C++编程：工程师与科学家的编程之旅

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"C.Plus.Plus.for.Engineers.and.Scientists" 是一本针对工程师和科学家的C++编程书籍，由Bronson撰写，于2010年出版。在这本面向工程与科学领域的C++指南中，作者可能会深入探讨C++语言的基础知识、高级特性和实践应用，特别适合那些在科研或工程工作中需要使用C++的读者。C++是一种强大而灵活的编程语言，它结合了过程化编程、面向对象编程和泛型编程的特点，因此对于解决复杂问题和高性能计算具有极高的价值。书中的内容可能涵盖了以下关键知识点： 1. **C++基础**：包括变量、数据类型、运算符、流程控制语句（如if、switch、for、while）等基础知识，这些都是编写任何程序的基础。 2. **面向对象编程**：讲解类、对象、封装、继承、多态等核心概念，这些是C++的核心特性，允许开发者创建复杂、模块化的软件结构。 3. **模板和泛型编程**：C++的模板允许创建通用函数和类，以提高代码的重用性，泛型编程则进一步增强了这一能力。 4. **异常处理**：如何在代码中捕获和处理错误，以确保程序的健壮性。 5. **STL（标准模板库）**：包括容器（如vector、list、set）、迭代器、算法和函数对象，它们极大地丰富了C++的库功能。 6. **C++11及更高版本的新特性**：如右值引用、lambda表达式、自动类型推断（auto）、统一初始化等，这些更新使得C++更加现代和高效。 7. **内存管理和性能优化**：C++提供了对内存的直接控制，但也要求程序员理解和管理内存分配与释放，以避免内存泄漏和悬挂指针。此外，可能还会讨论如何通过算法优化和数据结构选择来提升程序性能。 8. **编程实践**：强调代码规范、调试技巧、测试方法，以及如何编写可读性强、可维护的代码。 9. **学术诚信**：书中可能提及了作者的一条建议，即不要分享代码给同学，除非得到教授的许可，这是尊重学术诚信的重要原则。 10. **学习不同编程语言的价值**：作者还鼓励学生学习非主流的编程语言，如Scheme、Smalltalk、Prolog或Haskell，以拓宽视野，这些语言可能包含独特的编程思想，有助于提高解决问题的能力。如果有机会与一位著名的计算机科学家共进晚餐，作者选择了Tim Berners-Lee，万维网的创始人。他的贡献对现代社会产生了深远影响，强调了理解技术如何改变生活的重要性。 "C.Plus.Plus.for.Engineers.and.Scientists"是一本面向有一定背景的读者，旨在帮助他们深入理解并熟练掌握C++语言，同时激发对计算机科学更广泛兴趣的书籍。

with fundamental algebra. This book is constructed to be flexible enough so that professors

can mold the book to their preferences for topic presentations. This flexibility is achieved in

the following ways.

Excluding Chapter 1, which includes computer literacy material for those who require

this background, Part One presents the basic structured syntax, flow control, and modularity

topics needed for a thorough understanding of C++’s structural features. With the topics of

arrays (Chapter 7) and files (Chapter 8) having been moved to Part One, this part now

provides a comprehensive one-semester course. As Chapters 7 and 8 have been written

specifically to depend only on Chapters 1 through 6, their order of presentation in the

classroom is entirely up to the professor’s discretion. With time permitting, the basics of

classes, introduced in Chapter 10, can also be covered to complete a one-semester course.

Additionally, depending on time and inclination, the numerical techniques discussed in

Chapter 14 can be presented at any point after Part One has been completed. Figure 1

illustrates this one-semester topic dependency.

An important feature of this book is that Part Two, on object-oriented programming, and

Part Three, on data structures, are interchangeable. So if you want to cover object-oriented

programming early, follow a Part One–Part Two–Part Three progression. On the other hand,

if you want to continue with additional structured programming reinforcement and discuss

object-oriented programming at the end of the course or the start of a second semester, follow

the sequence Part One–Part Three–Part Two. In either case, the material on arrays in

Chapter 7, files in Chapter 8, classes in Chapter 10, and numerical techniques in Chapter 14

can be introduced at any time after covering the first six chapters. Figure 2 shows the topic

dependency chart for the complete book and illustrates the flexibility of introducing different

topics under the umbrella of procedural programming, object-oriented programming, and

data structures.

Part One

Introduction

Chapter 1

Chapters

2 to 6

and 9

Arrays

Chapter 7

Files

Chapter 8

Objects

Chapter 10

Figure 1 Topic dependency for a one-semester course

14 Preface

Distinctive Features of This Book

Writing Style One thing I have found to be essential in my own classes is that after the

professor sets the stage in class, the assigned book must continue to encourage, nurture, and

assist students in acquiring and “owning” the material. To do this, the book must be written

in a manner that makes sense to students. My primary concern, and one of the distinctive

features of this book, is that it has been written for students. Therefore, I believe the writing

style used to convey the concepts is one of the most important aspects of this book.

Modularity To produce readable and maintainable programs, modularity is essential. C++,

by its nature, is a modular language. Therefore, the connection between C++ functions and

modules is made early in Chapter 2 and sustained throughout the book. Similarly, the idea

of parameter passing into modules is discussed early in Chapter 3, using C++’s mathematical

library. Explaining these concepts early introduces students to function and argument passing

as natural programming techniques. With the introduction of object-oriented programming

techniques in Chapter 10, students can build on the basic concept of encapsulating both data

and functions, which strengthens this modular emphasis.

Software Engineering Rather than simply introduce students to programming in C++,

this book introduces students to the fundamentals of software engineering from both a

structured and object-oriented viewpoint. Chapter 1 introduces the software development

procedure, which incorporates one of this book’s main themes: emphasizing problem-solving

techniques. Therefore, the importance of understanding and defining a problem, selecting

and refining a solution, and understanding the relationship between analysis, design, coding,

and testing is stated early and followed through with practical examples in all subsequent

case studies.

