100>2) TRUE.
• X1=12,X2=10, (X1<X2) FALSE. • ((100>2) ==FALSE) FALSE.
• X1=12,X2=12, (X1!=X2) FALSE. • (-10<-100) FALSE.
• A1=12,A2=10, (A1>=A2) . • (2==(3-1)) .
• B2=0,C1=10, (B2==C1) . • B2=0,(B2==(10-1)) .
Logical Operators
 The three logical operators of programming are AND, OR, and NOT.
Logical Operators
 The AND operator
requires both operands
(values) to be true for the
result to be true.
TRUE AND TRUE = TRUE
TRUE AND FALSE = FALSE
FALSE AND TRUE = FALSE
FALSE AND FALSE = FALSE
Logical Operators
 The AND operator  The OR operator
requires both operands requires one operand
(values) to be true for the (values) to be true for the
result to be true. result to be true.
TRUE AND TRUE = TRUE TRUE OR TRUE = TRUE
TRUE AND FALSE = FALSE TRUE OR FALSE = TRUE
FALSE AND TRUE = FALSE FALSE OR TRUE = TRUE
FALSE AND FALSE = FALSE FALSE OR FALSE = FALSE
Logical Operators
 The AND operator  The OR operator  The NOT operator is
requires both operands requires one operand a unary operator that
(values) to be true for the (values) to be true for the changes a boolean
result to be true. result to be true. value to its opposite.
NOT TRUE = FALSE
NOT FALSE = TRUE
Logical Operators
NOT TRUE = FALSE
NOT FALSE = TRUE
 Examples:
• ( (2+3 < 10) AND (21 > 19) )  T.
• ( (15< 10) AND (21 > 19) )  F.
• ( (5==10) AND (21 <= 19) )  F.
• ( (TRUE) OR (2 > 19) )  T.
Logical Operators
NOT TRUE = FALSE
NOT FALSE = TRUE
 Examples:
• ( (2+3 < 10) AND (21 > 19) )  T. • (NOT (100>2)) F.
• ( (15< 10) AND (21 > 19) )  F. • ((NOT(10!=100) AND (10<=12 ))F.
• ( (5==10) AND (21 <= 19) )  F. • ((NOT(3<1) ) OR (1>19)) .
• ( (TRUE) OR (2 > 19) )  T. • ((9==(10-1) OR (NOT(20>2))) .
References

Malaysia.
Engineering
Part 3
Dr. Denizhan DEMİRKOL (Ph.D.)

Flowcharts
 A Flowchart is a graphical representation composed of shapes, lines, and text
that graphically illustrates the steps of an algorithm.
 Flowcharts are used to put forward the algorithm by explaning the steps that
need to be done in a visual way, it shows what should be done to fix the
problem from beginning to end by using the symbols that consist of geometric
shapes. Each symbol in general indicates a command or task to do.
 Flowchart begins with Start icon and ends with Stop icon.
Flowchart Building Units
Oval
Start/End
The start/end symbol :represents the start or the end of an algorithm.

Arrow
The sequence symbol: represents (flow of control) the sequence of

steps in an algorithms.
Connections between symbols are shown with arrows, direction of

the arrow indicates the direction of the flow process.
1. Read
Rectangle 2. Write
3. Calculate
=,+,/,*,- 4. Assign
5. Select
6. Repeat
The process symbol represents:

 Calculating (or performing) arithmetic operation on data like +, -, *, /.
 Or, Assigning a value to a variable (fill a container).
.
1. Read
2. Write
Parallelograms
3. Calculate
Input,Output 4. Assign
5. Select
6. Repeat
The input (read)/output (write) symbol represents:

 Reading (or getting) data from an input device (keyboard, file, etc.).
 Writing (or displaying) data to an output device (monitor, file,
printer, etc.).
Basic Flowchart Structures
There three basic types of control structures in flowcharts:

1. The sequence structure.
2. The selection structure.
3. The repetition structure.
1-The sequence structure is a series of actions are performed in a specific sequence

indicated by the arrows symbols.

Problem1:
Draw a flowchart for a program that gets
two integer numbers from the user, and
then print out the sum of those numbers.
Pseudocode:
Declare X1, X2, Sum
Read X1,X2
Sum = X1+X2
Write Sum

Problem1:
Start
Pseudocode: Declare
X1,X2,Sum
Declare X1, X2, Sum
Read X1,X2 Read X1,X2
Sum = X1+X2
Write Sum
Sum=X1+X2
Write Sum
End

Problem1:
Start
Pseudocode: Declare
X1,X2,Sum
Declare X1, X2, Sum
Read X1,X2 Read X1,X2
Sum = X1+X2
Write Sum
Sum=X1+X2
Write Sum
End

