>> [MUSIC PLAYING]
DAVID MALAN: So my new Mike is probably in the latter half of the phone book.
I can now tear the problem in half.
That was actually real, that struggle.
>> [MUSIC PLAYING]
>> ROBOT: You humans are so easy to beat.
>> DAVID MALAN: All right.
This is CS50 and this is the end of week 11.
So we do hope, particularly coming on the heels of quiz one, that all of you
are relieved but also proud of just how far you've come.
>> Indeed, so many of you-- 72% if last year is any reflection--
had no prior experience taking a computer science course before.
And so even if you were feeling a little less than excited
as to how quiz zero or one or some particular piece had turned out,
just consider the delta from today versus week zero.
>> Indeed, this, recall is pretty much where we started.
And for many of you, just getting those darn for loops to work
may have been an initial challenge and I would encourage you at some point,
if you'd like some self assigned homework,
go back and re-implement Mario, whether it's in JavaScript or PHP or even in C,
and see just, hopefully, how readily, that kind of logic now comes to you.
>> Today we wrap up the course here in New Haven
and we give you a sense of what still is on the horizon, even
outside of the classroom.
>> First and foremost is the CS50 Hackathon,
an epic all nighter during which you and your classmates in Cambridge
will have an opportunity to dive into and continue-- not hopefully
start-- final projects for some 12 hours, arriving around 7:00 PM by buses
that we'll provide here from New Haven to Cambridge.
>> Around 9:00 PM, we'll serve first dinner around 1:00 AM,
we'll serve second dinner, and around 5:00 AM,
we'll serve breakfast for those who are still standing.
And you'll see such memories as these while working through the evening.
Candy, and as promised in week zero, vegetables
for the second time in history, as well 4:00 AM,
things start to look a little like this.
>> And then beyond that, realize that what's ahead
is the CS50 Fair here at Yale, so that faculty and students and staff
from across this campus have an opportunity to delight in exactly how
much you all pulled off this semester.
Will there be in Commons, the CS50 Fair on Monday the 14th.
So do keep that in mind and more to come with details online.
But if Cambridge is any indication, realize that memories like this
here await.
And you should certainly feel free to invite your friends in the meantime.
>> And if seeing you at the CS50 Fair weren't incentive enough,
we thought we would invite some of our friends from industries.
If you'd like to chat up alumni and recruiters from eBay,
ESPN, Facebook, Google, Palantir, YEI, and YHack, and possibly more,
do come by.
>> And if that's not enough to come see you or the recruiters from industry,
realize that there will be a raffle with fabulous prizes, among them, these.
And what will happen is, upon arriving at the fair, both
you and attendees will be handed a little program for the day's event
telling you what to do.
When, what is there.
>> There will be some little place holders for smiley face stickers.
And all of you, the students, will get some 10
plus smiley face stickers and anyone who breaks
that social awkwardness and comes up to you and says, what did you do?
Or can I see a demo of what you did?
You hand them a sticker and that sticker is an entry
in a fabulous raffle such as this here.
So that should help you break the ice and give everyone
a little bit of an excuse to grease those wheels.
>> And you'll see such expressions and memories as this one
here, this one here, and then, proudly, will all of you
have your first ever "I took CS50" t-shirts as well.
So more on that to come.
>> Now in addition to the course, is very specifically
offered today as to what's on the horizon,
realize too that among the handouts, thanks to Megan,
is Yale's first ever unofficial guide to CS at Yale,
where she's wonderfully diagramed the various paths that you
can take after leaving CS50 or 112 or other courses here at Yale,
so you can explore things well beyond CS50 itself, if you would like.
And the diagram you'll see there is exactly that.
>> And also too, realize that today, from 3:00 to 4:30
PM is the first ever CS50 Expo here at Yale, over
in Sterling Memorial Library.
And this is an opportunity to see some of the projects
that our own teaching staff and some of the upperclassmen
here have created in their classes, in their research projects,
in entrepreneurial interests of theirs.
