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 Solution Manual for Problem Solving and
Programming Concepts, 9/E 9th Edition
Maureen Sprankle, Jim Hubbard
Full download chapter at: https://testbankbell.com/product/solution-manual-for-problem-
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Unit 1: Introduction to Problem Solving and Programming

Unit 1 is designed to introduce the student to problem solving skills and basic programming concepts required
for the rest of the book. These concepts include the steps used in problem solving and numerical con- cepts such as
constants and variables, data types, operators, hierarchy of operations, expressions, and equa- tions. Chapter 3
introduces the problem solving tools used in the book, which include
1. The Problem Analysis Chart (PAC)
2. The Interactivity Chart (Structure Chart)
3. The IPO Chart
4. The Algorithms
5. The Flowcharts
When the students have completed these three chapters, they are ready to learn about the four logic
structures presented in Unit 2.

Some Teaching Suggestions

Beginning problem solving students learn problems solving skills faster and with less frustration when
working with one or two other people. The old adage “two heads are better then one” really is true for these
students. Working in groups about once a week helps to cement the concepts presented in class. A problem
presented to the class and solved in a group allows the students to go through the thinking process with the help of
other students. Students working in study groups outside of class also helps. Students who work to- gether are, for
the most part, the most successful in learning problem solving skills.
The “jigsaw” method of group learning also works very well with beginning problem solving students. This can
be fun for the students, along with a change in the regular methods of learning. This method allows a stu- dent
“expert” to teach a concept to a peer group. The steps to complete this exercise are:
1. Divide the lesson to be learned into categories or concepts—one category for each “Expert Group”.
2. Divide the class into as many groups as the are expert categories.
3. Give each group a category. These groups become the Expert Groups. The students learn their
category as thoroughly as possible.
4. Peer groups are then formed by taking one person from each of the Expert Groups to form a Peer
Group.
5. Each person in the Peer Group teaches the rest of the group about their category.
6. Each person then takes a test over the categories, and the Peer Group which has the highest average
score wins.
Students differ in the way they look at designing a solution to a problem. Some have to look at the whole problem
and then break the solution into parts or modules. Other students need to look at the individual types of modules
before putting them together for the total solution. It is important to present a solution in both ways. One way to do this

5
is to present the whole solution, break the whole into modules, discuss the modules, and then put the modules back
together again.

5
6
 Chapter 1: General Problem Solving Concepts
Students need to realize that problem solving skills are used in everyday life as well as with a computer. Since the
students are familiar with everyday problems, the course should start by identifying and developing solu- tions to these
problems using the six problem solving steps. These everyday problems deal with people since they have a broad and
expandable knowledge base. Problem Two at the end of the chapter presents some problems which the student can
develop a solution and then check with another student. Though the use of Otto the Robot in Appendix A, the students
can relate these same problem solving steps using a limited knowledge base. Associ- ated with the nstructor's Manual
you will ¿nd a simulator for OTTO the Robot. The solutions to these problems can be developed and tested in groups. This
should lead to the fact that all work on a computer deals with a limited knowledge base.

Lecture Outline
I. Introduction to class
II. Six steps in problems solving:
A. Identify the problem
B. Understand the problem
C. Identify alternative ways to solve the problem
D. Select the best way to solve the problem
E. List instructions that enable you to solve the problems using the selected solution
F. Evaluate the solution
III. Types of problems:
A. Algorithmic
B. Heuristic
IV. Problem solving with other humans vs problem solving with computers
A. Terminology
1. solution
2. results
3. program
B. Why do we as humans have problems with problem solving?
C. Use one of the tasks in problem one to illustrate problem solving with another English speaking
human. The students should write the set of instructions and then test the instructions in a
group situation.
D. Use Appendix A with Otto the Robot to narrow the vocabulary and move into problem solving with
computers. Associated with the Instructor's Manual you will ¿nd a simulator for OTTO the Robot. You
may want to use it to demonstrate how Otto works and/or you may want to have the students test
some of the instructions and try out their solutions to see if they work. You will need to install the
program on your computer and/or the student's computers.

