[plt-scheme] behaviour of void?

From: Robby Findler (robby at eecs.northwestern.edu)
Date: Wed Feb 4 23:06:20 EST 2009

There are a number of projects here that I used below with varying
degrees of success. Probably the snake game is the best of the lot
(which I got from Matthias). If any one looks good, feel free to ask
me how they went.



lab 7 & 8 here:

and this:


On Wed, Feb 4, 2009 at 9:51 PM, Marco Morazan <morazanm at gmail.com> wrote:
>> It's a trade-off. Students are better off working through two or three
>> "large" projects (say an interactive, distributed game):
>>  -- first with plain recursive programs
>>  -- second based on feedback for the first program
>>  -- third with higher-order functions
>>  -- fourth using modules to structure the program
>> This kind of iteration is highly instructive in comparison to a rushed
>> treatise on effects.
> It's a tough trade-off! :-) One, however, that I am delighted to
> indulge in.....finally ridding ourselves of making mention of
> assignment in a first course! It's about time. Hooray! :-)
> Why tough? Students that come with "experience" (from a HS CS course)
> want to cover mutation and "see" why writing programs using mutation
> is so much harder. Just telling them to go write binary-search or
> find-route-in-graph using assignment does not quite satisfy them (not
> that most of them really can). I am also currently seeing my
> "experienced" students yearning for assignment (e.g. "in Java I would
> just set this variable equal to that") as programs move away from the
> trivial domain. They just do not realize how much they would be
> complicating their lives (nor how terribly bug-ridden their
> assignment-based ideas have been up to now).
> In any case, can anyone share any specific ideas for a "large" project
> that worked well in your courses?
> --
> Cheers,
> Marco
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