So do join us there for snacks and some amazing opportunities and glimpses
as to what you can now do as an aspiring computer scientist.
>> And in terms of opportunities now, with CS50 itself, to get involved,
do realize, if unfamiliar, that in addition to this college
offering of CS50, the College Board-- which
you may recall fondly or less fondly-- is in the process of setting up
a new AP Computer Science curriculum.
So some of you, a few of you, might have taken AP CSA, Computer Science A, which
focused, frankly, very much on the language Java, sort
of to the exclusion of inspiration, quite often,
and excitement and problem solving more generally.
>> What's really nice about a new curriculum framework that's
being released in fall 2016 from the College Board
is that it will be AP Computer Science Principles which
is much more akin to more inspiring CS zero, CS one, CS two courses most
universities might call them.
And there will be a number of implementations of this course.
UC Berkeley is doing one. co.org is doing one.
CS50 is doing one.
And so if you have an interest in getting involved in high school
education and working with CS50 in the staff capacity,
doing outreach like this, do reach out to us as well any of the courses heads.
>> And also too, now begins recruiting.
You are all just about to be eligible to teach this same class here at Yale.
And what's been especially, frankly, exciting,
amazing this past year is that truly, with CS50,
have we had a team of some 44 largely undergraduate staff members who
are serving as undergraduate learning assistants or TAs more generally,
the first time in Yale's history.
And so you will be the second generation of exactly that opportunity.
>> So we do encourage you to apply either as a TA or CA in the teaching role
or in a number of other roles.
Suffice it to say, with all the songs and dances,
literally, that we seem to have, there's any number
of ways where you can get involved creatively, artistically,
as well as educationally.
So do let us know via this URL here.
Now a little while from now, we'll adjourn with our tradition
just as we began this semester with cake in the dining hall around the corner.
But we'd like to tie up a few loose ends.
>> And first and foremost, I'd just like to recognize one.
This happened last week.
So I've become acquainted with "Overheard at Yale," where--
if we, shall we say, enhance this video, or this photo--
you'll see this shirt that I was sold for $15 and then this photo was taken.
Business, I'm told, has been good ever since then.
Didn't go over super well back home.
>> But irrespective of how this weekend goes-- and actually,
one other [INAUDIBLE].
So we made the Rumpus today, CS50.
The hookup Bingo chart, which is on the back, involves CS50.
I don't really want my words to show up in the transcript, so I'll just-- OK,
here we go.
OK, so that's one of the squares.
>> [LAUGHTER]
>> Won't be able to search on that word though.
All right.
So irrespective of how this particular weekend turns out with Harvard Yale,
do know it's been an absolute honor for us and so terribly exciting
to be working with Scass, with Jason, with Andy, with the entire team here.
Yale vs. Harvard, we're still working on that, apparently.
>> [LAUGHTER]
It really has been special.
And as I've said before, of all the universities
to collaborate with in this way, it's truly been special for us
to work here with the team and the students at Yale.
So it's been wonderfully gratifying and we are forever grateful
for this opportunity to be welcomed as we have been here.
>> Indeed, let me say some thank yous first,
before we turn things over to some of you and some audience participation.
First and foremost, to Scass, to Jason, to Andy, and the entire Yale team.
Thank you for making this course so amazing here.
>> [APPLAUSE]
>> I'd like to draw your attention to all of the names
that compose CS50's team both here and in New Haven.
Over 100 of us, colleagues in both of these towns.
And so we won't spend time, I fear, on every one of the names.
I did want to draw your attention to one fellow,
in particular, for a couple of reasons.
>> Pictured here is teaching fellow Alex, who, apparently, shortly before he
took four pairs of CS50 Shades from a recent event.
But Alex has been an amazing character to have on staff.
