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Warp wrote:
> For example, you wouldn't believe how complicated the task of writing
> a function which calculates the distance between two 2D points can get.
> Where normal people would just write a "sqrt(vx*vx+vy*vy)"-based solution
> in 3 lines (two of them to calculate vx and vy), the worst examples I saw
> spawned over 100 lines of code. And I'm not exaggerating the least bit here.
> And these are university students who have gone through math courses in
> grade school, high school and several years in the university.
>
I will admit to having done some absurd things like that in introduction
to programming classes. Not for having forgotten how to solve the
problem, but for the challenge of finding a very bad design and the look
on teaching assistants faces when they have to read the code and offer
feedback.
There were very strict rules about what was good and bad design, and how
to handle commenting the code, so skirting those was just a way to be
creative.
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Sabrina Kilian <ski### [at] vt edu> wrote:
> I will admit to having done some absurd things like that in introduction
> to programming classes. Not for having forgotten how to solve the
> problem, but for the challenge of finding a very bad design and the look
> on teaching assistants faces when they have to read the code and offer
> feedback.
That's cold. I had a friend who used the entire McDonalds value menu for
variable names. Or I think I brought this up before, but I knew someone
learning c who programmed a sudoku solver and stored the whole thing in binary,
only the binary numbers were in decimal (e.g. 110110010.999999). It involved a
lot of logarithms and powers of ten.
- Ricky
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> Heh. I don't even go that far.
Yeh the written test (which they do unsupervised) is meant to test the basic
Engineer (and maths) fundamentals. In the mechanics test we throw in a few
easy electronics questions and vice versa.
> I just have a bunch of questions like "why do they call it raytracing" and
> "what's the difference between a deterministic and a non-deterministic
> state machine" and "what causes a SIG_SEGV" and "what's the difference
> between an inner join and an outer join" and "what's an advantage of UTF-8
> over other encoding schemes" and "what does a translation look-aside
> buffer translate".
We have ones like "draw a diagram to show how an injection molding machine
works" :-) It's surprising how few people get taught this at university (I
certainly wasn't), yet most people at least have a rough idea what's going
on.
> If you can't get at least a handful of such questions right from outside
> the field you're applying for, I know you're inexperienced, unschooled, or
> uninterested/incapable of expanding your responsibilities.
We have a separate section of the interview where we give them an LCD and
tell them to take it apart and talk through what they think each bit does,
why it's like that, etc. It's a good one because virtually nobody has ever
done this before so it puts everyone on an equal level, and there are plenty
of mechanical and electrical things to talk about.
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> We have a separate section of the interview where we give them an LCD
> and tell them to take it apart and talk through what they think each bit
> does, why it's like that, etc. It's a good one because virtually nobody
> has ever done this before so it puts everyone on an equal level, and
> there are plenty of mechanical and electrical things to talk about.
And here I was thinking that all the components are microscopic...
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Darren New wrote:
> Heh. I don't even go that far. I just have a bunch of questions like
> "why do they call it raytracing" and "what's the difference between a
> deterministic and a non-deterministic state machine" and "what causes a
> SIG_SEGV" and "what's the difference between an inner join and an outer
> join" and "what's an advantage of UTF-8 over other encoding schemes" and
> "what does a translation look-aside buffer translate".
>
> If you can't get at least a handful of such questions right from outside
> the field you're applying for, I know you're inexperienced, unschooled,
> or uninterested/incapable of expanding your responsibilities.
...OK, how many other people here felt an irresistablel urge to try to
answer all of those?
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>> I will admit to having done some absurd things like that in introduction
>> to programming classes. Not for having forgotten how to solve the
>> problem, but for the challenge of finding a very bad design and the look
>> on teaching assistants faces when they have to read the code and offer
>> feedback.
>
> That's cold. I had a friend who used the entire McDonalds value menu for
> variable names. Or I think I brought this up before, but I knew someone
> learning c who programmed a sudoku solver and stored the whole thing in binary,
> only the binary numbers were in decimal (e.g. 110110010.999999). It involved a
> lot of logarithms and powers of ten.
Amatures.
Real coders define a continuation monad who's operators are all ASCII
art, and generate spaghetti code using an epimorphism over endofunctors.
Deobfuscate THAT! O_O
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Invisible schrieb:
> ...OK, how many other people here felt an irresistablel urge to try to
> answer all of those?
I'd be having trouble with the translation look-aside buffer right now.
I have a feeling that it's about cache memory, or command execution
queue, but that's about how far I spontaneously get without resorting to
My Friend.
But aside from that - yeah :-)
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>> ...OK, how many other people here felt an irresistablel urge to try to
>> answer all of those?
>
> I'd be having trouble with the translation look-aside buffer right now.
> I have a feeling that it's about cache memory, or command execution
> queue, but that's about how far I spontaneously get without resorting to
> My Friend.
>
> But aside from that - yeah :-)
TLB - convert from virtual memory addresses to physical memory
addresses. It's basically a cache of the page mappings. (Let's face it,
accessing RAM for every memory access to figure out where in physical
memory the requested virtual address is would be *really* slow...)
I only know this because I read the Intel reference manuals. For no
reason other than curiosity.
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>> We have a separate section of the interview where we give them an LCD and
>> tell them to take it apart and talk through what they think each bit
>> does, why it's like that, etc. It's a good one because virtually nobody
>> has ever done this before so it puts everyone on an equal level, and
>> there are plenty of mechanical and electrical things to talk about.
>
> And here I was thinking that all the components are microscopic...
Err no, each component is roughly the same size as the display itself. eg
for a typical 2.0" phone display each component is going to be the same
order of magnitude. Of course the electronic circuits that are actually on
the glass panel itself are too small to see, for the electronics guys (yes
we only get male applicants) we just show them some simplified circuit
diagrams of important stuff, showing them the transistors under a microscope
wouldn't be too helpful.
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> ...OK, how many other people here felt an irresistablel urge to try to
> answer all of those?
I could answer the first one :-D
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