Julie Anderson - Java Illuminated An Active Learning Approach

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Copyright 2016 by Jones & Bartlett Learning, LLC, an Ascend Learning Company

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Production Credits

Executive Publisher: William Brottmiller

Publisher: Cathy L. Esperti

Acquisitions Editor: Laura Pagluica

Associate Production Editor: Sara Kelly

Associate Marketing Manager: Cassandra Peterson

VP, Manufacturing and Inventory Control: Therese Connell

Composition: diacriTech

Cover & Title Page Design: Scott Moden

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Cover & Title Page Image: Kyle Smith/ShutterStock, Inc.

Printing and Binding: Courier Companies

Cover Printing: Courier Companies

Library of Congress Cataloging-in-Publication Data

Anderson, Julie, 1947

Java illuminated / Julie Anderson, Rollins College, Herv J. Franceschi, Capitol College.

Fourth edition.

pages cm

Includes bibliographical references and index.

ISBN 978-1-284-04531-4 (pbk.)

1. Java (Computer program language) I. Franceschi, Herv. II. Title.

QA76.73.J3A533 2015

005.133dc23

2014024734

6048

Printed in the United States of America

18 17 16 15 14 10 9 8 7 6 5 4 3 2 1

Dedications

To the memory of my parents, Glenn and Rosemary Austin, my first teachers. Julie Anderson

A ma mre, trop tt disparue, et mon pre. Herv Franceschi

Contents

Preface

Purpose of This Text and Its Audience

Java Illuminated, Fourth Edition, covers all of the material required for the successful completion of an introductory course in Java. While the focus is on the material required for the Computer Science I (CS1) and Computer Science II (CS2) curricula, students enrolled in Information Systems, Information Technology, or self-directed study courses will find the text useful as well. It has been written to provide introductory computer science students with a comprehensive overview of the fundamentals of programming using Java as the teaching language. In addition, the text presents other topics of interest, including graphical user interfaces (GUI), data structures, file input and output, applets, and graphical applications.

Throughout the text, we take an active learning approach to presenting the material. Instead of merely presenting the concepts to students in a one-sided, rote manner, we ask them to take an active role in their understanding of the concepts through the use of numerous interactive examples, exercises, and projects.

Coverage and Approach

Our approach is to teach object-oriented programming in a progressive manner. We start in , we present inheritance, polymorphism, and interfaces. Throughout the text, we present concepts in an object-oriented context.

Our philosophy is to emphasize good software engineering practices by focusing on designing and writing correct, maintainable programs. As such, we discuss pseudocode, testing techniques, design trade-offs, and other software engineering tips.

We teach the student basic programming techniques, such as accumulation, counting, calculating an average, finding maximum and minimum values, using flag and toggle variables, and basic searching and sorting algorithms. In doing so, we emphasize the patterns inherent in programming. Concepts are taught first, followed by fully implemented examples with source code. We promote Java standards, conventions, and methodologies.

This text supports the important features of the latest versions of Java (58). The Scanner class is used to simplify user input from the keyboard and in reading from files. In .

Learning Features

Recognizing todays students growing interest in animation and visualization, we distribute techniques for producing graphical output and animation throughout the book, starting in with applets and graphical applications. An example using either animation or graphical output is included in most chapters. Instructors who are not interested in incorporating graphics into their curriculum can simply skip these sections. In addition, some of our examples are small games, which we find motivational for students.

In each chapter, we include one or two Programming Activities, which are designed to provide visual feedback to the students so that they can assess the correctness of their code. In most Programming Activities, we provide a framework, usually with a graphical user interface, to which the student adds code to complete the application. The student should be able to finish the Programming Activity in about 15 to 20 minutes; thus, these activities can be used in the classroom to reinforce the topics just presented. Each Programming Activity also includes several discussion questions that test the students understanding of the concepts the activity illustrates. The Programming Activities are also appropriate for a closed or open laboratory environment. In short, this text can be used in a traditional lecture environment, a computer-equipped classroom, or a lab environment.

In addition, we supplement each chapter with a browser-based module that animates sample code, visually illustrating the assignment of variable values, evaluation of conditions, and flow of control.

We also provide the instructor and students with an extensive variety of end-of-chapter material: multiple-choice questions, examples that ask the student to predict the output of prewritten code or to fill in missing code, debugging activities, short exercises, programming projects, technical writing assignments, a learning-to-learn exercise called Look It Up, and a higher-difficulty group project.