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| | [[image:ScreenInstalling.png]] | | [[image:ScreenInstalling.png]] |
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| − | == Code ==
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| − |
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| − | Code (parser.awk) can be downloaded [http://www.filedropper.com/parser here] <br>
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| − | Date file (students.dat) can be downloaded [http://www.filedropper.com/students here]
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| − | <br>
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| − | <br>
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| − |
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| − | With data in the same directory and with your PWD also as the same directory.
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| − | Issue the command @ the command line:
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| − | <pre>awk -f parser.awk students.dat</pre>
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| − |
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| − |
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| − | <br>
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| − | '''Parser.awk:'''
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| − | <pre>
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| − | #Wesley Dillingham
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| − | #Filename parser.awk
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| − | #Last updated May 17th 2009
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| − |
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| − | BEGIN{
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| − | printf("%-11s%-8s%-11s%-8s%-11s%-8s%-11s%-8s%-11s%-11s\n", "Student", "Only +", "Contains +", "Only -", "Contains -", "Only
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| − | *", "Contains *", "Only /", "Contains /", "Understands OoO?")
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| − | }
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| − |
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| − | {
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| − | #*****Field Reference *************
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| − |
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| − | #MAC=$1
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| − | #NAME=$2
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| − | #OPERATION=$3
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| − | #SUCCESS=$4
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| − |
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| − | #************************************
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| − |
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| − | #Because in the end statement we will have to loop through one of the arrays, which will be localized according
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| − | #to specific aritmetic operations (- + / *). We need to account for the fact that some students may not answer a
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| − | #question with one of these operations, and if we looped through that particular operation, we would not represent
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| − | #that student in any of the logic containted within that loop in the END{} statment. Therefore an associative array
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| − | #which absolutely, accounts for any student, contained in the .dat, the CLASS[] array.
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| − | CLASS[$2]
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| − |
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| − | #any line that has division, but not necessarily just.
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| − | if ( match($3, /\//) )
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| − | {
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| − | #How many division problem student $2 encounters = divison[$2]
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| − | division[$2]++
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| − |
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| − | if ( $4 == "1" )
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| − | {
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| − | division_correct[$2]++
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| − | }
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| − | }
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| − |
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| − | #any line with multiplication but not neccearily just multiplication
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| − | if ( match($3, /\*/) )
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| − | {
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| − | #How many multiplication problem student $2 encounters = multiplication[$2]
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| − | multiplication[$2]++
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| − |
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| − | if ( $4 == "1" )
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| − | {
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| − | multiplication_correct[$2]++
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| − | }
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| − |
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| − | }
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| − |
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| − | #any line with addition but not necessarily just addition
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| − | if ( match($3, /\+/) )
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| − | {
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| − | #How many addition problem student $2 encounters = addition[$2]
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| − | addition[$2]++
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| − |
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| − | if ( $4 == "1" )
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| − | {
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| − | addition_correct[$2]++
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| − | }
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| − | }
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| − |
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| − | #contains subtractions, excludes negative numbers, as it only matches expressions with a "-" sandwiched b/w two digits
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| − | if ( match($3, /[0-9]\-[0-9]/) )
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| − | {
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| − | #How many subtraction problem student $2 encounters = subtraction[$2]
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| − | subtraction[$2]++
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| − |
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| − | if ( $4 == "1" )
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| − | {
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| − | subtraction_correct[$2]++
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| − | }
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| − | }
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| − |
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| − |
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| − |
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| − | # Matches operations with ONLY DIVISION
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| − | if ( match($3, /\//) && !match($3, /[0-9]\-[0-9]/) && !match($3, /\+/) && !match($3, /\*/) )
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| − | {
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| − |
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| − | #How many ONLY division problem student $2 encounters = 0_divison[$2]
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| − | o_division[$2]++
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| − |
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| − | if ( $4 == "1" )
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| − | {
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| − | o_division_correct[$2]++
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| − | }
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| − |
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| − |
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| − | }
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| − |
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| − | # Matches operations with ONLY SUBTRACTION
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| − | if ( !match($3, /\//) && match($3, /[0-9]\-[0-9]/) && !match($3, /\+/) && !match($3, /\*/) )
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| − | {
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| − | #How many ONLY subtraction problem student $2 encounters = o_subtraction[$2]
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| − | o_subtraction[$2]++
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| − |
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| − | if ( $4 == "1" )
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| − | {
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| − | o_subtraction_correct[$2]++
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| − | }
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| − |
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| − | }
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| − |
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| − | # Matches operations with ONLY ADDITION
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| − | if ( !match($3, /\//) && !match($3, /[0-9]\-[0-9]/) && match($3, /\+/) && !match($3, /\*/) )
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| − | {
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| − | #How many ONLY Addition problem student $2 encounters = o_addition[$2]
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| − | o_addition[$2]++
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| − |
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| − | if ( $4 == "1" )
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| − | {
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| − | o_addition_correct[$2]++
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| − | }
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| − |
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| − | }
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| − |
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| − | # Matches operations with ONLY MULTIPLICATION
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| − | if ( !match($3, /\//) && !match($3, /[0-9]\-[0-9]/) && !match($3, /\+/) && match($3, /\*/) )
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| − | {
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| − | #How many ONLY MULTIPLICATION problem student $2 encounters = o_multiplication[$2]
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| − | o_multiplication[$2]++
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| − |
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| − | if ( $4 == "1" )
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| − | {
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| − | o_multiplication_correct[$2]++
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| − | }
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| − |
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| − | }
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| − |
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| − | #How many problems an individual student faced: for classwide statistics we simply use the built-in var NR
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| − | numproblems[$2]++
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| − |
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| − | #Determine if it is a compound operation if so increment by one, this requires 4 if's as we have to check if each of them exists in
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| − | # conjuntion with another.
