Programming Using

QBASIC
(Based on B.Ed. Curriculum)

Click2Solution.com
1.General Concept
1.1 Program and Programming
 Program – A collection of sequential instructions
given to computer to carry out certain task.
 Programming – The work of writing a set of
sequential instructions is called programming.
 Programmer – The person who writes a set of
instructions to a computer.
1.General Concept
1.2 Programming language
 A language used for expressing a set of
computer instructions.
 A language medium between the computer and
the user in order to understand each other.
 Responsible for the human – computer system
communication.
 Consists of necessary symbols, characters and
grammar rules.
1.2 Programming language
 Many computer language e.g., C, C++,
FORTRAN, PASCAL, COBOL, LISP,
BASIC, ALGOL etc.
 BASIC – Beginners All Purpose Symbolic
Instruction Code.
 GW-BASIC, BASICA, TURBO BASIC,
QBASIC are different versions of the
BASIC programming language.
1.3 Categories of Programming
Language
Programming
Languages

Low level High level

language language

Machine Assembly Problem Procedure

Level language Oriented Oriented
language
1.4 Translator (Compilers and
Interpreters)
 Computer understands Machine
Language only
 Translator - Program that translates a
code from one programming language
to another (usually machine code).
 Compiler – Program that translates
High Level Language into machine
code.
1.4 Translator (Compilers and
Interpreters)
Source program Compiler Object program

- Source program – the program written in a high-level-

language
- Object program – the machine code equivalent
translated by the compiler.
- In a compiler – translation and execution are two
separate distinct phases.
 Interpreter – A program execution environment
that accepts high-level language statements and
performs desired operations immediately without
compilation.
1.4.1Text Editor, Linker and Debugger

 Text Editor – In this programmer types the

necessary set of instructions to write a program,
which becomes the source code.
 Linker – Converts object program or Object
Code to Executable Program, which can directly
execute in any computer.
 Debugger – Helps in finding the bugs in a
program.
1.5 Program Development Cycle

 Any program to be developed to solve

certain problem should follow the
development cycle:-
 Defining the problem
 Analyzing the problem

 Designing a solution (Pseudo code, Algorithm,

Flowchart)
 Coding the solution

 Testing and debugging the program

 Documenting the program

1.5 Program Development Cycle
 Defining the problem
 Clearly define the problem for which a program is
to be develop.
 Explain in statements that are clearly
understood.
 E.g., Write a program which
a) Requests the user to enter a temperature in
degree centigrade.
b) Calculates the corresponding temperature in
degrees Fahrenheit.
c) Prints the given temperature and the
converted value.
1.5 Program Development Cycle
 Analyzing the problem
 Clearly analyze the problem to make sure that we
have a clear understanding of the problem.
 Should be clear about general requirement such
as the main inputs to the program, necessary
processing and the main outputs from the
program.
 E.g., In our example, the input is the Centigrade
temperature C entered using a keyboard, the
necessary processing is to convert C by using the
formula F = 32 + (9 C / 5).
 The output will be displayed on the monitor.
1.5 Program Development Cycle
 Designing a solution (Pseudo code,
Algorithm, Flowchart)
 More than one solution - Different ways of solving
a problem.
 Choose the best and efficient one.

 Pseudo code, Algorithm, Flowchart to produce a

solution to a given problem.
 More than one Algorithm to solve the problem with
its own advantages and disadvantages.
 Programmer should decide the best and efficient
algorithm.
Designing a solution (Pseudo code,
Algorithm, Flowchart)
 E.g.,Searching a word in a dictionary.
- Search from the beginning ?
- Search from the end ?
- Best solution – we use in practice
based on the fact that the words in a
dictionary are in an alphabetical
order.
- So the first and second solutions are
not the best solutions.
Designing a solution (Pseudo code,
Algorithm, Flowchart)
 For the temperature conversion one possible
algorithm will be:
1. Ask the user for the Centigrade temperature.

2. Store the value in a variable C

3. Calculate the corresponding Fahrenheit

temperature
4. Store it in variable F.

5. Print the values of variable C and variable F,

appropriately labeled.
6. Stop
1.5 Program Development Cycle

 Coding the solution

 The Algorithm or Flowchart is then
converted into the instruction code
understood by the computer to execute
them to produce the desired output.
 Choice of language e.g., BASIC, C, C++,
FORTRAN, COBOL etc. for coding the
solution depends upon the requirement of
the total software solution.
Coding the solution

 The coding of the temperature conversion

problem looks like:
PRINT “Enter temperature in Centigrade”;
INPUT C
LET F = 32 + (9 * C) / 5
PRINT “ Centigrade Fahrenheit”
PRINT
PRINT TAB(5);C;TAB(18);F
END
1.5 Program Development Cycle

 Testing and debugging the program

 Test the program for any Logical or Syntax
Errors
 Bug – any error in the program

 Debugging – removing of errors from the

program.
 Test data – testing data to the program for
which we know the answer, to find out
whether it is doing the intended job.
Testing and debugging the program
 E.g. some test data for above temperature
conversion problem are 0, 100 and 10 for
which the answers 32, 212, and 50 should
be displayed.
 If the program does not display the
desired output, then it contains at least
one bug. We must debug it to give the
correct output. E.g. suppose in the above
program the code line was
LET F = 22 + (9 * C) / 5
Testing and debugging the program
 Testing the program entering the value 10 degree
Centigrade, we know that corresponding
Fahrenheit temperature is 50; but the program will
display:-
Centigrade Fahrenheit
10 40
 As it does not agree with what we expect there is a
Bug.
 The logical place to look for the bug is the
calculation statement, since the conversion is
wrong. We can see 22 was mistakenly typed
instead of 32. After correction the program works
fine.
1.5 Program Development Cycle

 Documenting the program

 An explanation of how the program works ?
 How to use it ?

 It should be done at the same time along

with all the activities.
 Each activity produces its portion of
documentation.
Documenting the program
 It should include:
I. Statement of the problem.
II. Algorithm or flowchart for solving the problem.
III. Program listing.
IV. Test data and the output produced by the program.
 Above document makes up a Technical documentation,
which is useful to a programmer, perhaps to modify the
program later.
 User documentation – document to help non-technical
person to use the program without any need to know
about the inner working of the program.
1.6 Algorithm and Flowcharts
 Algorithm – Sequential instructions needed to
solve any problem.
 Algorithm is translated into Flowchart and
program according to the requirement.
 Problem should be divided into smallest
modules possible, while developing Algorithm.
 It is called the Modular approach, which makes
the program more flexible for future
modifications.
 Algorithm must be written in such a way that
they can be easily converted into computer
instructions.
1.6 Algorithm and Flowcharts
 The desired features of an algorithm are:
 Each step of the algorithm should be
simple.
 It should be unambiguous in the sense that
the logic is clear.
 It should be effective i.e., it must lead to a
unique solution of the problem.
 It must end in a finite number of steps.

 It should be as efficient as possible.

