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Please check the book and slides in order to provide a detailed answer Computing with Business Applications 1: Programming Logic and Design (comprehensive); by Joyce Farrell, Ninth Edition, Cengage Learning. 2: VBA for Modelers: Developing Decision Support Systems with Microsoft Office Excel; by Albright 5th edition, South Western Cengage Learning. Chapter 1 An Introduction to Programming 1: Programming Logic and Design (comprehensive); by Joyce Farrell, Ninth Edition, Cengage Learning. pages: 1-37 Objectives In this chapter, you will learn about: • Computer systems • Simple program logic • The steps involved in the program development cycle • Pseudocode statements and flowchart symbols • Using a sentinel value to end a program • Programming and user environments • The evolution of programming models 3© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Understanding Computer Systems • Computer system • Combination of all the components required to process and store data using a computer • Hardware • Equipment associated with a computer • Software • Computer instructions • Tells the hardware what to do • Programs • Instructions written by programmers 4© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Understanding Computer Systems (continued) • Application software such as word processing, spreadsheets, payroll and inventory, even games • System software such as operating systems like Windows, Linux, or UNIX • Computer hardware and software accomplish three major operations • Input • Data items such as text, numbers, images, and sound • Processing • Calculations and comparisons performed by the central processing unit (CPU) 5© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Understanding Computer Systems (continued) • Output • Resulting information that is sent to a printer, a monitor, or storage devices after processing • Programming language • Used to write computer instructions • Examples • Visual Basic, C#, C++, or Java • Syntax • Rules governing word usage and punctuation 6© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Understanding Computer Systems (continued) • Computer memory • Computer’s temporary, internal storage – random access memory (RAM) • Volatile memory – lost when the power is off • Permanent storage devices • Nonvolatile memory • Compiler or interpreter • Translates source code into machine language (binary language) statements called object code • Checks for syntax errors 7© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Understanding Simple Program Logic • Program executes or runs • Input will be accepted, some processing will occur, and results will be output • Programs with syntax errors cannot execute • Logical errors • Errors in program logic produce incorrect output • Logic of the computer program • Sequence of specific instructions in specific order • Variable • Named memory location whose value can vary 8© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Understanding the Program Development Cycle • Program development cycle • Understand the problem • Plan the logic • Code the program • Use software (a compiler or interpreter) to translate the program into machine language • Test the program • Put the program into production • Maintain the program 9© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Understanding the Program Development Cycle (continued) 10 Figure 1-1 The program development cycle © 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Understanding the Problem • One of the most difficult aspects of programming • Users or end users • People for whom a program is written • Documentation • Supporting paperwork for a program 11© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Planning the Logic • Heart of the programming process • Most common planning tools • Flowcharts • Pseudocode • IPO charts (input, processing, and output) • TOE charts (tasks, objects, and events) • Desk-checking • Walking through a program’s logic on paper before you actually write the program 12© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Coding the Program • Hundreds of programming languages available • Choose based on features • Similar in their basic capabilities • Easier than the planning step 13© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Using Software to Translate the Program into Machine Language • Translator program • Compiler or interpreter • Changes the programmer’s English-like high-level programming language into the low-level machine language • Syntax error • Misuse of a language’s grammar rules • Programmer corrects listed syntax errors • Might need to recompile the code several times 14© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Using Software to Translate the Program into Machine Language (continued) Figure 1-2 Creating an executable program 15© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Testing the Program • Logical error • Results when a syntactically correct statement, but the wrong one for the current context, is used • Test • Execute the program with some sample data to see whether the results are logically correct • Debugging is the process of finding and correcting program errors • Programs should be tested with many sets of data 16© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Putting the Program into Production • Process depends on program’s purpose • May take several months • Conversion • The entire set of actions an organization must take to switch over to using a new program or set of programs 17© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Maintaining the Program • Maintenance • Making changes after the program is put into production • Common first programming job • Maintaining previously written programs • Make changes to existing programs • Repeat the development cycle 18© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Using Pseudocode Statements and Flowchart Symbols • Pseudocode • English-like representation of the logical steps it takes to solve a problem • Flowchart • Pictorial representation of the logical steps it takes to solve a problem 19© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Writing Pseudocode • Pseudocode representation of a number-doubling problem start input myNumber set myAnswer = myNumber * 2 output myAnswer stop 20© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Writing Pseudocode (continued) • Programmers preface their pseudocode with a beginning statement like start and end it with a terminating statement like stop • Flexible planning tool 21© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Drawing Flowcharts • Create a flowchart • Draw geometric shapes that contain the individual statements • Connect shapes with arrows • Input symbol • Indicates input operation • Parallelogram • Processing symbol • Contains processing statements such as arithmetic • Rectangle 22© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Drawing Flowcharts (continued) • Output symbol • Represents output statements • Parallelogram • Flowlines • Arrows that connect steps • Terminal symbols • Start/stop symbols • Shaped like a racetrack • Also called lozenges 23© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Drawing Flowcharts (continued) Figure 1-6 Flowchart and pseudocode of program that doubles a number 24© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Repeating Instructions • Program in Figure 1-6 only works for one number • Not feasible to run the program over and over 10,000 times • Not feasible to add 10,000 lines of code to a program • Create a loop (repetition of a series of steps) instead • Avoid an infinite loop (repeating flow of logic that never ends) 25© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Repeating Instructions (continued) Figure 1-8 Flowchart of infinite number-doubling program 26© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Using a Sentinel Value to End a Program • Making a decision • Testing a value • Decision symbol • Diamond shape • Dummy value • Data-entry value that the user will never need • Sentinel value • eof (“end of file”) • Marker at the end of a file that automatically acts as a sentinel 27© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Using a Sentinel Value to End a Program (continued) Figure 1-9 Flowchart of number-doubling program with sentinel value of 0 28© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Using a Sentinel Value to End a Program (continued) Figure 1-10 Flowchart using eof 29© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Understanding Programming and User Environments • Many options for programming and user environments • Planning • Flowchart • Pseudocode • Coding • Text editors • Executing • Input from keyboard, mouse, microphone • Outputting • Text, images, sound 30© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Understanding Programming Environments • Use a keyboard to type program statements into an editor • Plain text editor • Similar to a word processor but without as many features • Text editor that is part of an integrated development environment (IDE) • Software package that provides an editor, a compiler, and other programming tools 31© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Understanding Programming Environments (continued) Figure 1-12 A C# number-doubling program in Visual Studio 32© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Understanding