Instructors Manual for C++ How to Program, 3rd Ed. (Harvey M. Deitel, Paul J. Deitel) (Z-Library)

📄 File Format: PDF

💾 File Size: 1.7 MB

📖 Read Online ⬇️ Download

Registered users can read the full content for free

Register as a Gaohf Library member to read the complete e-book online for free and enjoy a better reading experience.

📄 Page 1

©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. Instructor’s Manual for C++ How to Program, 3/e Deitel, Deitel & Nieto

📄 Page 2

©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. C++ How to Program: Third Edition Instructor’s Manual Contents Preface iii Chapter 1 Introduction to Computers and C++ Programming: Solutions 1 Chapter 2 Control Structures: Solutions 15 Chapter 3 Functions: Solutions 66 Chapter 4 Arrays Solutions: 120 Chapter 5 Pointers and Strings: Solutions 170 Chapter 6 Classes and Data Abstraction: Solutions 235 Chapter 7 Classes: Part II: Solutions 264 Chapter 8 Operator Overloading: Solutions 276 Chapter 9 Inheritance: Solutions 299 Chapter 10 Virtual Functions and Polymorphism: Solutions 318 Chapter 11 C++ Stream Input/Output: Solutions 333 Chapter 12 Templates: Solutions 348 Chapter 13 Exception Handling: Solutions 359 Chapter 14 File Processing: Solutions 370 Chapter 15 Data Structures: Solutions 390 Chapter 16 Bits, Characters, Strings and Structures: Solutions 498 Chapter 17 The Preprocessor: Solutions 524 Chapter 18 C Legacy Code Topics: Solutions 531 Chapter 19 Class string and String Stream Processing: Solutions 541 Chapter 20 Standard Template Library (STL): Solutions 559 Chapter 21 Standard C++ Language Additions: Solutions 565 Appendix C++ Multimedia Cyber Classroom Solutions Provided on CD 573

📄 Page 3

©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. Preface Thank you for considering and/or adopting our text C++ How to Program: Third Edition. If you have not read the preface to C++ How to Program: Third Edition , please do so. The preface contains a careful walkthrough of the book’s key features, including our new Unified Modeling Language™ (UML™) case study, which carefully introduces the reader to the UML and object-oriented design (OOD). Students are presented with a detailed prob- lem statement and guided through a simplified, UML-based object-oriented design process. The complete 1000- line C++ program solution for the case study is presented in the book and provided on the CD-ROM in the back of the textbook. We have worked hard to produce a textbook and ancillaries that we hope you and your students will find valu- able. The following ancillary resources are available: • C++ How to Program: Third Edition’s 250 program examples are included on the CD-ROM in the back of the textbook. This helps instructors prepare lectures faster and helps students master C++. The examples are also available for download at www.deitel.com . When extracting the source code from the ZIP file, you must use a ZIP-file reader such as WinZip (www.winzip.com) or PKZIP (www.pkware.com) that understands directories. The file should be extracted into a separate directory (e.g., cpphtp3e_examples). • Microsoft Visual C++ 6 Introductory Edition software is provided on the textbook’s CD-ROM. This soft- ware allows students to edit, compile and debug C++ programs. We have provided at no charge a short Vi- sual C++ 6 tutorial (in Adobe PDF format) on our Web site (www.deitel.com). • This C++ How to Program: Third Edition Instructor’s Manual on CD contains answers to most of the ex- ercises in the textbook. The programs are separated into directories by chapter and exercise number. • The optional C++ Multimedia Cyber Classroom: Third Edition is an interactive multimedia CD version of the book for Windows. Its features include audio walkthroughs of programs, section review questions (which are available only on the C++ Multimedia Cyber Classroom: Third Edition), a text-search engine, the ability to execute example programs, and more. The Cyber Classroom helps students get more out of their courses. The Cyber Classroom is also useful for students who miss a lecture and have to catch up quickly. The Cyber Classroom is available as a stand-alone product (see the last few pages of the textbook for the ISBN number) or bundled with the textbook (at a discount) in a product called The Complete C++ Training Course: Third Edition (ISBN# 0-13-089563-6). • Companion Web site (www.prenhall.com/deitel) provides instructor and student resources. In- structor resources include textbook appendices (e.g., Appendix D, "C++ Internet and Web Resources") and a syllabus manager for lesson planning. Student resources include chapter objectives, true/false questions, chapter highlights, reference materials and a message board. • Customizable Powerpoint Instructor Lecture Notes, with many complete features including source code, and key discussion points for each program and major illustration. These lecture notes are available for in- structors and students at no charge at our Web site www.deitel.com. • Lab Manual (available Spring 2001)—a for-sale item containing closed-lab sessions. We would sincerely appreciate your questions, comments, criticisms and corrections addressed to us at: deitel@deitel.com

