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 ™

An Introduction to
Problem Solving & Programming
This page intentionally left blank
 ™ 7th edition

An Introduction to
Problem Solving & Programming

Walter Savitch
University of California, San Diego

Contributor

Kenrick Mock
University of Alaska Anchorage

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Library of Congress Cataloging-in-Publication Data

Savitch, Walter J., 1943-

Java : an introduction to problem solving and programming / Walter Savitch. -- 7th edition.
pages cm
Includes index.
ISBN-13: 978-0-13-376626-4 (alkaline paper)
ISBN-10: 0-13-376626-8 (alkaline paper)
1. Java (Computer program language) I. Title.
QA76.73.J38S27 2014
005.13’3--dc23
2013050398

10 9 8 7 6 5 4 3 2 1—CW—15 14 13 12 11

ISBN 10: 0-13-376626-8

ISBN 13: 978-0-13-376626-4
Preface for Instructors

Welcome to the seventh edition of Java: An Introduction to Problem Solving &

Programming. This book is designed for a first course in programming and
computer science. It covers programming techniques, as well as the basics of
the Java programming language. It is suitable for courses as short as one quar-
ter or as long as a full academic year. No previous programming experience is
required, nor is any mathematics, other than a little high school algebra. The
book can also be used for a course designed to teach Java to students who have
already had another programming course, in which case the first few chapters
can be assigned as outside reading.

Changes in This Edition

The following list highlights how this seventh edition differs from the sixth
edition:
■ End-of-chapter programs are now split into Practice Programs and
Programming Projects. Practice Programs require a direct application
of concepts presented in the chapter and solutions are usually short.
Practice Programs are appropriate for laboratory exercises. Programming
Projects require additional problem solving and solutions are generally
longer than Practice Programs. Programming Projects are appropriate for
homework problems.
■ An introduction to functional programming with Java 8’s lambda expres-
sions.
■ Additional material on secure programming (e.g., overflow, array out of
bounds), introduction to Java 2DTM API, networking, and the URL class as
further examples of polymorphism in the context of streams.
■ Twenty-one new Practice Programs and thirteen new Programming
Projects.
■ Ten new VideoNotes for a total of seventy two VideoNotes. These VideoNotes
walk students through the process of both problem solving and coding
to help reinforce key programming concepts. An icon appears in the
margin of the book when a VideoNote is available regarding the topic
covered in the text.

v
vi Preface for Instructors

Latest Java Coverage

All of the code in this book has been tested using a pre-release version of
Oracle’s Java SE Development Kit (JDK), version 8. Any imported classes are
standard and in the Java Class Library that is part of Java. No additional classes
or specialized libraries are needed.

Flexibility
If you are an instructor, this book adapts to the way you teach, rather than
making you adapt to the book. It does not tightly prescribe the sequence
in which your course must cover topics. You can easily change the order
in which you teach many chapters and sections. The particulars involved
in rearranging material are explained in the dependency chart that follows
this preface and in more detail in the “Prerequisites” section at the start of
each chapter.

Early Graphics
Graphics supplement sections end each of the first ten chapters. This gives you
the option of covering graphics and GUI programming from the start of your
course. The graphics supplement sections emphasize applets but also cover
GUIs built using the JFrame class. Any time after Chapter 8, you can move on
to the main chapters on GUI programming (Chapters 13 through 15), which
are now on the Web. Alternatively, you can continue through Chapter 10 with
a mix of graphics and more traditional programming. Instructors who prefer
to postpone the coverage of graphics can postpone or skip the graphics supple-
ment sections.

Coverage of Problem-Solving and Programming Techniques

This book is designed to teach students basic problem-solving and program-
ming techniques and is not simply a book about Java syntax. It contains
numerous case studies, programming examples, and programming tips. In
addition, many sections explain important problem-solving and program-
ming techniques, such as loop design techniques, debugging techniques, style
techniques, abstract data types, and basic object-oriented programming tech-
niques, including UML, event-driven programming, and generic programming
using type parameters.

