MATHEMATICS | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
SEN2001 | Programming Languages | Fall Spring |
3 | 0 | 3 | 7 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | English |
Type of course: | Departmental Elective |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | Face to face |
Course Coordinator : | Instructor DUYGU ÇAKIR YENİDOĞAN |
Course Lecturer(s): |
Instructor DUYGU ÇAKIR YENİDOĞAN Dr. Öğr. Üyesi ÖVGÜ ÖZTÜRK ERGÜN Dr. Öğr. Üyesi BETÜL ERDOĞDU ŞAKAR Dr. Öğr. Üyesi SERKAN AYVAZ |
Recommended Optional Program Components: | None |
Course Objectives: | The students will have basic understanding of some of the fundamental concepts that underlie programming language syntax and semantics through a comparative study of several languages and their features. The students will be aware of several new programming language features and paradigms to gain the ability to study general conceptual linguistic issues of designing new languages and compilers. |
The students who have succeeded in this course; 1. Define basic concepts and categories of programming languages 2. Identify formal methods of describing syntax, attribute grammars and dynamic semantics 3. Describe the concept of binding, type checking, type equivalence, scoping and referencing environments 4. Define features of primitive variables, character string, ordinal, array, associative array, record, union, pointer and reference data types 5. Define arithmetic, relational and boolean expressions, type conversions, assignment statements, selection and iterative statements and unconditional branching 6. Describe fundamentals of subprograms, design issues for subprograms, local referencing environments, parameter-passing methods, overloaded subprograms and design issues for functions 7. Define the concept of abstraction, describing data abstraction and desing issues for abstract data types 8. Defining design issues for object-oriented languages and describing support for object-oriented programming in various programming languages such as Smalltalk, C++, Java, C#, Ruby 9. Analyse mathematical functions, fundamentals of functional programming languages such as Lisp, Scheme, ML, Haskell and Describing predicate calculus and theorem proving, features of logic programming and the basic elements of Prolog 10. Define exception and event handling in various programming languages such as Ada, C++, Java. |
The course content is composed of describing syntax and semantics, names, bindings, type checking and scopes, data types, expressions and assignment statements, control structures, subprograms, abstract data types, object-oriented programming, functional programming, logic programming, exception handling and event handling |
Week | Subject | Related Preparation |
1) | Introduction | Read the Syllabus and lecture notes of Chapter#1 & 2 |
2) | Describing Syntax and Semantics I | Read the lecture notes of Chapter#3 |
3) | Describing Syntax and Semantics II | Read the lecture notes of Chapter#4 |
4) | Names, Bindings, Type Checking and Scopes | Read the lecture notes of Chapter#5 |
5) | Data Types | Read the lecture notes of Chapter#6 |
6) | Expressions and Assignment Statements | Read the lecture notes of Chapter#7 |
7) | Control Structures | Read the lecture notes of Chapter#8 |
8) | Subprograms I | Read the lecture notes of Chapter#9 |
9) | Subprograms II | Read the lecture notes of Chapter#10 |
10) | Abstract Data Types | Read the lecture notes of Chapter#11 |
11) | Object-oriented Programming | Read the lecture notes of Chapter#12 |
12) | Exception Handling and Event Handling | Read lecture notes of Chapter#13 & 14 |
13) | Functional Programming | Read the lecture notes of Chapter#15 |
14) | Logic Programming | Read the lecture notes of Chapter#16 |
Course Notes / Textbooks: | Robert W. Sebesta, Concepts of Programming Languages, 8e, Pearson Education, Addison Wesley, 2008, ISBN 978-0-321-50968-0 |
References: | Yok |
Semester Requirements | Number of Activities | Level of Contribution |
Quizzes | 4 | % 20 |
Project | 1 | % 25 |
Midterms | 1 | % 15 |
Final | 1 | % 40 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 35 | |
PERCENTAGE OF FINAL WORK | % 65 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Study Hours Out of Class | 8 | 4 | 32 |
Project | 1 | 28 | 28 |
Midterms | 1 | 28 | 28 |
Final | 1 | 35 | 35 |
Total Workload | 165 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | To have a grasp of basic mathematics, applied mathematics and theories and applications in Mathematics | |
2) | To be able to understand and assess mathematical proofs and construct appropriate proofs of their own and also define and analyze problems and to find solutions based on scientific methods, | |
3) | To be able to apply mathematics in real life with interdisciplinary approach and to discover their potentials, | |
4) | To be able to acquire necessary information and to make modeling in any field that mathematics is used and to improve herself/himself, | |
5) | To be able to tell theoretical and technical information easily to both experts in detail and non-experts in basic and comprehensible way, | |
6) | To be familiar with computer programs used in the fields of mathematics and to be able to use at least one of them effectively at the European Computer Driving Licence Advanced Level, | |
7) | To be able to behave in accordance with social, scientific and ethical values in each step of the projects involved and to be able to introduce and apply projects in terms of civic engagement, | |
8) | To be able to evaluate all processes effectively and to have enough awareness about quality management by being conscious and having intellectual background in the universal sense, | |
9) | By having a way of abstract thinking, to be able to connect concrete events and to transfer solutions, to be able to design experiments, collect data, and analyze results by scientific methods and to interfere, | |
10) | To be able to continue lifelong learning by renewing the knowledge, the abilities and the competencies which have been developed during the program, and being conscious about lifelong learning, | |
11) | To be able to adapt and transfer the knowledge gained in the areas of mathematics ; such as algebra, analysis, number theory, mathematical logic, geometry and topology to the level of secondary school, | |
12) | To be able to conduct a research either as an individual or as a team member, and to be effective in each related step of the project, to take role in the decision process, to plan and manage the project by using time effectively. |