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wu23305_fm.qxd 2/17/09 10:38 AM Page i An Introduction to Object-Oriented TM Programming with Java Fifth Edition C.Thomas Wu Naval Postgraduate School wu23305_fm.qxd 2/17/09 10:38 AM Page ii AN INTRODUCTION TO OBJECT-ORIENTED PROGRAMMING WITH JAVA™, FIFTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2010 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2006, 2004, and 2001. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 9 ISBN 978–0–07–352330–9 MHID 0–07–352330–5 Global Publisher: Raghothaman Srinivasan Director of Development: Kristine Tibbetts Developmental Editor: Lorraine K. Buczek Senior Marketing Manager: Curt Reynolds Senior Project Manager: Jane Mohr Lead Production Supervisor: Sandy Ludovissy Lead Media Project Manager: Stacy A. Patch Associate Design Coordinator: Brenda A. Rolwes Cover Designer: Studio Montage, St. Louis, Missouri (USE) Cover Image: © Getty Images Compositor: Macmillan Publishing Solutions Typeface: 10.5/12 Times Roman Printer: R. R. Donnelley Crawfordsville, IN All credits appearing on page or at the end of the book are considered to be an extension of the copyright page. Library of Congress Cataloging-in-Publication Data Wu, C. Thomas. An introduction to object-oriented programming with Java / C. Thomas Wu (Otani).—5th ed. p. cm. Includes index. ISBN 978–0–07–352330–9— ISBN 0–07–352330–5 (hard copy : alk. paper) 1. Object-oriented programming (Computer science) 2. Java (Computer program language) I. Title. QA76.64.W78 2010 005.1'17—dc22 2008053612 www.mhhe.com wu23305_fm.qxd 2/17/09 10:38 AM Page iii To my family wu23305_fm.qxd 2/17/09 10:38 AM Page iv wu23305_fm.qxd 2/17/09 10:38 AM Page v Contents Preface 0 0.1 0.2 0.3 0.4 1 1.1 1.2 1.3 1.4 1.5 2 2.1 2.2 2.3 2.4 2.5 xi Introduction to Computers and Programming Languages A History of Computers Computer Architecture Programming Languages Java Introduction to Object-Oriented Programming and Software Development Classes and Objects Messages and Methods Class and Instance Data Values Inheritance Software Engineering and Software Life Cycle Getting Started with Java The First Java Program Program Components Edit-Compile-Run Cycle Sample Java Standard Classes Sample Development 1 2 4 11 12 15 16 18 20 23 24 29 30 39 49 52 69 v wu23305_fm.qxd vi 2/17/09 10:38 AM Page vi Contents 3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 4 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 5 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 Numerical Data 85 Variables Arithmetic Expressions Constants Displaying Numerical Values Getting Numerical Input The Math Class Random Number Generation The GregorianCalendar Class Sample Development Numerical Representation (Optional) 86 94 99 101 107 113 117 120 125 136 Defining Your Own Classes—Part 1 First Example: Defining and Using a Class Second Example: Defining and Using Multiple Classes Matching Arguments and Parameters Passing Objects to a Method Constructors Information Hiding and Visibility Modifiers Class Constants Local Variables Calling Methods of the Same Class Changing Any Class to a Main Class Sample Development Selection Statements The if Statement Nested if Statements Boolean Expressions and Variables Comparing Objects The switch Statement Drawing Graphics Enumerated Constants Sample Development 151 152 162 166 168 173 180 183 191 193 197 198 221 222 233 239 247 252 256 266 272 wu23305_fm.qxd 2/17/09 10:38 AM Page vii Contents 6 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 6.10 6.11 7 7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 7.9 8 8.1 8.2 8.3 8.4 8.5 8.6 8.7 Repetition Statements The while Statement Pitfalls in Writing Repetition Statements The do–while Statement Loop-and-a-Half Repetition Control The for Statement Nested for Statements Formatting Output Loan Tables Estimating the Execution Time Recursive Methods (Optional) Sample Development Defining Your Own Classes—Part 2 Returning an Object from a Method The Reserved Word this Overloaded Methods and Constructors Class Variables and Methods Call-by-Value Parameter Passing Organizing Classes into a Package Using Javadoc Comments for Class Documentation The Complete Fraction Class Sample Development Exceptions and Assertions Catching Exceptions Throwing Exceptions and Multiple catch Blocks Propagating Exceptions Types of Exceptions Programmer-Defined Exceptions Assertions Sample Development vii 303 304 313 319 323 327 332 334 339 342 346 351 373 374 378 386 391 395 402 403 408 418 445 446 453 458 466 469 471 477 wu23305_fm.qxd viii 2/17/09 10:38 AM Page viii Contents 9 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 10 10.1 10.2 10.3 10.4 10.5 10.6 10.7 11 11.1 11.2 11.3 11.4 12 12.1 12.2 12.3 Characters and Strings Characters Strings Pattern Matching and Regular Expression The Pattern and Matcher Classes Comparing Strings StringBuffer and StringBuilder String Processing and Bioinformatics Sample Development Arrays and Collections Array Basics Arrays of Objects The For-Each Loop Passing Arrays to Methods Two-Dimensional Arrays Lists and Maps Sample Development Sorting and Searching Searching Sorting Heapsort Sample Development File Input and Output File and JFileChooser Objects Low-Level File I/O High-Level File I/O 495 496 499 510 517 521 523 529 533 555 556 567 577 582 589 596 609 633 634 638 646 659 685 686 695 700 wu23305_fm.qxd 2/17/09 10:38 AM Page ix Contents 12.4 12.5 13 Object I/O Sample Development Inheritance and Polymorphism ix 709 716 733 13.1 13.2 13.3 13.4 13.5 13.6 13.7 13.8 A Simple Example Defining Classes with Inheritance Using Classes Effectively with Polymorphism Inheritance and Member Accessibility Inheritance and Constructors Abstract Superclasses and Abstract Methods Inheritance versus Interface Sample Development 734 737 741 744 749 753 758 759 14 GUI and Event-Driven Programming 787 14.1 14.2 14.3 14.4 14.5 14.6 14.7 14.8 14.9 Simple GUI I/O with JOptionPane Customizing Frame Windows GUI Programming Basics Text-Related GUI Components Layout Managers Effective Use of Nested Panels Other GUI Components Menus Handling Mouse Events 790 793 799 808 820 830 839 857 861 15 Recursive Algorithms 881 15.1 15.2 15.3 15.4 15.5 15.6 Basic Elements of Recursion Directory Listing Anagram Towers of Hanoi Quicksort When Not to Use Recursion 882 883 885 888 890 895 wu23305_fm.qxd x 2/17/09 10:38 AM Page x Contents Appendix A How to Run Java Programs 903 Appendix B Sample Programs 911 Appendix C Standard Classes and Interfaces 933 Appendix D UML Diagrams 955 Index 963 wu23305_fm.qxd 2/17/09 10:38 AM Page xi Preface T his book is an introduction to object-oriented programming using the Java programming language. We use the object-first approach where objects are used from the first sample program. Object-oriented thinking is emphasized and promoted from the beginning. Students learn how to use objects first and then learn how to define their own objects. Key Changes in the 5th Edition The key differences between this edition and the fourth edition are as follows: 1. More Discussion on Java 5.0 Features and Java 6.0 Compatibility. Many of the new Java 5.0 features are explained and used in the sample programs. They include the enumerator type, the for-each loop construct, auto boxing and unboxing, and the generics. 2. Exclusive Use of Console Input and Output. All the GUI related topics, including the JOptionPane class, are moved to Chapter 14. Sample programs before Chapter 14 use the standard console input (Scanner) and output (System.out). Those who want to use JOptionPane for simple input and output can do so easily by covering Section 14.1 before Chapter 3. 