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Programming with
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Readings from Programming with C++ © 2022 Cengage Learning, Inc.
Kyla McMullen, Elizabeth Matthews, WCN: 02-300
June Jamrich Parsons
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Brief Contents
prefacexiii Module 17
Polymorphism 309
Module 1
Computational Thinking 1 Module 18
Templates 319
Module 2
Programming Tools 15 Module 19
Linked List Data Structures 333
Module 3
Literals, Variables, and Constants 35 Module 20
Stacks and Queues 353
Module 4
Numeric Data Types and Expressions 49 Module 21
Trees and Graphs 371
Module 5
Character and String Data Types 63 Module 22
Algorithm Complexity and Big-O Notation 395
Module 6
Decision Control Structures 83 Module 23
Search Algorithms 411
Module 7
Repetition Control Structures 103 Module 24
Sorting Algorithms 427
Module 8
Arrays 125 Module 25
Processor Architecture 455
Module 9
Functions 145 Module 26
Data Representation 469
Module 10
Recursion 165 Module 27
Programming Paradigms 491
Module 11
Exceptions 185 Module 28
User Interfaces 507
Module 12
File Operations 205 Module 29
Software Development Methodologies 525
Module 13
Classes and Objects 231 Module 30
Pseudocode, Flowcharts, and Decision Tables 541
Module 14
Methods 245 Module 31
Unified Modeling Language 557
Module 15
Encapsulation 271
GLOSSARY 569
Module 16 Index 583
Inheritance 291
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Table of Contents
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Table of Contents v
Module 4 Module 6
Numeric Data Types and Decision Control
Expressions 49 Structures 83
Primitive Data Types 50 If-Then Control Structures 84
Data Types 50 Control Structures 84
Primitive Data Types 50 Decision Logic 85
Composite Data Types 51 If-Then Structures 85
Numeric Data Types 52 Relational Operators 87
Integer Data Types 52 The Equal Operator 87
Floating-Point Data Types 53 Using Relational Operators 88
Mathematical Expressions 54 Boolean Expressions and Data Types 89
Arithmetic Operators 54 Multiple Conditions 91
Order of Operations 56 If-Then-Else Structures 91
Compound Operators 56 Nested-If Structures 93
Numeric Data Type Conversion 58 Else If Structures 96
Convert Integers and Floating-Point Numbers 58 Fall Through 97
Rounding Quirks 59 Conditional Logical Operators 100
Formatting Output 60 The AND Operator 100
Formatted Output 60 The OR Operator 101
Formatting Parameters 60 Summary 102
Summary 62 Key Terms 102
Key Terms 62
Module 7
Module 5 Repetition Control
CHARACTER AND STRING DATA TYPES 63 Structures 103
Character Data Types 64 Count-Controlled Loops 104
Working with Character Data 64 Loop Basics 104
Character Memory Allocation 65 Control Statements 105
Digits 66 For-Loops 105
Character Output Format 67 User-Controlled Loops 108
Character Manipulation 68
Counters and Accumulators 109
String Data Types 69 Loops That Count 109
Working with String Data 69 Loops That Accumulate 111
Escape Characters 70
String Indexes 71
Nested Loops 112
Loops Within Loops 112
String Functions 72
Inner and Outer Loops 113
String Manipulation 72
String Length 72 Pre-Test Loops 116
Change Case 73 While-Loops 116
Find the Location of a Character 74 Infinite Loops 117
Retrieve a Substring 75 Breaking Out of Loops 118
Concatenation and Typecasting 76 Post-Test Loops 120
Concatenated Output 76 Do-Loops 120
Concatenated Variables 77 Test Conditions and Terminating
Coercion and Typecasting 78 Conditions 123
Summary 80 Summary 124
Key Terms 81 Key Terms 124
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vi Programming with C++
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Table of Contents vii
Reading from a File 216 Method Cascading and Method Chaining 263
Opening a File for Reading 216 Calling Multiple Methods on the Same Object 263
Reading from a File 218 Using Constructors 266
Closing a File 222 Specifying How to Construct an Object 266
Closing Files after Use 222 Constructing an Object from Another Object 268
Trying to Close a File 222 Summary 269
Creating and Writing New Files 222
Key Terms 269
Creating a File 222
Opening a File for Writing 223 Module 15
Writing to and Appending a File 224
Anticipating Exceptions 228 Encapsulation 271
Summary 229 Components of Class Structure 271
Key Terms 230 Data Hiding 271
Designing Objects 273
Self-Reference Scope 276
Module 13 Accessor and Mutator Context 277
Classes and Objects 231 Viewing Data from an Object 277
Classes in Object-Oriented Programming 232 Changing Data in an Object 278
Representing the Real World with Code 232 Using Constructors 280
Using Classes 232 Parameters and Arguments 280
Class Components 233 Default Parameters and Constructor
Using Objects 236 Overloading 281
Creating Objects 236 Encapsulation Enforcement
Objects as Variables 238 with Access Modifiers 283
Object-Oriented Features and Principles 238 Access Modifiers 283
Using Static Elements in a Class 239 Public Variables and Methods 283
Private Variables and Methods 284
Static Member Variables 239
Static Methods 240 Interfaces and Headers 286
Static Classes 241 Interfaces 286
Characteristics of Objects Programming an Interface 287