1.6 Algorithm and Flowcharts
 Flowchart – A collection of
diagrammatically represented symbols
connected with arrowheads, which
represents a sequence of instructions for
information processing.
 John von Newmann – said to have made
the first Flowchart in 1945.
1.6 Algorithm and Flowcharts
 General symbols used in Flowchart
 Terminal or 'Start' & 'End' (Oval)
This symbol is used in every flowchart at the start and for
stopping the flow of instruction at the end.

START

:
:
:
:
STOP
General symbols used in Flowchart
 Input / Output (Parallelogram)
This indicates input or output of necessary information. In
this instructions of QBASIC like INPUT, READ, PRINT
etc. are used.

Read the
Phone No.
General symbols used in Flowchart
 Flow Directions or Flow Lines
 This is used to indicate the flow of program or
direction of the sequence of instruction. Generally
the direction are top to bottom or left to right.

It is customary to write arrowhead to the point of

line, which enters the flowchart symbol. As far as
possible these lines should not cross each other.
General symbols used in Flowchart
 Process Block (Rectangle)
 This symbol is used to indicate information
processing. All the information processing work is
done inside it. In this instructions of QBASIC like
LET, FOR, GOTO etc. are used.

Lift the Let A = B + 5

Receiver
General symbols used in Flowchart
 Connector (Small Circle)
 This symbol is used to interconnect long flowchart
or between sub-routines. Usually letters written
inside it, indicates that there exits a matching
connector with the same letter to interconnect from
that point

A
General symbols used in Flowchart
 Decision (Diamond)
 This is used to indicate the decision stage from which the
flow of program has to branch to one between the two
choices. All the decisions processed here must produce
results in "Yes" or "No". This result depends on the test that
is performed inside this decision box. In this instructions of
the QBASIC like IF… … THEN etc. are used.

Alternate
Yes
Is There a
Dialtone ?

Standard
No
General symbols used in Flowchart
 Example: Make an algorithm and then a flowchart in detail as far as possible, for the
tasks performed, while making a phone call.
One of the possible algorithms might look like this:

Step 1. Recall the phone number.

Step 2. Lift the Phone receiver
Step 3. Check for Dial tone?
If YES Go to Step 4
If No Put down the receiver
Go to Step 2
Step 4. Dial the phone number.
Step 5. Is the phone ringing?
If Yes Go to Step 6.
If No Put down the receiver
Go to Step 2
Step 6. Has the phone being picked up?
If Yes Talk with the other end.
Go to Step 8.
If No Go to Step 7.
Step 7. Has the bell stopped ringing?
If Yes Put down the receiver
Go to Step 2.
If No Go to Step 6
Step 8. Put down the receiver.
Stop
General symbols used in Flowchart
 Flowchart based upon the above algorithm is as follows:
START

READ Phone No.

Put down the receiver

Lift the Receiver

Is there dial tone? No

Yes

Dial the Phone

No.

Is the phone No
Ringing?
Yes No
Has the phone No Has the bell
been picked? Stopped?
Yes Yes
Talk with other end

Put down the

receiver

STOP
Manual Process into Programming
Flowchart START

 Example 1. Develop an algorithm INPUT

needed to calculate simple interest, P, R, T
and convert it into flowchart.
LET
Step 1. Read Principle, Rate, Time X=P * R * T

Step 2. Multiply Principle x Rate x Time LET

Step 3. Divide by 100 I = X / 100

Step 4. Write the Answer

Step 5. Any more Calculations? PRINT I

If Yes Goto Step 1 ANY

No Stop MORE SUMS ?
Yes
No

STOP
Manual Process into Programming
Flowchart START

 Example 2. Develop an algorithm SUM = 0

needed to calculate average marks

FOR Subjects
from the marks obtained in the = 1 to 7
seven subjects, and convert it into
flowchart.
INPUT MARK

Step 1. For 7 subjects SUM = SUM + MARKS

Step 2. Read marks

Step 3. Add marks to SUM ANY MORE Yes

Step 4. Any more subjects? Subjects?

No
Step 5. If Yes Goto Step 2 AVERAGE =

No Average = SUM / 7 SUM / 7

Step 6. Write the Average

Print AVERAGE
Step 7. Any more students?
If Yes Goto Step 2 ANY MORE
Yes

No Stop Students?
No
STOP
Manual Process into Programming
Flowchart

1. Develop an Algorithm to add three numbers and

convert it into Flowchart.
2. Develop an Algorithm to read two numbers and print
the bigger number. Convert it into Flowchart.
3. Develop an Algorithm to find the biggest of the three
given numbers and convert it into Flowchart.
4. Develop an Algorithm to find the sum of 10 given
numbers and convert it into Flowchart.
5. Develop an Algorithm to find the average of 5 numbers
and convert it into Flowchart.
Examples – Algorithm & Flowchart
START

1. Develop an Algorithm to
add three numbers and Read N1, N2, N3

convert it into
Flowchart.
SUM = N1 + N2 + N3

Read three numbers N1, N2 and N3

SUM = N1 + N2 + N3
Print SUM
Write the SUM
Stop
STOP
Examples – Algorithm & Flowchart
START

2. Develop an Algorithm to
read two numbers and Read N1, N2
print the bigger number.
Convert it into
Flowchart. NO

Is N1 > N2?

Read two numbers N1 and N2

YES
Is N1 > N2
YES Print N1 PRINT N1 PRINT N2

NO Print N2
Stop
STOP
Examples – Algorithm & Flowchart
START

3. Develop an Algorithm
to find the biggest of
the three given Read N1, N2,
N3
numbers and convert
it into Flowchart.
NO
Read three numbers N1, N2 and
N3 Is N1 > N2?
Is N1 > N2
YES Is N1 > N3
YES
YES Print N1
NO Print N3
NO NO
NO Is N2 > N3
YES Print N2 Is N1 > N3? Is N2 > N3?
No Print N3
Stop
YES YES

PRINT N1 PRINT N3 PRINT N2

STOP
 START

Examples – Algorithm
Read N1, N2, N3

& Flowchart
3. Develop an Algorithm to find HNo = N1
the biggest of the three given
numbers and convert it into
Flowchart. [Alternate solution]
YES
Is N2 > HNo?
Read three numbers N1, N2 and N3
HNo = N1 NO HNo = N2

Is N2 > HNo
YES
YES Store N2 to HNo Is N3 > HNo?
Is N3 > HNo
YES Store N3 to HNo NO
HNo = N3

Print HNo
Stop
PRINT HNo

STOP
Examples – Algorithm & Flowchart
4. Develop an Algorithm START

to find the sum of 10

SUM = 0
given numbers and
convert it into Read N1, N2, …N10

Flowchart.
SUM = N1 + N2 + …+N10
Initialize SUM = 0
Read the numbers N1, N2, …, N10
SUM = N1+N2+ … + N10 Write SUM

Write SUM
Stop
STOP
Examples – Algorithm START

& Flowchart SUM = 0

FOR number
4. Develop an Algorithm to 1 to 10

find the sum of 10 given

numbers and convert it Read
number
into Flowchart. [Alternate
solution]
SUM = SUM + number

Step 1. Initialize SUM = 0

Step 2. For 10 numbers
Step 3. Read number Any more
YES
number?
Step 4. Add the number to SUM
Step 5. Any more number? NO

Step 6. If YES Goto Step 2 Write

No Write SUM SUM

Stop
STOP
Examples – Algorithm & Flowchart
START
A

5. Develop an Algorithm SUM = 0

to find the average of 5 AVG = SUM / 5
numbers and convert it
into Flowchart. FOR number
1 to 5
Write AVG
Step 1. Initialize SUM = 0
Step 2. For 5 numbers Read
number
Step 3. Read number
STOP
Step 4. Add the number to SUM
Step 5. Any more number?
SUM = SUM + number
Step 6. If YES Goto Step 2
No AVG = SUM / 5
Write AVG
Stop YES
Any more number?

