1. PROGRAMMING LOG IC
AND DES IGN
COMPREHENSIVE VERSION
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2. PROGRAMMING LOGIC
AND DESIGN
COMPREHENSIVE VERSION
JOYCE FARRELL
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SEV ENTH ED I T I ON
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Programming Logic and Design,
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Joyce Farrell
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Brief Contents
Preface . . . . . . . . . . . . . . . . . . xviii
CHAPTER 1 An Overview of Computers and Programming . 1

7. CHAPTER 2 Elements of High-Qual ity Programs . . . . . . 37
CHAPTER 3 Understanding Structure . . . . . . . . . . . 83
CHAPTER 4 Making Decisions . . . . . . . . . . . . . 121
CHAPTER 5 Looping . . . . . . . . . . . . . . . . . 169
CHAPTER 6 Arrays . . . . . . . . . . . . . . . . . . 213
CHAPTER 7 Fi le Handl ing and Appl ications . . . . . . . 257
CHAPTER 8 Advanced Data Handl ing Concepts . . . . . 305
CHAPTER 9 Advanced Modularizat ion Techniques . . . . 355
CHAPTER 10 Object-Oriented Programming . . . . . . . 407
CHAPTER 11 More Object-Oriented Programming
Concepts . . . . . . . . . . . . . . . . . 449
CHAPTER 12 Event-Driven GUI Programming,
Mult ithreading, and Animation . . . . . . . 491
CHAPTER 13 System Modeling with the UML . . . . . . . 523
CHAPTER 14 Using Relat ional Databases . . . . . . . . 555
APPENDIX A Understanding Numbering Systems
and Computer Codes . . . . . . . . . . . 601
APPENDIX B Flowchart Symbols . . . . . . . . . . . . 611
APPENDIX C Structures . . . . . . . . . . . . . . . . 612

8. APPENDIX D Solving Diff icult Structuring Problems . . . . 614
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APPENDIX E Creating Print Charts . . . . . . . . . . . 624
APPENDIX F Two Variat ions on the Basic
Structures—case and do-while . . . 626
Glossary . . . . . . . . . . . . . . . . . 633
Index . . . . . . . . . . . . . . . . . . . 653
B R I E F C ON T EN T S
vi
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Contents
Preface . . . . . . . . . . . . . . . . . . xviii
CHAPTER 1 An Overview of Computers and Programming . 1
Understanding Computer Systems . . . . . . . . . . . . . . . 2
Understanding Simple Program Logic . . . . . . . . . . . . . 5
Understanding the Program Development Cycle . . . . . . . . . 7
Understanding the Problem . . . . . . . . . . . . . . . . . 8
Planning the Logic . . . . . . . . . . . . . . . . . . . . . 9
Coding the Program . . . . . . . . . . . . . . . . . . . . 10
Using Software to Translate the Program into Machine
Language . 10
Testing the Program . . . . . . . . . . . . . . . . . . . . 12
Putting the Program into Production . . . . . . . . . . . . . 13
Maintaining the Program . . . . . . . . . . . . . . . . . . 13
Using Pseudocode Statements and Flowchart Symbols . . . . . .
14
Writing Pseudocode . . . . . . . . . . . . . . . . . . . . 15
Drawing Flowcharts . . . . . . . . . . . . . . . . . . . . 16
Repeating Instructions . . . . . . . . . . . . . . . . . . . 17
Using a Sentinel Value to End a Program . . . . . . . . . . . . 19
Understanding Programming and User Environments . . . . . . .
22
Understanding Programming Environments . . . . . . . . . . 22
Understanding User Environments . . . . . . . . . . . . . . 24
Understanding the Evolution of Programming Models . . . . . . .

10. 25
Chapter Summary . . . . . . . . . . . . . . . . . . . . . . 27
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . 28
Review Questions . . . . . . . . . . . . . . . . . . . . . . 31
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . 33
Find the Bugs . . . . . . . . . . . . . . . . . . . . . . . 35
Game Zone . . . . . . . . . . . . . . . . . . . . . . . . 35
Up for Discussion . . . . . . . . . . . . . . . . . . . . . 36
vii
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CHAPTER 2 Elements of High-Qual ity Programs . . . . . . 37
Declaring and Using Variables and Constants . . . . . . . . . . 38
Understanding Unnamed, Literal Constants and their
Data Types . . . . . . . . . . . . . . . . . . . . . . . 38
Working with Variables . . . . . . . . . . . . . . . . . . . 39
Naming Variables . . . . . . . . . . . . . . . . . . . . . 41
Assigning Values to Variables . . . . . . . . . . . . . . . . 42
Understanding the Data Types of Variables . . . . . . . . . . 43
Declaring Named Constants . . . . . . . . . . . . . . . . 44
Performing Arithmetic Operations . . . . . . . . . . . . . . . 45

