Nell Dale - Programming and Problem Solving with C++: Comprehensive Edition

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Library of Congress Cataloging-in-Publication Data

Dale, Nell B.

Programming and problem solving with C++: comprehensive sixth edition / Nell Dale and Chip Weems. -- Comprehensive sixth edition.

pages cm.

Includes index.

ISBN-13: 978-1-4496-9426-5 (pbk.)

ISBN-10: 1-4496-9426-8 (pbk.)

1. C++ (Computer program language) I. Weems, Chip. II. Title.

QA76.73.C153D34 2014

005.133--dc23

2012043491

6048

Printed in the United States of America

17 16 15 14 13 10 9 8 7 6 5 4 3 2 1

Contents

Preface

Introduction to the Comprehensive Sixth Edition

The first five editions of Programming and Problem Solving with C++ have consistently been among the best-selling computer science textbooks in the United States. These editions, as well as the Java, Ada, and Pascal versions, have been accepted widely as model textbooks for ACM/IEEE-recommended curricula for the CS1/C101 course, and for the Advanced Placement exam in computer science.

Throughout the successive editions of this book, one thing has not changed: our commitment to the student. As always, our efforts are directed toward making the sometimes difficult concepts of computer science more accessible to all students. This edition of Programming and Problem Solving with C++ continues to reflect our philosophy that a textbook should be like a guide, blazing a trail and leading its readers through territory that can initially seem difficult to navigate.

Changes to the Sixth Edition

Programming and Problem Solving with C++, Comprehensive Sixth Edition continues to offer expanded coverage with the goal of making the book suitable for use across two terms, thereby providing greater value for students.

In this edition we have replaced the use of function-notation casting with the more modern static_cast throughout the text. The Quick Check exercises now appear at the end of each section with their answers following the chapter summary. We have moved coverage of pointers so that is a new section on C strings and using them in combination with the C++ string class. We have not yet adopted features of the C++11 standard because many users are still working with C++03.

Pedagogical Approach

Our approach, as always, is to provide a gradual layering of concepts, rather than piling on details and related alternatives that can be overwhelming. For example, many texts begin by introducing numeric types. Instead, we start with char and string types in we add numeric types. By separating the conceptual hurdles of statement and program syntax from the complexities of types that involve numeric precision, signedness, casting and precedence, we make it possible for more students to succeed early in the course.

Based on the research of Elliot Soloway with novice programmers, we continue to initially cover selection using only the If statement, and loops using only the While statement. However, because many instructors like to cover all selection control structures together and all looping control structures together, the chapter on additional control structures is directly after the chapters on selection and looping.

Similarly, students find it easier to comprehend the struct type, with its named fields that can mix types, than the array type with indexes that often involve arithmetic expressions for access. Thus, so that students can become comfortable with indirect access prior to working with values on the heap.

Recognizing that many students learn programming from mimicking existing solutions, we include numerous short example programs in every chapter. These programs illustrate chapter concepts in a more complete context than code segments and appear immediately after the introduction of new concepts. We have also organized chapters so that the discussion moves more quickly from a concept to its practical application early in the chapter, before moving on to related concepts. Chapters thus offer a series of concrete examples that serve as intermediate waypoints on the path to the major case studies.

C++ and Object-Oriented Programming

Some educators reject C and C++ as too permissive and too conducive to writing cryptic, unreadable programs. Our experience does not support this view, provided that the use of language features is modeled appropriately. The fact that the C family permits a terse, compact programming style cannot be labeled simply as good or bad. Almost