Starting Out with Python, Student Value Edition (4th Edition)
4th Edition
ISBN: 9780134444468
Author: Tony Gaddis
Publisher: PEARSON
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Textbook Question
Chapter 2.5, Problem 11CP
Which of the following are illegal variable names in Python, and why?
x
99bottles
july2009
theSalesFigureForFiscalYear
r&d
grade_report
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Open the file SC_EX19_EOM2-1_FirstLastNamexlsx, available for download from the SAM website.
Save the file as SC_EX19_EOM2-1_FirstLastNamexlsx by changing the “1” to a “2”.
If you do not see the .xlsx file extension in the Save As dialog box, do not type it. The program will add the file extension for you automatically.
With the file SC_EX19_EOM2-1_FirstLastNamexlsx still open, ensure that your first and last name is displayed in cell B6 of the Documentation sheet.
If cell B6 does not display your name, delete the file and download a new copy from the SAM website.
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Chapter 2 Solutions
Starting Out with Python, Student Value Edition (4th Edition)
Ch. 2.1 - Who is a programmers customer?Ch. 2.1 - What is a software requirement?Ch. 2.1 - What is an algorithm?Ch. 2.1 - What is pseudocode?Ch. 2.1 - Prob. 5CPCh. 2.1 - Prob. 6CPCh. 2.3 - Write a statement that displays your name.Ch. 2.3 - Write a statement that displays the following...Ch. 2.3 - Write a statement that displays the following...Ch. 2.5 - Prob. 10CP
Ch. 2.5 - Which of the following are illegal variable names...Ch. 2.5 - Prob. 12CPCh. 2.5 - Is the following assignment statement valid or...Ch. 2.5 - Prob. 14CPCh. 2.5 - Look at the following assignment statements:...Ch. 2.5 - What will be displayed by the following program?...Ch. 2.6 - You need the user of a program to enter a...Ch. 2.6 - Prob. 18CPCh. 2.7 - Prob. 19CPCh. 2.7 - Prob. 20CPCh. 2.7 - Prob. 21CPCh. 2.8 - How do you suppress the print functions ending...Ch. 2.8 - How can you change the character that is...Ch. 2.8 - Prob. 24CPCh. 2.8 - Prob. 25CPCh. 2.8 - What does the statement print (format (65.4321,...Ch. 2.8 - What does the statement print (format (987654.129,...Ch. 2.9 - What are three advantages of using named...Ch. 2.9 - Write a Python statement that defines a named...Ch. 2.10 - Prob. 30CPCh. 2.10 - Prob. 31CPCh. 2.10 - Prob. 32CPCh. 2.10 - Prob. 33CPCh. 2.10 - Prob. 34CPCh. 2.10 - Prob. 35CPCh. 2.10 - Prob. 36CPCh. 2.10 - Prob. 37CPCh. 2.10 - Prob. 38CPCh. 2.10 - Prob. 39CPCh. 2.10 - Prob. 40CPCh. 2.10 - Prob. 41CPCh. 2.10 - Prob. 42CPCh. 2.10 - Prob. 43CPCh. 2.10 - Prob. 44CPCh. 2.10 - Prob. 45CPCh. 2 - A ______ error does not prevent the program from...Ch. 2 - Prob. 2MCCh. 2 - A(n) __________ is a set of well-defined logical...Ch. 2 - An Informal language that has no syntax rules and...Ch. 2 - A _______ is a diagram that graphically depicts...Ch. 2 - A ______ is a sequence of characters. a. char...Ch. 2 - Prob. 7MCCh. 2 - Prob. 8MCCh. 2 - A string literal in Python must be enclosed in...Ch. 2 - Prob. 10MCCh. 2 - A(n) __________ makes a variable reference a value...Ch. 2 - This symbol marks the beginning of a comment in...Ch. 2 - Which of the following statements will cause an...Ch. 2 - In the expression 12 + 7, the values on the right...Ch. 2 - This operator performs integer division. a. // b....Ch. 2 - This is an operator that raises a number to a...Ch. 2 - This operator performs division, but instead of...Ch. 2 - Prob. 18MCCh. 2 - Which built-in function can be used to read input...Ch. 2 - Prob. 20MCCh. 2 - A magic number is _______. a. a number that is...Ch. 2 - A _______ is a name that represents a value that...Ch. 2 - Programmers must be careful not to make syntax...Ch. 2 - In a math expression, multiplication and division...Ch. 2 - Variable names can have spaces in them.Ch. 2 - In Python, the first character of a variable name...Ch. 2 - If you