11. Understanding the Advantages of Modularization . . . . . . . . . 48
Modularization Provides Abstraction . . . . . . . . . . . . . 49
Modularization Allows Multiple Programmers to
Work on a Problem . . . . . . . . . . . . . . . . . . . 50
Modularization Allows You to Reuse Work . . . . . . . . . . . 50
Modularizing a Program . . . . . . . . . . . . . . . . . . . 51
Declaring Variables and Constants within Modules . . . . . . . 55
Understanding the Most Common Configuration for Mainline
Logic . 57
Creating Hierarchy Charts . . . . . . . . . . . . . . . . . . 61
Features of Good Program Design . . . . . . . . . . . . . . . 63
Using Program Comments . . . . . . . . . . . . . . . . . 64
Choosing Identifiers . . . . . . . . . . . . . . . . . . . . 66
Designing Clear Statements . . . . . . . . . . . . . . . . 68
Writing Clear Prompts and Echoing Input . . . . . . . . . . . 69
Maintaining Good Programming Habits . . . . . . . . . . . . 71
Chapter Summary . . . . . . . . . . . . . . . . . . . . . . 72
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . 73
Review Questions . . . . . . . . . . . . . . . . . . . . . . 76
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . 79
Find the Bugs . . . . . . . . . . . . . . . . . . . . . . . 81
Game Zone . . . . . . . . . . . . . . . . . . . . . . . . 82
Up for Discussion . . . . . . . . . . . . . . . . . . . . . 82
CHAPTER 3 Understanding Structure . . . . . . . . . . . 83
The Disadvantages of Unstructured Spaghetti Code . . . . . . . 84
Understanding the Three Basic Structures . . . . . . . . . . . 86
viii
C O N T E N T S

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Using a Priming Input to Structure a Program . . . . . . . . . . 95
Understanding the Reasons for Structure . . . . . . . . . . . 101
Recognizing Structure . . . . . . . . . . . . . . . . . . . 102
Structuring and Modularizing Unstructured Logic . . . . . . . .
105
Chapter Summary . . . . . . . . . . . . . . . . . . . . . 110
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . 111
Review Questions . . . . . . . . . . . . . . . . . . . . . 112
Exercises . . . . . . . . . . . . . . . . . . . . . . . . 114
Find the Bugs . . . . . . . . . . . . . . . . . . . . . . 118
Game Zone . . . . . . . . . . . . . . . . . . . . . . . 118
Up for Discussion . . . . . . . . . . . . . . . . . . . . 119
CHAPTER 4 Making Decisions . . . . . . . . . . . . . 121
Boolean Expressions and the Selection Structure . . . . . . . 122
Using Relational Comparison Operators . . . . . . . . . . . 126
Avoiding a Common Error with Relational Operators . . . . . 129
Understanding AND Logic . . . . . . . . . . . . . . . . . 129
Nesting AND Decisions for Efficiency . . . . . . . . . . . . 132
Using the AND Operator . . . . . . . . . . . . . . . . . 134
Avoiding Common Errors in an AND Selection . . . . . . . . 136

13. Understanding OR Logic . . . . . . . . . . . . . . . . . . 138
Writing OR Decisions for Efficiency . . . . . . . . . . . . . 140
Using the OR Operator . . . . . . . . . . . . . . . . . . 141
Avoiding Common Errors in an OR Selection . . . . . . . . 143
Making Selections within Ranges . . . . . . . . . . . . . . 148
Avoiding Common Errors When Using Range Checks . . . . . 150
Understanding Precedence When Combining AND
and OR Operators . . . . . . . . . . . . . . . . . . . . 154
Chapter Summary . . . . . . . . . . . . . . . . . . . . . 157
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . 158
Review Questions . . . . . . . . . . . . . . . . . . . . . 159
Exercises . . . . . . . . . . . . . . . . . . . . . . . . 162
Find the Bugs . . . . . . . . . . . . . . . . . . . . . . 167
Game Zone . . . . . . . . . . . . . . . . . . . . . . . 167
Up for Discussion . . . . . . . . . . . . . . . . . . . . 168
ix
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CHAPTER 5 Looping . . . . . . . . . . . . . . . . . 169

