In the words of the Google search engine,”A computer program is a collection of instructions that performs a specific task when executed by a computer. A computer requires programs to function, and typically executes the program's instructions in a central processing unit.”. Google, of course, is itself a computer program. It is able to produce an output(websites) by taking an input(the search keywords and questions), and going through an algorithm that combs through the web for sites that match the key phrases in the input. Since the conception of the modern “computer” of Alan Turing in WWII, the computer has developed to a point of “artificial intelligence” that mimics that of humans themselves. Of course, this artificial form of intelligence could only be created by copying down the thought processes of the human brain, and such does not have the capability of abstract thought or inference. It is for this reason that computers must rely on the instructions, or code, created by the programmer.
In class, we were instructed to complete a quiz and drawing activity. In the quiz, we were instructed to look over the instructions prior to doing the quiz, and the majority of the students failed because they did not and failed to see the final question which read to “skip over all the other questions and only do #3”. From this we learned that a computer, which has no freewill, could not have skipped over this question and would have closed the margin of error in humans. In the second picture activity, we were told to draw an image. Everyone’s drawings were individual and unique, and from this I learned that a computer does not have the intelligence to draw without specific coding.
In the PB&J activity we were told to create a set of guidelines to making a PB&J sandwich. Everyone who presented their sandwiches ended up failing because of their lack of specificity. This again showed us that a computer must be programmed exact directions on how to perform a task.
When I was writing out my directions for the PB&J activity I found it extremely difficult finding the words to describe the actions that needed to be taken to complete the activity. To overcome this difficulty I googled some terms used to describe in programming. Some terms I used were “rotation”, “translation”, and hand positioning phrases.
From these activities I learned alot about computer programming and its functions and needs. I learned that, essentially, a program tells the computer how to solve a specific problem. Because the world is full of problems, the number and variety of programs that people can write for computers is practically endless, but to tell a computer how to solve one big problem, you usually must tell the computer how to solve a bunch of little problems that make up the bigger problem. Because of this, the program then must be lengthy, extensive, and in-depth to work.
In class, we were instructed to complete a quiz and drawing activity. In the quiz, we were instructed to look over the instructions prior to doing the quiz, and the majority of the students failed because they did not and failed to see the final question which read to “skip over all the other questions and only do #3”. From this we learned that a computer, which has no freewill, could not have skipped over this question and would have closed the margin of error in humans. In the second picture activity, we were told to draw an image. Everyone’s drawings were individual and unique, and from this I learned that a computer does not have the intelligence to draw without specific coding.
In the PB&J activity we were told to create a set of guidelines to making a PB&J sandwich. Everyone who presented their sandwiches ended up failing because of their lack of specificity. This again showed us that a computer must be programmed exact directions on how to perform a task.
When I was writing out my directions for the PB&J activity I found it extremely difficult finding the words to describe the actions that needed to be taken to complete the activity. To overcome this difficulty I googled some terms used to describe in programming. Some terms I used were “rotation”, “translation”, and hand positioning phrases.
From these activities I learned alot about computer programming and its functions and needs. I learned that, essentially, a program tells the computer how to solve a specific problem. Because the world is full of problems, the number and variety of programs that people can write for computers is practically endless, but to tell a computer how to solve one big problem, you usually must tell the computer how to solve a bunch of little problems that make up the bigger problem. Because of this, the program then must be lengthy, extensive, and in-depth to work.
PB&J Procedure:
1) take the two slices of bread (remove them from any packaging or wrapping they may be in) and lay them down flat and side by side on the aforementioned surface.
2) take the container of peanut butter. open it (usually by unscrewing the lid counter-clockwise). place both the lid and the now open container back down, side by side, on the surface.
3) pick up a utensil (i prefer a butter knife) in your dominant hand. pick up the open container of peanut butter in your other hand. insert the utensil into the jar and scoop out a portion of peanut butter large enough to cover one side of one of your pieces of bread when spread flat across it.
4) put the container of peanut butter back down on the surface. pick up one of your bread slices in your non-dominant hand. (your dominant one should still be holding the utensil with the peanut butter on it) position the slice of bread so that it is lying flat across your palm (still the non-dominant one). slowly bring the utensil with the peanut butter on it over to the piece of bread in your non-dominant hand and apply the peanut butter as evenly as possible by spreading it in firm but gentle strokes across the side of the bread that is facing upward in your hand. continue until that side of the bread is evenly covered in peanut butter.
4) place the utensil down on the surface. place the peanut butter-covered slice of bread down on the surface with the peanut butter side facing up!
5) now take the container of jelly. open it (usually by unscrewing the lid counter-clockwise). place both the lid and the now open container back down on the surface, side by side.
