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"TE AM FL Y DATA STRUCTURES IN JAVA A Laboratory Course Sandra Andersen Concordia College JONES AND BARTLETT PUBLISHERS BOSTON Sudbury, Massachusetts TORONTO LONDON SINGAPORE World Headquarters Jones and Bartlett Publishers 40 Tall Pine Drive Sudbury, MA 01776 978-443-5000 info@jbpub.com www.jbpub.com Jones and Bartlett Publishers Canada 2406 Nikanna Road Mississauga, ON L5C 2W6 CANADA Jones and Bartlett Publishers International Barb House, Barb Mews London W6 7PA UK Copyright © 2002 by Jones and Bartlett Publishers, Inc. Library of Congress Cataloging-in-Publication Data Andersen, Sandra. Data structures in Java: a laboratory course / Sandra Andersen. p. cm. ISBN 0-7637-1816-5 1. Java (Computer program language) 2. Data structures (Computer science) I. Title. QA76.73.J38 A46 2001 005.13’3—dc21 2001050446 All rights reserved. No part of the material protected by this copyright notice may be reproduced or utilized in any form, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without written permission from the copyright owner. Editor-in-Chief: J. Michael Stranz Development and Product Manager: Amy Rose Production Assistant: Tara McCormick Composition: Northeast Compositors Cover Design: Kristin Ohlin Printing and Binding: Courier Stoughton Cover printing: Courier Stoughton This book was typeset in FrameMaker 5.5 on a Macintosh G4. The font families used were Rotis Sans Serif, Rotis Serif, and Prestige Elite. Printed in the United States of America 05 04 03 02 01 10 9 8 7 6 5 4 3 2 1 To my family and friends, for their love and encouragement. —S.A. Preface TO THE STUDENT Objectives To learn a subject such as computer science, you need to immerse yourself in it — learning by doing rather than by simply observing. Through the study of several classic data structures and algorithms, you will become a better informed and more knowledgeable computer science student and programmer. To be able to professionally choose the best algorithm and data structure for a particular set of resource constraints takes practice. An emphasis on learning by doing is used throughout Data Structures in Java: A Laboratory Course. In each laboratory, you explore a particular data structure by implementing it. As you create an implementation, you learn how the data structure works and how it can be applied. The resulting implementation is a working piece of software that you can use in later laboratories and programming projects. Organization of the Laboratories Each laboratory consists of four parts: Prelab, Bridge, In-lab, and Postlab. The Prelab is a homework assignment in which you create an implementation of a data structure using the techniques that your instructor presents in lecture, along with material from your textbook. In the Bridge exercise, you test and debug the software you developed in the Prelab. The In-lab phase consists of three exercises. The ﬁrst two exercises apply or extend the concepts introduced in the Prelab. In the third exercise, you apply the data structure you created in the Prelab to the solution of a problem. The last part of each laboratory, the Postlab, is a homework assignment in which you analyze a data structure in terms of its efﬁciency or use. Your instructor will specify which exercises you need to complete for each laboratory. Be sure to check whether your instructor wants you to complete the Bridge exercise prior to your lab period or during lab. Use the cover sheet provided with the laboratory to keep track of the exercises you have been assigned. Student Source Code The Student Source Code that accompanies this manual (which is available at http:// www.oodatastructures.jbpub.com) contains a set of tools that make it easier for you to create data structure implementations. Each laboratory includes a visualization method called showStructure that displays a given data structure. You can use this method to watch how your routines change the content and organization of the data structure. Each laboratory also includes an interactive test program that you can use to help you test and debug your work. v PREFACE Additional ﬁles containing data, partial solution shells, and other supporting routines also are provided in the source code. The ﬁle Readme.txt lists the ﬁles used in each laboratory. TO THE INSTRUCTOR Objective Laboratories are a way of involving students as active, creative partners in the learning process. By making the laboratories the focal point of the course, students are immersed in the course material. Students are thus challenged to exercise their creativity (in both programming and analysis) and yet receive the structure, feedback, and support that they need to meet the challenge. Organization of the Laboratories In this manual, the laboratory framework includes a creative element but shifts the time-intensive aspects outside of the closed laboratory period. Within this structure, each laboratory