跨学科视角的计算机科学入门

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"《计算机科学：跨学科方法》是一本由罗伯特·塞吉维克(Robert Sedgewick)和凯文·韦恩(Kevin Wayne)合著的计算机科学教材，本书以普林斯顿大学(Princeton University)为背景，旨在提供一个综合性的视角来理解和研究这个领域。该书强调了计算机科学的多学科性质，涵盖了从基础理论到实践应用的广泛内容。书名中的“An Interdisciplinary Approach”表明了作者们将不同学科领域的知识融合在计算机科学教学中的努力，例如数学、逻辑、工程学以及人工智能等，使读者能够从一个更为全面的角度掌握这门学科。书中可能涉及到的关键知识点包括算法设计与分析、数据结构、编程语言原理、操作系统原理、计算机网络、数据库系统、软件工程，以及当前热门的云计算、大数据和人工智能技术等。作为一本英文原版书籍，它可能采用国际化的视角，适合全球范围内对计算机科学感兴趣的读者学习。为了确保阅读体验，PDF版本经过了FoxitReader和PDF-XChangeViewer等多种工具的测试，以保证页面的兼容性和可读性。值得注意的是，书中提及的一些制造商或卖家使用的商标名称，在尊重知识产权的前提下，采用了特定格式进行标注。此外，尽管本书力求详尽，但作者和出版社明确表示，他们不对书中可能存在的错误或遗漏承担责任，并且不承担因使用书中的信息或程序导致的偶然或间接损害。对于批量购买或特殊销售机会（包括电子版本），读者可以直接联系出版商获取更多详情。《计算机科学：跨学科方法》是一本既理论深入又实践导向的教科书，适合计算机科学专业的学生、研究人员以及对计算机领域有浓厚兴趣的业余爱好者使用。通过跨学科的学习，读者能更好地理解和应对现代社会对技术人才的需求，提升在信息技术行业的专业素养。"

Preface

machine architecture provides a link to the past, as the microprocessors found in

today’s computers and mobile devices are not so different from the ﬁrst computers

that were developed in the middle of the 20th century.

Applications in science and engineering are a key feature of the text. We mo-

tivate each programming concept that we address by examining its impact on

speciﬁc applications. We draw examples from applied mathematics, the physical

and biological sciences, and computer science itself, and include simulation of

physical systems, numerical methods, data visualization, sound synthesis, image

processing, ﬁnancial simulation, and information technology. Speciﬁc examples

include a treatment in the ﬁrst chapter of Markov chains for web page ranks and

case studies that address the percolation problem, n-body simulation, and the

small-world phenomenon. These applications are an integral part of the text. They

engage students in the material, illustrate the importance of the programming con-

cepts, and provide persuasive evidence of the critical role played by computation in

modern science and engineering.

Historical context is emphasized in the later chapters. The fascinating story of

the development and application of fundamental ideas about computation by Alan

Turing, John von Neumann, and many others is an important subtext.

Our primary goal is to teach the speciﬁc mechanisms and skills that are

needed to develop effective solutions to any programming problem. We work with

complete Java programs and encourage readers to use them. We focus on program-

ming by individuals, not programming in the large.

Use in the Curriculum This book is intended for a ﬁrst-year college course

aimed at teaching computer science to novices in the context of scientiﬁc applica-

tions. When such a course is taught from this book, college student will learn to

program in a familiar context. Students completing a course based on this book

will be well prepared to apply their skills in later courses in their chosen major and

to recognize when further education in computer science might be beneﬁcial.

Prospective computer science majors, in particular, can beneﬁt from learning

to program in the context of scientiﬁc applications. A computer scientist needs the

same basic background in the scientiﬁc method and the same exposure to the role

of computation in science as does a biologist, an engineer, or a physicist.

Indeed, our interdisciplinary approach enables colleges and universities to

teach prospective computer science majors and prospective majors in other ﬁelds

in the same course. We cover the material prescribed by CS1, but our focus on

xvi

Preface

applications brings life to the concepts and motivates students to learn them. Our

interdisciplinary approach exposes students to problems in many different disci-

plines, helping them to choose a major more wisely.

Whatever the speciﬁc mechanism, the use of this book is best positioned early

in the curriculum. First, this positioning allows us to leverage familiar material

in high school mathematics and science. Second, students who learn to program

early in their college curriculum will then be able to use computers more effectively

when moving on to courses in their specialty. Like reading and writing, program-

ming is certain to be an essential skill for any scientist or engineer. Students who

have grasped the concepts in this book will continually develop that skill through-

out their lifetimes, reaping the beneﬁts of exploiting computation to solve or to

better understand the problems and projects that arise in their chosen ﬁeld.

Prerequisites This book is suitable for typical ﬁrst-year college students. That

is, we do not expect preparation beyond what is typically required for other entry-

level science and mathematics courses.

Mathematical maturity is important. While we do not dwell on mathematical

material, we do refer to the mathematics curriculum that students have taken in

high school, including algebra, geometry, and trigonometry. Most students in our

target audience automatically meet these requirements. Indeed, we take advantage

of their familiarity with the basic curriculum to introduce basic programming

concepts.

Scientiﬁc curiosity is also an essential ingredient. Science and engineering stu-

dents bring with them a sense of fascination with the ability of scientiﬁc inquiry to

help explain what goes on in nature. We leverage this predilection with examples

of simple programs that speak volumes about the natural world. We do not assume

any speciﬁc knowledge beyond that provided by typical high school courses in

mathematics, physics, biology, or chemistry.

Programming experience is not necessary, but also is not harmful. Teaching

programming is one of our primary goals, so we assume no prior programming

experience. But composing a program to solve a new problem is a challenging in-

tellectual task, so students who have written numerous programs in high school

can beneﬁt from taking an introductory programming course based on this book.