NO

A
Flowchart Exercise
 Using standard flowcharting symbols draw a flowchart to convert
a temperature in degree Celsius into degree Fahrenheit.
 Draw a flowchart to find the greatest number among ten numbers
and display the greatest number.
 Draw a flowchart to find the square and cube of the given number
and display the result.
 Draw a flowchart to find the middle number among three numbers
and display it.
 Write algorithm and flowchart to find the volume of a box with
given Length, Breadth and Height and display the input and the
results.
1.6 Algorithm and Flowcharts
 Advantages of Flowchart:
 Representing algorithm by flowchart and then converting
it to computer program is easier and accurate than writing
the program directly.
 Flowchart is an important aid in the development of
programming algorithm.
 Flowchart is easier to understand than the program
 Flowcharts are independent of any programming
languages. Hence, the algorithm given by a flowchart can
be translated in to more than one programming language.
2. Introduction to QBASIC
 QBASIC Programs are the advanced new form of BASIC
(Beginners All Purpose Symbolic Instruction Code)
 BASIC programming language was jointly developed by
John G. Kemney and Tomas E. Kurtz in 1963-1964 in
Dartmouth college, New Hampshire, USA .
 The instructions used in this language is very much
similar to English. Hence it is used to teach Computer
Programming to students in schools.
2. Introduction to QBASIC
 2.1 Features of QBASIC
 Very simple structured programming language.
 Easy to follow logic, user friendly, high level programming
language.
 Divided into modules within a program.
 First language for any beginning programmer.
 Instruction are very much similar to English e.g., READ, LET,
INPUT, GOTO, PRINT etc.
 Easy to find syntax errors due to its own smart editor.
 Easy to us since it has pull down menu.
 Mouse also can be used in its latest versions.
2.1 Features of QBASIC

 List of statements, executed one at a time from the

beginning to the end.
 Statements are entered through an editor in the QBASIC
environment after the QBASIC is loaded.
 Easy to learn and teach than other programming
language.
 Easy to write Program, Run and Debug since it has more
than one window like interfaces.
 Help is also available if one needs with a click.
 Program can be modified as per the necessity.
2.1 QBASIC Interface
 QBASIC Interpreter Program has to be loaded to
develop any QBASIC Program.
 QBASIC.EXE must be present in the Hard disk
or floppy disk in order to load it.
 Type QBASIC and then press Enter from the
DOS prompt or double click the mouse on the
shortcut icon to load it.
 The following screen is displayed when QBASIC
is loaded. We can see a Menu Bar displayed at
the top of the screen.
2.1 QBASIC Interface
2.1 QBASIC Interface
 A message box is displayed, which says
<Press ESC to clear this dialog box>
 Press Esc from the keyboard then
QBASIC Editor is required to input the
necessary program, is displayed.
2.1 QBASIC Interface
2.2 QBASIC Editor
 Environment with the facilities for entering
QBASIC Programs, save and execute them etc.
 Menu Bar is located at the top and below it at
the middle is a portion showing file name.
 The editor is divided into two portions.
 Upper portion is bigger, where program instructions are typed
in and is called Program Window.
 Lower portion is smaller called Immediate Window, where the
instruction given is executed immediately. Used to test
whether the instruction works or not.
 Status Bar is located at bottom displays the purpose of the
Function Keys and the Cursor Position.
2.3 Menu Commands
 Clicking the FILE gives the following pull down
Menu.
 New : Removes currently loaded file from
memory.
 Open : Loads new file into memory.
 Save : Saves current file.
 Save As : Saves current file with the specified
file name.
 Print : Prints specified text.
 Exit : Exits the editor and returns to DOS.
2.3 Menu Commands
 Clicking the EDIT gives the following pull down Menu.

 Cut (Shift+Del) : Deletes selected text and copies it to

buffer.
 Copy (Ctrl+Ins) : Copies selected text into buffer.
 Paste (Shift+Ins) : Inserts buffer contents at the cursor
position.
 Clear (Del) : Deletes selected text without copying it to
buffer.
 New Sub... : Opens a window for a new sub-program.
 New Function : Opens a window for a new FUNCTION
procedure.
2.3 Menu Commands
 Clicking the VIEW gives the following pull down
Menu.

 SUBS... (F2) : Displays a loaded SUB or FUNCTION.

 Split : Divides screen into two view windows.
 Output Screen (F4) : Displays output windows.
2.3 Menu Commands
 Clicking the SEARCH gives the following
pull down Menu.
 Find : Finds specified text.
 Repeat Last Find (F3): Finds next occurrence
of text specified in previous
search.
 Change : Finds and changes specified text
with the given text.
2.3 Menu Commands
 Clicking the RUN gives the following pull down
Menu.
 Start(Shift+F5) : Runs current program.
 Restart : Clears variables in preparation
for restarting the current
programming in single
stepping..
 Continue (F5) : Continues execution after a
break.
2.3 Menu Commands
 Clicking the DEBUG gives the following pull down Menu.
 Step (F8) : Executes next program statement.
 Procedure step (F10) : Executes next program statement
tracing over procedure calls.
 Trace on : Highlights statements current
executed.
 Toggle Breakpoint (F9) : Sets / clears breakpoint at the cursor
position.
 Clear All Breakpoint : Removes all breakpoints.
 Set Next Statement : Makes the statement at the cursor
position next statement to execute.
 2.3 Menu Commands
 Clicking the OPTIONS gives the following pull
down Menu.
 Display : To change display attributes.
 Help Path : Sets search path for help
path.
 Syntax checking : Turns editors syntax checking
on or off.
2.3 Menu Commands
 Clicking the HELP gives the following pull down
Menu.
 Index : Displays help index.
 Contents : Displays help table of contents.
 Topic (F1) : Displays the information about the
BASIC keyword where the cursor is
on.
 Using Help (Shift+F1) : Displays information about
how to use online help.
 About : Displays product version and
copyright information.
3. Elements of QBASIC Programming
Language
 Following elements are included in any
programming language.
1. Character Set
2. Constants
3. Variables
4. Operators
5. Expression
6. Statements
3. Elements of QBASIC Programming
Language
3.1 Character Set
In learning any programming language, we can begin
by classifying the keys of the computer keyboard into
3 categories.