📄 Page 4

IV ©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. We will respond immediately. Please read the latest copy of the Deitel Buzz (published every April and November) for information on forthcoming Deitel publications, ancillaries, product options and ordering infor- mation. To receive the Deitel Buzz, please contact Jennie Burger (jennie_burger@prenhall.com). Watch our Deitel & Associates, Inc. Web site (www.deitel.com) and our Prentice Hall Web site (www.prenhall.com/deitel) for the latest publication updates. We would like to thank the extraordinary team of publishing professionals at Prentice Hall who made C++ How to Program: Third Edition and its ancillaries possible. Our Computer Science editor, Petra Recter, worked closely with us to ensure the timely availability and professional quality of these ancillaries. We would also like to thank two of our student interns—Aftab Bukhari (a Computer Science major at Boston University) and Jason Rosenfeld (a Computer Science major at Northwestern University) for their assistance in preparing this Instructor’s Manual. Harvey M. Deitel Paul J. Deitel

📄 Page 5

©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. 1 Introduction to Computers and C++ Programming Solutions SOLUTIONS 1.10 Categorize each of the following items as either hardware or software: a) CPU ANS: hardware. b) C++ compiler ANS: software. c) ALU ANS: hardware. d) C++ preprocessor ANS: software. e) input unit ANS: hardware. f) an editor program ANS: software. 1.11 Why might you want to write a program in a machine-independent language instead of a machine-dependent language? Why might a machine-dependent language be more appropriate for writing certain types of programs? ANS: Machine independent languages are useful for writing programs to be executed on multiple computer platforms. Machine dependent languages are appropriate for writing programs to be executed on a single platform. Machine dependent languages tend to exploit the efficiencies of a particular machine. 1.12 Fill in the blanks in each of the following statements: a) Which logical unit of the computer receives information from outside the computer for use by the computer? . ANS: input unit. b) The process of instructing the computer to solve specific problems is called . ANS: computer programming. c) What type of computer language uses English-like abbreviations for machine language instructions? . ANS: high-level language. d) Which logical unit of the computer sends information that has already been processed by the computer to various de- vices so that the information may be used outside the computer? . ANS: output unit. e) Which logical unit of the computer retains information? . ANS: memory unit and secondary storage unit. f) Which logical unit of the computer performs calculations? .

