Scripting-and-Programming-Foundations Exam Dumps - WGU NDE Questions and Answers

Comprehensive and Detailed Explanation From Exact Extract:

Object-oriented languages are defined by their use of objects, which combine data (attributes) and operations (methods) to model real-world entities. According to foundational programming principles, this encapsulation of data and behavior is a hallmark of OOP languages.

Option A: "Supports creating programs as items that have data plus operations." This is correct. OOP languages (e.g., C++, Java, Python) organize programs into objects, where each object contains data (fields or attributes) and operations (methods). For example, a Car object might have data like speed and methods like accelerate().

Option B: "Supports creating programs as a set of functions." This is incorrect. This describes functional or procedural languages (e.g., C, Haskell), where programs are structured as functions or procedures, not objects.

Option C: "Requires a compiler to translate to machine code." This is incorrect. Not all OOP languages require compilation to machine code (e.g., Python is interpreted). Compilation is a characteristic of some languages (e.g., C++, Java), not a defining feature of OOP.

Option D: "Can be run on any machine that has an interpreter." This is incorrect. While some OOP languages (e.g., Python) are interpreted, others (e.g., C++) are compiled. Interpretability is not specific to OOP.

Certiport Scripting and Programming Foundations Study Guide (Section on Object-Oriented Programming).

Java Documentation: “Defining Classes” (https://docs.oracle.com/javase/tutorial/java/javaOO/).

W3Schools: “Python Classes and Objects” (https://www.w3schools.com/python/python_classes.asp).

A sequence diagram is a type of interaction diagram used in software engineering to model the interactions between objects within a system over time. It shows how objects interact with each other and the order in which those interactions occur. The sequence diagram is organized along two dimensions: horizontally to represent the objects involved, and vertically to represent the time sequence of interactions. This allows the diagram to depict not only the interactions but also the sequence of events as they occur over time12345.

Option B is incorrect because a sequence diagram does indeed specify an order of events. Option C is incorrect as sequence diagrams do not show static elements of software but rather the dynamic interactions. Option D is also incorrect because a sequence diagram does show all interactions along with their order.

Comprehensive and Detailed Explanation From Exact Extract:

To determine if one integer is a multiple of another, the modulo operator (%) is used. According to foundational programming principles, the modulo operator returns the remainder of division, and if the remainder is zero, the first integer is a multiple of the second.

Option A: "/." This is incorrect. The division operator (/) returns the quotient of division, which may include a decimal (e.g., 7 / 2 = 3.5). It does not directly indicate if one number is a multiple of another.

Option B: "||." This is incorrect. The logical OR operator (||) is used for boolean operations (e.g., in conditional statements) and is unrelated to checking multiples.

Option C: "+." This is incorrect. The addition operator (+) adds two numbers and is not used to check if one is a multiple of another.

Option D: "%." This is correct. The modulo operator (%) returns the remainder after division. If a % b == 0, then a is a multiple of b (e.g., 10 % 5 == 0, so 10 is a multiple of 5).

Certiport Scripting and Programming Foundations Study Guide (Section on Operators).

C Programming Language Standard (ISO/IEC 9899:2011, Section on Arithmetic Operators).

W3Schools: “Python Operators” (https://www.w3schools.com/python/python_operators.asp).

Comprehensive and Detailed Explanation From Exact Extract:

A valid function call invokes a function by its name, providing the required number and type of arguments in the correct syntax. According to foundational programming principles (e.g., Certiport Scripting and Programming Foundations Study Guide), function calls must follow the language’s syntax rules, typically function_name(arguments).

Option A: "function sample(float 2.0)." This is incorrect. This resembles a function definition (declaring a function named sample with a parameter), not a function call. A call would be sample(2.0).

Option B: "GetHeight(integer 3, 4)." This is incorrect. The syntax integer 3 is invalid in most languages for a function call. A correct call might be GetHeight(3, 4), assuming GetHeight accepts two integers. The inclusion of type keywords (integer) is not typical in function calls.

Option C: "round(4.723, 2)." This is correct. In languages like Python, round(4.723, 2) is a valid call to the built-in round function, which takes a float and an integer (number of decimal places) and returns a rounded value (e.g., 4.72).

Option D: "PrintSample()." This is correct. Assuming PrintSample is a defined function with no parameters, PrintSample() is a valid call (e.g., in Python: def PrintSample(): print("Sample")).

Certiport Scripting and Programming Foundations Study Guide (Section on Functions and Function Calls).

Python Documentation: “Built-in Functions” (https://docs.python.org/3/library/functions.html#round).

W3Schools: “C Functions” (https://www.w3schools.com/c/c_functions.php).

Comprehensive and Detailed Explanation From Exact Extract:

In Agile, the analysis phase (often part of sprint planning or backlog refinement) involves gathering and refining requirements, typically as user stories or features, based on stakeholder input. According to foundational programming principles and Agile methodologies (e.g., Certiport Scripting and Programming Foundations Study Guide, Agile Manifesto), the analysis phase focuses on defining what the system should do.

Agile Analysis Phase:

Identifies and prioritizes requirements, often incorporating customer feedback.

Produces user stories or feature lists (e.g., “add new animation effects”).