He was, shall we say, not the greatest supporter
of CS50 coming to Yale just over a year ago,
but he's turned into this extraordinary member of our teaching staff,
an extraordinary Senior in Computer Science,
and, and, and most importantly, number one atop CS50's Big Board this year.
So congratulations to Alex as well, here.
>> [APPLAUSE]
>> OK.
Fun fact, so with Rob Bowden back home, do
he and I run the Big Board this past year.
And so Rob was so annoyed that Alex had bested him
that we even did a random audit of Alex's code
to make sure that it was consistent with the problem set specification,
and indeed, he bested Andrew and Rob here in this year's Big Board,
so congrats to him as well.
>> Some quick thank yous to the team back home, Daven and Maria and Hannah
and Rob, whom we'll soon see.
And also, a number of the full time members
who work largely back home behind the scenes,
Doug, who heads up our CS50 AP program, Dan Armendariz, who,
with our friends at Cloud 9, took to the next level
our use of CS50 IDE this year, Colton, of course, with whom we've started
music most every day, Aliess, who is literally in the same
pose right now back in the cabinet up there, up top.
>> And then Dan Coffey from our production team,
Scully from our production team, Ian, Ramon, Jordan.
And, of course, a very familiar face that, quite humorously,
you see in exactly this pose or exactly this context
both in Cambridge and now here in New Haven,
our own Zamyla, whom if we enhance, looks
more like this on most every laptop at office hours most every night.
And in fact, not all of the staff, of course, could be here today,
but I thought what we'd do is dim the lights for a moment
and allow the staff, both from New Haven and Cambridge,
to offer some words of their own.
[VIDEO PLAYBLACK]
-There's no other course in which everyone who works for the course
is as excited to be there and, like, be involved in it, as CS50.
I don't know, it's like this really, like, important and special
responsibility and kind of an incredible experience
and I'm really glad I get to be a part of peoples' education.
>> -CS50 in my opinion, is amazing.
I love it.
I loved it when I was taking a class, and I love it even more as a TA.
>> -TFing is a lot of work, but it's really rewarding
because you get to teach so much.
You really get to know your students.
You get to know the material yourself.
And you get to just want them become computer scientists.
>> -My students are the highlight of my semester.
>> [MUSIC PLAYING]
>> -And this is CS50.
>> -I've just never felt as much like a leader
on campus as I have this semester.
>> -This is one of the only opportunities on Yale's campus
to really get invested in teaching.
>> -It's really cool to see CS50 from the other side.
-I was surprised at how excited all the students were.
-It's also nice when, like, people, like, recover, like,
a picture of Rick Astley and are like, who is that?
>> -Yeah, I wanted to give back because I got a lot of support
when I was a student.
>> -All you need is enthusiasm and a love of teaching or CS, or any of the above
and you'll be able to do it.
>> -All my students keep Rick-rolling me.
>> [MUSIC PLAYING]
-It's been so much fun to, like, teach about this thing that I really
love and think is a lot of fun and, like,
try to get other people excited about it as well.
I'm Annaleah Ernst and this is CS50.
>> [CHEERS]
>> [MUSIC PLAYING]
>> [END PLAYBACK]
DAVID MALAN: All right, so you may recall
that we began this semester looking at computational thinking
and solving problems more efficiently while thinking
a bit more like a computer.
And rather than rehash something like peanut butter and jelly,
recall that we had the phone book here, we solved such problems as problem sets
on game of 15.
But we thought we'd try something a little new
here, whereby we see just to what extent this idea of thinking computationally
has sunk in.
Whereby we thought we'd try to offer up, in the form a volunteer,
some instructions and see how well we can all follow them.
And for this, I need at least one volunteer.
If you might be-- I see someone being tapped on the shoulder right there.
Does that qualify?
No?
No, all right.
How about, OK, in the green.
Come on back.
Come on over.
So let's go ahead and do this.
I have some notes up here that we'll work on together.
And what is your name?
>> ERICA: Erica.