📄 Page 6

2 Introduction to Computers and C++ Programming Solutions Chapter 1 ©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. ANS: arithmetic and logical unit. g) Which logical unit of the computer makes logical decisions? . ANS: arithmetic and logical unit. h) The level of computer language most convenient to the programmer for writing programs quickly and easily is . ANS: high-level language. i) The only language that a computer can directly understand is called that computer's . ANS: machine language. j) Which logical unit of the computer coordinates the activities of all the other logical units? . ANS: central processing unit. 1.13 Discuss the meaning of each of the following objects: a) cin ANS: This object refers to the standard input device that is normally connected to the keyboard. b) cout ANS: This object refers to the standard output device that is normally connected to the computer screen. c) cerr ANS: This object refers to the standard error device that is normally connected to the computer screen. 1.14 Why is so much attention today focused on object-oriented programming in general and C++ in particular? ANS: Object-oriented programming enables the programmer to build reusable software components that model items in the real world. Building software quickly, correctly, and economically has been an elusive goal in the software industry. The modular, object-oriented design and implementation approach has been found to increase productivity 10 to 100 times over conventional programming languages while reducing development time, errors, and cost. C++ is extremely popular because it is a superset of the widely used C programming language. Programmers already familiar with C have an easier time learing C++. 1.15 Fill in the blanks in each of the following: a) are used to document a program and improve its readability. ANS: comments b) The object used to print information on the screen is . ANS: cout c) A C++ statement that makes a decision is . ANS: if d) Calculations are normally performed by statements. ANS: assignment e) The object inputs values from the keyboard. ANS: cin 1.16 Write a single C++ statement or line that accomplishes each of the following: a) Print the message "Enter two numbers" . ANS: cout << "Enter two numbers"; b) Assign the product of variables b and c to variable a. ANS: a = b * c; c) State that a program performs a sample payroll calculation (i.e., use text that helps to document a program). ANS: // Sample Payroll Calculation Program d) Input three integer values from the keyboard and into integer variables a, b and c. ANS: cin >> a >> b >> c; 1.17 State which of the following are true and which are false. If false, explain your answers. a) C++ operators are evaluated from left to right. ANS: False. Some operators are evaluated from left to right, while other operators are evaluated right to left. b) The following are all valid variable names: _under_bar_, m928134 , t5, j7, her_sales, his_account_total, a, b, c, z, z2. ANS: True. All variables begin with an underscore or letter. c) The statement cout << "a = 5;"; is a typical example of an assignment statement. ANS: False. The statement is an output statement. a = 5; is output to the screen. d) A valid C++ arithmetic expression with no parentheses is evaluated from left to right.

📄 Page 7

Chapter 1 Introduction to Computers and C++ Programming Solutions 3 ©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. ANS: False. Arithmetic operators can appear in any order in an expression. Since multiplication, division, and modulus have higher precendence than addition and subtraction the statement cannot be true. e) The following are all invalid variable names: 3g, 87, 67h2, h22, 2h. ANS: False. h22 is a valid variable name. 1.18 Fill in the blanks in each of the following: a) What arithmetic operations are on the same level of precedence as multiplication? . ANS: division and modulus. b) When parentheses are nested, which set of parentheses is evaluated first in an arithmetic expression? . ANS: innermost. c) A location in the computer's memory that may contain different values at various times throughout the execution of a program is called a . ANS: variable. 1.19 What, if anything, prints when each of the following C++ statements is performed? If nothing prints, then answer “nothing.” Assume x = 2 and y = 3. a) cout << x; ANS: 2 b) cout << x + x; ANS: 4 c) cout << "x="; ANS: x= d) cout << "x = " << x; ANS: x = 2 e) cout << x + y << " = " << y + x; ANS: 5 = 5 f) z = x + y; ANS: nothing. g) cin >> x >> y; ANS: 23. h) // cout << "x + y = " << x + y; ANS: nothing. i) cout << "\n"; ANS: A newline is output which positions the cursor at the beginning of the next line on the screen. 1.20 Which of the following C++ statements contain variables whose values are replaced? a) cin >> b >> c >> d >> e >> f; b) p = i + j + k + 7; c) cout << "variables whose values are destroyed"; d) cout << "a = 5"; ANS: Parts (a) and (b). 1.21 Given the algebraic equation y = ax3 + 7, which of the following, if any, are correct C++ statements for this equation? a) y = a * x * x * x + 7; b) y = a * x * x * ( x + 7 ); c) y = ( a * x ) * x * ( x + 7 ); d) y = (a * x) * x * x + 7; e) y = a * ( x * x * x ) + 7; f) y = a * x * ( x * x + 7 ); ANS: Parts (a), (d) and (e). 1.22 State the order of evaluation of the operators in each of the following C++ statements and show the value of x after each statement is performed. a) x = 7 + 3 * 6 / 2 - 1; ANS: *, /, +, -, =, 15 b) x = 2 % 2 + 2 * 2 - 2 / 2; ANS: %, *, /, +, -, =, 3 c) x = ( 3 * 9 * ( 3 + ( 9 * 3 / ( 3 ) ) ) ); ANS: *, /, +, *, *, 324