 Alphabetic Characters: The alphabetic characters are A, B,

C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X,
Y, Z, a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x,
y, z.
 Numeric Characters: The numeric characters are 0, 1, 2, 3,
4, 5, 6, 7, 8, 9.
 Special Characters: The special characters are +, -, *, /, ^, (
), ., ,, ;, =, <>, <, <=, >, >=, " ", $, :, ?.
3. Elements of QBASIC Programming
Language
 3.2 Constants

A symbol, whose value does not change during the

execution of the program, is called a constant.
Constants can be expressed as Literal e.g., 505,
522.12, "Nepal" etc. or as symbols e.g., PI = 3.142,
City = "Kathmandu", FiscalYr = "2061/62". Here PI,
City and FiscalYr are symbols representing constants.
There are two types of constant.
 Numeric
 String
3.2 Constants

 Numeric
 Constant whose value is numeric e.g.,
899.50, -25.46, 97 etc. are Numeric Constant.
Among these those with decimal is called
Numeric Real Constant, e.g. 899.50, -25.46
etc. And those with integer only are called
Numeric Integer Constant, e.g., 97, -568, 0
etc.
3.2 Constants
 String
A group of letters or numbers or both, which are
enclosed by a pair of " " (quotation marks), is called
String. E.g., "ABCD"; "Ramesh"; "10 Downing Street"
etc. The variable used to store these strings is called
String Variable. The name of string variable starts
with character and should ends with $ sign. E.g., LET
A$ = "Saturday"; LET CITY$ = "Kathmandu"; LET
Adress$ = "10 Downing Street"; LET TEL1$ =
"654345" etc. Constant whose value is a string e.g.,
899.50, -25.46, 97 etc. are Numeric Constant
3. Elements of QBASIC Programming
Language
 3.3 Variables
 Simply defined, variable is a name, which can contain a value.
 Programming involves giving values to these names and
presenting them in some form to the user.
 A variable has a type, which is defined by the kind of value it
holds.
 If the variable holds a number, it may be of integer, floating
decimal, long integer, or imaginary.
 If the variable holds symbols or text, it may be a character
variable or a string variable. These are terms you will become
accustomed to as you continue programming.
3.3 Variables

 Data types and memory allocation

 There are two data types represented by variables in QBasic:
numeric and string.
 A numeric data type can further be broken down into three
categories: integer, long integer, single precision, or double
precision and is capable of storing numeric values.
 A string data type is capable of storing character values.
 A storage location is allocated in the memory of a computer
when a variable representing these data types are defined. This
memory allocation serves as a storage box for storing the
values.
 In numeric variable, real number is stored in real variable
denoted by a group of letters or letter with an integer. e.g.,
CASH1 = 899.5, when printed prints the value 899.5 without
rounding.
3.3 Variables

 Here are some examples of values a variable might contain:

STRING "hello, this is a string“
INTEGER 5
LONG 92883
SINGLE 39.2932
DOUBLE 983288.18

 The first is a string. Strings contain text.

 The last four are number types. But the computer does not know
what kind of value you are trying to give a variable unless you tell it!
 There are two methods of telling the computer what kind of variable
you are using:
 One-way is to just use the variable. This is called implicit
declaration.
3.3 Variables
 Another way is to declare the variable AS a type, which can be done
by using the DIM statement.
 E.g. a variable called number, which would contain an integer
(whole number, no digits after the decimal point) is defined as:

DIM number AS INTEGER

 Then you would use that variable as an integer.

 The word DIM actually originates from the word Dimension, it will be
clear when we discuss arrays. This is called explicit declaration.
 Put a symbol after the variable name, which is defined as
representing that type.
 QBasic has a set of symbols, which represent each variable type:
$ String
% Integer
& Long
! Single
# Double
3.3 Variables
 Appending one of these symbols to the name of a
variable when you use it in the program tells the
computer that you are using it as that type.
 Declaration of the variable in this way is a popular
practice.
 The most common error in QBasic is the infamous Type
Mismatch, which means that you are trying to put a value
into a variable of the wrong type.
 You might be trying to put the letters "hi there" into an
integer variable.
 If you don't define the type of the variable, then QBasic
assumes it is of the Single Precision type, which can
often yield unexpected results.
3.3 Variables
 Using type declaration characters (%, &, !, #, and $)
 A numeric variable name must begin with a letter, followed by
letters, digits, and periods (no blanks or underscores).
 By default, a variable will automatically be thought to be of single
precision type, which is capable of accurately displaying
numbers up to seven decimal places. You can specify a variable
to be of single precision type by using the following syntax:
 cost
cost!

Notice that an exclamation point ( ! ) is attached to the end of the

second variable name. This is not needed but is often used in
programs so the programmer will know that data is of single
precision type.
Using type declaration characters
(%, &, !, #, and $)
A double precision type is used when the programmer
is working with large values that may need to display
numbers up to fifteen decimal places. You can specify
a variable to be of double precision type by using the
following syntax:

cost#

Notice the hash symbol ( # ) attached to the end of

the variable. This lets QBasic associate data as being
of double precision type.
Using type declaration
characters (%, &, !, #, and $)
 When strictly working with integer values and no need to use
floating point values (single or double types).
 Integer number is stored in an integer variable represented by a
group of letters or a letter with %(percentage) sign.
 specify the variable to be of type integer by using the following
syntax:
cost%

Notice the percentage symbol ( % ) attached to the end of the

variable. This lets QBasic associate data as being of integer
type.
E.g. CASH% = 899.5, when the value of the variable is printed the
value is rounded and printed as 900. If CASH% = 899.4, then
only 899 is printed after rounding.
Using type declaration
characters (%, &, !, #, and $)
 Ifworking with extremely large integral values,
you can specify the variable to be of type long
by using the following syntax:

cost&

Notice the ampersand symbol ( & ) attached

to the end of the variable. This lets QBasic
associate data as being of long integer type.
Using type declaration
characters (%, &, !, #, and $)
 Ifworking with string values, you can specify
the variable to be of type string by using
following syntax:
cost$
 Notice the dollar symbol ($) attached to the
end of the variable. This lets QBasic associate
data as data as being of string type.
Variables and its types in brief

Type of variable Number / Characters Memory Example

String 0 to 32767 character 1 Byte of each A$

character
Integer A whole number – 32767 2 Bytes A%
to 32767
Long Integer A whole number- 2 and 4 Bytes A&
more than 2 billion
Single precision A number with up to 7 4 Bytes A!
digits after decimal point
Double precision A number with up to 15 8 Bytes A#
digits after decimal point
3.3 Variables

 Using DIM AS statement

 Declare variable or array in the program
DIM <variable> As <Type>, <variable> As <Type>,

 The Data Type can be Integer, Long integer, Single precision, Double
precision or String.

 Array is also a type of variable.