3. More Examples from Natural Sciences. In several key chapters, we illustrate concepts using examples from biology and chemistry. For example, in Chapter 4, we use the elements in the periodic table to illustrate the concept of programmer-defined classes. In Chapter 9, we demonstrate how the string processing techniques are applied to implement DNA sequencing and other common DNA operations. 4. Level-by-level Organization for Programming Exercises. Programming exercises at the end of chapters are organized into three levels of difficulties. The one-star level exercises require the basic understanding of the materials covered in the chapter. The two-star level exercises require some additional thinking beyond the basic understanding. The three-star level exercises are xi wu23305_fm.qxd xii 2/17/09 10:38 AM Page xii Preface most difficult and require significant effort. For some of the three-star exercises, students must find or study additional information beyond those presented in the book. Please keep in mind that the level of difficulties is only a general guideline. One student may find some level-three exercises much easier than level-two exercises, for example. Book Organization There are 16 chapters in this book, numbered from 0 to 15. The first 11 chapters cover the core topics that provide the fundamentals of programming. Chapters 11 to 15 cover intermediate-level topics such as sorting, searching, recursion, inheritance, polymorphism, and file I/O. There are more than enough topics for one semester. After the first 11 chapters (Ch 0 to Ch 10), instructors can mix and match materials from Chapters 11 to 15 to suit their needs. We first show the dependency relationships among the chapters and then provide a brief summary of each chapter. Chapter Dependency For the most part, chapters should be read in sequence, but some variations are possible, especially with the optional chapters. Here’s a simplified dependency graph: 0 1 2 3 4 5 6 7 8 11 12 13 9 10 14* 15 *Note: Some examples use arrays, but the use of arrays is not an integral part of the examples. These examples can be modified to those that do not use arrays. Many topics from the early part of the chapter can be introduced as early as after Chapter 2. wu23305_fm.qxd 2/17/09 10:38 AM Page xiii Preface xiii Brief Chapter Summary Here is a short description of each chapter: • Chapter 0 is an optional chapter. We provide background information on computers and programming languages. This chapter can be skipped or assigned as an outside reading if you wish to start with object-oriented programming concepts. • Chapter 1 provides a conceptual foundation of object-oriented programming. We describe the key components of object-oriented programming and illustrate each concept with a diagrammatic notation using UML. • Chapter 2 covers the basics of Java programming and the process of editing, compiling, and running a program. From the first sample program presented in this chapter, we emphasize object-orientation. We will introduce the standard classes String, Date, and SimpleDateFormat so we can reinforce the notion of object declaration, creation, and usage. Moreover, by using these standard classes, students can immediately start writing practical programs. We describe and illustrate console input with System.in and the Scanner class and output with System.out. • Chapter 3 introduces variables, constants, and expressions for manipulating numerical data. We explain the standard Math class from java.lang and introduce more standard classes (GregorianCalendar and DecimalFormat) to continually reinforce the notion of object-orientation. We describe additional methods of the Scanner class to input numerical values. Random number generation is introduced in this chapter. The optional section explains how the numerical values are represented in memory space. • Chapter 4 teaches the basics of creating programmer-defined classes. We keep the chapter accessible by introducting only the fundamentals with illustrative examples. The key topics covered in this chapter are constructors, visibility modifiers (public and private), local variables, and passing data to methods. We provide easy-to-grasp illustrations that capture the essence of the topics so the students will have a clear understanding of them. • Chapter 5 explains the selection statements if and switch. We cover boolean expressions and nested-if statements. We explain how objects are compared by using equivalence (==) and equality (the equals and compareTo methods). We use the String and the programmer-defined Fraction classes to make the distinction between the equivalence and equality clear. Drawing 2-D graphics is introduced, and a screensaver sample development program is developed. We describe the Java 5.0 feature called enumerated type in this chapter. • Chapter 6 explains the repetition statements while, do–while, and for. Pitfalls in writing repetition statements are explained. One of the pitfalls to avoid is the use of float or double for the data type of a counter variable. We illustrate this pitfall by showing a code that will result in infinite loop. Finding the greatest common divisor of two integers is used as an example of a nontrivial loop statement. We show the difference between the straightforward (brute-force) and the clever (Euclid’s) solutions. We introduce the Formatter class and show wu23305_fm.qxd xiv 2/17/09 10:38 AM Page xiv Preface • • • • • • how the output can be aligned nicely. The optional last section of the chapter introduces recursion as another technique for repetition. The recursive version of a method that finds the greatest common divisor of two integers is given. Chapter 7 is the second part of creating programmer-defined classes. We introduce new topics related to the creation of programmer-defined classes and also repeat some of the topics covered in Chapter 4 in more depth. The key topics covered in this chapter are method overloading, the reserved word this, class methods and variables, returning an object from a method, and pass-by-value parameter passing. As in Chapter 4, we provide many lucid illustrations to make these topics accessible to beginners. We use the Fraction class to illustrate many of these topics, such as the use of this and class methods. The complete definition of the Fraction class is presented in this chapter. Chapter 8 teaches exception handling and assertions. The focus of this chapter is the construction of reliable programs. We provide a detailed coverage of exception handling in this chapter. We introduce an assertion and show how it can be used to improve the reliability of finished products by catching logical errors early in the development. Chapter 9 covers nonnumerical data types: characters and strings. Both the String and StringBuffer classes are explained in the chapter. Another string class named StringBuilder is briefly explained in this chapter. An important application of string processing is pattern matching. We describe pattern matching and regular expression in this chapter. We introduce the Pattern and Matcher classes and show how they are used in pattern matching. One section is added to discuss the application of string processing in bioinformatics. Chapter 10 teaches arrays. We cover arrays of primitive data types and of objects. An array is a reference data type in Java, and we show how arrays are passed to methods. We describe how to process two-dimensional arrays and explain that a two-dimensional array is really an array of arrays in Java. Lists and maps are introduced as a more general and flexible way to maintain a collection of data. The use of ArrayList and HashMap classes from the java.util package is shown in the sample programs. Also, we show how the WordList helper