Slashdot Mirror
Should Undergraduates Be Taught Fortran?
Mike Croucher writes "Despite the fact that it is over 40 years old, Fortran is still taught at many Universities to students of Physics, Chemistry, Engineering and more as their first ever formal introduction to programming. According to this article that shouldn't be happening anymore, since there are much better alternatives, such as Python, that would serve a physical science undergraduate much better. There may come a time in some researchers' lives where they need Fortran, but this time isn't in 'programming for chemists 101.' What do people in the Slashdot community think?"
But only if they have to do it on punch cards, like I did. Give each student a can of WD40 to keep the machines working smoothly, too.
--No one-- should be taught FORTRAN. Ever...
*sobs in fetal position*
Fortran is still one of the best, fastest, most optimized tools for number crunching. It's also very easy to write simple programs in it. No way I'd use Python for serious large data set numerical calculations.
i spoke to someone studying engineering in 1990 who was being taught fortran. they were using a mathematical library that would solve partial differential equations, by presenting the user with the actual mathematical formulae to them.
these kinds of libraries are staggeringly complex to write, and they have been empirically proven over decades of use to actually work.
to start again from scratch with such libraries would require man-centuries or possibly man-millenia of development effort to reproduce and debug, regardless of the programming language.
so it doesn't matter what people in the slashdot community think: for engineers to use anything but these tried-and-tested engineering libraries, that happen to be written in fortran, would just be genuinely stupid of them.
If all you need is to crunch numbers, Fortran is a good choice even today.
It might not be the best language to introduce someone to computer science, but it is very powerful for anything that has to do with matrix operations.
A few years ago in a physics graduate course we had a simulation project which left the choice of language to the student.
We compared performance between implementations in C C++ and Fortran.
Fortran was consistently faster by a big margin.
It's also very easy to learn.
That said, I do most of my coding in C.
As of Postgres v6.2, time travel is no longer supported.
Are you serious? Python?
I am somewhat a Python fan boy. I love it. Its freaking wonderful for prototyping and really has a great, natural flow that reminds me a lot of pseudocode I might just invent on a napkin. Great language. But its also a factor of 30 times slower than a compiled language like C.
(http://www.osnews.com/story/5602/Nine_Language_Performance_Round-up_Benchmarking_Math_File_I_O/page3/)*
And Fortran is able to do optimizations (due to differences in the language for evaluation of expressions) that C is unable to do. This has to do with guarantees of ordering that Fortran does not give that C does. My point is that Fortran is even faster than C. Why do you think its still around?
The physical sciences aren't using a fast language because they are bored, or obsessed with speed for the hell of it. They use them because the problems they solve are typically deep into polynomial space, like O(n^3) or O(n^4). Having something 30 times faster means they can run 30 simulations instead of just 1. It makes a big difference to them.
I think the author of this article has lost some of this perspective.
That said, what this article should have tackled is, what do we want to teach engineering students about computer science? Right now, they take a class that teaches them C++, Java, Python, or whatever. They get some procedural programming skills with maybe a little tiny bit of object-oriented stuff (without really covering OO fundamentals IMHO, which are a more advanced topic) and they are thrown into a world where they are writing code in C for embedded controllers or Fortran for computational codes. As a result, there is a huge body of code out there written by people who know how to get the job done, but don't exactly write code that is very maintainable. They relearn the lessons of CS he hard way over 10-20-30-40(?) years of experience. Are we really giving these young students (who are not CS majors) what they need? What kind of curriculum would be ideal for someone who is going to end up writing code for something like a robot control system in C?
* I didn't really look too closely at this particular source, but I've seen numerous benchmarks all saying the same thing. If you want a surprise, go look at how LISP stacks up compared to C. It is better than you think.
IMO universities should be teaching core principles and methods, not attempting to impart up-to-date job skills.
If you are going to teach FORTRAN because it's of use in the real world, then why stop there? Why not also (god forbid) teach .NET. JavaScript, C#, etc. May as well teach them Excel macros and how to interact with Microsoft Clippy while you're at it.
No!