in Object-Oriented Programs 242 Summary 290
Object Identity 242 Key Terms 290
Object State 242
Object Behavior 243 Module 16
Summary 244 Inheritance 291
Key Terms 244 Using Inheritance 291
Creating Classes from Other Classes 291
Module 14 Family Trees in OOP 292
Methods 245 Levels of Access 295
Necessary Components for Inheritance 296
Using Methods 245
Defining a Parent Class 296
Why Use Methods? 245 Defining a Child Class 297
Anatomy of a Method 251
Creating a Child Class That Inherits
Using Methods 251
from a Parent Class 298
Changing the Default Behavior
Inheritance Syntax 298
of an Object 255 Customizing Behavior 301
Using Objects as Regular Variables 255
Overloading Methods 258 Summary 307
Setting One Object to Equal Another 262 Key Terms 307
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viii Programming with C++
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Table of Contents ix
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x Programming with C++
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Table of Contents xi
Module 31
Unified Modeling Language 557
Purpose of Unified Modeling
Language (UML) 557
Communicating Ideas to Other Programmers 557
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Preface
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About the Authors
Dr. Kyla McMullen is a tenure-track faculty member published research in the areas of procedural genera-
in the University of Florida’s Computer & Information tion, video game enjoyment factors, and freshwater
Sciences & Engineering Department, specializing in algae identification with HCI.
Human-Centered Computing. Her research interests June Jamrich Parsons is an educator, digital book
are in the perception, applications, and development pioneer, and co-author of Texty and McGuffey Award-
of 3D audio technologies. Dr. McMullen has authored winning textbooks. She co-developed the first com-
over 30 manuscripts in this line of research and is the mercially successful multimedia, interactive digital
primary investigator for over 2 million dollars’ worth textbook; one that set the bar for platforms now
of sponsored research projects. being developed by educational publishers. Her
Dr. Elizabeth A. Matthews is an Assistant Professor of career includes extensive classroom teaching, prod-
Computer Science at Washington and Lee University. uct design for eCourseware, textbook authoring for
She has taught computer science since 2013 and has Course Technology and Cengage, Creative Strategist
been an active researcher in human–computer inter- for MediaTechnics Corporation, and Director of Con-
action and human-centered computing. Matthews has tent for Veative Virtual Reality Labs.
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Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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Acknowledgments
The unique approach for this book required a seasoned friends who help me to remain sane, remind me of who
team. Our thanks to Maria Garguilo who ushered the I am, and never let me forget whose I am.
manuscripts through every iteration and kept tight Elizabeth Matthews: I want to thank my parents,
rein on the schedule; to Mary E. Convertino who sup- Drs. Geoff and Robin Matthews, for their support and
plied her expertise in learning design; to Lisa R
uffolo understanding in my journey. I would also like to thank
for her excellent developmental edit; to Courtney my advisor, Dr. Juan Gilbert, for seeing my dream to
Cozzy who coordinated the project; to Kristin McNary the end. Finally, I would like to thank my cats, Oreo
for her leadership in Cengage’s computing materials; and Laptop, who made sure that writing this book was
to Rajiv Malkan (Lone Star College) for his instruc- interrupted as often as possible.
tional input; to Wade Schofield (Liberty University) June Jamrich Parsons: Computer programming can
for his reviewing expertise; and to John Freitas for his be a truly satisfying experience. The reward when a
meticulous code review. It was a pleasure to be part program runs flawlessly has to bring a smile even
of this professional and talented team. We hope that to the most seasoned programmers. Working with
instructors and students will appreciate our efforts three programming languages for this project at the
to provide this unique approach to computer science same time was certainly challenging but provided
and programming. insights that can help students understand com-
Kyla McMullen: Above all things, I would like to thank putational thinking. I’ve thoroughly enjoyed work-
God for giving me the gifts and talents that were uti- ing with the team to create these versatile learning
lized to write this book. I would like to thank my amaz- resources and would like to dedicate my efforts to
ing husband Ade Kumuyi for always being my rock, my mom, who has been a steadfast cheerleader for
sounding board, and biggest cheerleader. I thank my me throughout my career. To the instructors and stu-
parents, Rita and James McMullen for all of their sacri- dents who use this book, my hope is that you enjoy
fices to raise me. Last but not least, I thank my spirited programming as much as I do.
