Book Fragments

Im back at work

2009-12-02T12:32:00.002Z

I've just been cleared to return to work. I Have almost finished the first edit, currently at 700 pages. Before my next operation in two months time I will do some more work to get the book into a shape that it can be sent to some publishers. This will involve a little restructuring and writing some of the missing chunks. I have another operation in Jan so I will be working flat out. I will answer all remaining emails tomorrow.

Progress Oct 10

2009-10-12T10:27:00.001+01:00

I have now reached Chunk 44, hope to get up to 50 by the weekend.

I have started again

2009-10-01T09:46:00.002+01:00

I am now able to start some work on the project: edited chunk 38 yesterday (excellent)

More on my eye

2009-09-20T12:37:00.001+01:00

Things seem to be going well. I have another week off and then will return to the project. I have to have another operation sometime after three months; this will depend on how well the retina has adhered. Im feeling a lot better.

My eye

2009-09-01T08:56:00.001+01:00

I have had to go into hospital (the fantastic Radcliffe in Oxford) for an operation to put back my retina, part of which had been detached. This means no work for a fortnight. I will need a second op in December. I am hoping to catch up lost time in October when I shall be home on a sabbatical. Feeling very frustrated with an eye that feels it has been punched.

Progress Aug25

2009-08-25T09:12:00.001+01:00

As many of you will know I have an eye problem and have had to stop for at least a fortnight. I have reached chunk 37 and, so far, the quality has been excellent. I have had very little editing to do. There will now be a hiatus but I will let you know when I return.

I'm back

2009-07-10T09:42:00.002+01:00

I have just returned from Malta and started editing again. Have reached chunk 25. Hope to get to 40ish by the end of the month. Do have a good holiday.

Progress 17th June

2009-06-19T09:41:00.002+01:00

I have reached Chunk 20 in the editing. I hope to complete the first full edit by the end of August and then carry out a structuring exercise which would involve adding some glue text to cover the interfaces between the chunks.

It was an excellent event on Monday. Ira has offered to write a preface; something I have taken up with alacrity.

If any of you want to be put on the reserve list for chunks that were not delivered please email me.

Webcast Details

2009-06-06T07:45:00.001+01:00

The webcast page for the 15th June event is here. It automatically refreshes itself, adding the Live links when the event goes live. You will need QuickTime 7 or later to view the webcast.

Progress 6th June

2009-06-06T07:28:00.002+01:00

So far I have edited 13 texts. All are excellent. The main problems (all small) are:

Punctuation
Sometimes an over laid-back style
Two small assumptions about what students have learned in previous chunks were not correct.
Figure referencing needed fixing up.

I estimate that I have changed 3% of a chunk on average. I had hoped to get to 15 by tomorrow but family illness intervened. Hope to get to 18 by 13th June. The bulk of the editing will occur in July/August

I may need to look at structure once I have done the first twenty. However, I will not be touching the texts that were delivered and edited, they are uniformly good.

June 15th

2009-06-01T19:08:00.002+01:00

We are finalising the arrangements for the four hour session on the mass writing project. It will take place on June 15th. The first session will be from 11.00 to 13.00 and will be devoted to Processing. Ira Greenberg will talk about his journey from artist to programmer and describe recent advances in Processing.

The afternoon will be started at 14.00 with a short talk by me introducing the project (about 30 minutes) and then four students will describe their involvement. We hope to finish by around 16.00. The event will be webcast so you can follow it live; however, it will also be recorded and made available for viewing later. Details of the webcast link and the link to the video will follow in about a week.

Progress 25/5/09

2009-05-25T08:33:00.001+01:00

Just to let you know that I have edited the first seven chunks. They have all been of the highest quality. Most of the changes have been cosmetic, for example adding semi-colons. Other changes have been done to get the book into a consistent style. I estimate that I have only deleted or modified about 3-4% of your texts so far. this is amazing!

Progress

2009-05-16T10:35:00.002+01:00

I have edited the first three chunks. I plan to do two more tomorrow. I suspect that my rate will be about five chunks a week until the summer when it should accelerate: I stay with my mum-in-law in an area of France which is, without a doubt, the most ill-served in terms of the attractions that I enjoy. So, apart from a two day wine buying trip to the Loire, I shall probably be up to 15 a week for a fortnight. Incidentally, if you are ever in Fontrevaud, just off the Loire, I recommend the Hotel Abbaye Royale in Fontrevaud; its cheap for what you get and having breakfast in the cloisters of an old nunnery is quite something. Advanced booking recommended. Also La Licorne is a stellar restaurant in Fontrevaud.

So far the chunks I have edited have been fantastic. I calculate that in editing them I have only changed about 2-3% of the text which is amazing. When I have done I will put them on an ftp server.

Update June 15

2009-05-16T10:26:00.002+01:00

The arrangements for June 15 are now almost there. I will do a brief fifteen minute introduction. Ira will talk for two hours about Processing and his journey from artist to computer programmer and four of you have bravely volunteered to give short 20 minute talks. I still have about five chunks of £50 pounds for expenses if anyone wants to join us on the 15th. As a minimum we hope to video the sessions. We are, however, hoping to webcast the four hours. Watch this space over the next few weeks; a webcast would also involve recording the four hours and putting it on a web site for download.

In June Meet Ira Greenberg

2009-05-08T09:35:00.002+01:00

Ira Greenberg will be visiting the department in either June or early July. he will be giving a talk about Processing and I will be giving a talk about this project. There may be some money around to pay travel expenses for some of you. I will know in a few days. Unfortunately, the talks will be on a weeekday so I am assuming most of you will be at work. However, watch this space if you want to come. It will be first come, first served for travel funds.

My role from Sunday

2009-05-07T09:03:00.001+01:00

Thanks to all of you who have submitted chunks so far. My part in the project starts on Sunday when I will start editing the first ten chunks. I intend putting the book up on a web site after each of the ten chunks has been completed. I will send you the URL in due course.

I would estimate that editing the book and writing the small number of chunks that remain will take me up to the end of Aug. I will then get a version of the book printed using Lulu or some other company and will send you each a copy. I will, then try and interest a publisher such as OReilly in publishing it formally.

I also intend developing an e-learning course based on your material which will be put on the OU Open Learn site.

So, watch this space. If you are interested in doing a second chunk please let me know.

Darrel

Deadline looming

2009-04-27T14:43:00.001+01:00

The end of month deadline is looming. I would be grateful if you could get your chunks in to me by 7th May.

URGENT

2009-03-10T19:32:00.001Z

There are still some writers who have not nominated a chunk and/or sent me their blog address. Could you send me these as soon as possible

Progress

2009-02-10T08:18:00.001Z

The first of the chunks are starting to come in. Don't panic though, the deadline is the end of April. However,if you have not chosen a chunk could you do so by Feb 27th. When that is cleared I can see how many spare chunks there are if anyone wants to write a second one.

Post holiday news

2009-01-11T10:54:00.003Z

I'm now back monitoring mail regularly. It looks like all the book supply problems are over. Also, many thanks for those of you that sent sample programs, they all look good. I am planning to post some photos of the launch of our video screen in early February.

An interesting new book on Processing authored by Daniel Shiffman has just been published. Its very technical but excellent. The URL is below. I can also recommend Ben Fry's book on visualising data that uses Processing, again the URL is below.

Can you post your blog details and chunk choices to me by the end of January.

Hope you all had a good holiday and I wish you all the best of years.

The visualising data book

The new Processing book by Shiffman.

List of blogs

2008-10-31T11:04:00.039Z

Updated Feb 18th
Anton Dil
David Phillips
Anthony Fiore
Richard Brown
Neil Singh
Neil Keskar
Rob Spain
Ben Notarianni
Martin Prout
Stewart Edwards
Mike Taperell
Sharon Dawes
John Wilson
Paul Richards
Antony Lees Chunk 82 blog Chunk 13 blog
Rosie Wood
Mike Richards
Sheep Dalton
Darrel Ince
Ian Perkins
Davide Rizzo
Maxemilian Hilbrand
James Gray
Darragh Buffini
Barry Martin
Liam Madden
Neil Petrie
Grant Mankee
Bryan Clifton
Geoff Riley
Ian Macey
Alex Harris
Fokion Zervoudakis
Edward Toovey
Rosellyne Thompson
Jeremy Annis
Ian Welch
Jannetta Steyn
Roberto Vormittag
Shailesh S. Gokhale
Boyd Stratton
Nigel Parker
Ian Bryn Sadler
Paolo Greco
Marshall Heap
Antonio Bruno
Andrew Hancox
Dusan Licer
Mike Blamires
Anabela Green
JeanLuc Brausch
Rob Martin
Simon Perrins
Mark Moran
Paul Fisher
Rebecca Ewen
Christopher Douce
Bruce Lawley
Samir Rabab
Ebtessam Adam
Sheep Dalton
Graham Hall
Pat Jacobs
Mark Miller

Book Fragment 24

2008-10-28T12:01:00.038Z

I have joined the writing team and have written fragment 24. It is reproduced below. It shows the general style that I would like you to aim at. I hope to do no more writing. There are some points to be made about the fragments themselves and which are illustrated in the text below:

Try and use a bit of white space in your programs indentation etc.
Use 'we' in the text. After all there are a large number of authors.
Always try and back reference or forward reference bits of the book as in 'you will remember in page xx'; don't worry about page numbers I will fix them up when I edit the text.
There's no harm in repeating a bit of program code.

