Algorithm and Flowcharting

1
Algorith
m
• An algorithm is a plan, a set of step-by-step instructions to
resolve a  problem.
• In an algorithm, each instruction is identified and the order
in which they should be carried out is planned.
• Algorithms are one of the four cornerstones of Computer
Science. Click to add text
 If you can tie shoelaces, make a cup of tea, get dressed or
prepare a meal then you already know how to follow an
algorithm. 
• In an algorithm, each instruction is identified and the order in
which they should be carried out is planned.
• Algorithms are often used as a starting point for creating a
computer  program, and they are sometimes written as a
2
flowchart or in pseudocode.  
Instruct a
computer
• If we want to tell a computer to do something, we have to
write a computer program that will tell the computer, step-by-
step, exactly what we want it to do and how we want it to do
it.
• This step-by-step program will need planning, and to do
this we use an algorithm.
• Computers are only as good as the algorithms they are given.
• If you give a computer a poor algorithm, you will get a poor
result – hence the phrase:‘Garbage in, garbage out.’
• Algorithms are used for many different things including
calculations, data processing and automation.

3
Plan for
•solution
It is important to plan out the solution to a problem to make
sure that it will be correct.
• Using computational thinking and decomposition we can
break down the problem into smaller parts and then we can
plan out how they fit back together in a suitable order to
solve the problem.
• This order can be represented as an algorithm.
• An algorithm must be clear.
• It must have a starting point, a finishing point and a set of
clear instructions in between.

4
Representing
algorithms
• There are two main ways that algorithms can be
represented –
pseudocode and flowcharts.
• Most programs are developed using programming languages.
• These languages have specific syntax that must
be used so that the program will run properly.

• Pseudocode is not a programming language, it is a simple way

of describing a set of instructions that does not have to use
specific syntax.
• Writing in pseudocode is similar to writing in a programming
language.
• Each step of the algorithm is written on a line of its own in
5
sequence.
A sample
algorithm
Scenario: I am walking to the shops, when a car pulls up
beside me.The driver winds down the window.“Excuse me,
how do I get to Kirkcroft Lane?”

I answer by giving an algorithm:

1. Go down the hill.
2. Take the first major turning on the left.
3. Go up the hill.
4. Take the first turning on the left. (It is just after the
Navigation pub).
5. You are there.
A sample
Pseudocode
OUTPUT 'What is your
name?‘ INPUT user inputs
their name
STORE the user's input in
the name variable
OUTPUT 'Hello' + name
OUTPUT 'How old are
you?' INPUT user inputs
their age
STORE the user's input in the age
variable IF age >= 70 THEN
OUTPUT 'You are aged to
 What does this algorithm perform?
perfection!‘
7 ELSE To ask someone their name and age, and to
Representing an algorithm:
Flowcharts
• A flowchart is a diagram that represents a set of instructions.
• Flowcharts normally use standard symbols to represent the
different instructions.
• There are few real rules about the level of detail needed
ina flowchart.
• Sometimes flowcharts are broken down into many steps to
provide a lot of detail about exactly what is happening.
• Sometimes they are simplified so that a number of steps
occur in just one step.

8
Relationship between rules and
algorithms
 Not all lists of rules are algorithms.
Example: Rules on toilet of in an airliner.
• No smoking.
• No eating.
• Do not use when the fasten seat belt sigh is lit.
• But the following rules in an airliner exit door is an
algorithm,
Emergency opening:
1. Pull cover aside.
2. Push lever to open position and release.
3. Push door outwards.
10
A simple command like 'spread butter on
bread‘
• Remove lid from butter tub and place to one side.
• Place 5 grams of butter on the tip of the knife.
• Position the tip of the knife on the upwards side of the slice
of bread with the butter between the knife and the bread.
• Move the knife backwards and forwards in a sweeping
motion across the bread to spread it at an even thickness.
• Repeat steps 2 to 4 until one side of the slice of bread is
evenly coated with butter.
• Remove any excess butter from the tip of the knife.