Early Introduction to Classes

Any course that really teaches Java must teach classes early, since everything
in Java involves classes. A Java program is a class. The data type for strings of
characters is a class. Even the behavior of the equals operator (==) depends
on whether it is comparing objects from classes or simpler data items. Classes
cannot be avoided, except by means of absurdly long and complicated “magic
 Preface for Instructors vii

formulas.” This book introduces classes fairly early. Some exposure to using
classes is given in Chapters 1 and 2. Chapter 5 covers how to define classes.
All of the basic information about classes, including inheritance, is presented
by the end of Chapter 8 (even if you omit Chapter 7). However, some topics
regarding classes, including inheritance, can be postponed until later in the
course.
Although this book introduces classes early, it does not neglect traditional
programming techniques, such as top-down design and loop design tech-
niques. These older topics may no longer be glamorous, but they are informa-
tion that all beginning students need.

Generic Programming
Students are introduced to type parameters when they cover lists in Chapter
12. The class ArrayList is presented as an example of how to use a class that
has a type parameter. Students are then shown how to define their own classes
that include a type parameter.

Language Details and Sample Code

This book teaches programming technique, rather than simply the Java
language. However, neither students nor instructors would be satisfied
with an introductory programming course that did not also teach the
programming language. Until you calm students’ fears about language
details, it is often impossible to focus their attention on bigger issues.
For this reason, the book gives complete explanations of Java language
features and lots of sample code. Programs are presented in their entirety,
along with sample input and output. In many cases, in addition to the
complete examples in the text, extra complete examples are available over
the Internet.

Self-Test Questions
Self-test questions are spread throughout each chapter. These questions have a
wide range of difficulty levels. Some require only a one-word answer, whereas
others require the reader to write an entire, nontrivial program. Complete an-
swers for all the self-test questions, including those requiring full programs, are
given at the end of each chapter.

Exercises and Programming Projects

Completely new exercises appear at the end of each chapter. Since only you,
and not your students, will have access to their answers, these exercises are
suitable for homework. Some could be expanded into programming projects.
However, each chapter also contains other programming projects, several of
which are new to this edition.
viii Preface for Instructors

Support Material
The following support materials are available on the Internet at www
.pearsonhighered.com/irc:

For instructors only:

■ Solutions to most exercises and programming projects
■ PowerPoint slides
■ Lab Manual with associated code.
Instructors should click on the registration link and follow instructions to re-
ceive a password. If you encounter any problems, please contact your local
Pearson Sales Representative. For the name and number of your sales represen-
tative, go to pearsonhighered.com/replocator.

For students:
■ Source code for programs in the book and for extra examples

■ Student lab manual

■ VideoNotes: video solutions to programming examples and exercises.

Visit www.pearsonhighered.com/savitch to access the student resources.

Online Practice and Assessment with MyProgrammingLab

MyProgrammingLab helps students fully grasp the logic, semantics, and syn-
tax of programming. Through practice exercises and immediate, personalized
feedback, MyProgrammingLab improves the programming competence of be-
ginning students who often struggle with the basic concepts and paradigms of
popular high-level programming languages.
A self-study and homework tool, a MyProgrammingLab course consists
of hundreds 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.
MyProgrammingLab is offered to users of this book in partnership with
Turing’s Craft, the makers of the CodeLab interactive programming exer-
cise system. For a full demonstration, to see feedback from instructors and
students, or to get started using MyProgrammingLab in your course, visit
www.myprogramminglab.com.

VideoNotes
VideoNote VideoNotes are designed for teaching students key programming concepts
and techniques. These short step-by-step videos demonstrate how to solve
 Preface for Instructors ix

problems from design through coding. VideoNotes allow for self-placed in-
struction with easy navigation including the ability to select, play, rewind, fast-
forward, and stop within each VideoNote exercise.
Margin icons in your textbook let you know when a VideoNote video is
available for a particular concept or homework problem.

Integrated Development Environment Resource Kits

Professors who adopt this text can order it for students with a kit containing
seven popular Java IDEs (the most recent JDK from Oracle, Eclipse, NetBeans,
jGRASP, DrJava, BlueJ, and TextPad). The kit also includes access to a Web
site containing written and video tutorials for getting started in each IDE. For
ordering information, please contact your campus Pearson Education repre-
sentative or visit www.pearsonhighered.com.