Option A: "Deciding that new capabilities in the animation application will be written as functions without the need for any new objects." This is incorrect. This decision involves technical design (e.g., choosing procedural vs. object-oriented approaches), which occurs in the design phase, not analysis.

Option B: "Sending the application to customers for additional evaluation after new features are added." This is incorrect. This occurs during testing or deployment phases (e.g., sprint review or user acceptance testing), not analysis.

Option C: "Deciding to add five new capabilities to the animation application based on customer feedback." This is correct. In Agile, analysis includes refining the product backlog by adding new features (capabilities) based on customer feedback, such as new animation effects or tools.

Option D: "Writing the code for five new capabilities." This is incorrect. Writing code occurs during the implementation phase, not analysis.

Certiport Scripting and Programming Foundations Study Guide (Section on Agile Analysis).

Agile Manifesto: “Customer Collaboration” (http://agilemanifesto.org/).

Cohn, M., User Stories Applied (Chapter 2: Agile Requirements).

Comprehensive and Detailed Explanation From Exact Extract:

Equality operators compare two values to determine if they are equal or not equal, returning a boolean result. According to foundational programming principles, common equality operators are == (equal to) and != (not equal to).

Option A: "-." This is incorrect. The subtraction operator (-) is an arithmetic operator, not an equality operator.

Option B: "==." This is correct. The equality operator (==) checks if two values are equal (e.g., 5 == 5 returns True).

Option C: "/." This is incorrect. The division operator (/) is an arithmetic operator, not an equality operator.

Option D: "not." This is incorrect. The not operator is a logical operator that negates a boolean value, not an equality operator.

Option E: "<=." This is incorrect. The less-than-or-equal-to operator (<=) is a relational (comparison) operator, not an equality operator.

Option F: "!=." This is correct. The not-equal-to operator (!=) checks if two values are not equal (e.g., 5 != 3 returns True).

Certiport Scripting and Programming Foundations Study Guide (Section on Operators).

C Programming Language Standard (ISO/IEC 9899:2011, Section on Equality Operators).

W3Schools: “Python Operators” (https://www.w3schools.com/python/python_operators.asp).

 During the design phase of an agile process, the focus is on determining the functions that need to be written. This involves understanding the user requirements and defining the system architecture to meet those needs. The design phase is iterative, allowing for continuous refinement and improvement of the design as more is learned about the system and its users. It’s a collaborative effort involving designers, developers, and stakeholders to ensure that the functions align with the goals of the project and the needs of the users.

A. round_number(4.723, 2) - This is not a valid function call because there is no function named round_number defined in the given context.

B. convort_value(12) - This is not a valid function call either. Additionally, the expected return value “cVa1” seems to be a typo or an incorrect value.

C. Printsample() - This is a valid function call. It invokes the function named Printsample.

D. CountFactors(96 integer) - This is not a valid function call. The parameter “integer” should not be included in the function call.

E. function Sample(float 2.0) - This is not a valid function call. The function name should not start with the keyword “function,” and the parameter “float 2.0” is not correctly formatted.

F. GetHeight(integer 3, integer 4) - This is a valid function call. It calls the function GetHeight with two integer arguments: 3 and 4.

References

GeeksforGeeks: Function Calling in Programming

Stack Overflow: Different ways to call a function

Comprehensive and Detailed Explanation From Exact Extract:

A function that converts a Fahrenheit temperature (F) to Celsius (C) should output the Celsius value, as the purpose is to perform the conversion. The formula is C = (F - 32) * 5 / 9. According to foundational programming principles, a function’s output should be the computed result of its task.

Option A: "C only." This is correct. The function’s purpose is to convert F to C, so it should return the Celsius temperature (e.g., in Python: def f_to_c(f): return (f - 32) * 5 / 9).

Option B: "F only." This is incorrect. Returning the input (Fahrenheit) does not accomplish the conversion.

Option C: "F and C." This is incorrect. While the function could return both, the question asks for the output of the conversion, which is C. Returning F is redundant.

Option D: "F and 32." This is incorrect. The constant 32 is part of the formula but not a meaningful output, and F is the input, not the result.

Certiport Scripting and Programming Foundations Study Guide (Section on Functions and Return Values).

Python Documentation: “Functions” (https://docs.python.org/3/reference/compound_stmts.html#function-definitions).

W3Schools: “C Functions” (https://www.w3schools.com/c/c_functions.php).

 To find an expression that evaluates to 14 when y = 13, let’s evaluate each option:

A. 11 + y % 5: The modulo operation (%) gives the remainder after division. For y = 13, 13 % 5 equals 3. Adding 11 to 3 results in 14, so this expression is correct.

B. 11 - y / 5.0: Dividing 13 by 5.0 gives 2.6. Subtracting 2.6 from 11 does not yield 14, so this expression is incorrect.

C. (11 + y) % 5: Adding 11 to 13 results in 24. Taking the modulo of 24 with 5 gives 4, which is not equal to 14. Therefore, this expression is incorrect.

D. 11.0 - y / 5: Dividing 13 by 5 gives 2.6. Subtracting 2.6 from 11.0 does not yield 14, so this expression is incorrect.

The correct expression is A. 11 + y % 5.