>> DAVID MALAN: Erica?
All right.
Let me give you this.
Erica, nice to meet you.
All right, so in just a moment-- you all should have a blank piece of paper.
If you don't, just scrounge around and see if you can grab one.
And find a pen or whatnot.
And we're going to try something like this.
If you are comfortable doing so, Erica, I
need you to describe what you see on this opaque piece of paper
so that the audience here is only going to do literally what
you say by following your instructions.
And then in just a moment, I'll come around
and take a random sampling of some pictures
and we'll see just how accurately your classmates have done.
>> ERICA: OK.
>> DAVID MALAN: Make sense?
>> ERICA: Yeah.
>> DAVID MALAN: All right.
So you at this point, as the audience, should
have a blank piece of paper, a pen or pencil,
and you should do exactly what Erica says.
Go.
ERICA: Landscape orientation.
In the center of both the vertical and horizontal axis of the page,
draw a square, not a rectangle, even sides, about one inch on each side
with the center of the square in the center of the paper.
Directly above-- thinking landscape orientation-- above that square
but touching it, you should have a circle with the same radius
as half of the side of the square.
So the circle should be able to fit inside the square
and be just touching the top of the middle, the middle
of the top side of the square.
And then directly below the square, you should have an equilateral triangle
with one top point touching the bottom of the square and then equilateral.
DAVID MALAN: All right.
So that was extraordinarily precise.
Let me leave you here for just a moment and see
if we can get a couple of answers.
Can I grab yours?
OK.
Grab yours, yours.
Now I'm going to fish for one-- I don't know, that's very good.
You're all very good at this.
Can I take this one?
Thank you.
>> [LAUGHTER]
We'll randomize.
Can I take yours, too?
Thank you.
No, that's a compliment.
OK, yes very good.
Thank you.
All right.
And just so I don't neglect anyone over here.
That's very good, OK.
OK, that's adorable.
All right.
That's enough for this one.
So let's see how we did here.
>> All right so why don't we go ahead now and I
will spoil, with Erica still here, what the image was supposed to be.
Wonderfully, precisely described, I would argue.
Now let me go ahead and take a look at a random sample of the pictures
that we found up here.
>> So let's go.
The first several I found were-- here's one.
So very nicely done.
Here's another, very nicely done.
Here's another, and this is where it was getting awkward because there's
like 50 or a 100 of these out there.
But then I kept searching and we found this.
So the orientation wasn't quite right.
Another correct one.
We had this one, all right, so not quite right.
Then there's this one, maybe not quite to scale.
And then the adorable one, if I may, very nicely done.
>> Congratulations to Erica for doing such a good job.
Thank you.
Why don't we get-- can we get one more volunteer to come and do the same?
Come on up, yeah.
And I'm sorry for taking the papers from everyone.
If you can try to scrounge one other piece,
we'll do this once more in this direction.
>> What is your name?
>> ADAM: Adam.
>> DAVID MALAN: Adam.
Come on up.
All right.
So the task is going to be very similar, different picture.
Nice to meet you.
Come on around.
All right.
And we're going to do this again, this time with a different picture
from Adam.
Adam is going to describe to you, opaquely-- show confidence--
the following.
The floor is yours.
>> ADAM: It is a very large square.
Can I say that?
>> DAVID MALAN: Yes, that's good.
That's correct.
>> ADAM: But very large, like.
But start at the center-- like, from the center,
but it like expands outward from the center.
So like, the center of the page is still the center, so keep that in mind.
>> [LAUGHTER]
>> Then, divide it in half, but like, in the center, going hot dog style.
Yeah.
Like.
So then divide it that way, like up and down, vertical.
Vertical.
And then from the vertical line, going from the right side
of the center of that vertical line, go to the right
to divide that rectangle on the right side in half.
OK.
>> So, but now, it's going to get a little tricky, so let's hold on here.
You're going to do that again, but going up from that.
