FUNDAMENTALS OF PROGRAMMING

CS 112

NOR-AINE M. CORPUZ
DANILYN A. FLORES

2021

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
FUNDAMENTALS OF PROGRAMMING

CS 112

NOR-AINE M. CORPUZ
DANILYN A. FLORES

2021

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
Author’s Declaration

Ideas, concepts, diagrams and/or illustrations depicted in this learning

material are excerpts from established references and properly noted in the list
of literatures cited herein. The author in this learning material does not claim
full and authentic ownership of all the contents of this material, nor in any
manner willfully infringe the copyright law and other existing provisions
appertaining thereto.

This learning material is printed for the sole use of classroom or

distance/remote learning of USM and is not intended for commercial purposes.
Any use or reproduction in part or in full, whether electronic or mechanical,
photocopying or recording in any information storage and retrieval system,
other than what it is intended for requires the consent of authorized and
competent authority of the University of Southern Mindanao.

CS 112: Fundamentals of Programming

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USM VISION

Quality and relevant education for its clientele to be globally competitive,

culture sensitive and morally responsive human resources for sustainable
development

USM MISSION

Help accelerate socio-economic development, promote harmony among

diverse communities and improve quality of life through instruction, research,
extension and resource generation in Southern Philippines.

UNIVERSITY QUALITY POLICY STATEMENT

The University of Southern Mindanao, as a premier university, is

committed to provide quality instruction, research development and extension
services and resource generation that exceed stakeholders’ expectations
through the management of continual improvement efforts on the following
initiatives.
1. Establish Key Result Areas and performance indicators across all
mandated functions;
2. Implement quality educational programs;
3. Guarantee competent educational service providers;
4. Spearhead need-based research outputs for commercialization,
publication, patenting, and develop technologies for food security,
climate change mitigation and improvement in the quality of life;
5. Facilitate transfer of technologies generated from research to the
community for sustainable development;
6. Strengthen relationship with stakeholders;
7. Sustain good governance and culture sensitivity; and
8. Comply to customer, regulatory and statutory requirements.

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PREFACE

In the field of science and engineering, skill in computer programming is

a must-have. This book is an introductory computer programming textbook that
uses Java as the language of instruction. This is written to aid students in their
journey in learning the basics of programming.

This module is divided into five chapters.

• Chapter 1 talks about Introduction to Computer programming. In this

chapter computer programming is defined. Traits of a good programmer
is discussed. Good programming practices and qualities of a good
program is elaborated.
• Chapter 2 discusses Programming Fundamentals. In this chapter
Program Development Life Cycle, Comments, Tokens, Separators,
Identifiers, Keywords, Literals, Data Types, Variables, Operators,
Expressions, Statements and Blocks is explained.
• Chapter 3 users of this module are introduced to Inputs ang Outputs. It
is in this chapter where they are going to learn how to create simple
programs, displaying output in console, and displaying output and
getting input using graphical user interface.
• Chapter 4 is about Control structures, decision and repetition control
structures.
• The last chapter talks about Arrays. In this chapter topics including
Introduction to Arrays, Declaring Arrays, Accessing Array Element, Array
Length and Multidimensional Arrays are explained.

Every chapter of this module have intended learning outcomes for

students to be well guided to what they are going to learn. A few example
programs written in Java programing language are presented in every chapter.
Sample programs used in this book are edited and compiled using Jcreator Pro
4.5. At the end of each chapter, the authors included two summative tests, an
assignment, and a quiz. This is to quantify the level of learning each student
acquired in every chapter of this module.

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TABLE OF CONTENTS

Page
CHAPTER 1 Introduction to Computer Programming
What is Computer Programming? 1
Brief History of Programming 2
Traits of a Good Programmer 4
Good Programming Practices 6
Qualities of a Good Program 7
Formative Assessment 8
Chapter Summary 8
Summative Assessment 8
Chapter References 9
CHAPTER 2 Programming Fundamentals
Program Development Life Cycle 10
Comments 15
Tokens 16
Separators 16
Identifiers 16
Keywords 17
Literals 17
Data Types 18
Variables 19
Operators 20
Expressions 25
Statements 26
Blocks 26
Formative Assessment 27
Chapter Summary 28
Summative Assessment 29
Chapter References 29
CHAPTER 3 Inputs and Outputs
Getting to Know the Software Interface 30
Creating Simple Programs using JCreator 31
Displaying Output on Console 34
Creating Simple Programs using JAVA N-IDE 36
Getting Input and Displaying Output using Graphical User 40
Interface
Formative Assessment 40, 45
Chapter Summary 46
Summative Assessment 47
Chapter References 47
APPENDICES 48
ANSWER KEY 49

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COURSE GUIDE

Course Information
Course Title Fundamentals of Programming
Course Code CS 112
Pre-requisite/Co-requisite None

Course Description
This course covers the use of general purpose programming language
to solve problems. The emphasis is to train students to design, implement, test,
and debug programs intended to solve computing problems using fundamental
computing constructs.
Fundamentals of Programming enables students to learn the important
basic programming concepts like variables, data types, operators, and control
structures, and apply these using the Java programming language. As an
introduction, this course gives an overview of the different problem-solving
strategies that will help them analyze problems to create programs throughout
the course.
The course helps students understand the processes and the
significance of making programs, its implementation, application, and
significance to the industry, and the community. Also, this course helps give
students a deep understanding and developed skills of all the basic concepts
of programming and effectively utilize the language and programming
structures in program-making that willhelp them learn other and new
programming languages for them to be competent individuals.

Course Objectives/Outcomes
Upon passing the course, you must be able to:
1. Discuss the different concepts and techniques used in creating
computer programs.
2. Use appropriate programming components in designing a computer
program for a given problem.
3. Create computer programs using the Java programming language for
given problems.

Course Learning/Study Plan/Schedule

Week/Date Topic Teaching Learning Assessment
(Deadlines) and Materials
Learning
Activities
Introduction to Interactive Downloadabl Case Study
Computer Learning e
Programming Slides/Video Quiz
1
• What is Brainstormi s
Computer ng

CS 112: Fundamentals of Programming

viii
 Programmin Independen Computer/M
g? t Learning obile Phone
• Traits of a
Good Module
Programmer
• Good
Programmin
g Practices
• Qualities of
a Good
Program
Programming Interactive Downloadabl Problem
Fundamentals Learning e Solving
• Program Slides/Video
Developmen Brainstormi s Quiz
t Life Cycle ng
• Comments Computer/M
• Tokens Independen obile Phone
• Separators t Learning
2-5 • Identifiers Module
• Keywords
• Literals
• Data Types
• Variables
• Operators
• Expressions
• Statements
• Blocks
Inputs and Interactive Downloadabl Problem
Outputs Learning e Solving
• Getting to Slides/Video
Know the Brainstormi s Quiz
Software ng
• Creating Computer/M
Simple Independen obile Phone
Programs t Learning
6-8 • Displaying Module
Output on
Console
• Getting
Input and
Displaying
Output using
Graphical
user
Interface
9 MIDTEM EXAM
Control Interactive Downloadabl Problem
10 - 12
Structures Learning e Solving

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 Decision Slides/Video
Control Brainstormi s Quiz
Structures ng
• if Computer/M
• if-else Independen obile Phone
• if-else-if t Learning
• switch Module

Control Interactive Downloadabl Problem

Structures Learning e Solving
Repetition Slides/Video
Control Brainstormi s Quiz
Structure ng
13 - 15
• while Computer/M
• do-while Independen obile Phone
• for t Learning
Module

Arrays Interactive Downloadabl Problem

• Introduction Learning e Solving
to Arrays Slides/Video
• Declaring Brainstormi s Quiz
Arrays ng
• Accessing Computer/M
16 – 17 Independen obile Phone
Array
Element t Learning
• Array Module
Length
• Multidimensi
onal Arrays
18 FINAL EXAM

Course Requirements/Assessment and Evaluation

Scheme/Grading System
MIDTERM FINAL TERM FINAL GRADE
Requirement/ Percentage Requirement/ Percentage
Assessment Assessment
Task Task
Attendance 10 Attendance 10 Midterm 50%
Quizzes 25 Quizzes 25 Final 50%
Term
Summative 30 Summative 30 TOTAL 100%
Assessments Assessment
Midterm Exam 35 Final 35
Exam/Project
TOTAL 100% TOTAL 100%

House Rules/Class Policies

1. Students are REQUIRED to enroll in the course VLE where all course
materials are uploaded and course requirements are submitted.

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2. Students are also REQUIRED to be in the course Facebook Group Chat
where all announcements and reminders will be posted.
3. Each student is encouraged to have a computer, either a desktop or a
laptop, and install the required or related software needed for convenience
in doing tasks required for the course.
4. Students are enjoined to attend the online live lectures. If a student cannot
attend the lectures, the recording will be posted on the course VLE for
download and viewing offline.
5. Students should wear appropriate clothing while attending the online live
lecture.
6. Plagiarism is highly discouraged and will not be taken lightly. Tasks are
required to be submitted together with a plagiarism receipt using any online
plagiarism checker. The instructor will also manually check the authenticity
of submissions.
7. Tasks should be submitted on time. Submissions have extended deadlines
considering resources especially hardware and internet speed.
8. Students should inform their instructor on the time allocated or within 5 days
after the time allocated for a quiz/exam to explain why they cannot take or
have not taken the quiz/exam for them to be given considerations.
9. Students are encouraged to communicate with their instructor for
consultations via any media the instructor will provide from Monday-Friday
between 8AM-5PM only.

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 CHAPTER 1
Introduction to Computer Programming

Intended Learning Outcomes

By the end of this topic/chapter, you must be able to:

1. Describe computer programming terms
2. Discuss the traits of a good programmer
3. Discuss the good programming practices
4. Discuss the qualities of a good program

What is Computer Programming?

A program is a set of
instructions written in a language
understandable by the computer to
perform a particular function on the
computer. Fig. 1 shows a screenshot of
a simple code in Java that displays
Hello World!.
Fig. 1. Sample Program
A computer programmer is a Image Source:
http://javalanguageprogramming.blogspot.com/201
professional skilled in using constructs 3/03/first-java-program-hello-world.html
of programming languages to develop
executable and acceptable computer programs. A computer programmer can
be as young as 7 years old (as of 2016) or as old as 82 years old (as of 2017).

