Test Bank For Building Java Programs A Back to Basics Approach Stuart Reges | Marty Stepp University of Washington

The newly revised Building Java Programs textbook is designed for use in an introductory course in computer science. The new chapters in this edition will make it useful in a more advanced course in computer science as well. We have class-tested it with thousands of undergraduates at the University of Washington, most of whom were not computer science majors. Introductory computer science courses have a long history at many universities of being “killer” courses with high failure rates. But as Douglas Adams says in The Hitchhiker’s Guide to the Galaxy, “Don’t panic.” Students can master this material if they can learn it gradually. The introductory courses at the University of Washington are experiencing record enrollments and other schools that have adopted our textbook report that students are succeeding with our approach. Since the publication of our first edition, there has been a movement toward the “objects later” approach that we have championed (as opposed to the “objects early” approach). We know from years of experience that a broad range of scientists, engineers, and others can learn how to program in a procedural manner. Once we have built a solid foundation of procedural techniques, we turn to object-oriented programming. By the end of the course, students will have learned about both styles of programming. Here are some of the changes that we have made in the second edition: • Three new chapters. We have created three new chapters that extend the coverage of the book, using material that we present in our second course in computer science. Chapter 15 explores the issues that arise in the course of implementing a robust and powerful collection class. Chapter 16 explores programming with linked lists, and Chapter 17 explores programming with binary trees. • Improved case studies. Chapters 6 and 7 contain new case studies that are more interesting than those included in the first edition. The other case studies throughout the textbook have been expanded to better explain subtle points with which students often struggle. • Reorganization of “using objects” material. Material in Chapters 3, 4, and 6 has been reorganized into a new section in Chapter 7 on “reference semantics.” We have found that this approach works better for explaining these important concepts. iiiiv Preface • New section on procedural design heuristics. Chapter 4 now includes a discussion of design guidelines for procedural programming. • New section on de Morgan’s laws. Chapter 5 has been updated to include a section on de Morgan’s laws and their application to programming with boolean expressions. • Rebalancing of object coverage. We have adjusted Chapters 8 and 9, which cover objects and inheritance, to provide more coherent coverage of these topics. • New appendix on Java language features. A new appendix describes language details not covered in the chapters such as enumerated types and packages. • Arrays class coverage. A new section in Chapter 7 includes coverage of the utility methods available from the Arrays class. • Expanded self-checks and programming exercises. We have significantly increased the number and quality of self-check exercises and programming exercises incorporating new problems in each chapter. The following features have been retained from the first edition: • Focus on problem solving. Many textbooks focus on language details when they introduce new constructs. We focus instead on problem solving. What new problems can be solved with each construct? What pitfalls are novices likely to encounter along the way? What are the most common ways to use a new construct? • Emphasis on algorithmic thinking. Our procedural approach allows us to emphasize algorithmic problem solving: breaking a large problem into smaller problems, using pseudocode to refine an algorithm, and grappling with the challenge of expressing a large program algorithmically. • Layered approach. Programming in Java involves many concepts that are difficult to learn all at once. Teaching Java to a novice is like trying to build a house of cards. Each new card has to be placed carefully. If the process is rushed and you try to place too many cards at once, the entire structure collapses. We teach new concepts gradually, layer by layer, allowing students to expand their understanding at a manageable pace. • Case studies. We end most chapters with a significant case study that shows students how to develop a complex program in stages and how to test it as it is being developed. This structure allows us to demonstrate each new programming construct in a rich context that can’t be achieved with short code examples.Layers and Dependencies Many introductory computer science books are language-oriented, but the early chapters of our book are layered. For example, Java has many control structures (including for loops, while loops, and if/else statements), and many books include all of these control structures in a single chapter. While that might make sense to someone who already knows how to program, it can be overwhelming for a novice who is learning how to program. We find that it is much more effective to spread these control structures into different chapters so that students learn one structure at a time rather than trying to learn them all at once. The following table shows how the layered approach works in the first six chapters: Preface v The Layers Programming Chapter Control flow Data techniques Input/Output 1 methods String literals procedural println, print decomposition 2 definite loops (for) variables local variables expressions class constants int, double pseudocode 3 return values using objects parameters console input graphics (optional) 4 conditional char pre/post conditions printf (if/else) throwing exceptions 5 indefinite loops boolean assertions (while) robust programs 6 Scanner token-based processing file input/output line-based processing Chapters 1–6 are designed to be worked through in order, with greater flexibility of study then beginning in Chapter 7. Chapter 6 may be skipped, although the case study in Chapter 7 involves reading from a file, a topic that is covered in Chapter Preface The following is a dependency chart for the book: Supplements Answers to all self-check problems appear in Appendix A. In addition, students can access the following resources at web site at • Source code and data files for all case studies and other complete program examples. • The DrawingPanel class used in the optional graphics Supplement 3G. • The Practice-It! web programming practice system. Chapters 1–6 Programming Fundamentals Chapter 9 Inheritance and Interfaces Chapter 13 Searching and Sorting Chapter 14 Graphical User Interfaces Chapter 10 ArrayLists