📄 Page 8

4 Introduction to Computers and C++ Programming Solutions Chapter 1 ©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. 1.23 Write a program that asks the user to enter two numbers, obtains the two numbers from the user and prints the sum, product, difference, and quotient of the two numbers. 1.24 Write a program that prints the numbers 1 to 4 on the same line with each pair of adjacent numbers separated by one space. Write the program using the following methods: a) Using one output statement with one stream insertion operator. b) Using one output statement with four stream insertion operators. c) Using four output statements. 1 // Exercise 1.23 Solution 2 #include <iostream> 3 4 using std::cout; 5 using std::endl; 6 using std::cin; 7 8 int main() 9 { 10 int num1, num2; // declare variables 11 12 cout << "Enter two integers: "; // prompt user 13 cin >> num1 >> num2; // read values from keyboard 14 15 // output the results 16 cout << "The sum is " << num1 + num2 17 << "\nThe product is " << num1 * num2 18 << "\nThe difference is " << num1 - num2 19 << "\nThe quotient is " << num1 / num2 << endl; 20 21 return 0; // indicate successful termination 22 } Enter two integers: 8 22 The sum is 30 The product is 176 The difference is -14 The quotient is 0 1 // Exercise 1.24 Solution 2 #include <iostream> 3 4 using std::cout; 5 using std::endl; 6 7 int main () 8 { 9 // Part A 10 cout << "1 2 3 4\n"; 11 12 // Part B 13 cout << "1 " << "2 " << "3 " << "4\n"; 14 15 // Part C 16 cout << "1 "; 17 cout << "2 "; 18 cout << "3 "; 19 cout << "4" << endl; 20 21 return 0;

📄 Page 9

Chapter 1 Introduction to Computers and C++ Programming Solutions 5 ©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. 1.25 Write a program that asks the user to enter two integers, obtains the numbers from the user, then prints the larger number followed by the words "is larger." If the numbers are equal, print the message “These numbers are equal.” 1.26 Write a program that inputs three integers from the keyboard and prints the sum, average, product, smallest and largest of these numbers. The screen dialogue should appear as follows: 22 } 1 2 3 4 1 2 3 4 1 2 3 4 1 // Exercise 1.25 Solution 2 #include <iostream> 3 4 using std::cout; 5 using std::endl; 6 using std::cin; 7 8 int main() 9 { 10 int num1, num2; // declaration 11 12 cout << "Enter two integers: "; // prompt 13 cin >> num1 >> num2; // input to numbers 14 15 if ( num1 == num2 ) 16 cout << "These numbers are equal." << endl; 17 18 if ( num1 > num2 ) 19 cout << num1 << " is larger." << endl; 20 21 if ( num2 > num1 ) 22 cout << num2 << " is larger." << endl; 23 24 return 0; 25 } Enter two integers: 22 8 22 is larger. Input three different integers: 13 27 14 Sum is 54 Average is 18 Product is 4914 Smallest is 13 Largest is 27 1 // Exercise 1.26 Solution 2 #include <iostream> 3 4 using std::cout;