7
 Solutions to Questions and Problems
Questions:
1. See page 3-4 in text.

2. An Algorithmic solution is a series of direct actions taken to solve a problem.

3. Each student will have different answers. Some typical answers are:
a. balancing a checkbook
b. putting a bicycle together
c. baking a cake

4. A HEURISTIC solution to a problem requires knowledge, experience, trial and error.

5. Each student will have different answers. Some typical answers are:
a. raising a child
b. making money on the stock market
c. creating a compromise

6. Each student will have different answers. Some typical answers are:
a. Financial planning
b. Address book
c. Writing reports

7. See section on Problem Solving Steps.

Problems:
1. Each student’s answer will be different according to the problem they selected. Correct the problem ac-
cording to what should be contained in each step.

2. Each student’s answer may be a modi¿cation of these solutions. The main thing to look for is the correla- tion
between the knowledge base and the instructions. There are certain assumptions the student may make,
such as the language spoken. These are excellent problems for students to develop in a group.
a. Make a cup of cocoa:
Knowledge Base: cup, milk, cocoa mix, spoon, microwave, how to pour liquid into a cup
Instructions:
1.) open cocoa mix
2.) pour cocoa mix into a cup
3.) ¿ll cup with milk to 1 inch of top
4.) stir with spoon until dissolved
5.) heat in microwave for 2 minutes

b. Sharpen a pencil.
Knowledge base: pencil, pencil sharpener, sharp point, turn a handle
Instructions:
1.) go to a pencil sharpener
2.) put unsharpened end of the pencil in the hole in the side or top of pencil sharpener
3.) turn handle
4.) check to see if the pencil has a sharp point every 5 turns
5.) remove pencil and use

c. Walk from the classroom to the student lounge, your dorm, or the cafeteria.
This problem will have a different solution, depending upon the campus where the student attends
classes.

8
Exploring the Variety of Random
Documents with Different Content
 The Project Gutenberg eBook of The
Adventures of a Pincushion, Designed Chiefly
for the Use of Young Ladies
 This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

Title: The Adventures of a Pincushion, Designed Chiefly for the

Use of Young Ladies

Author: Mary Ann Kilner

Release date: October 24, 2020 [eBook #63541]

Most recently updated: October 18, 2024

Language: English

Credits: Produced by Charlene Taylor, Barry Abrahamsen, and

the
Online Distributed Proofreading Team at
https://www.pgdp.net
(This file was produced from images generously made
available by The University of Florida, The Internet
Archive/Children's Library)

*** START OF THE PROJECT GUTENBERG EBOOK THE

ADVENTURES OF A PINCUSHION, DESIGNED CHIEFLY FOR THE USE
OF YOUNG LADIES ***
The cover image was created by the transcriber and is placed in the public
domain.
 THE

ADVENTURES
OF A

P I N C U S H I O N.
DESIGNED CHIEFLY

For the use of Young Ladies.

Imagination here supplies

What Nature’s sparing Hand denies;
And, by her magic powers dispense,
To meanest objects, thought and sense.

LONDON.
Printed and Sold by J o h n M a r s h a l l, No. 17,
Queen Street, Cheapside; and No. 4, Aldermary
Church Yard, in Bow-Lane.

[Price Six-Pence, Bound.]

 PREFACE.

