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Contents

Guide to VideoNotes iii

Guide to Application Topics v

Preface xi

Acknowledgments xv

Chapter 1 An Introduction to Computing

and Problem Solving 1
1.1 An Introduction to Computing and Python 2
1.2 Program Development Cycle 4
1.3 Programming Tools 6
1.4 An Introduction to Python 13

Chapter 2 Core Objects, Variables, Input,

and Output 23
2.1 Numbers 24
2.2 Strings 35
2.3 Output 49
2.4 Lists, Tuples, and Files–An Introduction 58

Key Terms and Concepts 71

Programming Projects 74

Chapter 3 Structures That Control Flow 77

3.1 Relational and Logical Operators 78
3.2 Decision Structures 89
3.3 The while Loop 105
vii
viii ◆ Contents  

3.4 The for Loop 118

Key Terms and Concepts 137

Programming Projects 139

Chapter 4 Functions 143

4.1 Functions, Part 1 144
4.2 Functions, Part 2 164
4.3 Program Design 182

Key Terms and Concepts 186

Programming Projects 188

Chapter 5 Processing Data 191

5.1 Processing Data, Part 1 192
5.2 Processing Data, Part 2 207
5.3 Dictionaries 221

Key Terms and Concepts 235

Programming Projects 238

Chapter 6 Miscellaneous Topics 243

6.1 Exception Handling 244
6.2 Selecting Random Values 251
6.3 Turtle Graphics 257
6.4 Recursion 269

Key Terms and Concepts 277

Programming Projects 278

   Contents ◆ ix

Chapter 7 Object-Oriented Programming 281

7.1 Classes and Objects 282
7.2 Inheritance 295

Key Terms and Concepts 307

Programming Projects 308

Chapter 8 Graphical User Interface 311

8.1 Widgets 312
8.2 The Grid Geometry Manager 325
8.3 Writing GUI Programs 334

Key Terms and Concepts 343

Programming Projects 345

Appendices
Appendix A ASCII Values 349
Appendix B Reserved Words 351
Appendix C Installing Python and IDLE 353

Answers 355

Index 405
This page intentionally left blank
Preface

S ince its introduction in the 1990s, Python has become one of the most widely used
programming languages in the software industry. Also, students learning their first
programming language find Python the ideal tool to understand the development of
computer programs.
My objectives when writing this text were as follows:
1. To develop focused chapters. Rather than covering many topics superficially,
I concentrate on important subjects and cover them thoroughly.
2. To use examples and exercises with which students can relate, appreciate, and feel
comfortable. I frequently use real data. Examples do not have so many embel-
lishments that students are distracted from the programming techniques
illustrated.
3. To produce compactly written text that students will find both readable and informa-
tive. The main points of each topic are discussed first and then the peripheral
details are presented as comments.
4. To teach good programming practices that are in step with modern programming
methodology. Problem-solving techniques, structured programming, and
object-oriented programming are thoroughly discussed.
5. To provide insights into the major applications of computers.

Unique and Distinguishing Features

Programming Projects. Beginning with Chapter 2, every chapter contains programming
projects. The programming projects reflect the variety of ways that computers are
used. The large number and range of difficulty of the programming projects pro-
vide the flexibility to adapt the course to the interests and abilities of the students.
Some programming projects in later chapters can be assigned as end-of-the-semester
projects.
Exercises for Most Sections. Each section that teaches programming has an exercise
set. The exercises both reinforce the understanding of the key ideas of the section
and challenge the student to explore applications. Most of the exercise sets require
the student to trace programs, find errors, and write programs. The answers to every
odd-numbered exercise in the book, with the exception of Section 6.3 (Turtle Graph-
ics) and Chapter 8 (Graphical User Interface), are given at the end of the text. (The
answers to every other odd-numbered exercise from Section 6.3 are given. The Stu-
dent Solutions Manual contains the answer to every odd-numbered exercise in the
book.) A possible output accompanies nearly every programming exercise and pro-
gramming project.
Practice Problems. Practice Problems are carefully selected exercises located at the end
of a section, just before the exercise set. Complete solutions are given following the
exercise set. The practice problems often focus on points that are potentially confusing