📄 Page 10

6 Introduction to Computers and C++ Programming Solutions Chapter 1 ©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. 1.27 Write a program that reads in the radius of a circle and prints the circle’s diameter, circumference and area. Use the constant value 3.14159 for π. Do these calculations in output statements. (Note: In this chapter, we have discussed only integer constants and variables. In Chapter 3 we will discuss floating-point numbers, i.e., values that can have decimal points.) 5 using std::endl; 6 using std::cin; 7 8 int main() 9 { 10 int num1, num2, num3, smallest, largest; // declaration 11 12 cout << "Input three different integers: "; // prompt 13 cin >> num1 >> num2 >> num3; // input 14 15 largest = num1; // assume first number is largest 16 17 if ( num2 > largest ) // is num2 larger? 18 largest = num2; 19 20 if ( num3 > largest ) // is num3 larger? 21 largest = num3; 22 23 smallest = num1; // assume first number is smallest 24 25 if ( num2 < smallest ) 26 smallest = num2; 27 28 if ( num3 < smallest ) 29 smallest = num3; 30 31 cout << "Sum is " << num1 + num2 + num3 32 << "\nAverage is " << (num1 + num2 + num3) / 3 33 << "\nProduct is " << num1 * num2 * num3 34 << "\nSmallest is " << smallest 35 << "\nLargest is " << largest << endl; 36 37 return 0; 38 } Input three different integers: 13 27 14 Sum is 54 Average is 18 Product is 4914 Smallest is 13 Largest is 27 1 // Exercise 1.27 Solution 2 #include <iostream> 3 4 using std::cout; 5 using std::endl; 6 using std::cin; 7 8 int main() 9 { 10 int radius; // declaration 11 12 cout << "Enter the circle radius: "; // prompt 13 cin >> radius; // input

📄 Page 11

Chapter 1 Introduction to Computers and C++ Programming Solutions 7 ©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. 1.28 Write a program that prints a box, an oval, an arrow and a diamond as follows: 1.29 What does the following code print? cout << "*\n**\n***\n****\n*****\n"; 14 15 cout << "Diameter is " << radius * 2.0 16 << "\nCircumference is " << 2 * 3.14159 * radius 17 << "\nArea is " << 3.14159 * radius * radius << endl; 18 19 return 0; 20 } Enter the circle radius: 8 Diameter is 16 Circumference is 50.2654 Area is 201.062 ********* *** * * * * * * *** * * * * * * ***** * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * ********* *** * * 1 // Exercise 1.28 Solution 2 #include <iostream> 3 4 using std::cout; 5 using std::endl; 6 7 main() 8 { 9 cout << "********* *** * *\n" 10 << "* * * * *** * *\n" 11 << "* * * * ***** * *\n" 12 << "* * * * * * *\n" 13 << "* * * * * * *\n" 14 << "* * * * * * *\n" 15 << "* * * * * * *\n" 16 << "* * * * * * *\n" 17 << "********* *** * *" << endl; 18 19 return 0; 20 }

📄 Page 12

8 Introduction to Computers and C++ Programming Solutions Chapter 1 ©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. ANS: 1.30 Write a program that reads in five integers and determines and prints the largest and the smallest integers in the group. Use only the programming techniques you learned in this chapter. * ** *** **** ***** 1 // Exercise 1.30 Solution 2 #include <iostream> 3 4 using std::cout; 5 using std::endl; 6 using std::cin; 7 8 int main() 9 { 10 int num1, num2, num3, num4, num5, largest, smallest; 11 12 cout << "Enter five integers: "; 13 cin >> num1 >> num2 >> num3 >> num4 >> num5; 14 15 largest = num1; 16 smallest = num1; 17 18 if ( num1 > largest ) 19 largest = num1; 20 21 if ( num2 > largest ) 22 largest = num2; 23 24 if ( num3 > largest ) 25 largest = num3; 26 27 if ( num4 > largest ) 28 largest = num4; 29 30 if ( num5 > largest ) 31 largest = num5; 32 33 if ( num1 < smallest ) 34 smallest = num1; 35 36 if ( num2 < smallest ) 37 smallest = num2; 38 39 if ( num3 < smallest ) 40 smallest = num3; 41 42 if ( num4 < smallest ) 43 smallest = num4; 44 45 if ( num5 < smallest ) 46 smallest = num5; 47 48 cout << "Largest is " << largest

