罗伯特·塞奇威克《计算机科学：跨学科方法》简介

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《计算机科学导论：跨学科方法》是由罗伯特·塞奇威克(Robert Sedgewick)和凯文·韦恩(Kevin Wayne)合著的一本权威教材，专为那些希望深入了解计算机科学基础和跨学科应用的学生设计。该书是Princeton University出版社的作品，旨在提供一个综合性的视角，将理论与实践相结合，适合在课堂上使用，但需注意课内使用后应删除，不得外传或网络传播，以尊重版权和作者权益。本书的核心内容涵盖了计算机科学的基本概念、算法设计与分析、数据结构、编程语言原理、计算机系统以及人工智能等多个领域。作者们强调了跨学科方法的重要性，即在理解计算机科学时，不仅要关注技术层面，还要认识到它与数学、物理学、工程学、经济学等其他学科的紧密联系。章节设计上，读者可以期待从空白页开始，逐步探索计算机科学的各个分支，包括但不限于： 1. 引言：介绍计算机科学的历史背景，阐述其作为一门现代科技的核心地位。 2. 计算理论：讨论计算模型、算法复杂性及计算效率的基础概念。 3. 数据结构：讲解如何组织和存储数据以支持高效的操作，如数组、链表、树、图等。 4. 算法设计：教授基本的算法策略，如排序、搜索、动态规划，以及如何分析算法的时间和空间复杂性。 5. 程序设计语言：介绍高级编程语言的构造和设计原则，以及如何实现程序执行的底层原理。 6. 计算机系统：探讨硬件与软件之间的交互，包括操作系统、内存管理、并发和网络通信等内容。 7. 人工智能：涉及机器学习、搜索算法、知识表示等现代AI领域的基础知识。 8. 应用实例：通过实际案例展示计算机科学在各行业的应用，如互联网、大数据、网络安全等。值得注意的是，书中提及的很多产品名称和商标是为了表明制造商的身份，并可能构成商标权。在印刷过程中，对这些标识的处理遵循了相应的版权和商标规定，所有商标名均用大写字母或首字母大写表示。此外，作者和出版社强调，尽管他们已尽力确保内容的准确性和完整性，但不提供任何形式的明示或默示担保，也不承担因使用书中的信息或程序而产生的附带或间接损失的责任。对于批量购买或特殊销售（可能包含电子版本）的需求，读者可直接联系出版社获取详细信息。综上，《计算机科学导论：跨学科方法》是一本实用且具有深度的教材，它不仅适合学生深入学习计算机科学，也对教师、研究人员和对技术有浓厚兴趣的专业人士具有很高的参考价值。

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/store/computer-science-video-

lectures-20-part-lecture-series-9780134493831

These lectures are fully coordinated with the text, but also include examples and

other materials that supplement the text and are intended to bring the subject to

life. 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 student engagement with the material is signiﬁcantly better with videos 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 empowers

teachers, students, and casual readers to use their own computers to teach and

learn the material. Anyone with a computer and a browser can delve into the study

of computer science by following a few instructions on the booksite.

For teachers, the booksite is a rich source of enrichment materials and material

for quizzes, examinations, programming assignments, and other assessments. To-

gether with the studio-produced videos (and the book), it represents resources for

teaching that are sufﬁciently ﬂexible to support many of the models for teaching

that are emerging as teachers embrace technology in the 21st century. For example,

at Princeton, our teaching style was for many years based on offering two lectures

xix

Preface

per week to a large audience, supplemented by “precepts” each week where stu-

dents met in small groups with instructors or teaching assistants. More recently, we

have evolved to a model where students watch lectures online and we hold class

meetings in addition to the precepts. These class meetings generally involve exams,

exam preparation sessions, tutorials, and other activities that previously had to be

scheduled outside of class time. Other teachers may work completely online. Still

others may use a “ﬂipped” model involving enrichment of each lecture after stu-

dents watch it.

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. There is a wealth of information associated with programming

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

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

formation associated with the book’s content. All of the booksite content provides

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

sideration. 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.

Our goal in creating these materials is to provide complementary approaches to

the ideas. People may learn a concept through careful study in the book, an engag-

ing example in an online lectures, browsing on the booksite, or perhaps all three.

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 and Kevin Wayne

Princeton, NJ, December 2016

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