There are some specific points to be made about the painful process of transferring your text to Blogger:

First its quite a painful process transferring from MS Word, be warned.
Second, figures are quite tricky to get into Blogger. When they are inserted they tend to be put into the top of your blog and you will then need to cut and paste.
When you add a picture to your blog use the left option.
There are only a few graphic formats that Blogger accepts; they are: jpg, gif, bmp and png.
Indentation is a pain. As you will see in my entry I gave up indenting the Java programs. If anyone has a simple solution please let me know.
Another pain is symbols such as 'less than' or 'greater than'. The best thing to do is to insert the HTML versions of the symbols. Click here for a list. Blogger will not process your blog if you have less than, greater than etc symbols in it.

Geometry and computer art

So far in this book we have concentrated on a number of introductory ideas, mainly concerned with programming. We are now going to change tack and look at some mathematics, although we will present some programs later. In order to develop interesting and sophisticated computer art you need to know a bit about geometry. In this and the next two sections we will give you something of a primer. You will also need to know a little about algebra to understand the text up to page xx. The good news is that there is not a lot of it.

Dimensions

In mathematics we talk about dimensions. Normally we talk about one-dimensional, two -nsional and three-dimensional figures. A point is one-dimensional and a line is two-dimensional. A point represents a location in space.

Figure 1 shows what we mean by a point and how we can uniquely identify individual points.

Figure 1: Two points and how to identify them

Imagine what you see is a very small computer screen which contains 49 pixels (7 by 7). If you are unsure about what a pixel is then have a look at page x. The screen is delineated by a pair of vertical lines and a pair of horizontal lines. The horizontal line at the bottom is known as the x-axis and the horizontal line at the leftmost position is known as the y-axis.

Each of the axes contain whole number that represent the position of a point on the screen; for example the point (3,5) is shown. This represents a position of 3 along the x-axis and a position of 5 along the y-axis. Similarly the point (2,3) represents the point which has a position of 2 along the x-axis and a position 3 along the y-axis. The key point to make here is that the coordinates uniquely fix the pixels in space and specify where they are.

In reality a computer screen and other digital devices will have hundreds of pixels, for example a HD video camera has 11 mega (million) pixels.

So these are points, what then are lines and how are they specified? Clearly a line cannot be specified by an x-coordinate and a y-coordinate. Look at Figure 2. This shows a line in the same coordinate system that was used in Figure 1.

Figure 2: A line joining two coordinates

Here we see a line that joins the coordinates (1,3) and (3,5). The two points specify the line. They show that it’s a short line and has two end points in that it does not continue on past the two end points. The line has an important property: its slope. This is the angle that it makes with the x-axis. In Figure 2 the angle is 45 degrees.

So is there anything more we need to know about lines? The first thing is that a line can be infinite it can stretch infinitely from one coordinate to another. The line in Figure 2 is quite short. So how can we specify a line that is infinite (or at least is bounded by a computer screen)?

We do this via an equation. The general form of the equation of a line is

y = mx+c

Here x is the coordinate of the x axis, y is the coordinate of the y axis, m is the slope and c is the point in the y axis where the x coordinate is zero (we call it the intercept). Let’s see how that works with a longer line. Have a look at Figure 3. The value of c is 2; this where it the line intercepts the y axis. The slope is 45 degrees. However, the value of m is not 45, why is this? The answer is based on trigonometry and that m is the tan of the angle. However, you don’t need to know this so if you know nothing about trigonometry it is worth describing m in another way.

Figure 3: An 'infinite' line

This is that m is represents by the ratio of the difference of any two x points and the corresponding y points. For example, since the line goes through the points (0,2) and (2,4). the slope can be calculated as

(4-2)/(2-0)=1

this gives an equation of

y=1x+2

remember that the intercept is 2; this can be easily simplified to

y=x+2

This is all you need to know about lines: that they can be expressed by a simple equation and the equation is defined in terms of a slope and a y intercept. The line relates x and y.

Once you have the equation of a line you can determine any point on it given an x value and a y value, for example in the line we have been looking at if the value of x was 3 then the value of y will be 5.

It is worth looking at a simple program to illustrate some of the ideas here; I will then look at a more complicated program. Here I use the Processing function line. This takes four arguments: the first two are the x and y coordinates of a point and the third and fourth arguments are the x and y coordinates of a second point. The function draws a line between them. A simple program that uses the function is shown below:

size(300,300);
background(255);
line(25,40,280,90);

There are three statements here. The first sets up a window that is 300 by 300 pixels in size. The second statement sets the colour of the background to be white. The final statement draws a line from the point (25,40) to the point (280,90). The display from the program is shown as Figure 4.

Figure 4: A line drawn by Processing

Have a look at the display and figure what is going on here. The line that has been drawn might be a surprise to you.

The line looks wrong. It should start at (25,40) which should be at the bottom left-hand side of the window. You may remember that the answer to this conundrum is that Java has a coordinate system which is completely different to those in use in mathematics. The point (0,0) does not start at the bottom left-hand corner but at the top left-hand corner. If you look at Figure 4 you will see that the leftmost part of the line is 25 pixels across but 40 pixels down and the rightmost part of the line is 280 pixels across and 90 pixels down. Always bear this in mind when developing graphics programs in Processing.

Now that we have given you enough information about drawing lines it is about time that we showed you the development of a rather more complicated program.

The program will draw a series of squares in different colours with the colour, the side of the square and the top leftmost coordinates being random. The main steps in the program are as follows:

Set up the window with a size and background colour
For a number of times
Randomly generate the length of a square
Randomly generate a colour
Randomly generate the top leftmost x and y coordinates
Draw the square

This is a simple design for the program. It leaves a number of questions open. The main one is how many squares will be generated? We shall assume that 20 will be generated. Rather than use the function rect that you met before on page xx we shall use line drawing instructions to generate the square. Another important question is what to do when an attempt is made to draw a square outside the drawing window? You will see a programmatic solution to this soon.

We will use a function random that generates a random number within a certain range.

Our program is shown below

//Set up drawing window
size(400,400);
background(255);
strokeWeight(2);

int noSquares = 20;
int xPosition, yPosition, squareLength;

//Generate a series of random squares
for (int j=0;j‹noSquares;j++){
stroke(random(255), random(255), random(255));
xPosition = round(random(200));
yPosition = round(random(200));
squareLength = round(random(200));
line(xPosition,yPosition,xPosition+squareLength, yPosition);
line(xPosition+squareLength,yPosition,xPosition+squareLength,yPosition+squareLength);
line(xPosition+squareLength,yPosition+squareLength,xPosition,yPosition+squareLength);
line(xPosition, yPosition+squareLength,xPosition,yPosition);
}

The first chunk of code sets up the window as being 400 pixels by 400 pixels in length and height, sets the background colour to be white (255) and specifies that the width of any line drawn will be two pixels.

size(400,400);
background(255);
strokeWeight(2);

The next part of the code just sets up some variables that are used to establish each square’s dimensions and position and define the number of squares that are to be drawn.

int noSquares = 20;
int xPosition, yPosition, squareLength;

The heart of the program is the loop that iterates twenty times generating random numbers and drawing the squares.

//Generate a series of random squares
for (int j=0;j
stroke(random(255), random(255), random(255));
xPosition = round(random(200));
yPosition = round(random(200));
squareLength = round(random(200));
line(xPosition,yPosition,xPosition+squareLength, yPosition);
line(xPosition+squareLength, yPosition,xPosition+squareLength,
yPosition+squareLength);
line(xPosition+squareLength, yPosition+squareLength,xPosition,
yPosition+squareLength);
line(xPosition, yPosition+squareLength,xPosition,yPosition);
}

The function stroke sets up the colour of the lines that are to be drawn; it takes the red, green and blue components of the colour. Since these are generated randomly a value between (0,0,0) (black) to (255,255,255) (white) can be generated. You will remember that the argument within the random function gives the range of the random number to be generated; in our case this is 255; this means that a random number between 0 and 255 is capable of being generated.

The next two lines determine the position of the top left-hand coordinates of the square. It is worth looking at these two statements in a little more detail. They are

xPosition = round(random(200));
yPosition = round(random(200));

Here the function round is used to convert (round up) the result of the random function (a float) to an int. If the round function was not included then Processing would have indicated a syntax error.

An interesting question that it might be worth your while stopping and thinking about is why I did not use the round function within the code

stroke(random(255), random(255), random(255));

that sets up the colour of the lines used to draw the square? The answer is that inside the stroke function you will almost certainly find the function round being employed.