📄 Page 13

Chapter 1 Introduction to Computers and C++ Programming Solutions 9 ©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. 1.31 Write a program that reads an integer and determines and prints whether it is odd or even. (Hint: Use the modulus operator. An even number is a multiple of two. Any multiple of two leaves a remainder of zero when divided by 2.) 1.32 Write a program that reads in two integers and determines and prints if the first is a multiple of the second. (Hint: Use the modulus operator.) 49 << "\nSmallest is " << smallest << endl; 50 51 return 0; 52 } Enter five integers: 88 22 8 78 21 Largest is 88 Smallest is 8 1 // Exercise 1.31 Solution 2 #include <iostream> 3 4 using std::cout; 5 using std::endl; 6 using std::cin; 7 8 int main() 9 { 10 int num; 11 12 cout << "Enter a number: "; 13 cin >> num; 14 15 if ( num % 2 == 0 ) 16 cout << "The number " << num << " is even." << endl; 17 18 if ( num % 2 != 0 ) 19 cout << "The number " << num << " is odd." << endl; 20 21 return 0; 22 } Enter a number: 73 The number 73 is odd. 1 // Exercise 1.32 Solution 2 #include <iostream> 3 4 using std::cout; 5 using std::endl; 6 using std::cin; 7 8 int main() 9 { 10 int num1, num2; 11 12 cout << "Enter two integers: "; 13 cin >> num1 >> num2; 14 15 if ( num1 % num2 == 0 ) 16 cout << num1 << " is a multiple of " << num2 << endl;

📄 Page 14

10 Introduction to Computers and C++ Programming Solutions Chapter 1 ©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. 1.33 Display a checkerboard pattern with eight output statements, then display the same pattern with as few output statements as possible. 17 18 if ( num1 % num2 != 0 ) 19 cout << num1 << " is not a multiple of " << num2 << endl; 20 21 return 0; 22 } Enter two integers: 22 8 22 is not a multiple of 8 * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * 1 // Exercise 1.33 Solution 2 #include <iostream> 3 4 using std::cout; 5 using std::endl; 6 7 int main() 8 { 9 // Eight output statements 10 cout << "* * * * * * * *\n"; 11 cout << " * * * * * * * *\n"; 12 cout << "* * * * * * * *\n"; 13 cout << " * * * * * * * *\n"; 14 cout << "* * * * * * * *\n"; 15 cout << " * * * * * * * *\n"; 16 cout << "* * * * * * * *\n"; 17 cout << " * * * * * * * *\n\n"; 18 19 // One output statement; 3 parts 20 cout << "* * * * * * * *\n * * * * * * * *\n* * * * * * * *\n" 21 << " * * * * * * * *\n* * * * * * * *\n * * * * * * * *\n" 22 << "* * * * * * * *\n * * * * * * * *\n"; 23 24 cout << endl; // ensure everything is displayed 25 26 return 0; 27 }

📄 Page 15

Chapter 1 Introduction to Computers and C++ Programming Solutions 11 ©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. 1.34 Distinguish between the terms fatal error and non–fatal error. Why might you prefer to experience a fatal error rather than a non–fatal error? ANS: A fatal error causes a program to terminate prematurely. A nonfatal error occurs when the logic of the program is incorrect, and the program does not work properly. A fatal error is preferred for debugging purposes. A fatal error imme- diately lets you know there is a problem with the program, whereas a nonfatal error can be subtle and possibly go unde- tected. 1.35 Here is a peek ahead. In this chapter you learned about integers and the type int. C++ can also represent uppercase letters, lowercase letters and a considerable variety of special symbols. C++ uses small integers internally to represent each different char- acter. The set of characters a computer uses and the corresponding integer representations for those characters is called that com- puter’s character set. You can print a character by simply enclosing that character in single quotes as with cout << 'A'; You can print the integer equivalent of a character using static_cast as follows: cout << static_cast< int >( 'A' ); This is called a cast operation (we formally introduce casts in Chapter 2). When the preceding statement executes, it prints the value 65 (on systems that use the ASCII character set). Write a program that prints the integer equivalents of some uppercase let- ters, lowercase letters, digits and special symbols. At a minimum, determine the integer equivalents of the following: A B C a b c 0 1 2 $ * + / and the blank character. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * 1 // Exercise 1.35 Solution 2 #include <iostream> 3 4 using std::cout; 5 using std::endl; 6 using std::cin; 7 8 int main() 9 { 10 char symbol; 11 12 cout << "Enter a character: "; 13 cin >> symbol; 14 15 cout << symbol << "'s integer equivalent is " 16 << static_cast< int > ( symbol ) << endl; 17 18 return 0;