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
MODULE
1
COMPUTATIONAL
THINKING
LEARNING OBJECTIVES:
1.1 ALGORITHMS 1.2.3 Differentiate the concepts of algorithms and
decomposition.
1.1.1 Define the term “algorithm” as a series of steps for
solving a problem or carrying out a task. 1.2.4 Identify examples of structural decomposition.
1.1.2 State that algorithms are the underlying logic for 1.2.5 Identify examples of functional decomposition.
computer programs. 1.2.6 Identify examples of object-oriented decomposition.
1.1.3 Define the term “computer program.” 1.2.7 Provide examples of decomposition in technology
1.1.4 Provide examples of algorithms used in everyday applications.
technology applications. 1.2.8 Explain how dependencies and cohesion relate to
1.1.5 Confirm that there can be more than one algorithm decomposition.
for a task or problem and that some algorithms 1.3 PATTERN IDENTIFICATION
may be more efficient than others.
1.3.1 Define the term “pattern identification” as a technique
1.1.6 Explain why computer scientists are interested in for recognizing similarities or characteristics among
algorithm efficiency. the elements of a task or problem.
1.1.7 List the characteristics of an effective algorithm. 1.3.2 Identify examples of fill-in-the-blank patterns.
1.1.8 Write an algorithm for accomplishing a simple, 1.3.3 Identify examples of repetitive patterns.
everyday technology application.
1.3.4 Identify examples of classification patterns.
1.1.9 Write an alternate algorithm for an everyday
technology task. 1.3.5 Provide examples of pattern identification in the real
world and in technology applications.
1.1.10 Select the more efficient of the two algorithms you
have written. 1.4 ABSTRACTION
1.2 DECOMPOSITION 1.4.1 Define the term “abstraction” as a technique for
generalization and for simplifying levels of complexity.
1.2.1 Define the term “decomposition” as a technique for
dividing a complex problem or solution into smaller 1.4.2 Explain why abstraction is an important computer
parts. science concept.
1.2.2 Explain why decomposition is an important tool for 1.4.3 Provide an example illustrating how abstraction can
computer scientists. help identify variables.
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2 PROGRAMMING WITH C++
1.4.4 Provide examples of technology applications that 1.4.6 Explain how the black box concept is an
have abstracted or hidden details. implementation of abstraction.
1.4.5 Provide an example illustrating the use of a class as 1.4.7 Identify appropriate levels of abstraction.
an abstraction of a set of objects.
1.1 ALGORITHMS
Algorithm Basics (1.1.1, 1.1.4)
A password might not be enough to protect your online accounts. Two-factor authentication adds an extra layer
of protection. A common form of two-factor authentication sends a personal identification number (PIN) to your
cell phone. To log in, you perform the series of steps shown in Figure 1-1.
The procedure for two-factor authentication is an example of an algorithm. In a general sense, an algorithm
is a series of steps for solving a problem or carrying out a task.
Algorithms exist for everyday tasks and tasks that involve technology. Here are some examples:
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Module 1 Computational Thinking 3
Q Programming algorithms tell the computer what to do. Can you tell which of these algorithms
is a programming algorithm?
Algorithm 1: Algorithm 2:
Connect to the website’s login page. Prompt the user to enter a user ID.
Enter your user ID. Prompt the user to enter a password.
Enter your password. Make sure that the user ID and password match.
Wait for a text message containing a PIN to If the user ID and password match:
arrive on your smartphone. Generate a random PIN.
On the website’s login page, enter the PIN. Send the PIN to user’s phone.
Prompt the user to enter the PIN.
If the PIN is correct:
Allow access.
A Algorithm 1 is not a programming algorithm because it outlines instructions for the user.
Algorithm 2 is a programming algorithm because it specifies what the computer is supposed
to do. When you formulate a programming algorithm, the instructions should be for the
computer, not the user.
There can be more than one programming algorithm for solving a problem or performing a task, but some
algorithms are more efficient than others.
Q Here are two algorithms for summing the numbers from 1 to 10. Which algorithm is more
efficient?
Algorithm 1: Algorithm 2:
Add 1 1 2 to get a total. Get the last number in the series (10).
Repeat these steps nine times: Divide 10 by 2 to get a result.
Get the next number. Add 10 1 1 to get a sum.
Add this number to the total. Multiply the result by the sum.
A Both algorithms contain four instructions, but Algorithm 2 is more efficient. You can use it to
amaze your friends by quickly calculating the total in only four steps. Algorithm 1 is also four
lines long, but two of the instructions are repeated nine times. Counting the first step, that’s
19 steps to complete this task!
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4 PROGRAMMING WITH C++
When formulating an algorithm, you can easily check to make sure it satisfies all the criteria for a good algo-
rithm. You can see how these criteria apply to an algorithm in Figure 1-2.