xi
xii ◆ Preface 

or are best appreciated after the student has thought about them. The reader should
seriously attempt the practice problems and study their solutions before moving on
to the exercises.
Comments. Extensions and fine points of new topics are deferred to the “Comments”
portion at the end of each section so that they will not interfere with the flow of the
presentation.
Key Terms and Concepts. In Chapters 2 through 8, the key terms and concepts (along
with examples) are summarized at the end of the chapter.
Guide to Application Topics. This section provides an index of programs that deal
with various topics including Business, Economics, Mathematics, and Sports.
VideoNotes. Twenty-four VideoNotes are available at www.pearsonhighered.com/
schneider. VideoNotes are Pearson’s visual tool designed for teaching key program-
ming concepts and techniques. VideoNote icons are placed in the margin of the text
book to notify the reader when a topic is discussed in a video. Also, a Guide to Video
Notes summarizing the different videos throughout the text is included.
Solution Manuals. The Student Solutions Manual contains the answer to every odd-
numbered exercise (not including programming projects). The Instructor Solutions
Manual contains the answer to every exercise and programming project. Both solu-
tion manuals are in pdf format and can be downloaded from the Publisher’s website.
Source Code and Data Files. The programs for all examples and the data files needed
for the exercises can be downloaded from the Publisher’s website.

How to Access Instructor and Student Resource

Materials
Online Practice and Assessment with MyProgrammingLab™
MyProgrammingLab helps students fully grasp the logic, semantics, and syntax of
programming. Through practice exercises and immediate, personalized feedback,
MyProgrammingLab improves the programming competence of beginning students
who often struggle with the basic concepts and paradigms of popular high-level pro-
gramming languages.
A self-study and homework tool, a MyProgrammingLab course consists of hun-
dreds of small practice problems organized around the structure of this textbook. For
students, the system automatically detects errors in the logic and syntax of their code
submissions and offers targeted hints that enable students to figure out what went
wrong—and why. For instructors, a comprehensive gradebook tracks correct and
incorrect answers and stores the code inputted by students for review.
For a full demonstration, to see feedback from instructors and students, or to
get started using MyProgrammingLab in your course, visit www.myprogramminglab
.com.

Instructor Resources
The following protected instructor resource materials are available on the Publisher’s
website at www.pearsonhighered.com/schneider. For username and password infor-
mation, please contact your local Pearson representative.
   Preface  ◆ xiii

• Test Item File

• PowerPoint Lecture Slides
• Instructor Solutions Manual
• VideoNotes
• Programs for all examples and answers to exercises and programming projects
(Data files needed for the exercises are included in the Programs folder.)

Student Resources
Access to the Premium website and VideoNotes tutorials is located at www
.pearsonhighered.com/schneider. Students must use the access card located in the
front of the book to register and access the online material. If there is no access
card in the front of this textbook, students can purchase access by going to www
.­pearsonhighered.com/schneider and selecting “purchase access to premium con-
tent.” Instructors must register on the site to access the material.
The following content is available through the Premium website:
• VideoNotes
• Student Solutions Manual
• Programs for examples (Data files needed for the exercises are included in the
Programs folder.)
This page intentionally left blank
Acknowledgments

M any talented instructors and programmers provided helpful comments and

constructive suggestions during the writing of this text and I am most grateful
for their contributions. The book benefited greatly from the valuable comments of
the following reviewers:
Daniel Solarek, University of Toledo
David M. Reed, Capital University
Debraj De, Georgia State
Desmond Chun, Chabot College
Mark Coffey, Colorado School of Mines
Randall Alexander, College of Charleston
Vineyak Tanksale, Ball State University
Zhi Wei, New Jersey Institute of Technology
Many people are involved in the successful publication of a book. I wish to thank
the dedicated team at Pearson whose support and diligence made this textbook pos-
sible, especially Carole Snyder, Program Manager for Computer Science, Kelsey
Loanes, Editorial Assistant for Computer Science, and Scott Disanno, Team Lead
Product Management.
I would like to thank Jacob Saina for his assistance with every stage in the writing
of the book. Production Editors Pavithra Jayapaul and Greg Dulles did a ­fantastic
job producing the book and keeping it on schedule. I am grateful to John Russo of
the Wentworth Institute of Technology for producing the VideoNotes, to Dr. Kathy
Liszka of the University of Akron for producing the test bank, and to Dr. Steve
­Armstrong of LeTourneau University for producing the PowerPoint slides that
accompany the book. The competence and graciousness of Shylaja Gattupalli at
Jouve India made for a pleasant production process.
I extend special thanks to my editor Tracy Johnson. Her ideas and enthusiasm
helped immensely with the preparation of the book.
David I. Schneider
[email protected]

xv
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now to explore a rich
collection of testbank or
solution manual and enjoy
exciting offers!
This page intentionally left blank
1
An Introduction to
­Computing and Problem
Solving
1.1 An Introduction to Computing and Python 2