A Programming Language is
an artificial language created to be
used in preparing coded instruction
on the computer for later execution by
the computer. It is a standardized
communication technique for
expressing instructions to a
computer. It enables a programmer to
precisely specify what data a
computer will act upon, how these
data will be stored or transmitted and
precisely what actions to take under
various circumstances. It is usually
composed of a series of usage rules
Fig. 2. Top 10 Programming Languages 2017
Image Source:
(syntax) that determine the meaning
http://blog.revolutionanalytics.com/2017/07/ieee- (semantics) of expressions written in
spectrum-2017-top-programming-languages.html
the language. Each programming
language comes hand in hand with its own translator like an interpreter or
compiler as the case may be. Fig. 2 shows the 2017 Top 10 Programming

CS 112: Fundamentals of Programming

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Languages of IEEE Spectrum, a magazine edited by the Institute of Electrical
and Electronics Engineers.

Programming is the art

of developing computer
programs with the aid of
selected programming
language by a computer
programmer to enable a
computer to do a certain task.
In programming, programming
stages must be properly
Fig. 3. Computer Programming
followed (Usman, Owoade, Image Source: http://guyhaas.com/bfoit/itp/Programming.html
Abimbola, and Ogunsanwo,
2016).

Brief History of Programming

Many people would agree that

computers have a huge impact on our
lives, and computer programs tell those
computers what to do and how to do it.
With both good and bad effects, computer
programs have altered our existence. So it
is only right to at least know a little
something on the history of programming.
This brief history of programming is based
from the illustration of Ellie Koning (image
Fig. 4. Jacquard Loom not included here because it is too long it won’t fit
Image Source: the page but you can view it at
http://addiator.blogspot.com/2011/10/jacquard
https://visual.ly/community/infographic/technology/
s-loom-and-stored-programme.html
history-computer-programming).

You might not be aware that “pre-computers” did

not use electricity back then or that the first computer
programmer was a woman. Pre-computers existed in as
early as 1801. An example is the Jacquard loom
(Fig. 4), invented by Joseph Marie Jacquard, which is a
mechanical automated loom that worked by creating
different patterns using changeable punched cards that
controlled its operation. These punch cards was later used Fig. 5. Charles Babbage
Image Source:
by Charles Babbage (Fig. 5), considered the “Father of https://en.wikipedia.org/wiki
Computer”, as a method for storing programs for his /Charles_Babbage
Analytic Engine.

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 In 1842-1843, a woman translated an article
about Charles Babbage’s proposed Analytic Engine
and described an algorithm that was cited as the first
computer program making her the first computer
programmer. She also theorized that computers could
one day play music and chess. The United States
Department of Defense named a computer language in
her honor. Her name is Augusta Ada Byron (Fig. 6),
Countess of Lovelace.
In 1889, Herman Fig. 6. Ada Byron
Image Source: https://en.wi-
Hollerith used punched kipedia.org/wiki/Ada_Lovela
cards, known as Hollerith ce
cards, after experimenting with paper tape. He also
invented the tabular and keypunch machines along
with the Hollerith cards which formed the basis for
information processing. In 1896, he founded the
Fig. 7. The ABC Tabulating Machine Company which later became
Image Source: IBM. In 1906 he developed a plugboard or control
https://fahmirahman.wordpress.co
m/2011/04/19/inventors-of-the- panel that allowed the machine to perform different
modern-computer-2/ tasks without being reconstructed.
Developed in 1937 and tested in 1942, the
first electronic digital computer, the Atanasoff-Berry
Computer or ABC (Fig. 7) was designed to solve linear
equations. It was not programmable but it did use
binary arithmetic.
In World War II, the Colossus machines were
the first programmable electronic digital computer.
They were designed to break and read encrypted
German messages.
In 1947, Grace Murray Hopper, a computer Fig. 8. 1st Computer Bug
programming pioneer, documented the first actual Image Source:
computer ‘bug’ (Fig. 8) when a moth got trapped in the https://www.atlasobscura.com/pl
aces/grace-hoppers-bug
Mark II Alken Relay Calculator. They removed the moth
and ‘debugged’ the computer.
The Electronic Delay Storage Automatic Calculator, or EDSAC, was
the first practical stored-program electronic computer. On May 6, 1949, EDSAC
ran its first program: calculating a table of squares and a list of prime numbers.
Fortran, the first high level computer programming language, was
invented by John Backus in 1954 and was released commercially in 1957.
The first computer game, Spacewar! (Fig.
9), was programmed by Steve Russell in
1961. It is a two-player game where two
spaceships, affected by the gravity of a star,
fire missiles, unaffected by gravity, at each
other. Each spaceship has limited ammunition
and fuel. It took roughly 200 man-hours to
complete the game which was written on a
Fig. 9. SpaceWar!
Image Source: DEC interactive minicomputer. At Stanford
http://www.syfy.com/syfywire/firsts- University, Russel introduced Nolan Bushnell
spacewar-was-the-worlds-first-video-
game

CS 112: Fundamentals of Programming

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to Spacewar! where Bushnell later on went to program the first coin-operated
arcade game.
The first computer virus programmer was Fred Cohen in 1983. He
designed a hidden program that could infect a computer, copy itself, and then
infect other computers through the use of a floppy disk. The program was
benign, meant only to prove that it was possible.
And here ends the story of computer programming’s humble beginning.
Though it can be realized that a lot has changed since then, it can only be
imagined what more our current and future technology can offer in the field of
programming.

Traits of a Good Programmer

So you know how to code. That does not make you a good
programmer; that is just one of the traits of a good programmer. Programmers
aren’t born in a day. It is a product of constant learning and practice. Being a
good programmer is not just all coding. To understand this, here is a list of what
a good programmer’s traits should be by Katie Bouwkamp, currently a Sr.
Communications Manager at Smartsheet, in 2017.

1. Be well rounded. It’s great to know one technology in depth, but

problems in the real world are never solved with just a single technology.
Even if you’re hired as a specialist, you still need to understand how your
tech interacts with the other software, hardware, and network that make
up the application’s ecosystem. You’ll also be able to contribute to your
project in multiple ways, helping out wherever more assistance is
needed.
2. Enjoy solving puzzles. Building applications is not a straightforward
process. Figuring out why code isn’t compiling, what’s causing bugs, and
how to solve production problems requires puzzle-solving skills, as well
as the belief that there’s always a solution and not giving up until it’s
found. If you can solve puzzles under pressure, that’s even better—when
the system’s down, you can expect management to be breathing down
your neck while you figure it out.
3. Love learning. Technology is constantly changing. The tools and
languages you work with today are not the tools you’ll be working with
next year, let alone next decade. You need to always be developing new
skills to be able to contribute to upcoming projects. Your employer may
provide ongoing training, but the best developers take time to learn on
their own.
4. Good communication skills. Working as a developer isn’t just about
technology. Developers need to talk with business users to understand
what they need from the application. Developers also often need to

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 generate technical documents, so being able to write clearly is also
important—even if it’s just to produce a status report.
5. Confidence. There’s never just one way to build a system. No matter
how good your ideas are, they won’t have value if you keep them to
yourself. The best developers have confidence in their ideas and speak
up in design discussions to help shape the application architecture. To
boost your confidence, start with a small suggestion, rather than
proposing an entire application redesign.
6. Be interested in the business. Businesses use technology to solve
business problems. The more you understand about your company’s
business, the better prepared you are to understand their problems and
build solutions that help them grow. You should take advantage of
opportunities to talk to the business users and ask them questions about
the challenges they face in their work. If you get really interested in
understanding the business, you can take courses or even work towards
certifications in the business domain.
7. Be a team player. Movies often glorify a solo coder, and students
usually work on assignments on their own, but real-world projects are
team efforts. It’s important for developers to be able to get along with co-
workers. You need to be able to deal with people with varying abilities
and respond to differences of opinion respectfully. If you can, get to know
your teammates as people, not just technical staff. Having conversations
about other things than the project helps form relationships that make
working together easier.
8. Understand the importance of deadlines. The best project managers
will get their developers’ input when coming up with project deadlines,
though sometimes external factors drive the schedule. In either case,
once you’ve agreed to do a task, do your best to meet the deadline, even
if it means a few late nights. You don’t have to give up your whole
personal life for the organization, but demonstrating commitment to
completing the project and understanding its value to the business make
a positive impression at work.
9. Be adaptable. Projects and priorities change for many reasons, and
developers need to be able to context-switch to focus on what’s most
important right now. The changes may be small and temporary or major
and permanent. If they’re temporary, make sure you have good notes
that will help you get back to your regular work when things settle down.
If the changes are permanent, allow time to understand what the new
situation is and how you fit into it. It may present new opportunities to

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 help you achieve your goals. In any case, it’s important to respond
professionally and not lash out in frustration.
10. Own your product. Technically, your job may be done once you’ve
written code that compiles cleanly and passes its test cases. Stand out
by following it through the rest of its lifecycle—be willing to help with
testing, deployment, training users, and solving production problems.
While this helps your business, it actually helps you more, because you
see and understand the real-world effectiveness of the code you wrote.
Then take that understanding and let it help you make your next
application even better.

Good Programming Practices

Programmers do not code for themselves. And though end users are
the ones who actually use the software that programmers code, there are still
cases that the software needs maintenance and modification. With this, codes
should be easy to read and understand so that it will be easy to modify, debug,
and maintain, especially when the original programmer is not around anymore.
Below is a list of 10 good programming practices any programmer can follow
from Burak Guzel (2011) who is a full time PHP Web Developer and Andrey
Nikishaev (2017) who is a software developer for 15 years.

1. Commenting and Documentation

Write simple inline documentation describing what and how the code
works. This will save much time for understanding and even more.
2. Consistent Indentation
Codes should be indented and it is a good idea to keep indentation
style consistent.
3. Avoid Obvious Comments
Commenting code is fantastic but it can sometimes be overdone or
become redundant. When the text is that obvious, it is not productive to
repeat it within comments.
4. Code Grouping
Certain tasks require a few lines of code. It is a good idea to keep these
tasks within separate blocks of code, with some spaces between them.
Adding a comment at the beginning of each block of code emphasizes
the visual separation.
5. Consistent Naming Scheme
Names should have word boundaries either using camelCase where
the first letter of a word is capitalized (e.g. helloWorld) or underscores
where underscores are placed between words (e.g. hello_world).
Whatever the case may be, consistency is the key.
6. DRY Principle
Don’t Repeat Yourself also known as DIE: Duplication is Evil. The same
piece of code should not be repeated over and over again.
7. Avoid Deep Nesting
Too many levels of nesting can make code harder to read and follow.

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 8. Limit Line Length
Our eyes are more comfortable when reading tall narrow columns of
text like in the newspaper. It a good practice to avoid writing horizontally
long lines of code.
9. File and Folder Organization
An entire application code can be written within a single file. But that
would prove to be a nightmare to read and maintain. Imitating a folder
structure can be one approach.
10. Keep It Simple, Stupid (KISS Principle)
Do not write complex code. The simpler the code the less bugs it may
have and the less time will be needed to debug them.

In addition to the above mentioned, Nikishaev (2017) also suggested for

programmers to go out and get hobbies since work differentiation increases
mental abilities and gives new fresh ideas, and learn new things as you get
free time because when people stop learning they start to degrade.

Qualities of a Good Program

Whatever the approach to development may be, the final program must
satisfy some fundamental properties. Just because the code works does not
mean it is a good program. The following properties are among the most
important.

1. Readability: how well the code can be understood by other

programmers
2. Reliability: how often the results of a program are correct. This depends
on conceptual correctness of algorithms, and minimization of
programming mistakes, such as mistakes in resource management
(e.g., buffer overflows and race conditions) and logic errors (such as
division by zero or off-by-one errors).
3. Robustness: how well a program anticipates problems due to errors
(not bugs). This includes situations such as incorrect, inappropriate or
corrupt data, unavailability of needed resources such as memory,
operating system services and network connections, user error, and
unexpected power outages.
4. Usability: the ergonomics of a program: the ease with which a person
can use the program for its intended purpose or in some cases even
unanticipated purposes. Such issues can make or break its success
even regardless of other issues. This involves a wide range of textual,
graphical and sometimes hardware elements that improve the clarity,
intuitiveness, cohesiveness and completeness of a program's user
interface.
5. Portability: the range of computer hardware and operating
system platforms on which the source code of a program can
be compiled/interpreted and run. This depends on differences in the
programming facilities provided by the different platforms, including
hardware and operating system resources, expected behavior of the
hardware and operating system, and availability of platform specific
compilers (and sometimes libraries) for the language of the source code.

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 6. Maintainability: the ease with which a program can be modified by its
present or future developers in order to make improvements or
customizations, fix bugs and security holes, or adapt it to new
environments. Good practices during initial development make the
difference in this regard. This quality may not be directly apparent to the
end user but it can significantly affect the fate of a program over the long
term.
7. Efficiency/performance: Measure of system resources a program
consumes (processor time, memory space, slow devices such as disks,
network bandwidth and to some extent even user interaction): the less,
the better. This also includes careful management of resources, for
example cleaning up temporary files and eliminating memory leaks.

Formative Assessment

1. List the Top 10 Programming Languages of 2021

Chapter 1 Summary

Programming is the art of writing a set of instructions called a program

by a skilled person called a programmer using a particular programming
language which is a technique to give instructions to a computer on what to do
that does anything that can address a given problem.
Programming started way back 1801 with pre-computers and the first
programmer who is a woman created an algorithm for the father of computer.
Then the firsts happened; from the first computer game to the first computer
bug to the first high level programming language and first programmable
computer.
To understand the world, understand processes, understand the
influence of computers to the world, use a new form of literacy, have a new way
to learn science and mathematics, have an additional job skill, use computers
better, and to learn problem solving are just some of the many reasons to learn
programming and a good programmer should be well rounded, enjoys solving
puzzles, loves learning, has good communication skills, is confident, interested
in the business, a team player, understands the importance of deadlines,
adaptable, and owns the product.
Good programming practices include commenting, indentation, code
grouping, consistent name scheming, DRY principle, avoid deep nesting, limit
line length, organize files and folders, and KISS principle which will in turn result
in a good program that is readable, reliable, robust, usable, portable,
maintainable, and efficient.
For now, these terms and concepts may not sink in at first. But as each
of the next chapters are discussed, these terms and concepts will be slowly
understood and applied.

Summative Assessment

1. Case Study (See VLE)

2. Chapter 1 Quiz (See VLE)

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Chapter 1 References

[1] Guzel, B. (2021). Top 18 Best Practices for Writing Super Readable Code.
Retrieved 21 July 2021, from https://code.tutsplus.com/tutorials/top-15-best-
practices-for-writing-super-readable-code--net-8118

[2] Sharma, V. (2018). Why is Programming Important - KLIENT SOLUTECH.

Retrieved 21 July 2021, from http://www.klientsolutech.com/why-is-
programming-important/

[3] Woodward, J., & Fayed, M. (2016). Why everyone should have to learn
computer programming. Retrieved 21 July 2021,
from http://theconversation.com/why-everyone-should-have-to-learn-
computer-programming-62328

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 CHAPTER 2
Programming Fundamentals

Intended Learning Outcomes

By the end of this topic/chapter, you must be able to:

1. Explain what happens at each step of the PDLC
2. Design a simple algorithm of a given problem
3. Describe the different ways to express an algorithm
4. Draw the different flowcharting symbols
5. Explain the different types of errors
6. Identify the different types of comments in a computer program
7. Explain the different types of tokens
8. Choose the proper data types for given values
9. Recall the rules in naming identifiers
10. Use different operators
11. Evaluate the result of expressions using different operators
12. Creating programming expressions from regular formulas
13. Create variables
14. Differentiate expressions, statements, and blocks

In order to create programs with ease, the basics must be fully

understood. In this chapter, steps on how to develop programs are described
and the different elements of a program are defined.

Program Development Life Cycle (PDLC)

Programmers do not just sit in front of their computers and write code.
There has to be a problem that needs to be addressed using a program; it can
be anything like process improvement, to understand the world more or to just
help people use computers better. But even if there is a problem, the
programmer cannot just go to writing codes just yet. Programmers have to
follow a series of steps called the Program Development Life Cycle to ensure
that the program written can indeed address the given problem. The steps of
the PDLC are discussed below.

STEP 1. Problem Analysis

The programmer has to analyze the given problem first and here
are the things that needs to be done:

 identify the desired results (output),

 determine what information (input) is needed to produce these
results; and
 figure out what must be done to proceed from the known data to
the desired output (process).

CS 112: Fundamentals of Programming

10
STEP 2. Program Design

After identifying the required inputs, outputs, and processes, the

programmer designs the algorithm by representing it in different ways.
An algorithm is a step by step process for solving a problem or
doing a task. It can be represented in three (3) ways.

Ways to Represent an Algorithm

a) Human Language
When using human
language, the programmer
can use any
language/dialect that can be
understood by everyone.
The algorithm can be Fig. 10. Algorithm in Human Language
Image Source:
represented using numbered https://www.slideshare.net/annisasabrina
description of the process or batrisyia/programming-1-compatibility-
mode
ordered description of a
process such as in Fig. 10.

b) Pseudocode
A pseudocode is an informal high-level description of the
operating principle of a computer program or other algorithm.
It is a combination of human language and programming
language.

c) Flowchart
A flowchart, introduced by
Frank and Lillian Gilberth in 1921, is a
diagrammatic method of representing
algorithms like what is shown in Fig. 11.
They use an intuitive scheme of
showing operations using different
symbols shown in Table 1 that
graphically show the flow of control in
an algorithm.

Fig. 11. Flowchart Sample

CS 112: Fundamentals of Programming

11
Table 1. Basic Commonly Used Flowcharting Symbols

Symbol Name Description

Shows the process’s
Flowline
order of operation

Indicates the beginning

Terminal and ending of a program
or sub-process
Represents a set of
Process operations that changes
values of data.
Shows a conditional
operation that
Decision determines which one
of the two paths the
program will take.
Indicates the process of
Input/Output inputting data and
displaying results.
Pairs of labelled
connectors replace long
Connector
or confusing lines on a
flowchart page

STEP 3. Program Coding

Coding is when the programmer writes the source code or

statements (instructions) of a program like in Fig. 12 in a particular
programming language using different
programming software after creating an
algorithm. The programmer will have a
hard time writing the code if the
algorithm is not designed well but if the
algorithm design is clear, then the
programmer can code it with ease.
Coding takes time; a lot of time
especially for large programs. In this Fig. 12. Coding
step, the programmer should keep in Image Source:
http://www.ghanalive.tv/2017/03/29/want-
mind the good programming practices computer-programmer/
and the qualities of a good program
discussed in the previous chapter.

CS 112: Fundamentals of Programming

12
 STEP 4. Program Testing

Testing the program

ensures that it is free of errors
a.k.a bugs and that it does
indeed solve the given problem.
Debugging is the term
used for the process of fixing the
errors in the source code of a
Fig. 13. Debugging program.
Image Source:
https://twitter.com/rbeenhakker/status/2926589350124134
A programmer may
40 encounter many bugs during
debugging and can go through the stages of debugging shown in Fig.
13. Listed below are the different types of errors:

1. Syntax Error
This type of error occurs from grammar errors in the use of
the programming language such as a misspelled variable,
missing semicolons, improperly matched parentheses,
brackets, and braces and incorrect format in selection and
loop statements

2. Logic Error
This type of error occurs when there is a design flaw in the
program where the output is not what is expected such as
multiplying when it should be dividing, adding when it should
be subtracting, opening a data from the wrong file, displaying
the wrong message.

3. Runtime Error
This type of error occurs when a program with no syntax
error asks the computer to do something that the computer is
unable to reliably do such as trying to divide by a variable that
contains a value of zero or trying to open a file that doesn’t
exist.

After debugging, the programmer proceeds to testing the program

further using different sets of inputs to ensure that the program produces correct
and accurate output, functions as expected, and solves the problem. If not, the
programmer goes back to Step 1 and repeats the process all over again until
the problem is solved.

EXAMPLE 1
Problem: Solve for the sum of 2 numbers.

Solution (Following PDLC)

1. PROBLEM ANALYSIS
A problem can be addressed in many different ways. It just has to be
analyzed properly. For this problem, a minimum of 2 programs can be created.

CS 112: Fundamentals of Programming

13
 Analysis 1 Analysis 2

Input None Input num1, num2

Process num1 = 3, num2 = 4, sum = num1 +
Process
sum = num1+num2 num2
Output sum Output sum
 For Analysis 1, the values of the 2 numbers to be added are determined
while on Analysis 2, the numbers are not defined and will depend on
user input.
 Programs have to be general (can solve a problem using any given
values) so Analysis 2 is better. Analysis 1 is okay if the values are
specified in the problem.
 Other analysis can also be created from of the problem like including
num1 and num2 in the output.

2. PROGRAM DESIGN
 Most people prefer visual stuff. So in programming, algorithm can be
better understood when represented using a flowchart (Scanlan, 1987).
 A flowchart should have 1 start and 1 stop point only. For ease of
understanding, add a “get” for inputs and add “display” for outputs since
there is only 1 symbol for IO.
Flowchart 1 Flowchart 2

Start
Start • When creating
flowcharts, • Since the 2
names of numbers are
variables user inputs for
should match get num1 this version, no
num1 = 3 what is in the values are
analysis. initially
• Assigning assigned, num1
values to a and num2 are
get num2 inside IO
num2 = 4 variable is a
process, thus, symbols.
num1 = 3, num2 • Just include a
= 4, and sum = “get” for inputs
sum = num1 + num2 num1 + num2 sum = num1 + num2 and “display”
are inside for outputs to
process lessen
symbols. confusions.
• We want to
display sum display sum
output the
value of sum,
thus, sum is in
an IO symbol.
Stop • Make sure the Stop
arrows of the
flowline point
towards the
next symbol in
the process.

CS 112: Fundamentals of Programming

14
Formative Assessment 1
1. Knowing that you know programming, your friend asked you if you could
make him/her a program that will solve his/her average grade for the
semester.
a. What details will you ask him in order for you to analyze the
problem?
b. What method will you use to create the algorithm that your friend
will easily understand too?
c. How will you check if the output of your program is correct?
2. Do Step 1 and Step 2 of the PDLC for the following problems:
a. Solving for the average of 3 input numbers
-----------------------------------------------------------------------------------------
The Java code below is a simple Hello World program that will be used
as an example in explaining the preceding parts of the chapter.

Line 1 //class declaration of a class named Hello

Line 2 public class Hello {
Line 3 //main method
Line 4 public static void main(String [ ]args) {
Line 5 //method that will display an output
Line 6 System.out.print(“Hello World!”); } }

COMMENTS

Comments are notes written to a code for documentation purposes.

Comments are not part of the program and do not affect the flow of the program.
Different programming languages use different syntax for comments, though
some are common.
Generally, there are two (2) types of comments:

1. Block Comment (multiline)

Block comments are several lines long and usually
enclosed in /* */ for most programming languages and they can
be placed at the beginning line, in between lines of code, or at
the end line of the code.

2. Line Comment (end-of-line)

Line comments are single line that normally begin with //
for most programming languages and terminates at the end of
the line. Like block comments, line comments can be placed at
the beginning line, in between lines of code, or at the end line
of the code.

Formative Assessment 2
1. What type of comment is used in the Hello World program?
2. Which lines in the program are comments?
-------------------------------------------------------------------------------------------------------

CS 112: Fundamentals of Programming

15
TOKENS

Tokens are the smallest individual element of a program. Everything

you see inside a program is a token. Generally there are 5 types of tokens:
Keywords, Identifiers, Operators, Separators, and Literals.

SEPARATORS

Separators are used to separate different programming elements. The

various types of separators used in programming are:
(Space) \t(Tab) \n(New Line) . , () {} []

Formative Assessment 3
What are the different separators in the Hello World program?
-----------------------------------------------------------------------------------------
IDENTIFIERS

Identifiers are the name given to different programming elements.

Either a name given to a variable such as name, grade, average, salary, tuition,
or a function or any other programming element, all follow some basic naming
conventions:
1. Keywords must not be used as an identifier
2. Identifiers must begin with an alphabet (a-z A-Z) or an underscore (_)
symbol.
3. Identifiers can contain alphabets (a-z A-Z), digits (0-9), and
underscore (_) symbol.
4. Identifiers must not contain any special characters such as ! @ # * . ‘
[ ] etc. except for the Java programming language identifiers which
can contain a dollar symbol ($).

Formative Assessment 4
1. Can you point out the different identifiers in the Hello World program?
How many are there?

2. Write different identifiers following the naming conventions.

Identifiers with only Identifiers with digits Identifiers with
letters allowed special
characters

3. Identify whether the following are identifiers. Put a in column 2 if it is

an identifier or an  otherwise and briefly explain why it is  in column 3.
Activity 1 Num_1
String $var

CS 112: Fundamentals of Programming

16
 A Ex@mple
MyVariable i-am-valid
main 2ndNumber
ChessTeam2 _crush
-----------------------------------------------------------------------------------------

KEYWORDS

Keywords are reserved words whose meaning is already defined by the

programming language. Keywords cannot be used for any other purpose inside
programming. Every programming language have their own set of keywords.
Example: public, class, int, do, while, if, void, return, static, etc.
Some keywords are common to some programming languages while
others are not. (See https://techvidvan.com/tutorials/keywords-in-java/ for a
complete list.)

Formative Assessment 5
How many and what are the keywords used in the Hello World
program?
-------------------------------------------------------------------------------------------------------

LITERALS

Literals are constant values that are used for performing various
operations and calculations. The different types of literals are:

1. Integer Literals
Integer literals represent integer or numeric values.
Example: 1, 143, -830, 0

2. Floating Point Literals

Floating-point literals represent fractional values.
Example: 3.1416, -2.33

3. Boolean Literals
Boolean literals have two possible values: true or false.

4. Character Literals
Character literals represent single characters enclosed in
single quotes (‘ ’).
Example: ‘A’, ‘z’, ‘9’

5. String Literals
String literals represent multiple characters enclosed in
double quotes (““).
Example: “Error”, “Computer Programming”, “1 2 3 Go!”

CS 112: Fundamentals of Programming

17
Formative Assessment 6
1. Is there a literal in the Hello World program? What line is it in? What
literal is it?
2. Give 5 data examples for each of the literals.

Integer Floating-point Character String

-------------------------------------------------------------------------------------------------------

DATA TYPES

A data type is a particular kind of data item, as defined by the values it

can take, the programming language used, or the operations that can be
performed on it.
Each literal mentioned in the previous section have different data types
shown in Table 2.

Table 2. Data Types commonly used in Java

Literal Data Type Range
byte (1 byte) -128 to 127
short (2 bytes) -32768 to 32767
Integer int (4 bytes) -2147483648 to 2147483647
-9223372036854775808 to
long (8 bytes)
9223372036854775807
Approximately -/+
float (4 bytes) 3.40282347E+38 (6-7
significant decimal digits)
Floating Point
Approximately -/+
double (8 bytes) 1.79769313486231570E+308
(15 significant decimal digits)

Table 2. Data Types commonly used in Java continued…

Literal Data Type Range
Boolean boolean true or false
Character char 0 to 65536 (unsigned)
String String 2147483647 characters

In Java, there are eight (8) primitive data types: byte, short, int, long,
float, double, boolean, and char. Other programming languages have different
data types with different ranges. For now we will focus on Java data types.
String is not a primitive data type in Java; it is a class that can be used
as a data type that contains multiple characters (numbers, letters and special
characters).

CS 112: Fundamentals of Programming

18
Formative Assessment 7
1. Write the suitable data type for each data.

2.5 DDR4
Aspire 3 3.14344
E 802.11ac
true 555
99 z

2. Danielle, 15 years old, is the youngest 1-BSIT student at a

university. Her average grade in high school is 99.50 that made her
an automatic College Scholar which saved her from paying a tuition
of 22314.77 pesos for that semester.

Given the statement above, identify the different data, the data
types and identifiers that suite the data.
Data/Value Data Type Identifier

-------------------------------------------------------------------------------------------------------

VARIABLES

A variable is used to store data. It has a data type, variable name or

identifier, and an initial value. The data type indicates the type of value that
the variable can hold. The variable name or identifier must follow rules for
identifiers. The initial value is the data itself or initial data.
There are two (2) types of variables that Java programs have: primitive
variables and reference variables. Primitive variables are variables with
primitive data types while reference variables are variables that uses a class as
data type.
To declare a variable:
<data type><space><identifier/variable name> [= initial
value];
Note: Values enclosed in <> are required values, while those enclosed in [ ]
are optional.

Example:
//declare a variable named result of data type boolean
boolean result;
//declare a variable named option of data type char
char option;
//assign the character ‘C’ to be the value of variable option
option = ‘C’;

CS 112: Fundamentals of Programming

19
 //declare a variable named grade of data type double with an initial
value of 0.0
double grade = 0.0;
Coding Guide:
1. It is always good to initialize variables as they are declared
2. Use descriptive names for variables. For example, use the variable name
grade for a variable that contains a grade of a student.
3. Declare one variable per line of code.

Formative Assessment 8
1. Declare 5 different variables.

2. Declare a variable named age of type int with your age as the initial
value.

3. Add variable x to variable y and assign to variable z of type double.

4. The value of a variable named ave of type int is the average of

variables num1, num2, and num3.

5. Assign your full name as the initial value of a String variable named
details.
----------------------------------------------------------------------------------------------------

OPERATORS

Operators are special symbols performing specific operations on one,

two, or three operands and then returning a result.
Basic operators are discussed below where Arithmetic operators are
shown in Table 3, Relational Operators in Table 4, Logical Operators in Table
5, and Assignment Operators in Table 6.

Table 3. Arithmetic Operators

Assume integer variable A holds 10 and variable B holds 20, then −
Operator Description Example

+ Adds values on either side of the

A + B will give 30
(Addition) operator.

CS 112: Fundamentals of Programming

20
 Table 3. Arithmetic Operators continued…

- Subtracts right-hand operand from left-

A - B will give -10
(Subtraction) hand operand.

* Multiplies values on either side of the

A * B will give 200
(Multiplication) operator.

/ Divides left-hand operand by right-hand

B / A will give 2
(Division) operand.

% Divides left-hand operand by right-hand

B % A will give 0
(Modulus) operand and returns remainder.

++ Increases the value of operand by 1. B++ gives 21

(Increment)

-- Decreases the value of operand by 1. B-- gives 19

(Decrement)

Table 4. Relational Operators

Assume variable A holds 10 and variable B holds 20, then −
Operator Description Example

Checks if the values of two

== operands are equal or not, if (A == B) is
(equal to) yes then condition becomes false.
true.

Checks if the values of two

!= operands are equal or not, if
(A != B) is true.
(not equal to) values are not equal then
condition becomes true.

Checks if the value of left

> operand is greater than the
(A > B) is false.
(greater than) value of right operand, if yes
then condition becomes true.

Checks if the value of left

< operand is less than the
(A < B) is true.
(less than) value of right operand, if yes
then condition becomes true.

Checks if the value of left

operand is greater than or
>= (A >= B) is
equal to the value of right
(greater than or equal to) false.
operand, if yes then condition
becomes true.

CS 112: Fundamentals of Programming

21
 Checks if the value of left
operand is less than or equal
<= to the value of right operand, (A <= B) is true.
(less than or equal to)
if yes then condition
becomes true.

Table 5. Logical Operators

Assume Boolean variables A holds true and variable B holds false, then −
Operator Description Example

Called Logical AND operator. If both the

&& (A && B) is
operands are true, then the condition
(logical and) false
becomes true.

Called Logical OR Operator. If any of

|| the two operands are true, then the (A || B) is true
(logical or)
condition becomes true.

Called Logical NOT Operator. Use to

! reverses the logical state of its operand.
!(A && B) is true
(logical not) If a condition is true then Logical NOT
operator will make false.

Example:
Assuming Expr, Expr1 and Expr2 are boolean expressions.
a. AND (&&)
Expr1 Expr2 Result
true && true true
true && false false
false && true false
false && false false
b. OR (||)
Expr1 Expr2 Result
true || true true
true || false true
false || true true
false || false false

d. NOT (!)
Expr Result
! true false
! false true

CS 112: Fundamentals of Programming

22
Table 6. Assignment Operators
Operator Description Example

Simple assignment operator. Assigns

C = A + B will assign value of
= values from right side operands to left
A + B into C
side operand.

Add AND assignment operator. It adds

C += A is equivalent to C = C
+= right operand to the left operand and
+A
assign the result to left operand.

Subtract AND assignment operator. It

subtracts right operand from the left C -= A is equivalent to C = C
-=
operand and assign the result to left –A
operand.

Table 6. Assignment Operators continued…

Multiply AND assignment operator. It

multiplies right operand with the left C *= A is equivalent to C = C
*=
operand and assign the result to left *A
operand.

Divide AND assignment operator. It

divides left operand with the right C /= A is equivalent to C = C
/=
operand and assign the result to left /A
operand.

Modulus AND assignment operator. It

C %= A is equivalent to C =
%= takes modulus using two operands and
C%A
assign the result to left operand.

Conditional Operator

The conditional operator ?: is a ternary operator that means it

takes in three (3) arguments that together form a conditional expression.
The structure of an expression using a conditional operator is:

Expr1?Expr2:Expr3

where Expr1 is a boolean expression whose result must either be true

or false. If Expr1 is true, the value of Expr2 is returned but if it is false,
the value of Expr3 is returned. For example,

public class CondOp {

public static void main(String [ ]args) {
String status = “ ”;
int grade = 59;
status = (grade>=60)?”Passed”:”Failed”;
System.out.print(status); } }

CS 112: Fundamentals of Programming

23
 The output of this program will be:
Failed

Formative Assessment 9
Transform the following formulas into programming expressions using
different operators:

Formula Expression
A Length x Width x Height
B 1/2Base x Height
C Pi x Raduis2
b1+b2 x (H)
D
2
E 4Pi x Radius3
F m(c2)
dailyRate x 22 – ((10% of dailyRate
G
x 22) + sss + philhealth)
-------------------------------------------------------------------------------------------------------

Operator Precedence

Just like MDAS or PEMDAS in mathematics, operators in programming

also follow precedence. Operator precedence is the order of operations and a
collection of rules that reflect the conventions about which procedures to
perform first in order to evaluate a given expression.
Table 7 presents the different programming operators and their
precedence.

Table 7. Precedence of Common Programming Operators

Level Operators Level Operators
1 () [] . 6 == !=
2 ! ++ -- 7 &&
3 * / % 8 ||
4 + - 9 ?:
5 < <= > >= 10 = += -+ *= /= %= &=
|=
In evaluating expressions, always solve those inside parenthesis first,
followed by the operator in the highest precedence. If there are multiple
operators of the same level, evaluate the operator that comes first from left to
right.

Example: 8 ÷ 2 (2 + 2 )

For the expression above, some will say the answer is 1 some 16. The
correct answer is 16 because there can only be 1 correct answer.
If programming operators are used for the example above, it will look like
this:
8 / 2 * (2 + 2)

CS 112: Fundamentals of Programming

24
 / is for division between 8 and 2, and * for multiplication because of the
absence of an operator between 2 and ( ) which implies multiplication.

Solving it step by step would look like this:

8 / 2 8 (2 + 2)
8 / 2 * (4) - + is done first since it is inside the ( )
4 * (4) - / is done next since / and * are on the same level of
precedence but / came first from the left
16 - * is done last

Formative Assessment 10
Evaluate the following expressions:
Provide the result of the following operation if int a = 5, int b = -2, int c = 2
boolean exp1 = a + b * c <= a + c * b;
boolean exp2 = !(c + a > b);
boolean exp3 = b - a >= c;
Evaluate the value of the following expressions:
6 – 2 + 10 % 4 + 7
int result = 4 + 2 / 1 * 3 – 1;
-------------------------------------------------------------------------------------------------------

EXPRESSIONS

An expression is made up of variables, operators and method

invocations that evaluates to a single value.
Example:
sum = x + y

A boolean expression is an expression whose result is either true or

false. It normally uses relational and/or logical operators but can also contain
arithmetic operators.
Example:
z= x>y

Formative Assessment 11
1. Solve the following expressions using different operators:

Given A = 1, B = 20, and C = 30

EXPRESSION RESULT
(B + C) / A
A*B
++C
(B > A)
A--
Answer = A + B
C!=B
C–A
A – (B*C)
B==C

CS 112: Fundamentals of Programming

25
 2. Determine whether the following in column 1 is an expression, a
boolean expression or not an expression and write your answer in
column 2. If it is not an expression, briefly explain why in column 3.
A>=B
A!C
A + B + C;
B<=C
C==B*1.5
-----------------------------------------------------------------------------------------------------------------

STATEMENT

Statements are roughly equivalent to sentences in natural languages; it

forms a complete unit of execution. Expressions can be made into a statement
called expression statements by terminating the expression with a semicolon
(;).
• Assignment Statement
Example: aValue = 89.33;
• Increment Statement
Example: aValue++;
• Method invocation statement
Example: System.out.println(“Hello World!”);

In addition to expression statements, there are two other kinds of

statements: declaration statements and control flow statements.
//declaration statement
double aValue = 123.456;

Control flow statements will be discussed in the Chapter 4 - Control

Structures.

Formative Assessment 12
Determine whether the following is a statement or not a
statement.
System.out.print(“I am not a
statement”);
Sum = A + B
int num1, num2;
String FamName;
public class SampleStatement {
-------------------------------------------------------------------------------------------------------

BLOCKS

A block is one or more statements bounded by an opening and closing

curly braces { } that groups statements as one unit. A block can be placed inside
another block. For example,
public class Factorial {
public static void main(String[] args)

CS 112: Fundamentals of Programming

26
 { final int NUM_FACTS = 100;
for(int i = 0; i < NUM_FACTS; i++) {
System.out.println( i + "! is " + factorial(i)); } }
public static int factorial(int n)
{ int result = 1;
for(int i = 2; i <= n; i++)
result *= i;
return result;
} }

Formative Assessment 13
1. How many blocks are there in the Hello World program?

2. How many blocks are there in the sample program given?

-------------------------------------------------------------------------------------------------------
Continuation of EXAMPLE 1 on page 13

3. PROGRAM CODING

Before coding, the programmer must determine the data types of each
variable based on the values. There are 2 versions of the code, 1 for each
version of the program design.

Source Code 1
import javax.swing.JOptionPane;
public class Sum {
public static void main(String [ ]args) {
int num1 = 3;
int num2 = 4;
int sum = num1 + num2;
System.out.println(sum);
} }

Source Code 2

import javax.swing.JOptionPane;
public class Sum {
public static void main(String [ ]args) {
int num1=Integer.parseInt(JOptionPane.showInputDialog(“Enter first
number:”);
int num2 = Integer.parseInt(JOptionPane.showInputDialog(“Enter second
number:”);
int sum = num1 + num2;
System.out.println(sum);
} }
 The code in the previous slide can be modified by changing the data type
of the variables to accommodate other types of values.

CS 112: Fundamentals of Programming

27
  The int data type can only accommodate whole number values. If the
inputs are decimal numbers, change the data type to float or double.

4. PROGRAM TESTING
 The code is not always 100% bug free after writing. The trick is solving
the topmost or the first error first because usually the last error is just a
side effect of the first.
 It helps to be observant of formats when debugging code.
 Check also the accuracy of the output using different inputs when there
are no more syntax errors.

Formative Assessment 14
Write the code for the Program Design in Formative Assessment 1 #2.

Chapter 2 Summary

In order for programmers to develop effective programs, they have to

follow the four steps of the PDLC which are problem analysis, program design,
program coding, and program testing. The programmer first determines the
inputs, outputs, and processes. The programmer then designs the algorithm
using either human language, pseudocode, or flowchart. After designing,
program coding will take place. This is when the programmer writes the source
code of a program. The last part is the program testing, it is in this phase when
the programmer ensures that the program is free of errors and that it is
functioning properly. When an error exists, the programmer will fix the error,
technically, fixing of errors is called debugging. There are different types of
errors; syntax error, logic error and runtime error.
A Java program is made up of different parts starting with comments, a
comment is generally used for documentation. There are two types of
comments: a block comment, and a line comment. And then there is data type,
in Java programming, there are eight primitive data types: byte, short, int, long,
float, double, boolean, and char. A String is not a primitive data type in Java
programming, it is a class that can be used as a data type that contains multiple
characters (numbers, letters and special characters). Next is variable, this is
used to store data. A variable has a data type, a variable name, and an initial
value. There are two types of variables in Java programming, primitive and
reference variables.
One relevant element of a Java program is the token. Generally, there
are 5 types of tokens; separators, identifiers, keywords, literals and operators.
A literal has different types including Integer Literal, Floating Point Literal,
Boolean Literal, Character Literal, and String Literal. An operator has different
types as well: Arithmetic, Relational, Logical, Assignment and Conditional
Operators.
Understanding these parts and elements of a Java program will
definitely help you go through your programming experience smoothly. 

CS 112: Fundamentals of Programming

28
Summative Assessment

1. Chapter 2 Activity (See VLE)

2. Chapter 2 Quiz (see VLE)

Chapter 2 References

[1] Burd, B. (2017). Beginning Programming with Java For Dummies (5th Ed).
New Jersey: John Wiley and Sons, Inc.
[2] Cavida, D.G, Frio, F.M., Flores, D. (2010). Computer Programming I.
Unpublished Workbook, University of Southern Mindanao, Kabacan, Cotabato
[3] Flask, R. (ND). Java for Beginners 2nd Edition [PDF File]. Retrieved from
http://staff.um.edu.mt/__data/assets/pdf_file/0010/57169/jn.pdf
[4] Mayfield, B. (2016). From Problem Analysis to Program Design Lab
Manual (3rd ed.). Philippines: Cengage Learning Asia Pte Ltd.
[5] Module 3: Algorithm Representation. Dragonwins.com. (2010). Retrieved 23
July 2021, from
http://www.dragonwins.com/courses/ECE1021/STATIC/LESSONS/Algorithm
Representation.htm.
[6] Prakash, P. (2015). codeforwin.org. Retrieved 23 July 2021, from
https://codeforwin.org/2015/05/introduction-to-programming-tokens.html.
[7] Usman, O., Owoade, A., Abimbola, B., & Ogunsanwo, G. (2016). (PDF)
INTRODUCTION TO COMPUTER PROGRAMMING (BASIC). ResearchGate.
Retrieved 23 July 2021, from
https://www.researchgate.net/publication/317182495_INTRODUCTION_TO_
COMPUTER_PROGRAMMING_BASIC.
[8] Fulmanski.pl. (1995). Retrieved 23 July 2021, from
https://fulmanski.pl/zajecia/ics/materialy/compalgorithm.pdf.
[9] Nishadha (2021). Retrieved 23 July 2021, from
https://www.google.com.ph/amp/s/creately.com/blog/diagrams/flowchart-
guide-flowchart-tutorial/amp/.
[10] Flowchart - Wikipedia. En.m.wikipedia.org. (2021). Retrieved 23 July 2021,
from https://en.m.wikipedia.org/wiki/Flowchart#History.
[11] Baldwin, R. (2007). ... in Java and C++ by Richard G Baldwin.
Dickbaldwin.com. Retrieved 23 July 2021, from
http://www.dickbaldwin.com/Cosc1315/Pf00120.htm.
[12] Comment (computer programming) - Wikipedia. En.m.wikipedia.org.
(2021). Retrieved 23 July 2021, from
https://en.m.wikipedia.org/wiki/Comment_(computer_programming).
[13] Van Tassel, D. (2004). Comments in programming languages.
Gavilan.edu. Retrieved 23 July 2021, from
http://www.gavilan.edu/csis/languages/comments.html.
[14] Kumar, K. (2021). Java Primitive Data Types. Size, Range and Default
Value of Basic Data Types. cs-fundamentals.com. Retrieved 23 July 2021, from
http://cs-fundamentals.com/java-programming/java-primitive-data-types.php.

CS 112: Fundamentals of Programming

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 CHAPTER 3
Inputs and Outputs

Intended Learning Outcomes

By the end of this topic/chapter, you must be able to:

1. Create simple programs following the steps of the PDLC with different
programming elements using a specific software
2. Develop interactive programs that gets input and displays output on
console
3. Develop interactive programs that gets input and displays output on
GUI
4. Debug a given erroneous computer program
5. Determine the output of given computer programs

Getting to know the Software Interface

There are a lot of available software that can be used

to develop programs in computers as well as in mobile
devices. But whatever that software may be, to develop
programs with ease, one must be familiar with the user
interface, and aware of the different functions and features of
Fig. 14. Shortcut
that specific software. Icon of JCreator
Here are some of the software that can be used for Java
programming:
Desktop/Laptop: Smartphone:
1. NetBeans 1. Anacode
2. Eclipse 2. Java N-IDE
3. JCreator 3. AIDE
4. Notepad++ 4. DCoder
Since we will only focus on the Java programming language for this
chapter onwards, though the common software that can be used are NetBeans,
Eclipse and JCreator, we will use JCreator (Fig. 14).
Just like any other software, the user interface of JCreator have some
common features to any other window like the title bar, menu bar, toolbars,
maximize, minimize, close buttons, and some software specific parts as shown
in Fig. 15.
The Title Bar is just usually the name of the application, in this case
JCreator. The Menu Bar is where you can find common functions such as
creating a new file, opening an existing file, running your code and the like. The
Standard Toolbar consists of icons that are shortcuts to some functions that
you can find in the menu bar. The Active Files Window is like your taskbar;
open files appear there as tabs. The Build Output Window is where your bugs,
specifically syntax errors, will appear; their description and location. Though it
is not 100% accurate at times depending on the bug, but it is pretty useful. The
General Output Window is where the console output of your program, logic,
and runtime errors will appear. Other windows together with the Build Output

CS 112: Fundamentals of Programming

30
and General Output can be found in the ViewOther Windows menu. You
will discover other functions by clicking menus and icons with the help of
curiosity and some basic exploration.
Once you are familiar with the user interface, you can now start creating
simple programs. Of course, you have learned from the previous chapter that
before you proceed with program coding, you should have analyzed the
problem first by identifying inputs, processes and outputs, and created an
algorithm for it like a flowchart. And also do not forget the good programming
practices and the qualities of a good program.

Fig. 15. UI of JCreator

Creating Simple Programs

Given you have analyzed a problem and created an algorithm for it, the
next step of course is to code it. To create a program using JCreator is simple.
Just follow these steps:

Step 1: Create a new file

Click FileNewFile on the
menu or press Ctrl + N on the
keyboard.

Step 2: Select file type

The File Wizard window (Fig. 16)
will appear. Since we will be
creating a simple Java program,
click Java Classes and then
Empty Java File and click Next.
Fig. 16. File Wizard Window

CS 112: Fundamentals of Programming

31
 Step 3: Name your program
and specify location
Before you start coding, the
software asks you to name your
file first and specify where you
want to save it (Fig. 17). The
name here is an identifier which
means it should follow the
naming conventions. Click
Finish when you are done.

Step 4: Start Coding

A new active file with the name Fig. 17. Setting name and location
you specified in Step 3 will
appear (Fig. 18). Hello.java means the name of your file is Hello and the file
format is .java. Notice the *? That means the file or whatever revision you made
to the current file is not yet saved. You can save it through the menu bar or
toolbar or Ctrl+S and the * will disappear. So where is your file? It is in the
location that you specified in Step 3. You can double check the location of your
file by placing your mouse pointer on the file’s tab (Fig. 19).

Your new file

Fig. 18. Writing source code Fig. 19. Double checking file location

Step 5: Run your code

After writing your source code, you can now run it. You can run your code by
pressing the F5 function key, or RunRun File menu or the ► button on the
toolbar. If your code has no bugs, the output will appear on the General Output
window (Fig. 20) otherwise, a list of bugs will appear on the Build Output window
(Fig. 21).

CS 112: Fundamentals of Programming

32
 Fig. 20. Code without bug

Fig. 21. Code with bugs

Step 6: Debug your code

Notice in Fig. 21 the “1 error” in the Build Output window. That code actually
has 2 errors but the software detected only 1 at first. For example you failed to
place a ‘;’ at the end of your statement. The bug that will be detected is a
missing ‘;’ (Fig. 22). Notice the ^? It points to the line or where the error is.
Though sometimes the error is above the line but sometimes it is correct in
detecting where the actual error is. Also notice the description “’:’ expected”. It
actually gives you a hint on what the actual error is; something missing etc.
BUT, again it is not that 100% accurate. You still have to manually identify the
error. In this case, you have to put a ; where the ^ points to solve the error. But,
a new error will appear (Fig. 23).

CS 112: Fundamentals of Programming

33
 Fig. 22. Identifying the bug

Sometimes, even if you have solved the error specified by the software, another
error will appear. That is just some of the limitations of the software. It is not the
software’s fault. Like for example you mistakenly typed a letter in the wrong
case for your class name. In this case, the ^ is below the keyword class. The
software is correct in identifying the line where the error is here but the actual
error is the identifier hello. The identifier here should be identical to your
filename which is Hello. Changing the ‘h’ to ‘H’ will solve the problem.

Fig. 23. Identifying the other bug

When you have solved all the errors and all that is left in the Build Output
window is Process Completed alone, then your code is error free and your
output will appear on the General output window just like in Fig. 20.

Displaying Output on Console

The program given in the previous example is just a simple program that
will display an output. Following PDLC, if we are to create an analysis for that
and a design it would look like this:

Problem Program Design:

Analysis: Display “Hello World!” Stop
Start
Input: None
Process: None
Output:
“Hello World!”

CS 112: Fundamentals of Programming

34
Now if you are to create a program requires a process it would look like this:
Problem: Create a program that will add any 2 whole numbers
Problem Analysis: Program Program Coding:
Output: sum Design: public class SUM{
Input: None public static void main(String [
Start
Process: ]args){
num1 = 3
num2 = 4 num1=3
int num1 = 3;
sum = num1+num2

*Since the problem says num2=4

int num2 = 4;
“any 2 numbers” you can
assign any number to be
added. Notice that the sum=num1+num2 int sum = num1+num2;
numbers are assigned to
identifiers. This is done so
that it will be easy to track Display sum
System.out.print(sum);
the different data used in
a program. }}
Stop

If you can notice, each step in the flowchart has an equivalent code. For
the Start, the class is declared followed by the main() method which is the
starting point of all Java programs. Without it, some codes will still compile but
it will not display any output. Next, inside the main block, are the variable
declarations where 2 variables of type int (since the problem clearly states
whole numbers) num1 and num2 are declared and assigned 3 and 4 to be their
initial values respectively, though those values can be changed anytime. Next

Fig. 24. Program for adding 2 whole numbers

is the process sum which is also declared as a variable of type int and assigned
the value of adding num1 and num2 using the + arithmetic operator. Then the

CS 112: Fundamentals of Programming

35
code for displaying output on the General Output window System.out.print()
is next. Whatever that is needed to be displayed on the General Output window
must be inside that ( ) of the print() method. Anything outside the ( ) will not be
considered as output. Data of any literal, it can be an identifier/variable name
or an actual data, can be placed for output in the code. In this case we placed
a variable name/identifier which is sum. Only the value of sum will be displayed
on the General Output window (Fig. 24). And last are the closing curly braces
for the blocks which indicates the end of the code.
As you can see in the General Output window (Fig. 24) there is 7 which is
the value of sum. Now, technically, outputs should have labels for them to be
identified especially if you have a program with multiple outputs. To do that, we
just have to modify the code for output by adding a string to label it (Fig. 25).

Fig. 25. Program Output with label

By placing a string “Sum = “ before the identifier sum separated by a +

sign (Fig. 25), we have added a label which makes the output more
comprehensive.
Do not be confused with the use of the + here. It can be an arithmetic
operator if placed between 2 integer or floating point literals but it can act as a
separator when placed between 2 different literals assigned as value to a string
variable or an output.

Creating Simple Programs Using Java N-IDE

Installation
 For android users, open Play Store and
search for JAVA N-IDE.
 Tap Install.
 Tap Open when done.
Fig. 26. JAVA N-IDE App

CS 112: Fundamentals of Programming

36
Step 1
 Type in a Project
Name – It’s like a
folder name for
your files. It only
accepts letters and
numbers.
 Type in a Package
Name – Still like a
folder to organize
your programs.
 Type in a Class
Name –The name
of the program.
Keep in mind the
rules for naming
identifiers here.
 Tap OK when
done.

Fig. 27. Creating new Java N-IDE Project

Step 2
After setting up and
tapping OK, a
directory will appear.

Fig. 28. Creating simple program in Java N-IDE

 Tap your newly created class to write source code.

 The directory will disappear and a text editor will appear
with the class name and main method already. All you have to
do is edit and add your code.
 You can tap the directory button on the upper left
corner to see the directory again.

CS 112: Fundamentals of Programming

37
Step 3
 Type your code inside the main method block and make sure it has no
bugs.

 Tap the play button

to run your code.
 If the code has no
errors, the output will appear.

 Tap the back button

on the upper left to return to
the editor.

Fig. 29. Running program in Java N-IDE

If you are done creating

your program and you
want to create another:
 Tap the directory button
on the upper left corner
 Tap the + button on the
right side of the package
name
 Tap Java File as shown
in Fig. 30

Fig. 30. Creating another program in Java N-IDE

CS 112: Fundamentals of Programming

38
  Type in class name
 Tap Create main
function to check it
(this includes the main
method in the new class
you are creating)
 Tap OK
 The new class will
appear at the bottom of
the directory. Tap the
class to edit the code as
shown in Fig. 31.

Fig. 31. Creating another program in Java N-IDE

 Write the code as shown in Fig. 32.

 Tap the play button to run the code.

Fig. 32. Creating another program in Java N-IDE

CS 112: Fundamentals of Programming

39
If your code has errors as shown in Fig.
33, it will appear at the bottom of the
screen.
 The line with error turns red when
the program is run.
 The error description suggests
what should be done to solve the bug.
 Correct the error and run again to
check if the bug is solved.

Fig. 33. Program Errors in Java N-IDE

Formative Assessment 1

Problem: Create a program that will solve for the average grade of a
1st year student enrolled in the 1st Year 1st semester.
Problem Program Program Coding:
Analysis: Design:

See Appendix A for sample output screenshot.

-------------------------------------------------------------------------------------------------------

Getting Input and Displaying Output Using Graphical User

Interface

Programs need to be more interactive by getting some input from users

and not just display output upon running the code. There are a lot of ways to
create interactive programs. Here we will discuss one (1) way to get input from
users and another way to display output because the other way,
System.out.print(), was already discussed in the previous section.

Using JOptionPane

JOptionPane is a pre-defined class from the javax.swing package that

can be used to pop up standard dialog boxes that prompt users for a value or
display outputs that tell users what to do.

CS 112: Fundamentals of Programming

40
For example:

Problem: Create a program that asks the user for a name and display a
message containing the name entered.
Problem Program Design: Program Coding:
Analysis: import javax.swing.JOptionPane;
Output: Start public class InputOutputName {
message public static void main(String [ ]args)
Input: name {
Process:
String name = “”;
message =
String message = “”;
“Hello “ + name get name
+ “!” name =
JOptionPane.showInputDialog
message=”Hello “+name+”!” (“Enter name:”);

message = “Hello “ + name + “!”;

Display message
JOptionPane.showMessageDialog(
null, message);
Stop
}}

The first statement

import javax.swing.JOptionPane;
indicates that the predefined class JOptionPane from the javax.swing package
will be imported or used in the program.
The statement
name = JOptionPane.showInputDialog(“Enter name:”);
creates a JOptionPane input dialog (Fig.
37), which will display a dialog box with a
prompt message “Enter name:”, a
textbox, an OK, and a Cancel button.

Fig. 37. Input Dialog Box

Whatever is typed in the textbox will

be assigned as the value of the
variable name. Like in Fig. 38, if “Jose
Rizal” is typed in the textbox, it will be
Fig. 38. Assigning Input Value for name
assigned as the value of name.
The statement,
message = “Hello “ + name + “!”;

CS 112: Fundamentals of Programming

41
assigns the string “Hello “, value of the variable name and an exclamation point
as the value of variable message.
This line,
JOptionPane.showMessageDialog(null,
message);
displays a dialog box which contains the value of
the variable message and an OK button (Fig. 39).
Fig. 39. Output using a Dialog Box
Another example:.
Problem: Create a program that asks the user for 2 whole numbers and display the sum
Problem Program Design: Program Coding:
Analysis:
Output: import javax.swing.JOptionPane;
Start
sum public class InteractiveSum {
Input: public static void main(String [ ]args) {
num1 and
num2 int num1=Integer.parseInt(JOptionPane.showInput
Process: Dialog(“Enter a number:”));
sum=num get num1 int num2=Integer.parseInt(JOptionPane.show Input
1+num2 Dialog(“Enter another number:”));
get num2
int sum = num1+num2;

sum=num1+num2
JOptionPane.showMessageDialog(null, “Sum: “ +
sum);
Display sum
} }

Stop

The line,
num1 = Integer.parseInt(JOptionPane.showInputDialog(“Enter a
number:”));
prompts the user for an input (Fig. 40) that will be converted to an integer value
through the parseInt() method, and will be assigned as the value of variable
num1. After the user enters a data for num1 (Fig. 41), input for num2 will be
prompted (Fig. 42) and after the user enters a data (Fig. 43) an output will be
displayed (Fig. 33).

Fig. 40. Input Dialog Box for num1 Fig. 41. Assigning Input Value for num1

Fig. 42. Input Dialog Box for num2 Fig. 43. Assigning Input Value for num2

CS 112: Fundamentals of Programming

42
 Fig. 44. Output using a Dialog Box

Message and input dialog boxes can be customized wherein the dialog
title and message type can be changed.

For example:

import javax.swing.JOptionPane;
public class KeyboardIO3{
public static void main (String[] args) {
int num1 = 0;
int num2 = 0;
num1 = Integer.parseInt(JOptionPane.showInputDialog(null, "Enter a number:
", "NUMBER", JOptionPane.PLAIN_MESSAGE));
num2 = Integer.parseInt(JOptionPane.showInputDialog(null, "Enter another
number: ", "NUMBER", JOptionPane.PLAIN_MESSAGE));
int sum = num1+num2;
String msg = "The sum is: " + sum;
JOptionPane.showMessageDialog(null, msg, "OUTPUT", 1); } }

The line
num1 = Integer.parseInt(JOptionPane.showInputDialog(null, "Enter a number:
", "NUMBER", JOptionPane.PLAIN_MESSAGE));
customizes the input dialog box (Fig.
45) to have the title NUMBER instead
of Input and plain message as its type.

The line Fig. 45. Customized Input Dialog box

JOptionPane.showMessageDialog(null, msg, "OUTPUT", 1);

customizes the output dialog box to have the title OUTPUT instead of Message
and 1 as message type. There are 3 message types shown in Fig. 46, Fig. 47,
and Fig. 48:

Fig. 47. Type 2 Output Dialog box

Fig. 46. Type 1 Output Dialog box Fig. 48. Type 3 Output Dialog box

CS 112: Fundamentals of Programming

43
Using Java N-IDE

Java N-IDE does not support

GUI such as JOptionPane. So for
programs the need user inputs,
Scanner can be used as shown in
Fig. 34.
 Add an import statement
import java.util.Scanner;
before the class name.
 Declare a scanner variable
after the main method that will
be used to read the user input:
Scanner input = new
Scanner(System.in);
 Use System.out.print() to
display prompt messages.
 To input integers use
.nextInt(), .nextDouble() for
floating-point, and .next() for
String.

Fig. 34. Program Errors in Java N-IDE

Run the code.

 Type inputs when prompted as shown in Fig 35.

CS 112: Fundamentals of Programming

44
 Tap enter on keyboard to proceed.

 Type additional inputs

when prompted.
 Tap enter on keyboard
to proceed until the output is
displayed as shown in Fig.
36.
 Run the code again
using different inputs to
check the accuracy of the
output.
 Edit code as needed.

Fig. 35. Program Inputs in Java N-IDE

Fig. 36. Program Inputs and outputs in Java N-IDE

Formative Assessment 2

1. The clerk of the department wants to have a way to input the basic
information of each new students such as full name, email address,
contact number, and complete home address and will display those data

CS 112: Fundamentals of Programming

45
 for information purposes. If you are tasked to create a simple solution,
how will you do it? Fill up table below. See Appendix B for sample output
screenshot.
Problem Program Program Coding:
Analysis: Design:

2. A businessman who owns a small company wants to calculate the net

monthly salary of each of his employees using only their names and
number of days worked as entries. Since all his employees are minimum
wage earners, their daily rate is 500 pesos. Each of them has a monthly
deduction of 220 pesos for PhilHealth and 330 pesos for SSS. What will
be your solution to this problem? Fill up table below.
Problem Program Program Coding:
Analysis: Design:

See Appendix C for sample output screenshot.

CHAPTER 3 SUMMARY

To be able to create programs with ease, you must be familiar with the
user interface of the software that you are using like JCreator that has common
features of a regular window and some software specific features. It requires
you to save your file first before you can start coding. It also helps you detect
bugs and suggest solutions but you still have to spend time and effort in
detecting bugs that the software cannot identify.
To help you do program coding faster, it is recommended you follow the
PDLC since if you have analyzed the problem and created a design, all you
have to do is convert it into codes just like in the examples given.
The main() method is the starting point of a Java program and in order
to create programs that are interactive, where your program asks for inputs from
users, you can use pre-defined classes such as JOptioPane. Always mind the
indentation and code grouping so you won’t have a hard time debugging it in
case you have a lot of error and tons of lines of code.
You can display output in 2 different ways: in the General Output
window or in a dialog box. Your prompt messages should be as specific as
possible so that users will not have a hard time figuring out what input is
needed. Same goes to outputs, it should be well labeled. Dialog boxes can be
customized as to the title and type for a more user-friendly look.
If you have familiarized the logic of creating programs in a certain
programming language, it will be easier for you to use other programming
languages since the logic is just the same though some keywords and syntax
might change.
Programming is not easy. But it is also not that hard when you have
constant practice and dedication to what you are doing. It is just like math or
any other course where you have to understand a bunch of terms and
memorize formulas or formats so you can apply it to a bunch of different
situations so you can solve or create a solution for a given problem.

CS 112: Fundamentals of Programming

46
SUMMATIVE ASSESSMENT

1. Chapter 3 Activity (See VLE)

2. Chapter 3 Quiz (See VLE)

CHAPTER 3 REFERENCES

[1] Burd, B. (2017). Beginning Programming with Java For Dummies (5th Ed).
New Jersey: John Wiley and Sons, Inc.
[2] Cavida, D.G, Frio, F.M., Flores, D. (2010). Computer Programming I.
Unpublished Workbook, University of Southern Mindanao, Kabacan, Cotabato.
[3] Flask, R. (ND). Java for Beginners 2nd Edition [PDF File]. Retrieved from
http://staff.um.edu.mt/__data/assets/pdf_file/0010/57169/jn.pdf
[4] Mayfield, B. (2016). From Problem Analysis to Program Design Lab
Manual (3rd ed.). Philippines: Cengage Learning Asia Pte Ltd.

CS 112: Fundamentals of Programming

47
APPENDICES

Appendix A

Appendix B

Appendix C

CS 112: Fundamentals of Programming

48
ANSWER KEY

CHAPTER 1

Formative Assessment 1
1.

Image Source: https://blog.sagipl.com/top-programming-languages/

CHAPTER 2

Formative Assessment 1
1. a. Final grades for each subject for 1 semester
b. Flowchart
c. Manually compute the average and compare to the output of the
program
2. Step 1
Input: num1, num2, num3
Process: average = (num1 + num2 + num3) /3
Output: average
Step 2

Start get num1 get num2 get num3

display average = (num1+num2+num3)/3

Stop average

Formative Assessment 2
1. Line Comment
2. Line 1, 3, and 5

CS 112: Fundamentals of Programming

49
Formative Assessment 3
Space, { }, ( ), [ ], and .

Formative Assessment 4
1. Hello, main, args, out, print
2.
Identifiers with only Identifiers with digits Identifiers with
letters allowed special
characters
num num1 num_1
average average2 _average2
sum sum3 sum3_
name name4 name$4
grade grade5 grade5$
3.
Activity 1  There is a space Num_1 
String  $var 
A  Ex@mple  Special char @
MyVariable  i-am-valid  Special char -
main  2ndNumber  Began with digit
ChessTeam2  _crush 

Formative Assessment 5
4: public, class, static, void

Formative Assessment 6
1. Yes, at Line 6 is a string literal.
2.
Integer Floating-point Character String
5 -143.4 ‘A’ “USM”
10 3.1416 ‘b’ “college”
200 1.00 ‘8’ “same as”
350 -2.75 ‘$’ “You passed!”
-30 99.99 ‘*’ “Submit by 5PM”

Formative Assessment 7
1.
2.5 float DDR4 String
Aspire 3 String 3.14344 float
E char 802.11ac String
true boolean 555 short
99 byte z char
2.
Data/Value Data Type Identifier
Danielle String name
15 byte age
1-BSIT String course
99.50 float average
College Scholar String scholarship

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 22314.77 float tuition

Formative Assessment 8
1.
String name = “Danielle”;
byte age = 15;
String course = “1-BSIT”
double average = 99.50;
double tuition = 22314.77;
2. int age = 20;
3. double z = x + y;
4. int ave = (num1+num2+num3) / 3;
5. String details = “Juan A. dela Cruz”;

Formative Assessment 9
Formula Expression
A Length x Width x Height Length * Width * Height
B 1/2Base x Height (Base * Height) / 2
C Pi x Raduis2 Pi * Radius * Radius
b1+b2 x (H)
D ((b1 + b2) / 2) * H
2
E 4Pi x Radius3 4*Pi * Radius * Radius * Radius
F m(c2) m*c*c
dailyRate x 22 – ((10% of dailyRate dailyRate * 22 – (((dailyRate*.10) *
G
x 22) + sss + philhealth) 22) + sss + philHealth)

Formative Assessment 10
Provide the result of the following operation if int a = 5, int b = -2, int c = 2
boolean exp1 = a + b * c <= a + c * b; false
boolean exp2 = !(c + a > b); true
boolean exp3 = b - a >= c; false
Evaluate the value of the following expressions:
6 – 2 + 10 % 4 + 7 13
int result = 4 + 2 / 1 * 3 – 1; 9

Formative Assessment 11
1.
EXPRESSION RESULT
(B + C) / A 50
A*B 20
++C 31
(B > A) true
A-- 0
Answer = A + B 21
C!=B true
C–A 29
A – (B*C) -599
B==C false

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 2.
A>=B Boolean Expression
A!C Not an Expression Operator placement invalid
A + B + C; Expression
B<=C Boolean Expression
C==B*1.5 Boolean Expression

Formative Assessment 12
System.out.print(“I am not a statement”); Statement
Sum = A + B Not a Statement
int num1, num2; Statement
String FamName; Statement
public class SampleStatement { Not a Statement

Formative Assessment 13
1. 2 blocks
2. 4 bolcks

Formative Assessment 14
import javax.swing.JOptionPane;
public class average {
public static void main (String [ ]args) {
int num1=Integer.parseInt(JOptionPane.showInputDialog(“Enter a number: “));
int num2=Integer.parseInt(JOptionPane.showInputDialog(“Enter a number: “));
int num3=Integer.parseInt(JOptionPane.showInputDialog(“Enter a number: “));
int average = (num1+num2+num3)/3;
System.out.print(average);
}}

CHAPTER 3

Formative Assessment 1
Problem Analysis: Program Design: Program Coding:
Input: None public class _1SemAveGrade{
Start CS112=85
public static void main (String[] args) {
Process: double CS112 = 85;
SocSci1=90 CS113=90
CS112 = 85 double CS113 = 90;
CS113 = 90 double CS114 = 85;
CS114 = 85 PE1=90 CS114=85 double GE1 = 85;
GE1 = 85 double SocSci1 = 90;
SocSci1 = 90 NSTP=90 GE1=85 double PE1 = 90;
PE1 = 90 double NSTP = 90;
NSTP = 90 average= CS112 +CS113 double average = (CS112 +CS113 +CS114
+CS114 +GE1 +SocSci1 +GE1 +SocSci1 +PE1 +NSTP) / 7;
average = +PE1 +NSTP) / 7
System.out.println("Your average grade for
(CS112+CS113+C this semester is: " + average);
S114+GE1+SocSci display average }
1+PE1+NSTP)/7; }

Output: average Stop

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Formative Assessment 2
1.
Problem Analysis: Program Design: Program Coding:
Input: fullName. import javax.swing.JOptionPane;
emailAdd, contactNo, Start public class Student_Info{
address public static void main (String[] args)
{
Process: get fullName String fullName =
info = "Student JOptionPane.showInputDialog
Information:\n\n" + ("Enter Full Name:");
"Full Name: " + get emailAdd String emailAdd =
fullName + JOptionPane.showInputDialog
"\nEmail Address: " + ("Enter Email Address:");
emailAdd + get contactNo String contactNo =
"\nContact Number: " + JOptionPane.showInputDialog
contactNo + ("Enter 11 digit Contact Number:");
get address
"\nComplete Address: " String address =
+ address JOptionPane.showInputDialog
("Enter Complete Address:");
Output: info = "Student
info Information:\n\n" + String info = "Student
"Full Name: " + fullName +
"\nEmail Address: " + Information:\n\n" +
emailAdd + "\nContact "Full Name: " +fullName +
Number: " + contactNo +
"\nComplete Address: " + "\nEmail Address: " +emailAdd +
address "\nContact Number: " + contactNo +
"\nComplete Address: " + address;

display info
JOptionPane.showMessageDialog
(null, info);
}
}
Stop

2.
Problem Program Design: Program Coding:
Analysis: import javax.swing.JOptionPane;
Start dailyRate=500
Input: public class SalaryCalculator{
emName, public static void main (String[] args) {
daysWorked sss=220 philHealth=330 int dailyRate = 500;
int philHealth = 330;
Process: int sss = 220;
get empName
dailyRate = 500 String empName =
philHealth = 330 JOptionPane.showInputDialog ("Enter
sss = 220 get daysWorked Employee's Full Name: ");
monthlySalary = int daysWorked = Integer.parseInt
(dailyRate * (JOptionPane.showInputDialog("Enter
daysWorked) - monthlySalary=(dailyRate * Number of Days Worked for the month:
daysWorked) - "));
(sss + philHealth)
(sss+philHealth)
output = "PAY double monthlySalary = (dailyRate *
SLIP \n\n" + daysWorked) - (sss+philHealth);
"Employee Name: String output = "PAY SLIP \n\n" +
output = "PAY SLIP \n\n" +
" + empName+ "Employee Name: " + empName+ "Employee Name: " + empName+
"\nMonthly Salary: "\nMonthly Salary: " + "\nMonthly Salary: " + monthlySalary+ "
monthlySalary+ " pesos" pesos";
" + monthlySalary+
" pesos" JOptionPane.showMessageDialog(null,
output);
Output: display output Stop }
output }

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