The book can support teaching students with varying backgrounds because the

applications appeal to both novices and experts alike.

xvii

Preface

Experience using a computer is not necessary, but also is not a problem. Col-

lege students use computers regularly—for example, to communicate with friends

and relatives, listen to music, process photos, and as part of many other activities.

The realization that they can harness the power of their own computer in interest-

ing and important ways is an exciting and lasting lesson.

In summary, virtually all college students are prepared to take a course based

on this book as a part of their ﬁrst-semester curriculum.

Goals What can instructors of upper-level courses in science and engineering

expect of students who have completed a course based on this book?

We cover the CS1 curriculum, but anyone who has taught an introductory

programming course knows that expectations of instructors in later courses are

typically high: each instructor expects all students to be familiar with the computing

environment and approach that he or she wants to use. A physics professor might

expect some students to design a program over the weekend to run a simulation;

an engineering professor might expect other students to use a particular package

to numerically solve differential equations; or a computer science professor might

expect knowledge of the details of a particular programming environment. Is it

realistic for a single entry-level course to meet such diverse expectations? Should

there be a different introductory course for each set of students?

Colleges and universities have been wrestling with such questions since com-

puters came into widespread use in the latter part of the 20th century. Our answer

to them is found in this common introductory treatment of programming, which

is analogous to commonly accepted introductory courses in mathematics, physics,

biology, and chemistry. Computer Science strives to provide the basic preparation

needed by all students in science and engineering, while sending the clear message

that there is much more to understand about computer science than programming.

Instructors teaching students who have studied from this book can expect that they

will have the knowledge and experience necessary to enable those students to adapt

to new computational environments and to effectively exploit computers in diverse

applications.

What can students who have completed a course based on this book expect to

accomplish in later courses?

Our message is that programming is not difﬁcult to learn and that harness-

ing the power of the computer is rewarding. Students who master the material in

this book are prepared to address computational challenges wherever they might

xviii

Preface

appear later in their careers. They learn that modern programming environments,

such as the one provided by Java, help open the door to any computational prob-

lem they might encounter later, and they gain the conﬁdence to learn, evaluate, and

use other computational tools. Students interested in computer science will be well

prepared to pursue that interest; students in science and engineering will be ready

to integrate computation into their studies.

Online lectures A complete set of studio-produced videos that can be used in

conjunction with this text are available at

http://www.informit.com/title/9780134493831

As with traditional live lectures, the purpose of these videos is to inform and inspire,

motivating students to study and learn from the text. Our experience is that stu-

dent engagement with the material is signiﬁcantly better than with live lectures

because of the ability to play the lectures at a chosen speed and to replay and review

the lectures at any time.

Booksite An extensive amount of other information that supplements this text

may be found on the web at

http://introcs.cs.princeton.edu/java

For economy, we refer to this site as the booksite throughout. It contains material

for instructors, students, and casual readers of the book. We brieﬂy describe this

material here, though, as all web users know, it is best surveyed by browsing. With

a few exceptions to support testing, the material is all publicly available.

One of the most important implications of the booksite is that it empow-

ers instructors and students to use their own computers to teach and learn the

material. Anyone with a computer and a browser can begin learning to program

by following a few instructions on the booksite. The process is no more difﬁcult

than downloading a media player or a song. As with any website, our booksite is

continually evolving. It is an essential resource for everyone who owns this book. In

particular, the supplemental materials are critical to our goal of making computer

science an integral component of the education of all scientists and engineers.

For instructors, the booksite contains information about teaching. This in-

formation is primarily organized around a teaching style that we have developed

over the past decade, where we offer two lectures per week to a large audience,

supplemented by two class sessions per week where students meet in small groups

xix

Preface

with instructors or teaching assistants. The booksite has presentation slides for the

lectures, which set the tone.

For teaching assistants, the booksite contains detailed problem sets and pro-

gramming projects, which are based on exercises from the book but contain much

more detail. Each programming assignment is intended to teach a relevant concept

in the context of an interesting application while presenting an inviting and engag-

ing challenge to each student. The progression of assignments embodies our ap-

proach to teaching programming. The booksite fully speciﬁes all the assignments

and provides detailed, structured information to help students complete them in

the allotted time, including descriptions of suggested approaches and outlines for

what should be taught in class sessions.

For students, the booksite contains quick access to much of the material in the

book, including source code, plus extra material to encourage self-learning. Solu-

tions are provided for many of the book’s exercises, including complete program

code and test data. A wealth of information is associated with the programming

assignments, including suggested approaches, checklists, FAQs, and test data.

For casual readers, the booksite is a resource for accessing all manner of extra

information associated with the book’s content. All of the booksite content pro-

vides web links and other routes to pursue more information about the topic under

consideration. There is far more information accessible than any individual could

fully digest, but our goal is to provide enough to whet any reader’s appetite for

more information about the book’s content.

Acknowledgments This project has been under development since 1992, so far

too many people have contributed to its success for us to acknowledge them all here.

Special thanks are due to Anne Rogers, for helping to start the ball rolling; to Dave

Hanson, Andrew Appel, and Chris van Wyk, for their patience in explaining data

abstraction; to Lisa Worthington and Donna Gabai, for being the ﬁrst to truly rel-

ish the challenge of teaching this material to ﬁrst-year students; and to Doug Clark

for his patience as we learned about building Turing machines and circuits. We also

gratefully acknowledge the efforts of /dev/126; the faculty, graduate students, and

teaching staff who have dedicated themselves to teaching this material over the past

25 years here at Princeton University; and the thousands of undergraduates who

have dedicated themselves to learning it.

Robert Sedgewick

Kevin Wayne

May 2016

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