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Java Concepts Compatible with Java 5 6 and 7 6th
Edition Cay S. Horstmann Digital Instant Download
Author(s): Cay S. Horstmann
ISBN(s): 9780470509470, 0470509473
Edition: 6
File Details: PDF, 27.80 MB
Year: 2009
Language: english
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Java 6 th
edition
Concepts
This page intentionally left blank
6 th
edition
Java
Concepts
This book was set in Stempel Garamond by Publishing Services, and printed and bound by RRD Jefferson
City. The cover was printed by RRD Jefferson City.
Copyright © 2010, 2008, 2006, 2003 John Wiley & Sons, Inc. All rights reserved. No part of this publication
may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic,
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10 9 8 7 6 5 4 3 2 1
PREFACE
vii
viii Preface
Annotated Examples
• Syntax diagrams now call out features of typical example code to draw student
attention to the key elements of the syntax. Additional annotations point out
special cases, common errors, and good practice associated with the syntax.
• New example tables clearly present a variety of typical and special cases in a
compact format. Each example is accompanied by a brief note explaining the
usage shown and the values that result from it.
• The gradual introduction of objects has been further improved by providing
additional examples and insights in the early chapters.
Fundamentals
Object-Oriented Design
Data Structures & Algorithms
Advanced Topics
1. Introduction
WileyPLUS / Web
2. Using Objects
3. Implementing
Classes
4. Fundamental
Data Types
5. Decisions
6. Iteration
7. Arrrays and
Array Lists
8. Designing
Classes
9. Interfaces and
Polymorphism
18. Graphical
10. Inheritance
User Interfaces
11. Input/Output
and Exception
Handling
12. Object-
13. Recursion
Oriented Design
14. Sorting
and Searching
16. Advanced
Data Structures
Appendices
Appendix A lists character escape sequences and the Basic Latin and Latin-1 subsets
of Unicode. Appendices B and C summarize Java reserved words and operators.
Appendix D documents all of the library methods and classes used in this book.
In addition, Appendices E–L are available on the Web and contain quick refer-
ences on Java syntax, HTML, Java tools, binary numbers, and UML.
Appendix L contains a style guide for use with this book. Many instructors find
it highly beneficial to require a consistent style for all assignments. If this style
guide conflicts with instructor sentiment or local customs, however, it is available in
electronic form so that it can be modified.
Web Resources
This book is complemented by a complete suite of online resources and a robust
WileyPLUS course.
Go to www.wiley.com/college/horstmann to visit the online companion site, which
includes
• Source code for all examples in the book.
• Worked Examples that apply the problem-solving steps in the book to other
realistic examples.
• Laboratory exercises (and solutions for instructors only).
• Lecture presentation slides (in HTML and PowerPoint formats).
• Solutions to all review and programming exercises (for instructors only).
• A test bank that focuses on skills, not just terminology (for instructors only).
Media Resources
• Worked Example How Many Days Have You Been Alive?
Web resources are summarized at • Worked Example Working with Pictures
chapter end for easy reference. • Lab Exercises
www.wiley.com/ Animation Variable Initialization and Assignment
college/
Animation Parameter Passing
horstmann
Animation Object References
Practice Quiz
Code Completion Exercises
and provide an outline of key ideas. If you want to change the value of the variable, simply assign the new value:
width = 20; 2
The assignment replaces the original value of the variable (see Figure 1).
1
width = 10
Figure 1
Assigning a New 2 20
width =
Value to a Variable
It is an error to use a variable that has never had a value assigned to it. For exam-
ple, the following assignment statement has an error:
int height;
width = height; // ERROR—uninitialized variable height
The compiler will complain about an “uninitialized variable” when you use a vari-
able that has never been assigned a value. (See Figure 2.)
Figure 2
An Uninitialized
Annotated syntax boxes Variable height =
No value has been assigned.
Example
double width = 20;
This is a variable declaration. .
. This is an assignment statement.
width = 30;
Annotations explain The value of this variable is changed.
. The new value of the variable
required components .
.
and point to more information width = width + 10;
We simply want to know which car is the better buy. That is the desired output.
Step 2 Break down the problem into smaller tasks.
For each car, we need to know the total cost of driving it. Let’s do this computation sepa-
rately for each car. Once we have the total cost for each car, we can decide which car is the
better deal.
The total cost for each car is purchase price + operating cost.
We assume a constant usage and gas price for ten years, so the operating cost depends on the
cost of driving the car for one year.
The operating cost is 10 x annual fuel cost.