class used in Chapter 9 sample development program is implemented with another map class called TreeMap. Chapter 11 presents searching and sorting algorithms. Both N2 and Nlog2N sorting algorithms are covered. The mathematical analysis of searching and sorting algorithms can be omitted depending on the students’ background. Chapter 12 explains the file I/O. Standard classes such as File and JFileChooser are explained. We cover all types of file I/O, from a low-level byte I/O to a high-level object I/O. We show how the file I/O techniques are used to implement the helper classes—Dorm and FileManager—in Chapter 8 and 9 sample development programs. The use of the Scanner class for inputting data from a textfile is also illustrated in this chapter. wu23305_fm.qxd 2/17/09 10:38 AM Page xv Preface xv • Chapter 13 discusses inheritance and polymorphism and how to use them effectively in program design. The effect of inheritance for member accessibility and constructors is explained. We also explain the purpose of abstract classes and abstract methods. • Chapter 14 covers GUI and event-driven programming. Only the Swingbased GUI components are covered in this chapter. We show how to use the JOptionPane class for a very simple GUI-based input and output. GUI components introduced in this chapter include JButton, JLabel, ImageIcon, JTextField, JTextArea, and menu-related classes. We describe the effective use of nested panels and layout managers. Handling of mouse events is described and illustrated in the sample programs. Those who do not teach GUI can skip this chapter altogether. Those who teach GUI can introduce the beginning part of the chapter as early as after Chapter 2. • Chapter 15 covers recursion. Because we want to show the examples where the use of recursion really shines, we did not include any recursive algorithm (other than those used for explanation purposes) that really should be written nonrecursively. wu23305_fm.qxd xvi 2/17/09 10:38 AM Page xvi Preface Hallmark Features of the Text Problem Solving Sample Development 2.5 Sample Development Printing the Initials Now that we have acquired a basic understanding of Java application programs, let’s write a new application. We will go through the design, coding, and testing phases of the software life cycle to illustrate the development process. Since the program we develop here is very simple, we can write it without really going through the phases. However, it is extremely important for you to get into a habit of developing a program by following the software life cycle stages. Small programs can be developed in a haphazard manner, but not large programs. We will teach you the development process with small programs first, so you will be ready to use it to create large programs later. We will develop this program by using an incremental development technique, which will develop the program in small incremental steps. We start out with a barebones program and gradually build up the program by adding more and more code to it. At each incremental step, we design, code, and test the program before moving on to the next step. This methodical development of a program allows us to focus our attention on a single task at each step, and this reduces the chance of introducing errors into the program. Sample Development Programs Most chapters include a sample development section that describes the process of incremental development. Problem Statement We start our development with a problem statement. The problem statement for our sample programs will be short, ranging from a sentence to a paragraph, but the problem statement for complex and advanced applications may contain many pages. Here’s the problem statement for this sample development exercise: Write an application that asks for the user’s first, middle, and last names and replies with the user’s initials. Overall Plan Our first task is to map out the overall plan for development. We will identify classes necessary for the program and the steps we will follow to implement the program. We begin with the outline of program logic. For a simple program such as this one, it is kind of obvious; but to practice the incremental development, let’s put down the outline of program flow explicitly. We can express the program flow as having three tasks: program tasks Level-by-level Organization for Programming Exercises 1. Get the user’s first, middle, and last names. 2. Extract the initials to formulate the monogram. 3. Output the monogram. Level 1 Programming Exercises ★ Having identified the three major tasks of the program, we will now identify the In the RollDice program, we created three Die objects and rolled them once. classes we can use to implement the three tasks. First, we need an5.object to handle the input. At this point, we have learned about only the Scanner class, soRewrite we will usethe it program so you will create only one Die object and roll it three here. Second, we need an object to display the result. Again, we will use System.out, times. as it is the only one we know at this point for displaying a string value. For the string 6. Write a program that computes the total ticket sales of a concert. There are three types of seatings: A, B, and C. The program accepts the number of tickets sold and the price of a ticket for each of the three types of seats. The total sales are computed as follows: totalSales = numberOfA_Seats * pricePerA_Seat + numberOfB_Seats * pricePerB_Seat + numberOfC_Seats * pricePerC_Seat; Write this program, using only one class, the main class of the program. Development Exercises 7. Define a new class named Temperature. The class has two accessors—toFor the following exercises, use the incremental development methodology to Fahrenheit and toCelsius—that return the temperature in the specified unit implement the program. For each exercise, identify the program tasks, create and two mutators—setFahrenheit and setCelsius—that assign the temperature a design document with class descriptions, and draw the program diagram. in the specified unit. Maintain the temperature internally in degrees Fahrenheit. Map out the development steps at the start. Present any design alternatives and Using this class, write a program that inputs temperature in degrees justify your selection. Be sure to perform adequate testing at the end of each development step. Fahrenheit and outputs the temperature in equivalent degrees Celsius. 11. In the sample development, we developed the user module of the keyless entry system. For this exercise, implement the administrative module that allows the system administrator to add and delete Resident objects and modify information on existing Resident objects. The module will also allow the user to open a list from a file and save the list to a file. Is it proper to implement the administrative module by using one class? Wouldn’t it be a better design if we used multiple classes with each class doing a single, well-defined task? 12. Write an application that maintains the membership lists of five social clubs in a dormitory. The five social clubs are the Computer Science Club, Biology Development Exercises Club, Billiard Club, No Sleep Club, and Wine Tasting Club. Use the Dorm class to manage the membership lists. Members of the social clubs are give students an opportunity Resident objects of the dorm. Use a separate file to store the membership list for each club. Allow the user to add, delete, and modify members of to practice incremental each club. development. wu23305_fm.qxd 2/17/09 10:38 AM Page xvii Preface xvii Object-Oriented Approach We take the object-first approach to teaching object-oriented programming with emphasis on proper object-oriented design. The concept of objects is clearly illustrated from the very first sample program. /* Chapter 2 Sample Program: Displaying a Window File: Ch2Sample1.java */ import javax.swing.