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An Introduction to
Programming with C++

An Introduction to
Programming with C++

Diane Zak

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An Introduction to Programming with C++, © 2016 Cengage Learning
Eighth Edition
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Diane Zak
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Printed in the United States of America

Print Number: 01 Print Year: 2016

Brief Contents

Pref ace . . . . . . . . . . . . . . . . . . . . . . . . . xi v
Read T h is B ef o re You Begi n . . . . . . . . . . . . . . . xv i i i
Chapt e r 1 A n I n t ro du ct io n to Programmi ng . . . . . . . . . . . . . . 1
Chapt e r 2 B eg in n in g t h e Probl em- Sol v i ng Process . . . . . . . . . . . 23
Chapt e r 3 Var iables an d Constants . . . . . . . . . . . . . . . . . 51
Chapt e r 4 Co m plet in g t h e Probl em- Sol v i ng Process . . . . . . . . . . 75
Chapt e r 5 T h e Select io n Structure . . . . . . . . . . . . . . . . . 113
Chapt e r 6 M o re o n t h e Selecti on Structure . . . . . . . . . . . . . 157
Chapt e r 7 T h e Repet it io n Structure . . . . . . . . . . . . . . . . 201
C HAPT E R 8 M o re o n t h e Repeti ti on Structure . . . . . . . . . . . . . 247
C HAPT E R 9 Valu e-Ret u r n in g Functi ons . . . . . . . . . . . . . . . . 279
C HAPT E R 10 Vo id F u n ct io n s . . . . . . . . . . . . . . . . . . . . . 329
C HAPT E R 11 On e-Dim en s io n a l Array s . . . . . . . . . . . . . . . . . 369
C HAPT E R 12 Tw o -Dim en s io n a l Array s . . . . . . . . . . . . . . . . . 425
C HAPT E R 13 St r in g s . . . . . . . . . . . . . . . . . . . . . . . . 461
C HAPT E R 14 Sequ en t ial A ccess Fi l es . . . . . . . . . . . . . . . . . 511
C HAPT E R 15 Clas s es an d Obj ects . . . . . . . . . . . . . . . . . . 551
A pp endix A C+ + Keyw o rds . . . . . . . . . . . . . . . . . . . . . 593
A pp endix B A SC II Co des . . . . . . . . . . . . . . . . . . . . . . 595
A pp endix C Co m m o n Syn t ax Errors . . . . . . . . . . . . . . . . . 597
A pp endix D Ho w To B o xes . . . . . . . . . . . . . . . . . . . . . 599
I n dex . . . . . . . . . . . . . . . . . . . . . . . . . 603

The Answers.pdf and data files can be found online at CengageBrain.com.

Contents

Pref ace . . . . . . . . . . . . . . . . . . . . . . . . . xi v
R ead T h is B ef o re Yo u Begi n . . . . . . . . . . . . . . . xv i i i

Chapt e r 1 A n I n t ro du ct io n t o Programmi ng . . . . . . . . . . . . . . 1
Programming a Computer . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
The Programmer’s Job . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Employment Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
A Brief History of Programming Languages . . . . . . . . . . . . . . . . . . . . 3
Machine Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Assembly Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
High-Level Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Control Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
The Sequence Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
The Selection Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
The Repetition Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
LAB 1-1 Stop and Analyze . . . . . . . . . . . . . . . . . . . . . . . . . . 10
LAB 1-2 Plan and Create . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
LAB 1-3 Modify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
LAB 1-4 What’s Missing? . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Chapter 2 B eg in n in g t h e Pro blem- Sol v i ng Process . . . . . . . . . . . 23

Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Solving Everyday Problems . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Creating Computer Solutions to Problems . . . . . . . . . . . . . . . . . . . . 25
Step 1—Analyze the Problem . . . . . . . . . . . . . . . . . . . . . . . . . 26
Hints for Analyzing Problems . . . . . . . . . . . . . . . . . . . . . . . . . 26
Step 2—Plan the Algorithm . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Step 3—Desk-Check the Algorithm . . . . . . . . . . . . . . . . . . . . . . . 31
The Gas Mileage Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
LAB 2-1 Stop and Analyze . . . . . . . . . . . . . . . . . . . . . . . . . . 36
LAB 2-2 Plan and Create . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
LAB 2-3 Modify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
LAB 2-4 What’s Missing? . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
LAB 2-5 Desk-Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
LAB 2-6 Debug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Chapt er 3 Var iables an d Constants . . . . . . . . . . . . . . . . . 51

Beginning Step 4 in the Problem-Solving Process . . . . . . . . . . . . . . . . 52
Internal Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Selecting a Name for a Memory Location . . . . . . . . . . . . . . . . . . . . 53
Revisiting the Addison O’Reilly Problem from Chapter 2 . . . . . . . . . . . . . 54
Selecting a Data Type for a Memory Location . . . . . . . . . . . . . . . . . . 55
How Data Is Stored in Internal Memory . . . . . . . . . . . . . . . . . . . . 57
Selecting an Initial Value for a Memory Location . . . . . . . . . . . . . . . . . 60
Declaring a Memory Location . . . . . . . . . . . . . . . . . . . . . . . . . 62
LAB 3-1 Stop and Analyze . . . . . . . . . . . . . . . . . . . . . . . . . . 64
LAB 3-2 Plan and Create . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
LAB 3-3 Modify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
LAB 3-4 What’s Missing? . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
LAB 3-5 Desk-Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
LAB 3-6 Debug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Chapt er 4 Co m plet in g t h e Probl em- Sol v i ng Process . . . . . . . . . . 75

Finishing Step 4 in the Problem-Solving Process . . . . . . . . . . . . . . . . . 76
Getting Data from the Keyboard . . . . . . . . . . . . . . . . . . . . . . . . 76
Displaying Messages on the Computer Screen . . . . . . . . . . . . . . . . . . 78
Arithmetic Operators in C++ . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Type Conversions in Arithmetic Expressions . . . . . . . . . . . . . . . . . . 82
The static_cast Operator . . . . . . . . . . . . . . . . . . . . . . . . . 83
Assignment Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Arithmetic Assignment Operators . . . . . . . . . . . . . . . . . . . . . . . 87
Step 5—Desk-Check the Program . . . . . . . . . . . . . . . . . . . . . . . 88
Step 6—Evaluate and Modify the Program . . . . . . . . . . . . . . . . . . . . 90
LAB 4-1 Stop and Analyze . . . . . . . . . . . . . . . . . . . . . . . . . . 94
LAB 4-2 Plan and Create . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
LAB 4-3 Modify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
LAB 4-4 What’s Missing? . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
LAB 4-5 Desk-Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
LAB 4-6 Debug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