User Environments • Command line • Location on your computer screen where you type text entries to communicate with the computer’s operating system • Graphical user interface (GUI) • Allows users to interact with a program in a graphical environment 33© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Understanding User Environments (continued) Figure 1-13 Executing a number-doubling program in a command-line environment 34© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Understanding User Environments (continued) Figure 1-14 Executing a number-doubling program in a GUI environment 35© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Understanding the Evolution of Programming Models • People have been writing modern computer programs since the 1940s • Newer programming languages • Look much more like natural language • Are easier to use • Create self-contained modules or program segments that can be pieced together in a variety of ways 36© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Understanding the Evolution of Programming Models (continued) • Major models or paradigms used by programmers • Procedural programming • Focuses on the procedures that programmers create • Object-oriented programming • Focuses on objects, or “things,” and describes their features (or attributes) and their behaviors • This text • Focuses on procedural programming techniques 37© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Summary • Hardware and software accomplish input, processing, and output • Logic must be developed correctly • Logical errors are much more difficult to locate than syntax errors • Use flowcharts, pseudocode, IPO charts, and TOE charts to plan the logic • Avoid infinite loops by testing for a sentinel value • Use a text editor or an IDE to enter your program statements 38© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. COMPREHENSIVE Joyce Farrell Ninth Edition Logic & Design Programming N in th E d itio n C O M P R E H E N S IV E P ro g ra m m in g L o g ic & D e sig n Jo yce Farrell To register or access your online learning solution or purchase materials for your course, visit www.cengagebrain.com. Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300 Buy. Rent. Access. Access student data fi les and other study tools on cengagebrain.com. For detailed instructions visit http://solutions.cengage.com/ctdownloads/ Store your Data Files on a USB drive for maximum effi ciency in organizing and working with the fi les. Macintosh users should use a program to expand WinZip or PKZip archives. Ask your instructor or lab coordinator for assistance. Untitled-1.indd 1 10/12/16 3:56 PM Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300 PROGRAMMING LOGIC AND DESIGN COMPREHENSIVE Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300 PROGRAMMING LOGIC AND DESIGN COMPREHENSIVE J O Y C E FA R R E L L N I N T H E D I T I O N Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United St ates Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300 Programming Logic and Design, Comprehensive Ninth Edition Joyce Farrell Senior Product Director: Kathleen McMahon Product Team Leader: Kristin McNary Associate Product Manager: Kate Mason Senior Content Developer: Alyssa Pratt Senior Content Project Manager: Jennifer Feltri-George Manufacturing Planner: Julio Esperas Art Director: Diana Graham Production Service/Composition: SPi Global Cover Photo: Colormos/Photodisc/Getty Images Printed in the United States of America Print Number: 01 Print Year: 2018 © 2018 Cengage Learning® ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as permitted by U.S. copyright law, without the prior written permission of the copyright owner. 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To learn more about Cengage Learning Solutions, visit www.cengage.com Purchase any of our products at your local college store or at our preferred online store www.cengagebrain.com Library of Congress Control Number: 2016959742 ISBN: 978-1-337-10207-0 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300 Brief Contents P re f a c e � � � � � � � � � � � � � � � � x v i C H A P T E R 1 A n O v e r v i e w o f C o m p u t e r s a n d P ro g r a m m i n g � 1 C H A P T E R 2 E l e m e n t s o f H i g h - Q u a l i t y P ro g r a m s � � � � � 3 8 C H A P T E R 3 U n d e r s t a n d i n g S t r u c t u re � � � � � � � � � � 8 7 C H A P T E R 4 M a k i n g D e c i s i o n s � � � � � � � � � � � � 1 2 4 C H A P T E R 5 L o o p i n g � � � � � � � � � � � � � � � � 1 7 6 C H A P T E R 6 A r r a y s � � � � � � � � � � � � � � � � � 2 2 7 C H A P T E R 7 F i l e H a n d l i n g a n d A p p l i c a t i o n s � � � � � � 