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计算机科学概论英文版.pdf

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    computer science A N O V E RV I E W
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    computer science A N O V E R V I E W 11th Edition J. Glenn Brookshear with contributions from David T. Smith Indiana University of Pennsylvania Dennis Brylow Marquette University Addison-Wesley Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
    Editorial Director: Marcia Horton Editor-in-Chief: Michael Hirsch Editorial Assistant: Stephanie Sellinger Vice President of Marketing: Patrice Jones Marketing Manager: Yezan Alayan Marketing Coordinator: Kathryn Ferranti Vice President, Production: Vince O’Brien Managing Editor: Jeff Holcomb Production Project Manager: Kayla Smith-Tarbox Senior Operations Supervisor: Lisa McDowell Art Directors: Jayne Conte and Kristine Carney Cover Designer: Rachael Cronin Cover Image: “Slot Canyon” RF Media Editor: Dan Sandin and Wanda © gettyimages® Inc. Rockwell Project Management: GEX Publishing Services Composition and Illustration: GEX Publishing Services Printer/Binder: Edwards Brothers Cover Printer: Lehigh-Phoenix Color/Hagerstown Credits Figure 0.3: “An abacus ”. © Wayne Chandler. Figure 0.4: “The Mark I computer.” Courtesy of IBM corporate archives. Unauthorized use is not permitted. Figure 10.1: “A photograph of a viral world produced by using 3D graphics (from Toy Story by Walt Disney/Pixar Animation Studios) © Disney/Pixar. Figure 10.6: “A scene from Shrek 2 by Dreamworks SKG. © Dreamworks/ Picture Desk Inc./Kobal collection. Figure 11.19: “Results of using a neural network to classify pixels in an image.” Inspired by www.actapress.com. Chapter 11, Robots Making History feature: a. “A soccer robot kicks a ball during the RoboCup German Open 2010 on April 15, 2010 in Magdeburg, eastern Germany.” © Jens Schlueter/AFP/ Getty Images/ Newscom. b. “Tartan Racing’s “Boss—winner of the Urban Challenge, a contest sponsored by DARPA to have vehicles drive themselves an urban environment.” © DARPA. c. “One of NASA’s rovers—a robot geologist exploring the surface of Mars.” Courtesy of NASA/JPL-Caltech. Copyright © 2012, 2009, 2007, 2005, 2003 Pearson Education, Inc., publishing as Addison- Wesley. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, 501 Boylston Street, Suite 900, Boston, Massachusetts 02116. Many of the designations by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trademark claim, the designations have been printed in initial caps or all caps. Library of Congress Catologing-in-Publication Data available upon request. 10 9 8 7 6 5 4 3 2 1—EB—14 13 12 11 10 ISBN 10: 0-13-256903-5 ISBN 13: 978-0-13-256903-3
    preface This book presents an introductory survey of computer science. It explores the breadth of the subject while including enough depth to convey an honest appre- ciation for the topics involved. Audience I wrote this text for students of computer science as well as students from other disciplines. As for computer science students, most begin their studies with the illusion that computer science is programming, Web browsing, and Internet file sharing since that is essentially all they have seen. Yet computer science is much more than this. In turn, beginning computer science stu- dents need exposure to the breadth of the subject in which they are planning to major. Providing this exposure is the theme of this book. It gives students an overview of computer science—a foundation from which they can appreci- ate the relevance and interrelationships of future courses in the field. This survey approach is, in fact, the model used for introductory courses in the natural sciences. This broad background is also what students from other disciplines need if they are to relate to the technical society in which they live. A computer science course for this audience should provide a practical, realistic understanding of the entire field rather than merely an introduction to using the Internet or training in the use of some popular software packages. There is, of course, a proper place for training, but this text is about educating. Thus, while writing this text, maintaining accessibility for nontechnical stu- dents was a major goal. The result is that previous editions have been used suc- cessfully in courses for students over a wide range of disciplines and educational levels, ranging from high school to graduate courses. This eleventh edition is designed to continue that tradition. New in the Eleventh Edition The underlying theme during the development of this eleventh edition was to update the text to include handheld mobile devices, in particular smartphones. Thus, you will find that the text has been modified, and at times expanded, to v
