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An Interdisciplinary Approach Robert Sedgewick Kevin Wayne

Introduction to Programming in Java

Introduction to Programming in Java An Interdisciplinary Approach Robert Sedgewick and KevinWayne Princeton University Boston San Francisco New York London Toronto Sydney Tokyo Singapore Madrid Mexico City Munich Paris Cape Town Hong Kong Montreal

Publisher Executive Editor Associate Editor Associate ManagingEditor SeniorDesigner Digital Assets Manager Senior MediaProducer SeniorMarketingManager MarketingAssistant Senior Author Support/ Technology Specialist GregTobin Michael Hirsch LindseyTriebel Jeffrey Holcomb Joyce Cosentino Wells Marianne Groth BethanyTidd Michelle Brown SarahMilmore SeniorManufacturingBuyer Copyeditor Composition and Illustrations Robert Sedgewick andKevin Wayne JoeVetere CarolMelville Genevieve d'Entremont Cover Image: ©RobertSedgewick and Kevin Wayne Page 353 ©2006 C.Herscovici, Brussels / Artists Rights Society (ARS), New York Banque d' Images, ADAGP / Art Resource, NY Many ofthe designations used by manufacturers and sellers todistinguish their products are claimed as trade marks. Where those designations appear inthis book, and Addison-Wesley was aware ofa trademark claim, the designations have beenprinted in initial caps or allcaps. The interior of this book was composedin AdobeInDesign. LibraryofCongressCataloging-in-Publication Data Sedgewick, Robert, 1946- Introduction toprogramming inJava: aninterdisciplinary approach / byRobert Sedgewick andKevin Wayne. p. cm. Includes index. ISBN978-0-321-49805-2 (alk. paper) 1. Java (Computer program language) 2. Computer programming. I.Wayne, Kevin Daniel, 1971- II.Title. QA76.73.J38S413 2007 005.13'3-dc22 2007020235 Copyright ©2008 Pearson Education, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in anyform or byanymeans, electronic, mechanical, photocopying, recording, or otherwise, without theprior written permission of thepublisher. Printed in the United States of America. Forinformationon obtainingpermissionfor useof materialin thiswork,pleasesubmit a written request to Pearson Education,Inc., Rightsand Contracts Department, 501 BoylstonStreet,Suite 900,Boston,MA02116, fax (617) 671-3447, or online at http: //www.pearsoned. com/1egal /permi ssi ons. htm. ISBN-13:978-0-321-49805-2 ISBN-10:0-321-49805-4 123456789 10—CRW—11 10 09 08 07

The basis for education in the last millenniumwas "reading, writing, and arith metic;" now it is reading, writing, and computing. Learning to program is an essential part of the education of every student in the sciences and engineering. Beyond direct applications, it isthe first step in understanding the natureof com puter science's undeniable impact on the modern world. This book aims to teach programming to those who need or want to learn it, in a scientific context. Our primary goal is to empower students by supplying the experience and basic tools necessary to use computation effectively. Our approach is to teach stu dents that writing a program is a natural, satisfying, and creative experience (not an onerous task reserved for experts). We progressively introduce essential con cepts, embrace classic applications from applied mathematics and the sciences to illustrate the concepts, andprovide opportunities for students to write programs to solveengagingproblems. We usethe Java programming language foralloftheprograms in thisbook— we refer to Java after programming in thetitle to emphasize the idea that the book is aboutfundamental concepts inprogramming, not Java per se. This book teaches basic skills forcomputational problem-solving thatare applicable in many modern computing environments, and is a self-contained treatment intended for people withno previous experience in programming. Thisbook is an interdisciplinary approachto the traditional CS1 curriculum, where we highlight the role of computing in other disciplines, from materials sci ence to genomics to astrophysics to network systems. This approach emphasizes for students the essential idea that mathematics, science, engineering, and com puting are intertwined in the modern world. While it is a CS1 textbook designed for anyfirst-year college studentinterested in mathematics, science, or engineer ing (including computerscience), the book also can be used for self-study or as a supplement in a coursethat integrates programmingwith another field.