📄 Page 16

12 Introduction to Computers and C++ Programming Solutions Chapter 1 ©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. 1.36 Write a program that inputs a five-digit number, separates the number into its individual digits and prints the digits sepa- rated from one another by three spaces each. (Hint: Use the integer division and modulus operators.) For example, if the user types in 42339 the program should print 19 } Enter a character: A A's integer equivalent is 65 4 2 3 3 9 1 // Exercise 1.36 Solution 2 #include <iostream> 3 4 using std::cout; 5 using std::endl; 6 using std::cin; 7 8 int main() 9 { 10 int num; 11 12 cout << "Enter a five-digit number: "; 13 cin >> num; 14 15 cout << num / 10000 << " "; 16 num = num % 10000; 17 cout << num / 1000 << " "; 18 num = num % 1000; 19 cout << num / 100 << " "; 20 num = num % 100; 21 cout << num / 10 << " "; 22 num = num % 10; 23 cout << num << endl; 24 25 return 0; 26 } Enter a five-digit number: 42339 4 2 3 3 9

📄 Page 17

Chapter 1 Introduction to Computers and C++ Programming Solutions 13 ©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. 1.37 Using only the techniques you learned in this chapter, write a program that calculates the squares and cubes of the numbers from 0 to 10 and uses tabs to print the following table of values: number square cube 0 0 0 1 1 1 2 4 8 3 9 27 4 16 64 5 25 125 6 36 216 7 49 343 8 64 512 9 81 729 10 100 1000 1 // Exercise 1.37 Solution 2 #include <iostream> 3 4 using std::cout; 5 using std::endl; 6 7 int main() 8 { 9 int num; 10 11 num = 0; 12 cout << "\nnumber\tsquare\tcube\n" 13 << num << '\t' << num * num << '\t' << num * num * num << "\n"; 14 15 num = num + 1; 16 cout << num << '\t' << num * num << '\t' << num * num * num << "\n"; 17 18 num = num + 1; 19 cout << num << '\t' << num * num << '\t' << num * num * num << "\n"; 20 21 num = num + 1; 22 cout << num << '\t' << num * num << '\t' << num * num * num << "\n"; 23 24 num = num + 1; 25 cout << num << '\t' << num * num << '\t' << num * num * num << "\n"; 26 27 num = num + 1; 28 cout << num << '\t' << num * num << '\t' << num * num * num << "\n"; 29 30 num = num + 1; 31 cout << num << '\t' << num * num << '\t' << num * num * num << "\n"; 32 33 num = num + 1; 34 cout << num << '\t' << num * num << '\t' << num * num * num << "\n"; 35 36 num = num + 1; 37 cout << num << '\t' << num * num << '\t' << num * num * num << "\n"; 38 39 num = num + 1; 40 cout << num << '\t' << num * num << '\t' << num * num * num << "\n"; 41 42 num = num + 1; 43 cout << num << '\t' << num * num << '\t' << num * num * num << endl;

