Structured Program Development

(C Programming Language)

Dr. Thien Huynh-The

Dept. Comp. Commun. Eng.
HCMC Technology and Education
 Content

 Introduction to algorithms and pseudocode

 Control structure
 The if selection statement
 The if...else selection statement
 The while repetition statement
 Formulating Algorithms: Case Study 1 (Counter-Controlled Repetition)
 Formulating Algorithms with Top-Down, Stepwise Refinement: Case Study 2 (Sentinel-
Controlled Repetition)
 Formulating Algorithms with Top-Down, Stepwise Refinement: Case Study 3 (Nested Control
Structures)
 Operators: assignment, increment, and decrement
 Introduction

• Before writing a program

 Have a through understanding of the problem
 Carefully plan an approach/method/algorithm to solve it

• While writing a program

 Know what “building blocks” are available
 Use good programming principles
 Algorithms

• Computing problems
 All can be solved by executing a series of actions in a specific order

• Algorithm: procedure in terms of

 Actions to be executed
 The order in which these actions are to be executed

• Program control
 Specify order in which statements are to be executed
 Pseudo Code

• Pseudocode
 Artificial, informal language that helps us develop algorithms
 Similar to everyday English
 Not actually executed on computers
 Helps us “think out” a program before writing it
 Easy to convert into a corresponding C++ program
 Consists only of executable statements
 Control Structures

• Sequential execution
 Statements executed one after the other in the order written

• Transfer of control
 When the next statement executed is not the next one in sequence
 Overuse of goto statements led to many problems

• Bohm and Jacopini

 All programs written in terms of 3 control structures
 Sequence structures: Built into C. Programs executed sequentially by default
 Selection structures: C has three types: if, if…else, and switch
 Repetition structures: C has three types: while, do…while and for
 Control Structures

• Flowchart
 Graphical representation of an algorithm
 Drawn using certain special-purpose symbols connected by arrows called flowlines
 Rectangle symbol (action symbol):
 Indicates any type of action
 Oval symbol:
 Indicates the beginning or end of a program or a section of code
 Diamonds: Decision or switching
 Small circles: Connector
• Single-entry/single-exit control structures
 Connect exit point of one control structure to entry point of the next (control-structure
stacking)
 Makes programs easy to build
 Algorithm – Pseudo code - Flowchart

Algorithm Pseudo Code Start

Step 1: Start Begin

Input value
Step 2: Input the first number Input A of A

A Input B Input value

of B
Step 3: Input the second Compute SUM=A+B
number B Print SUM SUM=A+B

Step 4: Calculate SUM=A+B End

Print SUM
Step 5: Display SUM
Step 6: Stop Stop
 If Selection Statement

• Selection structure:
 Used to choose among alternative courses of action
 Pseudocode:
If student’s grade is greater than or equal to 60
Print “Passed”

• If condition true
 Print statement executed and program goes on to next statement
 If false, print statement is ignored and the program goes onto the next statement
 Indenting makes programs easier to read
 C ignores whitespace characters
 If Selection Statement

• Pseudocode statement in C:
if ( grade >= 60 )
printf( "Passed╲n" );
 C code corresponds closely to the pseudocode

• Diamond symbol (decision symbol)

 Indicates decision is to be made
 Contains an expression that can be true or false
 Test the condition, follow appropriate path
 If Selection Statement

• if
 Only performs an action if the condition is true
• if…else
 Specifies an action to be performed both when the condition is true and when it is false
• Psuedocode:
If student’s grade is greater than or equal to 60
Print “Passed”
else
Print “Failed”
 If...else Selection Statement

• Tips:
 Indent both body statements of an if...else statement.
 If there are several levels of indentation, each level should be indented the same additional
amount of space.

• The preceding pseudocode if...else statement may be written in C

if ( grade >= 60 ) {
printf( "Passed╲n" );
} //end if
else {
printf( "Failed╲n" );
} //end else
 If...else Selection Statement

• Ternary conditional operator (?:)

 Takes three arguments (condition, value if true, value if false)
 Our pseudocode could be written:
printf( "%s╲n", grade >= 60 ? "Passed" : "Failed" );
 Or it could have been written:
grade >= 60 ? printf( "Passed╲n" ) : printf( "Failed╲n" );
• Nested if…else statements
 Test for multiple cases by placing if…else selection statements inside if…else selection
statement
 Once condition is met, rest of statements skipped Tip: use expressions of the same type for
 Deep indentation usually not used in practice the second and third operands of the
conditional operator (?:) to avoid subtle
errors.
 If...else Selection Statement
If ( grade >=90 ){
printf( "A" );
If student’s grade is greater than or equal to 90 } // end if
else {
Print “A” if (grade >= 80){
else printf( "B" );
If student’s grade is greater than or equal to 80 } // end if
else {
Print “B” if (grade >= 70){
else printf( "C" );
If student’s grade is greater than or equal to 70 } // end if
else {
Print “C”
if (grade >= 60){
else printf( "D" );
If student’s grade is greater than or equal to 60 } // end if
Print “D” else {
printf( "F" );
else } // end else
Print “F” } // end else
} // end else
} // end else
 If...else Selection Statement
• Compound statement:
 Set of statements within a pair of braces
 Example:
if ( grade >= 60 )
printf( "Passed.╲n" );
else {
printf( "Failed.╲n" );
printf( "You must take this course
again.╲n" );
}
 Without the braces, the statement printf( "You must take this course again.╲n" ); would be
executed automatically
 If...else Selection Statement

• Notes:
 A compound statement can be placed anywhere in a program that a single
statement can be placed.
 Forgetting one or both of the braces that delimit a compound statement.