So now you should have a rectangle, a big rectangle, and two small squares
on the other side.
And then divide your square in the top right
in half the same way you divided the big square at the beginning.
OK.
Now, so now you have that square that's divided into two rectangles.
And then draw that same line you drew at the beginning from the center
point of the original square with that line in the center
to the far-- horizontally from that new up and down line.
And then recreate that square again in the top right hand quadrant.
I mean, not the quadrant, whatever the eighth is of a quadrant.
DAVID MALAN: I'm going to go start getting the sheets, OK?
ADAM: Yes, OK.
So if there's any questions, I can take those now.
DAVID MALAN: Can I see just a few examples?
All right, we got this one here.
All right, this one here.
All right, still working.
Very nice.
Yes.
>> ADAM: I'm not good at this class.
DAVID MALAN: Thank you.
Yeah.
OK.
Let me take these two.
Thank you.
All right, and one more from over here.
One more from over here.
Thank you.
Oh, that's perfect.
Thank you.
All right.
>> So Adam, let's see how they did.
And I'll reveal on the screen what the image was this time.
So what we were looking for this time, per Adam's precise instructions,
was this.
And what we got was some works of beauty here, I will say.
>> ADAM: Oh, I-- wow.
DAVID MALAN: You're surprised?
[LAUGHTER]
Then we have this one.
So similar in spirit, but not quite.
Then we have this windowed version.
And then this one.
>> [LAUGHTER]
And then this is maybe my favorite.
This one's just a little skewed.
>> ADAM: That one's not my fault. That one's not my fault.
>> DAVID MALAN: Well all right, thank you and congrats to Adam
for being so precise.
>> ADAM: Thank you.
>> DAVID MALAN: So why don't we try this at least one more time
but kind of flip things around.
So now we need someone who's comfortable drawing and having a hundred
of your classmates staring down at your back while you draw,
taking instructions from your classmates.
OK, how about in purple.
Come on up.
All right.
So in a moment-- what's your name?
ANGELA: Angela.
DAVID MALAN: Angela.
Come on up, Angela.
So Angela's going to stand roughly here, where she shouldn't be able to see
the overhead, she can only see the board's.
Nice to meet you, Angela.
Here's your piece of chalk.
I'm going to show the audience the picture
and then roughly orderly, kind of like the PBJ,
we'll have you guys shout out, linearly, exactly what you
would like Angela to draw.
Sound good?
Good.
Yeah.
>> Would someone like to offer an instruction to Angela?
It's not that-- well, OK.
>> AUDIENCE: Circle?
At the top of the board.
DAVID MALAN: All right, I heard circle at the top of the board.
AUDIENCE: It's a stick figure.
DAVID MALAN: OK I heard it's a stick figure.
And here, you want to hold this in your other hand?
OK, next?
>> ANGELA: Stick figure, all right.
>> DAVID MALAN: Draw a circle in the center of the board.
It's a stick figure.
Stop!
Only keep the body.
ANGELA: So it's like a lollipop?
DAVID MALAN: Add the two legs first.
ANGELA: Down here.
DAVID MALAN: OK, I heard yeah.
>> ANGELA: So here?
DAVID MALAN: The arm starts from the body toward the head.
ANGELA: Like that?
What?
>> DAVID MALAN: OK, here, wait, how about this.
One arm goes up.
>> AUDIENCE: The right arm has the hand on the hip and the other arm--
>> DAVID MALAN: The right arm has-- I heard the right arm has his arm on his hip.
>> ANGELA: His right arm?
>> DAVID MALAN: His right.
>> ANGELA: Like that?
>> DAVID MALAN: Yes.
What else?
>> AUDIENCE: The other arm-- The other arm goes up.
>> DAVID MALAN: The other arm goes up.
ANGELA: Oh, like that?
>> DAVID MALAN: All right, and--
AUDIENCE: He's saying something.
DAVID MALAN: He's saying something.