Case Studies Starting with Chapter 2, most chapters contain a case study. These case

studies demonstrate and reinforce effective problem solving in the context of the software

Chapter 1

Literacy

Topics

Part One

Procedural

Programming

Part Two

(Chapters 10 and 11)

Object-Oriented

Programming

Part Three

(Chapters 12 and 13)

Data Structures

Part Four

(Chapters 14 and 15)

Figure 2 Topic dependency chart

15Preface

development procedure explained in Chapter 1 and are extended to object-oriented

development when classes are introduced in Chapter 10.

Program Testing Every C++ program in this book has been compiled and run successfully

and has been quality assurance tested with Microsoft Visual C++ .NET. Source code for all

programs can be found on the Course Technology Web site (www.cengage.com/coursetechnology).

Using the source code permits students to experiment with and extend the existing programs

and modify them more easily, as required for a number of end-of-section exercises.

Pedagogical Features

To facilitate the goal of making C++ accessible as a first-level course, the following

pedagogical features have been incorporated into this book.

End-of-Section Exercises Almost every section in the book contains numerous and

diverse skill-building and programming exercises. Each exercise is identified as to type

(practice, desk check, and so forth) or application (such as electrical engineering, heat

transfer, environmental, and so on). Additionally, solutions to all exercises are provided in the

Instructor Downloads section on www.cengage.com/coursetechnology.

End-of-Chapter Programming Projects Each chapter includes several programming

projects that combine all elements of C++ covered in previous sections and chapters. Projects

are identified as to type (practice, desk check, and so forth) or application (electrical

engineering, heat transfer, environmental, and so on).

Common Programming Errors and Chapter Summary Each chapter ends with a sec-

tion on common programming errors and a summary of the main topics covered in the

chapter.

Enrichment Sections Given the many different emphases that can be used in teaching

C++, several chapters include an enrichment section called “A Closer Look.” These sections

allow you to provide varying emphases with different students in C++ classes.

Point of Information Boxes These boxes present additional clarification of commonly

used or difficult concepts, such as abstraction, lvalues and rvalues, values versus

identities, flags, and stream formatting. In addition, many Point of Information boxes explain

alternative and advanced programming techniques, useful technical points, programming

tips, and programming tricks used by professional programmers.

Pseudocode Descriptions Pseudocode is used throughout the book. Flowchart symbols

are introduced but are used only in illustrating flow-of-control constructs.

Engineering and Scientific Disciplines Many chapters have a box at the end with

information on several engineering and scientific fields, such as electrical, chemical, mechani-

cal, and aeronautical engineering.

16 Preface

To Rochelle, Jeremy, David, and Matthew Bronson

Acknowledgments

The writing of this third edition is a direct result of the success (and limitations) of the

previous two editions. In this regard, my most heartfelt acknowledgment and appreciation is

to the instructors and students who found the previous editions to be of service in their

quests to teach and learn C++.

Next, I would like to thank Alyssa Pratt, my Senior Product Manager at Course

Technology. In addition to her continuous faith and encouragement, her ideas and partner-

ship were instrumental in creating this book. After the writing process was completed, the

task of turning the final manuscript into a book depended on many people other than myself.

For this, I especially want to thank my developmental editor, Lisa Lord, who provided an

outstanding job. Her editing so dovetailed with both the spirit and idiosyncrasies of my own

writing style that it was an absolute pleasure working with her. She stayed true to what I was

attempting to achieve while patiently going through both the technical and grammatical

content. A truly incredible feat! This editing was supplemented by the equally detailed work

of my colleague, Professor Joan Zucker Hoffman, with structural engineering applications

provided by Professors Andy Gregg and Al Branchi and moral support provided by Dr. John

Becker of the Theology Department. Finally, I would like to thank the testers at Course

Technology’s MQA Department as well as GEX Publishing Services, especially the interior

designer, and Camille Kiolbasa, the copyeditor. The dedication of this team of people was

extremely important to me and I am very grateful to them.

The following reviewers provided extensive, extremely useful, and detailed information and

corrections that made this edition better and more accurate. No matter how careful I was, each

reviewer pointed out something that I missed or could be stated better . I am very thankful to

them. Naturally, all errors rest squarely on my shoulders, but these reviewers made the load

much easier: Hyder Ali, California State University, Northridge, and Robert Baird, Salt Lake

Community College. In addition, I’d like to thank the following instructors who reviewed the

proposal for this edition and offered valuable feedback: Randy Bower, Jacksonville University;

Helen Darcey, Cleveland State Community College; Akira Kawaguchi, The City College of New

York; Cynthia Lester , Tuskegee University; and Sherman Wong, Baruch University.

As with the first edition, special acknowledgement goes to Dr. G.J. Borse of Lehigh

University, who provided material that was adapted for this book. Specifically, his contribu-

tion includes almost all of Chapter 14, which Dr. Borse graciously permitted me to adapt from

his FORTRAN 77 text (copyright held by PWS Publishing). I would also like to acknowl-

edge, with extreme gratitude, the wonderful academic environment for learning and teaching

created at Fairleigh Dickinson University—starting with the President, Dr. Michael Adams,

followed through in the academic departments by the university and campus provosts, Dr.

Joseph Kiernan and Dr. Kenneth Greene, and finally to the direct encouragement and

support provided by my dean, Dr. William Moore, and my chairperson, Dr. Paul Yoon.

Without their support, this book could not have been written.

Finally, I deeply appreciate the patience, understanding, and love provided by my friend,

wife, and partner, Rochelle.

Gary Bronson

2009

18 Preface

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