14. Understanding the Advantages of Looping . . . . . . . . . . 170
Using a Loop Control Variable . . . . . . . . . . . . . . . . 171
Using a Definite Loop with a Counter . . . . . . . . . . . . 172
Using an Indefinite Loop with a Sentinel Value . . . . . . . . 173
Understanding the Loop in a Program’s Mainline Logic . . . .
175
Nested Loops . . . . . . . . . . . . . . . . . . . . . . 177
Avoiding Common Loop Mistakes . . . . . . . . . . . . . . 183
Mistake: Neglecting to Initialize the Loop Control Variable . . .
183
Mistake: Neglecting to Alter the Loop Control Variable . . . .
185
Mistake: Using the Wrong Comparison with the Loop Control
Variable . . . . . . . . . . . . . . . . . . . . . . . 186
Mistake: Including Statements Inside the Loop
that Belong Outside the Loop . . . . . . . . . . . . . . 187
Using a for Loop . . . . . . . . . . . . . . . . . . . . . 192
Common Loop Applications . . . . . . . . . . . . . . . . . 194
Using a Loop to Accumulate Totals . . . . . . . . . . . . 194
Using a Loop to Validate Data . . . . . . . . . . . . . . . 198
Limiting a Reprompting Loop . . . . . . . . . . . . . . . 200
Validating a Data Type . . . . . . . . . . . . . . . . . . 202
Validating Reasonableness and Consistency of Data . . . . . 203
Chapter Summary . . . . . . . . . . . . . . . . . . . . . 205
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . 205
Review Questions . . . . . . . . . . . . . . . . . . . . . 206
Exercises . . . . . . . . . . . . . . . . . . . . . . . . 209
Find the Bugs . . . . . . . . . . . . . . . . . . . . . . 211
Game Zone . . . . . . . . . . . . . . . . . . . . . . . 211
Up for Discussion . . . . . . . . . . . . . . . . . . . . 212
CHAPTER 6 Arrays . . . . . . . . . . . . . . . . . . 213

15. Storing Data in Arrays . . . . . . . . . . . . . . . . . . . 214
How Arrays Occupy Computer Memory . . . . . . . . . . . 214
How an Array Can Replace Nested Decisions . . . . . . . . . 216
Using Constants with Arrays . . . . . . . . . . . . . . . . 224
Using a Constant as the Size of an Array . . . . . . . . . . 224
Using Constants as Array Element Values . . . . . . . . . . 225
Using a Constant as an Array Subscript . . . . . . . . . . 225
x
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Searching an Array for an Exact Match . . . . . . . . . . . . 226
Using Parallel Arrays . . . . . . . . . . . . . . . . . . . . 230
Improving Search Efficiency . . . . . . . . . . . . . . . . 234
Searching an Array for a Range Match . . . . . . . . . . . . 237
Remaining within Array Bounds . . . . . . . . . . . . . . . 241
Using a for Loop to Process Arrays . . . . . . . . . . . . . 244
Chapter Summary . . . . . . . . . . . . . . . . . . . . . 245
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . 246
Review Questions . . . . . . . . . . . . . . . . . . . . . 246

16. Exercises . . . . . . . . . . . . . . . . . . . . . . . . 249
Find the Bugs . . . . . . . . . . . . . . . . . . . . . . 253
Game Zone . . . . . . . . . . . . . . . . . . . . . . . 253
Up for Discussion . . . . . . . . . . . . . . . . . . . . 255
CHAPTER 7 Fi le Handl ing and Applicat ions . . . . . . . 257
Understanding Computer Files . . . . . . . . . . . . . . . 258
Organizing Files . . . . . . . . . . . . . . . . . . . . . 259
Understanding the Data Hierarchy . . . . . . . . . . . . . . 260
Performing File Operations . . . . . . . . . . . . . . . . . 261
Declaring a File . . . . . . . . . . . . . . . . . . . . . 261
Opening a File . . . . . . . . . . . . . . . . . . . . . 262
Reading Data from a File . . . . . . . . . . . . . . . . . 262
Writing Data to a File . . . . . . . . . . . . . . . . . . 264
Closing a File . . . . . . . . . . . . . . . . . . . . . . 264
A Program that Performs File Operations . . . . . . . . . . 264
Understanding Sequential Files and Control Break Logic . . . .
267
Understanding Control Break Logic . . . . . . . . . . . . 268
Merging Sequential Files . . . . . . . . . . . . . . . . . . 273
Master and Transaction File Processing . . . . . . . . . . . 281
Random Access Files . . . . . . . . . . . . . . . . . . . 290
Chapter Summary . . . . . . . . . . . . . . . . . . . . . 292
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . 293
Review Questions . . . . . . . . . . . . . . . . . . . . . 295
Exercises . . . . . . . . . . . . . . . . . . . . . . . . 299
Find the Bugs . . . . . . . . . . . . . . . . . . . . . . 302
Game Zone . . . . . . . . . . . . . . . . . . . . . . . 302
Up for Discussion . . . . . . . . . . . . . . . . . . . . 303
xi