The Author of the following sheets is well aware of the objections

which may be made to the performance but hopes the candour of
the public will excuse those defects, which the nature of the
undertaking rendered it almost impossible to avoid. The pointed
satire of ridicule, which would perhaps have given a zest to those
scenes in which the subject of these pages was engaged, was not, in
the opinion of the writer, at all proper for those readers for whom it
was solely designed: to exhibit their superiors in a ridiculous view, is
not the proper method to engage the youthful mind to respect: to
represent their equals as the objects of contemptuous mirth, is by
no means favourable to the interest of good-nature: and to treat the
characters of their inferiors with levity, the Author thought was
inconsistent with the sacred rights of humanity. Circumscribed
therefore to the narrow boundaries of simple narrative, it has been
the design of the following pages, carefully to avoid exciting any
wrong impression, and, by sometimes blending instruction and
amusement, to make it the more easily retained.
To multiply incidents in these circumstances, was a very difficult
task, especially, as it was wished to make them arise naturally from
the subject; and not obtrude unnecessarily without any seeming
cause to produce them. The avidity with which children peruse
books of entertainment, is a proof how much publications proper for
their attention are required. Though the sentiments should be suited
to their simplicity, they ought to be expressed with propriety; since a
taste for elegance may be insensibly acquired; and we should always
endeavour to present them with proper models of imitation.
Conscious of the difficulty of the undertaking, the Author of these
adventures will gladly have declined the task, in the expectation of
such a work’s engaging the attention of those, whose genius were
more equal to its accomplishment. With the hope, therefore, of
inspiring others to excel the example, it is now submitted to the
world “with all its imperfections on its head,” trusting for a candid
reception to the motive which first suggested the idea: That of
presenting the juvenile reader with a a few pages which should be
innocent of corrupting, if they did not amuse.
 THE

ADVENTURES
OF A

P I N C U S H I O N.