The remainder of the code just displays the square using the randomly generated values for the length, x coordinate and y coordinate of each square. Notice that we have generated a length of no more than 200 and an x and y coordinate of no more than 200. This ensures that when a square is drawn it is not drawn outside the window since the window as a length of 400 pixels and height of 400 pixels. The display from the program is shown in Figure 5. It has a nice sixties feel to it.

Figure 5: The 20 squares drawn using Processing

It might now be worth modifying the program in some way. There are a number of simple modifications that you might like to try, for example varying the number of squares that are drawn or the thickness of the drawing lines. Another modification is to make it loop endlessly in animation mode. You remember this mode from page xx. Here the functions setup and draw are employed to produce a continually moving picture. The program is shown below

void setup(){
//Set up drawing window
size(400,400);
background(255);
strokeWeight(2);
}

int noSquares = 20;
int xPosition, yPosition, squareLength;

//Generate a series of random squares public void draw(){
stroke(random(255), random(255), random(255));
xPosition = round(random(200));
yPosition = round(random(200));
squareLength = round(random(200));
line (xPosition,yPosition,xPosition+squareLength, yPosition);
line (xPosition+squareLength, yPosition,xPosition+squareLength, yPosition+squareLength);
line (xPosition+squareLength, yPosition+squareLength,xPosition, yPosition+squareLength);
line (xPosition, yPosition+squareLength,xPosition,yPosition); }

Here the code that sets up the window is placed in the function setup and the code that draws the squares is placed in the function draw. There are two differences between this program and the first one. The first difference is, of course, the definition of the two functions setup and draw. The second difference is that the for loop in the first program has not been replicated in the second program. The reason for this is that the function draw continually loops around endlessly. A snapshot of the drawing window during the running of this program is shown in Figure 6.

Figure 6: The drawing program in animation mode

To conclude we shall describe one further program. This program uses the line drawing facilities within Processing to produce an animation that involves the continual drawing of a series of random lines. Each line will have two sets of random end-points, a random colour and a random thickness or stroke. The program is shown below

void setup(){
//set up a white window background and size 400x400
size(400,400);
background(255);
}

int startX, finishX, startY, finishY, lineColour;

void draw(){
//Draw a set of random lines
startX = round(random(400));
startY = round(random(400));
finishX = round(random(400));
finishY = round(random(400));
strokeWeight(random(10));
stroke(random(255),random(255),random(255));
line(startX, startY,finishX, finishY);
}

Here the functions setup and draw are used again. The heart of the program is again in draw. Here the endpoints of the lines are randomly generated (the maximum values are 400; this matches the size of the window) and then the width (stroke) of the line is set followed by a random value of colour for the line. Finally the line is drawn using the line function.

Figure 7 shows the output from this program during its running. It shows a wide range of colours and a series of line widths.

Figure 7: The line drawing program

Book Assignments

2008-10-28T09:55:00.002Z

The first book assignments are up. You can find them in the September section of this blog. Could I stress that you don't need to make a bid for a chunk until, say Christmas, after you have read the book and decided what you are best suited for and would enjoy.

Welcome

2008-10-15T09:52:00.000+01:00

Welcome to a very unusual project. The links on the right-hand side are your main navigation aid to the book whose chunk you will be writing. In the September collection you will find all the details that you need. Good luck!!

Darrel Ince

FAQs

2008-10-15T09:42:00.004+01:00

What programming standards and commenting standards should I use? The same as in the Greenberg book.

Do we have to use a style sheet? No, just send in the text using your own style. We will use a style sheet of our own.

Can I email you at any time? Yes, if you have problems or any queries at any time then let me know. I will try and answer within two days. There will be times when I will be away from my computer; I shall, however, advertise them on my main blog. Only email me on MCT-Mass-Writing@open.ac.uk

I live on mainline Europe I can't get to Waterstones; what do I do? You let us know and we will ship the book to you by surface mail.

I have found the Greenberg book at a cheaper price than Waterstones at another outlet. Can I buy it there? The best thing to do is to buy it and then use your Waterstones voucher for yourself, for example by buying some Christmas presents.

What is the target audience? The target audience is readers who want to get involved in computer art but who have no programming expertise and little mathematics. Processing has two modes: procedural and OO. I would hope that we could get this sort of reader up to complicated procedural programs.

You mention that one program should be used to illustrate my 2500 odd words, is this a hard and fast rule? No, if you feel some shorter programs would do then please use them. The choice is up to you.

If I use diagrams what graphics format do I use? Any format that can be embedded within your word processor text. Don't forget to send the graphics separately in the zip file that you send us when you have completed your part of the book.

You say that you want a 100 line program to illustrate each chunk. What if I'm writing a chunk right at the beginning of the book and there's little scope for a large program? The best thing is to develop a collection of small programs and describe each one. Try and make them as visual as possible.

Can I write more than one chunk? We are hoping to get 85 volunteers. This is very ambitious so contact us in November/December if you have enjoyed writing your 2500 words and want to do more.

Do I get paid? Unfortunately not; you do get the book that you will work from and a presentation copy of the book that you helped write. Look on the project as a way of donating some time to the OU, rather than money.

Can I use text and diagrams from the Processing book that you give us? Definitely not this would give rise to all sorts of copyright problems. Don't even devise computer programs that look like the ones that are described in the book.

How do I insert diagrams into my blog? Diagrams are important and most of you will need to employ them. Use any graphics program you like as long as the end-product can be embedded within the text from the word processor that you use.

Does my English writing have to be perfect? No, as long as it is readable and understandable then it will do. All the contributions will be edited. However, don't use this fact to write sloppily and assume that someone will rescue you.

How long should I take over this task? Its up to you: some of you will have good writing experience and have used Java for a long time, so the task may take a few weeks. Some of you, however, may struggle a bit with writing and need longer and might even deliver just short of the deadline.

You ask us to load each version of the text into our blog, do you mean the first 500 words, then the first 1000 words etc? This is one option; another option would be to write an outline of your part of the book and each version would refine it. If you feel you can do this then it might be the better option as it will give others a good idea of what your text is all about.

How do you want us to post each version of the text? You can either do it by just having one post and continually editing it showing each version or by creating a post for each version. It is up to you. The first way will result in less text.

Can I look at other blogs? Yes you should. There are a number of reasons for this. First, it might give you ideas about what you write. Second, it would enable you to check that there is no major overlap with your material and others material. Third, it would enable you to comment on other blogs and help other writers.

Chunk assignments

2008-09-08T17:39:00.073+01:00

This part of the blog shows each chunk and the URL of the blog associated with it. if you look at each blog you should see versions of that chunk. if you see the text 'No blog assigned' then it is free for you to take possession and start writing. Please email us if you want to write a chunk.

Updated 26th April

Chunk 1
Mike Taperell
Chunk 2
Roberto Vormittag
Chunk 3
Stewart Edwards
Chunk 4
Samir Rabab
Chunk 5
Alex Harris
Chunk 6
Sheep Dalton
Chunk 7
Mike Richards
Chunk 8
Bryan Clifton
Chunk 9
Edward Toovey
Chunk 10
Graham Hall
Chunk 11
JeanLuc Brausch
Chunk 12
James Gray
Chunk 13
Anthony Lees
Chunk 14
Geoff Riley
Chunk 15
Bruce Lawley
Chunk 16
Rosie Wood
Chunk 17
Alex Harris
Chunk 18
Fokion Zervoudakis
Chunk 19
Neil Petrie
Chunk 20
Antony Lees
Chunk 21
David Phillips
Chunk 22
Neil Keskar
Chunk 23
Daniel Bergmann
Chunk 24
Darrel Ince
Chunk 25
Pat Jacobs
Chunk 26
Grant Mankee
Chunk 27
Charlie Beddoes
Chunk 28
Simon Perrins
Chunk 29
Rosseleyne Thompson
Chunk 30
Rosseleyne Thompson
Chunk 31
Paul Fisher
Chunk 32
Anthony Fiore
Chunk 33
Ben Notorianni
Chunk 34
Bryn Sadler
Chunk 35
Anton Dil
Chunk 36
Martin Humby
Chunk 37
Martin Humby
Chunk 38
Neil Keskar
Chunk 39
Mark Moran
Chunk 40
Ian Welch
Chunk 41
Andrew Hancox
Chunk 42
Martin Prout
Chunk 43
Boyd Stratton
Chunk 44
Paul Fisher
Chunk 45
Ben Notorianni
Chunk 46
Rosie Wood
Chunk 47
Anthony Lees
Chunk 48
Anthony Lees
Chunk 49
Pat Jacobs
Chunk 50
John Rayfield
Chunk 51
Neil Singh
Chunk 52
Mark Miller
Chunk 53
Anabela Green
Chunk 54
Rebecca Ewen
Chunk 55
Barry Martin
Chunk 56
Paul Richards
Chunk 57
Davide Rizzo
Chunk 58
John Wilson
Chunk 59
Bryan Clifton
Chunk 60
Ebtessam Adam Alsomali
Chunk 61
Rob Martin
Chunk 62
Ian Macey
Chunk 63
Paulo Greco
Chunk 64
Liam Madden
Chunk 65
Boyd Stratton
Chunk 66
Jeremy Annis
Chunk 67
Sharon Dawes
Chunk 68
Martin Prout
Chunk 69
Shailesh Ghokale
Chunk 70
Rob Spain
Chunk 71
Mike Blamires
Chunk 72
Maxemilian Hilbrand
Chunk 73
Richard Brown
Chunk 74
Marshall Heap
Chunk 75
Antonio Bruno
Chunk 76
Marshall Heap
Chunk 77
Darragh Buffini
Chunk 78
Darragh Buffini
Chunk 79
Rosie Wood
Chunk 80
Dusan Licer
Chunk 81
Ian Perkins
Chunk 82
Anthony Lees
Chunk 83
Jannetta Steyn
Chunk 84
Jannetta Steyn
Chunk 85
Nigel Parker