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CHAPTER 8 Advanced Data Handl ing Concepts . . . . . 305
Understanding the Need for Sorting Data . . . . . . . . . . . 306
Using the Bubble Sort Algorithm . . . . . . . . . . . . . . . 307
Understanding Swapping Values . . . . . . . . . . . . . . 308
Understanding the Bubble Sort . . . . . . . . . . . . . . 309
Sorting a List of Variable Size . . . . . . . . . . . . . . . 318
Refining the Bubble Sort to Reduce Unnecessary
Comparisons . . . . . . . . . . . . . . . . . . . . . 322
Refining the Bubble Sort to Eliminate Unnecessary
Passes . . . . . . . . . . . . . . . . . . . . . . . 324
Sorting Multifield Records . . . . . . . . . . . . . . . . . 326
Sorting Data Stored in Parallel Arrays . . . . . . . . . . . 326
Sorting Records as a Whole . . . . . . . . . . . . . . . 328
Using the Insertion Sort Algorithm . . . . . . . . . . . . . . 329
Using Multidimensional Arrays . . . . . . . . . . . . . . . . 333
Using Indexed Files and Linked Lists . . . . . . . . . . . . . 340
Using Indexed Files . . . . . . . . . . . . . . . . . . . 340
Using Linked Lists . . . . . . . . . . . . . . . . . . . . 342
Chapter Summary . . . . . . . . . . . . . . . . . . . . . 345

18. Key Terms . . . . . . . . . . . . . . . . . . . . . . . . 346
Review Questions . . . . . . . . . . . . . . . . . . . . . 347
Exercises . . . . . . . . . . . . . . . . . . . . . . . . 350
Find the Bugs . . . . . . . . . . . . . . . . . . . . . . 352
Game Zone . . . . . . . . . . . . . . . . . . . . . . . 353
Up for Discussion . . . . . . . . . . . . . . . . . . . . 354
CHAPTER 9 Advanced Modularization Techniques . . . . 355
Using Methods with No Parameters . . . . . . . . . . . . . 356
Creating Methods that Require Parameters . . . . . . . . . . 358
Creating Methods that Require Multiple Parameters . . . . . 364
Creating Methods that Return a Value . . . . . . . . . . . . 366
Using an IPO Chart . . . . . . . . . . . . . . . . . . . 372
Passing an Array to a Method . . . . . . . . . . . . . . . . 373
Overloading Methods . . . . . . . . . . . . . . . . . . . 380
Avoiding Ambiguous Methods . . . . . . . . . . . . . . . 383
Using Predefined Methods . . . . . . . . . . . . . . . . . 386
xii
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19. Method Design Issues: Implementation Hiding, Cohesion,
and Coupling . . . . . . . . . . . . . . . . . . . . . . 388
Understanding Implementation Hiding . . . . . . . . . . . 388
Increasing Cohesion . . . . . . . . . . . . . . . . . . . 388
Reducing Coupling . . . . . . . . . . . . . . . . . . . 389
Understanding Recursion . . . . . . . . . . . . . . . . . . 390
Chapter Summary . . . . . . . . . . . . . . . . . . . . . 395
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . 396
Review Questions . . . . . . . . . . . . . . . . . . . . . 397
Exercises . . . . . . . . . . . . . . . . . . . . . . . . 400
Find the Bugs . . . . . . . . . . . . . . . . . . . . . . 404
Game Zone . . . . . . . . . . . . . . . . . . . . . . . 404
Up for Discussion . . . . . . . . . . . . . . . . . . . . 405
CHAPTER 10 Object-Oriented Programming . . . . . . . 407
Principles of Object-Oriented Programming . . . . . . . . . . 408
Classes and Objects . . . . . . . . . . . . . . . . . . . 408
Polymorphism . . . . . . . . . . . . . . . . . . . . . 412
Inheritance . . . . . . . . . . . . . . . . . . . . . . . 413
Encapsulation . . . . . . . . . . . . . . . . . . . . . . 414
Defining Classes and Creating Class Diagrams . . . . . . . . 415
Creating Class Diagrams . . . . . . . . . . . . . . . . . 417
The Set Methods . . . . . . . . . . . . . . . . . . . . 420
The Get Methods . . . . . . . . . . . . . . . . . . . . 421
Work Methods . . . . . . . . . . . . . . . . . . . . . 422
Understanding Public and Private Access . . . . . . . . . . . 424
Organizing Classes . . . . . . . . . . . . . . . . . . . . 428
Understanding Instance Methods . . . . . . . . . . . . . . 429
Understanding Static Methods . . . . . . . . . . . . . . . 434
Using Objects . . . . . . . . . . . . . . . . . . . . . . . 436