Chapt e r 5 T h e Select io n St r u ct u re . . . . . . . . . . . . . . . . . 113

Making Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Flowcharting a Selection Structure . . . . . . . . . . . . . . . . . . . . . . . 116
Coding Selection Structures in C++ . . . . . . . . . . . . . . . . . . . . . . 118
Comparison Operators . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Swapping Numeric Values . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Displaying the Area or Circumference . . . . . . . . . . . . . . . . . . . . . 124
Logical Operators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Using the Truth Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
A Different Version of the Area or Circumference Program . . . . . . . . . . . . 130
Summary of Operators . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Converting a Character to Uppercase or Lowercase . . . . . . . . . . . . . . . 133
Formatting Numeric Output . . . . . . . . . . . . . . . . . . . . . . . . . . 134
LAB 5-1 Stop and Analyze . . . . . . . . . . . . . . . . . . . . . . . . . . 137
LAB 5-2 Plan and Create . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
LAB 5-3 Modify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
LAB 5-4 What’s Missing? . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
LAB 5-5 Desk-Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
LAB 5-6 Debug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

Chapt er 6 M o re o n t h e Select io n Structure . . . . . . . . . . . . . 1 57

Nested Selection Structures . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Flowcharting a Nested Selection Structure . . . . . . . . . . . . . . . . . . . 161
Coding a Nested Selection Structure . . . . . . . . . . . . . . . . . . . . . . 163
Logic Errors in Selection Structures . . . . . . . . . . . . . . . . . . . . . . 165
First Logic Error: Using a Compound Condition Rather Than a Nested
Selection Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Second Logic Error: Reversing the Outer and Nested Decisions . . . . . . . . . 169
Third Logic Error: Using an Unnecessary Nested Selection Structure . . . . . . 169
Fourth Logic Error: Including an Unnecessary Comparison in a Condition . . . . 170
Multiple-Alternative Selection Structures . . . . . . . . . . . . . . . . . . . . 173
The switch Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
LAB 6-1 Stop and Analyze . . . . . . . . . . . . . . . . . . . . . . . . . . 177
LAB 6-2 Plan and Create . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
LAB 6-3 Modify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
LAB 6-4 What’s Missing? . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
LAB 6-5 Desk-Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
LAB 6-6 Debug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187

Chapt e r 7 T h e Repet it io n Structure . . . . . . . . . . . . . . . . 201

Repeating Program Instructions . . . . . . . . . . . . . . . . . . . . . . . . 202
Using a Pretest Loop to Solve a Real-World Problem . . . . . . . . . . . . . . . 204
Flowcharting a Pretest Loop . . . . . . . . . . . . . . . . . . . . . . . . . 206
The while Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Using Counters and Accumulators . . . . . . . . . . . . . . . . . . . . . . . 211
The Stock Price Program . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Counter-Controlled Pretest Loops . . . . . . . . . . . . . . . . . . . . . . . 217
The for Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
The Total Payroll Program . . . . . . . . . . . . . . . . . . . . . . . . . . 220
The Tip Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Another Version of the Commission Program . . . . . . . . . . . . . . . . . 224
The Even Integers Program . . . . . . . . . . . . . . . . . . . . . . . . . 226
LAB 7-1 Stop and Analyze . . . . . . . . . . . . . . . . . . . . . . . . . . 229
LAB 7-2 Plan and Create . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
LAB 7-3 Modify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
LAB 7-4 What’s Missing? . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
LAB 7-5 Desk-Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
LAB 7-6 Debug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239

Chapter 8 M o re o n t h e Repeti ti on Structure . . . . . . . . . . . . . 247

Posttest Loops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248
Flowcharting a Posttest Loop . . . . . . . . . . . . . . . . . . . . . . . . . 250
The do while Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
Nested Repetition Structures . . . . . . . . . . . . . . . . . . . . . . . . . 254
The Clock Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255
The Car Depreciation Program . . . . . . . . . . . . . . . . . . . . . . . . . 258
LAB 8-1 Stop and Analyze . . . . . . . . . . . . . . . . . . . . . . . . . . 262
LAB 8-2 Plan and Create . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
LAB 8-3 Modify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
LAB 8-4 What’s Missing? . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
LAB 8-5 Desk-Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
LAB 8-6 Debug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270

Chapter 9 Valu e-Ret u r n in g Functi ons . . . . . . . . . . . . . . . . 279

Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280
Value-Returning Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
The pow Function . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281

The sqrt Function . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282

The Hypotenuse Program . . . . . . . . . . . . . . . . . . . . . . . . . . 283
The rand , srand , and time Functions . . . . . . . . . . . . . . . . . . . . . 285
The Guessing Game Program . . . . . . . . . . . . . . . . . . . . . . . . 289
Creating Program-Defined Value-Returning Functions . . . . . . . . . . . . . . . 291
Calling a Function . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
The Savings Account Program . . . . . . . . . . . . . . . . . . . . . . . . 295
Function Prototypes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
Completing the Savings Account Program . . . . . . . . . . . . . . . . . . . 298
The Scope and Lifetime of a Variable . . . . . . . . . . . . . . . . . . . . . . 304
LAB 9-1 Stop and Analyze . . . . . . . . . . . . . . . . . . . . . . . . . . 305
LAB 9-2 Plan and Create . . . . . . . . . . . . . . . . . . . . . . . . . . . 307
LAB 9-3 Modify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314
LAB 9-4 What’s Missing? . . . . . . . . . . . . . . . . . . . . . . . . . . . 314
LAB 9-5 Desk-Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315
LAB 9-6 Debug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316
Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317
Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320