 To dimension variables in this way, the DIM statement(s) must be
placed at the very beginning of your program before the variable(s) are
used in the program.
 After you declare a string variable using the DIM statement, you are not
allowed to attach a dollar sign ( $ ) to the end of the variable.
Using DIM AS statement

 The DIM statement is used to declare

variables as follows:
DIM state AS STRING
DIM number AS INTEGER
DIM profit AS DOUBLE
DIM gpa AS SINGLE
DIM example
CLS
DIM EXP1 AS STRING
DIM EXP2 AS STRING * 4
EXP1 = “PROGRAMMING IS FUN”
EXP2 = “ I LOVE PROGRAMMING”
PRINT EXP1
PRINT EXP2
END

The first string variable EXP1 is a variable length string variable ( can store
0 to 32767 characters).
The second variable EXP2 is a fixed length string variable, in which
STRING * 4 indicates that it can hold only maximum of 4 characters.
Using DIM AS statement

 Example:
CLS
X% = 25
Y% = 9
Sum% = X% + Y%
Print “Total is “; Sum%
END

In this X%, Y% and Sum% is used directly without

declaring first. This is the Implicit declaration uses
specific symbol at the end of the name to indicate the
data type.
3.3 Variables
 Some valid an invalid numeric variable names are provided below:
Valid Numeric Variable Names
firstTest
profit&
gpa!
total.Price
company8
COURSE2D
Invalid Numeric Variable Names
1stClass --> (must begin with letter)
total Price --> (no spaces)
name,First --> (no commas)
3.3 Variables

 Some valid and invalid string variable names are

provided below:

Valid string variable names:

firstName$
heading$
course23Name$
Invalid string variable names:
firstName --> (must end with $)
company Name$ --> (no spaces)
name,First$ --> (no commas)
3.4 Operators
 Various symbols used to perform arithmetic and logical
operations in programming language.
 E.g., 18 + 56, in this + is the operator and 18 and 56 are
operand.
 Eg., A – B < C, in this – and < are the operators and A, B and C
are operand.
 In any programming language value of arithmetic or logical
operations are tested by using various operator symbols.
Operators can be classified in 4 types.
 Arithmetic Operators
 Relational Operators
 Logical Operators and
 String Operators
3.4 Operators
 In algebra, we follow the sequence of BODMAS to solve problems.
But in QBASIC, the order of operations or the operators precedence
is different.
Operator QBASIC'S order of In case of operators with
execution same order of execution,
the left most operator of
( ) 1 the expression is solved
^ 2 first.
* or / 3
+ or - 4
= or, <> or, < or, <= or, 5
> or, >=
NOT 6
AND 7
OR 8
3.4 Operators
 Arithmetic operators (+, -, *, /,MOD, ^)
 used to solve for value of an expression. In QBASIC, the following
arithmetic operators can be used.

Operator Action Example

+ Addition A + B OR 10 + 5

- Subtraction C – D OR 30 – 23

* Multiplication P * Q or 12 * 5

/ Division R / S OR 35 / 7

^ To the power X^2 or 6^2

3.4 Operators
 In QBASIC programming language, we should think of
the following differences in using Algebra.
 Multiplication is never implied.
e.g., A = B * C instead of A = BC
D = E * (F + G) instead of D = E(F + G)
 Operators cannot be written adjacent to each other.
e.g., H = 5 * (-I) instead of H=5*-I
J = K * (-L) instead of J = K ( - L)
 Zero cannot divide.
e.g., M = 0 N = P / M gives error.
 Instead of exponentiation i.e., 26 we write 2^6 or
2*2*2*2*2*2
Example of QBASIC operators
 Example 1. Solve given expression by finding stepwise value in the order
of QBASIC operators execution.
A = 5^2 + 2 * 5 + (60 – 10) – 125 / 25
Finding step wise value in order of QBASIC operators execution

Step Expression Value

1 60 – 10 50
2 5^2 25
3 2 *5 10
4 125 / 25 5
5 25 + 10 35
6 35 + 50 85
7 85 – 5 80

Hence, the value of A is 80.

Example of QBASIC operators
 Example 2. Write the algebraic expression given below in QBASIC programming
code.
i. x + y + z ii. LB iii. x iv. PQ
----- ------
y S
v. 3x2+y
 The above algebraic expression is written in QBASIC as follows:

No. QBASIC
(i) x+y+z
(ii) L*B
(iii) x/y
(iv) P*Q/S
(v) 3 * x^2 + y
 3.4 Operators
 Relational operators (=, >, <, >=, <=, <>)
 used to compare two or more values. Using this we can compare
value/s of variable/s with a constant. In QBASIC the following relational
operators can be used.

Operator Relation Example

= Equal to IF A = B THEN .....
<> Not equal to IF C <> 550 THEN …..
< Less than IF A < 250 THEN ......
<= Less than or equal to IF A <= 100 THEN ......
> Greater than IF A > 450 THEN ......
>= Greater than or equal to IF P >= 45 THEN ......
3.4 Operators
 When we compare strings (i.e., the characters inside the double quotes " ")
using above relational operators, single character from same position of the
strings are compared at one time.
 Actually, the ASCII code value of those characters is compared. If the ASCII
value of both the compared strings is same then those two strings are
equal.

Example:

 (i) If NAME1$ = "HARI“ and NAME2$ = "HARI" then NAME1$ = NAME2$ or

"HARI" = "HARI“

 (ii) If FNAME$ = "RAM" and MNAME$ = "KRISHNA" then we can join them
as FNAME$ + " " + MNAME$, whose value becomes "RAM KRISHNA".

 (iii) The value of "AB" > "AA" is true.

3.4 Operators
 Logical operators (AND, OR, NOT)
 Used to examine two or more relations.
 The outcome of this examination is given in
True or False (Yes or No).
 Logical operators most often used are AND, OR
and NOT.
3.4 Operators - AND
 The outcome of AND becomes true, only
when all the conditions joined by it are
true.
 e.g., IF A = 10 AND B = 7 ... ..., here the
outcome of this condition becomes true,
only if the value of A is 10 and the value of
B is 7.
3.4 Operators – AND
Outcome Table of AND
Conditions Outcome
I II I AND II
True True True
True False False
False True False
False False False

• If both the conditions I and II are true, the outcome becomes

true.
• If any one condition is false then outcome becomes false.
• Also, if both the conditions are false, the outcome also becomes
false.
• This type of table is also known as Truth Table.
3.4 Operators – OR

 The outcome of OR becomes true, when

any one of the conditions joined by it is
true.
 e.g., IF A = 12 OR B = 9 ... ..., here the
outcome becomes true when either the
value of A is 12 or the value of B is 9.
3.4 Operators – OR
Outcome Table of OR

Conditions Outcome
I II I OR II
True True True
True False True
False True True
False False False

• If both the conditions I and II are true or either is true, the outcome
becomes true.
• Only when both the conditions are false the outcome also becomes
false.
3.4 Operators – NOT