includes four parts: Prelab, Bridge, In-lab, and Postlab. Prelab The Prelab exercise is a homework assignment that links the lecture with the laboratory period. In the Prelab, students explore and create on their own and at their own pace. Their goal is to synthesize the information they learn in lecture with material from their textbook to produce a working piece of software, usually an implementation of an abstract data type (ADT). A Prelab assignment—including a review of the relevant lecture and textbook materials—typically takes an evening to complete (that is, four to ﬁve hours). Bridge The Bridge exercise asks students to test the software they developed in the Prelab. The students create a test plan that they then use as a framework for evaluating their code. An interactive, command-driven test program is provided for each laboratory, along with a visualization routine (showStructure) that allows students to see changes in the content and organization of a data structure. This assignment provides an opportunity for students to receive feedback on their Prelab work and to resolve any difﬁculties they might have encountered. It should take students approximately one hour to ﬁnish this exercise. In-lab The In-lab section takes place during the actual laboratory period (assuming you are using a closed laboratory setting). Each In-lab consists of three exercises, and each exercise has a distinct role. The ﬁrst two exercises stress programming and provide a capstone to the Prelab. In vi PREFACE Exercise 3, students apply the software they developed in the Prelab to a real-world problem that has been honed to its essentials to ﬁt comfortably within the closed laboratory environment. Exercises 1 and 2 take roughly 45 minutes each to complete. Exercise 3 can be completed in approximately one and one-half hours. Most students will not be able to complete all the In-lab exercises within a typical closed laboratory period. A range of exercises has been provided so that you can select those that best suit your laboratory environment and your students’ needs. Postlab The last phase of each laboratory is a homework assignment that is done following the laboratory period. In the Postlab, students analyze the efﬁciency or utility of a given data structure. Each Postlab exercise should take roughly 20 minutes to complete. Using the Four-Part Organization in Your Laboratory Environment Computer science instructors use the term laboratory to denote a broad range of environments. One group of students in a data structures course, for example, might attend a closed two-hour laboratory; at the same time, another group of students might take the class in a televised format and “attend” an open laboratory. This manual has been developed to create a laboratory format suitable for a variety of open and closed laboratory settings. How you use the four-part organization depends on your laboratory environment. Two-Hour Closed Laboratory Prelab Students attending a two-hour closed laboratory are expected to make a good-faith effort to complete the Prelab exercise before coming to the lab. Their work need not be perfect, but their effort must be real (roughly 80 percent correct). Bridge Students are asked to complete the test plans included in the Bridge exercise and to begin testing and debugging their Prelab work prior to coming to lab (as part of the 80 percent correct guideline). In-lab The ﬁrst hour of the laboratory period can be used to resolve any problems the students might have experienced in completing the Prelab and Bridge exercises. The intent is to give constructive feedback so that students leave the lab with working Prelab software - a signiﬁcant accomplishment on their part. During the second hour, students complete one of the In-lab exercises to reinforce the concepts learned in the Prelab. You can choose the exercise by section or by student, or you can let the students decide which one to complete. Students leave the lab having received feedback on their Prelab and In-lab work. You need not rigidly enforce the hourly divisions; a mix of activities keeps everyone interested and motivated. vii PREFACE Postlab After the lab, the students complete one of the Postlab exercises and turn it in during their next lab period. One-hour Closed Laboratory If there is only one hour for the closed laboratory, students are asked to complete both the Prelab and Bridge exercises before they come to the lab. This work is turned in at the start of the period. Prelab In-lab Postlab During the laboratory period, the students complete one of the In-lab exercises. Again, the students complete one of the Postlab exercises and submit it during their next lab period. Open Laboratory In an open laboratory setting, the students are asked to complete the Prelab and Bridge exercises, one of the In-lab exercises, and one of the Postlab exercises. You can stagger the submission of these exercises throughout