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| − | #Keep track of total compounds and compounds correct.
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| − | #Else-if structure required because if stringed If's were used each compound match would register twice.
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| − |
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| − | if ( match($3, /\//) && ( match($3, /[0-9]\-[0-9]/) || match($3, /\+/) || match($3, /\*/) ) )
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| − | {
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| − | compound[$2]++
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| − |
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| − | if ($4 == "1") #if correct
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| − | {
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| − | compound_correct[$2]++
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| − | }
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| − | }
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| − | else if ( match($3, /[0-9]\-[0-9]/) && (match($3, /\//) || match($3, /\+/) || match($3, /\*/) ) )
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| − | {
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| − | compound[$2]++
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| − |
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| − | if ($4 == "1") #if correct
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| − | {
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| − | compound_correct[$2]++
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| − | }
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| − |
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| − | }
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| − | else if ( match($3, /\+/) && ( match($3, /[0-9]\-[0-9]/) || match($3, /\//) || match($3, /\*/) ) )
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| − | {
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| − | compound[$2]++
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| − |
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| − | if ($4 == "1") #if correct
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| − | {
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| − | compound_correct[$2]++
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| − | }
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| − | }
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| − | else if ( match($3, /\*/) && ( match($3, /\+/) || match($3, /[0-9]\-[0-9]/) || match($3, /\//) ) )
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| − | {
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| − | compound[$2]++
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| − |
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| − | if ($4 == "1") #if correct
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| − | {
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| − | compound_correct[$2]++
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| − | }
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| − |
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| − | }
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| − | else # This allows for easy way to harness non compound statements, instead of going through a whole new slew of logic statements.
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| − | {
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| − |
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| − | non_compound[$2]++
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| − |
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| − | if ($4 == "1") #if correct
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| − | {
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| − | non_compound_correct[$2]++
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| − | }
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| − |
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| − | }
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| − |
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| − |
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| − | if ( $4 == "1" )
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| − | {totalcorrect[$2]++}
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| − |
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| − | }#end of AWK_MAIN
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| − | END{
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| − |
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| − |
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| − |
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| − | #loops through all of the elements in the array CLASS[]
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| − | #Here We will print out the students
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| − |
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| − | for (student in CLASS)
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| − | {
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| − |
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| − | # A student doesnt understand order of operations if their is a greater than 20% difference in between compound
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| − | # operations and single operation instructions, but only if lower on the compound instruction side.
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| − | # or if they get less than 70% on compounds, because getting a 51% on compounds and 70% on non compounds doesnt satisfy
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| − | # understaning of OoO
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| − |
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| − | if ( ( (non_compound_correct[student] / non_compound[student]) - (compound_correct[student] / compound[student]) > .2 ) ||
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| − | ( (non_compound_correct[student] / non_compound[student]) ) < .7)
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| − | {
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| − | understands= "no"
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| − | }
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| − | else
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| − | {
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| − | understands= "yes"
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| − | }
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| − |
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| − |
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| − | #need to address divide by 0 issue
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| − | printf("%-11s%-8s%-11s%-8s%-11s%-8s%-11s%-8s%-11s%-11s\n", student,
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| − | int(o_addition_correct[student]*100/o_addition[student]), int(addition_correct[student]*100/addition[student]),
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| − | int(o_subtraction_correct[student]*100/o_addition[student]), int(subtraction_correct[student]*100/subtraction[student]),
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| − | int(o_multiplication_correct[student]*100/o_multiplication[student]),
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| − | int(multiplication_correct[student]*100/multiplication[student]), int(o_division_correct[student]*100/o_division[student]),
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| − | int(division_correct[student]*100/division[student]), understands)
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| − |
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| − |
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| − |
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| − | }
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| − |
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| − | } #end of AWK_END
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| − |
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| − |
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| − |
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| − | </pre>
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| | ==After Class Plans== | | ==After Class Plans== |