text:
Solved Question Papers - IIT JEE/PhysicsSol1996

Cylindrical capacitor
We might not have studied the structure of a cylindrical capacitor - that does not mean we can not solve this question! So lets get started Draw two concentric cylinders. For the electric field, we know we will use Gauss' law. The gaussian surface we choose is a cylinder of radius r (r = distance from the cente at which the field has to be found.)

Intg. E.dS = Qenc/Eo. We will not explain the simplifications on the LHS. However, simplifying it will tell you that the electric field is inversely proportional to r and not r^2.

Field lines through a conductor
There are two things you need to know while solving this: -
 * Electric field inside a conductor is zero. So field lines (direction of electric field) are not defined inside a conductor.
 * Electric field near a conductor is perpendicular to its surface, because a conducting surface is equipotential.

This immediately gives us the answer to be D.

Now we put forward some descriptive questions whose answers form a part of a normal High School Physics course.

 * Why is the electric field inside a conductor always zero? (Answer relates to charge separation till equilibrium is attained between two forces. This is just a hint, the reader has to supply a CBSE styled i.e. explanatory answer.)

 * Why is the electric field near an equipotent surface perpendicular to it? (Use the relation between voltage, electric field vector and displacement vector)

 * The conductor was placed in an uniform electric field. Why is then the electric field not uniform now? What has caused the disturbance in it? Field lines terminate at the left surface and restart from the right surface. What does this tell you about the charge distribution on the Neutral Sphere?

RMS Speed
Purely formulae based. We dont need to provide a solution! The answer is B.

Virtual Images
Note first of all that the question must be speaking of only real objects. (u < 0 in standard convention)

Anyone who has drawn ray diagrams properly knows for sure that the answer is Concave lens and a Convex Mirror.

Infact, this is factual for most students. Hence, you might want to prove this using calculations. Go ahead! Do not hesitate here! Remember that whenever something is excessively imple, just pick the pen up and solve it. if you do not do it - you might not be able to reproduce those results when required.

For convex mirror - use the mirror equation to get V (image) in terms of u. Substitute V=(-X) and F=(+F) so that every term on the RHS becomes positive and can be analyzed. The magnification will always be positive u < 0 meaning that the image is virtual!

Similarly for a concave lens.

Answer is B,C

Holes
Factual - p-type semiconductors

Introduction
Collission in mid air? Right. Have you ever encountered questions which, upon reading once, make you believe they are pretty difficult, but whose solution makes you slap your forehead? This is one of those typical problems. When you get down to it, there is absolutely no analysis invovled! I emphasize through this example how simple questions can be made to look difficult by their presentation.

Solution
Shot A - The one which was launched at an angle. Shot B - The one which was launched horizontally.

This is the first point which you need to think about. Which one of the two was launched first? Think about it, they have to collide. A has to cover the same horizontal displacement as B, but with a lesser horizontal velocity (why lesser horizontal velocity?). Its but obvious that A was launched first.

 * If they collide, it just means that they are at the same position at the same instant of time. The two projectiles start from the same point, which means, in order to collide - their displacements must be same at a particular time instant.

For horizontal displacement, we have [Hor. velocity of Particle 1] x [Time till collision] = [Hor. Vel. of particle 2] x [Time till collision]

 * This is the best part about projectile motion! The horizontal motion of projectiles is uniform.

 * All we have to do now is to substitute the values. Note that the time till collision for the two particles is not the same! If for the second particle it is T then for the first particle, it is T+t where t is the time interval between the firings.

Sx = xVA x (T+t) = xVB x (T)

This equation gives us T=t, after substituting the two velocities. Sy = yVA x (T+t) - (0.5)(g)(T+t)^2 = yVB x (T) - (0.5)(g)(T)^2

Substituting T=t from the first equation and solving, we get t=1 second interval between the firings.

