Characters and Strings

• Exercises
  • Exercise 0: Preparation
  • Exercise 1: Collating Sequences
  • Exercise 2: A Control Predicate
  • Exercise 3: String Basics
  • Exercise 4: Creating Questions
  • Exercise 5: Referencing Lengths
  • Exercise 6: Generating Headings
  • Exercise 7: Marking Text
  • Exercise 8: Other Markup
  • Exercise 9: Build a Page

Exercises

Exercise 0: Preparation

If you have not done so already, you may want to skim the reading on chacters and strings.

Exercise 1: Collating Sequences

a. Determine the ASCII collating-sequence numbers for the capital letter A and for the lower-case letter a.

b. Find out what ASCII character is in position 38 in the collating sequence.

c. Do the digit characters precede or follow the capital letters in the ASCII collating sequence?

d. If you were designing a character set, where in the collating sequence would you place the space character? Why?

e. What position does the space character occupy in ASCII?

Exercise 2: A Control Predicate

In ASCII, the collating-sequence numbers of the control characters are 0 through 31 and 127. Define a predicate char-control? that returns #t if its argument is a control character, #f otherwise.

Exercise 3: String Basics

a. Is the symbol hyperbola a string?

b. Is the character #\A a string?

c. Does the empty string count as a string?

Exercise 4: Creating Questions

Suggest three ways of constructing the string ??? -- one using a call to make-string, one a call to string, and one a call to list->string.

Exercise 5: Referencing Lengths

Here are two opposing views about the relationship between string-length and string-ref:

• ``No matter what string str is, provided that it's not the empty string, (string-ref str (string-length str)) will return the last character in the string.''
• ``No matter what string str is, (string-ref str (string-length str)) is an error.''

Which, if either, of these views is correct? Why?

Exercise 6: Generating Headings

Write a procedure, (heading level text) that generates a string that contains HTML heading of the appropriate level. For example,

> (heading 2 "Exercise 6")
"<h2>Exercise 6</h2>"
> (heading 4 "History")
"<h4>History</h4>"

You may find it useful to use the procedure number->string.

Exercise 7: Marking Text

a. Write a procedure, (markup tag text) that surrounds text with the given tag. For example.

> (markup "p" "Hi There")
"<p>Hi There</p>"
> (markup "strong" "Wicked Neat!")
"<strong>Wicked Neat!</strong>"

b. Use markup, string-append, and any other procedures you deem appropriate to generate the following HTML:

<p>
Sam says <q>Scheme is <strong>Wicked Neat!</strong></q>
</p>

c. What are the advantages of using markup rather than marking your code directly?

Note that you may want to use the character #\newline for new lines.

Exercise 8: Other Markup

Use markup to implement the following procedures, each of which takes one argument (some text) and generates HTML for appropriately formatted text.

a. bold

b. strong

c. paragraph

d. emphasize

Exercise 9: Build a Page

a. Using the previous procedures, write a procedure, page, of no arguments that builds a simple HTML page of your choice. Your procedure will begin

(define page
  (lambda ()
    instructions-for-building-the-page)))

You can call the procedure with (page).

b. Why might you use Scheme rather than a text editor to build a Web page?