Chapt er 10 Vo id F u n ct io n s . . . . . . . . . . . . . . . . . . . . . 329
Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330
Creating Program-Defined Void Functions . . . . . . . . . . . . . . . . . . . . 331
Passing Variables to a Function . . . . . . . . . . . . . . . . . . . . . . . . 337
Reviewing Passing Variables by Value . . . . . . . . . . . . . . . . . . . . . 338
Passing Variables by Reference . . . . . . . . . . . . . . . . . . . . . . . 341
LAB 10-1 Stop and Analyze . . . . . . . . . . . . . . . . . . . . . . . . . 345
LAB 10-2 Plan and Create . . . . . . . . . . . . . . . . . . . . . . . . . . 347
LAB 10-3 Modify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356
LAB 10-4 What’s Missing? . . . . . . . . . . . . . . . . . . . . . . . . . . 356
LAB 10-5 Desk-Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356
LAB 10-6 Debug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357
Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 358
Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 358
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360

Chapter 11 On e-Dim en s io n al Ar r ay s . . . . . . . . . . . . . . . . . 369

Arrays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370
One-Dimensional Arrays . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370
Declaring and Initializing a One-Dimensional Array . . . . . . . . . . . . . . . 371
Entering Data into a One-Dimensional Array . . . . . . . . . . . . . . . . . . 373
Displaying the Contents of a One-Dimensional Array . . . . . . . . . . . . . . 375
The Calories Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376
Passing a One-Dimensional Array to a Function . . . . . . . . . . . . . . . . . 382
Calculating a Total and an Average . . . . . . . . . . . . . . . . . . . . . . . 384

The Social Media Program—Searching an Array . . . . . . . . . . . . . . . . . 385

The Currency Converter Program—Accessing an Individual Element . . . . . . . . 388
The Highest Number Program—Finding the Highest Value . . . . . . . . . . . . 391
Parallel One-Dimensional Arrays . . . . . . . . . . . . . . . . . . . . . . . . 396
Sorting the Data Stored in a One-Dimensional Array . . . . . . . . . . . . . . . 399
LAB 11-1 Stop and Analyze . . . . . . . . . . . . . . . . . . . . . . . . . 406
LAB 11-2 Plan and Create . . . . . . . . . . . . . . . . . . . . . . . . . . 407
LAB 11-3 Modify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411
LAB 11-4 What’s Missing? . . . . . . . . . . . . . . . . . . . . . . . . . . 411
LAB 11-5 Desk-Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411
LAB 11-6 Debug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413
Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416

Chapter 12 Tw o -Dim en s io n al Array s . . . . . . . . . . . . . . . . . 425

Using Two-Dimensional Arrays . . . . . . . . . . . . . . . . . . . . . . . . . 426
Declaring and Initializing a Two-Dimensional Array . . . . . . . . . . . . . . . 427
Entering Data into a Two-Dimensional Array . . . . . . . . . . . . . . . . . . 428
Displaying the Contents of a Two-Dimensional Array . . . . . . . . . . . . . . 431
The Chapton Company Program . . . . . . . . . . . . . . . . . . . . . . . 432
Accumulating the Values Stored in a Two-Dimensional Array . . . . . . . . . . . 434
Searching a Two-Dimensional Array . . . . . . . . . . . . . . . . . . . . . . 436
Passing a Two-Dimensional Array to a Function . . . . . . . . . . . . . . . . . 443
LAB 12-1 Stop and Analyze . . . . . . . . . . . . . . . . . . . . . . . . . 444
LAB 12-2 Plan and Create . . . . . . . . . . . . . . . . . . . . . . . . . . 446
LAB 12-3 Modify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 449
LAB 12-4 What’s Missing? . . . . . . . . . . . . . . . . . . . . . . . . . . 449
LAB 12-5 Desk-Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . 449
LAB 12-6 Debug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 450
Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 450
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 450
Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 451
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 452

Chapter 13 St r in g s . . . . . . . . . . . . . . . . . . . . . . . . 461
The string Data Type . . . . . . . . . . . . . . . . . . . . . . . . . . . . 462
Getting String Input from the Keyboard . . . . . . . . . . . . . . . . . . . . . 462
The Primrose Auction House Program . . . . . . . . . . . . . . . . . . . . . 464
The ignore Function . . . . . . . . . . . . . . . . . . . . . . . . . . . . 468
Determining the Number of Characters in a string Variable . . . . . . . . . . . 471
Accessing the Characters in a string Variable . . . . . . . . . . . . . . . . . 473
Searching the Contents of a string Variable . . . . . . . . . . . . . . . . . . 477
Removing Characters from a string Variable . . . . . . . . . . . . . . . . . . 481
Replacing Characters in a string Variable . . . . . . . . . . . . . . . . . . . 484
Inserting Characters Within a string Variable . . . . . . . . . . . . . . . . . 485

Duplicating a Character Within a string Variable . . . . . . . . . . . . . . . . 487

Concatenating Strings . . . . . . . . . . . . . . . . . . . . . . . . . . . . 489
LAB 13-1 Stop and Analyze . . . . . . . . . . . . . . . . . . . . . . . . . 491
LAB 13-2 Plan and Create . . . . . . . . . . . . . . . . . . . . . . . . . . 492
LAB 13-3 Modify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 497
LAB 13-4 What’s Missing? . . . . . . . . . . . . . . . . . . . . . . . . . . 497
LAB 13-5 Desk-Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . 498
LAB 13-6 Debug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 498
Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 499
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 500
Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 501
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 504

Chapter 14 Sequ en t ial A cces s F iles . . . . . . . . . . . . . . . . . 511

File Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 512
Creating File Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 512
Opening a Sequential Access File . . . . . . . . . . . . . . . . . . . . . . . 514
Determining Whether a File Was Opened Successfully . . . . . . . . . . . . . 516
Writing Data to a Sequential Access File . . . . . . . . . . . . . . . . . . . . 518
Reading Information from a Sequential Access File . . . . . . . . . . . . . . . 519
Testing for the End of a Sequential Access File . . . . . . . . . . . . . . . . 522
Closing a Sequential Access File . . . . . . . . . . . . . . . . . . . . . . . . 522
The eBook Collection Program . . . . . . . . . . . . . . . . . . . . . . . . . 523
LAB 14-1 Stop and Analyze . . . . . . . . . . . . . . . . . . . . . . . . . 528
LAB 14-2 Plan and Create . . . . . . . . . . . . . . . . . . . . . . . . . . 530
LAB 14-3 Modify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 539
LAB 14-4 What’s Missing? . . . . . . . . . . . . . . . . . . . . . . . . . . 540
LAB 14-5 Desk-Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . 540
LAB 14-6 Debug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 541
Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 541
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 542
Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 543
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 544

