IM_Schach8th_ed_Chap12_v7.docVIP

12– PAGE 26 Chapter 12 TC Chapter 11 \l 1  Classical Analysis TC Classical Analysis \l 1  In this chapter, three approaches to specification are compared: formal, semiformal, and informal. I feel that students should be exposed to as many formal methods as possible. One way to introduce the FSM material to students who have had no prior exposure to formal machines is to describe a menu-based product with which most students are familiar, such as a popular word-processing package on a PC. Point out that each menu corresponds to a state, and each menu choice to an input. Once students appreciate that they have been dealing with finite state machines for years, Section 12.7 is easy to teach. Students who have taken an operating systems course may well have been exposed to Petri nets. Also, the basic concept can be easily understood by most of the class without much effort by the instructor. I believe that Section 12.8 should be covered, if only to ensure that students are exposed to Petri nets. However, not all students will be able to do Problem 12.17. On the other hand, I teach Sections 12.9 and 12.10 to only graduate students. Furthermore, there is only one problem involving Z at the end of the chapter. problem solutions 12.1: Both constraints superficially appear to be precise and scientific, but neither can be measured or tested. Specifically, (i) The term “significantly” is imprecise — significant for whom: client or developer? Also, this is a reason for developing the product, not a constraint. (ii) The term “reasonable” is imprecise — reasonable for whom: client or developer? 12.2: Any such omissions, contradictions, and ambiguities will be carried over into the design and implementation. 12.3: Ambiguities: Is a clove or a head of garlic to be used? What operations are to be performed the night before? Everything? Which juice is to be strained, orange or lemon? What is to be frozen, the lemon or just the juice? Is the onio