2 7 2 C H A P T E R 8 A d v a n c e d D a t a H a n d l i n g C o n c e p t s � � � � � 3 2 1 C H A P T E R 9 A d v a n c e d M o d u l a r i z a t i o n Te c h n i q u e s � � � 3 6 6 C H A P T E R 1 0 O b j e c t - O r i e n t e d P ro g r a m m i n g � � � � � � � 4 2 0 C H A P T E R 1 1 M o re O b j e c t - O r i e n t e d P ro g r a m m i n g C o n c e p t s � � � � � � � � � � � � � � � 4 6 4 C H A P T E R 1 2 E v e n t - D r i v e n G U I P ro g r a m m i n g , M u l t i t h re a d i n g , a n d   A n i m a t i o n � � � � � � 5 0 7 A P P E N D I X A U n d e r s t a n d i n g N u m b e r i n g S y s t e m s a n d C o m p u t e r C o d e s � � � � � � � � � � 5 3 9 A P P E N D I X B S o l v i n g D i f f i c u l t S t r u c t u r i n g P ro b l e m s � � � 5 4 7 G l o s s a r y � � � � � � � � � � � � � � � � 5 5 6 I n d e x � � � � � � � � � � � � � � � � � 5 7 1 v Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300 Contents P re f a c e � � � � � � � � � � � � � � � � x v i C H A P T E R 1 A n O v e r v i e w o f C o m p u t e r s a n d P ro g r a m m i n g � 1 Understanding Computer Systems � � � � � � � � � � � � � 2 Understanding Simple Program Logic � � � � � � � � � � � � 5 Understanding the Program Development Cycle � � � � � � � 8 Understanding the Problem � � � � � � � � � � � � � � � � 8 Planning the Logic � � � � � � � � � � � � � � � � � � � 10 Coding the Program � � � � � � � � � � � � � � � � � � 10 Using Software to Translate the Program into Machine Language � � � � � � � � � � � � � � � � � � � � � � 11 Testing the Program � � � � � � � � � � � � � � � � � � 12 Putting the Program into Production� � � � � � � � � � � 13 Maintaining the Program � � � � � � � � � � � � � � � � 14 Using Pseudocode Statements and Flowchart Symbols � � � 15 Writing Pseudocode � � � � � � � � � � � � � � � � � � 15 Drawing Flowcharts � � � � � � � � � � � � � � � � � � 17 Repeating Instructions � � � � � � � � � � � � � � � � � 19 Using a Sentinel Value to End a Program � � � � � � � � � 20 Understanding Programming and User Environments � � � � 23 Understanding Programming Environments � � � � � � � 23 Understanding User Environments � � � � � � � � � � � 25 Understanding the Evolution of Programming Models � � � � 27 Chapter Summary � � � � � � � � � � � � � � � � � � � � 28 Key Terms � � � � � � � � � � � � � � � � � � � � � � � 29 Exercises � � � � � � � � � � � � � � � � � � � � � � � � 32 C H A P T E R 2 E l e m e n t s o f H i g h - Q u a l i t y P ro g r a m s � � � � � 3 8 Declaring and Using Variables and Constants � � � � � � � 39 Understanding Data Types � � � � � � � � � � � � � � � 39 Understanding Unnamed, Literal Constants � � � � � � � 39 Working with Variables � � � � � � � � � � � � � � � � � 40 Understanding a Declaration’s Data Type � � � � � � � � 41 vii Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300 Understanding a Declaration’s Identifier � � � � � � � � � 42 Assigning Values to Variables � � � � � � � � � � � � � � 45 Declaring Named Constants � � � � � � � � � � � � � � 46 Performing Arithmetic Operations � � � � � � � � � � � � � 47 The Integer Data Type � � � � � � � � � � � � � � � � � 50 Understanding the Advantages of Modularization � � � � � � 51 Modularization Provides Abstraction� � � � � � � � � � � 52 Modularization Helps Multiple Programmers to Work on a Problem � � � � � � � � � � � � � � � � � � � � 53 Modularization Allows You to Reuse Work � � � � � � � � 53 Modularizing a Program � � � � � � � � � � � � � � � � 54 Declaring Variables and Constants within Modules � � � � � 58 Understanding the Most Common Configuration for Mainline Logic � � � � � � � � � � � � � � � � � � � 60 Creating Hierarchy Charts � � � � � � � � � � � � � � � 64 Features of Good Program Design � � � � � � � � � � � � 66 Using Program Comments � � � � � � � � � � � � � � � 67 Choosing Identifiers � � � � � � � � � � � � � � � � � � 69 Designing Clear Statements � � � � � � � � � � � � � � 71 Writing Clear Prompts and Echoing Input � � � � � � � � 72 Maintaining Good Programming Habits � � � � � � � � � � 74 Chapter Summary � � � � � � � � � � � � � � � � � � � � 75 Key Terms � � � � � � � � � � � � � � � � � � � � � � � 76 Exercises � � � � � � � � � � � � � � � � � � � � � � � � 79 C H A P T E R 3 U n d e r s t a n d i n g S t r u c t u re � � � � � � � � � � 8 7 The Disadvantages of Unstructured Spaghetti Code � � � � 88 Understanding the Three Basic Structures � � � � � � � � � 90 The Sequence Structure � � � � � � � � � � � � � � � � 90 The Selection Structure � � � � � � � � � � � � � � � � 91 The Loop Structure � � � � � � � � � � � � � � � � � � 92 Combining Structures � � � � � � � � � � � � � � � � � 