For the second part, we require horizontal and vertical displacements. Go back to the above equations, plug in t=1/T=1. We get Sx = 5(3)^0.5 and Sy = -5 m

The displacemtent is the final-initial coordinate, so X = 5root3 m, Y = -5 + 10 = 5 m. [Launched from (0,10), remember?]

Introduction
I just mentioned excessively simple problems in the projectile motion question above. Bless the heavens! This question on adiabatic expansion is a direct one! And direct means DIRECT! Pocket the 5 marks here - you'll have to work hard for them elsewhere.

Final Temperature
Use T1(V1)^(@-1) = T2(V2)^(@-1) where @ is the adiabatic exponent (gamma) of the gas, 5/3 in our case.

T2 = 300 K x (1/2)^(2/3) = 189 K

Change in internal energy
nCv(T2-T1) = -2767J. We will not tell you what n and cv are. Please forgive us.

Work done by the gas
We wont even tell you the answer over here! Use the first law to relate Q, Work done (IntegPdV) and DelE.

Note
Please note that P(V)^@ = Constant is valid only for a reversible adiabatic process. The question paper does not mention specifically that the process carried out is reversible adiabatic. If the process were irreversible with expansion carried out against constant external pressure = final pressure, use
 * PV = NRT over initial and final stages
 * P(V2-V1) [Integ.PdV] + nCv(T2-T1) = 0 [Q=0. If we are dealing with adiabatic process, how can we forget to use this equation?]

Also note that this is NOT a trick question! If the student had to consider irreversible processes as well, the JEE would have given MAJOR hints pointing towards that possibility. e.g., "Answer all possible cases" and such.

Question 4 - Fraunhofer Diffraction Pattern
DIRECT Question. Two marks not to be missed!

The angular width is 2Lamda/b where b is slit width (constant).

 * If by changing the wavelength we decrease the width by 30%, it is evident from the equation that the wavelength was also reduced by 30%. Hence the answer to this part is 6000 x (70/100) = 4200 Angstorms.

That is, we used light of wavelength 4200 Angstorms the second time.

Now, even if the apparatus is immersed in some liquid (A hypothetical question), the answer will be judged by the change in wavelength of the 6000 A light in that medium.

It is clear that the light of wavelength 6000 A in air behaves as light of 4200 A wavelength.

 * 4200 = (6000)/(Mu) giving Mu = 1.429

Introduction
This is the first question that we expect prepared students to mess up at the JEE. However, bear in mind that I'm saying this just because the question involves more calculation than the others. Howver, it is as simple as the others.

Critical incidence at the hypotenuse
We are told to find that angle of incidence on AB for which the ray hits the cemented interface at the critical angle. Now, some students may find this a bit intriguing, but frankly speaking - I do not have anything to chase away that vagueness.

Recall the geometrical construction you made for a prism to find R1 + R2.

Here, R2 = Sin-1 (n1/n). If you realize that the normals at the two points and the two faces form a cyclic quadrilateral, it won't take you much time to realize that R1 = 45 - R2

Now relate R1 and the angle of incidence using Snell's law.

Finally we get Sin-1(sinI/n) = 45 - Sin-1 (n1/n).

i.e. (Sini) = n/root2[root(1-(n1/n)^2) - (n1/n)]

Tha angle i obtained from here is the answer. That is, sin-1 [n/root2[root(1-(n1/n)^2) - (n1/n)]] ===Angle of incidence for no deviatio

the hypotenuse, either the two refractive indices need to be same or the ray has to be incident normally on the hypotenuse.

In that case - R2 = 0. Giving R1 = 45. the angle of incidence can then be found using Snell's law.