Problem 2:
Draw a flowchart for a program that
computes and prints the average of any
three numbers.
Pseudocode:
Declare X1, X2, X3
Sum, Average
Read X1,X2,X3
Sum = X1+X2+X3
Average=Sum/3
Write Average

Problem 2:
computes and prints the average of any
three numbers. Start
Pseudocode:
Declare
X1,X2,Sum,Average
Declare X1, X2, X3
Sum, Average
Read X1,X2,X3
Read X1,X2,X3
Sum = X1+X2+X3
Sum=X1+X2,X3
Average=Sum/3
Write Average Average=Sum/3
Write Average
End

Problem 3:
Draw a flowchart for a program that calculates the area of an rectangle.
Pseudocode:
Read Length, Width
Write Area

Problem 3:
Draw a flowchart for a program that calculates the area of an rectangle.
Start
Pseudocode:
Declare Length,
Width, Area
Read Length, Width
Area= Length * Width Read Length, Width
Write Area
Write Area
End

Problem 4:
calculates and displays the square
(second power) and cube (third
power) of an integer number.
Pseudocode:
Read X
Square = X* X
Cube= Square *X
Write Square, Cube

Problem 4:
calculates and displays the square
(second power) and cube (third Start
power) of an integer number.
Pseudocode: Declare X, Square,
Cube

Read X Read X
Square = X* X Square = X* X
Cube= Square *X
Write Square, Cube Cube= Square *X
Write Square, Cube
End
Flowcharts – Exercise 1
Exercise 1:
Draw a flowchart for a program that calculates the area and
circumference of a circle.
Hints: area = PI * radius * radius; circumference = 2 * PI * radius.
Flowcharts – Exercise 2
Exercise 2:
Draw a flowchart for a program that reads a temperature given in
Fahrenheit, converts it into Celsius degree, and prints it.
Hint: use this formula c=(f-32)*5/9 to convert Fahrenheit into Celsius.
References

Malaysia.
Engineering
Part 4
Dr. Denizhan DEMİRKOL (Ph.D).

The "IF-THEN-ELSE" Selection Structure
 The decesion statement " If-Then-Else" Compares two pieces of information
 The If-Then-Else may have this form:
IF (condition)
THEN
Statement(s)
ELSE
Alternative Statement (s)
ENDIF
IF (condition) Example 1:
IF (Total-Mark >49)
THEN
THEN
Statement(s) Write Pass
ELSE ELSE
Alternative Statement (s) Write Fail
ENDIF ENDIF
IF (Total-Mark >49)
THEN
THEN
ELSE ELSE
ENDIF ENDIF
Example 2:
IF (Absence-Hours >12)
THEN
Write Fail
ELSE
Write Pass
ENDIF
IF (Total-Mark >49)
THEN
THEN
ELSE ELSE
ENDIF ENDIF
Example 2: Example 3:
IF (Absence-Hours >12) IF (The class is finished)
THEN THEN
Write Fail Write Turn on your mobile
ELSE ELSE
Write Pass Write Turn off your mobile
ENDIF ENDIF
IF (condition) Adding Example 1:
Indentation to IF (Total-Mark >49)
THEN
show the THEN
Statement(s) dependency is Write Pass
ELSE essential. ELSE
ENDIF ENDIF
IF (Absence-Hours >12) IF (The class is finished)
THEN THEN
Write Fail Write Turn on your mobile
ELSE ELSE
Write Pass Write Turn off your mobile
ENDIF ENDIF
The "IF-THEN" Selection Structure
 We may need to do nothing if the condition is evaluated to FALSE, in this case
we can omit the ELSE part, and The If-Then will have this form:
IF (condition)
THEN
Statement(s)
ENDIF
IF (condition)
THEN
Statement(s)
ENDIF
Example 1:
IF (a student is absent)
THEN
Incease his absence hours
EENDIF
THEN IF (student grade > 49)
THEN
Statement(s)
Add his name to the list
ENDIF ENDIF
Example 1:
IF (a student is absent)
THEN
Incease his absence hours
EENDIF
THEN IF (student grade > 49)
THEN
Statement(s)
Add his name to the list
ENDIF ENDIF
IF (a student is absent) IF (a student has an active paticipation record)
THEN THEN
Incease his absence hours He may get a bonus from his teacher
EENDIF ENDIF
Problem 5:
Write a pseudocode for a program that reads a student’s grade, and
then check if it is bigger than 49 it will print PASS otherwise it will
print FAIL.
Pseudocode:
Problem 5:
Write a pseudocode for a program that reads a student’s grade, and
then check if it is bigger than 49 it will print PASS otherwise it will
print FAIL.
Pseudocode:
Declare grade
Read grade
IF (grade > 49)
THEN
Write Pass
ELSE
Write Fail
ENDIF
Problem 6:
Write a pseudocode for a program that gets from the user 3 integer numbers, and then
returns the maximum one between them.
Pseudocode:
Problem 6:
Pseudocode:
Declare X1, X2, X3, Max
Problem 6:
Pseudocode:
Read X1,X2,X3
Problem 6:
Pseudocode:
Read X1,X2,X3
IF (X1> X2 & X1>X3)
THEN
ELSE
ENDIF
Problem 6:
Pseudocode:
Read X1,X2,X3
IF (X1> X2 & X1>X3)
THEN
Max=X1
ELSE
ENDIF
Problem 6:
Pseudocode:
Read X1,X2,X3
IF (X1> X2 & X1>X3)
THEN
Max=X1
ELSE
IF (X2>X1 & X2>X3)
THEN
ELSE
ENDIF
ENDIF
Problem 6:
Pseudocode:
Read X1,X2,X3
IF (X1> X2 & X1>X3)
THEN
Max=X1
ELSE
IF (X2>X1 & X2>X3)
THEN
Max=X2
ELSE
ENDIF
ENDIF
Problem 6:
Pseudocode:
Read X1,X2,X3
IF (X1> X2 & X1>X3)
THEN
Max=X1
ELSE
IF (X2>X1 & X2>X3)
THEN
Max=X2
ELSE
Max=X3
ENDIF
ENDIF
Problem 6:
Pseudocode:
Read X1,X2,X3
IF (X1> X2 & X1>X3)
THEN
Max=X1
ELSE
IF (X2>X1 & X2>X3)
THEN
Max=X2
ELSE
Max=X3
ENDIF
ENDIF
Write MAX
2-The decision (or conditional) structure is equivalent to the if/then/else statement in