93 Using a Priming Input to Structure a Program � � � � � � � 99 Understanding the Reasons for Structure � � � � � � � � � 106 Recognizing Structure � � � � � � � � � � � � � � � � � � 107 Structuring and Modularizing Unstructured Logic � � � � � � 110 Chapter Summary � � � � � � � � � � � � � � � � � � � � 115 Key Terms � � � � � � � � � � � � � � � � � � � � � � � 115 Exercises � � � � � � � � � � � � � � � � � � � � � � � � 117 C O N T E N T S viii Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300 C H A P T E R 4 M a k i n g D e c i s i o n s � � � � � � � � � � � � 1 2 4 The Selection Structure � � � � � � � � � � � � � � � � � 125 Using Relational Comparison Operators � � � � � � � � � � 129 Avoiding a Common Error with Relational Operators � � � 133 Understanding AND Logic � � � � � � � � � � � � � � � � 134 Nesting AND Decisions for Efficiency � � � � � � � � � � 137 Using the AND Operator � � � � � � � � � � � � � � � � 139 Avoiding Common Errors in an AND Selection � � � � � � 141 Understanding OR Logic � � � � � � � � � � � � � � � � � 143 Writing OR Selections for Efficiency � � � � � � � � � � � 145 Using the OR Operator � � � � � � � � � � � � � � � � � 147 Avoiding Common Errors in an OR Selection � � � � � � � 147 Understanding NOT Logic � � � � � � � � � � � � � � � � 153 Avoiding a Common Error in a NOT Expression � � � � � � 154 Making Selections within Ranges � � � � � � � � � � � � � 155 Avoiding Common Errors When Using Range Checks � � � 157 Understanding Precedence When Combining AND and OR Operators � � � � � � � � � � � � � � � � � 160 Understanding the case Structure � � � � � � � � � � � � 163 Chapter Summary � � � � � � � � � � � � � � � � � � � � 165 Key Terms � � � � � � � � � � � � � � � � � � � � � � � 166 Exercises � � � � � � � � � � � � � � � � � � � � � � � � 167 C H A P T E R 5 L o o p i n g � � � � � � � � � � � � � � � � 1 7 6 Appreciating the Advantages of Looping � � � � � � � � � � 177 Using a Loop Control Variable � � � � � � � � � � � � � � 179 Using a Definite Loop with a Counter � � � � � � � � � � 179 Using an Indefinite Loop with a Sentinel Value � � � � � � 181 Understanding the Loop in a Program’s Mainline Logic � � 183 Nested Loops � � � � � � � � � � � � � � � � � � � � � � 185 Avoiding Common Loop Mistakes � � � � � � � � � � � � � 190 Mistake: Failing to Initialize the Loop Control Variable � � � 190 Mistake: Neglecting to Alter the Loop Control Variable � � 191 Mistake: Using the Wrong Type of Comparison When Testing the Loop Control Variable � � � � � � � � � � � 192 Mistake: Including Statements Inside the Loop Body that Belong Outside the Loop � � � � � � � � � � � � � 194 Using a for Loop � � � � � � � � � � � � � � � � � � � � 199 Using a Posttest Loop � � � � � � � � � � � � � � � � � � 201 Recognizing the Characteristics Shared by Structured Loops � � � � � � � � � � � � � � � � � � 203 ix C O N T E N T S Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300 Common Loop Applications � � � � � � � � � � � � � � � 205 Using a Loop to Accumulate Totals � � � � � � � � � � � 205 Using a Loop to Validate Data � � � � � � � � � � � � � 209 Limiting a Reprompting Loop � � � � � � � � � � � � � � 209 Validating a Data Type � � � � � � � � � � � � � � � � � 212 Validating Reasonableness and Consistency of Data � � � 213 Comparing Selections and Loops � � � � � � � � � � � � � 214 Chapter Summary � � � � � � � � � � � � � � � � � � � � 218 Key Terms � � � � � � � � � � � � � � � � � � � � � � � 218 Exercises � � � � � � � � � � � � � � � � � � � � � � � � 220 C H A P T E R 6 A r r a y s � � � � � � � � � � � � � � � � � 2 2 7 Storing Data in Arrays � � � � � � � � � � � � � � � � � � 228 How Arrays Occupy Computer Memory � � � � � � � � � 228 How an Array Can Replace Nested Decisions� � � � � � � � 231 Using Constants with Arrays � � � � � � � � � � � � � � � 238 Using a Constant as the Size of an Array � � � � � � � � 238 Using Constants as Array Element Values � � � � � � � � 239 Using a Constant as an Array Subscript � � � � � � � � � 239 Searching an Array for an Exact Match � � � � � � � � � � 240 Using Parallel Arrays � � � � � � � � � � � � � � � � � � 244 Improving Search Efficiency � � � � � � � � � � � � � � 248 Searching an Array for a Range Match� � � � � � � � � � � 250 Remaining within Array Bounds � � � � � � � � � � � � � � 255 Understanding Array Size � � � � � � � � � � � � � � � 255 Understanding Subscript Bounds � � � � � � � � � � � � 255 Using a for Loop to Process an Array � � � � � � � � � � 258 Chapter Summary � � � � � � � � � � � � � � � � � � � � 260 Key Terms � � � � � � � � � � � � � � � � � � � � � � � 261 Exercises � � � …