The annual fuel cost is price per gallon x annual fuel consumed.
The annual fuel consumed is annual miles driven / fuel efficiency. For example, if you drive the car
for 15,000 miles and the fuel efficiency is 15 miles/gallon, the car consumes 1,000 gallons.
Step 3 Describe each subtask in pseudocode.
Worked Examples apply the steps in
In your description, arrange the steps so that any intermediate values are computed before the How To to a different example,
they are needed in other computations. For example, list the step
total cost = purchase price + operating cost
illustrating how they can be used to
after you have computed operating cost. plan, implement, and test a solution
Here is the algorithm for deciding which car to buy.
For each car, compute the total cost as follows:
to another programming problem.
annual fuel consumed = annual miles driven / fuel efficiency
annual fuel cost = price per gallon x annual fuel consumed
operating cost = 10 x annual fuel cost
total cost = purchase price + operating cost
If total cost1 < total cost2
Choose car1.
Else Worked Writing an Algorithm for Tiling a Floor
Choose car2.
Example 1.1
This Worked Example shows how to develop an algorithm for laying tile in
an alternating pattern of colors.
180 Decisions
4 <= 4 true Both sides are equal; <= tests for “less than or equal”.
1.0 / 3.0 == 0.333333333 false Although the values are very close to one
another, they are not exactly equal. See
Common Error 4.3.
"Tomato".substring(0, 3).equals("Tom") true Always use the equals method to check whether
two strings have the same contents.
3 box =
Rectangle
g
Now consider the seemingly analogous code with Rectangle objects (see
Figure 21).
Rectangle box = new Rectangle(5, 10, 20, 30); 1
Rectangle box2 = box; 2
A N I M AT I O N
box2.translate(15, 25); 3
Object References
Since box and box2 refer to the same rectangle after step 2 , both variables refer to
the moved rectangle after the call to the translate method.
Self-check exercises at the You need not worry too much about the difference between objects and object
references. Much of the time, you will have the correct intuition when you think of
end of each section are designed “the object box” rather than the technically more accurate “the object reference
stored in box”. The difference between objects and object references only becomes
to make students think through apparent when you have multiple variables that refer to the same object.
the new material—and can
SELF CHECK 25. What is the effect of the assignment String greeting2 = greeting?
spark discussion in lecture. 26. After calling greeting2.toUpperCase(), what are the contents of greeting and
greeting2?
SELF CHECK 4. What is the difference between the following two statements?
final double CM_PER_INCH = 2.54;
and
public static final double CM_PER_INCH = 2.54;
5. What is wrong with the following statement sequence?
double diameter = . . .;
double circumference = 3.14 * diameter;
6.2 for Loops 205
ch06/invest2/Investment.java
1 /**
2 A class to monitor the growth of an investment that
3
4 */
accumulates interest at a fixed annual rate.
Program listings are carefully
5
6
public class Investment
{ designed for easy reading,
7 private double balance;
8 private double rate; going well beyond simple
9 private int years;
10 color coding. Methods are set
11 /**
12
13
Constructs an Investment object from a starting balance and
interest rate.
off by a subtle outline.
14 @param aBalance the starting balance
15 @param aRate the interest rate in percent
16 */
17 public Investment(double aBalance, double aRate)
18 {
19 balance = aBalance;
20 rate = aRate;
21 years = 0;
22 }
23
24 /**
25 Keeps accumulating interest until a target balance has
26 been reached.
27 @param targetBalance the desired balance
28 */
Walkthrough xv
n sum digit
1729 0
The pioneering computer scientist Maurice Wilkes wrote: “Somehow, at the Moore
School and afterwards, one had always assumed there would be no particular difficulty in
getting programs right. I can remember the exact instant in time at which it dawned on me
xvi Walkthrough
WileyPLUS
WileyPLUS is an online environment that supports students and instructors. This
book’s WileyPLUS course can complement the printed text or replace it altogether.
For Students Different learning styles, different levels of proficiency, different levels of prepara-
tion—each student is unique. WileyPLUS empowers all students to take advantage
of their individual strengths.
Integrated, multi-media resources—including audio and visual exhibits and demon-
stration problems—encourage active learning and provide multiple study paths to
fit each student’s learning preferences.
• Worked Examples apply the problem-solving steps in the book to another realis-
tic example.
• Screencast Videos present the author explaining the steps he is taking and show-
ing his work as he solves a programming problem.
• Animations of key concepts allow students to replay dynamic explanations that
instructors usually provide on a whiteboard.
