Solution Manual for Absolute C++, 6th Edition

Name: Solution Manual for Absolute C++, 6th Edition
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Ace your coursework with Solution Manual for Absolute C++, 6th Edition, designed to simplify complex topics.

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Savitch, Absolute C++ 6/e: Chapter 1, Instructor’s Manual
Chapter 1
C++ Basics
Key Terms
functions
program
int main()
return 0
identifier
case-sensitive
keyword or reserved word
declare
floating-point number
fixed width integer types
auto
unsigned
assignment statement
uninitialized variable
assigning int values to double variables
mixing types
integers and Booleans
literal constant
scientific notation or floating-point notation
quotes
C-string
string
escape sequence
const
modifier
declared constant
mixing types
precedence rules
integer division
the % operator
negative integers in division
type cast
type coercion
increment operator
decrement operator
v++ versus ++v
cout
expression in a cout statement
spaces in output
newline character
deciding between \n and endl
format for double values

Savitch, Absolute C++ 6/e: Chapter 1, Instructor’s Manual
magic formula
outputting money amounts
cerr
cin
how cin works
separate numbers with spaces
when to comment
#include,
preprocessor
namespace
using namespace
Brief Outline
1.1 Introduction to C++
Origins of the C++ Language
C++ and Object-Oriented Programming
The Character of C++
C++ Terminology
A Sample C++ Program
1.2 Variables, Expressions, and Assignment Statements
Identifiers
Variables
Assignment Statements
More Assignment Statements
Assignment Compatibility
Literals
Escape Sequences
Naming Constants
Introduction to the string class
Arithmetic Operators and Expressions
Integer and Floating-Point Division
Type Casting
Increment and Decrement Operators
1.3 Console Input/Output
Output Using cout
New Lines in Output
Formatting for Numbers with a Decimal Point
Output with cerr
Input Using cin
1.4 Program Style
Comments
1.5 Libraries and Namespaces
Libraries and include Directives
Namespaces

Savitch, Absolute C++ 6/e: Chapter 1, Instructor’s Manual
1. Introduction and Teaching Suggestions
This chapter introduces the students to the history of the C++ language and begins to tell them
about what types of programs can be written in C++ as well as the basic structure of a C++
program. During the discussions on compilation and running a program, care should be taken to
explain the process on the particular computer system that the students will be using, as different
computing/development environments will each have their own specific directions that will need
to be followed. In the development of this instructor’s manual, a majority of the programs have
been compiled using g++ 4.4.7 on Ubuntu Linux, g++ 3.4 on cygwin, and Visual Studio .NET
2013. There are significant differences between the development environments and sometimes
on the compilers as well. This is especially the case with C++11 where command line options
may or may not be needed to compile, and some libraries may be unavailable for later sections
(e.g. threading, regular expressions).
Simple programming elements are then introduced, starting with simple variable declarations,
data types, assignment statements, and eventually evolving into arithmetic expressions. String
variables are not introduced in detail until Chapter 9, but an introduction is given and could be
elaborating upon if desired. If time allows, a discussion of how the computer stores data is
appropriate. While some of the operations on the primitives are familiar to students, operations
like modulus (%) are usually not and require additional explanation. Also, the functionality of
the increment and decrement operators requires attention. The issue of type casting is also
introduced, which syntactically as well as conceptually can be difficult for students. Some
students that have previously learned C may use the old form of type casting (e.g. (int)), but
should be encouraged to use the newer form (e.g. static_cast<int>).
The section on programming style further introduces the ideas of conventions for naming of
programmatic entities and the use and importance of commenting source code. Commenting is a
skill that students will need to develop and they should begin commenting their code from the
first program that they complete. Indentation is also discussed. However, many development
environments actually handle this automatically.
2. Key Points
Compiler. The compiler is the program that translates source code into a language that a
computer can understand. Students should be exposed to how compiling works in their
particular development environment. If using an IDE, it is often instructive to show command-
line compiling so students can a sense of a separate program being invoked to translate their code
into machine code. This process can seem “magical” when a button is simply pressed in an IDE
to compile a program.
Syntax and Semantics. When discussing any programming language, we describe both the
rules for writing the language, i.e. its grammar, as well as the interpretation of what has been
written, i.e. its semantics. For syntax, we have a compiler that will tell us when we have made a
mistake. We can correct the error and try compiling again. However, the bigger challenge may