*; class Ch2Sample1 { public static void main(String[] args) { JFrame myWindow; myWindow = new JFrame(); myWindow.setSize(300, 200); myWindow.setTitle("My First Java Program"); myWindow.setVisible(true); } } Good practices on object-oriented design are discussed throughout the book and illustrated through numerous sample programs. User module Dorm Resident Door Administrative module A helper class provided to us Dorm A class we implement Resident One or more classes we implement Figure 8.8 Program diagrams for the user and administrative modules. Notice the same Dorm and Resident classes are used in both programs. User and administrative modules will include one or more classes (at least one is programmer-defined). wu23305_fm.qxd xviii 2/17/09 10:38 AM Page xviii Preface Illustrative Diagrams Illustrative diagrams are used to explain all key concepts of programming such as the difference between object declaration and creation, the distinction between the primitive data type and the reference data type, the call-by-value parameter passing, inheritance, and many others. Numerical Data Object int number1, number2; Professor alan, turing; number1 = 237; number2 = number1; alan = new Professor(); turing = alan; number1 alan number2 turing int number1, number2; Professor alan, turing; number1 = 237; alan number2 = number1; turing = alan; number1 237 = new Professor(); alan number2 turing :Professor int number1, number2; number1 = 237; Professor alan, turing; alan = new Professor(); number2 = number1; turing = alan; number1 237 alan number2 237 turing :Professor Figure 3.3 An effect of assigning the content of one variable to another. Lucid diagrams are used effectively to explain data structures and abstract data types. Person[] temp; int newLength = (int) (1.5 * entry.length); entry 0 1 2 3 temp = new Person[newLength]; :Person :Person :Person :Person A B C D temp 0 1 2 3 0 1 2 3 4 5 for (int i = 0; i < entry.length; i++) { temp[i] = entry[i]; } entry = temp; entry :Person :Person :Person :Person A B C D temp Note: The old array will eventually get returned to the system via garbage collection. 0 1 2 3 4 5 Figure 10.16 How a new array that is 150 percent of the original array is created. The size of the original array is 4. wu23305_fm.qxd 2/17/09 10:38 AM Page xix Preface xix Student Pedagogy Always define a constructor and initialize data members fully in the constructor so an object will be created in a valid state. Things to Remember boxes provide tips for students to remember key concepts. Design Guidelines provide tips on good program design. List the catch blocks in the order of specialized to more general exception classes. At most one catch block is executed, and all other catch blocks are ignored. It is not necessary to create an object for every variable we use. Many novice programmers often make this mistake. For example, we write Fraction f1, f2; f1 = new Fraction(24, 36); f2 = f1.simplify( ); Tips, Hints, and Pitfalls provide important points for which to watch out. We didn’t write Fraction f1, f2; f1 = new Fraction(24, 36); f2 = new Fraction(1, 1); //not necessary f2 = f1.simplify( ); because it is not necessary. The simplify method returns a Fraction object, and in the calling program, all we need is a name we can use to refer to this returned Fraction object. Don’t forget that the object name (variable) and the actual object instance are two separate things. You Might Want to Know boxes give students interesting bits of information. We can turn our simulation program into a real one by replacing the Door class with a class that actually controls the door. Java provides a mechanism called Java Native Interface (JNI) which can be used to embed a link to a low-level device driver code, so calling the open method actually unlocks the door. 1. What will be displayed on the console window when the following code is executed and the user enters abc123 and 14? Scanner scanner = new Scanner(System.in); try { int num1 = scanner.nextInt(); System.out.println("Input 1 accepted"); int num2 = scanner.nextInt(); System.out.println("Input 2 accepted"); } catch (InputMismatchException e) { System.out.println("Invalid Entry"); } Quick Check exercises at the end of the sections allow students to test their comprehension of topics. wu23305_fm.qxd xx 2/17/09 10:38 AM Page xx Preface Supplements for Instructors and Students The book is supported by a rich array of supplements available through the text’s website located at www.mhhe.com/wu For Instructors, a complete set of PowerPoints, solutions to the chapter exercises, and other resources are provided. For Students, source code for all example programs, answers to Quick Check exercises, and other resources are provided, as well as the optional galapagos package, which includes the Turtle class that is necessary in solving various chapter exercises. Acknowledgments I would like to thank my good friends at McGraw-Hill’s editorial and production departments. Needless to say, without their help, this book would not have seen the light of the day. I thank especially Raghu Srinivasan and Lorraine Buczek for their infinite patience. External reviewers are indispensable in maintaining the accuracy and improving the quality of presentation. Numerous professors have participated as reviewers over the course of five editions, and I thank them all again for their comments, suggestions, and encouragement. I especially thank the reviewers of the Comprehensive edition for their valuable input towards the revision of this fifth edition text. Personal Story In September, 2001, I changed my name for personal reasons. Prof. C. Thomas Wu is now Prof. Thomas W. Otani. To maintain continuity and not to confuse people, we continue to publish the book under my former name. For those who care to find out a little about my personal history, they can do so by visiting www.mhhe.com/wu wu23305_ch00.qxd 2/16/09 3:38 PM Page 1 Introduction to Computers and Programming Languages 0 O b j e c t i v e s After you have read and studied this chapter, you should be able to • State briefly a history of computers. and describe five major components of • Name the computer. binary numbers to decimal numbers • Convert and vice versa. the difference between the low-level and • State high-level programming languages. 1 wu23305_ch00.qxd 2 2/16/09 Chapter 0 3:38 PM Page 2 Introduction to Computers and Programming Languages I n t r o d u c t i o n B efore we embark on our study of computer programming, we will present some background information on computers and programming languages in this optional chapter. We provide a brief history of computers from the early days to present and describe the components found in today’s computers. We also present a brief history of programming languages from low-level machine languages to today’s objectoriented languages. 