Self-assessments are linked to relevant portions of the text. Students can take con-
trol of their own learning and practice until they master the material.
• Practice quizzes can reveal areas where students need to focus.
• Lab exercises can be assigned for self-study or for use in the lab.
• “Code completion” questions enable students to practice programming skills by
filling in small code snippets and getting immediate feedback.
• LabRat provides instant feedback on student solutions to all programming exer-
cises in the book.
For Instructors WileyPLUS includes all of the instructor resources found on the companion site,
and more.
WileyPLUS gives you tools for identifying those students who are falling behind,
allowing you to intervene accordingly, without having to wait for them to come to
office hours.
• Practice quizzes for pre-reading assessment, self-quizzing, or additional practice
can be used as-is or modified for your course needs.
• Multi-step laboratory exercises can be used in lab or assigned for extra student
practice.
WileyPLUS simplifies and automates student performance assessment, making
assignments, and scoring student work.
• An extensive set of multiple-choice questions for quizzing and testing have been
developed to focus on skills, not just terminology.
• “Code completion” questions can also be added to online quizzes.
• LabRat can track student work on all programming exercises in the book, adding
the student solution and a record of completion to the gradebook.
• Solutions to all review and programming exercises are provided..
Walkthrough xvii
With WileyPLUS …
To order Java Concepts with its WileyPLUS course for your students, use ISBN 978-0-470-57878-0.
xviii Acknowledgments
Acknowledgments
Many thanks to Beth Golub, Lauren Sapira, Andre Legaspi, Don Fowley, Mike
Berlin, Janet Foxman, Lisa Gee, and Bud Peters at John Wiley & Sons, and Vickie
Piercey at Publishing Services for their help with this project. An especially deep
acknowledgment and thanks goes to Cindy Johnson for her hard work, sound
judgment, and amazing attention to detail.
I am grateful to Suzanne Dietrich, Rick Giles, Kathy Liszka, Stephanie Smullen,
Julius Dichter, Patricia McDermott-Wells, and David Woolbright, for their work
on the supplemental material.
Many thanks to the individuals who reviewed the manuscript for this edition,
made valuable suggestions, and brought an embarrassingly large number of errors
and omissions to my attention. They include:
Every new edition builds on the suggestions and experiences of prior reviewers and
users. I am grateful for the invaluable contributions these individuals have made to
this book:
PREFACE vii
SPECIAL FEATURES xxviii
CHAPTER 1 INTRODUCTION 1
1.1 What Is Programming? 2
1.2 The Anatomy of a Computer 3
1.3 Translating Human-Readable Programs to Machine Code 7
1.4 The Java Programming Language 8
1.5 The Structure of a Simple Program 10
1.6 Compiling and Running a Java Program 14
1.7 Errors 17
1.8 Algorithms 19
xxi
xxii Contents
APPENDICES
GLOSSARY 629
INDEX 643
ILLUSTRATION CREDITS 665
How Tos
Common
Chapter and Worked Quality Tips
Errors
Examples
2 Using Objects Confusing Variable How Many Days Have Choose Descriptive
Declaration and Assign- You Been Alive? Names for Variables 36
ment Statements 38 Working with Pictures
Trying to Invoke a
Constructor Like
a Method 45
6 Iteration Infinite Loops 200 Writing a Loop 215 Use for Loops for Their
Off-by-One Errors 200 Credit Card Processing Intended Purpose 206
Forgetting a Manipulating the Pixels Don’t Use != to Test
Semicolon 207 in an Image the End of a Range 208
A Semicolon Too Debugging 226 Symmetric and
Many 207 A Sample Debugging Asymmetric Bounds 208
Session Count Iterations 209
Productivity Special
Random Facts
Hints Topics
Understand the File System 16 Alternative Comment Syntax 13 The ENIAC and the Dawn
Have a Backup Strategy of Computing
How Tos
Common
Chapter and Worked Quality Tips
Errors
Examples
7 Arrays and Bounds Errors 245 Working with Arrays Use Arrays for Sequences
Array Lists Uninitialized and and Array Lists 306 of Related Values 246
Unfilled Arrays 246 Rolling the Dice Make Parallel Arrays into
Length and Size 253 A World Population Arrays of Objects 246
Underestimating the Table
Size of a Data Set 259
Productivity Special
Random Facts
Hints Topics
Easy Printing of Arrays and Methods with a Variable An Early Internet Worm
Array Lists 268 Number of Parameters The Therac-25 Incidents
Batch Files and Shell Scripts ArrayList Syntax Enhancements
in Java 7 253
Two-Dimensional Arrays
with Variable Row Lengths