1.2 DECOMPOSITION
Decomposition Basics (1.2.1)
A mobile banking app contains many components. It has to provide a secure login procedure, allow users to
manage preferences, display account balances, push out alerts, read checks for deposit, and perform other tasks
shown in Figure 1-3.
The algorithm for such an extensive app would be difficult to formulate without dividing it into smaller parts,
a process called decomposition. When devising an algorithm for a complex problem or task, decomposition can
help you deal with smaller, more manageable pieces of the puzzle.
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Module 1 Computational Thinking 5
Fraud alerts
Change user
Secure login
preferences
iStock.com/vector.S
Pay bills Withdrawals
Transfer money
Mobile banking
Two-factor
Balances Bill pay
authentication
Direct Money
deposits transfers
Structural decomposition is a process that identifies a hierarchy of structural units. At the lowest levels
of the hierarchy are modules, indicated in yellow in Figure 1-4, that have a manageable scope for creating
algorithms.
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6 PROGRAMMING WITH C++
• Use a top-down approach. The nodes at the top break down into component parts in the nodes below them.
• Label nodes with nouns and adjectives, rather than verbs. For example, “Account management” is the
correct noun phrase, rather than a verb phrase, such as “Manage accounts.”
• Don’t worry about sequencing. Except for the actual login process, the components in a mobile bank-
ing system could be accessed in any order. This is a key difference between an algorithm and decom-
position. An algorithm specifies an order of activities, whereas decomposition specifies the parts of
a task.
Validate Compare
Generate Send PIN
Prompt for Prompt for user ID and Prompt user user-entered Handle
one-time to
user ID password password for PIN PIN to mismatches
PIN mobile
match generated PIN
Nodes in yellow
require further
decomposition.
Notice how the levels of the functional decomposition diagram get more specific until the nodes in the lowest
levels begin to reveal instructions that should be incorporated in an algorithm.
Here are some tips for constructing functional decomposition diagrams and deriving algorithms from them:
• Label nodes with verb phrases. In contrast to the nodes of a structural decomposition diagram, the
nodes of a functional decomposition are labeled with verb phrases that indicate “what” is to be done.
• Sequence from left to right. Reading left to right on the diagram should correspond to the sequence in
which steps in the algorithm are performed.
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Module 1 Computational Thinking 7
Each node
represents an
object.
PIN generator
Methods
Login screen Attribute: One-time PIN describe what an
object can do.
Attribute: Entered user ID Method: Generate random PIN
Attribute: Entered password Method: Send PIN to mobile
number
Method: Display login boxes
Method: Verify entered user ID
and password
Method: Verify PIN
Method: Handle mismatches
Valid user
An object-oriented decomposition does not produce a hierarchy. Instead it produces a collection of objects
that can represent people, places, or things.
Tips for object-oriented decomposition:
• Node titles are nouns. Each node in the object-oriented decomposition diagram is labeled with a noun.
• Attributes are nouns. A node can contain a list of attributes, which relate to the characteristics of an object.
• Methods are verb phrases. An object can also contain methods, which are actions that an object can
perform. You may need to devise an algorithm for each method.
• Sketch in connection arrows. Connection arrows help you visualize how objects share data.
• Minimize dependencies. Although input and output may flow between nodes, changing the instructions
in one module or object should not require changes to others.
• Maximize cohesion. Each object or module contains attributes, methods, or instructions that perform a
single logical task or represent a single entity.
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8 PROGRAMMING WITH C++
Now, what if the challenge is to add the numbers from 1 to 200? That algorithm looks like this:
Get the last number in the series (200).
Divide 200 by 2 to get a result.
Add 200 1 1 to get a sum.
Multiply the result by the sum.
Notice a pattern? This fill-in-the-blank algorithm works for any number:
Get the last number in the series (____________________).
Divide ____________________ by 2 to get a result.
Add ____________________ 1 1 to get a sum.
Multiply the result by the sum.
The process of finding similarities in procedures and tasks is called pattern identification. It is a useful com-
putational thinking technique for creating algorithms that can be used and reused on different data sets. By recog-
nizing the pattern in the Amaze-Your-Friends math trick, you can use the algorithm to find the total of any series
of numbers.
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Module 1 Computational Thinking 9
Recognizing this repetition, you can streamline the algorithm like this:
Get a password.
Repeat three times:
If the password is correct, allow access.
If the password is not correct, get the password again.
If the password is correct, allow access.
If the password is not correct, lock the account.
1.4 ABSTRACTION
Abstraction Basics (1.4.1, 1.4.2, 1.4.3)
Think back to the Amaze-Your-Friends math trick. By identifying a pattern, you formulated a general algorithm
that works for a sequence of any length, whether it is a sequence of 1 to 10 or 1 to 200.
Get the last number in the series (____________________).
Divide ____________________ by 2 to get a result.
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10 PROGRAMMING WITH C++
Q Can you envision a class that’s an abstraction of the collection of objects shown in Figure 1-7?