0.1 A History of Computers Charles Babbage Difference Engine Analytical Engine Ada Lovelace Humans have evolved from a primitive to a highly advanced society by continually inventing tools. Stone tools, gunpowder, wheels, and other inventions have changed the lives of humans dramatically. In recent history, the computer is arguably the most important invention. In today’s highly advanced society, computers affect our lives 24 hours a day: Class schedules are formulated by computers, student records are maintained by computers, exams are graded by computers, dorm security systems are monitored by computers, and numerous other functions that affect us are controlled by computers. Although the first true computer was invented in the 1940s, the concept of a computer is actually more than 160 years old. Charles Babbage is credited with inventing a precursor to the modern computer. In 1823 he received a grant from the British government to build a mechanical device he called the Difference Engine, intended for computing and printing mathematical tables. The device was based on rotating wheels and was operated by a single crank. Unfortunately, the technology of the time was not advanced enough to build the device. He ran into difficulties and eventually abandoned the project. But an even more grandiose scheme was already with him. In fact, one of the reasons he gave up on the Difference Engine may have been to work on his new concept for a better machine. He called his new device the Analytical Engine. This device, too, was never built. His second device also was ahead of its time; the technology did not yet exist to make the device a reality. Although never built, the Analytical Engine was a remarkable achievement because its design was essentially based on the same fundamental principles of the modern computer. One principle that stands out was its programmability. With the Difference Engine, Babbage would have been able to compute only mathematical tables, but with the Analytical Engine he would have been able to compute any calculation by inputting instructions on punch cards. The method of inputting programs to computers on punch cards was actually adopted for real machines and was still in wide use as late as the 1970s. The Analytical Engine was never built, but a demonstration program was written by Ada Lovelace, a daughter of the poet Lord Byron. The programming language Ada was named in honor of Lady Lovelace, the first computer programmer. In the late 1930s John Atanasoff of Iowa State University, with his graduate student Clifford Berry, built the prototype of the first automatic electronic calculator. wu23305_ch00.qxd 2/16/09 3:38 PM Page 3 0.1 A History of Computers MARK I ENIAC I stored program generations of computers 3 One innovation of their machine was the use of binary numbers. (We discuss binary numbers in Sec. 0.2.) At around the same time, Howard Aiken of Harvard University was working on the Automatic Sequence-Controlled Calculator, known more commonly as MARK I, with support from IBM and the U.S. Navy. MARK I was very similar to the Analytical Engine in design and was described as “Babbage’s dream come true.” MARK I was an electromechanical computer based on relays. Mechanical relays were not fast enough, and MARK I was quickly replaced by machines based on electronic vacuum tubes. The first completely electronic computer, ENIAC I (Electronic Numerical Integrator And Calculator), was built at the University of Pennsylvania under the supervision of John W. Mauchly and J. Presper Eckert. Their work was influenced by the work of John Atanasoff. ENIAC I was programmed laboriously by plugging wires into a control panel that resembled an old telephone switchboard. Programming took an enormous amount of the engineers’ time, and even making a simple change to a program was a time-consuming effort. While programming activities were going on, the expensive computer sat idle. To improve its productivity, John von Neumann of Princeton University proposed storing programs in the computer’s memory. This stored program scheme not only improved computation speed but also allowed far more flexible ways of writing programs. For example, because a program is stored in the memory, the computer can change the program instructions to alter the sequence of the execution, thereby making it possible to get different results from a single program. We characterized these early computers with vacuum tubes as first-generation computers. Second-generation computers, with transistors replacing the vacuum tubes, started appearing in the late 1950s. Improvements in memory devices also increased processing speed further. In the early 1960s, transistors were replaced by integrated circuits, and third-generation computers emerged. A single integrated circuit of this period incorporated hundreds of transistors and made the construction of minicomputers possible. Minicomputers are small enough to be placed on desktops in individual offices and labs. The early computers, on the other hand, were so huge that they easily occupied the whole basement of a large building. Advancement of integrated circuits was phenomenal. Large-scale integrated circuits, commonly known as computer chips or silicon chips, packed the power equivalent to thousands of transistors and made the notion of a “computer on a single chip” a reality. With large-scale integrated circuits, microcomputers emerged in the mid-1970s. The machines we call personal computers today are descendants of the microcomputers of the 1970s. The computer chips used in today’s personal computers pack the power equivalent to several millions of transistors. Personal computers are fourth-generation computers. Early microcomputers were isolated, stand-alone machines. The word personal describes a machine as a personal device intended to be used by an individual. However, it did not take long to realize there was a need to share computer resources. For example, early microcomputers required a dedicated printer. Wouldn’t it make more sense to have many computers share a single printer? Wouldn’t it also make sense to share data among computers, instead of duplicating the same data on wu23305_ch00.qxd 4 2/16/09 Chapter 0 network LAN WAN internet 3:38 PM Page 4 Introduction to Computers and Programming Languages individual machines? Wouldn’t it be nice to send electronic messages between the computers? The notion of networked computers arose to meet these needs. Computers of all kinds are connected into a network. A network that connects computers in a single building or in several nearby buildings is called a local-area network or LAN. A network that connects geographically dispersed computers is called a wide-area network or WAN. These individual networks can be connected further to form interconnected networks called internets. The most famous internet is simply called the Internet. The Internet makes the sharing of worldwide information possible and easy. The hottest tool for viewing information on the Internet is a Web browser. A Web browser allows you to experience multimedia information consisting of text, audio, video, and other types of information. We will describe how Java is related to the Internet and Web browsers in Section 0.4. If you want to learn more about the history of computing, there is a wealth of information available on the Web.You can start your exploration from www.yahoo.com/Computers_and_Internet/History For more information on the pioneers of computers, visit en.wikipedia.org/wiki/category:Computer_pioneers 1. Who was the first computer programmer? 2. Who designed the Difference Engine and Analytical Engine? 3. How many generations of computers are there? 