Chapter 15 Clas s es an d Object s . . . . . . . . . . . . . . . . . . 551

Object-Oriented Terminology . . . . . . . . . . . . . . . . . . . . . . . . . . 552
Defining a Class in C++ . . . . . . . . . . . . . . . . . . . . . . . . . . . . 553
Instantiating an Object and Referring to a Public Member . . . . . . . . . . . . 556
Exa mple 1—A Class That Contains a Private Data Member
and Public Member Methods . . . . . . . . . . . . . . . . . . . . . . . 557
Header Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 561
Example 2—A Class That Contains a Parameterized Constructor . . . . . . . . . 562
Example 3—Reusing a Class . . . . . . . . . . . . . . . . . . . . . . . . . 565
Example 4—A Class That Contains Overloaded Methods . . . . . . . . . . . . . 566
LAB 15-1 Stop and Analyze . . . . . . . . . . . . . . . . . . . . . . . . . 569
LAB 15-2 Plan and Create . . . . . . . . . . . . . . . . . . . . . . . . . . 571
LAB 15-3 Modify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 576

LAB 15-4 What’s Missing? . . . . . . . . . . . . . . . . . . . . . . . . . . 576

LAB 15-5 Desk-Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . 576
LAB 15-6 Debug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 578
Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 578
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 579
Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 580
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 581

App endix A C+ + Keyw o rds . . . . . . . . . . . . . . . . . . . . . 593

A pp endix B A SC II Co des . . . . . . . . . . . . . . . . . . . . . . 595

A pp endix C Co m m o n Syn t ax Errors . . . . . . . . . . . . . . . . . 597

A pp endix D H o w To B o xes . . . . . . . . . . . . . . . . . . . . . 599

In dex . . . . . . . . . . . . . . . . . . . . . . . . . 603

The Answers.pdf and data files can be found online at CengageBrain.com.

Preface

An Introduction to Programming with C++, Eighth Edition uses the C++ programming language
to teach programming concepts. This book is designed for a beginning programming course.
Although the book provides instructions for using several specific C++ compilers (such as
® ®
Microsoft Visual C++ , Dev-C++, and Code::Blocks), it can be used with most C++ compilers,
often with little or no modification.

Organization and Coverage

An Introduction to Programming with C++, Eighth Edition contains 15 chapters and several
appendices. In the chapters, students with no previous programming experience learn how to
plan and create well-structured programs. They also learn how to write programs using the
sequence, selection, and repetition structures, as well as how to create and manipulate functions,
sequential access files, arrays, strings, classes, and objects.

Approach
An Introduction to Programming with C++, Eighth Edition is distinguished from other textbooks
because of its unique approach, which motivates students by demonstrating why they need to
learn the concepts and skills presented. Each chapter begins with an introduction to one or more
programming concepts. The concepts are illustrated with code examples and sample programs.
The sample programs allow the student to observe how the current concept can be used before
they are introduced to the next concept. The concepts are taught using standard C++ commands.
Following the concept portion in each chapter (except Chapter 1) are six labs: Stop and Analyze,
Plan and Create, Modify, What’s Missing?, Desk-Check, and Debug. Each lab teaches students
how to apply the chapter concepts; however, each does so in a different way.

Features
An Introduction to Programming with C++, Eighth Edition is an exceptional textbook because it
also includes the following features:
READ THIS BEFORE YOU BEGIN This section is consistent with Cengage Learning’s
unequaled commitment to helping instructors introduce technology into the classroom.
Technical considerations and assumptions about hardware, software, and default settings are
listed in one place to help instructors save time and eliminate unnecessary aggravation.

LABS Each chapter (except Chapter 1) contains six labs that teach students how to
apply the concepts taught in the chapter to real-world problems. In the first lab,
which is the Stop and Analyze lab, students are expected to stop and analyze an
existing program. Students plan and create a program in the Plan and Create lab,
which is the second lab. The third lab is the Modify lab. This lab requires students to

modify an existing program. In the fourth lab, which is the new What’s Missing? lab, students are
asked to find one or more missing instructions in a program. However, before they can
accomplish this task, they must put the existing instructions in the proper order. The fifth lab is
the Desk-Check lab, in which students follow the logic of a program by desk-checking it. The
sixth lab is the Debug lab. This lab gives students an opportunity to find and correct the errors in
an existing program. Answers to the labs are provided in the Answers.pdf file available at
CengageBrain.com. Providing the answers allows students to determine whether they have
mastered the material covered in the chapter.

HOW TO BOXES The How To boxes in each chapter summarize important concepts and
rovide a quick reference for students. The How To boxes that introduce new statements,
p
operators, stream manipulators, or functions contain the syntax and examples of using the syntax.
STANDARD C++ SYNTAX Like the previous edition of the book, this edition uses the standard
C++ syntax in the examples, sample programs, and exercises in each chapter.
PSEUDOCODE AND FLOWCHARTS Both planning tools are shown for many of the programs
within the chapters.
TIP These notes provide additional information about the current concept. Examples
include alternative ways of writing statements, warnings about common mistakes made
when using a particular command, and reminders of related concepts learned in previous
chapters.
MINI-QUIZZES Mini-Quizzes are strategically placed to test students’ knowledge at various
points in each chapter. Answers to the quiz questions are provided in the Answers.pdf file,
allowing students to determine whether they have mastered the material covered thus far before
continuing with the chapter.
WANT MORE INFO? FILES These notes direct students to files that accompany
each chapter in the book. The files contain additional examples and further
explanations of the concepts covered in the chapter. The files are in PDF format and
are available online at CengageBrain.com. Search for the ISBN associated with your
book (from the back cover of your book) using the search box at the top of the page.
This will take you to the product page where free companion resources can be found.
SUMMARY A Summary section follows the labs in each chapter. The Summary section recaps
the programming concepts and commands covered in the chapter.
KEY TERMS Following the Summary section in each chapter is a listing of the key terms
introduced throughout the chapter, along with their definitions.
REVIEW QUESTIONS Review Questions follow the Key Terms section in each chapter.
The Review Questions test the students’ understanding of what they learned in the chapter.
PAPER AND PENCIL EXERCISES The Review Questions are followed by Pencil
and Paper Exercises, which are designated as TRY THIS, MODIFY THIS,
INTRODUCTORY, INTERMEDIATE, ADVANCED, and SWAT THE BUGS. The
answers to the TRY THIS Exercises are provided at the end of the chapter. The
ADVANCED Exercises provide practice in applying cumulative programming k nowledge or
allow students to explore alternative solutions to programming tasks. The SWAT THE BUGS
Exercises provide an opportunity for students to detect and correct errors in one or more lines
of code.