 NOT gives contrary outcome of the value

of any condition.
 E.g., IF A NOT = 560 ... ... here, the
outcome of the condition becomes true, if
the value of A is not 560.
 If the value of A is 560 then the outcome
becomes false.
3.4 Operators – NOT
Outcome Table of NOT

Condition Outcome

I NOT I

True False

False True

• It is clearly seen that if the value of condition I is True the

outcome becomes False.
• And if the value of condition I is False, the outcome becomes
True. Hence, it is obvious that the outcome is quite reverse of the
value of the condition.
3.5 Expression
 Arithmetic expression
 Consists of numbers or variables or both made by using the
operators ^, *, /, +, -.
 The arithmetic expression always has some sort of numeric
value.
 Example:
CLS
Y=2
X = Y^4
Z = X*Y
Z1 = X/Y
Z2 = X+Y
Z3 = X-Y
 In above example Y^4, X*Y, X/Y, X+Y, and X-Y are arithmetic
expressions. All of these arithmetic expressions have certain
numeric value.
3.5 Expression
 Logical (Boolean) expression
 A logical or Boolean expression consists of
numbers or variables or both made by using the
operators >, <, <>, =, <=, >=.
 Unlike an arithmetic expression, which has some
sort of numeric value, a Boolean expression has a
value of either true or false.
 It is also referred as conditional expression.
 These expressions can be used to test a
"relationship" between two values.
 For example, the conditional expression
3 > 2 is true, while
3 > 4 is false.
3.5 Expression - Logical (Boolean) expression
 A key idea is that we can also use variables and/or arithmetic
expressions on either side of the relational operator.
 In such cases, these are evaluated (to some pair of numbers) before
the relation is evaluated.

 For example, if we had previously performed the following

assignments:
X=5
Y=8
If we then evaluated the following conditional expression:
X+1 < Y
We would first evaluate the expression on either side of the <, giving:
6<8
which evaluates to true.
Also note that we can involve strings in conditional expressions, usually to
test equality:
"yes" = answer$
would be true if the variable answer$ currently stores the string yes.
3.5 Expression - Logical (Boolean) expression
 Example:
IF 7 < 10 THEN
PRINT "seven is less than 10"
ENDIF
 In above example the Boolean expression
is: 7<10. If we evaluate the Boolean
expression for True or False, the result is
true.
 When the Boolean expression is true then
the program code following the THEN will
be executed next.
3.5 Expression - Logical (Boolean) expression
 Example using variables:
CLS
number% = 7
value% = 18
IF number% >= value% THEN
PRINT "seven is greater than or equal to eighteen "
ENDIF
 In above example the Boolean expression is: number% >
value%. If we evaluate the expression by replacing the
variable names with the values assigned to them, the
result is false.
 So do you think the PRINT statement will be executed?
 No.
3.5 Expression
 String expression
 A string expression consists of string constants, string variables and
other string expressions combined by string operators.
 There are two classes of string operations: concatenation and string
function.
 The act of concatenating two strings is called concatenation. The plus
(+) symbol is the concatenation operator for strings.
 For example, the following program fragment combines the string
variables A$ and B$ to produce the value FILENAME:

A$ = "FILE": B$ = "NAME"
PRINT A$ + B$
PRINT "NEW " + A$ + B$
Output:
FILENAME
NEW FILENAME
3.5 Expression - String expression
 Strings can be compared using the following relational operators: <>, =, <,
>, <=, and >=
 Note that these are the same relational operators used with numbers.
 String comparisons are made by taking corresponding characters from each
string and comparing their ASCII codes.
 The following are examples of true string expressions:
"AA" < "AB"
"FILENAME" = "FILE"+"NAME"
"X&" > "X#"
"CL " > "CL"
"kg" > "KG"
"SMYTH" < "SMYTHE"
B$ < "9/12/78" 'where B$ = "8/12/85"
 String comparisons can be used to test string values or to alphabetize
strings.
 All string constants used in comparison expressions must be enclosed in
quotation marks.
3.6 Statements
 Keyword in any programming language that instructs the computer
to carryout the actions that we want is called commands.
 In QBASIC or any programming language it is necessary to learn its
keywords, before embarking on writing programs.
 A collection of commands used in the lines of a program is called
statements.
 When the program is executed, the statements inside are executed
one after another in a controlled sequence.
 Like all programming language, QBASIC also has its own grammar
and vocabulary.
 They are used to check the syntax of commands and statements in
a program when it is executed.
 It gives message about the validity of commands and statements
based on this.
3.6 Statements
 According to the programming tasks, statement can
be generally grouped into four categories.
1. Assignment Statement
2. Declaration Statement
3. Input / Output Statement
4. Control Statement
 Besides these, others commands not inside above
classifications are:
 file system commands,
 string manipulation commands,
 mathematical calculation,
 procedure definition commands and
 commands used in calling other procedures.
3.6 Statements – 1. Assignment Statement
 A statement used to assign value of a variable is
called Assignment Statement. e.g.,
LET A = 25
B = 17
LET C = A* B
LET Y = C

 In the examples above, the value of expression left of

the equal to sign (=), is stored in the variable.
 This is quit different from what we learnt in the
algebra, where A = B also implies that B = A.
 But here, A = B means that the value B is stored in the
variable A.
 The word LET is optional in the assignment statement.
e.g., LET A = B + C can be written as A = B + C.
3.6 Statements – 2. Declaration Statement
 A statement used to define or declare a constant, variable or
array etc. is called Declaration Statement. e.g.,

a. CONST PI = 3.141593
b. DIM A(4,4)
c. REM This program gives the sum of integers
d. SWAP a%, b%

In the examples above:

 PI as a constant,
 A as an array of 4x4 dimension,
 REM as a remark is declared.
 This program gives the sum of integer and a statement for exchanging
the values of the integer variables a and b, are also declared.
3.6 Statements – 3. Input / Output Statement

 A statement to get data or display processed data in the screen

or write it to a printer or a file is called Input / Output Statement.
e.g.,
INPUT A
INPUT "What is your Name ?"; Name$
PRINT "How are you ? "; Name$
PRINT TAB(25); "WEL – COME"
WRITE #1, Name$, Age$
 In the examples above, statements are declared to receive date
in the variable A. "What is your Name?" is displayed on the
screen and it waits to enter the name in the variable Name$.
 "How are you? " is displayed along with the data that you entered
for Name$.
 The WEL-COME is displayed at the 25th column on the screen
and the variable data Name$ and Age$ are written in the #1 file.
3.6 Statements – 4. Control Statement
 A statement, which controls the program flow, while executing the
program instructions one after another, is called Control
Statement. e.g.,
a. GOTO lab10:
b. IF Mark >= 80 THEN GOTO lab5:
c. IF I% = 15 THEN STOP
d. END

 In the examples above, statements to control program flow are

given.
 Branch to a line with label lab10.
 If Mark is greater or equal to 80 then branch to line with label lab5
and carryout the instruction of that line.
 To stop the program flow if the value of the integer variable I is
equal to 15.
 End of the program.
Some Important concepts used in programming.
 Some Important concepts used in programming.
 Looping and Termination: In programming, repeated execution of a
sequence of statements is called Looping. e.g.,
Ans$ = "N"
DO UNTIL Ans$ <> "Y"
.
.
READ Ans$
..
LOOP

 In above pseudo code example, the loop is repeatedly executed

until the value of the variable Ans$ becomes "Y". In this way, when
the value of Ans$ becomes "Y", termination of the loop occurs.
Some Important concepts used in programming.