1.2 Program Development Cycle 4

◆ Performing a Task on the Computer ◆ Program Planning
1.3 Programming Tools 6
◆ Flowcharts ◆ Pseudocode ◆ Hierarchy Chart ◆ Decision Structure
◆ Direction of Numbered NYC Streets Algorithm ◆ Repetition Structure

◆ Class Average Algorithm

1.4 An Introduction to Python 13

◆ Starting IDLE ◆ A Python Shell Walkthrough
◆ A Python Code Editor Walkthrough ◆ An ­Open-​­a-​­Program Walkthrough

1
2 ◆ Chapter 1 An Introduction to ­Computing and Problem Solving

1.1 An Introduction to Computing and Python

An Introduction to Programming Using Python is about problem solving using computers.
The programming language used is Python, but the principles apply to most modern pro-
gramming languages. Many of the examples and exercises illustrate how computers are
used in the real world. Here are some questions that you may have about computers and
programming.

Question: How do we communicate with the computer?

Answer: Programming languages are used to communicate with the computer. At the low-
est level, there is machine language, which is understood directly by the microprocessor
but is difficult for humans to understand. Python is an example of a ­high-​­level language. It
consists of instructions to which people can relate, such as print, if, and input. Some other
­well-​­known ­high-​­level languages are Java, C++, and Visual Basic.

Question: How do we get computers to perform complicated tasks?

Answer: Tasks are broken down into a sequence of instructions, called a program, that
can be expressed in a programming language. Programs can range in size from two or three
instructions to millions of instructions. The process of executing the instructions is called
running the program.

Question: Why did you decide to use Python as the programming language?
Answer: Many people consider Python to be the best language to teach beginners how to
program. We agree. Also, Python is being used by major software companies. Python is
powerful, easy to write and read, easy to download and install, and it runs under Windows,
Mac, and Linux operating systems.

Question: How did the language Python get its name?

Answer: It is named for the British comedy group Monty Python. Python’s creator, Guido
van Rossum, is a fan of the group.

Question: This book uses the editor IDLE to create programs. How did IDLE get its name?
Answer: Idle stands for Integrated DeveLopment Environment. (Some people think the
name was chosen as a tribute to Eric Idle, a founding member of the Monty Python group.)
The IDLE editor has many features (such as color coding and formatting assistance) that
help the programmer.

Question: Python is referred to as an interpreted language. What is an interpreted language?

Answer: An interpreted language uses a program called an interpreter that translates a ­high-​
­level language one statement at a time into machine language and then runs the program.
The ­interpreter will spot several types of errors and terminate the program when one is
encountered.

Question: What are the meanings of the terms “programmer” and “user”?
Answer: A programmer (also called a developer) is a person who solves problems by writing
programs on a computer. After analyzing the problem and developing a plan for solving it,
the programmer writes and tests the program that instructs the computer how to carry out
the plan. The program might be run many times, either by the programmer or by others.
A user is any person who runs the program. While working through this text, you will
function both as a programmer and as a user.
 1.1   An Introduction to Computing and Python ◆ 3

Question: What is the meaning of the term “code”?

Answer: The Python instructions that the programmer writes are called code. The pro-
cesses of writing a program is often called coding.

Question: Are there certain characteristics that all programs have in common?
Answer: Most programs do three things: take in data, manipulate data, and produce results.
These operations are referred to as input, processing, and output. The input data might be
held in the program, reside on a disk, or be provided by the user in response to requests
made by the computer while the program is running. The processing of the input data
occurs inside the computer and can take from a fraction of a second to many hours. The
output data are displayed on a monitor, printed on a printer, or recorded on a disk. As a
simple example, consider a program that computes sales tax. An item of input data is the
cost of the thing purchased. The processing consists of multiplying the cost by the sales
tax rate. The output data is the resulting product, the amount of sales tax to be paid.