0.2 Computer Architecture A typical computer today has five basic components: RAM, CPU, storage devices, I/O (input/output) devices, and communication devices. Figure 0.1 illustrates these five components. Before we describe the components of a computer, we will explain the binary number system used in a computer. Binary Numbers To understand the binary number system, let’s first review the decimal number system in which we use 10 digits: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9. To represent a number in the decimal system, we use a sequence of one or more of these digits. The value that each digit in the sequence represents depends on its position. For example, consider the numbers 234 and 324. The digit 2 in the first number represents 200, whereas the digit 2 in the second number represents 20. A position in a sequence has a value that is an integral power of 10. The following diagram illustrates how the wu23305_ch00.qxd 2/16/09 3:38 PM Page 5 0.2 Computer Architecture 5 Output Devices RAM Communication Devices CPU Storage Devices Input Devices Monitor (output device) Printer (output device) Main Unit (housing CPU, RAM, storage devices, and communication devices) Keyboard (input device) Mouse (input device) Figure 0.1 A simplified view of an architecture for a typical computer. values of positions are determined: Decimal Point ••• • 104 103 102 101 100 Position Values ••• 10⫺1 10⫺2 10⫺3 The value of a decimal number (represented as a sequence of digits) is the sum of the digits, multiplied by their position values, as illustrated: 2 4 8 102 101 100 • 7 10⫺1  2  102  4  101  8  100  7  101  2  100  4  10  8  1  7  110  200  710  40 8  248.7 wu23305_ch00.qxd 6 2/16/09 Chapter 0 base-2 numbers binary number bits 3:38 PM Page 6 Introduction to Computers and Programming Languages In the decimal number system, we have 10 symbols, and the position values are integral powers of 10. We say that 10 is the base or radix of the decimal number system. The binary number system works the same as the decimal number system but uses 2 as its base. The binary number system has two digits (0 and 1) called bits, and position values are integral powers of 2. The following diagram illustrates how the values of positions are determined in the binary system: Binary Point ••• ••• • 24 23 22 21 2⫺1 20 2⫺2 2⫺3 Position Values The value of a binary number (represented as a sequence of bits) is the sum of the bits, multiplied by their position values, as illustrated: binary-todecimal conversion 1 0 1 22 21 20 • 1 2⫺1  1  22  0  21  1  20  1  21  1  4  0  2  1  1  1  12 4 0 1  12  5.5 So the binary number 101.1 is numerically equivalent to the decimal number 5.5. This illustration shows how to convert a given binary number to the decimal equivalent. How about converting a given decimal number to its binary equivalent? The following steps show how to convert a decimal number (only the whole numbers) to the equivalent binary number. The basic idea goes something like this: decimal-tobinary conversion 1. 2. 3. 4. 5. 6. 7. Divide the number by 2. The remainder is the bit value of the 20 position. Divide the quotient by 2. The remainder is the bit value of the 21 position. Divide the quotient by 2. The remainder is the bit value of the 22 position. Repeat the procedure until you cannot divide any further, that is, until the quotient becomes 0. wu23305_ch00.qxd 2/18/09 4:37 PM Page 7 0.2 Computer Architecture 7 The following diagram illustrates the conversion of decimal number 25. Division #5 Division #4 Division #3 Division #2 0 11 21 0 1 31 21 2 3 61 21 6 6 121 21 12 1 1 24 16 0 23  8 0 12 21251 24 0 22  Division #1 1 21  0 20  1  25 The binary system is more suitable for computers than the decimal system because it is far easier to design an electrical device that can distinguish two states (bits 0 and 1) than 10 states (digits 0 through 9). For example, we can represent 1 by turning the switch on and 0 by turning the switch off. In a real computer, 0 is represented by electrical voltage below a certain level and 1 by electrical voltage at or above this level. When you pay closer attention to the on/off switch on computers and other electronic devices, you should notice an icon like this This is a stylized representation of binary digits 0 and 1. RAM byte RAM Random access memory or RAM is a repository for both program instructions and data manipulated by the program during execution. RAM is divided into cells, with each cell having a unique address. Typically, each cell consists of 4 bytes (B), and a single byte (1 B) in turn consists of 8 bits. Each bit, which can be either on or off, represents a single binary digit. RAM is measured by the number of bytes it contains. For example, 128 kilobytes (KB) of RAM contains 128  1024  131,072 B because 1 KB is equal to 210  1024 B. Notice that 1 K is not equal to 103, although 103  1000 is a close approximation to 210  1024. The first IBM PC introduced in 1981 came with 16 KB of RAM, and the first Macintosh computer introduced in 1984 came with 128 KB of RAM. In contrast, a typical PC today has anywhere from 1GB (gigabytes) to 4GB of RAM. Given that 1GB is equal to 1024 MB (megabytes) and 1 MB is equal to 1024 KB, we know that 2GB means 2  1024 MB  2048 MB  2048  1024 KB  2,097,152 KB  2,097,152  1024 B  2,147,483,648 B. wu23305_ch00.qxd 8 2/16/09 Chapter 0 CPU register clock speed 3:38 PM Page 8 Introduction to Computers and Programming Languages CPU The central processing unit or CPU is the brain of a computer. The CPU is the component that executes program instructions by fetching an instruction (stored in RAM), executing it, fetching the next instruction, executing it, and so on until it encounters an instruction to stop. The CPU contains a small number of registers, which are high-speed devices for storing data or instructions temporarily. The CPU also contains the arithmetic-logic unit (ALU), which performs arithmetic operations such as addition and subtraction and logical operations such as comparing two numbers. CPUs are characterized by their clock speeds. For example, in the Intel Pentium 200, the CPU has a clock speed of 200 megahertz (MHz). The hertz is a unit of frequency equal to 1 cycle per second. A cycle is a period of time between two on states or off states. So 200 MHz equals 200,000,000 cycles per second. The fastest CPU for commercially available personal computers was around 200 MHz in 1997 when the first edition of this textbook was published. But by the beginning of 1998, many vendors started selling 300-MHz machines. And in a mere 6 months, by the middle of 1998, the top-of-the-line personal computers were 400-MHz machines. As of this writing in late 2008, we see computers with 2.93-GHz (2930MHz) CPU being advertized and sold. The increase of the CPU speed in the last two decades is truly astonishing. The clock speed of the Intel 8080, the CPU introduced in 1974 that started the PC revolution, was a mere 2 MHz. In contrast, the clock speed of the Intel Pentium 4 introduced in 2001 was 2 GHz (2000 MHz). Table 0.1 lists some of the Intel processors. I/O Devices I/O devices nonvolatile and volatile memory Input/output or I/O devices allow communication between the user and the CPU. Input devices such as keyboards and mice are used to enter data, programs, and commands in the CPU. Output devices such as monitors and printers are used to display or print information. Other I/O devices include scanners, bar code readers, magnetic strip readers, digital video cameras, and musical instrument digital interface (MIDI) devices. Storage Devices Storage devices such as disk and tape drives are used to store data and programs. Secondary storage devices are called nonvolatile memory, while RAM is called volatile memory. Volatile means the data stored in a device will be lost when the power to the device is turned off. Being nonvolatile and much cheaper than RAM, secondary storage is an ideal medium for permanent storage of large volumes of data. A secondary storage device cannot replace RAM, though, because secondary storage is far slower in data access (getting data out and writing data in) compared to RAM. The most common storage device today for personal computers is a disk drive. There are two kinds of disks: hard and floppy (also known as diskettes). Hard disks provide much faster performance and larger capacity, but are normally not removable; that