• Block:
 Compound statements with declarations

• Syntax errors
 Caught by compiler

• Logic errors:
 Have their effect at execution time
 Non-fatal: program runs, but has incorrect output
 Fatal: program exits prematurely
 Assignment 1 (2-1)

• Write a program to print the tax order and tax percentage with income entered by
user using if…else statement.

Order Income per year (M) Tax (%)

1 Up to 60 5
2 From 60 up to 120 10
3 From 120 up to 216 15
4 From 216 up to 384 20
5 From 384 up to 624 25
6 From 624 up to 960 30
7 Over 960 35
 While Repetition Statement

• Repetition structure
 Programmer specifies an action to be repeated while some condition remains true
 Pseudocode:
While there are more items on my shopping list
Purchase next item and cross it off my list
 While loop repeated until condition becomes false

• Example:
int product = 2;
while ( product <= 1000 )
product = 2 * product;
 While Repetition Statement

• Errors:
 Not providing the body of a while statement with an action that eventually causes the condition
in the while to become false. Normally, such a repetition structure will never terminate—an
error called an “infinite loop”.
 Spelling the keyword while with an uppercase W as in While
 Counter-Controlled Repetition

• Formulating Algorithms Case Study 1: Counter-controlled repetition

 Loop repeated until counter reaches a certain value
 Definite repetition: number of repetitions is known
 Example: A class of ten students took a quiz. The grades (integers in the range 0 to 100) for
this quiz are available to you. Determine the class average on the quiz.
• Pseudocode
Set total to zero
Set grade counter to one
While grade counter is less than or equal to ten
Input the next grade
Add the grade into the total
Add one to the grade counter
Set the class average to the total divided by ten
Print the class average
Counter-Controlled Repetition
• If a counter or total is not initialized, the
results will probably be incorrect (a logic
Counter to control
while loop error).
• Initialize all counters and totals.

Initialize counter to
1
While loop iterates as long as counter
<=10

Calculate the total grade

Increase the counter

Calculate the average

 Exercise

• Ex 2-2: Viết chương trình C nhập điểm của N sinh viên (với N được nhập từ bàn
phím và là số nguyên dương). Tính và in ra điểm trung bình của N sinh viên đó.
 Yêu cầu nhập N. Kiểm tra tính hợp lệ của N
 Bộ đếm biết trước
 Biến tổng điểm bằng 0 lúc khởi tạo

• Ex 2-3: Viết chtrình C in ra bảng cửu chương

 Exercise

• Ex 2-4: Viết chtrình C theo yêu cầu sau

 Nhập vào số tiền cho trước lớn hơn 100 usd. Yêu cầu nhập lại nếu không thỏa
 Thực hiện mua 10 món hàng với giá trị mỗi món nhỏ hơn hoặc bằng 10 usd. Nếu nhập giá trị
món hang lớn hơn 10 thì yêu cầu nhập lại
 Tính và in ra tiền thừa
 Tính và in ra giá trị trung bình của 10 món hàng

• Ex 2-5: Viết chtrình C theo yêu cầu sau

 Nhập điểm cho sinh viên có trong danh sách (không biết trước có bao nhiêu sv). Dừng việc
nhập điểm bằng cách nhậo một số đặc biệt nào đó.
 Tính điểm trung bình của các sv có điểm lớn hơn hoặc bằng 5.
Assignment 2
Quiz
Quiz
 Sentinel-Controlled Iteration

• Formulating algorithms with top-down, stepwise refinement case study with sentinel-
controlled iteration
• Problem becomes:
Develop a class-averaging program that will process an arbitrary number of grades each time the
program is run.
 Unknown number of students
 How will the program know to end?

• Use sentinel value

 Also called signal value, dummy value, or flag value
 Indicates “end of data entry.”
 Loop ends when user inputs the sentinel value
 Sentinel value chosen so it cannot be confused with a regular input (such as -1 in this case)
 Sentinel-Controlled Iteration

• Top-down, stepwise refinement

 Begin with a pseudocode representation of the top: • Errors: Choosing a sentinel value that
Determine the class average for the quiz is also a legitimate data value.
• Notes: Each refinement, as well as
 Divide top into smaller tasks and list them in order:
the top itself, is a complete
Initialize variables specification of the algorithm; only the
Input, sum and count the quiz grades level of detail varies.
Calculate and print the class average

• Many programs have three phases:

 Initialization: initializes the program variables
 Processing: inputs data values and adjusts program variables accordingly
 Termination: calculates and prints the final results
 Sentinel-Controlled Iteration

• Refine the initialization phase from Initialize variables to:

Initialize total to zero
Initialize counter to zero

• Refine Input, sum and count the quiz grades to

Input the first grade (possibly the sentinel)
While the user has not as yet entered the sentinel
Add this grade into the running total
Add one to the grade counter
Input the next grade (possibly the sentinel)

• Refine Calculate and print the class average to

If the counter is not equal to zero
Set the average to the total divided by the counter
Print the average
else
Print “No grades were entered”

• Note: An attempt to divide by zero causes a fatal error.

