which is Reg Langs, Context free Langs, Computability theory, P and NP.

Over the last few years I've changed some of the content (I dumped CFLs-- don't worry, they cover them some in the Prog Langs course) but more to my point today changed the ORDER I do things in

*Change*1: Do P and NP first and Computability later. While this is not historically accurate (which may be why the order was what it was)

this is better pedagogically. Why? Consider the following reductions:

1) Given a FORMULA phi produce a graph G and a number k such that

phi is in SAT iff (G,k) is in CLIQ

2) Given a MACHINE M_e produce a MACHINE M_i such that

M_e(e) halts iff M_j halts on at least 10 numbers.

Students have always found the second more confusing since the input and the output are both machines (and the reduction itself is done by a machine)

where as the first one seems like a REAL transformation- you input a FORMULA

and get out a GRAPH and a NUMBER.

There are two other reasons to do P NP first:

(1) Sometimes the last topic in a course gets short changed, and P NP is

more important than Computability, so better if Computability gets short changed.

(2) Lets say I could do P NP in either April or May. If I do it in April and someone resolves it in May, the students can get excited about it since they know about it. If I do it in May and its resolved in April then the students

cannot share in the joy of the discovery. This reason may become more relevant in the year 2214.

*Change*2: I used to do the Cook-Levin Theorem (SAT is NP-complete) and

then do a reduction like SAT \le CLIQ. This semester I did SAT \le CLIQ first

and Cook-Levin later. Why? Because SAT\le CLIQ is better pedagogically (note-

*pedagogically*is today's word on my word-of-the-day calendar) since the Cook-Levin reduction is harder and deals with Turing Machines as opposed to more familiar objects like Formulas and Graphs.

More generally- the order you teach things in may matter, and changing it is relatively easy.