 If the termination of a loop does not occur in any conditions,

then such loop is called Endless Loop. e.g.,
LET msg$ = "Pleased to know you"
Lab10:
PRINT msg$
GOTO Lab10:
END
 Here, "Pleased to know you" is printed after the Lab10 and
when the execution reaches next line.
 It again returns to label Lab10 and prints the same message
again and again.
 The only way out to get out of this endless loop is to terminate
the execution by pressing Ctrl + c or Ctrl + Break.
 To keep this type of endless loop in any program is not a good
programming, but this is taken as a Logical Error.
 Sometimes, it becomes difficult to find out such errors.
Some Important concepts used in programming.
 Counter: This is a variable in which the count of number of occurrences of certain event is stored
while executing the program. e.g.,
Boy_cnt = 0
Girl_cnt = 0
READ record
DO UNTIL end
IF sex = "BOY" THEN
Boy_cnt = Boy_cnt + 1
ENDIF
IF sex = "GIRL" THEN
Girl_cnt = Girl_cnt + 1
ENDIF
READ record
LOOP
 In above pseudo code example, count of number of boys is stored in Boy_cnt and the count of
number of girls is stored in Girl_cnt. After reading each record, it checks whether the sex is boy or
girl and then increments the respective counter.
If, in the first record the Sex is "BOY" then Boy_cnt = 0 + 1 = 1
If, in the second record the Sex is "GIRL" then Girl_cnt = 0 + 1 = 1
If, in the third record the Sex is "GIRL" then Girl_cnt = 1 + 1 = 2
If, in the fourth record the Sex is "BOY" then Boy_cnt = 1 + 1 = 2
If, in the fifth record the Sex is "BOY" then Boy_cnt = 2 + 1 = 3
If, in the sixth record the Sex is "GIRL" then Girl_cnt = 2 + 1 = 3
 In this way up to the end, the count of boy and girl is incremented and stored in the counter
Boy_cnt and Girl_cnt respectively. These counters can be used in mathematical calculations in
the program.
Some Important concepts used in programming.
 Accumulator: Any variable, in which results of mathematical calculations are stored while the
execution of the programs goes on, is called Accumulator. e.g.,
Amount = 0
READ cost
DO UNTIL end
.
Amount = Amount + Cost
.
.
READ cost
LOOP
 In above pseudo code example, every time the loop is executed, different values of the variable
Cost is added to the Amount and stored in it. At the end, the total value of cost is accumulated in
the variable Amount.
 In above example,
In the first record, if Cost = 120 then Amount = 0 + 120 = 120
In the second record, if Cost = 50 then Amount = 120 + 50 = 170
In the third record, if Cost = 500 then Amount = 170 + 500 = 670, and so on.

In this way up to the end, the values of Cost are accumulated in the variable Amount.
This accumulator can be used in mathematical calculations in program.
Some Important concepts used in programming.

 Branching or Jumping: If the execution of any program departures

conditionally or unconditionally from its sequential flow, depending on the
result of a test, it is called Branching. e.g.,
Lab10:
INPUT "Any more"; Ans$
IF Ans$ = "Y" THEN
GOTO Lab10:
ELSE
GOTO Lab20:
ENDIF
Lab20:
END
 In the above example, response to the prompt Any more? is stored to the
string variable Ans$.
 This is tested for “Y”. If the result of this test is True or Yes then the
execution of the program branches to lab10: and continues the execution.
 If the result is False or No then the execution of the program branches to
Lab20: and ends execution.
Some Important concepts used in programming.

 Debugging: Any error or fault present in a program is called bug.

Finding out of these bugs and correcting them is called debugging.
 Flag: An indicator, which is set or unset depending upon the
condition of the program is called a Flag. e.g.,
OPEN "TEST.DAT" FOR INPUT AS #1
DO
.
.
.
READ record
LOOP UNTIL (EOF(1))
 Here, in every loop, it is examined whether the EOF (end of file) is
reached for the file opened in file number 1.
 EOF is a kind of flag, which sets to True, when the records reached
the end of the file.
Some Important concepts used in programming.

 Indentation: Indentation should be followed while writing computer

programs. This helps in understanding the programming easily, minimizes
bugs and makes the debugging easy. e.g.,

REM Program to say Hello

Lab10: INPUT "Your Name :"; Name$
PRINT "Hello! "; Name$
Ans$ = "N"
INPUT "Any more "; Ans$
IF Ans$ = "Y" or Ans$ = "y" THEN
GOTO Lab10:
ENDIF
END