Question: What are the meanings of the terms “hardware” and “software”?
Answer: Hardware refers to the physical components of the computer, including all periph-
erals, the central processing unit (CPU), disk drives, and all mechanical and electrical
devices. Programs are referred to as software.

Question: How are problems solved with a program?

Answer: Problems are solved by carefully reading them to determine what data are given
and what outputs are requested. Then a ­step-​­by-​­step procedure is devised to process the
given data and produce the requested output.

Question: Many programming languages, including Python, use a ­zero-​­based numbering system.
What is a ­zero-​­based numbering system?
Answer: In a ­zero-​­based numbering system, numbering begins with zero instead of one. For
example, in the word “code”, “c” would be the zeroth letter, “o” would be the first letter,
and so on.

Question: Are there any prerequisites to learning Python?

Answer: You should be familiar with how folders (also called directories) and files are managed
on your computer. Files reside on storage devices such as hard disks, USB flash drives, CDs,
and DVDs. Traditionally, the primary storage devices for personal computers were hard disks
and floppy disks. Therefore, the word disk is frequently used to refer to any storage device.

Question: What is an example of a program developed in this textbook?

Answer: Figure 1.1 shows a possible output of a program from Chapter 3. When it is first
run, the statement “Enter a first name:” appears. After the user types in a first name and

Enter a first name: James

James Madison
James Monroe
James Polk
James Buchanan
James Garfield
James Carter

Figure 1.1 A possible output for a program in Chapter 3.

4 ◆ Chapter 1 An Introduction to ­Computing and Problem Solving

presses the Enter (or return) key, the names of the presidents who have that first name are
displayed.

Question: How does the programmer create the aforementioned program?

Answer: For this program, the programmer writes about 10 lines of code that search a text
file named USpres.txt, and extracts the requested names.

Question: What conventions are used to show keystrokes?

Answer: The combination key1+key2 means “hold down key1 and then press key2”. The
combination Ctrl+C places selected material into the Clipboard. The combination key1/
key2 means “press and release key1, and then press key2”. The combination Alt/F opens
the File menu on a menu bar.

Question: How can the programs for the examples in this textbook be obtained?
Answer: See the preface for information on how to download the programs from the
­Pearson website.

Question: Where will new programs be saved?

Answer: Before writing your first program, you should create a special folder to hold your
programs.

1.2 Program Development Cycle

We learned in Section 1.1 that hardware refers to the machinery in a computer system (such
as the monitor, keyboard, and CPU) and software refers to a collection of instructions,
called a program, that directs the hardware. Programs are written to solve problems or
perform tasks on a computer. Programmers translate the solutions or tasks into a language
the computer can understand. As we write programs, we must keep in mind that the com-
puter will do only what we instruct it to do. Because of this, we must be very careful and
thorough when writing our instructions.

■■ Performing a Task on the Computer

The first step in writing instructions to carry out a task is to determine what the output
should ­be—​­that is, exactly what the task should produce. The second step is to identify the
data, or input, necessary to obtain the output. The last step is to determine how to process
the input to obtain the desired o ­ utput—​­that is, to determine what formulas or ways of
doing things should be used to obtain the output.
This ­problem-​­solving approach is the same as that used to solve word problems in an
algebra class. For example, consider the following algebra problem:
How fast is a car moving if it travels 50 miles in 2 hours?
The first step is to determine the type of answer requested. The answer should be a num-
ber giving the speed in miles per hour (the output). The information needed to obtain the
answer is the distance and time the car has traveled (the input). The formula
speed = distance/time

is used to process the distance traveled and the time elapsed in order to determine the
speed. That is,
Exploring the Variety of Random
Documents with Different Content
me. She said it never failed. I have no friends to lose, but I am a
stranger to poverty and sickness.”
“I will give it to her to-morrow,” taking from her hand a smooth
dark-green stone, about the size of a filbert. “As to having no friends,
may Miss Gordon and I not call ourselves your friends?”
“How can an English lady, and an English sahib, be the friends of
—a woman of my people?” she inquired, with a face as
expressionless as a mask.
“It shall be as you will,” he answered gravely. “But I see nothing to
stand between us. Remember that we wish to be your friends, if you
will have us. And now I’m afraid I must go.”
He saw her lips quiver, as she suddenly turned away her face, and
dismissed him with a quick imperious gesture.
Ere he left the valley he looked back once. The Persian was
standing precisely where he had left her. In answer to his farewell
signal, she waved a handkerchief—and thus involuntarily betrayed
herself. It was the action of an Englishwoman!