Budnyi/Shutterstock.com
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Module 1 Computational Thinking 11
In concept, a black box is anything that accepts some type of input and performs a specific process to
produce output without requiring an understanding of its internal workings. See Figure 1-9.
Black box
The black-box concept of abstraction is a fundamental aspect of computer science. Think about it. C
omputer
programs are abstractions. For example, you can use a social media app without knowing anything about the
programming that makes it work. The icons that you touch on the screen abstract away the details of the under-
lying programming.
Programmers make extensive use of abstraction within programs by creating a set of instructions that func-
tions like a black box. For example, you could bundle the instructions that handle login attempts into a black
box like the one in Figure 1-10.
Programming languages also have built-in abstractions that perform standard tasks. For example, the built-in
random function generates a random number when given a range, such as 1–100. You can incorporate the random
function in a program without knowing how it works internally.
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12 PROGRAMMING WITH C++
Black box
With experience, you’ll be able to identify useful abstractions and gauge the correct level of abstraction
to use.
SUMMARY
• Computational thinking techniques help programmers define problems, find solutions, delineate tasks,
and devise algorithms.
• An algorithm is a series of steps for solving a problem or carrying out a task. Programming algorithms
are the blueprints for computer programs.
• Standard algorithms exist for many computing tasks. When an algorithm does not exist, you can step
through a process manually and record the steps, or apply computational thinking techniques, such as
decomposition, pattern identification, and abstraction.
• Decomposition divides a complex problem or task into manageable units.
• Pattern identification reveals sequences and repetitive tasks that can lead to algorithm efficiencies.
• Abstraction is a key computer science concept that suppresses details, substitutes a generalization for
something specific, and allows an algorithm to work for multiple inputs.
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Module 1 Computational Thinking 13
Key Terms
abstraction computer program objects
algorithm decomposition object-oriented decomposition
attributes Functional decomposition pattern identification
classes level of abstraction programming algorithm
classification patterns methods Structural decomposition
Computational thinking modules
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MODULE
2
PROGRAMMING TOOLS
LEARNING OBJECTIVES:
2.1 PROGRAMMING LANGUAGES 2.3.5 Explain the purpose of a linker.
2.1.1 Explain the significance of the Hello World! program. 2.3.6 Associate virtual machines with Java and
bytecode.
2.1.2 Reiterate that programming languages are used to
create software. 2.3.7 Explain how an interpreter works.
2.1.3 Name some popular programming languages. 2.3.8 Differentiate between source code, bytecode,
object code, and executable code.
2.1.4 Distinguish between syntax and semantics in the
context of programming languages.
2.4 DEBUGGING TOOLS
2.1.5 Identify the key characteristics common to
2.4.1 Explain the purpose of debugging.
programming languages.
2.4.2 List common syntax errors.
2.1.6 Explain options for accessing programming
language implementations. 2.4.3 List common runtime errors.
2.1.7 Identify programming tools. 2.4.4 List common logic errors.
2.4.5 Classify program errors as syntax errors, logic
2.2 CODING TOOLS
errors, or runtime errors.
2.2.1 Define a program editor as the tool used to enter
2.4.6 Classify a debugger as utility software that allows
program code.
programmers to walk through the code of a target
2.2.2 List the types of editors that can be used for program to find errors.
coding.
2.4.7 List handy features provided by a debugger.
2.2.3 List some handy features of code editors and
explain how they help programmers create 2.5 IDEs AND SDKs
clean code.
2.5.1 List the purpose and typical features of an
2.2.4 Identify the basic structure and syntactical integrated development environment (IDE).
elements for a program written in the
2.5.2 Explain how IDEs support visual programming.
programming language you use.
2.5.3 Confirm that some IDEs are installed locally, while
2.3 BUILD TOOLS other IDEs are accessed online.
2.3.1 Explain the purpose of build tools. 2.5.4 Identify popular IDEs.
2.3.2 Explain the difference between source code and 2.5.5 List the purpose and typical features of a software
object code. development kit (SDK).
2.3.3 Describe how a compiler works. 2.5.6 Provide examples of SDK functionality.
2.3.4 Explain the purpose of a preprocessor. 2.5.7 Identify popular SDKs.
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16 PROGRAMMING WITH C++
Q Take a look at the Hello World! programs in Figure 2-1. They are written in three popular
programming languages, C11, Java, and Python. What differences can you identify?
A lot of backstory is bundled into the Hello World! program that can be applied to learning a programming
language. Let’s unbundle this famous program to discover the basics about your programming language.
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Module 2 Programming Tools 17
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18 PROGRAMMING WITH C++
Keyword Purpose
int Define a value as an integer.
float Define a value as a floating-point number.
char Define something as a letter, numeral, punctuation mark, or symbol.
class Define the characteristics of a person, place, or thing.
new Create an object based on the characteristics of a class.
if Execute program statements when a condition is true.
then
else
case Specify several alternative conditions or decisions.
switch
for Begin a section of code that repeats one or more times.
while
do
return Bring a value back from a function.
import Incorporate a prewritten code module in a program.
try Catch errors and handle them gracefully.