the week or have students turn in the entire laboratory as a unit. ADAPTING THE MANUAL TO YOUR COURSE Student preparation This manual assumes that students have a background in C, C++, or Java. The ﬁrst laboratory introduces the use of classes to implement a simple ADT. Succeeding laboratories introduce more complex Java language features (abstract window toolkit, cloning, inheritance, and so forth) in the context of data structures that use these features. Order of Topics Each of us covers the course material in the order that we believe best suits our students’ needs. To give instructors ﬂexibility in the order of presentation, the individual laboratories have been made as independent of one another as possible. It is recommended that you begin with the following sequence of laboratories. Laboratory 1 (Logbook ADT) Introduces the implementation of an ADT using a built-in Java class Laboratory 2 (Point List ADT) or Laboratory 3 (String ADT) Introduces tokenized input and the use of the abstract window toolkit Laboratory 4 (Array Implementation of the List ADT) Introduces use of a Java interface Laboratory 5 (Stack ADT) Introduces linked lists viii PREFACE You might wonder why the performance evaluation laboratory is near the end of the manual (Laboratory 15). The reason is simple: everyone covers this topic at a different time. Rather than bury it in the middle of the manual, it is near the end so that you can include it where it best serves your and your students’ needs (I do it toward the end of the semester, for instance). Since it is important to introduce students to problems that are broad in scope, Laboratory 16 is a multi-week programming project in which students work in teams to solve a more openended problem. This laboratory gives students practice in using widely accepted object-oriented analysis and design techniques. It also gives students some experience with HTML which, like Java, is another common component of web page development. During the ﬁrst week, each team analyzes a problem in terms of objects and then develops a design for the problem. During the second week, they create and test an implementation based on their design. Laboratory 16 begins by walking students through the design and implementation of a simple child’s calculator program. The software development framework used in this example stresses object-oriented design and programming, iterative code development, and systematic testing. The students then apply this framework to the solution of a more challenging—and more interesting—problem. This laboratory exercise aids in structuring the dynamics of the team software development process; however, it can also be assigned as an individual project simply by giving the students more time to complete the project. ADT Implementation The laboratories are designed to complement a variety of approaches to implementing each ADT. All ADT deﬁnitions stress the use of data abstraction and generic data elements. As a result, you can adapt them with minimal effort to suit different implementation strategies. For each ADT, class deﬁnitions that frame an implementation of the ADT are given as part of the corresponding Prelab exercise. This deﬁnition framework is also used in the visualization method that accompanies the laboratory. Should you elect to adopt a somewhat different implementation strategy, you need only make minor changes to the data members in the class deﬁnitions and corresponding modiﬁcations to the visualization routine. You do not need to change anything else in either the supplied software or the laboratory text itself. Differences between the Manual and Your Text Variations in style between the approaches used in the textbook and the laboratory manual discourage students from simply copying material from the textbook. Having to make changes, however slight, encourages students to examine in more detail how a given implementation works. Combining the Laboratories with Programming Projects One goal in the design of these laboratories was to enable students to produce code in the laboratory that they can use again as part of larger, more applications-oriented programming ix PREFACE projects. The ADTs the students develop in the Prelab exercises provide a solid foundation for such projects. Reusing the material that they created in a laboratory frees students to focus on the application they are developing. More important, they see in concrete terms—their time and effort—the value of such essential software engineering concepts as code reuse, data abstraction, and object-oriented programming. The last exercise in each In-lab is an applications problem based on the material covered in the Prelab for that laboratory. These exercises provide an excellent starting point for programming projects. Free-form projects are also possible. The projects directory in the Instructor’s ﬁles contains a set of programming projects based on the ADTs developed in