Contact Us
Your comments, suggestions, questions, and corrections are always welcome.
Please e-mail them to [email protected].
 Preface for Students

This book is designed to teach you the Java programming language and, even
more importantly, to teach you basic programming techniques. It requires
no previous programming experience and no mathematics other than some
simple high school algebra. However, to get the full benefit of the book, you
should have Java available on your computer, so that you can practice with the
examples and techniques given. The latest version of Java is preferable, but a
version as early as 5 will do.

If You Have Programmed Before

You need no previous programming experience to use this book. It was
designed for beginners. If you happen to have had experience with some
other programming language, do not assume that Java is the same as the
programming language(s) you are accustomed to using. All languages are
different, and the differences, even if small, are large enough to give you
problems. Browse the first four chapters, reading at least the Recap portions.
By the time you reach Chapter 5, it would be best to read the entire chapter.
If you have programmed before in either C or C++, the transition to Java
can be both comfortable and troublesome. At first glance, Java may seem
almost the same as C or C++. However, Java is very different from these lan-
guages, and you need to be aware of the differences. Appendix 6 compares Java
and C++ to help you see what the differences are.

Obtaining a Copy of Java

Appendix 1 provides links to sites for downloading Java compilers and pro-
gramming environments. For beginners, we recommend Oracle’s Java JDK for
your Java compiler and related software and TextPad as a simple editor envi-
ronment for writing Java code. When downloading the Java JDK, be sure to
obtain the latest version available.

Support Materials for Students

■ Source code for programs in the book and for extra examples
■ Student lab manual
■ VideoNotes: video solutions to programming examples and exercises.
Visit www.pearsonhighered.com/savitch to access the student resources.

x
 Preface for students xi

Learning Aids
Each chapter contains several features to help you learn the material:
■ The opening overview includes a brief table of contents, chapter objectives
and prerequisites, and a paragraph or two about what you will study.
■ Recaps concisely summarize major aspects of Java syntax and other impor-
tant concepts.
■ FAQs, or “frequently asked questions,” answer questions that other students
have asked.
■ Remembers highlight important ideas you should keep in mind.
■ Programming Tips suggest ways to improve your programming skills.
■ Gotchas identify potential mistakes you could make—and should avoid—
while programming.
■ Asides provide short commentaries on relevant issues.
■ Self-Test Questions test your knowledge throughout, with answers given
at the end of each chapter. One of the best ways to practice what you are
learning is to do the self-test questions before you look at the answers.
■ A summary of important concepts appears at the end of each chapter.

Online Practice with MyProgrammingLab

A self-study and practice tool, a MyProgrammingLab course consists of
hundreds of small practice problems organized around the structure of this
textbook. The system automatically detects errors in the logic and syntax of
your code submissions and offers targeted hints that enable you to figure
out what went wrong—and why. Visit www.myprogramminglab.com for
more information.

VideoNotes
These short step-by-step videos demonstrate how to solve problems from design VideoNote
through coding. VideoNotes allow for self-placed instruction with easy navigation
including the ability to select, play, rewind, fast-forward, and stop within each
VideoNote exercise. Margin icons in your textbook let you know when a VideoNote
video is available for a particular concept or homework problem.

This Text Is Also a Reference Book

In addition to using this book as a textbook, you can and should use it as a
reference. When you need to check a point that you have forgotten or that you
hear mentioned by somebody but have not yet learned yourself, just look in
the index. Many index entries give a page number for a “recap.” Turn to that
page. It will contain a short, highlighted entry giving all the essential points
xii Preface for students

on that topic. You can do this to check details of the Java language as well as
details on programming techniques.
Recap sections in every chapter give you a quick summary of the main
points in that chapter. Also, a summary of important concepts appears at the
end of each chapter. You can use these features to review the chapter or to
check details of the Java language.
 To improving results

get with the programming

Through the power of practice and immediate personalized
feedback, MyProgrammingLab improves your performance.

Learn more at www.myprogramminglab.com

This page intentionally left blank
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