Q Suppose you want to code a program to output “Hello World!” 10 times. What keyword could
you use?
A Figure 2-3 lists the for, while, and do keywords for specifying code that repeats one or
more times.
You’ll acquire a vocabulary of keywords for your programming language gradually. Language references
provide a list of keywords and examples of their use. You can find language references online. In fact, it is often
helpful to create or find a “cheat sheet” of keywords to keep beside your computer as you learn a new language.
The syntax of a programming language is equivalent to the grammar rules of a written language, such as
English or Cyrillic. Syntax defines the order of words and the punctuation you are required to use when compos-
ing statements.
Various programming languages use different punctuation syntax. One of the early steps in learning a
programming language is to get a handle on its syntax.
Remember the different use of punctuation in the C11, Java, and Python Hello World! programs? Take a closer
look in Figure 2-4 and notice how punctuation helps to separate and structure the statements in a C11 program.
C++ Program
Statements end with a
#include <iostream>
semicolon.
using namespace std;
int main()
{
Curly braces for (int i = 1; i <= 10, i++)
separate blocks of {
statements. These cout << "Hello World!" << endl;
braces set off the cout << "Hola Mundo!" << endl;
statements in the }
return 0; Statements between
main() function.
} braces are indented.
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Module 2 Programming Tools 19
Like C11, Java also uses lots of punctuation. Figure 2-5 points out how the commonly used style for placing
curly braces in Java is slightly different from C11. However, either style works equally well as long as the braces
are paired. The key is consistency in the project you are working on.
Python uses quite a different approach to punctuation. See if you can spot the differences in Figure 2-6.
Python Program
The colon indicates
for count in range(0, 10): the beginning of a
print("Hello World!") block of statements.
print("Hola Mundo!") Python does not use
Statements
braces.
in a block
are indented.
Pressing Enter or
Return marks the end
of a statement.
In C11 and Java, statements are enclosed in a structure of curly braces and each statement ends with a semi-
colon. In contrast, Python uses indents to structure statements, and the linefeed that is generated when you press
the Enter key marks the end of a statement. Remember the punctuation style for the language that you are using.
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20 PROGRAMMING WITH C++
Programming tools are available as system utility software that can be installed on your computer. Another
option is to use an online programming app.
Your programming toolbox includes the following essentials:
Coding tools provide a way for you to codify an algorithm.
Build tools transform your code into a binary format that a computer can execute.
Debugging tools help you test programs and track down errors.
You can acquire these programming tools as individual components, or you can look for a comprehensive
development environment. Let’s explore these tools in more detail to find out how they can help you develop
brilliant programs.
Word processor: Despite the attraction of visual programming tools, you will likely end up typing
some if not all of the statements for your programs. For that task, you could use a word processor, but
it embeds all kinds of codes for formatting and font effects which can’t be included in your high-level
code.
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Module 2 Programming Tools 21
Text editor: A text editor such as Windows Notepad can produce plain ASCII text, but offers no
features designed to help programmers. Using a generic text editor is a bare-bones approach. There
are much better coding tools.
Code editor: A code editor is a type of text editor specially designed for entering high-level
programming code. It can help you correctly use punctuation and indents, as well as remember
variable names and ensure that you use valid keywords. Some handy features of code editors are
highlighted in Figure 2-8.
Punctuation monitoring
ensures that the braces
are paired. Autocomplete displays a
list of keywords as you
begin to type.
When using a code editor, you can simply type your commands. As you type, pay attention to color coding,
autocomplete, and other helpful cues that the editor offers.
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22 PROGRAMMING WITH C++
Statements: Just as human-readable text is divided into sentences and paragraphs, your code should be
divided into statements and blocks. A program statement is similar to a sentence; it contains one instruction. In
languages such as C11 and Java, statements end with a semicolon. In Python, you end a statement by pressing
the Enter or Return key.
Code blocks: A code block is similar to a paragraph; it contains multiple statements that have a specific
purpose. In C++ and Java, you use braces (also known as curly brackets) to enclose code blocks. In Python, code
blocks are indented.
Q Take a look at Figure 2-9 and see if you can identify comments, directives, the main()
function, statements, and code blocks.
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Module 2 Programming Tools 23
Before a program can run, your code has to be converted into machine code consisting of machine language
instructions. This executable code is stored in an executable file that can be run, processed, and executed by
the microprocessor. Build tools convert your code into a program that a computer can execute.
As a programmer, you’ll eventually want to package your programs and distribute them so that they can be
installed on a digital device and run with a click, just like the Hola Mundo! program in Figure 2-10.
Hola Mundo!