Mr. Pollitt was actually reluctant to abandon this life of pastoral

simplicity. The fragrant garden, the clear exhilarating air, the sturdy
simple hill folk, the view of hill and plains, steeped in a blue or violet
haze, appeared to hold him fast. He and Fernandez agreed to travel
together in a leisurely comfortable fashion; but Mark would not and
could not wait. He was in love. Where love exists, it is the only thing
in life—all else is nothing. He laid a dâk of his three ponies on the
road, and, early one afternoon, galloped off to Shirani, with two
wedding presents in his pocket.

Perhaps the grey and bay ponies were as anxious as their rider to
return to their former haunts; at any rate, the forty miles which lay
between the Pela Kothi and Rookwood were accomplished at a pace
that has never yet been approached, and as the result of this rapid
travelling, Mark Jervis arrived a considerable time before he was
expected. That evening Lady Brande had been entertaining a dinner-
party, one of her most superior “burra-khanas.” People had left the
table and were assembled in the drawing-room, where it was
generally noted that Miss Gordon was looking brilliantly handsome.
Yes, she had entirely recovered her looks. A few months ago she
had gone off most terribly; but that queer hushed-up love affair of
hers had been quite enough to blanch her face and waste away her
flesh. Some one was at the piano singing a penetrating Italian love
song, when it became evident that an exceedingly late guest was on
the point of arrival. There was the flash of a lantern outside, the
stamping of ponies’ hoofs, and the sound of a manly voice that set
Honor’s heart beating.
Sir Pelham slipped away for a moment, and then returned and
glanced significantly at his wife.
She rose at once, and hurried out of the room, and was seen
through the open verandah in animated conversation with a young
fellow in riding dress. Etiquette forbade Honor—the most concerned
—to move. Propriety chained her hand and foot.
“I hope you will excuse me,” panted Lady Brande, returning
somewhat breathless, and addressing her guests, in a voice
between laughing and crying. “He declares that he is not fit to
appear. He has just come back.—It is only Mr. Jervis!”
 CHAPTER XLVI.
A WEDDING WITH TWO CAKES.

