GraphicsOverview

= Graphics Programming - Introduction = //by Dave Mulkey, Frankfurt International School, August 2011//

Goals
The Computer Graphics course strives toward several related goals. Students learn:
 * 1) vocabulary required for understanding graphics concepts and tools
 * 2) to extend their computer skills in challenging problem solving areas
 * 3) to write small programs in several programming languages
 * 4) some skills which will help with later school projects in other courses
 * 5) prerequisite skills and knowledge for IB Computer Science

Topics
The course generally covers the following topics. The order is only suggestive - changes and/or additions may be made yearly to adapt to current developments in the computer industry, needs in the school, or student suggestions.

Fall Term**: Web-pages and Javascript**
 * Wysiwyg Web-page construction
 * HTML web-page construction
 * Javascript for interactivity (onclick)
 * GUI form elements (Buttons and TextBoxes)
 * Bit-mapped graphics editing
 * HTML image properties
 * Dynamic HTML changing images
 * Vector graphics editing
 * SVG vector graphics in HTML 5
 * GIF animations
 * Animation via JavaScript
 * Interactive programs in web-pages, including video games, logic games, educational pages and business oriented pages

Winter Term**: Java Programming**
 * mathematical basis of computer graphics and animation
 * programming video games and/or simulation programs
 * image transformations
 * slide shows
 * simulations
 * mathematical/scientific applications

Spring Term: **Multimedia**
 * Java Applets
 * Interfacing Javascript and Java Applets
 * Graphics Experiments
 * Sidebar Gadgets
 * Projects

**Expectations**
> When they encounter difficulties or obstacles, they should ask questions to avoid wasting time. > The teacher presents demonstrations (lectures) almost every day - it is difficult for students to "make-up" the missed lectures. > Frequent absences usually result in poorer achievement. > Practical work must represent the personal work of each individual student. > which might damage the hardware or corrupt the software. > Lost work must be redone for credit.
 * 1) Students are expected to maintain a positive, cooperative, productive attitude at all times.
 * 1) Students need to attend class every day, as the practical work may not be appropriate as a "take-home" exercise.
 * 1) Students may discuss assignments with other students and help each other, but they **must not copy** work from other students.
 * 1) Students must use computer equipment responsibly - this includes avoiding dangerous behavior
 * 1) Students are responsible for saving their work frequently, and making backup copies of all work.

Assessment (Grading)
Approximately 2/3 of the grades are based on practical computer projects -the other 1/3 is based on written tests, quizzes, and daily participation. Generally a topic will last 1-2 weeks, will include a graded project and culminate in a written test.

This table shows suggested criteria for marking projects. Some topics might not be marked in all these areas.

correctly and easily || Innovative, creative, or highly efficient || Uses skills beyond the standard skills || Always recalls and uses relevant vocabulary and facts correctly || without delay || Product is correct and efficient, showing thorough attention to detail || Uses standard skills with no errors || Usually uses relevant vocabulary and facts correctly || delay or difficulty, or with minor defects || Product is adequate with only a few missing or incorrect details. || Standard skills are used with few errors || Often recalls and uses relevant vocabulary and facts correctly || or with moderate delay || Largely satisfactory, with many missing or incorrect details || Standard skills are used with some errors || Attempts to use relevant facts and vocabulary, but makes occasional errors || or contains numerous defects || Not satisfactory, containing numerous or large defects || Standard skills are used, but with many errors on routine tasks || Often attempts to use relevant vocabulary and facts but makes frequent errors || or it took far too long || Few parts of the product are satisfactory || Few standard skills are used successfully || Rarely succeeds in recalling and using relevant vocabulary and facts || product are acceptable || No evidence of successful use of standard skills || No evidence or no attempt to recall and use relevant vocabulary and facts ||
 * //**Level**// || //**Completion of Task(s)**// || //**Quality of Product**// || **//Effective Skills//****//and Habits//** ||= //**Recall and Use of**// //**Vocabulary and Facts**// ||
 * **7** || Completed quickly,
 * **6** || Completed and submitted
 * **5** || Completed with some
 * **4** || Mostly complete, with noticeable defects,
 * **3** || Only part of the task is complete,
 * **2** || Only a small part is complete,
 * **1** || Nothing was completed || None of the parts of the