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12
A simple program could be created to ask someone
their name and age, and to make a comment based
on these.
This program represented in pseudocode would
look like'What
OUTPUT this:is your
name?‘ INPUT user inputs
their name
STORE the user's input in the name
variable OUTPUT 'Hello' + name
OUTPUT 'How old are you?‘
INPUT user inputs their age STORE the user's input in the age
variable IF age >= 70 THEN OUTPUT 'You are aged to
perfection!‘
ELSE OUTPUT 'You are a spring chicken!'
14
An Algorithm for dealing with a non-
functioning bulb
Pseudocode Flowch
If the lamp plugged art
in Then
If the bulb burned
out Then
Replace
bulb Else
Buy
Figure: Flowchart for
dealing with non-
new lamp functioning bulb
Else  Did you notice different shapes/symbols in the
Plugin the flowchart?
  Algorithms are about HOW we perform
something.

 It is not about WHAT we want to perform…

 inputs - ingredients and quantities

 the process - recipe or method
 output - what the finished sandwich / cake
16 will be like
A simple command like 'spread butter on
bread'
1. Remove lid from butter tub and place to one side.
2. Place 5 grams of butter on the tip of the knife.
3. Position the tip of the knife on the upwards side of the
slice of bread with the butter between the knife and the
bread.
4. Move the knife backwards and forwards in a sweeping
motion across the bread to spread it at an even
thickness.
5. Repeat steps 2 to 4 until one side of the slice of bread is
evenly coated with butter.
6. Remove any excess butter from the tip of the knife.
17
18
Flowchart for a move in snake-ladder
game
Can you fill the flowchart with
the appropriate actions given below?

• Landed on snake head?

• Climb-up ladder
• Throw dice
• Move the piece
• At the bottom of ladder

Figure: Flowchart for a move in snake-ladder

game
Control
Abstraction
• InAlgorithms, Control Structure a mechanism for
specifying the proper order in which instructions must
be performed.
• Types include:
1. Selection
2. Repetition
3. Sequential control
4. Control abstraction – is name which has well defined
operation(use of sub problem).
5. Concurrency (not in scope of this course)

 Identify the control structures of the recipes available in

next two slides
Flowchart
structures
 Sequence
• Series of actions performed in sequence.
 Selection
• Selecting one of two possible actions depending on a
condition.
 Iteration
• Repeating actions.

Figure: Sequential, selection and iteration

structures
Sequenc
e• unlock the door
• open the door
• enter the room
• switch on the light
• close the door behind
you

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Selectio
n
• IF the door is locked, THEN unlock the
door,
ELSE do nothing (go to next
instruction)
• IF the door is closed, THEN open the
door,
ELSE do nothing
• Enter the room
• IF the room is dark, THEN switch
on the light, ELSE do nothing
• Close the door behind you

23
Iteratio
n

24
Flowchart for classifying
angles
Can you fill the flowchart with appropriate angles? (reflex
angle, obtuse angle, angle on straight line, right angle, acute
angle).

Figure: Flowchart for classifying

angles
1. Place the following ingredients in a
microwavable bowl: 3 cups of semisweet
chocolate
one 14 oz.chips
can of sweetened condensed milk Selection
54 cup of butter --add
2. If desired. stir in 1 cup of walnut pieces. walnuts or
3. Zap in microwave for one minute. not Repetitio
4. Remove from microwave and stir the mixture. n
5. Repeat Steps 3 and 4 until chocolate chips are completely
melted.
6. Stir 1 teaspoon of vanilla into mixture.
7. Pour mixture into a greased 8 by 8 dish.
8. Refrigerate for three hours.
9. Cut fudge into 1 inch squares.
 Steps 1to 3
has
subalgorith
1. Make fudge (for algorithm see previous
m
slide).

2. Make chocolate chip cookies.

3. Make peanut butter bars.

4. Arrange fudge, cookies, and bars on a

large tray.
The following algorithms each use data values.
Can you work out which of these is using fixed values and which is using
variable values?
• Algorithm A
Add 4 to 5
Print the
result

• Algorithm B
Ask the user
to type in a
whole
number
Add 5 to that
number
Print the
• result
Algorithm D
Ask the user to type in a whole number
• Algorithm C typed in is less than 5
If the number
If 4 is Add
less 5 to the number typed in Print the
than
result5 Add 5
Otherwise Print "no"
28 to 4
Sequence
structure
• Sequence
• Series of actions performed in
sequence.
• Selection
• Selecting one of
two possible
actions
depending on a
condition.