COMPUTER EXERCISES The Computer Exercises provide students with additional

Computer
practice of the skills and concepts they learned in the chapter. The Computer
Exercises are designated as TRY THIS, MODIFY THIS, INTRODUCTORY,
INTERMEDIATE, ADVANCED, and SWAT THE BUGS. The answers to the
TRY THIS Exercises are provided at the end of the chapter. The ADVANCED Exercises provide
practice in applying cumulative programming knowledge or allow students to explore a lternative
solutions to programming tasks. The SWAT THE BUGS Exercises provide an opportunity for
students to detect and correct errors in an existing program.

New to this Edition!

ANSWERS.PDF FILE The answers to the Mini-Quizzes and Labs are now contained
in the Answers.pdf file (rather than in Appendix A); this file is available to students at
CengageBrain.com.
NEW EXAMPLES, PROGRAMS, LABS, QUESTIONS, AND EXERCISES The chapters
contain new code examples, sample programs, Labs, Review Questions, and Exercises.
WHAT’S MISSING? LAB The chapters contain a new Lab called What’s Missing?.
In the What’s Missing? Lab, students must determine the one or more missing
instructions in a program. However, before they can do this, they must first put the
existing instructions in the proper order.

VIDEOS These notes direct students to videos that accompany each chapter in the
book. Many of the videos have been revised from the previous edition. The videos
explain and/or demonstrate one or more of the chapter’s concepts. The videos are
available online at CengageBrain.com. Search for the ISBN associated with your book (from the
back cover of your book) using the search box at the top of the page. This will take you to the
product page where free companion resources can be found.
INSTALLATION VIDEOS These videos, which have been revised from the previous
edition, show students how to install various C++ compilers (such as Microsoft Visual
C++, Dev-C++, and Code::Blocks). The videos are named Ch04-Installation
developmentTool, where developmentTool is the name of the C++ development tool covered in
the video. The videos are available online at CengageBrain.com. Search for the ISBN associated
with your book (from the back cover of your book) using the search box at the top of the page.
This will take you to the product page where free companion resources can be found.
STEP-BY-STEP INSTRUCTIONS This book is accompanied by files that contain step-by-step
instructions for completing Labs 4-2, 4-3, 4-4, 4-6, 5-2, 5-3, and 5-6 using various
C++ compilers. The files, which have been revised from the previous edition, are named
Ch04-Lab4-X developmentTool.pdf and Ch05-Lab5-X developmentTool.pdf, where X represents
the lab number, and developmentTool is the name of the C++ development tool covered in the
file. The files are in PDF format and are available online at www.cengagebrain.com. Search for
the ISBN associated with your book (from the back cover of your book) using the search box at
the top of the page. This will take you to the product page where free companion resources can
be found.
APPENDICES Appendices B, C, D, and E are now Appendices A, B, C, and D. The information
in Appendix A from the previous edition is now contained in the Answers.pdf file.
POW FUNCTION The pow function is now covered along with the built-in value-returning
functions in Chapter 9 (rather than in Chapter 8).

Instructor Resources
The following resources are available on the Instructor Companion Site (sso.cengage.com) to
instructors who have adopted this book. Search for this title by ISBN, title, author, or keyword.
From the Product Overview page, select the Instructor’s Companion Site link to access your
complementary resources.
INSTRUCTOR’S MANUAL The Instructor’s Manual follows the text chapter by chapter to assist
you in planning and organizing an effective, engaging course. The manual includes learning
objectives, chapter overviews, ideas for classroom activities, and additional resources. A sample
course Syllabus is also available.
TEST BANK Cengage Learning Testing Powered by Cognero is a flexible, online system that
allows you to:
•• author, edit, and manage test bank content from multiple Cengage Learning solutions
•• create multiple test versions in an instant
•• deliver tests from your LMS, your classroom or wherever you want

POWERPOINT PRESENTATIONS This book comes with Microsoft PowerPoint slides for
each chapter. These are included as a teaching aid for classroom presentation, to make available
to students on the network for chapter review, or to be printed for classroom distribution.
Instructors are encouraged to customize the slides to fit their course needs, and may add slides
to cover additional topics using the complete Figure Files from the text, also available on the
Instructor Companion Site.
SOLUTION FILES Solutions to the Labs, Review Questions, Pencil and Paper Exercises, and
Computer Exercises are available. The Solution Files also contain the sample programs that
appear in the figures throughout the book.
DATA FILES Data Files are required to complete many Labs and Computer Exercises in this
book. They are available on the Instructor Companion Site as well as on CengageBrain.com.

Acknowledgments
Writing a book is a team effort rather than an individual one. I would like to take this
opportunity to thank my team, especially Alyssa Pratt (Senior Content Developer), Jennifer
K. Feltri-George (Senior Content Project Manager), Marisa Taylor (Senior Project Manager),
and Nicole Ashton, Serge Palladino, Chris Scriver (Quality Assurance). Thank you for your
support, enthusiasm, patience, and hard work; it made a difficult task much easier. Last, but
certainly not least, I want to thank Fred D’Angelo, Pima Community College East Campus;
Charles Nelson, Rock Valley College; and Mark Shellman, Gaston College for their invaluable
ideas and comments.
Diane Zak

Read This Before

You Begin

Technical Information
Data Files
You will need data files to complete the Labs and Computer Exercises in this book. Your
instructor may provide the data files to you. You may obtain the files electronically at
CengageBrain.com. Search for the ISBN associated with your book (from the back cover of your
text) using the search box at the top of the page. This will take you to the product page where
free companion resources can be found.
Each chapter in this book has its own set of data files, which are stored in a separate folder
within the Cpp8 folder. The files for Chapter 4 are stored in the Cpp8\Chap04 folder. Similarly,
the files for Chapter 5 are stored in the Cpp8\Chap05 folder. Throughout this book, you will be
instructed to open files from or save files to these folders.
You can use a computer in your school lab or your own computer to complete the Labs and
Computer Exercises in this book.