The following is a portion of a letter from a lady in Shirani, to her

dearest friend on the plains:—
“It is true that you have the hideous journey over, all the
packing, getting off of carts, paying farewell calls, and nasty
little bills, and that you are settled on the plains in winter
quarters—all this misery is before me. Nevertheless I think
you took up your winter quarters prematurely. October is quite
my month in the hills, the air is so crisp and clear, you can see
for miles, the Autumn tints are exquisite, and the low country
seems veiled in a wash of the most exquisite cobalt and
amethyst tints.
“Moreover, I have been here for the wedding. You want to
know all about it, of course, and I will do as I would be done
by, and begin at the very beginning. When young Jervis
unexpectedly returned, every one was quite vulgarly
astounded; the explanation of his absence was perfectly
simple, and he brought in his train, his uncle—the rich man—
the real, true, and only millionaire! And of course they stayed
at Rookwood, and Miss Gordon’s engagement was given out
at once—I must say the pair looked delightfully happy. I used
to meet them riding about the pine roads, they also came
down to the club, and tennis, and actually behaved like
reasonable people, and a great deal less like lovers (in
public), than other couples who were not engaged. Lady
Brande was simply one large smile whenever you saw her,
and indeed she and the withered little millionaire were
preposterously radiant. He was delighted with everything he
saw. (A complete contrast to some of our visitors from home.)
Among other things, he appears to be particularly pleased
with his future niece; I have noticed them constantly together
—in fact, I think he monopolized her rather more than was
fair. Lady Brande and the nephew have always been au
mieux! At first there was an awful rumour that owing to a
recent affliction in the bridegroom’s family—the death of his
father—the wedding was to be very quiet—bride to be
married in her habit, and to go away from the church. But,
after all, a compromise was effected—in deference to Lady
Brande’s wishes. There was to be no band, no grand
breakfast, no fuss—in deference to the young man’s wishes;
but the bride was to have an orthodox white gown, and any
one who pleased might come to the church and see them
married, and afterwards adjourn to Rookwood for cake and
champagne. Needless to tell you, that every one pleased to
attend the only wedding of the season, and a wedding that
had an air of romance about it, and was certainly a love
match. The presents were really tokens of good will—not
given for show, and were ‘numerous and costly,’ as they say
in the papers; the handsomest, in my opinion, was a splendid
necklace of rows of pearls, most quaint. One of the smallest
was a button-hook from Mrs. Langrishe. I don’t know how she
can be so mean! I believe she was very urgent in pressing
Lady Brande to take some of her preparations for that other
wedding off her hands. And Lady B., who is the soul of good
nature, was forced into purchasing the wedding cake, never
unpacked—she had a superb one, of course, from Pelitis; but
this she bought as a supplementary affair for cutting up
afterwards and sending away.
“Sweet Primrose and Dolly Merton were the little
bridesmaids; and as the former insisted on having ‘a
gentleman to walk with,’ Mrs. Paul’s two handsome boys, in
white page suits, accompanied the pair of small maids. They
made the prettiest quartette—Dolly and Sweet in such smart
frocks, Sweet looking really like a young angel, with her
golden hair. However, she came out in her true colours before
the end of the day. I wondered that she was invited to be
present in any form, but Miss Gordon said that Mr. Jervis
particularly wished it. There is no accounting for tastes—of
course he does not know her. I declare to you, that child
strutted up the aisle, in her white silk shoes and stockings, as
if she were spurning criticism, and as if the whole packed
church full of people were assembled solely to gaze at Sweet
Primrose! There were several outsiders present—friends the
bridegroom had picked up—two or three young planters,
whose hair wanted cutting badly, a missionary with an
immense brown beard, who took part in the ceremony, that
funny Mr. Cardozo, who seemed all teeth and diamond rings.
The bride wore a lovely plain white satin and the pearls. She
was rather nervous; but the bridegroom was perfectly
composed. They looked so triumphantly happy coming down
the aisle arm-in-arm. After all, there is nothing like a love
match!
“We assembled in immense force at Rookwood, to drink the
health of the newly-married couple. Sir Pelham made a
capital speech—neat, brief, and witty. There were one or two
unofficial remarks which may be recorded; for example,
Colonel Sladen said, ‘She came up with him—a case of the
early bird. The first day she was brought to the club I gave her
a piece of sound advice—I told her to keep her eye on the
millionaire. Though I had got hold of the wrong end of the
stick, it appears that she had not!’
“But it was generally acknowledged that Sweet Primrose
made the speech of the occasion! fortunately it was to a
comparatively small audience. As she sat stuffing herself with
almond paste, she suddenly announced, in that shrill little
pipe of hers, ‘This is Miss Paske’s wedding-cake!’ And Mrs.
Langrishe, who was sitting close by, looked as if she was
about to faint, and no wonder. Of course it was not Miss
Paske’s wedding-cake; but the prying elf, who had been to
Rookwood the previous day, whilst her mother was examining
the presents, had overheard certain whisperings, and, having
a particular eye for cake, had noted cake number two. Mrs.
Sladen almost threw herself on the child, and managed to
 silence her and stifle her terrible tongue; but I believe the imp
actually exacted a solemn promise that she was to have a
large sample of what she pleasantly called ‘the other one’ at
the very earliest opportunity.
“None of this by-play came to the eyes or ears of the
wedding party, and soon we were all on the qui vive to speed
the bride. There was a great deal of kissing, but no tears. The
happy pair were accompanied by a white dog, and drove off
(quite a new departure) in a smart victoria, which was almost
buried in slippers. If slippers are any sign of good feeling, they
are the most popular couple that were married here for years.
I don’t believe that there is one single old shoe to be found in
the whole of Shirani.”

THE END.

PRINTED BY WILLIAM CLOWES AND SONS, LIMITED, LONDON

AND BECCLES.
 Transcriber’s Notes
Punctuation errors and omissions have been corrected.
Page 2: “in in the Victoria!” changed to “in the Victoria!”
*** END OF THE PROJECT GUTENBERG EBOOK MR. JERVIS,
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