Figure:

Computer Science

an overview EDITION

7

J. Glenn Brookshear

Copyright © 2003 Pearson Education, Inc.

Slide 5-1

Copyright © 2003 Pearson Education, Inc.

C H A P T E R

5

Programming Languages

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Figure 5.1: Generations of programming languages Copyright © 2003 Pearson Education, Inc.

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Figure 5.2: The evolution of programming paradigms Copyright © 2003 Pearson Education, Inc.

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Figure 5.3: A function that computes the average of a list of numbers constructed from the simpler functions Sum, Count, and Divide Copyright © 2003 Pearson Education, Inc.

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Figure 5.4: The composition of a typical imperative program or program unit Copyright © 2003 Pearson Education, Inc.

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Figure 5.5: The same variable declarations in different languages Copyright © 2003 Pearson Education, Inc.

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Figure 5.6: A two-dimensional array with two rows and nine columns Copyright © 2003 Pearson Education, Inc.

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Figure 5.7: Declaration of heterogeneous arrays in Pascal and C (continued) Copyright © 2003 Pearson Education, Inc.

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Figure 5.7: Declaration of heterogeneous arrays in Pascal and C Copyright © 2003 Pearson Education, Inc.

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Figure 5.8: Control struc tures and their representations in C, C++, C#, and Java (continued) Copyright © 2003 Pearson Education, Inc.

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Figure 5.8: Control struc-tures and their representations in C, C++, C#, and Java Copyright © 2003 Pearson Education, Inc.

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Figure 5.9: The for loop structure and its representation in Pascal, C++, C#, and Java (continued) Copyright © 2003 Pearson Education, Inc.

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Figure 5.9: The for loop structure and its representation in Pascal, C++, C#, and Java Copyright © 2003 Pearson Education, Inc.

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Figure 5.10: The flow of control involving a procedure Copyright © 2003 Pearson Education, Inc.

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Figure 5.11: The procedure Project Population written in the programming language C Copyright © 2003 Pearson Education, Inc.

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Figure 5.12: Executing the procedure Demo and passing parameters by value (continued) Copyright © 2003 Pearson Education, Inc.

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Figure 5.12: Executing the procedure Demo and passing parameters by value (continued) Copyright © 2003 Pearson Education, Inc.

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Figure 5.12: Executing the procedure Demo and passing parameters by value Copyright © 2003 Pearson Education, Inc.

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Figure 5.13: Executing the procedure Demo and passing parameters by reference (continued) Copyright © 2003 Pearson Education, Inc.

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Figure 5.13: Executing the procedure Demo and passing parameters by reference (continued) Copyright © 2003 Pearson Education, Inc.

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Figure 5.13: Executing the procedure Demo and passing parameters by reference Copyright © 2003 Pearson Education, Inc.

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Figure 5.14: The function CylinderVolume written in the programming language C Copyright © 2003 Pearson Education, Inc.

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Figure 5.15: An example of formatted output Copyright © 2003 Pearson Education, Inc.

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Figure 5.16: The translation process Copyright © 2003 Pearson Education, Inc.

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Figure 5.17: A syntax diagram of our if-then-else pseudocode statement Copyright © 2003 Pearson Education, Inc.

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Figure 5.18: Syntax diagrams describing the structure of a simple algebraic expression Copyright © 2003 Pearson Education, Inc.

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Figure 5.19: The parse tree for the string x + y  z based on the syntax diagrams in Figure 5.18

Copyright © 2003 Pearson Education, Inc.

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Figure 5.20: Two distinct parse trees for the statement if B1 then if B2 then S1 else S2 (continued) Copyright © 2003 Pearson Education, Inc.

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Figure 5.20: Two distinct parse trees for the statement if B1 then if B2 then S1 else S2 (continued) Copyright © 2003 Pearson Education, Inc.

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Figure 5.21: An object-oriented approach to the translation process Copyright © 2003 Pearson Education, Inc.

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Figure 5.22: The complete program preparation process Copyright © 2003 Pearson Education, Inc.

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Figure 5.23: The structure of a class describing a laser weapon in a computer game Copyright © 2003 Pearson Education, Inc.

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Figure 5.24: A class with a constructor Copyright © 2003 Pearson Education, Inc.

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Figure 5.25: Our LaserClass definition using encapsulation as it would appear in a Java or C# program Copyright © 2003 Pearson Education, Inc.

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Figure 5.26: Resolving the statements (P OR Q) and (R OR  Q) to produce (P OR R) Copyright © 2003 Pearson Education, Inc.

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Figure 5.27: Resolving the statements (P OR Q), (R OR  Q),  R, and  P Copyright © 2003 Pearson Education, Inc.

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