Using Your Own Computer

To use your own computer to complete the Labs and Computer Exercises in this book, you will
need a C++ compiler. This book is accompanied by videos that show students how to install
various C++ compilers (such as Microsoft Visual C++, Dev-C++, and Code::Blocks). The
videos are named Ch04-Installation development Tool, where development Tool is the name of
the C++ development tool covered in the video. You may obtain the files electronically at
CengageBrain.com. Search for the ISBN associated with your book (from the back cover of
your book) using the search box at the top of the page. This will take you to the product page
where free companion resources can be found.
The book was written and Quality Assurance tested using Microsoft Visual C++ in Visual
Studio Ultimate 2015. It also was tested using Code::Blocks and Dev-C++. However, the book
can be used with most C++ compilers, often with little or no modification. At the time of
this writing, you can download a free copy of the Community Edition of Visual Studio 2015,
which contains the Visual C++ compiler, at https://www.visualstudio.com/en-us/downloads/
visual-studio-2015-downloads-vs.

After studying Chapter 1, you should be able to:

Define the terminology used in programming

Explain the tasks performed by a programmer
Understand the employment opportunities for programmers and
software engineers
Explain the history of programming languages
Explain the sequence, selection, and repetition structures
Write simple algorithms using the sequence, selection, and repetition
structures

Programming a Computer
In essence, the word programming means giving a mechanism the directions to accomplish a
task. If you are like most people, you’ve already programmed several mechanisms, such as your
digital video recorder (DVR), cell phone, or coffee maker. Like these devices, a computer also is a
mechanism that can be programmed.
The directions (typically called instructions) given to a computer are called computer programs
or, more simply, programs. The people who write programs are called p rogrammers. Program-
mers use a variety of special languages, called programming languages, to communicate with the
computer. Some popular programming languages are C++, Visual Basic, C#, Java, and Python. In
this book, you will use the C++ programming language.

The Programmer’s Job

When a company has a problem that requires a computer solution, typically it is a programmer
who comes to the rescue. The programmer might be an employee of the company; or he or she
might be a freelance programmer, which is a programmer who works on temporary contracts
Ch01-Programmers rather than for a long-term employer.
To begin the process of developing a program, the programmer meets with the user, who is
the person (or persons) responsible for describing the problem. In many cases, this person or
persons also will eventually use the solution. Depending on the complexity of the problem,
multiple programmers may be involved, and they may need to meet with the user several
times. Programming teams often contain subject matter experts, who may or may not be
programmers. For example, an accountant might be part of a team working on a program that
requires accounting expertise. The purpose of the initial meetings with the user is to determine
the exact problem and to agree on a solution.
After the programmer and user agree on the solution, the programmer begins converting the solu-
tion into a computer program. During the conversion phase, the programmer meets periodically
with the user to determine whether the program fulfills the user’s needs and to refine any details
of the solution. When the user is satisfied that the program does what he or she wants it to do, the
programmer rigorously tests the program with sample data before releasing it to the user, who will
test it further to verify that it correctly solves the problem. In many cases, the programmer also
provides the user with a manual that explains how to use the program. As this process indicates,
the creation of a good computer solution to a problem—in other words, the creation of a good
program—requires a great deal of interaction between the programmer and the user.

Employment Opportunities
When searching for a job in computer programming, you will encounter ads for “computer
programmers” as well as for “computer software engineers.” Although job titles and descriptions
vary, computer software engineers typically are responsible for designing an appropriate solution
Ch01-Programmer to a user’s problem, while computer programmers are responsible for translating the solution
Qualities into a language that the computer can understand—a process called coding. Software engineer-
ing is a higher-level position that requires the ability to envision solutions. Using a construction
analogy, software engineers are the architects, while programmers are the carpenters.
Keep in mind that, depending on the employer and the size and complexity of the user’s problem,
the design and coding tasks may be performed by the same employee, no matter what his or her
job title is. In other words, it’s not unusual for a software engineer to code his or her solution, just
as it’s not unusual for a programmer to have designed the solution he or she is coding.

Programmers and software engineers need to have strong problem-solving and analytical skills,
as well as the ability to communicate effectively with team members, end users, and other non-
technical personnel. Typically, computer software engineers are expected to have at least a bach-
elor’s degree in software engineering, computer science, or mathematics, along with practical
work experience, especially in the industry in which they are employed. Computer programmers
usually need at least an associate’s degree in computer science, mathematics, or information sys-
tems, as well as proficiency in one or more programming languages.
Computer programmers and software engineers are employed by companies in almost every
industry, such as telecommunications companies, software publishers, financial institutions,
insurance carriers, educational institutions, and government agencies. The Bureau of Labor
Statistics predicts that employment of computer software engineers will increase by 22 p ercent
from 2012 to 2022. The employment of computer programmers, on the other hand, will
increase by 8 percent over the same period. In addition, consulting opportunities for freelance
programmers and software engineers are expected to increase as companies look for ways to
reduce their payroll expenses.
There is a great deal of competition for programming and software engineering jobs, so jobseekers
will need to keep up to date with the latest programming languages and technologies. A competitive
edge may be gained by obtaining vendor-specific or language-specific certifications, as well as knowl-
edge of a prospective employer’s business. More information about computer programmers and
computer software engineers can be found on the Bureau of Labor Statistics Web site at www.bls.gov.