Chunks 81 to 85

2008-09-07T15:35:00.001+01:00

CHUNK 81
TITLE Object orientation and images
DESCRIPTION In this part of the book show how you can develop a class based Processing program that manipulates images. This would be valuable revision on OO concepts.
OUTCOME

Be able to develop an OO-based program of no more than 120 lines which manipulates images.

REFERENCE Greenberg 468--479
HINT It would do no harm to make the program the same level of complexity as that in the Greenberg extract
PROGRAM A similar program to that found in the text,

CHUNK 82
TITLE Mouse events
DESCRIPTION This is the first part of the book that looks at mouse events. Happily Processing handles such events easily
OUTCOMES

Be able to understand how Processing is able to detect and act on mouse events.
Be able to develop a program up to 120 lines which relies on mouse events bein caught.

REFERENCE Greenberg 564--570
HINT Don't worry about showing how complex the mouse event code in Java is (Greenberg 564--565) just go straight into a description of the Processing code. Don't use any motion code unless its very simple as we have not covered this in the book
PROGRAM Develop a program similar to the one that you describe in this part of the book.

CHUNK 83
TITLE Buttons
DESCRIPTION Buttons are useful elements to have. Unfortunately the standard button code used in Java cannnot be used in Processing. You have to draw them
OUTCOME

Be able to understand how Processing implements buttons
Be able to develop a Processing program of no more than 120 lines that includes two buttons.

REFERENCE Greenberg 579--582
HINT Take the teaching very gently and dont tear your hair out when you realise that you can't use Swing or AWT widgets.
PROGRAM Develop a similar program to the one you describe in the text. Make it class based.

CHUNK 84
TITLE Advanced buttons 1
DESCRIPTION You will need to describe a similar program to the one detailed in the Greenberg extract below. Working with sophisticated buttons is really painstaking in Processing Im afraid.
OUTCOME

Be able to develop a sophisticated button-based Processing program of no more than 200 lines.

REFERENCE Greenberg 582--586
HINT Take it very gently: build up the program gradually as the code while not being intellectually difficult is somewhat complicated
PROGRAM A program similar in complexity to the one that you describe in the text.

CHUNK 85
TITLE Advanced buttons 2
DESCRIPTION You will need to describe a similar program to the one detailed in the Greenberg extract below. Working with sophisticated buttons is really painstaking in Processing Im afraid. This is a similar version to the previous chunk of the book. You may need to liase a bit with the author of chunk 84. Like 84 this is jst the description of a sophisticated program.
OUTCOME

Be able to develop a sophisticated button based Processing program of no more than 200 lines

Chunks 71 to 80

2008-09-07T15:09:00.001+01:00

CHUNK 71
TITLE Alpha transparency
DESCRIPTION This describes the use of the alpha component of a colour to vary its transparency.
OUTCOME

Be able to develop a program of around 100-120 lines which employs transparency

REFERENCE Greenberg 406--415
HINT Try and find an example where you dont have to go into much detail on matrices.If you do then make sure its no more than that in the Greenberg extract here.
PROGRAM Develop a program similar to the one you describe in the text.

CHUNK 72
TITLE Colour modes
DESCRIPTION This part of the book is an introduction to the idea of a color mode.
OUTCOMES

Be able to understand the idea of a colour mode.
Be able to employ a number of different colour modes in a computer program

REFERENCE Greenberg 415--419
HINT No hint
PROGRAM Develop a program that uses a number of different colour modes and produces some interesting or spectacular effects.

CHUNK 73
TITLE More colour functions
DESCRIPTION This describes a range of new colour functions
OUTCOMES

Be able to use functions such as blendColor in Processing programs
Be able to develop Processing programs of around 100-120 lines using the colour functions detailed here.

REFERENCE Greenberg 419--423
HINT Don't worry about explaining bitwise approaches as the author does; just mention the
slowness.
PROGRAM Develop a program based on a class that does some spectacular or interesting graphical effects. No more than 150 lines.

CHUNK 74
TITLE Pixels
DESCRIPTION So far we have been looking at Pixels, now we will look at bit mapped images. This is the introduction.
OUTCOMES

Be able to understand the difference between bit-mapped and vector graphics.
Be able to use the pixel functions detailed in this part of the book.
Be able to develop a program that uses pixels of around 120 lines of code

REFERENCE Greenberg 423--429
HINT Develop a gradient-based program similar to those shown in the Greenberg extract
PROGRAM Develop a program similar to the one that you have described in the text.

CHUNK 75
TITLE Faster pixels
DESCRIPTION One of the problems with the functions in the previous chunk of the book is that they are slow. This part of the book looks at how to speed things up
OUTCOMES

Be able to use the functions detailed in the Greenberg fragment below
Be able to develop a program of no more than 120 lines of Processing code which uses the pixel array stuff in the fragment below.

REFERENCE Greenberg 429--432
HINT Try describing a program that shimmers a bit, if you cant then its up to you what you do.
PROGRAM Develop a class-based program that is similar to the one you described min the text

CHUNK 76
TITLE Loading and tiling images
DESCRIPTION This is the start of the part of the book that deals with image manipulation. It shows you how load images and set and get the pixels in an image.
OUTCOMES

Be able to use program facilities to load an image
Be able to use set and get functions to manipulate an image.
Be able to develop programs of no more than 120 lines which use the facilities in the Greenberg fragment

REFERENCE Greenberg 432--442
HINT This may be more than 2000 words so feel free to go as far as 3000 words.
PROGRAM A program, does not need to be class based, to do something to an image.

CHUNK 77
TITLE Using bits
DESCRIPTION This is a low level part of the book that will show students how to speed up image processing using bits.
OUTCOMES

Be able to understand how colours are represented as bits.
Be able to develop a program of no more than 120 linesusing bitwise operations.

REFERENCE Greenberg 443--448
HINT Take the explanation of binary representations quite slow
PROGRAM Develop a program similar to the one you describe in the text. It does not have to class-based

CHUNK 78
TITLE Using the mask method
DESCRIPTION The mask method enables the Processing programmer to implement some sophisticated functionality. This part of the book describes it.
OUTCOME

Be able to develop a program of no more than 120 lines that uses the mask method.

REFERENCE Greenberg 448--451
HINT Try and describe a program that implements some Photoshp functionality
PROGRAM Develop a program similar to the one described in the text.

CHUNK 79
TITLE Using the filter method
DESCRIPTION This should be a gentle introduction to the filter method.
OUTCOMES

Be able to understand the function of the filter method
Be able to develop a program of no more than 120 lines using the filter method

REFERENCE Greenberg 452--459
HINT Take this gradually and build up the described program in small chunks.
PROGRAM Develop an interesting program similar to the one that you describe in the text.

CHUNK 80
TITLE Using the blend method
DESCRIPTION This should be a gentle introduction to the blend method.
OUTCOMES

Be able to understand the function of the blend method
Be able to develop a program of no more than 120 lines using the blend method

REFERENCE Greenberg 459--467
HINT Take this gradually and build up the described program in small chunks. Show the student how to save the images that have been created.
PROGRAM Develop an interesting program similar to the one that you describe in the text.

Chunks 61 to 70

2008-09-07T14:12:00.000+01:00

CHUNK 61
TITLE Classes 2
DESCRIPTION This part of the book should introduce the code behind a class; this will require teaching of the highest order. This is a repeat of the previous chunk. Classes are so dificult to understand so we have decided to repeat the teaching
OUTCOME

Be able to understand the code of a simple class programmed in no more than 30 lines of code

REFERENCE Greenberg 304
HINT Try and describe a class that implements some simple graphics. Do enough teaching on constructors to get you throuugh but do not go to town on this: there will be more teaching on constructors later. Make the arguments lists a little more complicated than the previous chunk of the book, say three arguments maximum.
PROGRAM Difficult task: try and develop a class that is a little more complicated than the one that you describe and make it do something really visual.