print a variable that has not been assigned...Ch. 2 - What does a professional programmer usually do...Ch. 2 - What is pseudocode?Ch. 2 - Computer programs typically perform what three...Ch. 2 - If a math expression adds a float to an int, what...Ch. 2 - What is the difference between floating-point...Ch. 2 - What is a magic number? Why are magic numbers...Ch. 2 - Assume a program uses the named constant PI to...Ch. 2 - Write Python code that prompts the user to enter...Ch. 2 - Write Python code that prompts the user to enter...Ch. 2 - Write assignment statements that perform the...Ch. 2 - Assume the variables result, w, x, y, and z are...Ch. 2 - Write a Python statement that assigns the sum of...Ch. 2 - Write a Python statement that subtracts the...Ch. 2 - Write a Python statement that multiplies the...Ch. 2 - Prob. 8AWCh. 2 - What would the following display? num = 99 num = 5...Ch. 2 - Assume the variable sales references a float...Ch. 2 - Assume the following statement has been executed:...Ch. 2 - What will the following statement display?...Ch. 2 - Write a turtle graphics statement that draws a...Ch. 2 - Write the turtle graphics statements to draw a...Ch. 2 - Write the turtle graphics statements to draw a...Ch. 2 - Personal Information Write a program that displays...Ch. 2 - Sales Prediction A company has determined that its...Ch. 2 - Land Calculation One acre of land is equivalent to...Ch. 2 - Total Purchase A customer in a store is purchasing...Ch. 2 - Distance Traveled Assuming there are no accidents...Ch. 2 - Sales Tax Write a program that will ask the user...Ch. 2 - Miles-per-Gallon A car's miles-per-gallon (MPG)...Ch. 2 - Tip, Tax, and Total Write a program that...Ch. 2 - Celsius to Fahrenheit Temperature Converter Write...Ch. 2 - Ingredient Adjuster A cookie recipe calls for the...Ch. 2 - Male and Female Percentages Write a program that...Ch. 2 - Stock Transaction Program Last month, Joe...Ch. 2 - Planting Grapevines A vineyard owner is planting...Ch. 2 - Compound Interest When a bank account pays...Ch. 2 - Turtle Graphics Drawings Use the turtle graphics...
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- Help! how do I fix my python coding question for this? (my code also provided)arrow_forwardNeed help with coding in this in python!arrow_forwardIn the diagram, there is a green arrow pointing from Input C (complete data) to Transformer Encoder S_B, which I don’t understand. The teacher model is trained on full data, but S_B should instead receive missing data—this arrow should not point there. Please verify and recreate the diagram to fix this issue. Additionally, the newly created diagram should meet the same clarity standards as the second diagram (Proposed MSCATN). Finally provide the output image of the diagram in image format .arrow_forward
- Please provide me with the output image of both of them . below are the diagrams code make sure to update the code and mentionned clearly each section also the digram should be clearly describe like in the attached image. please do not provide the same answer like in other question . I repost this question because it does not satisfy the requirment I need in terms of clarifty the output of both code are not very well details I have two diagram : first diagram code graph LR subgraph Teacher Model (Pretrained) Input_Teacher[Input C (Complete Data)] --> Teacher_Encoder[Transformer Encoder T] Teacher_Encoder --> Teacher_Prediction[Teacher Prediction y_T] Teacher_Encoder --> Teacher_Features[Internal Features F_T] end subgraph Student_A_Model[Student Model A (Handles Missing Values)] Input_Student_A[Input M (Data with Missing Values)] --> Student_A_Encoder[Transformer Encoder E_A] Student_A_Encoder --> Student_A_Prediction[Student A Prediction y_A] Student_A_Encoder…arrow_forwardWhy I need ?arrow_forwardHere are two diagrams. Make them very explicit, similar to Example Diagram 3 (the Architecture of MSCTNN). graph LR subgraph Teacher_Model_B [Teacher Model (Pretrained)] Input_Teacher_B[Input C (Complete Data)] --> Teacher_Encoder_B[Transformer Encoder T] Teacher_Encoder_B --> Teacher_Prediction_B[Teacher Prediction y_T] Teacher_Encoder_B --> Teacher_Features_B[Internal Features F_T] end subgraph Student_B_Model [Student Model B (Handles Missing Labels)] Input_Student_B[Input C (Complete Data)] --> Student_B_Encoder[Transformer Encoder E_B] Student_B_Encoder --> Student_B_Prediction[Student B Prediction y_B] end subgraph Knowledge_Distillation_B [Knowledge Distillation (Student B)] Teacher_Prediction_B -- Logits Distillation Loss (L_logits_B) --> Total_Loss_B Teacher_Features_B -- Feature Alignment Loss (L_feature_B) --> Total_Loss_B Partial_Labels_B[Partial Labels y_p] -- Prediction Loss (L_pred_B) --> Total_Loss_B Total_Loss_B -- Backpropagation -->…arrow_forward
- Please provide me with the output image of both of them . below are the diagrams code I have two diagram : first diagram code graph LR subgraph Teacher Model (Pretrained) Input_Teacher[Input C (Complete Data)] --> Teacher_Encoder[Transformer Encoder T] Teacher_Encoder --> Teacher_Prediction[Teacher Prediction y_T] Teacher_Encoder --> Teacher_Features[Internal Features F_T] end subgraph Student_A_Model[Student Model A (Handles Missing Values)] Input_Student_A[Input M (Data with Missing Values)] --> Student_A_Encoder[Transformer Encoder E_A] Student_A_Encoder --> Student_A_Prediction[Student A Prediction y_A] Student_A_Encoder --> Student_A_Features[Student A Features F_A] end subgraph Knowledge_Distillation_A [Knowledge Distillation (Student A)] Teacher_Prediction -- Logits Distillation Loss (L_logits_A) --> Total_Loss_A Teacher_Features -- Feature Alignment Loss (L_feature_A) --> Total_Loss_A Ground_Truth_A[Ground Truth y_gt] -- Prediction Loss (L_pred_A)…arrow_forwardI'm reposting my question again please make sure to avoid any copy paste from the previous answer because those answer did not satisfy or responded to the need that's why I'm asking again The knowledge distillation part is not very clear in the diagram. Please create two new diagrams by separating the two student models: First Diagram (Student A - Missing Values): Clearly illustrate the student training process. Show how knowledge distillation happens between the teacher and Student A. Explain what the teacher teaches Student A (e.g., handling missing values) and how this teaching occurs (e.g., through logits, features, or attention). Second Diagram (Student B - Missing Labels): Similarly, detail the training process for Student B. Clarify how knowledge distillation works between the teacher and Student B. Specify what the teacher teaches Student B (e.g., dealing with missing labels) and how the knowledge is transferred. Since these are two distinct challenges…arrow_forwardThe knowledge distillation part is not very clear in the diagram. Please create two new diagrams by separating the two student models: First Diagram (Student A - Missing Values): Clearly illustrate the student training process. Show how knowledge distillation happens between the teacher and Student A. Explain what the teacher teaches Student A (e.g., handling missing values) and how this teaching occurs (e.g., through logits, features, or attention). Second Diagram (Student B - Missing Labels): Similarly, detail the training process for Student B. Clarify how knowledge distillation works between the teacher and Student B. Specify what the teacher teaches Student B (e.g., dealing with missing labels) and how the knowledge is transferred. Since these are two distinct challenges (missing values vs. missing labels), they should not be combined in the same diagram. Instead, create two separate diagrams for clarity. For reference, I will attach a second image…arrow_forward
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