    vi Preface present the relationship between the subject matter being discussed and smart- phone technology. Specific topics include: • Smartphone hardware • The distinction between 3G and 4G networks • Smartphone operating systems • Smartphone software development • The human/smartphone interface These additions are most noticeable in Chapters 3 (Operating Systems) and 4 (Networking) but is also observable in Chapters 6 (Programming Languages), and 7 (Software Engineering). Other prominent changes to this edition include updates to the following topics: • Software ownership and liability: The material in Chapter 7 (Software Engineering) pertaining to this topic has been rewritten and updated. • Training artificial neural networks: This material, in Chapter 11 (Artificial Intelligence), has been modernized. Finally, you will find that the material throughout the text has been updated to reflect the state of today’s technology. This is most prevalent in Chapter 0 (Introduction), Chapter 1 (Data Storage), and Chapter 2 (Data Manipulation). Organization This text follows a bottom-up arrangement of subjects that progresses from the concrete to the abstract—an order that results in a sound pedagogical presentation in which each topic leads to the next. It begins with the fundamentals of informa- tion encoding, data storage, and computer architecture (Chapters 1 and 2); pro- gresses to the study of operating systems (Chapter 3) and computer networks (Chapter 4); investigates the topics of algorithms, programming languages, and software development (Chapters 5 through 7); explores techniques for enhancing the accessibility of information (Chapters 8 and 9); considers some major applica- tions of computer technology via graphics (Chapter 10) and artificial intelligence (Chapter 11); and closes with an introduction to the abstract theory of computa- tion (Chapter 12). Although the text follows this natural progression, the individual chapters and sections are surprisingly independent and can usually be read as isolated units or rearranged to form alternative sequences of study. Indeed, the book is often used as a text for courses that cover the material in a variety of orders. One of these alternatives begins with material from Chapters 5 and 6 (Algorithms and Programming Languages) and returns to the earlier chapters as desired. In con- trast, I know of one course that starts with the material on computability from Chapter 12. In still other cases the text has been used in “senior capstone” courses where it serves as merely a backbone from which to branch into projects in different areas. Courses for less technically oriented audiences may want to concentrate on Chapters 4 (Networking and the Internet), 9 (Database Systems), 10 (Computer Graphics), and 11 (Artificial Intelligence). On the opening page of each chapter, I have used asterisks to mark some sec- tions as optional. These are sections that cover topics of more specific interest or
    To Instructors vii perhaps explore traditional topics in more depth. My intention is merely to pro- vide suggestions for alternative paths though the text. There are, of course, other shortcuts. In particular, if you are looking for a quick read, I suggest the follow- ing sequence: Section 1.1–1.4 2.1–2.3 3.1–3.3 4.1–4.3 5.1–5.4 6.1–6.4 7.1–7.2 8.1–8.3 9.1–9.2 10.1–10.2 11.1–11.3 12.1–12.2 Topic Basics of data encoding and storage Machine architecture and machine language Operating systems Networking and the Internet Algorithms and algorithm design Programming languages Software engineering Data abstractions Database systems Computer graphics Artificial intelligence Theory of computation There are several themes woven throughout the text. One is that computer science is dynamic. The text repeatedly presents topics in a historical perspec- tive, discusses the current state of affairs, and indicates directions of research. Another theme is the role of abstraction and the way in which abstract tools are used to control complexity. This theme is introduced in Chapter 0 and then echoed in the context of operating system architecture, networking, algorithm development, programming language design, software engineering, data organi- zation, and computer graphics. To Instructors There is more material in this text than can normally be covered in a single semester so do not hesitate to skip topics that do not fit your course objectives or to rearrange the order as you see fit. You will find that, although the text follows a plot, the topics are covered in a largely independent manner that allows you to pick and choose as you desire. The book is designed to be used as a course resource—not as a course definition. I suggest encouraging students to read the material not explicitly included in your course. I think we underrate students if we assume that we have to explain everything in class. We should be helping them learn to learn on their own. I feel obliged to say a few words about the bottom-up, concrete-to-abstract organization of the text. I think as academics we too often assume that students will appreciate our perspective of a subject—often one that we have developed over many years of working in a field. As teachers I think we do better by pre- senting material from the student’s perspective. This is why the text starts with data representation/storage, machine architecture, operating systems, and net- working. These are topics to which students readily relate—they have most likely heard terms such as JPEG and MP3; they have probably recorded data on CDs and DVDs; they have purchased computer components; they have inter- acted with an operating system; and they have used the Internet. By starting the course with these topics, students discover answers to many of the “why” ques- tions they have been carrying for years and learn to view the course as practical
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