CHUNK 62
TITLE Constructors
DESCRIPTION I want you to teach constructors in depth here. Show the student that a constructor is code that creates an object and assigns values to its attributes
OUTCOMES

Be able to understand code within constructors containing no arguments and multi-arguments
Be able to develop code within constructors containing no arguments and multi-arguments

REFERENCE Greenberg 309--311
HINT Use a class as an example. Make it no more than 50 lines of code. Try and get it to do something graphical
PROGRAM Develop a program similar to the one you describe

CHUNK 63
TITLE Methods 1
DESCRIPTION The student will have seen methods in action in the previous three chunks of the book. Describe them in more detail here. Plenty of small examples required. Describe methods with simple arguments such as int.
OUTCOMES

Be able to understand simple methods containing simple argument lists
Be able to develop methods containing simple argument lists

REFERENCE Greenberg 311--318
HINT Really take time explaining the role of an argument. This concept messes students up a lot. Show an example of a class that implements some graphical processing
PROGRAM Develop a program that issimilar in complexity to the one in the txt

CHUNK 64
TITLE Methods 2
DESCRIPTION The student will have seen methods in action in the previous three chunks of the book.Describe them in more detail here. Plenty of small examples required. Describe methods with more complex arguments such as arrays of ints.
OUTCOMES

Be able to understand simple methods containing more complex argument lists
Be able to develop methods containing more complex argument lists

REFERENCE Greenberg 311--318
HINT Use lots of small exampless
PROGRAM Develop a program similar to the one that you describe in the text.

CHUNK 65
TITLE Bringing it all together
DESCRIPTION In this part of the book I want you to develop a class which is around 100 lines of code. It should contain constructors with a number of arguments, methods with a number of argum ents, methodswhich are void and methods which deliver values. This brings the work on classes described in previous chunks together.
OUTCOMES
Be able to understand the code of a class of roughly 100 lines which contains the elements above.

Be able to develop the code of a class of roughly 100 lines of code which contains the elements above.

REFERENCE Greenberg 302--318
HINT As with all these classes make the code do somthing graphic.
PROGRAM Develop a program similar to the one that you have explained in the text. Try and make it do something spectacular in graphical terms.

CHUNK 66
TITLE Shapes--an introduction
DESCRIPTION This part of the book introduces some of the 2D Processing shapes. Describe rectangle, ellipse, arc and triangle
OUTCOMES

Be able to develop simple programs involving the shapes
Be able to develop more complicated programs of up to 100 lines which show graphiceffects similar to those shown in the Greenber fragment below

REFERENCE Greenberg 340--349
HINT At all times try to show programs which show interesting graphic effects
PROGRAM Develop a program that uses at least two of the shapes to produce some stunning graphics. Don't do recursion

CHUNK 67
TITLE Name Transformations
DESCRIPTION In this part of the book describe how shapes can be transformed.
OUTCOME

Be able to use the transformation facilities in Processing to transform shapes previoulsy introduced.

REFERENCE Greenberg 350--357
HINT Don't go into any details about matrices; just do as Greenberg does: say theres something called a matrix which is under the bonnet.
PROGRAM Develop a program that uses transformations of around 100-150 lines of code.

CHUNK 68
TITLE Hybrid shapes
DESCRIPTION This describes how interesting shapes can be constructed using combinations of p reviously described shapes.
OUTCOMES

Be able to develop programs up to 100 lines which display combinations of shapes
Be able to develop classes of up to 100 lines which display combinations of shapes

REFERENCE Greenberg 365--368
HINT Try and use classes for your code so that the student has more examples of this idea to look at.
PROGRAM Develop a class-based program that provides some interesting graphical effect.

CHUNK 69
TITLE Classes creating shapes
DESCRIPTION This part of the book gives the reader some more practice in writing and reading
OUTCOMES

Be able to develop a class of around 100 lines of code that implements some new shape
Be able to use objects defined by the class

REFERENCE Greenberg 378--381
HINT make this as much an exercise in class development as much as graphical programming
PROGRAM Develop a similar program to the one in the text

CHUNK 70
TITLE An introduction to colour
DESCRIPTION This is an introduction to the colour facilities in Processing.

OUTCOMES

Be able to develop programs of around 100 lines involving colours.

REFERENCE Greenberg 400--406
HINT None
PROGRAM Try and develop a program that uses a variety of colours and the shapes that were taught in the previous section of the course. Shapes such as rectangle and ellipse

Chunks 51 to 60

2008-09-07T12:41:00.000+01:00

CHUNK 51
TITLE A curve example 1
DESCRIPTION Describe a program that uses the curve drawing idea in Greenberg 246--249, make it relatively complex of around 100 lines of code.
OUTCOME

Be able to understand a moderately complex curve drawing program

REFERENCE Greenberg 246--249
HINT Try and make this program visually good, for example use colour
PROGRAM Modify the program that you present in this part of the book so that it does something different

CHUNK 52
TITLE A curve example 2
DESCRIPTION Describe a program that uses the curve drawing idea in Greenberg 246--249, make it relatively complex around 150 lines of code.
OUTCOME

Be able to understand a moderately complex curve drawing program

REFERENCE Greenberg 246--249
HINT Try and make this program visually good, for example use colour
PROGRAM Modify the program that you present in this part of the book so that it does something different.

CHUNK 53
TITLE Using trigonometric functions
DESCRIPTION Describe the three trigonometric functions sin, cos and tan. Dont worry about explaining them in terms of triangles just describe them as functions which have certain drawing properties. Develop a simple program that shows these functions being drawn.
OUTCOME

Understand the nature of trigonometric functions.
Understand Processing programs that contain trigonometric funtions.

REFERENCE Greenberg 255--256
HINT Don't go into any of the mathematics of the trig functions
PROGRAM Develop a program similar in complexity to the one that you describe.

CHUNK 54
TITLE Sin in action
DESCRIPTION Describe a program that is similar in complexity to that Greenberg 257--260.
OUTCOME

Be able to understand a complex Processing program

REFERENCE Greenberg 257--260
HINT Don't copy the program in Greenberg try and develop something of the same complexity but which is rather different.
PROGRAM Modify the program that you describe so that its functionality is changed.

CHUNK 55
TITLE Polynomials
DESCRIPTION Describe the gneral form of quadratic and cubic polynomials and show how they can be drawn using the techniques in Greenberg 262--267. Describe a simple program that shows the various curves that are generated by such polynomials
OUTCOME

Describe the general form of a polynomial
Develop code that draws a particular polynomial.

REFERENCE Greenber 262-267
HINT Keep the programs simple.
PROGRAM No program required.

CHUNK 56
TITLE An introduction to Processing's curve functions
DESCRIPTION In this you should provide an introduction to curve drawing using the arc method. At this stage keep the description simple and concentrate on some simple examples
OUTCOMES

Describe the role of the curve functions in Processing
Use the arc method in simple programs no more than 30 lines in length

REFERENCE Greenberg 267--272.
HINT Students might be a bit stunned by the mathematical aspects of curves; so keep the examples simple
PROGRAM Develop a more complicated program using the arc method.

CHUNK 57
TITLE The Bezier function 1
DESCRIPTION The Bezier function is a really tough topic. Only volunteer for this one if you feel that you have the mathematical ability and the teaching ability to convey a tough subject
OUTCOMES

Understand how curves are defined by Bezier functions
Develop programs of no more than 30 lines using Bezier functions

REFERENCE Greenberg 272-278
HINT Try and describe a program simpler than that on Greenberg 275-276
PROGRAM Develop a program that is similar in complexity to the one that you use in the text

CHUNK 58
TITLE The Bezier function 2
DESCRIPTION In this part of the book I would like you to show how Bezier curves can be joined together. Employ programming that creates a number of joined curves. Also show how by using higher order polynomials you can to roughly the same thing
OUTCOMES

Develop a simple program of no more than 40 lines which joins up Bezier curves
Develop a simple program of no more than 40 lines creates a Bezier function from a higher order function

REFERENCE Greenber 279-280
HINT Take this very gently and try to eliminate the mathematics
PROGRAM Develop an animation that uses Bezier curves. Anything will do hter, it doesnt have to be one which joins up a series of Bezier curves.

CHUNK 59
TITLE An introduction to object-oriented programming
DESCRIPTION Make this an introduction, dont show the code for any classes, just get the student to understand there are objects and there are methods which correspond to messages. The BurritoRecipe class will be your inspiration; use a different example though.
OUTCOMES

Understand the broad idea of a class.
Understand the broad idea of a method
Understand the broad idea of a message

REFERENCE Greenberg 302--303
HINT
Take this very gently, students everyehwere and at every level have problems with object orientation.
PROGRAM Don't write a program for this part of the book.