Multidimensional Arrays
How Tos
Common
Chapter and Worked Quality Tips
Errors
Examples
Productivity Special
Random Facts
Hints Topics
Regular Expressions 415 File Dialog Boxes The Ariane Rocket Incident
Reading Web Pages 411
Command Line Arguments
Automatic Resource
Management in Java 7 428
Wildcard Types
CHAPTER GOALS
• To understand the activity of programming
• To learn about the architecture of computers
• To learn about machine code and high-level
programming languages
• To become familiar with the structure of simple
Java programs
• To compile and run your first Java program
• To recognize compile-time and run-time errors
• To write pseudocode for simple algorithms
1
CHAPTER CONTENTS
1.1 What Is Programming? 2 1.6 Compiling and Running a
Java Program 14
1.2 The Anatomy of a Computer 3
PRODUCTIVITY HINT 1.1: Understand the File System 16
RANDOM FACT 1.1: The ENIAC and the Dawn
PRODUCTIVITY HINT 1.2: Have a Backup Strategy
of Computing
1.7 Errors 17
1.3 Translating Human-Readable Programs
COMMON ERROR 1.2: Misspelling Words 19
to Machine Code 7
1.8 Algorithms 19
1.4 The Java Programming Language 8
HOW TO 1.1: Developing and Describing
1.5 The Structure of a Simple Program 10 an Algorithm 22
SYNTAX 1.1: Method Call 12 WORKED EXAMPLE 1.1: Writing an Algorithm for
COMMON ERROR 1.1: Omitting Semicolons 13 Tiling a Floor
SPECIAL TOPIC 1.1: Alternative Comment Syntax 13
2
1.2 The Anatomy of a Computer 3
Figure 1
Central Processing Unit
4 Chapter 1 Introduction
Figure 2
A Memory Module with
Memory Chips
and inside wiring made principally from silicon. For a CPU chip, the inside wiring
is enormously complicated. For example, the Intel Core processor (a popular CPU
for inexpensive laptops at the time of this writing) contains several hundred million
structural elements called transistors—the elements that enable electrical signals to
control other electrical signals, making automatic computing possible. The CPU
locates and executes the program instructions; it carries out arithmetic operations
such as addition, subtraction, multiplication, and division; and it fetches data from
storage and input/output devices and sends data back.
Data and programs The computer keeps data and programs in storage. There are two kinds of stor-
are stored in primary age. Primary storage, also called random-access memory (RAM) or simply memory,
storage (memory) is fast but expensive; it is made from memory chips (see Figure 2). Primary storage
and secondary
storage (such as a loses all its data when the power is turned off. Secondary storage, usually a hard disk
hard disk). (see Figure 3), provides less expensive storage that persists without electricity. A
hard disk consists of rotating platters, which are coated with a magnetic material,
and read/write heads, which can detect and change the patterns of varying magnetic
flux on the platters.
Some computers are self-contained units, whereas others are interconnected
through networks. Home computers are usually intermittently connected to the
Internet via a dialup or broadband connection. The computers in your computer
lab are probably permanently connected to a local area network. Through the net-
work cabling, the computer can read programs from central storage locations or
send data to other computers. For the user of a networked computer, it may not
even be obvious which data reside on the computer itself and which are transmitted
through the network.
Most computers have removable storage devices that can access data or programs
on media such as memory sticks or optical disks.
To interact with a human user, a computer requires other peripheral devices. The
computer transmits information to the user through a display screen, loudspeakers,
and printers. The user can enter information and directions to the computer by
using a keyboard or a pointing device such as a mouse.
Exploring the Variety of Random
Documents with Different Content
LE PONT-DE-MONTVERT
F. V.
Signature,
Compagnie des SERVICES
INTERNATIONAUX
DES CHEMINS DE FER
――――
RENSEIGNEMENTS GÉNÉRAUX
‒‒‒‒‒‒
Par suite de traités conclus avec l’Administration de la Compagnie des
Services Internationaux des chemins de fer, la publicité du Bulletin Illustré
et des Mémoires du Club Cévenol est désormais confiée à M.
l’Administrateur délégué de la Compagnie qui a bien voulu nous prêter son
concours et celui de ses agents.
L’agent spécial chargé de ce service, M. Lacoste, se présentera sous peu
chez nos anciens abonnés et chez quelques-uns de nos collègues: Tous lui
réserveront, nous n’en doutons pas, le meilleur accueil.