is, a single hard disk is permanently attached to a disk drive. Floppy disks, on the other hand, are removable, but their performance is far slower and their capacity far smaller than those of hard disks. As the standard floppy disks can 2/16/09 3:38 PM Page 9 0.2 Computer Architecture Table 0.1 9 A table of Intel processors. For some CPUs, several types with different clock speeds are possible. In such case, only the fastest clock speed is shown. For more information on Intel CPUs, visit http://www.intel.com. Table wu23305_ch00.qxd CPU Date Introduced Clock Speed (MHz) 4004 8008 8080 8088 11/15/71 4/1/72 4/1/74 6/1/79 1980s 80286 80386SX 80486DX 2/1/82 6/16/88 4/10/89 12 16 25 1990s Pentium Pentium Pro Pentium II Pentium II Xeon Pentium III 3/22/93 11/1/95 5/7/97 6/29/98 10/25/99 66 200 300 400 733 2000s Xeon Pentium 4 Itanium 2 Pentium 4 Extreme Edition Core 2 Extreme 9/25/01 4/27/01 7/8/02 2/2/04 2000 2000 1000 3400 7/27/06 3200 1970s 0.108 0.200 2 8 store only up to approximately 1.44 MB, they are becoming less useful in today’s world of multimegabyte image and sound files. They are fast becoming obsolete, and hardly anybody uses them anymore. Removable storage media with much higher capacity such as zip disks (capable of holding 100 to 250 MB of data) replaced floppy disks in late 1990s. Computer technology moves so quickly that zip disks themselves are already becoming obsolete. The most common form of portable storage medium today (2008) is a compact USB flash drive, also known as a thumb drive, whose capacity ranges from 125 MB to 16 GB. Hard disks can store a huge amount of data, typically ranging from 160 GB (gigabyte; 1 GB  1024 MB) to 500 GB for a standard desktop PC in 2008. Portable and removable hard disk drives, with performance and capacity that rival those of nonremovable hard disks, are also available, but their use is not widespread. Compact disks (CDs) are commonly used for storing massive amounts of data, approximately 700 MB. Many software packages we buy today—computer games, wu23305_ch00.qxd 10 2/16/09 Chapter 0 3:38 PM Page 10 Introduction to Computers and Programming Languages word processors, and others—come with a single CD. Before the CD became a popular storage device for computers, some software packages came with more than 20 floppy diskettes. Because of the massive storage capacity of the CD, most computer vendors eliminated printed manuals altogether by putting the manuals on the CD. Many companies, in addition to CD or in lieu of, provide “boxless” online distribution of software. With this scheme, we buy and download the software directly to our computers from the company websites. From some book publishers, especially in the professional market, we can even buy an online version of their books. The online version is most commonly downloaded as a single file stored in the Portable Document Format (PDF) format. communication device Communication Devices A communication device connects the personal computer to an internet. The traditional communication device for computers at home and in small offices was the modem. A modem, which stands for modulator-demodulator, is a device that converts analog signals to digital and digital signals to analog. By using a modem, a computer can send to and receive data from another computer over the phone line. The most critical characteristic of a modem is its transmission speed, which is measured in bits per second (bps). A typical speed for a modem is 56,000 bps, commonly called a 56K modem. Under an ideal condition (no line noise or congestion), a 56K modem can transfer a 1 MB file in about 21⁄2 minutes. Frequently, though, the actual transfer rate is much lower than the possible maximum. So-called DSL and cable modems are not truly modems because they transfer data strictly in digital mode, which allows for much faster connection speeds of 144K or above. High-speed satellite connection to the Internet is also available today. A communication device for connecting a computer to a LAN is a network interface card (NIC). A NIC can transfer data at a much faster rate than the fastest modem. For instance, a type of NIC called 10BaseT can transfer data at the rate of 10 Mbps over the network. Traditional networks are connected, or wired, by the cables. Increasingly, networks are connected wirelessly, where data are carried over radio waves. Wireless networking is called WiFi or 802.11 networking. Today you will find wireless networking almost universally available at airports, hotels, and universities. 1. 2. 3. 4. 5. Name five major components of a computer. What is the difference between volatile and nonvolatile memory? What does the acronym CPU stand for? How many bytes does the 64 KB RAM have? Which device connects a computer to the Internet using a phone line? wu23305_ch00.qxd 2/16/09 3:38 PM Page 11 0.3 Programming Languages 11 0.3 Programming Languages machine language machine code assembly language assembly code assembler high-level languages high-level code Programming languages are broadly classified into three levels: machine languages, assembly languages, and high-level languages. Machine language is the only programming language the CPU understands. Each type of CPU has its own machine language. For example, the Intel Pentium and Motorola PowerPC understand different machine languages. Machine-language instructions are binary-coded and very low level—one machine instruction may transfer the contents of one memory location into a CPU register or add numbers in two registers. Thus, we must provide many machine-language instructions to accomplish a simple task such as finding the average of 20 numbers. A program written in machine language might look like this: 10110011 01111010 10011111 01011100 10111011 00011001 11010001 10010100 00011001 11010001 10010000 11010001 10010110 One level above machine language is assembly language, which allows “higher-level” symbolic programming. Instead of writing programs as a sequence of bits, assembly language allows programmers to write programs by using symbolic operation codes. For example, instead of 10110011, we use MV to move the contents of a memory cell into a register. We also can use symbolic, or mnemonic, names for registers and memory cells. A program written in assembly language might look like this: MV MV ADD STO 0, NUM, SUM, SUM, SUM AC AC TOT Since programs written in assembly language are not recognized by the CPU, we use an assembler to translate programs written in assembly language into machine-language equivalents. Compared to writing programs in machine language, writing programs in assembly language is much faster, but not fast enough for writing complex programs. High-level languages were developed to enable programmers to write programs faster than when using assembly languages. For example, FORTRAN (FORmula TRANslator), a programming language intended for mathematical computation, allows programmers to express numerical equations directly as X = (Y + Z) / 2 COBOL (COmmon Business-Oriented Language) is a programming language intended for business data processing applications. FORTRAN and COBOL were developed in the late 1950s and early 1960s and are still in use. BASIC (Beginners All-purpose Symbolic Instructional Code) was developed specifically as an easy language for students to learn and use. BASIC was the first high-level language wu23305_ch00.qxd 12 2/16/09 Chapter 0 compiler 3:38 PM Page 12 Introduction to Computers and Programming Languages available for microcomputers. Another famous high-level language is Pascal, which was designed as an academic language. Since programs written in a high-level language are not recognized by the CPU, we must use a compiler to translate them to assembly language equivalents. The programming language C was developed in the early 1970s at AT&T Bell Labs. The C++ programming language was developed as a successor of C in the early 1980s to add support for object-oriented programming. Object-oriented programming is a style of programming gaining wider acceptance today. Although the concept of object-oriented programming is old (the first object-oriented programming language, Simula, was developed in the late 1960s), its significance wasn’t realized until the early 1980s. Smalltalk, developed at Xerox PARC, is another well-known object-oriented programming language. The programming language we use in this book is Java, the newest object-oriented programming language, developed at Sun Microsystems. 