A Brief History of Programming Languages

Just as human beings communicate with each other through the use of languages such as E nglish,
Spanish, Hindi, and Chinese, programmers use a variety of programming languages to commu-
nicate with the computer. In the next sections, you will follow the progression of programming
languages from machine languages to assembly languages, and then to high-level languages. Ch01-History

Machine Languages
Within a computer, all data is represented by microscopic electronic switches that can be either
off or on. The off switch is designated by a 0, and the on switch is designated by a 1. Because
computers can understand only these on and off switches, the first programmers had to write
the program instructions using nothing but combinations of 0s and 1s; for example, a program
might contain the instruction 00101 10001 10000. Instructions written in 0s and 1s are called
machine language or machine code. The machine languages (each type of machine has its
own language) represent the only way to communicate directly with the computer. As you can
imagine, programming in machine language is very tedious and error-prone and requires highly
trained programmers.

Assembly Languages
Slightly more advanced programming languages are called assembly languages. The assembly
languages simplify the programmer’s job by allowing the programmer to use mnemonics in
place of the 0s and 1s in the program. Mnemonics are memory aids—in this case, alphabetic
abbreviations for instructions. For example, most assembly languages use the mnemonic ADD
to represent an add operation and the mnemonic MUL to represent a multiply operation. An
example of an instruction written in an assembly language is ADD bx, ax.
Programs written in an assembly language require an assembler, which also is a program,
to convert the assembly instructions into machine code—the 0s and 1s the computer can

understand. Although it is much easier to write programs in assembly language than in machine
language, programming in assembly language still is tedious and requires highly trained
programmers. Programs written in assembly language are machine specific and usually must be
rewritten in a different assembly language to run on different computers.

High-Level Languages
High-level languages represent the next major development in programming languages.
igh-level languages are a vast improvement over machine and assembly languages because
H
they allow the programmer to use instructions that more closely resemble the English language.
An example of an instruction written in a high-level language is grossPay = hours * rate. In
addition, high-level languages are more machine independent than are machine and assembly
languages. As a result, programs written in a high-level language can be used on many different
types of computers.
Programs written in a high-level language usually require a compiler, which also is a program,
to convert the English-like instructions into the 0s and 1s the computer can understand. Some
high-level languages also offer an additional program called an interpreter. Unlike a compiler,
which translates all of a program’s high-level instructions before running the program, an
interpreter translates the instructions line by line as the program is running.
Like their predecessors, the first high-level languages were used to create procedure-oriented
programs. When writing a procedure-oriented program, the programmer concentrates on
the major tasks that the program needs to perform. A payroll program, for example, typically
performs several major tasks, such as inputting the employee data, calculating the gross pay,
calculating the taxes, calculating the net pay, and outputting a paycheck. The programmer must
instruct the computer every step of the way, from the start of the task to its completion. In a
procedure-oriented program, the programmer determines and controls the order in which the
computer processes the instructions. In other words, the programmer must determine not only
the proper instructions to give the computer but the correct sequence of those instructions as
well. Examples of high-level languages used to create procedure-oriented programs include
COBOL (Common Business-Oriented Language), BASIC (Beginner’s All-Purpose Symbolic
Instruction Code), and C.

Most objects More advanced high-level languages can be used to create object-oriented programs in addition
in an object- to procedure-oriented ones. Different from a procedure-oriented program, which focuses
oriented on the individual tasks the program must perform, an object-oriented program requires
program are the programmer to focus on the objects that the program can use to accomplish its goal. The
designed objects can take on many different forms. For example, programs written for the Windows
to perform multiple
environment typically use objects such as check boxes, list boxes, and buttons. A payroll
tasks. These tasks are
program, on the other hand, might utilize objects found in the real world, such as a time card
programmed using the
same techniques used object, an employee object, or a check object.
in procedure-oriented Because each object in an object-oriented program is viewed as an independent unit, an object
programming.
can be used in more than one program, usually with little or no modification. A check object
used in a payroll program, for example, also can be used in a sales revenue program (which
receives checks from customers) and an accounts payable program (which issues checks to
creditors). The ability to use an object for more than one purpose enables code reuse, which
saves programming time and money—an advantage that contributes to the popularity of

bject-oriented programming. Examples of high-level languages that can be used to create both
o
procedure-oriented and object-oriented programs include C++, Visual Basic, Java, and C#. In this
book, you will learn how to use the C++ programming language to create procedure-oriented
and object-oriented programs.

The answers
Mini-Quiz 1-1 to Mini-Quiz
questions are
contained in the
1. Instructions written in 0s and 1s are called _________________________ language.
Answers.pdf file.
2. When writing a(n) _________________________ program, the programmer
concentrates on the major tasks needed to accomplish a goal.
a. procedure-oriented
b. object-oriented

3. When writing a(n) _________________________ program, the programmer breaks up a

problem into interacting objects.
a. procedure-oriented
b. object-oriented

4. Most high-level languages use a(n) _________________________ to translate the

instructions into a language that the computer can understand.

Control Structures
All computer programs, no matter how simple or how complex, are written using one or more
of three basic structures: sequence, selection, and repetition. These structures are called c
ontrol
structures or logic structures because they control the flow of a program’s logic. In other
words, they control the order in which the computer executes the program’s instructions. You
will use the sequence structure in every program you write. In most programs, you also will
use the selection and repetition structures. This chapter gives you an introduction to the three
control structures. More detailed information about each structure, as well as how to implement
these structures using the C++ language, is provided in subsequent chapters.

The Sequence Structure

You use the sequence structure each time you follow a set of step-by-step instructions, in order,
from beginning to end. The instructions might be a recipe for making chocolate chip cookies.
Or, they might be the MapQuest directions to your favorite restaurant. They could also be the
instructions for assembling a robot, which are shown in Figure 1-1. The instructions shown in
the figure are called an algorithm, which is a set of step-by-step instructions for accomplishing
a task.