CHUNK 60
TITLE Classes 1
DESCRIPTION This part of the book should introduce the code behind a class; this will require teaching of the highest order.
OUTCOME

Be able to understand the code of a simple class programmed in no more than 30 lines of code

REFERENCE Greenberg 304
HINT Try and describe a class that implements some simple graphics. Do enough teaching on constructor to get you thorugh but do not go to town on this: there will be more teaching on constructors later. Make the argument lists for the methods simple (perhaps just one or two arguments).
PROGRAM A difficult task: try and develop a class that is a little more complicated than the one that you describe and make it do something really visual.

Chunks 41 to 50

2008-09-07T12:15:00.000+01:00

CHUNK 41
TITLE Vertex functions 1
DESCRIPTION This is one of five sections of the book that provides examples in the use of vertex functions. Describe a program that is about 50 lines of code which uses vertex functions.
OUTCOME

Be able to understand a program that uses vertex functions.

REFERENCE Greenberg 209--225
HINT Use anti-aliasing
PROGRAM Modify the program that you present in the text so that its functionality changes

CHUNK 42
TITLE Vertex functions 2
DESCRIPTION This is one of five sections of the book that provides examples in the use of vertex functions. Describe a program that is about 75 lines of code which uses vertex functions.Try and make it concepuually similar to that found in Greenberg 220--221 but more complicated
OUTCOME

Be able to understand a program that uses vertex functions.

REFERENCE Greenberg 209--225
HINT Don't worry about the kludgy approach.
PROGRAM Modify the program that you present in the text so that its functionality changes

CHUNK 43
TITLE Vertex functions 3
DESCRIPTION This is one of five sections of the book that provides examples in the use of vertex functions. Describe a program that is about 100 lines of code which uses vertex functions. Try and make it conceptually similar to that found in Greenberg 224--225 but more complicated
OUTCOME

Be able to understand a program that uses vertex functions.

REFERENCE Greenberg 209--225”
HINT Might be worth looking at drawing in different colours
PROGRAM Modify the program that you present in the text so that its functionality changes

CHUNK 44
TITLE Vertex functions 4
DESCRIPTION
This is one of five sections of the book that provides examples in the use of vertex functions. Describe a program that is about 100 lines of code which uses vertex functions. Try and make it conceptually similar to that found in the program in Greenberg 231 but more complicated
OUTCOME

Be able to understand a program that uses vertex functions.

REFERENCE Greenberg 209--225
HINT Might be worth looking at drawing in different colours
PROGRAM Modify the program that you present in the text so that its functionality changes

CHUNK 45
TITLE Vertex functions 5
DESCRIPTION This is one of five sections of the book that provides examples in the use of vertex functions. Describe a program that is about 100 lines of code which uses vertex functions. Try and make it conceptually similar to that found to the program in Greenberg 235 but more complicated
OUTCOME

Be able to understand a program that uses vertex functions.

REFERENCE Greenberg 209--225
HINT Might be worth looking at drawing in different colours
PROGRAM Modify the program that you present in the text so that its functionality changes

CHUNK 46
TITLE Bringing it together 1
DESCRIPTION This is a really difficult section. What we want you to do is to develop a program of about 200 lines which is visually stunning and which uses any of Processing's line functions.
OUTCOME

Understand a large Processing program

REFERENCE Any facility presented in Greenberg up to 237
HINT Don't attempt this unless you really feel that you are a practised Java programmer.
PROGRAM No program needed

CHUNK 47
TITLE Bringing it together 2
DESCRIPTION This is a really difficult section. What we want you to do is to develop a program of about 200 lines which is visually stunning and which uses any of Processing's line functions.
OUTCOME

Understand a large Processing program

REFERENCE Any facility presented in Greenberg up to 237
HINT Don't attempt this unless you really feel that you are a practised Java programmer.
PROGRAM No program needed.

CHUNK 48
TITLE Bringing it together 3
DESCRIPTION This is a really difficult section. What we want you to do is to develop a program of about 200 lines which is visually stunning and which uses any of Processing's line functions.
OUTCOME

Understand a large Processing program

REFERENCE Any facility presented in Greenberg up to 237
HINT Don't attempt this unless you really feel that you are a practised Java programmer.
PROGRAM No program needed

CHUNK 49
TITLE Lines and acceleration
DESCRIPTION Provide a little revision on lines the way that Greenberg does about lines. Describe a line as a series of points and develop a program that gnerates a series of lines as points
OUTCOME

Be able to develop a simple program that generates a loine from a series of points

REFERENCE Greenberg 242--246
HINT Talk about a line being a distance vs time graph and the slope the acceleration
PROGRAM No program needed

CHUNK 50
TITLE Generating a simple curve
DESCRIPTION Use the idea of a curve having acceleration in two directions to generate a simple curve. Describe a program that generates a number of curves in an interesting way.
OUTCOME

Develop a program that generates simple curves.

REFERENCE Greenberg 246--249
HINT You may like to use different colours
PROGRAM Develop another program that is similar in complexity to the one that you describe.

Chunks 31 to 40

2008-09-07T11:49:00.000+01:00

CHUNK 31
TITLE An introduction to modes
DESCRIPTION Briefly describe the three rendering modes in Processing. Then describe a program that illustrates the use of JAVA2D mode. Include the use of functions in this. Make the complexity similar to the program shown in Greenberg 162--163. Also describe some of the functions asociated with JAVA2D
OUTCOMES

To detail the differences between the the three main rendering modes in Processing.
To use some of the facilities in JAVA2D to develop simple Processing programs

REFERENCEGreenberg 162--16 3
HINT Make the program that you describe similar to that in Greenberg 162--163,
PROGRAM Develop another program similar in complexity to the one you describe in the text.

CHUNK 32
TITLE P3D mode
DESCRIPTION Describe the P3D mode. Use a simple program that illustrates the mode. Make the program of the same complexity as that in Greenberg 164--165. Also describe some of the functions associated with this rendering mode
OUTCOME

Employ selected facilities of P3D to develop simple Processing programs.

REFERENCE Greenberg 164--165
HINT Try and use a variety of functions, say no more than eight.
PROGRAM Develop a program similar to that described in your text.

CHUNK 33
TITLE OPENGL mode
DESCRIPTION Describe this mode. Be aware that we will not be looking at 3-d graphics in much detail later so this will be one of the few opportunities that the reader will see 3-d programs. Describe a simple program that uses the facilities of OPENGL. Make it simpler than the example in Greenberg 166--169.
OUTCOME

Broadly describe the main functions of the OPENGL mode.

REFERENCE Greenberg 166--169
HINT Take the decription of the code very gently.
PROGRAM Develop a program similar in complexity to the one you describe in the text.

CHUNK 34
TITLE Programs with points 1
DESCRIPTION Greenberg 174--184 describes programs which are based on the display of points. Describe a program that could have been written of this section. Make sure that you use plenty of loops and describe in detail what they do.
OUTCOME

Develop a program similar in complexity to the one described in this part of the book

REFERENCE Greenberg 174--184
HINT Try and reinforce the students knowledge of loops, teach loops very gently the student will only have a brief knowedge of them
PROGRAM Develop a progam similar in complexity to the one that you describe.

CHUNK 35
TITLE Programs with points 2
DESCRIPTION Greenberg 174--184 describes programs which are based on the display of points. Describe a program that could have been written of this section. Make sure that you use plenty of loops and describein detail what they do. Try and use some arrays in this part of the book.
OUTCOME

Develop a program similar in complexity to the one described in this part of the book

REFERENCE Greenberg 174--184
HINT Try and reinforce the students knowledge of loops and arrays, teach them very gentlythe student will only have a brief knowedge of them
PROGRAM Develop a progam similar in complexity to the one that you describe.

CHUNK 36
TITLE Drawing lines 1
DESCRIPTION First describe Processing's line functions. Then describe a simple program of similar complexity to that found in Greenberg 188--189. Employ quite a few loops
OUTCOMES

Understand the function of the various line functions detailed in the text.
Use the various line functions detailed in the text.

REFERENCE Greenberg 196--199 and Greenberg 185--189
HINT This is quite a substantial amount of work. Try and explain any loops in the program you present gently: the reader is still getting used to them.
PROGRAM Amend the program you present so that it carries out a slighly different funcion.

CHUNK 37
DESCRIPTION Describe a simple program of similar complexity to that found in Greenberg 188--189. Employ quite a few loops and some arrays.
OUTCOME

Use the various line functions detailed in the text.

REFERENCE Greenberg 196--199 and Greenberg 185--189
HINT This is quite a substantial amount of work. Try and explain any loops and arrays in the program you present gently: the reader is still getting used to them.
PROGRAM Amend the program you present so that it carries out a slighly different funcion.

CHUNK 38
TITLE Drawing lines 3
DESCRIPTION Describe a simple program of similar complexity to that found in Greenberg 188--189. Employ quite a few loops and some arrays.
OUTCOME

Use the various line functions detailed in the text.

REFERENCE Greenberg 196--199 and Greenberg 185--189
HINT The previous two chunks of the text will have taught loops and arrays so assume that the reader is happy with these concepts.
PROGRAM Amend the program you present so that it carries out a slighly different funcion.