Figure: A logic requiring selection Figure: Sequential logic

algorithm
Iteration
Iteration
structure
• Repeating actions.

• A loop tests a condition and

if
it satisfied,
is
action performs an
.conditio Thenagain it tests
n
condition is. still satisfied,
the
the action is repeated.If This
the
is repeated until the
condition is not satisfied.
Fig
ure:
A
logi
Iteration structure – inverse
condition
Selection
• Iteration can still be realized
with inverse condition
satisfaction i.e. repeat action
as long as the condition is
notsatisfied and stop once
condition is satisfied the
as
figure the
shows .
Figure: Iteration with inverse
condition
Controlling iteration
structure

Figure: A simple task with iteration

structure

 Do you see any problem with the above

iteration structure?
Connector
sSometimes a flowchart may exceed a page.
Connectors allow you to connect to flowchart
segments.
Connectors need to be uniquely named for clarity.

Figure: Connectors connect flowchart segments as well flowcharts

across pages
Algorithm for accept a number from user and
calculate sum of square:
[Sum of square : accept number num from user, and set sum=0 and
calculate
sum of
square.] Step
1. Start
Step 2. Read number
num Step 3.
[Initialize]
sum=0, i=1
Step 4. Repeat step 4
through 6 until i<=num
Step 5. sum=sum+(i*i)
Step 6. i=i+1
Step 7. print the sum of
square Step 8. stop
[end of loop step 4]
Roots of a quadratic equation ax2+bx+c=0, with
the coefficients a, b, and c defined from user input.
Input: quadratic equation coefficients a, b, and c in
real type
Output:
Case#1: the roots of the equation output: "Ill-posed equation.
input:
a=0,b=0,c=1 NO
SOLUTION." output: "SOLUTION: any real
Case#2: input: or
a=0,b=0,c=0 complex output: "Linear Equation,
numbers" Unique
Case#3: input: output:"Quadratic Equation,
a=0,b=2,c=4 Solution: Real
2.0"
Case#5: input: a=1,b=0,c=1 output:"Quadratic Equation, Complex
Case#4: input:
Solutions: a=1,b=-2,c=1
x1=0.0+i1.0, x2=0.0-i1.0"
Solutions: x1=1.0,
x2=1.0"!
Office
Assistant
Suppose that you need to hire a new office assistant. Your previous
attempts at hiring have been unsuccessful, and you decide to use an
employment agency. The employment agency sends you one
candidate each day. You interview that person and then decide
either to hire that person or not. You must pay the employment
agency a small fee to interview an applicant. To actually hire an
applicant is more costly, however, since you must fire your current
office assistant and pay a substantial hiring fee to the employment
agency. You are committed to having, at all times, the best possible
person for the job. Therefore, you decide that, after interviewing
each applicant, if that applicant is better qualified than the current
office assistant, you will fire the current office assistant and hire
the new applicant. You are willing to pay the resulting price of this
strategy, but you wish to estimate what that price will be
Algorith
m
• The procedure HIRE-ASSISTANT, expresses the strategy for
hiring in pseudocode.
• It assumes that the candidates for the office assistant job are
numbered 1 through n.
• The procedure assumes that you are able to, after interviewing
candidate i,determine if candidate i is the best candidate you
have seen so far.
• To initialize, the procedure creates a dummy candidate,
numbered 0, who is less qualified than each of the other
candidates
Sieve-of-Eratosthenes-to find prime numbers
up to an integer.
• Input to Sieve-of-Eratosthenes algorithm is an integer number and
output
is all prime numbers which is less than the input number.
• Sample Input : 10
Sample Output : 2, 3, 5, 7.
• Algorithm
• The algorithm takes a number as input. Assign this input to a
variable ‘limit’
• Assign variable i=2
• Mark all numbers which is multiple of variable i and less than
the ‘limit’.
• Update value of i as the next unmarked number.
• If variable i is greater than the ‘limit’, then stop. Else go to
Complex
Flowcharts
Try it
yourself
 Design a flowchart to convert a Fahrenheit temperature to celsius.