0.4 Java Java applet application Java is a new object-oriented language that is receiving wide attention from both industry and academia. Java was developed by James Gosling and his team at Sun Microsystems in California. The language was based on C and C++ and was originally intended for writing programs that control consumer appliances such as toasters, microwave ovens, and others. The language was first called Oak, named after the oak tree outside of Gosling’s office, but the name was already taken, so the team renamed it Java. Java is often described as a Web programming language because of its use in writing programs called applets that run within a Web browser. That is, you need a Web browser to execute Java applets. Applets allow more dynamic and flexible dissemination of information on the Internet, and this feature alone makes Java an attractive language to learn. However, we are not limited to writing applets in Java. We can write Java applications also. A Java application is a complete stand-alone program that does not require a Web browser. A Java application is analogous to a program we write in other programming languages. In this book, we describe Java applications only because our objective is to teach the fundamentals of object-oriented programming that are applicable to all object-oriented programming languages. We chose Java for this textbook mainly for its clean design. The language designers of Java took a minimalist approach; they included only features that are indispensable and eliminated features that they considered excessive or redundant. This minimalist approach makes Java a much easier language to learn than other object-oriented programming languages. Java is an ideal vehicle for teaching the fundamentals of object-oriented programming. All the sample programs in this book are tested against the newest version, Java 6.0. S u m m a r y • • Charles Babbage invented the Difference Engine and Analytical Engine, precursors to the modern computer. Ada Lovelace is considered the first computer programmer. wu23305_ch00.qxd 2/16/09 3:38 PM Page 13 Exercises • The first two modern computers were MARK I and ENIAC I. • John von Neumann invented the stored-program approach of executing programs. Computers are connected into a network. Interconnected networks are called internets. Binary numbers are used in computers. A typical computer consists of five components: RAM, CPU, storage devices, I/O devices, and communication devices. There are three levels of programming languages: machine, assembly, and high-level. Java is one of the newest high-level programming languages in use today. This textbook teaches how to program using Java. • • • • • K e y 13 C o n c e p t s network LAN WAN internets and Internet CPU RAM I/O devices communication devices C h a p t e r 0 binary numbers binary-to-decimal conversion machine language assembly language assembler high-level language compiler Java E x e r c i s e s Review Exercises 1. Visit your school’s computer lab or a computer store, and identify the different components of the computers you see. Do you notice any unique input or output devices? 2. Visit your school’s computer lab and find out the CPU speed, RAM size, and hard disk capacity of its computers. 3. Convert these binary numbers to decimal numbers. a. b. c. d. 1010 110011 110.01 111111 wu23305_ch00.qxd 14 2/16/09 Chapter 0 3:38 PM Page 14 Introduction to Computers and Programming Languages 4. Convert these decimal numbers to binary numbers. a. b. c. d. 35 125 567 98 5. What is the maximum decimal number you can represent in 4 bits? 16 bits? N bits? 6. If a computer has 128 MB of RAM, how many bytes are there? 7. How do high-level programming languages differ from low-level programming languages? 8. Consider a hypothetical programming language called Kona. Using Kona, you can write a program to compute and print out the sum of 20 integers entered by the user: let sum = 0; repeat 20 times [ let X = next input; add X to sum; ] printout sum; Is Kona a high-level language? Why or why not? wu23305_ch01.qxd 2/16/09 3:48 PM Page 15 Introduction to Object-Oriented Programming and Software Development 1 O b j e c t i v e s After you have read and studied this chapter, you should be able to the basic components of object• Name oriented programming. • Differentiate classes and objects. • Differentiate class and instance methods. • Differentiate class and instance data values. program diagrams using icons for • Draw classes, objects, and other components of object-oriented programming. the significance of inheritance in • Describe object-oriented programs. and explain the stages of the software • Name life cycle. 15 wu23305_ch01.qxd 16 2/16/09 Chapter 1 3:48 PM Page 16 Introduction to Object-Oriented Programming and Software Development I n t r o d u c t i o n B objectoriented programming efore we begin to write actual programs, we need to introduce a few basic concepts of object-oriented programming (OOP), the style of programming we teach in this book. The purpose of this chapter is to give you a feel for object-oriented programming and to introduce a conceptual foundation of object-oriented programming. You may want to refer to this chapter as you progress through the book. What we discuss in the next four sections is independent of any particular programming language. Another purpose of this chapter is to introduce the software development process. To be able to write programs, knowledge of the components of objectoriented programs is not enough. We must learn the process of developing programs. We will present a brief introduction to the software development process in this chapter. 1.1 Classes and Objects object The two most important concepts in object-oriented programming are the class and the object. In the broadest term, an object is a thing, both tangible and intangible, that we can imagine. A program written in object-oriented style will consist of interacting objects. For a program to keep track of student residents of a college dormitory, we may have many Student, Room, and Floor objects. For another program to keep track of customers and inventory for a bicycle shop, we may have Customer, Bicycle, and many other types of objects. An object is comprised of data and operations that manipulate these data. For example, a Student object may consist of data such as name, gender, birth date, home address, phone number, and age and operations for assigning and changing these data values. We will use the notation shown in Figure 1.1 throughout the book to represent an object. The notation we used in the book is based on the industry standard notation called UML, which stands for Unified Modeling Language. In some of the illustrations, we relax the rules of UML slightly for pedagogy. Almost all nontrivial programs will have many objects of the same type. For example, in the bicycle shop program we expect to see many Bicycle and other