📄 Page 18

14 Introduction to Computers and C++ Programming Solutions Chapter 1 ©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. 1.38 Give a brief answer to each of the following “object think” questions: a) Why does this text choose to discuss structured programming in detail before proceeding with an in-depth treatment of object-oriented programming? ANS: Objects are composed in part by structured program pieces. b) What are the typical steps (mentioned in the text) of an object-oriented design process? ANS: (1) Determine which objects are needed to implement the system. (2) Determine’s each object’s attributes. (3) Deter- mine each object’s behaviors. (4) Determine the interaction between the objects. c) How is multiple inheritance exhibited by human beings? ANS: Children. A child receives genes from both parents. d) What kinds of messages do people send to one another? ANS: People send messages through body language, speech, writings, email, telephones, etc. e) Objects send messages to one another across well-defined interfaces. What interfaces does a car radio (object) present to its user (a person object)? ANS: Dials and buttons that allow the user to select a station, adjust the volume, adjust bass and treble, play a CD or tape, etc. 1.39 You are probably wearing on your wrist one of the world’s most common types of objects—a watch. Discuss how each of the following terms and concepts applies to the notion of a watch: object, attributes, behaviors, class, inheritance (consider, for ex- ample, an alarm clock), abstraction, modeling, messages, encapsulation, interface, information hiding, data members and member functions. ANS: The entire watch is an object that is composed of many other objects (such as the moving parts, the band, the face, etc.) Watch attributes are time, color, band, style (digital or analog), etc. The behaviors of the watch include setting the time and getting the time. A watch can be considered a specific type of clock (as can an alarm clock). With that in mind, it is possible that a class called Clock could exist from which other classes such as watch and alarm clock can inherit the basic features in the clock. The watch is an abstraction of the mechanics needed to keep track of the time. The user of the watch does not need to know the mechanics of the watch in order to use it; the user only needs to know that the watch keeps the proper time. In this sense, the mechanics of the watch are encapsulated (hidden) inside the watch. The interface to the watch (its face and controls for setting the time) allows the user to set and get the time. The user is not allowed to directly touch the internal mechanics of the watch. All interaction with the internal mechanics is controlled by the interface to the watch. The data members stored in the watch are hidden inside the watch and the member functions (looking at the face to get the time and setting the time) provide the interface to the data. 44 45 return 0; 46 }

📄 Page 19

©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. 2 Control Structures Solutions Solutions Exercises 2.14 through 2.38 correspond to Sections 2.1 through 2.12. Exercises 2.39 through 2.63 correspond to Sections 2.13 through 2.21. 2.14 Identify and correct the error(s) in each of the following: a) if ( age >= 65 ); cout << "Age is greater than or equal to 65" << endl; else cout << "Age is less than 65 << endl"; ANS: The semicolon at the end of the if should be removed. The closing double quote after the second endl should be placed after 65. b) if ( age >= 65 ) cout << "Age is greater than or equal to 65" << endl; else; cout << "Age is less than 65 << endl"; ANS: The semicolon after the else should be removed. The closing double quote after the second endl should be placed after 65. c) int x = 1, total; while ( x <= 10 ) { total += x; ++x; } ANS: Variable total should be initialized to 0. d) While ( x <= 100 ) total += x; ++x; ANS: The W in while should be lowercase. The while’s body should be enclosed in braces {}. e) while ( y > 0 ) { cout << y << endl; ++y; } ANS: The variable y should be decremented (i.e., --y;) not incremented ( ++y;).

📄 Page 20

16 Control Structures Solutions Chapter 2 ©2000. Deitel & Associates, Inc. and Prentice Hall. All Rights Reserved. 2.15 What does the following program print? For Exercises 2.16 to 2.19, perform each of these steps: a) Read the problem statement. b) Formulate the algorithm using pseudocode and top-down, stepwise refinement. c) Write a C++ program. d) Test, debug and execute the C++ program. 1 #include <iostream> 2 3 using std::cout; 4 using std::endl; 5 6 int main() 7 { 8 int y, x = 1, total = 0; 9 10 while ( x <= 10 ) { 11 y = x * x; 12 cout << y << endl; 13 total += y; 14 ++x; 15 } 16 17 cout << "Total is " << total << endl; 18 return 0; 19 } 1 4 9 16 25 36 49 64 81 100 Total is 385