CHUNK 39
TITLE Two dimensional arrays
DESCRIPTION The reader will be used to single dimensional arrays. Teach them about two-dimensional arrays at this point in the book. Use a simple program to illustrate the use of such arrays.
OUTCOMES

Understand programming statements that contain two dimensional arrays
Develop simple programs that contain two dimensional arrays.

REFERENCE No references
HINT Perhaps use a simple shape drawing program that stores x and y coordinates in a two-dimensional array
PROGRAM Develop a progrm similar to the one you describe in the text

CHUNK 40
TITLE Vertex functions
DESCRIPTION Describe the concept of a vertex function and provide a programming example more complex than the one found in Greenberg 211--212.
OUTCOMES

Understand how to use vertex functions.
Use vertex functions.

REFERENCE Greenberg 213--219
PROGRAM Develop a program similar to the one that you use in the text.

Chunks 21 to 30

2008-09-07T11:23:00.000+01:00

CHUNK 21
TITLE Coordinate systems and pixels
DESCRIPTION Write an interesting introduction to coordinate systems and pixels. Dont worry about the BufferedImage class
OUTCOMES

Be able to locate a point using its coordinates.
Be able to describe what a pixel is.

REFERENCE Greenberg 109--114
HINT This can be deadly dull. Might be worth showing some small program fragments which use coordinates.
PROGRAM Write a program that allows the student to explore the notion of a pixel and its coordinates.

CHUNK 22
TITLE Vector graphics and animation
DESCRIPTION Like chunk 22 this is descriptive. Concentrate on the difference between vector graphics and pixel-based graphics.When describing animation point the reader at some really good examples on the web. They don't have to be Processing based
OUTCOMES

Describe the difference between vector and pixel-based graphics
Describe in conceptual terms how animation works.

REFERENCE Greenberg 116--118
HINT Try and find some really nice examples, some used for commercial reasons, some for educational and some for scientific reasons
PROGRAM No program neeeded for this part of the book.

CHUNK 23
TITLE An introduction to algebra
DESCRIPTION This is a straightforward introduction to algebra. Many of the readers of the book may behappy with this topic but some will not.
OUTCOMES

Be able to evaluate an algebraic expression
Be able to simplify an algebraic expression using the laws described.

REFERENCE Greenberg 119--122
HINT Take this slowly with lots of examples. Greenberg lacks these.
PROGRAM No program is needed for this part of the book

CHUNK 24
TITLE An introduction to geometry
DESCRIPTION Describe points and lines. Use a computer program to illustrate the main concepts.
OUTCOMES

Be able to define the equation of a line.
Be able to recognise an equation as representing a line
Be able to define the terms slope and intercept.

REFERENCE Greenberg 123--124
HINT Take this very slowly: a knowledge of points, lines and curves (next chunk) is vital to an understanding of the rest of the book.
PROGRAM Develop a program which teaches the student the main concepts described here. For example a program that draws a line with a user defined slope and/or intercept. Dont worry about showing the student the code.

CHUNK 25
TITLE Curves
DESCRIPTION Describe the difference between curves and lines. Describe a program that generates a curve. Greenberg goes to town on secants, try and simplify the description so that you can just describe the drawing of a curve as the development of a series of straight lines.
OUTCOMES

Develop a simple program that draws a curve.
Understand the difference between curves whose leading term has different powers, for example quadratic and cubic.
Describe how a curve is generated using lines.

REFERENCE Greenberg 124--131
HINT Dont overcomplicate this section. Greenberg does, really try and simplify it to its essence.
PROGRAM Develop a program that shows how curves are drawn. The student does not have to understand the curve. All he or she has to do is to experiment with it.

CHUNK 26
TITLE Event handling
DESCRIPTION Events are an important idea within Java and within Processing. Describe some simple mouse events and show the code for them. Bring it all together in a whole program.
OUTCOMES

Write simple code which involves mouse events.
Understand code that contains mouse handling events

REFERENCE Greenberg 140--141
HINT Not really a difficult section if you keep to mouse handling; don't be tempted to look at other events.
PROGRAM Develop a simple program that illustrates the concepts.

CHUNK 27
TITLE An introduction to Processing
DESCRIPTION This is the first of a series of introductions to the Processing environment. In this one you will just introduce the main features of the environment.
OUTCOME

Understand what each of the six componenents of the Processing environment do.

REFERENCE Greenberg 144--150
HINT Try and condense the description given by Greenberg a bit
PROGRAM Don't develop a program but develop a set of exercises which take the reader through the use of Processing. Make them step by stepwith a description of what happens if the step was succesful andwarnings about some of the errors that could be made.

CHUNK 28
TITLE The File and Edit menus in Processing
DESCRIPTION In this section of the book describe what each of these menus does. Pure description here. However, see below for how to give the stduent some experience of the use of these menus
OUTCOMES

Understand the main functions of the File menu.
Understand the main functions of the Edit menu.

REFERENCE Greenberg 150--154
HINT This relatively straightforward. Most of the real teaching will come in the exercise below.
PROGRAM Take the student thorugh the use of these menus by showing the actions on a simple Processing program.

CHUNK 29
TITLE The Sketch and Tools menus in Processing
DESCRIPTION In this section of the book describe what each of these menus does. Pure description here. However, see below for how to give the stduent some experience of the use of these menus
OUTCOMES
Understand the main functions of the Sketch menu.
Understand the main functions of the Tools menu.
REFERENCE Greenberg 153--157
HINT This relatively straightforward. Most of the real teaching will come in the exercise below.
PROGRAM Take the student thorugh the use of these menus by showing the actions on a simple Processing program.

CHUNK 30
TITLE Continuous mode in Processing
DESCRIPTION Describe basic mode but quickly move onto coninuous mode. Use a programming example similar to the one which starts on Greenberg 159 to do some teaching on functions. The example in Greenberg is too complicated try something a little easier.
OUTCOME

Understand the use of functions in Processing's continuous mode

REFERENCE Greenberg 158--161
HINT Try and describe a relatively easy program but use around four functions.
PROGRAM Develop a program similar in complexity to the one that you describe in the text.

Chunks 11 to 20

2008-09-07T10:57:00.000+01:00

CHUNK 11
TITLE Switch and ternary conditions
DESCRIPTION Describe the switch as a multi-way if statement and also describe ternary expressions (two or three examples here). Use a program of similar complexity to Greenberg 77--78 to illustrate the ideas
OUTCOMES

Write switch statements
Write ternary statements
Understand programs similar in complexity to the one that you describe

REFERENCE Greenberg 81--83
HINT This is not a complicated topic provided the reader has got the idea of an if statement.
PROGRAM Develop a program similar in complexity to the one you described in your text.

CHUNK 12
TITLE Arrays and for statements
DESCRIPTION Describe single-dimensional arrays and show how for statements can access such arrays.This is a very tricky topic for the beginning programmer so use lots of examples. Describe a program of similar complexity to Greenberg 90--92. Teach brackets in the context of for statements as well. Students will have met brackets before but assume that they only have a hazy idea.
OUTCOMES

Be able to look at a section of code which contains a for statement and array references and describe what it does.
Be able to develop simple sections of code that involves a for statement and array references
Understand a program of similar complexity to the one you describe in text.

REFERENCE Greenberg 87--92
HINT Please dont make the programs too complicated: loops are a really difficult concept for beginning students.
PROGRAM Develop a program similar in complexity to the one you describe in the text

CHUNK 13
TITLE While statements
DESCRIPTION Describe the two forms of while statement. Students really find this a tough topic so go very gently with lots of examples. Use arrays as much as possible but start of with a simple non-array example such as summing the first n integers. Develop a program similar to Greenberg 90--92
OUTCOMES

Be able to understand a simple while loop involving a single dimensional array
Be able to develop a simple while loop involving a single dimensional array
Be able to understand a program of a similar complexity to that described in your text

REFERENCE Greenberg 85--87
HINT This probably the toughest part of the book so far, take it very gently with lots of small examples between three and five lines of code
PROGRAM Develop a program similar to the one you describe in the text.

CHUNK 14
TITLE Functions 1
DESCRIPTION In this part of the book I want you to introduce the function as a name for a chunk of code. keep to functions that return void. Lots of examples are needed and really teach the concept of an argument. Describe a computer program that uses functions similar in complexity to that in Greenberg 98--99. Revisit brackets and describe what they do as delineters of function text.
OUTCOMES

Be able to create a simple function.
Be able to understand the notion of an argument
Be able to call a function correctly

REFERENCE Greenberg 96--100 (stopping at the 8th line down)
HINT It's arguments that give all the problems here. Really give lots of examples.
PROGRAM Develop a program that is similar in complexity to the one that you describe in the text.