6) pick up a utensil (i prefer a spoon) in your dominant hand. pick up the open container of jelly in your other hand. insert the utensil into the jar and scoop out a portion of jelly large enough to cover one side of one piece of bread when spread flat across it.
7) put the container of jelly down on the surface. pick up one piece of bread in your non-dominant hand (your dominant one should still be holding the utensil with the jelly on it) and position it so it is lying flat across your palm. slowly bring the utensil with the jelly on it over to the piece of bread in your non-dominant hand and apply the jelly as evenly as possible by spreading it in firm but gentle strokes across the side of the bread that is facing upward in your hand. continue until that side of the bread is evenly covered in jelly.
8) place the utensil down on the surface. leave the now jelly-covered piece of bread in your hand exactly the way it is (jelly-side up). now pick up the peanut butter-covered piece of bread with your dominant hand, taking care not to get peanut butter all over yourself. position it so it is lying flat across the palm of your dominant hand, peanut butter-covered side up.
9) you should now have a jelly-covered piece of bread in your non-dominant hand (jelly side up) and a peanut butter-covered piece of bread in your dominant hand (peanut butter side up). slowly bring your dominant hand closer to your non-dominant hand. holding onto the peanut-buttered piece of bread, rotate the wrist of your dominant arm until the two slices of bread are facing each other, jelly-side to peanut butter-side.
10) place the slice of bread in your dominant hand (peanut butter-covered) on top of the slice in your non-dominant hand (jelly-covered), peanut butter-side to jelly-side, making sure to align the two pieces of bread so that they match up perfectly shape-wise (usually corner to corner but if the bread slices do not have corners, just place them together so the shapes correspond, with no corners or edges sticking out).
11) congratulations. you should now be holding a ready-to-eat peanut butter jelly sandwich in your non-dominant hand.
2) take the container of peanut butter. open it (usually by unscrewing the lid counter-clockwise). place both the lid and the now open container back down, side by side, on the surface.
3) pick up a utensil (i prefer a butter knife) in your dominant hand. pick up the open container of peanut butter in your other hand. insert the utensil into the jar and scoop out a portion of peanut butter large enough to cover one side of one of your pieces of bread when spread flat across it.
4) put the container of peanut butter back down on the surface. pick up one of your bread slices in your non-dominant hand. (your dominant one should still be holding the utensil with the peanut butter on it) position the slice of bread so that it is lying flat across your palm (still the non-dominant one). slowly bring the utensil with the peanut butter on it over to the piece of bread in your non-dominant hand and apply the peanut butter as evenly as possible by spreading it in firm but gentle strokes across the side of the bread that is facing upward in your hand. continue until that side of the bread is evenly covered in peanut butter.
4) place the utensil down on the surface. place the peanut butter-covered slice of bread down on the surface with the peanut butter side facing up!
5) now take the container of jelly. open it (usually by unscrewing the lid counter-clockwise). place both the lid and the now open container back down on the surface, side by side.
6) pick up a utensil (i prefer a spoon) in your dominant hand. pick up the open container of jelly in your other hand. insert the utensil into the jar and scoop out a portion of jelly large enough to cover one side of one piece of bread when spread flat across it.
7) put the container of jelly down on the surface. pick up one piece of bread in your non-dominant hand (your dominant one should still be holding the utensil with the jelly on it) and position it so it is lying flat across your palm. slowly bring the utensil with the jelly on it over to the piece of bread in your non-dominant hand and apply the jelly as evenly as possible by spreading it in firm but gentle strokes across the side of the bread that is facing upward in your hand. continue until that side of the bread is evenly covered in jelly.
8) place the utensil down on the surface. leave the now jelly-covered piece of bread in your hand exactly the way it is (jelly-side up). now pick up the peanut butter-covered piece of bread with your dominant hand, taking care not to get peanut butter all over yourself. position it so it is lying flat across the palm of your dominant hand, peanut butter-covered side up.
9) you should now have a jelly-covered piece of bread in your non-dominant hand (jelly side up) and a peanut butter-covered piece of bread in your dominant hand (peanut butter side up). slowly bring your dominant hand closer to your non-dominant hand. holding onto the peanut-buttered piece of bread, rotate the wrist of your dominant arm until the two slices of bread are facing each other, jelly-side to peanut butter-side.
10) place the slice of bread in your dominant hand (peanut butter-covered) on top of the slice in your non-dominant hand (jelly-covered), peanut butter-side to jelly-side, making sure to align the two pieces of bread so that they match up perfectly shape-wise (usually corner to corner but if the bread slices do not have corners, just place them together so the shapes correspond, with no corners or edges sticking out).
11) congratulations. you should now be holding a ready-to-eat peanut butter jelly sandwich in your non-dominant hand.