 Design a flowchart to find the largest of three numbers A, B, C.

 Design a flowchart for calculating a student’s letter grade given

the following mark ranges: (90 – 100:A; 80 – 89: B; 70 – 79: C,

60 – 69: D; below 60: F).
 Design a flowchart to print number sequence up to a given
positive integer.
 Modify the flowchart that prints the number sequence to add all

the numbers in the sequence.

Department of
 CSE,Coimbatore
45 Case study time
 Drawing a Off-Road
Vehicle
Give an level-1 design to draw the Figure:
Green Jeep

Figure: Green
Jeep
Drawing a Off-Road Vehicle-
Level1
STEP-1: Draw a green grille.

STEP-2:Draw bumper just below the grille.

STEP-3:Draw the tires behind the grille and

bumper. STEP-4: Draw the windshield just

above the grille.

STEP-5:Draw two auxiliary lights on top of the
windshield.
Drawing a Off-Road Vehicle-
Level 2 the instructions from the level-1 one by one
• Consider
and refine each instruction into parts.
• Consider expansion green grille

drawing. STEP 1: Draw a

green grille.
1.1 Draw a green grille
background.
. 1.2 Draw the left headlight
1.3 Draw four equally spaced
black vertical rectangles for
grille.
• Consider the details of drawing of tires.

STEP 3: Draw the tires behind the grille and bumper.

• 3.1. Draw the left tire (a black rectangle) slightly
protruding left of the grille and bumper.
• 3.2. Draw a half.moon hubcap extending outside the left
tire.
• 3.3. Draw the right tire (a black rectangle) slightly
protruding right of the grille and bumper.
• 3.4. Draw a half-moon hubcap extending outside the
right tire.
• Consider the details of drawing a windshield.
STEP 4: Draw the windshield just above the grille.
1. Draw a gray rectangle for the outside of the
windshield.
2. Draw a white rectangle for the center of the
windshield.

• Consider the details of drawing a auxiliary lights.

STEP 5: Draw two auxiliary lights on top of the
windshield.
1. Draw the left auxiliary light.
2. Draw the right auxiliary light.
Drawing a Off-Road Vehicle- Final
algorithm
STEP 1:Draw a green grille.
1. Draw a green grille background.
2. Draw the left headlight.
1. Draw black outer dot as a rim for the left
headlight.
2. Draw white dot centered within the black rim.
3.Draw three equally spaced vertical black rectangles
as headlight protectors.
 3.Draw four equally spaced black vertical rectangles for
grille openings.
4. Draw the right headlight.
1. Draw black outer dot as a rim for the right
headlight.
2. Draw white dot centered within the black rim.
3.Draw three equally spaced vertical black rectangles
as headlight protectors.
STEP 2: Draw bumper just below the grille.
STEP 3:Draw the tires behind the grille and bumper.
3.1. Draw the left tire (a black rectangle) slightly protruding
left of the grille and bumper.
 2. Draw a half-moon hubcap extending outside the left tire.
3.Draw the right tire (a black rectangle) slightly protruding
right of the grille and bumper.

4.Draw a half-moon hubcap extending outside the right

tire. STEP 4: Draw the windshield just above the grille.

5. Draw a gray rectangle for the outside of the
windshield.
6. Draw a white rectangle for the center of the
windshield.
STEP 5: Draw two auxiliary lights on top of the windshield.
1. Draw the left auxiliary light.
1.Draw outer black rectangle as a rim for the left
auxiliary light.
2. Draw yellow rectangle centered inside the black
rim.
3. Place the word "HI" centered in the yellow
rectangle.
4. Draw a small black rectangle for the base of the
light.
2. Draw the right auxiliary light.
1.Draw outer black rectangle as a rim for the left
auxiliary light.
2. Draw yellow rectangle centered inside the black
rim.
3. Place the word "MOM" centered in the yellow
rectangle.
4. Draw a small black rectangle for the base of the
light.
Write the detailed algorithm for the
following
Solution
Evaluating
•Solutions
Before solutions can be programmed, it is important to make
sure that it properly satisfies the problem, and that it does so
efficiently.
• This is done through evaluation.