the laboratories. Student Files Instructor’s Files Instructor’s support is available on request from Jones and Bartlett Publishers at http://www.oodatastructures.jbpub.com. This material contains solutions to all the Prelab and In-lab exercises, as well as a set of programming projects compatible with the laboratories in this manual. Contact your sales representative at 800-832-0034 to obtain a password to this site. ACKNOWLEDGMENTS I would like to thank my editors at Jones and Bartlett, Michael Stranz and Amy Rose, for their assistance in guiding this project to completion. I am also grateful to the students in my Fundamentals of Data Structures II course at Concordia College-Moorhead, MN, who helped me class-test many of these laboratory exercises. Their comments and suggestions have improved the quality of the ﬁnal version of these laboratories. Finally, I owe a debt of thanks to my husband Don for his patience and support while I was working on this project. S.A. x TE AM FL Y Team-Fly® Challenging students is easy; helping them to meet a challenge is not. The Student Source Code for this manual is available at http://www.oodatastructures.jbpub.com. It includes a set of software tools that assist students in developing ADT implementations. The tools provide students with the means for testing an ADT implementation using simple keyboard commands and for visualizing the resulting data structure using ASCII text on a standard text display. Additional ﬁles containing data, partial solution shells, and other supporting routines are also included at this site. Contents Laboratory 1 Logbook ADT 1 Focus: Implementing an ADT using a Java class Application: Generating a calendar display Prelab Exercise Bridge Exercise In-lab Exercise 1 In-lab Exercise 2 In-lab Exercise 3 Postlab Exercise 1 Postlab Exercise 2 7 13 15 17 19 21 22 Laboratory 2 Point List ADT 23 Focus: Array implementation of a point list Application: Displaying a dragon curve Prelab Exercise Bridge Exercise In-lab Exercise 1 In-lab Exercise 2 In-lab Exercise 3 Postlab Exercise 1 Postlab Exercise 2 29 34 37 39 43 45 46 Laboratory 3 String ADT 47 Focus: Java’s built-in String class Application: Lexical analysis Prelab Exercise Bridge Exercise In-lab Exercise 1 In-lab Exercise 2 In-lab Exercise 3 Postlab Exercise 1 Postlab Exercise 2 55 57 61 65 70 73 74 xi CONTENTS Laboratory 4 Array Implementation of the List ADT Focus: Array implementation of a list Application: Analyzing DNA sequences Prelab Exercise Bridge Exercise In-lab Exercise 1 In-lab Exercise 2 In-lab Exercise 3 Postlab Exercise 1 Postlab Exercise 2 85 88 92 94 96 99 101 77 Laboratory 5 Stack ADT 103 Focus: Array and singly linked list implementations of a stack Application: Evaluating postfix arithmetic expressions Prelab Exercise Bridge Exercise In-lab Exercise 1 In-lab Exercise 2 In-lab Exercise 3 Postlab Exercise 1 Postlab Exercise 2 109 114 116 117 120 125 128 Laboratory 6 Queue ADT 129 Focus: Array and singly linked list implementations of a queue Application: Simulating the flow of customers through a line Prelab Exercise Bridge Exercise In-lab Exercise 1 In-lab Exercise 2 In-lab Exercise 3 Postlab Exercise 1 Postlab Exercise 2 135 138 140 142 144 147 148 Laboratory 7 Singly Linked List Implementation of the List ADT Focus: Singly linked list implementation of a list Application: Slide show program Prelab Exercise Bridge Exercise 155 157 149 xii CONTENTS In-lab Exercise 1 In-lab Exercise 2 In-lab Exercise 3 Postlab Exercise 1 Postlab Exercise 2 160 162 164 167 169 Laboratory 8 Doubly Linked List Implementation of the List ADT Focus: Circular doubly linked list implementation of a list Application: Anagram puzzle Prelab Exercise Bridge Exercise In-lab Exercise 1 In-lab Exercise 2 In-lab Exercise 3 Postlab Exercise 1 Postlab Exercise 2 177 179 181 183 186 189 191 171 Laboratory 9 Ordered List ADT 193 Focus: Array implementation of an ordered list using inheritance Application: Assembling messages in a packet switching network Prelab Exercise Bridge Exercise In-lab Exercise 1 In-lab Exercise 2 In-lab Exercise 3 Postlab Exercise 1 Postlab Exercise 2 199 203 205 207 209 211 213 Laboratory 10 Recursion with Linked Lists 215 Focus: Using recursion to process and restructure linked lists Application: Replacing recursion with iteration Prelab Exercise Bridge Exercise In-lab Exercise 1 In-lab Exercise 2 In-lab Exercise 3 Postlab Exercise 1 Postlab Exercise 2 223 234 238 242 244 247 248 xiii CONTENTS Laboratory 11 Expression Tree ADT 249 Focus: Linked implementation of an expression tree Application: Logic circuits Prelab Exercise Bridge Exercise In-lab Exercise 1 In-lab Exercise 2 In-lab Exercise 3 Postlab Exercise 1 Postlab Exercise 2 257 259 261 264 266 271 273 Laboratory 12 Binary Search Tree ADT 275 Focus: Linked implementation of a binary search tree Application: Indexed accounts database Prelab Exer..."

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