CHUNK 15
TITLE Functions 2
DESCRIPTION In this part of the book we would like you to look at function overloading and the use of return values (so far the functions have been void). Describe a computer program that uses non-void functions similar in complexity to Greenberg 98--99.
OUTCOMES

Be able to describe the difference between functions with the same name and different numbers of arguments.
Be able to program functions which have a non-void return type.

REFERENCE Greenberg 100--104
HINT If the reader has got an idea of arguments and the function as a name for a code block then this part of the text should be straightforward.
PROGRAM Develop a program similar to the one that you describe in the text.

CHUNK 16
TITLE Example 1
DESCRIPTION Describe a program that uses all the Java facilities that have been described in Greenberg 58--104; use no other facilities. Make it quite substantial, say around 100 lines of Java code. Present the full listing and then go through it section by section. Concentrate on the tough facilities in your description: while statements, functions, arguments in functions and brackets. Make the program visually exciting. This is one of four examples at this point in the book.
OUTCOME

Understand a program of the level of complexity of the one presented.

REFERENCE Greenberg 58--104
HINT Take it very gently, dont be afraid to be boring and painstaking: a reader who cannot get past this and the following three examples will be severely limited.
PROGRAM Amend the program presented in the text so that its functionality is changed, for example by changing the code within a function.

CHUNK 17
TITLE Example 2
DESCRIPTION Describe a program that uses all the Java facilities that have been described in Greenberg 58--104; use no other facilities. Make it quite substantial, say around 100 lines of Java code. Present the full listing and then go through it section by section. Concentrate on the tough facilities in your description: while statements, functions, arguments in functions and brackets. Make the program visually exciting. This is one of four examples at this point in the book.
OUTCOME

Understand a program of the level of complexity of the one presented.

REFERENCE Greenberg 58--104
HINT Take it very gently, dont be afraid to be boring and painstaking: a reader who cannot get past this and the other previous and next two examples will be severely limited.
PROGRAM Amend the program presented in the text so that its functionality is changed, for example by changing the code within a function.

CHUNK 18
TITLE Example 3
DESCRIPTION Describe a program that uses all the Java facilities that have been described in Greenberg 58--104; use no other facilities. Make it quite substantial, say around 100 lines of Java code. Present the full listing and then go through it section by section. Concentrate on the tough facilities in your description: while statements, functions, arguments in functions and brackets. Make the program visually exciting. This is one of four examples at this point in the book.
OUTCOME

Understand a program of the level of complexity of the one presented.

REFERENCE Greenberg 58--104
HINT Take it very gently, dont be afraid to be boring and painstaking: a reader who cannot get past this and the previous two examples and next example will be severely limited.
PROGRAM Amend the program presented in the text so that its functionality is changed, for example by changing the code within a function.

CHUNK 19
TITLE Example 4
DESCRIPTION Describe a program that uses all the Java facilities that have been described in Greenberg 58--104; use no other facilities. Make it quite substantial, say around 100 lines of Java code. Present the full listing and then go through it section by section. Concentrate on the tough facilities in your description: while statements, functions, arguments in functions and brackets. Make the program visually exciting. This is one of four examples at this point in the book.
OUTCOME

Understand a program of the level of complexity of the one presented.

REFERENCE Greenberg 58--104
HINT Take it very gently, dont be afraid to be boring and painstaking: a reader who cannot get past this and the other three examples will be severely limited.
PROGRAM Amend the program presented in the text so that its functionality is changed, for example by changing the code within a function.

CHUNK 20
TITLE Computer graphics applications
DESCRIPTION Find some really interesting computer graphcis applications in the four areas mentioned in Greenberg 108 and describe them
OUTCOME

Be able to describe the types of applications detailed in Greenberg 108.

REFERENCE Greenberg 108
HINT Embed the links in the text
PROGRAM No programs are needed for this part of the book

Chunks 1 to 10

2008-09-07T10:26:00.000+01:00

CHUNK 1
TITLE Intro to Computer Art”
DESCRIPTION Introduce the main concepts of computer art. Include web links to some sites with some stunning examples.
OUTCOME

Understand the variety of effects that can be achieved using Processing and other technologies such as Flash.

REFERENCE Greenberg 8--23
HINT Don’t write more than 2000 words.
PROGRAM No program needed for this chunk.

CHUNK 2
TITLE Introduction to Java
DESCRIPTION Introduce Java concentrating on its history. Don’t show any programs. Best to describe a very simple program that draws a couple of lines. Remember the reader will not be a programmer.
OUTCOMES

Understand how Java emerged from the programming language jungle.
Describe the main features ,e.g. portability, of the language.

REFERENCE Use the web
HINT Don’t clutter the description with code, remember this is an introduction. No more than half a dozen lines.
PROGRAM No program needed for this chunk.

CHUNK 3
TITLE Algorithms 1
DESCRIPTION An introduction to algorithms. Describe an algorithm in everyday terms, for example show how a cooking recipe is a form of algorithm.
OUTCOMES

Understand that an algorithm is a description of a computer program.
Write down a simple algorithm which describes an everyday activity.

REFERENCE Greenberg 41
HINT Don’t do looping or conditional statements, leave this to the next two chunks. Keep to an informal style of presentation.
PROGRAM No program needed for this chunk.

CHUNK 4
TITLE Algorithms 2”
DESCRIPTION A continuation of the previous chunk. This time include simple if statements, no loops though.
OUTCOMES

Understand the flow of control in a simple if statement.
Understand the flow of control in an if-else statement.
Develop simple everyday algorithms that use if statements.

REFERENCE None
HINT Keep to an informal style of presentation. Use Java keywords for the if and if-else. Use an example of a nested if towards the end.
PROGRAM No program needed for this chunk.

CHUNK 5
TITLE Algorithms
DESCRIPTION A continuation of the previous chunk. This time include simple while statements.
OUTCOMES

Understand the flow of control in a while statement.
Understand the flow of control in a do-while statement.
Develop simple everyday algorithms that use while statements.
Develop simple everyday algorithms that use do-while statements.

REFERENCE None
HINT Keep to an informal style of presentation. Use Java keywords for the while and do-while constructs, you can use if statements in your examples.
PROGRAM No program needed for this chunk.

CHUNK 6
TITLE Name =Two simple programs
DESCRIPTION Describe two simple programs that do not use any conditions or looping, for example a program that drew a number of horizontal lines in different colours.
OUTCOMES

Be able to understand programs made up from the elements described in the two programs.

REFERENCE Greenberg 59--61”
HINT Use the Greenberg reference as an example , introduce comments here.
PROGRAM Develop two programs similar to those described.

CHUNK 7
TITLE Basic types and naming conventions
DESCRIPTION Introduce the types int, float, String and Boolean. Also describe the naming conventions described in Greenberg. Describe literals and teach the student that Java is strongly typed
OUTCOMES

Understand naming conventions.
Detect typing errors in a program such as an int being assigned to a string
Declare variables and set them equal to literals.

REFERENCE Greenberg 63--67
HINT This is a pretty boring section which is quite easy to write. Try and describe a simple program that includes all the stuff in this chunk.
PROGRAM Develop a program similar to the one described.

CHUNK 8
TITLE Big linear program
DESCRIPTION Describe simple assignments such as x = y/12 and x=x+1. Careful teaching needed here. Then describe a program of the same level of complexity as that in Greenberg 68-69 which employs some simple assignments, you may need to describe functions such as fill.
OUTCOME

Be able to describe the effect of a simple assignment statement.

REFERENCE Greenberg 68--69
HINT Don't make the assignment statements too complex x=x+1 is probably the most complex.
PROGRAM Develop a similar program to the one described.

CHUNK Id= 9
TITLE Operators
DESCRIPTIONThis part of the book should describe arithmetic operators, logical operators and relational operators. This fairly standard Java teaching stuff. Show them in use with a program similar to that found in Greenberg 68-69. Explain carefully what functions do and use functions you employ in your program as teaching.
OUTCOMES

Be able to evaluate a simple conditional expression using logical relational and arithmetic operators.
Be able to take an English statement and turn it into a conditional expression using logical, relational and arithmetic operators.
Be able to detect syntax errors in the above conditional expressions

REFERENCE Greenberg 72--74
HINT Take this quite gently, use a straight line program similar to that found in Greenberg 68-69 to illustrate the ideas.
PROGRAM Develop a simple straight line program similar to the one you use to describe the concepts in this part of the book

CHUNK 10
TITLE Conditional statements
DESCRIPTION For this part of the book we want you to teach conditional statements. Use a program similar to that in Greenbeg 77-78. You will need to do some teaching on the use of functions (chunk 9 does some teaching) such as setup and framerate. Best to do this first before you look at conditionals; however it is up to you. You will also need to do some teaching about brackets in the context of conditional statements
OUTCOMES

Understand programs similar to that in Greenberg 77--78.
Write conditional statements similar in complexity to that found in Greenberg 77-78.
Detect syntax errors in conditional statements

REFERENCE Greenberg 76--81
HINT Although the students will understand what a function is I would still teach them this carefully
PROGRAM Develop a program similar to the one you use in the text.