20. Chapter Summary . . . . . . . . . . . . . . . . . . . . . 440
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . 440
Review Questions . . . . . . . . . . . . . . . . . . . . . 442
Exercises . . . . . . . . . . . . . . . . . . . . . . . . 445
Find the Bugs . . . . . . . . . . . . . . . . . . . . . . 447
Game Zone . . . . . . . . . . . . . . . . . . . . . . . 447
Up for Discussion . . . . . . . . . . . . . . . . . . . . 447
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CHAPTER 11 More Object-Oriented Programming Concepts
449
Understanding Constructors . . . . . . . . . . . . . . . . 450
Default Constructors . . . . . . . . . . . . . . . . . . . 450
Nondefault Constructors . . . . . . . . . . . . . . . . . 453
Overloading Methods and Constructors . . . . . . . . . . . 453
Understanding Destructors . . . . . . . . . . . . . . . . . 456
Understanding Composition . . . . . . . . . . . . . . . . . 458
Understanding Inheritance . . . . . . . . . . . . . . . . . 459
Understanding Inheritance Terminology . . . . . . . . . . . 462
Accessing Private Fields and Methods of a Parent Class . . . 465
Using Inheritance to Achieve Good Software Design . . . . . 470

21. An Example of Using Predefined Classes: Creating GUI Objects
. 472
Understanding Exception Handling . . . . . . . . . . . . . . 473
Drawbacks to Traditional Error-Handling Techniques . . . . . 473
The Object-Oriented Exception-Handling Model . . . . . . . . 475
Using Built-in Exceptions and Creating Your Own Exceptions .
. 477
Reviewing the Advantages of Object-Oriented Programming . . .
479
Chapter Summary . . . . . . . . . . . . . . . . . . . . . 479
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . 480
Review Questions . . . . . . . . . . . . . . . . . . . . . 482
Exercises . . . . . . . . . . . . . . . . . . . . . . . . 485
Find the Bugs . . . . . . . . . . . . . . . . . . . . . . 489
Game Zone . . . . . . . . . . . . . . . . . . . . . . . 489
Up for Discussion . . . . . . . . . . . . . . . . . . . . 490
CHAPTER 12 Event-Driven GUI Programming,
Mult ithreading, and Animation . . . . . . . 491
Understanding Event-Driven Programming . . . . . . . . . . . 492
User-Initiated Actions and GUI Components . . . . . . . . . . 495
Designing Graphical User Interfaces . . . . . . . . . . . . . 498
The Interface Should Be Natural and Predictable . . . . . . . 498
The Interface Should Be Attractive, Easy to Read, and
Nondistracting . . . . . . . . . . . . . . . . . . . . 499
To Some Extent, It’s Helpful If the User Can Customize Your
Applications . . . . . . . . . . . . . . . . . . . . . 500
The Program Should Be Forgiving . . . . . . . . . . . . . 500
The GUI Is Only a Means to an End . . . . . . . . . . . . . 500
xiv

22. C O N T E N T S
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Developing an Event-Driven Application . . . . . . . . . . . . 501
Creating Storyboards . . . . . . . . . . . . . . . . . . 502
Defining the Storyboard Objects in an Object Dictionary . . . .
502
Defining Connections Between the User Screens . . . . . . . 503
Planning the Logic . . . . . . . . . . . . . . . . . . . . 504
Understanding Threads and Multithreading . . . . . . . . . . 509
Creating Animation . . . . . . . . . . . . . . . . . . . . 512
Chapter Summary . . . . . . . . . . . . . . . . . . . . . 515
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . 516
Review Questions . . . . . . . . . . . . . . . . . . . . . 517
Exercises . . . . . . . . . . . . . . . . . . . . . . . . 520
Find the Bugs . . . . . . . . . . . . . . . . . . . . . . 520
Game Zone . . . . . . . . . . . . . . . . . . . . . . . 521
Up for Discussion . . . . . . . . . . . . . . . . . . . . 522
CHAPTER 13 System Modeling with the UML . . . . . . . 523
Understanding System Modeling . . . . . . . . . . . . . . . 524
What Is the UML? . . . . . . . . . . . . . . . . . . . . . 525

