Preface xiii
Chapter 1 Introduction to Computers and Programming 1
1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 Hardware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.3 How Computers Store Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.4 How a Program Works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
1.5 Types of Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Chapter 2 Input, Processing, and Output 29
2.1 Designing a Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
2.2 Output, Input, and Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
2.3 Variable Assignment and Calculations . . . . . . . . . . . . . . . . . . . . . . . . . . 43
IN THE SPOTLIGHT: Calculating a Percentage . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
IN THE SPOTLIGHT: Calculating an Average . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
IN THE SPOTLIGHT: Converting a Math Formula to a
Programming Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
2.4 Variable Declarations and Data Types . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
2.5 Named Constants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
2.6 Hand Tracing a Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
2.7 Documenting a Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
IN THE SPOTLIGHT: Using Named Constants, Style Conventions,
and Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Programming Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Chapter 3 Modules 75
3.1 Introduction to Modules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
3.2 Defining and Calling a Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
IN THE SPOTLIGHT: Defining and Calling Modules . . . . . . . . . . . . . . . . . . . . . . . 84
3.3 Local Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
3.4 Passing Arguments to Modules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
IN THE SPOTLIGHT: Passing an Argument to a Module . . . . . . . . . . . . . . . . . . . . 95
IN THE SPOTLIGHT: Passing an Argument by Reference . . . . . . . . . . . . . . . . . . . 100
3.5 Global Variables and Global Constants . . . . . . . . . . . . . . . . . . . . . . . . . 104
IN THE SPOTLIGHT: Using Global Constants . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Review Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Programming Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Chapter 4 Decision Structures and Boolean Logic 115
4.1 Introduction to Decision Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
IN THE SPOTLIGHT: Using the If-Then Statement . . . . . . . . . . . . . . . . . . . . . . . 122
4.2 Dual Alternative Decision Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
IN THE SPOTLIGHT: Using the If-Then-Else Statement . . . . . . . . . . . . . . . . . . 126
4.3 Comparing S

• A l anguage-independent approach allows students to gain confidence and build skills before moving on to a more comprehensive language-specific course.
• Contemporary coverage and Gaddis’ renowned writing style appeals to today’s students.
• Program design, selection structures, and repetition structures—key topics that beginners need to master—are covered slowly using multiple examples.
• Functions are covered early but with enough flexibility to be moved later in the course.
• Menu-driven programming and input validation are covered in separate chapters, allowing instructors to reorder coverage.
• An appendix, Getting Started with Alice, presents an overview of the Alice programming environment.
• Student Online Resources are available on the Gaddis Series resource page at www.pearsonhighered.com/gaddis:
• • VideoNotes are step-by-step video tutorials specifically designed to enhance the programming concepts presented in Gaddis: Starting Out with Programming Logic and Design, 3e. Students can view the entire problem-solving process outside of the classroom—when they need help the most. VideoNotes are available with the purchase of a new copy of select titles. Go to www.pearsonhighered.com/videonotes for a brief VideoNotes demo.
    
  • Access to the Programming Language Companions for Python, Java, Visual Basic, and C++ specifically designed to accompany the Third Edition of this textbook are available for download. The companions introduce the JavaTM, Python®, Visual Basic®, and C++ programming languages, and correspond on a chapter-by-chapter basis with the textbook. Many of the pseudocode programs that appear in the textbook also appear in the companions, implemented in a specific programming language.
  • A link to download the RAPTOR flowcharting environment. RAPTOR is a flowchart-based programming environment developed by the US Air Force Academy of Computer Science.
  • Appendix D: Answers to Checkpoint Questions provides answers to the Checkpoint questions that appear throughout the text.
• Starting Out with Programming Logic and Design is compatible with the Starting Out with series, which includes books on Alice, Visual Basic^®, C++, and Java^TM. View other titles in the series here.

This book’s pedagogy, organization, and clear writing style remain the same as in the previous edition. Many improvements have been made, which are summarized here:

• Detailed guidance for students designing their first program
  A new section titled Designing Your First Program has been added to Chapter 2. This section takes the student through the process of analyzing a problem and determining its requirements. The student sees an example of how a program's input, processing, and output can be determined, as a prelude to writing pseudocode and drawing flowcharts.
  Also, a new In The Spotlight section has been added to Chapter 2 to show the student how to examine the steps that are taken to manually perform a calculation (determining cell phone overage fees), and then convert those steps to a computer algorithm.
• New Debugging Exercises
  A new set of Debugging Exercises have been added to most of the chapters. The student examines a set of pseudocode algorithms and identifies logical errors.
• Greater consistency between flowcharts and pseudocode
  Throughout the book, many of the flowcharts have been revised so they appear more consistent with the pseudocode
• Expanded coverage of nested repetition structures
  In Chapter 5 the section on nested loops has been expanded with an additional example
• Additional VideoNotes for repetition structures
  New VideoNotes have been added for the Do-While and For loops in Chapter 5.
  
• File specification documentation and print spacing charts
  File specification documentation and print spacing charts are now discussed in Chapter 10
• New pseudocode quick reference guide
  A quick reference guide to the pseudocode used in the book has been added as Appendix C
• New Programming Language Companions
  New language companions have been added for Python 3 and C++. All of the book's language companions are available on the book's resource site at www.pearsonhighered.com/gaddis.