Sentinel-Controlled Iteration

Float type indicates variable

can be a non-integer

while loop will repeat following

statements until user enters a
value -1.
Sentinel-Controlled Iteration

Ensure user enter at least one

grade (avoid devision-by-zero
error)

Convert total from int to float

type

Print result with 2 digits after decimal

point
Assignment 2 (2-6)
 Exercise (2-7)

• Viết chtrình C:
 Yêu cầu nhập nào N sinh viên
 Với từng sinh viên, yêu cầu nhập vào kết quả: nhập số 1 nếu đậu và số 2 nếu rớt
 Sau khi nhập hết N sinh viên thì tổng kết
 In ra bao nhiêu sinh viên đậu
 In ra bao nhiêu sinh viên rớt
 Nếu có từ 80% sv đậu thì sẽ in ra “Khen thuong!”
 Nested Control Structures

• Formulating algorithms with top-down, stepwise refinement case study with nested control
structures
• Problem
 A college has a list of test results (1 = pass, 2 = fail) for 10 students
 Write a program that analyzes the results
 If more than 8 students pass, print "Raise Tuition"

• Notice that
 The program must process 10 test results
 Counter-controlled loop will be used
 Two counters can be used
 One for number of passes, one for number of fails
 Each test result is a number—either a 1 or a 2
 If the number is not a 1, we assume that it is a 2
 Nested Control Structures

• Top level outline

 Analyze exam results and decide if tuition should be raised

• First Refinement
 Initialize variables
 Input the ten quiz grades and count passes and failures
 Print a summary of the exam results and decide if tuition should be raised

• Refine Initialize variables to

 Initialize passes to zero
 Initialize failures to zero
 Initialize student counter to one
 Nested Control Structures

• Refine Input the ten quiz grades and count passes and failures to
While student counter is less than or equal to ten
Input the next exam result
If the student passed
Add one to passes
else
Add one to failures
Add one to student counter
• Refine Print a summary of the exam results and decide if tuition should be raised
to
Print the number of passes
Print the number of failures
If more than eight students passed
Print “Raise tuition”
 Nested Control Structures

Pseudocode
Initialize passes to zero
Initialize failures to zero
Initialize student to one
While student counter is less than or equal to ten
Input the next exam result
If the student passes
Add one to passes
Else
Addone to failure
Add one to student counter
Print the number of passes
Print the number of failures
If more than eight students passes
Print “Raise tuition”
Nested Control Structures

while loop continues until 10

students have been processed

if and else statements are nested inside

while loop
 Assignment Operators

• Assignment operators abbreviate assignment expressions

c = c + 3;
can be abbreviated as c += 3; using the addition assignment operator

• Statements of the form

variable = variable operator expression;
can be rewritten as
variable operator= expression;
• Examples of other assignment operators:
d -= 4 (d = d - 4)
e *= 5 (e = e * 5)
f /= 3 (f = f / 3)
g %= 9 (g = g % 9)
Assignment Operators
 Increment and Decrement Operators

• Increment operator (++)

 Can be used instead of c+=1

• Decrement operator (--)

 Can be used instead of c-=1

• Pre-increment
 Operator is used before the variable (++c or --c)
 Variable is changed before the expression it is in is evaluated

• Post-increment
 Operator is used after the variable (c++ or c--)
 Expression executes before the variable is changed
• If c equals 5, then
printf( "%d", ++c );
 Prints 6
printf( "%d", c++ );
 Prints 5
 In either case, c now has the value of 6
• When variable not in an expression
 Preincrementing and postincrementing have the same effect
++c;
printf( “%d”, c );
 Has the same effect as
c++;
printf( “%d”, c );
Increment and Decrement Operators
Increment and Decrement Operators
• Avoid using statements with increment or decrement
operators
• Attempting to use the increment or decrement operator
on an expression other than a simple variable name is a
syntax error, e.g., writing ++(x + 1).

c is printed, then
increasing

c is increased, then printing

Increment and Decrement Operators
 Assignment 3

• Viết chtrình tính bthức sau với số lượng thành phần n là số nguyên dương nhập
từ bàn phím
+ + + +…
1 1 1 1
1 3 5 7

• Viết chtrình tính bthức sau với số lượg thành phầnn là số nguyên dương lớn hơn
2 được nhập từ bàn phím
1! + 2! + 3! + 4! + …
Assignment 4