Description
As noted last week, design is very important when developing programs and there are a variety of ways to approach it. You may draw pictures, write it out in prose or structured text, use pseudo code, and more! The point of design is to give you a blueprint to follow while you are coding. This saves time debugging your program as you can catch mistakes early. It is better to spend one hour of designing than it is to spend five hours debugging.
For this assignment you must design a solution to the following problem statement and implement your solution.
(85 points) Problem Statement
We have been tasked to implement a program/application that makes learning algebra fun! This program will challenge the student to solve math problems. In our game, the student is in an elevator and trying to get all the way to the top floor of a building. They can reach the top (and hopefully receive the gold prize) by solving each equation correctly and moving up or down floors based on their answer!
You will ask the student how many floors there are in the building to start, and whether the student wants to play on easy or difficult mode. The student will then be given an equation to solve. If the student is playing in easy mode then they get to choose which type of equation to solve (addition, multiplication, subtraction or division). If the user is playing in difficult mode then your program will randomly select one of the possible equation types (addition, multiplication, subtraction or division).
When displaying an equation for the user to solve, you will generate one random number for the expression and one number for the solution/right side of the equation (see the example program output for clarification). If the user is playing in easy mode, the generated numbers will be between 0-100 (inclusive). If the student is playing in difficult mode, the numbers will instead be between -100 to +100 (inclusive). When the student solves the equation correctly, they get to go up one floor closer to the gold. If the user solves the equation incorrectly, then they go down one floor.
After the student answers the equation, you must take action. First, you will display the current position of the user (in the building). Assuming the user has not won the game, you will begin the process of generating another equation to solve. If the user is playing in easy mode, prompt the student to choose a type of equation for the next problem (addition, multiplication, subtraction, or division). If the user is playing in difficult mode, they don’t get to pick the type of problem and your problem will randomly assign one. This process repeats until the student eventually reaches the top floor. After the student reaches the gold, you must give the student an opportunity to play again and repeat the program.
You must always inform the user which level of the building they are on with a message and ASCII art (search the internet for inspirational examples of ASCII art). You must insert a blank line between re-prompting the student with a new equation to solve. If the student wins and wants to play again, you must ask how many floors are in the new building (and whether the user wants to play in easy or difficult mode).
Example Opera on
Your code does not need to run exactly like this but it needs to meet the requirements as outlined in this document.
What difficulty would you like to play? Easy (1), Hard (2): 1 How many floors are in your building? 3
Welcome! There’s a treasure chest on the roof of the building. Hurry to reach the top!
| |
———-
| |
———-
| X |
———-
Do you want to solve a multiplication (1), addition (2), subtraction (3), or division (4) equation? 1
Please solve the following equation:
x * 11 = 88, what is x? 8
Good job, you are on level 2!
| |
———-
| X |
———-
| |
———-
Do you want to solve a multiplication (1), addition (2), subtraction (3), or division (4) equation? 4
Please solve the following equation:
One option is to write your code to keep generating random questions until it finds one that meets the criteria of X being an integer. This is allowed but it isn’t very efficient.
The alternative is to be creative in the way you generate the random questions
For addition and subtraction, this is easy, since you are to use the format X + A = B (where A and B are random numbers). Since A and B are integers, it is implied that X will also be an integer.
Division should also be a simple case. In the equation X/A = B, X will solve to be an integer (assuming A and B are integers).
Multiplication is a trickier case (e.g. X * A = B). As example, consider that A and B will fall into the range -100 to 100 (if the user is playing on hard difficulty).
A question such as X * -77 = 3 will not work (since the answer would be the fraction -3/77). To help address this problem, you could take two steps. First, write your code so that the absolute value of B is always greater than the absolute value of A (effectively you just switch the two random variables if necessary). In this example, we would then have X * 3 = -77. Unfortunately, in this case X will still be a fraction (e.g. -77/3 = -25.66…). One option is to use these random numbers and then adjust the numbers slightly to generate a valid problem. So your program could perform the integer division B/A (in this case that is -77/3 which equals -25). Your code would then work “backwards” to generate the problem. Take the quotient of the integer division and multiply that by the value of A (in this example that would be -25 * 3 = -75). Now you can replace B with the newly generated number. So in this example, A is now 3 and B has been adjusted to -75. The student’s problem that will be displayed is X * 3 = -75. Now the math will work correctly so that the answer X is an integer.
For the multiplication workaround discussed above, it’s okay that you are adjusting the original random number (and possibly switching them) so that the answer will be an integer.
During week 3 you do not need to know about functions to successfully design solutions to each problem Treat each function as a mini program
Design the solution to each problem using loops, conditionals and what you know about strings It could be helpful to put each solution on a notecard to simulate a function
The rest of the implementation is up to you, but try to make your game as clean and attractive to play as possible.
Crea vity Contest!
Who has the most entertaining program with ASCII art? All students will get the opportunity to enter a contest (you can signup after the submission deadline on Sunday, October 21st). The submissions will be collected and CS161 students will vote on the results. The author of the entry with the most votes will receive a $10 gift certificate to Interzone (a coffee shop located on Monroe St. near OSU campus). Please note that this is not an endorsement of the Interzone company, rather this gift card was mailed to me by a textbook publisher and I feel that it’s not ethical for me to keep it.
(15 pts) Program Style/Comments
In your implementation, make sure that you include a program header in your program, in addition to proper indentation/spacing and other comments! Below is an example header to include. Make sure you review the
style guidelines for this class
(https://web.engr.oregonstate.edu/~goinsj/resources/general/cpp_style_guideline.pdf) , and try to follow them, i.e. don’t align everything on the left or put everything on one line!
/******************************************************
-
Program: elevatormath.cpp
-
Author: Your Name
-
Date: 10/09/2018
-
Description:
-
Input:
-
Output:
******************************************************/
Assignment Submission
Note that there are two deadlines for this assignment.
Your design document must be scanned and electronically submitted to Canvas (in the assignment tab) by Sunday, October 14th, 11:59pm. You may use one of the document scanners (available in KEC1130 and some other College of Engineering labs) to scan your paper design into a PDF document that can be submitted to Canvas.
Electronically submit your C++ source code to TEACH (https://engineering.oregonstate.edu/teach) by the assignment due date on Sunday, October 21st, 11:59pm. Your TEACH submission should contain only the .cpp file with your source code.
Reminder
Every assignment in this course is graded by demoing your work for 10 minutes with a TA. You are required to meet with a TA within two weeks of the due date to demo. You can schedule a demo with a TA from the TA Office Hours tab in Canvas. The available times can be viewed in the far right column of the table (labeled “Grading Hours”). Click on one of the links to access the poll and insert your name in a specific time slot.
Demo Outside 2 Weeks: Assignments that are not demo’d within the acceptable time period will be subject to a 50 point deduction.
Demo Late Assignments: Late assignments must still be demoed within the two week demo period beginning from the assignment’s original due date.
Missing a Demo: If you miss your demo with a TA, you will receive a 10 point (one letter grade) deduction to that assignment for each demo missed.
Each program needs to be written according to the style guidelines
(https://web.engr.oregonstate.edu/~goinsj/resources/general/cpp_style_guideline.pdf) for this class. Remember
that an important part of computer programming is making sure that your work is easily understandable by other programmers.
Program #3 Rubric
https://oregonstate.instructure.com/courses/1698697/assignments/7392606 9/9