ANGELA: Like a speech bubble?
There's a line, approximately 10:00, that goes out from the head.
A line at 10:00 position that you draw, like, from the radius, projecting--
>> [LAUGHTER]
>> ANGELA: Like?
>> AUDIENCE: No!
>> DAVID MALAN: There's a line at 10:00 from the head out.
>> AUDIENCE: See like a line coming out above the radius.
Don't draw it.
Do what you did originally.
>> DAVID MALAN: Do what you did originally.
Yeah.
>> AUDIENCE: He says hi.
>> DAVID MALAN: Write-- he says hi.
What do we think?
All right.
Congratulations.
If you'd like to take a look, you indeed got it.
Very nicely done.
>> So we've not try this last opportunity before-- before we adjourn for cake--
but we thought we'd try to get all the more of you
involved vs. Some of the staff as well.
And so, if I could-- are there five staff members
who would like to volunteer and come on over here?
Stelios, do want to bring four friends on down?
From the staff.
Come on down.
Yeah.
Andy.
Yeah.
Come on down.
And if you guys would like to organize yourselves
in a line behind this blue table.
>> Now we need five student volunteers.
OK, so how about you two sitting there.
Three, four, in the middle.
Oh, and over here, five on the end.
Come on up.
Yep, you on the end.
Come on down.
And students shall be over here.
And-- did we lose some-- one, two, three, four I pointed at someone
who still-- yes, you, you come on down.
All right.
>> So we'll explain the rules here if you've not heard of this before,
but it sounds a little something like
>> [PLAYS THEME SONG TO FAMILY FEUD]
>> Aw.
OK.
So here we have Family-- Colton, website?
OK.
So here we have Family Feud.
And now you'll have to forgive.
You may recall that in problem set eight,
we asked you a number of quiz review questions that are kind of, sort of
in the form of Jeopardy questions, even though it was question and answer.
We decided after issuing p-set eight that we
want to play Family Feud instead, so we've taken some liberties how
to convert Jeopardy questions to Family Feud,
but the following data may or may not be reflective of correct answers.
So with that, that said, the way this is going to work
is that we have the student team here.
We have the staff team here.
We're going to first have two members of the staff and students face off.
I'm going to ask a question and the first one to buzz in with this here--
>> VOICE: That was easy.
DAVID MALAN: --Easy Button, which was the only red buttons we could find.
And according to guy at Staples, he has never
seen someone actually buy the Easy Button in Staples.
>> That will be how the two people buzz in.
Whoever buzzes in first not only gets a certain number of points,
they also get control of the board.
The goal, then, if the students, for instance, win that toss,
you guys have to come up with the top several answers
before getting three strikes by guessing wrong.
I'll re-explain this as we go.
All right.
>> So let's go ahead and begin as follows.
What's your name?
VLAD: Vlad.
Vlad, all right.
Nice to meet you.
And introduce yourself to this team.
>> SHREYAS: Shreyas.
>> DAVID MALAN: Shreyas.
So here we have two Easy Buttons, one question,
and the following will be revealed now by Colton, A function declared
in standard io dot h.
>> VOICE: That was easy.
>> DAVID MALAN: You hit it first so we'll go with the staff.
>> SHREYAS: Print f.
>> DAVID MALAN: Show us print f.
>> [DING]
DAVID MALAN: Very nice.
So now the staff has control of the board.
Oh, and if we're going to keep score, we need
someone who's really good at arithmetic under pressure.
Really?
OK.
I saw your hand first.
Come on down.
What's your name?
>> DYLAN: Dylan.
>> DAVID MALAN: Oh, Dylan, all right.
Dylan, nice to meet you.
So if you could grab a piece of chalk and to the left
and the right of the stick figure, keep track
accurately of the following arithmetic.
The staff now have 68 points.
All right.
So next question, specifically for Andy, is the same.
Andy, what is a function declared in standard i o dot h?