23. Using UML Use Case Diagrams . . . . . . . . . . . . . . . 527
Using UML Class and Object Diagrams . . . . . . . . . . . . 533
Using Other UML Diagrams . . . . . . . . . . . . . . . . . 537
Sequence Diagrams . . . . . . . . . . . . . . . . . . . 537
Communication Diagrams . . . . . . . . . . . . . . . . 538
State Machine Diagrams . . . . . . . . . . . . . . . . . 539
Activity Diagrams . . . . . . . . . . . . . . . . . . . . 540
Component and Deployment Diagrams . . . . . . . . . . . 542
Profile Diagrams . . . . . . . . . . . . . . . . . . . . 544
Diagramming Exception Handling . . . . . . . . . . . . . 544
Deciding When to Use the UML and Which UML Diagrams to
Use . 546
Chapter Summary . . . . . . . . . . . . . . . . . . . . . 547
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . 548
Review Questions . . . . . . . . . . . . . . . . . . . . . 549
Exercises . . . . . . . . . . . . . . . . . . . . . . . . 552
Find the Bugs . . . . . . . . . . . . . . . . . . . . . . 553
Game Zone . . . . . . . . . . . . . . . . . . . . . . . 553
Up for Discussion . . . . . . . . . . . . . . . . . . . . 554
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CHAPTER 14 Using Relat ional Databases . . . . . . . . 555

24. Understanding Relational Database Fundamentals . . . . . . . 556
Creating Databases and Table Descriptions . . . . . . . . . . 558
Identifying Primary Keys . . . . . . . . . . . . . . . . . . 560
Understanding Database Structure Notation . . . . . . . . . . 563
Working with Records within Tables . . . . . . . . . . . . . 564
Creating Queries . . . . . . . . . . . . . . . . . . . . . 565
Understanding Relationships between Tables . . . . . . . . . 568
Understanding One-To-Many Relationships . . . . . . . . . . 569
Understanding Many-To-Many Relationships . . . . . . . . . 569
Understanding One-To-One Relationships . . . . . . . . . . 573
Recognizing Poor Table Design . . . . . . . . . . . . . . . 574
Understanding Anomalies, Normal Forms, and Normalization . .
576
First Normal Form . . . . . . . . . . . . . . . . . . . . 578
Second Normal Form . . . . . . . . . . . . . . . . . . 579
Third Normal Form . . . . . . . . . . . . . . . . . . . 582
Database Performance and Security Issues . . . . . . . . . . 585
Providing Data Integrity . . . . . . . . . . . . . . . . . 585
Recovering Lost Data . . . . . . . . . . . . . . . . . . 586
Avoiding Concurrent Update Problems . . . . . . . . . . . 586
Providing Authentication and Permissions . . . . . . . . . . 586
Providing Encryption . . . . . . . . . . . . . . . . . . . 587
Chapter Summary . . . . . . . . . . . . . . . . . . . . . 587
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . 589
Review Questions . . . . . . . . . . . . . . . . . . . . . 591
Exercises . . . . . . . . . . . . . . . . . . . . . . . . 594
Find the Bugs . . . . . . . . . . . . . . . . . . . . . . 598
Game Zone . . . . . . . . . . . . . . . . . . . . . . . 598
Up for Discussion . . . . . . . . . . . . . . . . . . . . 598
APPENDIX A Understanding Numbering Systems
and Computer Codes . . . . . . . . . . . . 601

25. APPENDIX B Flowchart Symbols . . . . . . . . . . . . . 611
APPENDIX C Structures . . . . . . . . . . . . . . . . . 612
xvi
C O N T E N T S
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APPENDIX D Solving Diff icult Structuring Problems . . . . 614
APPENDIX E Creating Print Charts . . . . . . . . . . . . 624
APPENDIX F Two Variat ions on the Basic Structures—case
and do-while . . . . . . . . . . . . . . . 626
Glossary . . . . . . . . . . . . . . . . . . 633
Index . . . . . . . . . . . . . . . . . . . . 653
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Preface
Programming Logic and Design, Comprehensive, Seventh
Edition provides the beginning
programmer with a guide to developing structured program
logic. This textbook assumes no
programming language experience. The writing is nontechnical
and emphasizes good
programming practices. The examples are business examples;
they do not assume
mathematical background beyond high school business math.
Additionally, the examples
illustrate one or two major points; they do not contain so many
features that students become
lost following irrelevant and extraneous details.
The examples in this book have been created to provide students
with a sound background in
logic, no matter what programming languages they eventually
use to write programs. This
book can be used in a stand-alone logic course that students
take as a prerequisite to a
programming course, or as a companion book to an introductory
programming text using
any programming language.