It happened one very fine afternoon in the latter end of May, that
Mrs. Airy had been collecting together a great number of different
pieces of silk, in order to made a work-bag; which she intended as a
present to one of her nieces. Miss Martha Airy, her eldest daughter,
was about ten years old, and had been for some time indolently
lolling with both her elbows on the table, looking at her Mamma
while she was chusing the prettiest pattern for the purpose I just
mentioned. Her chin rested on her two hands, which were crossed
over each other, and she was seated on the back of her brother’s
chair, which he had turned down in that manner for the purpose of
serving him as a horse. At last, however, her weight proving too
great for the seat she had chosen, as she did not keep still, the
upper part of the chair-back came to the ground, while the other
end mounted up like a piece of board for a sea-saw; and in her fall
tumbling down backwards, proved the occasion of a great deal of
mischief, by oversetting a curious set of tea-china, which her sister
Charlotte was playing with; and which she had received as a present
the day before from her grandpapa. Charlotte was so enraged at the
loss of her play-things, that without offering to help her sister, she
gave her a slap on the face, and told her, she was very naughty to
spoil things in such a manner by her carelessness; and that she
would break her plates whenever they came in her way. She was
proceeding in this manner when Mrs. Airy thought it time to
interfere, and was extremely angry with Charlotte for her warmth.
“Martha was not to blame,” added she, “as she had no intention of
doing the least mischief to your cups and saucers. I think, as I told
her once before, she was not sitting in a graceful attitude, and had
she moved at the time I spoke to her, it would have prevented her
fall; but that is no justification of your behaviour to your sister. She
has not deserved your reproaches, and I did not think you could
have behaved so improperly, as well as unkindly, as to strike anyone,
especially your elder sister. Indeed I am much displeased with you,
and the threat you made of breaking her plates in return, is so very
naughty and wicked, that I think you deserve to be punished; and I
desire you will ask Martha’s pardon for the blow you have given her.”
Charlotte coloured with indignation and anger, at the thoughts of
submitting in such a manner to humble herself. She had heard some
silly girls declare, they would never own their being in the wrong,
and was withheld from acting in the noblest manner, by the false
shame of confessing an error. At length however, upon her Mamma
coming towards her with an avowed intention of inflicting some
further punishment, she mumbled out, in a low voice, which was
very difficult to be understood, That she was sorry that she had
struck her sister. Martha, who was extremely generous, and
uncommonly good-natured, very affectionately kissed her sister; and
told her, she was much concerned at the mischief she had
occasioned; though she could not have helped it; as she fell down
before she was aware of it, and did not see that her tea-things were
near her. Charlotte grew reconciled by degrees; but it was a long
time before she regained her usual cheerfulness. After some time,
however, the sisters seated themselves in a window by the table,
and solicited their Mamma for a bit of silk to make a Pincushion. Mrs.
Airy gave them several pieces to chuse which they liked best; and
after they had taken them up a dozen times, or perhaps as many
more, had they been reckoned, Martha made a choice of a square
piece of pink sattin, which she neatly sewed and stuffed with bran,
and which, gentle reader, when it was finished, was the identical
Pincushion whose adventures form the subject of this little volume.
Assuming, therefore, the title of an Historian, or Biographer, which is
generally understood to mean a person who is writing an account of
his own, or another’s actions, I shall take the liberty to speak for
myself, and tell you what I saw and heard in the character of a
Pincushion. Perhaps you never thought that such things as are
inanimate, could be sensible of any thing which happens, as they
can neither hear, see, nor understand; and as I would not willingly
mislead your judgment: I would previous to your reading this work,
inform you, that it is to be understood as an imaginary tale; in the
same manner as when you are at play, you sometimes call
yourselves gentlemen, and ladies, though you know you are only
little boys or girls. So, when you read of birds and beads speaking
and thinking, you know it is not so in reality, any more than your
amusements, which you frequently call making believe. To use your
own style, and adopt your own manner of speaking, therefore, you
must imagine, that a Pincushion is now making believe to address
you, and to recite a number of little events, some of which really
have happened, and others might do so with great probability: and if
any of the characters here represented should appear to be
disagreeable, the Author hopes you will endeavour to avoid their
failings, and to practice those virtues or accomplishments, which
render the contrary examples more worthy of imitation. And now, if
you please, we will return to the account of what further befell me in
the family of Mrs. Airy.
 After the young ladies had amused themselves a great while with
the pieces of silk I have so often had occasion to mention, and Miss
Martha had completed me to her entire satisfaction; she took all the
pins out of an old green one, which was originally in the shape of a
heart, but had, by looping a great part of its inside, through various
little holes, quite lost its form; and which, that she might find those
pins which had gone through the silk, she cut open on an old news-
paper, and then stuck all she could find upon my sides in the shape
of letters, which she afterwards changed to flowers, and a third time
altered to stars and circles; which afforded her full amusement till
bed time. Miss Charlotte, though her mamma had given her as much
silk as her sister, had only cut it into waste; while Martha, after she
had furnished me, had saved the rest towards making a housewife
for her doll. I could not help reflecting when I saw all Charlotte’s
little shreds and slips littering the room; what a simple method many
little girls are apt to get into, of wasting every thing which their
friends are so kind as to give them, and which, properly employed,
might, make them many useful ornaments for their dolls; and
sometimes pretty trifles for themselves. Charlotte Airy as such
children usually are, was desirous of having every thing she saw, so
that her drawers were always filled with bits of ribbon, pieces of silk,
cuttings of gauze, catgut, and muslin: and if she wanted to find her
gloves, tippet, tuckers, or any part of her dress, she was obliged to
search for them in twenty different places, and frequently to go
without what she was looking for. Martha on the contrary, by taking
care of what might be of use, and laying it by in a proper place,
always knew where to find what she had occasion for directly. So
that it frequently happened that she went out with her Mamma,
when her sister was forced to stay at home; because she had lost
something which had delayed her so long to lock for, that she could
not get ready in time. This very circumstance happened the day
after I became acquainted with her, to her no small mortification.
Mrs. Airy was going to see the exhibition of pictures, at the Royal
Academy, and told her daughters if they behaved well they should
accompany her; as Mrs. Gardner and her niece Miss Lounge would
call at one o’clock. After breakfast, Charlotte, who had found the
mould of an old button in one of her papa’s waistcoat pockets which
she had been rummaging, had cut to pieces an axle-tree of a little
cart, which belonged to her brother, to make a spindle, in order to
convert it into a tea-totum; with which she was so much
entertained, that she was very unwilling to leave it to go to work,
though her mamma repeatedly told her, she would not be ready
against Mr. Gardner’s coach came. “Yes, I shall, Madam!” said she,
and played on. “Do pray go to work, Charlotte!”