>> ANDY: Scanf.
>> DAVID MALAN: Colton, show us scanf.
>> [DING]
Very nice, so an additional 12 points for the staff team.
Stelios, same question, A function declared in standard i o dot h.
Just Stelios, please.
>> STELIOS: Put c.
>> DAVID MALAN: Putc.
Show us putc.
>> [ERROR BUZZER]
>> One strike.
Only two remain.
Staff, a function declared in standard i o dot h.
>> STELIOS: I mean, it is.
DAVID MALAN: Well, no, it might be in there,
but these are only the top six answers.
Key detail-- that doesn't mean it's wrong.
It just means it's not among the six answers.
>> AUDIENCE: He's foreign.
DAVID MALAN: So it was bad, just not wrong.
>> STAFF MEMBER: Getc
>> DAVID MALAN: Getc.
>> [DING]
DAVID MALAN: We'll give it to you.
Fgetc.
Five points more on the board.
Staff, a function declared in standard i o dot h.
>> STAFF MEMBER: F read.
>> DAVID MALAN: F read, show us.
>> [ERROR BUZZER]
>> DAVID MALAN: Two strikes.
Shreyas, you have one last chance until the students,
simply by getting one of the answers on the board,
has the chance to steal the points.
You can all--
STAFF MEMBER: Oh, can we?
DAVID MALAN: No, you cannot.
It's just you.
Just you.
>> SHREYAS: Is f open in standard i o?
DAVID MALAN: We shall see.
F open.
>> [DING] It is, for ten points.
Back to Andy.
Make or break here.
Function declared in standard i o dot h.
>> ANDY: F close.
>> DAVID MALAN: Show us f close.
>> [DING]
>> Very nice.
Six?
We have only five.
We only have five answers on the board, which
means the staff has won this category.
Very nice.
No it's lack of feature.
All right.
>> So now let's go up for our second round.
So we need Andy and what's your name?
BONNIE: Bonnie.
DAVID MALAN: Bonnie, nice to meet you.
All right, come on up to the buzzer.
All right, and here we have the next question.
Software used while programming.
Name a piece of software you use while programming.
>> ANDY: The IDE
>> DAVID MALAN: CS50 IDE
>> [ERROR BUZZER]
ANDY: I totally-- what?
Oh, no way.
>> [DING]
>> DAVID MALAN: Text Editor.
Do we want to give it to them?
Yes.
Good job to staff.
Yes-- [INAUDIBLE] the students look really unhappy.
OK.
So Stelios, name a piece of software used while programming.
And start thinking of a way to steal this.
>> STELIOS: GDB.
>> DAVID MALAN: GDB, Debugger.
>> [DING]
>> Very nice for 15 more points.
Frank?
>> FRANK: A terminal.
>> DAVID MALAN: A terminal window.
>> [ERROR BUZZER]
>> Oh, I'm sorry.
Software used while programming.
STAFF MEMBER: Valgrind.
DAVID MALAN: Valgrind, show us.
[ERROR BUZZER]
Oh, Shreyas, the students, you just need one answer that's
on the board to steal these points.
>> SHREYAS: A compiler.
>> DAVID MALAN: Show us compiler.
>> [DING]
>> Very nice.
Back to Andy.
>> ANDY: This is a lot of pressure.
>> DAVID MALAN: Software used while programming.
>> ANDY: An operating system.
>> DAVID MALAN: An operating system.
>> [ERROR BUZZER]
>> Students, there are three possible answers left on the board.
What's going to be your answer?
You can all decide together.
STUDENTS: Interpreter?
DAVID MALAN: An interpreter.
[ERROR BUZZER]
Show us interpreter.
No!
So let's go ahead and reveal now what answers were on the board.
Number four.
>> [DING]
>> [LAUGHTER]
>> Number five.
>> [DING]
>> Oh, and number six.
>> [DING]
>> Spotify.
All right.
So these points stay on this side.