Savitch, Absolute C++ 6/e: Chapter 1, Instructor’s Manual
lie in the understanding of what the code actually means. There is no “compiler” for telling us if
the code that is written will do what we want it to, and this is when the code does not do what we
want, it most often takes longer to fix than a simple syntax error.
Names (Identifiers). C++ has specific rules for how you can name an entity in a program.
These rules are compiler enforced, but students should be able to recognize a correct or incorrect
identifier. Also, there are common conventions for how C++ names its programming entities.
Variable names begin with a lower case letter while constants are in all upper case. However,
these conventions are not compiler enforced. The book and the source code for C++ itself use
these conventions and it is helpful for students to understand that if they follow them, their code
is easier for others to read.
Variable Declarations. C++ requires that all variables be declared before they are used. The
declaration consists of the type of the variable as well as the name. You can declare more than
one variable per line.
Assignment Statements with Primitive Types. To assign a value to a variable whose type is a
primitive, we use the assignment operator, which is the equals (=) sign. Assignment occurs by
first evaluating the expression on the right hand side of the equals sign and then assigning the
value to the variable on the left. Confusion usually arises for students when assigning the value
of one variable to another. Showing that x = y is not the same as y = x is helpful when trying to
clear up this confusion.
Initializing a Variable in a Declaration. We can and should give our variables an initial value
when they are declared. This is achieved through the use of the assignment operator. We can
assign each variable a value on separate lines or we can do multiple assignments in one line.
Assignment Compatibility. Normally, we can only assign values to a variable that are of the
same type as we declared the variable to be. For example, we can assign an integer value to an
integer variable. However, we can also assign a char value to an integer due to the following
ordering:
char  short  int  long  float  double
Values on the left can be assigned to variables whose types are to the right. You cannot go in the
other direction. In fact, the compiler will give an error if you do. However, you may receive a
compiler warning message about loss of precision.
What is Doubled? This discussion concerns how floating-point numbers are stored inside the
computer. A related topic would be to show the conversion of these numbers into the format
(e.g. IEEE 754 into two’s complement) that the computer uses.
Escape Sequences. When outputting strings, the \ character is used to escape the following
character and interpret it literally. It is useful to use this to show how to output " or \ along with
untypable characters, such as newlines or tabs.

Savitch, Absolute C++ 6/e: Chapter 1, Instructor’s Manual
I/O with cin, cout, cerr. This discussion shows how to input values from the keyboard and
output them to the screen. Under a Unix system it is easy to show the difference between cout
and cerr by redirecting the output.
Namespaces. This section illustrates how functions can exist within different namespaces.
Students that have previously learned C sometimes have difficulty with namespaces. Some
instructors wish to avoid “using namespace std;” and instead prefer to start their programs only
using the constructs that are actually used (e.g. using std::cin;). The book starts using the entire
namespace but gravitates toward the latter toward the end of the book.
Naming Constants. Program style is important and varies from one person to another.
However, having programmatic style standards makes programs easier to read for everyone.
One of these style points can be the naming of constants in the program. The convention that is
introduced is the one that is common to C++ and the text.
3. Tips
Error Messages. One of the most frustrating parts of learning how to program is learning to
understand the error messages of the compiler. These errors, which are commonly called syntax
errors, frustrate students. It is helpful to show some common error messages from the compiler
so that students have a frame of reference when they see the errors again themselves. Also
important for students to note is that even though C++ states the line number that the error
occurred on, it is not always accurate. Run-time errors occur when the program has been run.
For this section, creating a simple statement that divides by zero can generate one such error.
The last type of error, a logic error is one that is hardest to spot because on the surface the
program runs fine, but does not produce the correct result. The difference between x++ and ++x
could be used here to illustrate a logic error.
4. Pitfalls
Uninitialized Variables. Variables that are declared but not assigned a value are uninitialized.
It is good programming practice to always initialize your variables. It may be instructive to
output the contents of uninitialized variables to show the unpredictable values they may contain.
Uninitialized variables used in computation can cause errors in your program and the best way to
avoid these errors is to always give variables an initial value. This can most easily be done right
when the variable is declared.
Round-off Errors in Floating-Point Numbers. One of the places to show the fallibility of
computers is in the round-off errors that we experience when using floating point numbers. This
topic relates to why the type is named double and also deals with the representation of floating
point numbers in the system. This problem occurs because not all floating-point numbers are
finite, a common example being the decimal representation of the fraction 1/3. Because we can
only store so many digits after the decimal points, our computation is not always accurate. A

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Savitch, Absolute C++ 6/e: Chapter 1, Instructor’s Manual
discussion of when this type of round off error could be a problem would be appropriate to
highlight some of the shortcomings of computing.
Division with Whole Numbers. In C++, all of the arithmetic operations are closed within their
types. Therefore, division of two integers will produce an integer, which will produce an answer
that most students do not expect. For example, the integer 1 divided by the integer 2 will
produce the integer 0. Students will expect 0.5. One way to get a floating-point answer out of
integer division is to use typecasting. Another way is to force floating-point division by making
one of the integers a floating-point number by placing a “.0” at the end. Experimentation with
this issue is important to show the different results that can be obtained from integer division.
Order of Evaluation. The order of evaluation of subexpressions is not guaranteed. For
example in (n + (++n)) there will be a different result if ++n is evaluated first or second. The
best advice is to avoid such scenarios. Precedence of operators is discussed in chapter 2.
5. Programming Projects Answers
1. Metric - English units Conversion
A metric ton is 35,273.92 ounces. Write a C++ program to read the weight of a box of cereal
in ounces then output this weight in metric tons, along with the number of boxes to yield a metric
ton of cereal.
Design: To convert 14 ounces (of cereal) to metric tons, we use the 'ratio of units' to tell us
whether to divide or multiply:
1 metric tons
14 ounces * = 0.000397 metric tons
35,273.92 ounce
The explicit use of units will simplify the determination of whether to divide or to multiply in
making a conversion. Notice that ounces/ounce becomes unit-

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