Teaching programming should be done in a langauge that imparts the principles easily and teaches good habits. You could do a lot worse than Pascal which was often used in this role, or maybe today just C++. I'd argue against Java and scripting languages as the core language since they are too high level to learn all the basics. You could throw in Perl, Python or any modern scripting langauge as a secondary, and for a Computer Science (vs. Physics, Engineering, etc) it's appropriate to teach a couple of other styles of programming - e.g. assembler, and functional programming.
The Mayan Long Count Calendar turns over in 2012. Mayan date 12.19.19.17.19 will occur on December 20, 2012, followed by the start of the fourteenth cycle, 13.0.0.0.0, on December 21st.
The event was first flagged by megalith scientist Terence McKenna. The end of the thirteenth cycle would break many megalith calculations — which conventionally use only the last four numbers to save on standing stones — with fears of spiritual collapse, disruption of ley lines, Ben Goldacre driving the chiropractors back into the sea and the return of the great god Quetzalcoatl and the consequent destruction of all life on earth.
Megalith programmers from 4000 years ago are being dredged up from peat bogs and pressed into service to get the henges updated to handle the turnover in the date. "It could be worse," said one. "I could still be programming COBOL."
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It's definitely not a language for amateurs in the sense of people who like to fiddle with the system, are interested in how the compiler works, or who just want to make gee-whizz web mashups. It's a language for people who don't care a rat's *ss about computers or programming, but who need to get their calculations done without wasting time on fiddling with pointers and who need reliable answers without being bitten by silent array-boundary overflows to boot. So Slashdot might not be the best place to ask for an opinion.
Besides, most of today's numerical libraries (BLAS, LAPACK, ATLAS, EISPACK, FFT) are written in Fortran. If you want to use them, you could do worse than learn Fortran.
True, it's not a language you'd want to do sophisticated datastructures in, or tree-searches or text-processing or payroll accounting or database manipulation. But especially chemists (and to a lesser extent physicists) have more call for numerical software than they have for non-numerical software.
So no. It's not at all ridiculous to teach Fortran as a first programming language to non-computer-science students. Alongside Matlab (or Octave or Scilab) it will do fine for chemists.
A program language should be taught on the basis that it teaches the student programming and not that it jigsaws them into the world of business. I student that can transcend languages is likely to be a better programmer anyways, as they'll have more tools and models with which to get a task done.
I would agree with this in theory, however in practice it doesn't create a programmer who can transcend languages. In fact, they generally become very tied to specific language paradigms or capabilities. For instance, most universities seem to have selected Java as the language for CS. The problem here is that when they get into the "real world" they can't find a job doing anything but java. Why? Because they have no clue what a pointer is or how to use it. Most CS and related programs are hurting our students simply because the instructors don't want to teach about certain things, or because they or the students think it's just too hard. Most people I work with don't really understand how programming really works. I once had a co-worker who had been programming for 20 years, but had no idea that the CPU had registers, what they were for, or how they would be used. That's just sad.
My favorite class with respect to this was assembly. It was fairly easy to pick up and taught you how the computer interpreted commands at a relatively low level.
You (and I) are becoming something of a rarity now days, most people I work with know absolutely nothing about assembly. :-(
I think you are mistaken regarding what most undergraduate science students actually do (they are not maintaining/upgrading old fortran libraries). Most of the high performance capability that undergrads need involves matrix computations, FFTs, convolution, etc., all of which are included in the python numpy/Numeric module (which is a wrapper around fortran libraries, so they're just as efficient). And since they'll likely spend as much time analyzing data as producing it, python + numpy + matplotlib is a perfectly suitable solution.
I'm not suggesting that fortran isn't of value to some scientists in some situations but many science students will never have to touch fortran code unless they're forced to take a class that teaches it. As you said: "They're being taught to program as a mere tool for the important stuff being taught." Which is why it makes sense that their intro language is one that is easy to learn, supports multiple programming paradigms, has efficient numerical libraries, has easy-to-use visualization tools, an interactive interpreter, and can be used as a general purpose programming language. And while I personally prefer python for a high level language, there are others that could serve the same purpose.