A little background about build tools can help you understand some of the weird statements, such as
#include<iostream>, that you have to include in programs. Also, a passing knowledge of build tools such as
compilers, preprocessors, linkers, virtual machines, and interpreters will help you hold your own at late-night
parties in Silicon Valley.
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24 PROGRAMMING WITH C++
Hello.cpp Hello.o
Figure 2-11 When the compiler creates machine code, the resulting file is
executable
Q If a compiler is converting C11 code into machine code, what is the source code and what is
the object code?
A The C11 code is the source code. The machine code is the object code.
• Several steps are required to convert your code into a file containing an executable program.
• You may have to include preprocessor directives in your code.
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Module 2 Programming Tools 25
Hola.cpp
The compiler
converts the source
code to object code
Your source
code
Hola.cpp
Hola.exe
Figure 2-12 Preprocessing, compiling, and linking the Hola Mundo! program
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Another random document with
no related content on Scribd:
much how to cure cancer—so much can, and is being constantly
done by one method or another—but how to educate people so that
we can get hold of cancer early. The problem is one of diagnosis,
and is therefore to be solved by education and courage, not by
hesitation and fear.
No statement of the cancer problem would be complete without
some mention of two methods of treatment which have recently
come much to the fore: namely, the use of X-rays and of radium.
To give any really useful account of these is very difficult, as no
really satisfactory groups of cases have been published, and one
can only speak from one’s own experience and that of colleagues
who have been working with them.
The action of both these methods of treatment is in essence the
same. It has been found that X-rays and radium have the power of
destroying living tissue when such is exposed to their action for
varying lengths of time. Fortunately, cancerous tissue is destroyed
before normal healthy tissue, and it is the aim of the treatment to
expose the growth to that dosage of rays which will kill the malignant
tissue but just fall short of doing harm to the normal tissue.
Sometimes this is more easily done with X-rays and sometimes with
radium; it all depends on the position of the growth. This all sounds
very attractive, and one would think that, on the surface of things,
with such a weapon at our disposal, every case could easily be
efficiently dealt with. But, like many other superficially attractive
things, it is found on further examination to have its drawbacks.
Although a proper dose of X-rays will kill cancer tissue, a smaller
dose will stimulate it to further action. Further, these rays have,
comparatively speaking, a very low penetrating power. They are
absorbed and rendered inactive by thin layers of metal, of skin or of
other tissue.
Now, as has already been explained, a malignant growth, as well
as extending superficially, tends to spread very deeply and also to
involve neighbouring structures, and when X-rays or radium are
applied to it, we find that in some cases it will deal with the more
superficial parts of the growth but leave the deeper parts untouched,
or even more active than before. All kinds of methods have been
tried to get over this, such as burying radium in the substance of the
growth, and using very big doses, applied to various aspects of the
growth, but, so far, although there have been some very encouraging
results, the problem has not been solved.
As has been said, it is extremely difficult to estimate the exact
value of this treatment, as no figures are of any value till seven years
at least have elapsed after treatment, and no such figures have been
published. There can be no doubt, however, that an occasional case
has been cured, but it is the experience of all that the results of
radium treatment do not approximate in any way to the percentage
of cures obtained by surgery, even in those types of cancer which
react best to X-rays or radium.
Dr Knox, of the Cancer Hospital, London, who has had much
experience of high tension X-rays, says that the treatment of
malignant disease by X-rays has not yet reached that stage where it
ought to be given to any operable case instead of an operation. I
think this opinion may be regarded as an authoritative statement of
the situation as it is at present.
This is not all, however; X-rays and radium have a very important
place in the treatment of cancer, and as far as we can see at
present, the future hope lies in a judicious combination of one or the
other of these with surgery, for early operable cases, and their
prolonged and intensive use in those advanced cases which cannot
be removed by other means. A few advanced cases have even been
rendered operable by this means.
In combination with surgery this method has its very greatest use
in the prevention of superficial recurrences. In every operation, in
spite of the greatest care, it is impossible to avoid the setting free
into the tissues of a few cancer cells which may grow later into a
recurrence. Post-operative radiation bids fair to abolish this type of
recurrence, which formerly accounted for a good percentage of all
recurrences.
From time to time many methods have been brought forward
which have for a little while promised well, but so far none of them
has produced results in any way comparable with those obtained by
complete removal of the growth by surgical means.
I have not dealt with these in any detail here because, whether
ultimately we use drugs, surgery, violet leaves or any of the recently
popularised methods of “taking thought” to cure the disease, the
main point of my thesis will still hold good, and that is, that by far the
most important factor in the cure of the disease is that of early
diagnosis. This lies in the hands of the public far more than in those
of the medical profession. If the public want early diagnosis they will
get it, when they insist on it, just as they get anything else they insist
on, from self-government to prohibition, no matter how good or bad it
may be for them.