Excursions dans les Cévennes et les Causses
Service de Renseignements du «Club Cévenol»
Grâce à l’obligeance de M. l’Administrateur de la Compagnie des
Services Internationaux des chemins de fer, notre service de
renseignements pour les excursions dans les Cévennes et les Causses, va
être installé dans l’International Palace 7 et 7 bis, Avenue Bosquet, à
Paris.
M. Henri Degas, secrétaire du Comité central, a bien voulu se charger de
réorganiser et de diriger notre nouveau service de renseignements.
CHEMIN DE FER D’ORLÉANS
――――
——————
Le Livret-Guide illustré de la Compagnie d’Orléans (Notices, Vues,
Tarifs, Horaires), est mis en vente, au prix de 30 centimes:
1o à Paris: dans les bureaux de quartier et dans les gares du Quai
d’Orsay, du Pont-Saint-Michel, d’Austerlitz, Luxembourg, Port Royal et
Denfert;
2o en Province: dans les gares et principales stations.
Les publications ci-après, éditées par les soins de la Compagnie
d’Orléans, sont mises en vente dans toutes les bibliothèques des gares de
son réseau au prix de: 25 centimes.
Le Cantal.
Le Berry (au pays de George Sand).
Bretagne.
De la Loire aux Pyrénées.
La France en chemin de fer (Itinéraire
géographique de Paris à Tours).
La France en chemin de fer (Itinéraire
géographique de St-Denis-près-Martel à
Arvant, ligne du Cantal). Premières livraisons
La France en chemin de fer (Itinéraire d’une collection
géographique de Tours à Nantes). qui sera continuée.
La France en chemin de fer (Itinéraire
géographique de Limoges à Clermont-
Ferrand, avec embranchement de Laqueuille
au Mont-Dore).
ALLER ET RETOUR
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30 jours.
Ces billets comportent la faculté d’arrêt à tous les points du parcours,
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les points indiqués à l’itinéraire, à la condition de déposer, pendant le
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tous les parcours détaillés dans cet itinéraire, et se rendre directement sur
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le sens général de l’itinéraire qu’ils ont choisi et en abandonnant leurs
droits aux parcours non effectués. Ils peuvent de même revenir
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tenant compte, s’il y a lieu, de la prolongation déjà payée.
Il est délivré de toute station du réseau d’Orléans pour Savenay ou
tout autre point situé sur l’itinéraire du Voyage d’excursion aux plages de
Bretagne et inversement de Savenay, ou de tout autre point situé sur ledit
itinéraire à toute station dudit réseau, des billets spéciaux de 1re et de 2e
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Ces billets sont délivrés distinctement, le premier pour aller rejoindre
l’itinéraire du Voyage d’excursion aux plages de Bretagne, le second pour
quitter cet itinéraire lorsque le voyageur l’a terminé ou veut l’abandonner.
CHEMINS DE FER DU MIDI
————
VOYAGES CIRCULAIRES
PARIS—CENTRE DE LA FRANCE—PYRÉNÉES
3 Voyages différents au choix du voyageur
Billets délivrés toute l’année aux prix uniformes ci-après pour les 3
itinéraires. 1re classe, 163 fr. 50—2e classe, 122 fr. 50—Durée: 30 jours
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Faculté de prolongation moyennant supplément de 10 %
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Pour les stations hivernales et balnéaires des Pyrénées
Billets délivrés toute l’année dans les gares des réseaux du Nord
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Méditerranée, suivant l’itinéraire choisi par le voyageur, et avec les
réductions suivantes sur les prix du tarif général pour un parcours (aller et
retour compris) d’au moins 300 kilomètres.—Pour une famille de 2
personnes, 20 %; de 3, 25 %; de 4, 30 %; de 5, 35 %; de 6, ou plus, 40
%.
Exceptionnellement pour les parcours empruntant le réseau de Paris-
Lyon-Méditerranée, les billets ne sont délivrés qu’aux familles d’au moins
quatre personnes et le prix s’obtient en ajoutant au prix de 6 billets
simples ordinaires, le prix d’un de ces billets pour chaque membre de la
famille en plus de trois.
Arrêts facultatifs sur tous les points du parcours désignés sur la
demande.
Durée: 33 jours, non compris les jours de départ et d’arrivée.
Faculté de prolongation moyennant supplément de 10 %
Ces billets doivent être demandés au moins 4 jours à l’avance à la gare
de départ.
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