Coverage The bookisorganized around fourstages oflearning to program: ba sic elements, functions, object-oriented programming, and algorithms (with data structures). We provide the basic information readers need to buildconfidence in writing programs at each level before moving to thenext level. An essential feature of our approach is to use example programs that solve intriguing problems, sup ported with exercises ranging from self-study drills to challenging problems that call for creative solutions. Basic elements include variables, assignment statements, built-in types of data,flow of control (conditionals and loops), arrays, and input/output, including graphics and sound. Functions and modules are the student's first exposure to modular program ming. We build upon familiarity with mathematical functions to introduce Java static methods, and then consider the implications of programming with func tions, including libraries of functions and recursion. We stress the fundamental idea of dividing a program into components that can beindependently debugged, maintained, and reused. Object-orientedprogramming isourintroduction to data abstraction. We em phasize the concepts ofadata type (aset ofvalues and aset ofoperations onthem) and an object (an entity that holds a data-type value) and their implementation using Java's class mechanism. We teach students how to use, create, anddesign data types. Modularity, encapsulation, and other modern programming paradigms are the central concepts of this stage. Algorithms and data structures combine these modern programming para digms with classic methods of organizing and processing data that remain effec tive for modern applications. We provide an introduction to classical algorithms for sorting and searching as well as fundamental data structures (including stacks, queues, and symbol tables) and their application, emphasizing theuse ofthescien tificmethod to understand performance characteristics of implementations. Applications in science and engineering are a key feature of the text. We moti vate each programming conceptthat we address by examiningits impact on spe cific applications. We draw examples from applied mathematics, the physical and biological sciences, andcomputer science itself, andinclude simulation of physical systems, numerical methods, data visualization, sound synthesis, image process ing, financial simulation, and information technology. Specific examples include a treatment in the first chapterof Markov chains for web page ranks and case stud ies that address the percolation problem, N-body simulation, and the small-world VI

phenomenon. These applications are an integral partofthetext. They engage stu dents in the material, illustrate theimportance oftheprogramming concepts, and provide persuasive evidence of the critical role played by computation in modern science and engineering. Our primary goal is to teach the specific mechanismsand skills that are need edto develop effective solutions to anyprogramming problem. We workwithcom plete Java programs andencourage readers to use them. We focus on programming by individuals, not library programming or programming in the large (which we treat briefly in an appendix). Use in the Curriculum This book is intended for a first-year college course aimed at teaching novices to program in the context of scientific applications. Taught from this book, prospective majors in any area of science and engineering will learnto programin a familiar context. Students completing a course basedon this book willbe well-prepared to apply their skills in later courses in science and engineering and to recognize when further education in computer science might be beneficial. Prospective computer science majors, in particular, canbenefit fromlearning to program in the contextof scientific applications. A computer scientist needsthe same basic background in the scientific method and the same exposure to the role of computation in science as does a biologist, an engineer, or a physicist. Indeed, our interdisciplinary approach enables colleges and universities to teach prospective computer science majors and prospective majors in other fields ofscience andengineering in thesame course. We cover thematerial prescribed by CS1, but our focus on applications brings life to the concepts and motivates stu dents to learn them. Our interdisciplinary approach exposes students to problems in manydifferent disciplines, helping themto morewisely choose a major. Whatever thespecific mechanism, theuse ofthis bookisbestpositioned early in the curriculum. First, this positioning allows us to leverage familiar material in high school mathematics and science. Second, students who learn to program early in theircollege curriculum will thenbeable to use computers moreeffectively when moving on to courses in their specialty. Like reading and writing, program ming is certain to be an essential skill for any scientist or engineer. Students who have grasped the concepts in thisbookwill continually develop that skill through a lifetime,reaping the benefits of exploitingcomputation to solve or to better under stand the problems and projects that arise in their chosen field. VII

Prerequisites This book is meant to be suitable for typical science and engi neering students in theirfirst year ofcollege. Thatis, we do not expect preparation beyond what is typically required for other entry-level science and mathematics courses. Mathematical maturity is important. While we do not dwell on mathematical ma terial, we do refer to the mathematics curriculum that students have taken in high school, including algebra, geometry, and trigonometry. Moststudents in our target audience (those intending to major in the sciences and engineering) automatically meet these requirements. Indeed, we take advantage of their familiarity with the basic curriculum to introduce basic programming concepts. Scientific curiosity is also an essential ingredient. Science and engineering students bring with them a sense offascination intheability ofscientific inquiry tohelp ex plain what goes on in nature. We leverage this predilection with examples ofsimple programs that speak volumes aboutthe naturalworld. We do not assume anyspe cific knowledge beyond that provided bytypical highschool courses in mathemat ics,physics, biology, or chemistry. Programming experience is not necessary, but also is not harmful. Teaching pro gramming is our primary goal, so we assume no prior programming experience. But writing a program to solve a new problem isa challenging intellectual task, so students who have written numerous programs in high school can benefit from taking an introductory programming course based on this book (just as students whohave writtennumerous essays in highschool canbenefit froman introductory writing course in college). The book can support teaching students with varying backgrounds because the applications appeal to bothnovices andexperts alike. Experience using a computer is also not necessary, but also is not at all a problem. College students use computers regularly, to communicate with friends and rela tives, listento music, process photos,and manyother activities. The realization that they can harness the power of their own computer in interesting and important ways is an excitingand lasting lesson. In summary,virtuallyallstudentsin science and engineeringare prepared to take a course based on this book as a part of their first-semester curriculum. VIII

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