What is evaluation?
• Once a solution has been designed using
computational thinking, it is important to make sure that
the solution is fit for purpose.
• Evaluation is the process that allows us to make sure our
solution does the job it has been designed to do and to think
about how it could be improved.

58
 Make sure that the solution is fit for
purpose………………….. How ????

59
Evaluate the
algorithm
Once written, an algorithm should be checked to make sure it:
• is easily understood – is it fully decomposed?
• is complete – does it solve every aspect of the problem?
• is efficient – does it solve the problem, making best use of
the available resources (eg as quickly as possible/using
least space)?
• meets any design criteria we have been given
• If an algorithm meets these four criteria it is likely to work
well.
• The algorithm can then be programmed.

 Failure to evaluate can make it difficult to write a program.

 Evaluation helps to make sure that as few difficulties as
60
Why is evaluation
important?
• Computational thinking helps to solve problems and design
a solution – an algorithm – that can be used to program a
computer.
• However, if the solution is faulty, it may be difficult to write
the program.
• Even worse, the finished program might not solve the problem
correctly.
• Evaluation allows us to consider the solution to a problem,
make sure that it meets the original design criteria, produces
the correct solution and is fit for purpose - before
programming begins.

61
Faulty solutions do not solve the
•problem
Once a solution has been decided and the algorithm designed,
it can be tempting to miss out the evaluating stage and to
start programming immediately.
 However, without evaluation any faults in the algorithm will
not be picked up, and the program may not correctly solve
the problem, or may not solve it in the best way.
• Faults may be minor and not very important.
• For example, if a solution to the question ‘how to draw a
cat?’ was created and this had faults, all that would be
wrong is that the cat drawn might not look like a cat.
• However, faults can have huge – and terrible – effects, eg if
the solution for an aeroplane autopilot had faults.

62
A faulty solution may include one or more of these
errors.
• We may find that solutions fail because:
• it is not fully understood - we may hav
not properly decomposed the problem e

• it is incomplete - some parts of the problem may have been

left out accidentally

• it is inefficient – it may be too complicated or too long

• it does not meet the original design criteria – so it is not

fit for purpose

63
A study of “Evaluation” in detail
• Consider the example “How to bake a cake”

• It is decomposed to:
• what kind of cake to bake
• what ingredients are needed, how much of each
ingredient, and when to add it
• how many people the cake is for
• how long to bake the cake for
• what equipment is needed

64
#1 Solutions that are not properly decomposed

 The Decomposition of ingredients

 The Decomposition of
equipment
65
Equipment Decomposition is
incomplete
• The ‘Equipment’ part is not properly broken down (or
decomposed).
• Therefore, if the solution - or algorithm – were created from
this, baking the cake would run into problems.
• The algorithm would say what equipment is needed, but not
how to use it, so a person could end up trying to use a knife
to measure out the flour and a whisk to cut a lump of butter,
for example.
• This would be wrong and would, of course, not work.
• Ideally, then, ‘Equipment’ should be decomposed further, to
state which equipment is needed and which ingredients each
item is used with.
66
 The problem occurred here because the problem of which
equipment to use and which ingredients to use it with
hadn’t been fully decomposed.

67
# 2 Solutions that are incomplete
• How to bake a cake decomposition is still – part of the
incomplete
problem has been left out. We still need to know:
• where to bake the cake
• what temperature
• Therefore, to bake thewas
if this information cakeused
at to create the solution, the
algorithm would say how long the cake should be baked for but it
would not state that the cake should be placed in the oven, or the
temperature that the oven should be.
• Even if the cake made it to the oven, it could end up undercooked
or burnt to a cinder.
• Very important factors have been left out, so the chances of making
a great cake are slim.
 The problem occurred here because placing the cake in the oven
and specifying the oven temperature had not been included,
making the solution incomplete.
68
69
#3 Solutions that are inefficient
• The solution would state – among other things – that
certain quantities of particular ingredients are needed to
make the cake.