pseudocode and the if function in Excel.
False (or No) True (or Yes)

Logical
Test

Problem 5:
Draw a flowchart for a program
that reads a student’s grade, tests
it if PASS (more than 49) or
FAIL, and prints the result.
Pseudocode: False True

Declare Grade Logical
Read Grade Test
IF (Grade > 49)
THEN
Write Pass
ELSE
Write Fail
ENDIF

Start
Problem 5:
Draw a flowchart for a program

Read Grade Test
IF (Grade > 49)
THEN
Write Pass
ELSE
Write Fail
ENDIF

Start
Problem 5:
Draw a flowchart for a program Declare Grade

Read Grade Test
IF (Grade > 49)
THEN
Write Pass
ELSE
Write Fail
ENDIF

Start
Problem 5:
it if PASS (more than 49) or Read Grade

Read Grade Test
IF (Grade > 49)
THEN
Write Pass
ELSE
Write Fail
ENDIF

Start
Problem 5:

Declare Grade Grade>49
Read Grade
IF (Grade > 49)
THEN
Write Pass
ELSE
Write Fail
ENDIF

Start
Problem 5:

Read Grade
IF (Grade > 49)
THEN Write Fail Write Pass
Write Pass
ELSE
Write Fail
ENDIF

Start
Problem 5:

Read Grade
IF (Grade > 49)
THEN Write Fail Write Pass
Write Pass
ELSE
Write Fail
ENDIF End
Problem 5:
Draw a flowchart for a program that reads a student’s grade, tests it if PASS (more than 49)
or FAIL, and prints the result.
Start
Declare Grade
Read Grade
False True
Grade>49
Write Fail Write Pass
End
2-The decision (or conditional) structure is equivalent to the if/then/else statement in pseudocode
and the if function in excel.
Problem 6 :
Draw a flowchart for a program that gets from the user 3 integer numbers, and then returns the maximum one
between them.
Pseudocode:
Read X1,X2,X3
IF (X1> X2)
THEN
IF (X1>X3)
THEN
Max=X1
ELSE
Max=X3
END
ELSE
IF (X2>X3)
THEN
Max=X2
ELSE
Max=X3
ENDIF
ENDIF
Write MAX
2-The decision (or conditional) structure is equivalent to the if/then/else statement in pseudocode
and the if function in excel.
Problem 6 :
between them.
Pseudocode:
Declare X1, X2, X3, Max START
Read X1,X2,X3
IF (X1> X2) Declare X1, X2, X3, Max
THEN
IF (X1>X3) Read X1,X2,X3
THEN
Max=X1
ELSE Yes No
X1>X2
Max=X3
END
Yes
ELSE Yes No No
X1>X3 X2>X3
IF (X2>X3)
THEN Max=X3 Max=X2
Max=X1
Max=X2
ELSE Print the maximum number is: Max
Max=X3
ENDIF
ENDIF END
Write MAX
Problem 6 :
between them.
START
Read X1,X2,X3
Yes No
X1>X2
Yes
Yes No No
X1>X3 X2>X3
Max=X3 Max=X2
Max=X1
Print the maximum number is: Max
END
Pseudocode – Exercise 3
Exercise 3:
Write a pseudocode for a program that takes an integer from user and checks whether
that number is even or odd and displays the result.
Hint: divide the number on 2 and check if the remainder is equals to zero.
Pseudocode:
Exercise 4:
Draw a flowchart for a program that calculates the roots of a quadratic equation
ax 2 + bx + c = 0.
2
Hint: d = sqrt (b − 4ac ), and the roots are: X1= (–b + d)/2a and X2 = (–b – d)/2a.
Exercise 5:
Write a pseudocode for a program that calculates and prints the roots (if exist) of a
quadratic equation ax 2 + bx + c =0
.
2
Hint: d = sqrt (b − 4ac ), and the roots are: X1= (–b + d)/2a and X2 = (–b – d)/2a.
Pseudocode:
Exercise 6:
Draw a flowchart for a program that takes an integer from user and checks whether that
number is even or odd and displays the result.
Hint: divide the number on 2 and check if the remainder is equals to zero.
 Write pseudo code that performs the following: Ask a user

