1 Typen und Werte --------------- - 0.5P for each correct type, 0P otherwise - 1P for each correct value, 0P otherwise We only accept C++ type names. Answers like "Integer" or "boolean" give 0P. Also 0P if the value is incorrect. We accept 2.0 instead of 2 and vice versa, or any mathematically correct and standard notation of the value in question. In case of true/false, also wahr/falsch, T/F, W/F or 1/0 are acceptable. 2 Programmausgaben ----------------- - 4P for the correct sequence of four numbers "8 6 2 5". If numbers are separated with commas or other symbols, that's ok. - 2P if sequence starts with "8 6" - 1P if sequence starts with "8". - 0P otherwise 3 Programm schreiben ------------------ The first line needs to make sure that there are *exactly four* iterations, but there are several ways to do it. Also "for (int i=0; i<7; i+=2)" would work. - 2P if there are 4 iterations, - 1P if the loop is syntactically correct but does not do 4 ierations - 0P otherwise The second line needs to make sure that res is updated as in the master solution, but again, there are several ways to do it. - 2P for a correct update formula - 1P if the update has an error but sort of a correct idea (for example, res = 2* (res + digit)) - 0P otherwise. 4 Zahlendarstellungen ------------------------- - 1P for every correct answer, 0P otherwise As in Problem 1, every mathematically correct notation for the value in question is acceptable. If 'b' or 'x' is missing. that's ok. After all, we didn't ask for the representation as literal, but as number. 5 Fliesskommazahlen ----------------- (a) 1P for every correct answer, 0 otherwise, except: 0.5P for the first answer if the student assumed that 4 is the number of digits *after* the decimal point. In which case, the answer would be 16*9 =144 instead of 8*9 = 72. (b) 1P for every correct answer, 0 otherwise, except: 0.5P in the case of a rounding error in 16.5 (rounded up -> 1.001 *2^4 instead of down), and in 1.9 (i.e. rounded up -> 1.0 *2^1 instead of down). Omitting a term 2^0 is ok. Note that in (b), even if the student assumes that 4 is the number of digits *after* the decimal point, the correct answers would be the same. Trailing zeros may or may not be written (1.1 * 2^0 is the same as 1.100 * 2^0). The second number (16.5) does not fall into the range discussed in class (0 < x < 2), here the student needs to think a little about it instead of just applying the algorithm.