A M. le vicomte de Grouchy I

Préface III

LIVRE PREMIER
LA CHANOINESSE

CHAPITRE PREMIER
ENFANCE DE SOPHIE DE GROUCHY

Le château de Villette. — Les Grouchy. — Le marquis et sa

femme. — Vie patriarcale à la campagne. — Les hôtes littéraires à
Paris. — Rue Gaillon et rue Royale. — Les Fréteau, Dupaty et
d’Arbouville. — Enfance de Sophie. — Son frère Emmanuel. — Sa
sœur Charlotte. — Le chevalier de Grouchy. — Grave maladie en
1775. — Lectures et travaux de Sophie. 1

CHAPITRE II
LA CHANOINESSE DE NEUVILLE

Les chapitres nobles de Dames. — Le prieuré de Neuville-en-

Bresse. — Sophie y est envoyée. — Ses occupations. — Sa
correspondance. — Sophie reçoit la visite du président Dupaty. —
Son retour à Paris et à Villette. — On cherche à la marier. —
Rencontre du marquis de Condorcet, chez Dupaty. 27

LIVRE II
LE SALON DE L’HÔTEL DES MONNAIES

CHAPITRE PREMIER
PREMIÈRES ANNÉES DU MARIAGE DE CONDORCET
Le mariage. — Les calomnies de Lamartine et de Michelet. —
Installation à l’Hôtel des Monnaies. — Revenus de Condorcet. —
Les hôtes du Salon. — Mort de Dupaty. — Le Président laisse ses
papiers à Sophie. — Fondation du Lycée. — Condorcet y professe
les mathématiques. — Sophie assiste aux leçons. — La maison de
Mme Helvétius à Auteuil. 65

CHAPITRE II
LE SALON DE SOPHIE AU DÉBUT DE LA RÉVOLUTION

Le foyer de la République. — Condorcet et sa femme se

séparent de leurs anciens amis. — Naissance d’une fille. —
Pamphlets contre le marquis et sa femme. — Les Girondins chez
Condorcet et chez Julie Talma. — Etablissement à Auteuil avec
Jean Debry auprès de Cabanis. — Lettres sur la sympathie. —
Mort de la marquise de Grouchy chez Condorcet. — Mise en
arrestation de Condorcet. 99

LIVRE III
LES ANNÉES DOULOUREUSES

CHAPITRE PREMIER
PROSCRIPTION ET MORT DE CONDORCET. — RUINE DE SOPHIE

La maison de la rue Servandoni. — Mme Vernet. — Derniers

jours de Condorcet. — Visites de Sophie au proscrit. — Testament
du philosophe et conseils à sa fille. — Mort de Condorcet. —
Sophie fait des portraits et vend de la lingerie. — Ses biens
confisqués. — Elle élève sa fille et soutient sa sœur. — Belle lettre
à propos de la mort de Fréteau. — Sophie traduit la théorie des
sentiments moraux d’Adam Smith et publie ses lettres sur la
sympathie ainsi que les œuvres de son mari. — Union de
Charlotte de Grouchy avec Cabanis. 133

CHAPITRE II
LA MAISONNETTE ET PARIS. — MORT DE LA MARQUISE DE CONDORCET
173
Mme de Condorcet recouvre ses biens. — Le muséum. —
Rencontre de Fauriel. — La Maisonnette. — Le Consulat et
l’Empire. — L’opposition se donne rendez-vous chez Mme de
Condorcet. — Mariage d’Elisa de Condorcet avec le général
O’Connor. — Mort de Cabanis. — Les hôtes de la Maisonnette:
Benjamin Constant, Manzoni, Ginguené, Guizot. — Le procès du
maréchal de Grouchy en 1816: rôle de sa sœur. — La marquise de
Condorcet se retire du monde. — Rentrée à Paris. — Ses bonnes
œuvres. — Sa mort.
Pièces annexes. 237
Index alphabétique. 245

ÉVREUX, IMPRIMERIE DE CHARLES HÉRISSEY

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La ponctuation a été tacitement corrigée à quelques endroits.
*** END OF THE PROJECT GUTENBERG EBOOK LA MARQUISE DE
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Chapter 2 B eg in n in g t h e Pro blem- Sol v i ng Process . . . . . . . . . . . 23

Chapt er 3 Var iables an d Constants . . . . . . . . . . . . . . . . . 51

Chapt er 4 Co m plet in g t h e Probl em- Sol v i ng Process . . . . . . . . . . 75

Chapt e r 5 T h e Select io n St r u ct u re . . . . . . . . . . . . . . . . . 113

Chapt er 6 M o re o n t h e Select io n Structure . . . . . . . . . . . . . 1 57

Chapt e r 7 T h e Repet it io n Structure . . . . . . . . . . . . . . . . 201

Chapter 8 M o re o n t h e Repeti ti on Structure . . . . . . . . . . . . . 247

Chapter 9 Valu e-Ret u r n in g Functi ons . . . . . . . . . . . . . . . . 279

The sqrt Function . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282

Chapter 11 On e-Dim en s io n al Ar r ay s . . . . . . . . . . . . . . . . . 369

The Social Media Program—Searching an Array . . . . . . . . . . . . . . . . . 385

Chapter 12 Tw o -Dim en s io n al Array s . . . . . . . . . . . . . . . . . 425

Duplicating a Character Within a string Variable . . . . . . . . . . . . . . . . 487

Chapter 14 Sequ en t ial A cces s F iles . . . . . . . . . . . . . . . . . 511

Chapter 15 Clas s es an d Object s . . . . . . . . . . . . . . . . . . 551

LAB 15-4 What’s Missing? . . . . . . . . . . . . . . . . . . . . . . . . . . 576

App endix A C+ + Keyw o rds . . . . . . . . . . . . . . . . . . . . . 593

A pp endix B A SC II Co des . . . . . . . . . . . . . . . . . . . . . . 595

A pp endix C Co m m o n Syn t ax Errors . . . . . . . . . . . . . . . . . 597

A pp endix D H o w To B o xes . . . . . . . . . . . . . . . . . . . . . 599

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Organization and Coverage

COMPUTER EXERCISES The Computer Exercises provide students with additional

New to this Edition!

Read This Before

Using Your Own Computer

After studying Chapter 1, you should be able to:

Define the terminology used in programming

The Programmer’s Job

A Brief History of Programming Languages

3. When writing a(n) _________________________ program, the programmer breaks up a

4. Most high-level languages use a(n) _________________________ to translate the

The Sequence Structure

Le château de Villette. — Les Grouchy. — Le marquis et sa

Les chapitres nobles de Dames. — Le prieuré de Neuville-en-

Le foyer de la République. — Condorcet et sa femme se

La maison de la rue Servandoni. — Mme Vernet. — Derniers

ÉVREUX, IMPRIMERIE DE CHARLES HÉRISSEY

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Define the terminology used in programming