 Like in the IF…. THEN…… ENDIF statement of this program, indentation

should be used. Writing in this type of nested structure helps in the easy
understanding of the program.
 Exercises
1. Explain the terms:
a. Program and programming
b. Source program and object program
c. Compiler and interpreter
d. Linker and Debugger
e. Algorithm and flowchart
f. Coding and debugging.
2. Explain the program development cycle with an example.
3. Write an algorithm and then a flowchart to give instructions for
a. Making tea
b. Coming to school from your home.
c. Arranging your books according to daily routine.
d. Your friend to visit your home from his residence.
e. Finding the word “Computer” in your dictionary.
 Exercises
4. Write an algorithm and convert it to a flowchart. Then write QBASIC
program codes according to the flowchart (after covering related topics).
a. Read two numbers P and Q, multiply them and print the result.
b. Calculate the area [A] of a rectangle with given length [L] and breadth [B].
Print the result and make option for more requests.
c. Read two numbers M and N, subtract second from the first and print the
result.
d. Calculate the circumference (C) of a circle with a given radius (r).
e. Sum integer numbers from 1 to 50 and print the sum.
f. Sum odd numbers from 1 to 50 and print the sum.
g. Sum even numbers from 1 to 50 and print the sum.
h. Read two numbers A and B divide A by B and print the result. Stop the
process if the value of B is equal to 0 otherwise repeat the whole process from
the beginning.
i. Read two numbers P and Q, compare them and print the greatest one.
j. Calculate the total wages earned at the rate of Rs.125 per day for “n” number
days, where n is supplied by the user. Stop the process if the value of n is
equal to 0.
 Exercises
5. What do you understand by modular approach of developing algorithm?
6. Explain the general symbols used in flowcharts.
7. Define and distinguish between Algorithm and Flowchart.
8. What are the advantages of Flowchart?
9. Draw a flowchart to find the greatest number among ten numbers.
10. Draw a flowchart to find the middle number among three numbers.
11. Draw a flowchart to print the sum of first ten positive integers.
12. Draw a flowchart after reading the following algorithm:
Start
Step 1: Store 1 to a
Step 2: Store 1 to n
Step 3: Store 0 to S
Step 4: Get sum of n and S and store in S
Step 5: Double the value of n
Step 6: Increase a by 1
Step 7: Is S less than 131071
(Yes: Goto step 4
No:)
Step 8: Print a
Stop
 Exercises
13. Draw a flowchart according to the following
algorithm:
Start
Step 1: Read A
Step 2: Read B
Step 3: Read C
Step 4: Store A in H
Step 5: Is B greater than H
(Yes: Store B in H)
Step 6: Is C greater than H
(Yes: Store C in H)
Step 7: Display H
Stop
 Exercises
14. Draw a flowchart to add N terms of the series.
S = 12 + 22 + 32 + 42 + 52+ … … … … + N2
15. What is programming? What tasks does a programming language perform?
16. What is the full form of QBASIC?
17. How can you categorize the symbols in a computer keyboard? Explain.
18. How can you choose Menu items, if the computer does not have a mouse?
19. What are the Menu bar items displayed, when the QBASIC is loaded.
20. What are the actions that can be performed under the pull down menu of following
menu items?
a. FILE
b. EDIT
c. SEARCH
21. Describe the necessary steps to write a program (WAP) in QBASIC and run it?
22. What is the major difference between QBASIC and other versions of BASIC?
23. How do you save a QBASIC program?
24. What is the use of the Output Screen when executing a QBASIC program?
 Exercises
25. What do you understand by Operators? How many types of
operators are there?
26. What differences do you have to think about, while using
algebraic expression in QBASIC.
27. Make a table of Operators in the sequence of execution.
28. What do you understand by Constant and Variable?
29. What do you understand by Arithmetic Operators in QBASIC, in
what tasks they are used?
30. What is the importance of Relational Operators in QBASIC?
31. What do you understand by Logical Operators in QBASIC? What
are the mostly used logical operators?
32. Describe the following logical operator with outcome table and
explain with example?
(i) AND (ii) OR (iii) NOT
 Exercises
33. Write down the algebraic expressions given below into QBASIC
operation:
(i) XY/2 (ii) (A + B) (C – D) (iii) M N + 100 (iv) A C (v) AB
-- + -- -----
B D N
(vi) 3(M + N) (vii) P(Q + R) (viii) A 2 (ix) 10M + N
(x) P + 8 PQ (xi) (K + L)M2 (xii) 1 PR2(xiii) X5Y5
(xiv) X (xv) A2B2
--- ---- – 5B
Y 3 2
(xvi) UT + 1 gT 2 (xvii) VA(A-B)(A-C)(A-D)
---
2
(xviii) A = s(s-a)(s-b)(s-c)
(xix) V = P(1 + R )N (xx) PQ
----- --- – 3 (R)
100 5
 Exercises
34. Correct the QBASIC operations given below:
(a) A = 2D (b) X(Y*Z) (c) P = Q*QR (d) I = PRT /100
(e) X = Y – 2 (f) K = 5.1 L + M (g) R = E/A/D (h) X = Y* - Z
(i) X = 25Y+Z (j) A = P + PNR / 100
35. Which expressions given below do not give an outcome of 4 in
QBASIC?
36. (a) (4 + 4) / 4 (b) 4 * (4 / 4) (c) 4 / (4 / 4) (d) 4+ 4 / 4
(e) 8 / 2
37. Find step-wise outcome to solve the expression given below
according to the QBASIC execution sequence.
(a) X = 7^2 + 2 * (7 * 9) + 9^2 (b) Y = (6 + 10)^2 – 5 * (2 + (3+1) / 2)
(c) Z = 16 / 8 – (60 – 10) / (20 + 5) (d) P = 2^2^2^2^2
(e) Q = 5 * 3^2^3 * 2^3^2 (f) R = -5*(10+2)+(5+(4+(2*3)– 2) * 10)
(g) X = 5^2 + 2*5*4 + 4^2 (h) Y= 5 * 3 + 5 * (7 – 5) – 2^2
(i) X = 9^2 – (2^5 – 2 * 5) (j) Y = 15 / 5 + (5^2 – 5 * 2)
 Exercises
38. Write down the QBASIC operations given below in to
algebraic expressions.
(a) X^2 + 2 * X * Y + Y^2 (b) (A * (A + B))^(1/2)
(c) X / Y + (X^2 – X * Y) (d) P * Q – 5
(e) E * (F + G) (f) 5 * (-P)
(g) (1/2) * b * h (h) (a + b + c) / (a + b) (i) U * T + (G * T) / 2
(j) X / Y ^ 3
39. How do you compare string using relational
operators? Explain with example.
40. What is the convention for writing variables name that
stores single precision number and double precision
number in QBASIC? Give examples.
41. Distinguish between real number and integer number
with examples of where they are used.
 Exercises
42. What is the convention for writing variables name that stores real
number and integer number in QBASIC? Give examples.
43. What do the following declarations represent?
i. salesvalue# ii. amount% iii. address$
iv. costprice! v. netamount&
44. What do you understand by Command and Statement?
45. In how many types Statement can be categorized? Explain one of
them.
46. Explain the following concepts in programming.
(a) Looping and Termination (b) Counter (c) Accumulator
(d) Branching or Jumping (e) Debugging (f) Flag
47. Explain the difference in the meaning of P = Q between algebra
and programming statement
48. Explain the difference between a counter and an accumulator
concept in programming.
 Exercises
49. What can we achieve by devising a loop in a program?
50. What is the importance of writing nested structure in
programming?
51. What are the difference between the Assignment
Statement and the Declaration Statement? Explain
with examples.
52. How does QBASIC check the validity of the syntax of
commands and statements?
53. What is endless loop in programming? How do you
avoid it? Explain with an example.
54. What can we achieve by devising a loop in a program?
 Exercises
55. Evaluate the following Boolean Expressions
Expression Evaluation (True/False)
7>3
11 >= 11
10 > 9
5 <= 6
4=14
56. Create two Boolean expressions and evaluate
them.
Boolean Expression Evaluation
1.
2.
 Exercises
57. What would the output of the following program be?
IF 2 < 4 THEN
PRINT "Today is Wednesday"
ENDIF
58. What would the output of the following program be?

IF 25 <= 26 THEN
PRINT "Qbasic is fun!"
ENDIF

59. What would the output of the following program be?

IF 6 > 9 THEN
PRINT "Black and Gold Dance this Friday!"
ENDIF
 Exercises
60. What would the output of the following program be?
number1% = 100
number2% = 97
IF number1% < number2% THEN
PRINT "Halloween is on Friday"
ENDIF
61. What would the output of the following program be?
IF "a" < "b" THEN
PRINT "Now we are testing strings."
ENDIF

62. What would the output of the following program be?

IF "hear" = "here" THEN
PRINT "These words sound the same"
ENDIF
63. What would the output of the following program be?
word1$ = "lasalle"
words2$ = "knights"
IF word1$ > word2$ THEN
PRINT "We are the Lasalle Black Knights!"
ENDIF