27. Organization and Coverage
Programming Logic and Design, Comprehensive, Seventh
Edition introduces students to
programming concepts and enforces good style and logical
thinking. General programming
concepts are introduced in Chapter 1. Chapter 2 discusses using
data and introduces two
important concepts: modularization and creating high-quality
programs. It is important to
emphasize these topics early so that students start thinking in a
modular way and concentrate
on making their programs efficient, robust, easy to read, and
easy to maintain.
Chapter 3 covers the key concepts of structure, including what
structure is, how to recognize
it, and most importantly, the advantages to writing structured
programs. This chapter’s
content is unique among programming texts. The early overview
of structure presented here
gives students a solid foundation in thinking in a structured
way.
Chapters 4, 5, and 6 explore the intricacies of decision making,
looping, and array
manipulation. Chapter 7 provides details of file handling so
students can create programs that
process a significant amount of data.
In Chapters 8 and 9, students learn more advanced techniques in
array manipulation and
modularization. Chapters 10 and 11 provide a thorough yet
accessible introduction to
concepts and terminology used in object-oriented programming.
Students learn about
classes, objects, instance and static class members,

28. constructors, destructors, inheritance, and
the advantages of object-oriented thinking.
xviii
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Chapter 12 explores additional object-oriented programming
issues: event-driven GUI
programming, multithreading, and animation. Chapter 13
discusses system design issues and
details the features of the Unified Modeling Language. Chapter
14 is a thorough introduction
to important database concepts that business programmers
should understand.
The first three appendices give students summaries of
numbering systems, flowchart
symbols, and structures. Additional appendices allow students
to gain extra experience with
structuring large unstructured programs, creating print charts,
and understanding posttest
loops and case structures.
Programming Logic and Design combines text explanation with
flowcharts and pseudocode

29. examples to provide students with alternative means of
expressing structured logic.
Numerous detailed, full-program exercises at the end of each
chapter illustrate the concepts
explained within the chapter, and reinforce understanding and
retention of the material
presented.
Programming Logic and Design distinguishes itself from other
programming logic books in
the following ways:
l It is written and designed to be non-language specific. The
logic used in this book can be
applied to any programming language.
l The examples are everyday business examples; no special
knowledge of mathematics,
accounting, or other disciplines is assumed.
l The concept of structure is covered earlier than in many other
texts. Students are
exposed to structure naturally, so they will automatically create
properly designed
programs.
l Text explanation is interspersed with both flowcharts and
pseudocode so students can
become comfortable with these logic development tools and
understand their
interrelationship. Screen shots of running programs also are
included, providing students
with a clear and concrete image of the programs’ execution.
l Complex programs are built through the use of complete
business examples. Students see

30. how an application is constructed from start to finish instead of
studying only segments of
programs.
Organization and Coverage
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time if subsequent rights restrictions require it.
Features
This text focuses on helping students become better
programmers and
understand the big picture in program development through a
variety of
key features. In addition to chapter Objectives, Summaries, and
Key Terms,
these useful features will help students regardless of their
learning style.
The use of flowcharts is excellent. This is a must-have
book for learning programming logic before tackling
the various languages.
—Lori Selby, University of Arkansas at Monticello

31. FLOWCHARTS, figures,
and illustrations provide
learning experience.
the reader with a visual
VIDEO LESSONS help
explain important chapter
concepts. Videos are part
of the text’s enhanced
CourseMate site.
NOTES provide
additional information—
for example, another
location in the book that
expands on a topic, or a
common error to watch
out for.
xx
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
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not materially affect the overall learning experience. Cengage
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time if subsequent rights restrictions require it.
TWO TRUTHS & A LIE mini quizzes
appear after each chapter section, with

32. answers provided. The quiz contains
three statements based on the preceding
section of text—two statements are
true and one is false. Answers give
immediate feedback without “giving away”
answers to the multiple-choice questions
and programming problems later in
the chapter. Students also have the option
to take these quizzes electronically
through the enhanced CourseMate site.
THE DON’T DO IT ICON illustrates
how NOT to do something—for
example, having a dead code
path in a program. This icon
provides a visual jolt to the student,
are NOT to be emulated and making
students more careful to recognize
problems in existing code.
xxi
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time if subsequent rights restrictions require it.
Assessment