>> I think we have time for one more round before cake.
Let's go ahead and skip-- let's skip the next one. .
Yes Yeah, skip.
Break, quick.
OK.
We didn't want to do that to you one last time.
All right.
So the final question here now for Stelios, thank you.
And who's up next?
SABRINA: Sabrina.
DAVID MALAN: Sabrina, nice to meet you.
All right.
So whoever hits the button first, the question is Favorite problem set.
VOICE: That was easy.
DAVID MALAN: I hear it over here, the students.
>> SABRINA: P set zero.
>> DAVID MALAN: Show us p set zero.
Very nice for 26 points.
All right, so students-- who's up next here?
I think you're up next.
What's your name?
>> ALEK: Alek.
>> DAVID MALAN: Alek, nice to meet you.
All right, your favorite problem set.
>> ALEK: Show me p set eight.
>> DAVID MALAN: Show me p set eight.
>> [ERROR BUZZER]
>> I will say, based on actual data from problem set eight,
so p set eight was not among the top four answers in this case.
What's your name?
>> BURKE: Burke.
>> DAVID MALAN: Burke, what's your favorite problem set,
or the top favorite problem set among all of your other classmates?
>> BURKE: Encrypts or [INAUDIBLE] p set seven.
P set seven.
>> DAVID MALAN: Show us p set seven.
Number one answer from actual students.
All right.
What do you have for your favorite problem sets.
>> STUDENT: The one with the cipher, encrypt.
The one with like crypto.
>> DAVID MALAN: (QUIETLY) P set two?
>> STUDENT: Yes.
DAVID MALAN: P set two!
>> [DING]
>> Very nice.
There's only one answer left on the board
because we did the top four answers.
So if-- what's your name again?
>> BONNIE: Bonnie.
>> DAVID MALAN: Bonnie.
Bonnie, if you can tell us what the Harvard and Yale students fourth most
favorite problem set was--
>> BONNIE: I feel like I have a really skewed view.
>> VLAD: The one with image processes?
BONNIE: No I think everyone hated that one.
VLAD: Really?
I loved it.
DAVID MALAN: And what our current totals?
166 to slightly less.
But for 100 points,
>> [LAUGHTER]
>> BONNIE: Oh god, oh no.
Don't put the pressure on me.
Oh, no pressure.
STUDENT: P set one was easy.
Everyone likes easy p sets.
>> BONNIE: P set one?
>> DAVID MALAN: 90 points!
>> BONNIE: P set one?
>> DAVID MALAN: Show us p set one.
>> [ERROR BUZZER]
>> Not the fourth favorite problem set.
Vlad?
>> VLAD: I think-- I think-- my favorite was with photography, but I don't know.
>> DAVID MALAN: I hear forensics.
BONNIE: People are saying forensics?
DAVID MALAN: I hear forensics.
I only heard it.
P set five, I heard.
>> BONNIE: Can we ask the audience?
DAVID MALAN: You want to poll the audience?
BONNIE: Yeah, let's ask the audience.
P set three.
>> DAVID MALAN: Who wants to be a millionaire, here.
>> BONNIE: P set three.
>> VLAD: P set four.
>> DAVID MALAN: Three.
I hear four.
>> BONNIE: I see a lot of fours.
STUDENT: OK, we should do four.
>> BONNIE: Three or four.
>> DAVID MALAN: I hear three.
I hear another three.
>> BONNIE: Oh no!
Ken, get out!
>> DAVID MALAN: I hear three.
>> BONNIE: Three, OK, overwhelmingly.
STUDENT: OK.
Let's just do three.
>> DAVID MALAN: The only thing stopping us from cake.
>> STUDENT: P set three.
>> DAVID MALAN: Show us, for the game, p set three.
>> [DING]
>> [CHEERS]
All right.
That is it for CS50.
We will see you for cake.
>> [APPLAUSE]
>> [MUSIC PLAYING]