to enter a number.
 If the number is between 0 and 10, write the word blue.
 If the number is between 10 and 20, write the word red.
 If the number is between 20 and 30, write the word green.
 If it is any other number, write that it is not a correct color
option.
References

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CSE113 Algorithms WEEK 3 For Students

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CSE113 Algorithms WEEK 3 For Students

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CSE 113 Introduction to Computer Science and

Dr. Denizhan DEMİRKOL (Ph.D)

 Understand what is meant by an algorithm.

 Different types of problems require different types of algorithmic

 Before we learn how to write algorithms using a formal programming language,

 Before we learn how to write algorithms using a formal programming language,

 Finiteness: An algorithm should have finite number of

 Developing algorithm for complex problems would be

 It is a type of structured English that is used to specify an algorithm.

 Natural language and pseudocode describe algorithms so that humans can

 It is a type of structured English that is used to specify an algorithm.

 It cannot be compiled nor executed on computers and has no real

 It enables the programmer to concentrate on the algorithms without

 It is a type of structured English that is used to specify an algorithm.

 It cannot be compiled nor executed on computers, and has no real formatting or

 It enables the programmer to concentrate on the algorithms without worrying

 As evidence of the elusive, artistic nature of problem

 Translated into the context of program development, these

3. Calculating (or performing) arithmetic operation on data like +, -, *, /.

3. Calculating (or performing) arithmetic operation on data like +, -, *, /.

4. Assigning a value to a variable (fill a container).

3. Calculating (or performing) arithmetic operation on data like +, -, *, /.

4. Assigning a value to a variable (fill a container).

5. Selection structures such as "IF-THEN-ELSE": compares two pieces of information

3. Calculating (or performing) arithmetic operation on data like +, -, *, /.

4. Assigning a value to a variable (fill a container).

5. Selection structures such as "IF-THEN-ELSE": compares two pieces of information

6. Repetition structures such as "WHILE" and "FOR": repeats a statement or a group

3. Calculating (or performing) arithmetic operation on data like +, -, *, /.

4. Assigning a value to a variable (fill a container).

5. Selection structures such as "IF-THEN-ELSE": compares two pieces of information

6. Repetition structures such as "WHILE" and "FOR": repeats a statement or a group

. Order of execution to-get-your-learners-to-remember-more/

. A statement could be:

. Order of execution to-get-your-learners-to-remember-more/

. A statement could be:

 Prog 0101 fundamentals of programming- chapter 3

Dr. Denizhan Demirkol (Ph.D.)

 Understand the six basic statements in pseudocode.

• What is the input of the problem?

• What is the output of the problem?

• Do I need selection & repetition structures? If yes, where and how?

• What are the variables that I may need to use?

o Variable(s) for storing the input.

o Variable(s) for storing the output.

o Variable(s) for counting (if you have a repetition).

o Intermediate variable(s) for the simplification of calculations.

Declare X1, X2, Sum X2 ?

Declare X1, X2, Sum X2 Value 2

Read X1,X2 http://www.danskebank.co.uk/en-gb/Business/Small- Sum ?

Declare X1, X2, Sum X2 Value 2

Declare X1, X2, Sum X2 Value 2

an expression that contains at least one > greater than

an expression that contains at least one > greater than

an expression that contains at least one > greater than

 Prog 0101 fundamentals of programming- chapter 3

Dr. Denizhan DEMİRKOL (Ph.D.)

The start/end symbol :represents the start or the end of an algorithm.

The sequence symbol: represents (flow of control) the sequence of

Connections between symbols are shown with arrows, direction of

The process symbol represents:

The input (read)/output (write) symbol represents:

There three basic types of control structures in flowcharts: