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C Programming: The Essentials for Engineers and Scientists

  • Textbook
  • © 1999

Overview

Authors:
  1. David R. Brooks

    1. Department of Mathematics and Computer Science, Drexel University, Philadelphia, USA

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Part of the book series: Undergraduate Texts in Computer Science (UTCS)

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-xvii
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  2. Programming Preliminaries

    • David R. Brooks
    Pages 1-22

  3. The Basics of C Programming

    • David R. Brooks
    Pages 23-69

  4. Data Types, Operators, and Functions

    • David R. Brooks
    Pages 71-119

  5. Selection and Repetition Constructs

    • David R. Brooks
    Pages 121-176

  6. More About Modular Programming

    • David R. Brooks
    Pages 177-231

  7. Arrays

    • David R. Brooks
    Pages 233-286

  8. User-Defined Data Objects

    • David R. Brooks
    Pages 287-312

  9. Searching and Sorting Algorithms

    • David R. Brooks
    Pages 313-354

  10. Basic Statistics and Numerical Analysis

    • David R. Brooks
    Pages 355-419

  11. Binary Files, Random Access, and Dynamic Allocation

    • David R. Brooks
    Pages 421-455

  12. Back Matter

    Pages 457-479
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Keywords

About this book

1 The Purpose of This Text This text has been written in response to two trends that have gained considerable momentum over the past few years. The first is the decision by many undergraduate engineering and science departments to abandon the traditional programming course based on the aging Fortran 77 standard. This decision is not surprising, considering the more modem features found in languages such as Pascal and C. However, Pascal never developed a strong following in scientific computing, and its use is in decline. The new Fortran 90 standard defines a powerful, modem language, but this long-overdue redesign of Fortran has come too late to prevent many colleges and universities from switching to C. The acceptance of C by scientists and engineers is based perhaps as. much on their perceptions of C as an important language, which it certainly is, and on C programming experience as a highly marketable skill, as it is on the suitability of C for scientific computation. For whatever reason, C or its derivative C++ is now widely taught as the first and often only programming language for undergraduates in science and engineering. The second trend is the evolving nature of the undergraduate engineering curriculum. At a growing number of institutions, the traditional approach of stressing theory and mathematics fundamentals in the early undergraduate years, and postponing real engineering applications until later in the curriculum, has been turned upside down.

Authors and Affiliations

  • Department of Mathematics and Computer Science, Drexel University, Philadelphia, USA

    David R. Brooks

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