Briefly stated, most cases of early cancer are curable, and the
diagnosis of early cancer is only to be made by looking instead of
waiting. On these facts, certain constructive proposals can be based.
They are so simple that they are not likely to be heeded for some
time to come, for the public has always preferred Abana and
Pharpar, rivers of Damascus, to washing in Jordan, and I suppose
always will do, till we reach a more enlightened age.
Nevertheless I believe it is true, and without exaggeration, to say
that about ninety per cent. of all cases could be cured or prevented if
the following statements were accepted.
If all persons over forty years of age were routinely examined once
every six months to see that they had not cancer, or a precancerous
condition, and if these when found were promptly dealt with, then
cancers of the rectum, tongue, lip, breast, skin and uterus would
cease to be the plagues they are at present.
Similarly, if every patient who had taken more than a pound of
bismuth to relieve gastric pain were routinely explored to see that
cancer or gastric ulcer did not exist, the large majority of growths in
this region would be either prevented or cured. Similar rules can
easily be devised to deal with cancers arising in other parts. What is
wanted is a change of attitude on the part of everyone concerned.
After all, a fortnight in bed, with forty-eight hours of discomfort, is not
too great a price to pay for freedom from this disease, and, with
proper examination, even this would be unnecessary in most cases.
Every intelligent person is aware that, in order to ensure freedom
from dental disease, it is necessary to have his teeth examined
every six months, and to have small lesions dealt with in their very
early stages. All have come to this conclusion because they know
that neglected dental disease means pain; and they now look to see
that their teeth are normal, instead of waiting for a toothache to
come. It is true that there are still some of our weaker brethren who
still wait till they get toothache before they visit the dentist; and for
them there is nothing to be done. In the same way, if we wait for the
advanced signs of cancer to develop, the position with regard to its
cure will remain approximately what it is to-day.
The education of the public up to this pitch is by no means an
impracticable proposal. The position with regard to appendicitis is
very much the same as that of cancer. What has been done in the
case of appendicitis? The mortality is in proportion to the number of
hours during which the disease has existed. Twenty years ago
appendicitis was responsible for a large number of deaths. During
1919 and 1920 there was, in a large London General Hospital, only
one death from appendicitis, and yet there were at least 5 cases
dealt with every week. This improvement is entirely the result of
education of the public and their doctors. They know that to be cured
operation must be early, and so we no longer wait to see whether the
patient is going to die; if we suspect it, we look and see whether it is
present or not. True, we remove unnecessarily a fair number of
appendixes but, by so doing, we purchase, for a much larger number
of people, immunity from death by this disease. When exactly the
same principle is applied to cancer we shall be in a position to be a
great deal more satisfied than we are at present.
One of the most successful ways of treating a patient with fixed
ideas is by the use of explanation combined with strong counter-
suggestion. This is the method of psycho-analysis and hypnotism.
No patient is more susceptible to this kind of treatment than that
capricious lady, Public Opinion. If we want to realise the ideals put
forward in the early part of this essay, we must mobilise all our
resources: the Press; the Platform; the Consulting Room: for a
prolonged and intensive campaign against this black spot on our
civilization.
TO-DAY AND TO-MORROW
DAEDALUS: or Science and the Future
By J. B. S. Haldane. 5th imp.
ICARUS: or The Future of Science
By Hon. Bertrand Russell, F.R.S. 3rd imp.
THE MONGOL IN OUR MIDST
By F. G. Crookshank, M.D.
WIRELESS POSSIBILITIES
By Prof. A. M. Low
NARCISSUS: or The Anatomy of Clothes
By Gerald Heard
TANTALUS: or The Future of Man
By Dr F. C. S. Schiller
THE PASSING OF THE PHANTOMS
By Prof. C. J. Patten
PERSEUS: of Dragons
By H. F. Scott Stokes
LYSISTRATA: Woman’s Future and Future Woman
By A. M. Ludovici
CALLINICUS: a Defence of Chemical Warfare
By J. B. S. Haldane
QUO VADIMUS?: Glimpses of the Future
By E. E. Fournier d’Albe
THE CONQUEST OF CANCER
By H. W. S. Wright, M.S., F.R.C.S.
WHAT I BELIEVE
By Hon. Bertrand Russell, F.R.S.
THE FUTURE OF SEX
By Rebecca West
THE EVOCATION OF GENIUS
By Alan Porter
HYPATIA; or Woman and Knowledge
By Dora Russell (Hon. Mrs Bertrand Russell)
ÆSCULAPIUS: or Disease and The Man
By F. G. Crookshank, M.D.
Transcriber’s Notes:
Punctuation and spelling inaccuracies were silently
corrected.
Archaic and variable spelling has been preserved.
Variations in hyphenation and compound words have been
preserved.
*** END OF THE PROJECT GUTENBERG EBOOK THE
CONQUEST OF CANCER ***
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