• For the first ingredient, it might tell us to go the cupboard,

get the ingredient, and bring it back to the table.
• For the second – and all other ingredients – It might tell us
to do the same.
• If the cake had three ingredients, that would mean three
trips to the cupboard.

70
  While this would work, it would be unnecessarily long
and complicated
71
 It would be more efficient to fetch all the ingredients in one
go, and the program would be shorter as a result

 The solution is now simpler and more efficient, and has reduced
from nine steps to five.
 The problem occurred here because some steps were repeated
unnecessarily, making the solution inefficient and overly long.
72
#4 Solutions that do not meet the original design criteria

• Solutions should be evaluated against the original

specification or design criteria where possible.
• This makes sure that the solution has not strayed too much
from what was originally required, that it solves the original
problem and that it is suitable for users.
• The first point in the decomposition considers what kind of
cake to bake.
• Often, when devising solutions to problems, a specification
for the design is given.

73
• For example, the cake may have to be a chocolate cake, which
is still quite general, or a chocolate fudge cake with chocolate
icing and flakes on top, which is more specific.

• To meet the design criteria, it is important to ensure that the

exactly right kind of cake is baked.

• Otherwise the solution may not be fit for purpose.

 The problem occurred here because the solution did not

meet the original design criteria – it was not exactly what
was requested.
74
How do we evaluate our solution?
 There are several ways to evaluate solutions.
 To be certain that the solution is correct, it is important to
ask:

(1) Does the solution make sense?

• Do you now fully understand how to solve the problem?
• If you still don’t clearly know how to do something to
solve our problem, go back and make sure everything has
been properly decomposed.
• Once you know how to do everything, then our problem is
thoroughly decomposed.

75
(2) Does the solution cover all parts of the problem?
• For example, if drawing a cat, does the solution
describe everything needed to draw a cat, not just eyes, a
tail and fur?
• If not, go back and keeping adding steps to the solution
until it is complete.

(3) Does the solution ask for tasks to be repeated?

• If so, is there a way to reduce repetition?
• Go back and remove unnecessary repetition until the
solution is efficient.

 Once you’re happy with a solution, ask a friend to look

through it.
 A fresh eye is often good for spotting errors.
76
 Dry
runs
• One of the best ways to test a solution is to perform what’s
known as a ‘dry run’.

• With pen and paper, work through the algorithm and trace a
path through it.

• Dry runs are also used with completed programs.

• Programmers use dry runs to help find errors in their program

code.

77
 A simple algorithm was created to ask someone their name
and age, and to make a comment.
 You could try out this algorithm – give it a dry run.

• Try two ages, 15 and 75.

• When using age 75, where does the algorithm go?
• Does it give the right output?
• If you use age 15, does it take you down a different path?
• Does it still give the correct output?
• If the dry run doesn’t give the right answer, there is
something wrong that needs fixing.
• Recording the path through the algorithm will help show
where the error occurs.
78
• Abstraction: This is the sentence that will work for all monsters.
• Draw a head.
• Draw a eyes.
• Draw a ears.
• Draw a nose.
• Draw a mouth.

• Algorithm: These are the instructions using the abstraction

adding in one variable.
• Draw a Happy head.
• Draw a Vegitas eyes.
• Draw a Spritem ears.
• Draw a Wackus nose.
• Draw a Wackus mouth.
What has been
described?
• Algorithms and their automation.
• Flowcharts as a convenient way of representing
algorithms.
• Various symbols that appear in a typical flowchart.
Flowchart control structures viz. sequential,
loop
•Credits
 www.rff.com
conditional and
structures.
 http://cdn.robotc.net
 ritterit-programming.wikispaces.com
 http://www.breezetree.com/flowcharting-
software/help/split_connector.htm
 http://www.ftms.edu.my
 en.wikipedia.org/wiki/Flowchart
 http://www.cimt.plymouth.ac.uk/projects/mepres/book8/
 www2.cs.uregina.ca/~hilder/cs115
 www3.ntu.edu.sg
 www.multiwingspan.co.uk
 google images