33. The material is very well written, clearly
presented, and up to date. All explanations
are very solid, and Farrell’s language is clean,
cogent, and easy to follow.
—Judy Woodruff, Indiana
University-Purdue University Indianapolis
EXERCISES provide opportunities to
practice concepts. These exercises
to explore logical programming
concepts. Each exercise can
pseudocode, or both. In addition,
instructors can assign the exercises as
programming problems to be coded and
executed in a particular programming
language.
REVIEW QUESTIONS test
student comprehension of the
major ideas and techniques
presented. Twenty questions
follow each chapter.
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34. Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
DEBUGGING EXERCISES are
included with each chapter because
examining programs critically and
closely is a crucial programming skill.
Students can download these exercises
at www.cengagebrain.com and through
the CourseMate available for this text.
These files are also available to
instructors through the Instructor
Resources CD and login.cengage.com.
GAME ZONE EXERCISES are included
at the end of each chapter. Students can
create games as an additional entertaining
way to understand key programming
concepts.
ESSAY QUESTIONS present
personal and ethical issues that
programmers must consider. These
questions can be used for written
assignments or as a starting point
for classroom discussion.
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).

35. Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Other Features of the Text
This edition of the text includes many features to help students
become better
programmers and understand the big picture in program
development. In this edition, all
explanations have been carefully reviewed to provide the
clearest possible instruction.
Material that previously was included in margin notes has most
frequently been
incorporated into the main text, giving the pages a more
streamlined appearance. All the
chapters in this edition contain new programming exercises. All
Sixth Edition exercises
that have been replaced are available on the Instructor
Resources CD and through login.
cengage.com so instructors can use them as additional assigned
exercises or as topics for
class discussions.
l Clear explanations. The language and explanations in this
book have been
refined over seven editions, providing the clearest possible
explanations of difficult
concepts.
l Emphasis on structure. More than its competitors, this book
emphasizes structure.
Chapter 3 provides an early picture of the major concepts of
structured programming,

36. giving students an overview of the principles before they are
required to consider program
details.
l Emphasis on modularity. From the second chapter, students
are encouraged to write
code in concise, easily manageable, and reusable modules.
Instructors have found that
modularization should be encouraged early to instill good habits
and a clearer
understanding of structure. This edition uses modularization
early, using global variables
instead of local passed and returned values, and saves parameter
passing for later when
the student has become more adept.
l Methods as black boxes. The use of methods is consistent with
the languages in which
the student is likely to have first programming experiences. In
particular, this book
emphasizes using methods as black boxes, declaring all
variables and constants as local to
methods, and passing arguments to and receiving returned
values from methods as
needed.
l Objectives. Each chapter begins with a list of objectives so the
student knows the topics
that will be presented in the chapter. In addition to providing a
quick reference to topics
covered, this feature provides a useful study aid.
l Pseudocode. This book includes numerous examples of
pseudocode, which illustrate
correct usage of the programming logic and design concepts
being taught.

37. l Chapter summaries. Following each chapter is a summary that
recaps the
programming concepts and techniques covered in the chapter.
This feature provides a
concise means for students to review and check their
understanding of the main points
in each chapter.
l Key terms. Each chapter lists key terms and their definitions;
the list appears in the
order the terms are encountered in the chapter. Along with the
chapter summary, the
xxiv
P R E F A C E Other Features of the Text
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
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time if subsequent rights restrictions require it.
list of key terms provides a snapshot overview of a chapter’s
main ideas. A glossary at
the end of the book lists all the key terms in alphabetical order,
along with working
definitions.

38. CourseMate
The more you study, the better the results. Make the most of
your study time by accessing
everything you need to succeed in one place. Read your
textbook, review flashcards, watch
videos, and take practice quizzes online. CourseMate goes
beyond the book to deliver what
you need! Learn more at www.cengage.com/coursemate.
The Programming Logic and Design CourseMate includes:
l Video Lessons. Designed and narrated by the author, videos in
each chapter explain and
enrich important concepts.
l Two Truths & A Lie and Debugging Exercises. Complete
popular exercises from the
text online!
l An interactive eBook with highlighting and note-taking,
flashcards, quizzing, study games,
and more!
Instructors may add CourseMate to the textbook package, or
students may purchase
CourseMate directly at www.cengagebrain.com.
Instructor Resources
The following teaching tools are available to the instructor on a
single CD-ROM. Many are
also available for download through our Instructor Companion
Site at login.cengage.com.
l Electronic Instructor’s Manual. The Instructor’s Manual
follows the text chapter
by chapter to assist in planning and organizing an effective,

39. engaging course. The
manual includes learning objectives, chapter overviews, lecture
notes, ideas for
classroom activities, and abundant additional resources. A
sample course syllabus is
also available.
l PowerPoint Presentations. This text provides PowerPoint
slides to accompany each
chapter. Slides are included to guide classroom presentation, to
make available to
students for chapter review, or to print as classroom handouts.
Instructors may
customize the slides, which include the complete figure files
from the text, to best
suit their courses.
l
Solution
s.