Sini = (1.352)/(root 2), giving i = sin-1 0.956

Wrapping up the first four questions
Considering the calculations involved in the last Question 4, we do not expect everyone to do it in examination conditions without any silly mistake. Then, we can expect that majority of the prepared students would fetch 18-21 marks in this section, however scoring full 25 in the first four questions is not difficult as well. Its just that the proportion of such students would be less.


text:
User talk:Typetive

Welcome to Wikibooks, Typetive! – Mike.lifeguard  | talk 13:29, 19 April 2008 (UTC)

Optimal Classification

 * Calm down! I don't think this book is in danger of being deleted, and we won't tolerate harassement. It's on VFD now, and things will run their course. --Whiteknight (Page) (Talk) 22:53, 31 July 2008 (UTC)
 * Okay, great. I'm finding lots of people who want to vote KEEP. How do I instruct then to do that? I've never been through this process before. Typative (talk) 23:54, 31 July 2008 (UTC)
 * Don't worry about the VFD anymore. We usually leave them open for a few days to make sure we get plenty of input. An administrator will probably close the discussion after that.
 * On another note, we can't have people coming here from Wikipedia carrying on feuds that started there. We don't really tolerate fighting or bickering very well around here. Do me a favor and try to just ignore what other people say and try to resort to back-and-forth I'm-right-you're-wrong kinds of nonsense. You focus on your work, other users will focus on theirs, and everybody is happy. I'm telling the same thing to both sides.
 * Have fun, make your contributions in peace, and let me know if you have any problems. --Whiteknight (Page) (Talk) 21:03, 1 August 2008 (UTC)
 * Okay, will do. I'm looking forward to input from other users here. So far I have tried out the split request and then reverted some of what I had tried. The main thing I am working on now is to add more in depth textural content about how the separatory equations work. They are explained extremely well by Dr. Rypka in the primary reference so paraphrasing is going to be very difficult and will probably take eons of time. I'll also be looking for and at other methods which might be capable of doing the same job so that there is reason to have more than one chapter. I plan to try lots of potential improvements in formatting, content, etc. but I think the key will be other user help. Typative (talk) 22:40, 1 August 2008 (UTC)

Dear Typetive, I apologize for initial reception you had at Wikibooks. I see you had initial bad experiences with people who are clearly unaware of our Policies and guidelines and traditions. Most of the editors at Wikibooks are much friendlier than that. (There is an admin that post things that are short and curt almost to the point of being rude, but that's because that admin is very busy).

p.s.: I thought you might be amused by (I found this via wikipedia:WP:DR). I hope it helps you feel smugly superior to those who attack you. --DavidCary (talk) 15:51, 13 August 2008 (UTC)

 * Hi David,
 * No, as a matter of fact, my interaction here with everyone here has been very beneficial, supportive and rewarding. I have absolutely no complaints regarding anyone here and do not expect to have any in the future. The two users who were behind the nomination for deletion created an account here for no other reason. The people here at Wikibooks are much more mature than anyone I would now expect to find at the Wikipedia. I recall the age I was when I first discovered the encyclopedia. Instead of embracing the concept of collaboration over content contribution the idea over there has become to get rid of anything that is not already perfectly polished. There may be other motives over there that are not quite so understandable or acceptable so if working here can avoid those issues then here is by far the better place to work. I'll check out link above shortly and comment later about it. Knowing the motive of the two users from the Wikipedia, along with those who supported them, tells me the average age over there now must be under twelve, so on that basis I feel completely neutral. I'm guessing but I would say the ratio of knowledgeable content providers to spoiled children demanding a better product instead of editing themselves is one out of every nine million. I'm sure glad I am not under twelve anymore. Typative (talk) 01:46, 14 August 2008 (UTC)
 * Here is my response to Graham's Hierarchy... The decision making process of spoiled children...

.

Typative (talk) 14:19, 19 August 2008 (UTC)

Show preview
Hi Typetive,

I've noticed in the edit histories that you make very rapid saves. These quickly clutter up the histories of pages making it difficult to find particular versions and changes. Please consider using the "Show preview" button. It sits on the right of the "Save page" button. --Swift (talk) 22:42, 1 August 2008 (UTC)
 * Thank you for making me aware that the number of edits in the edit history is an issue for you. I am use to this issue being resolved elsewhere, not by the editor, but by edit logic to accommodate the way the human brain operates rather than the other way around. In other words the "Save page" button and a "Show preview" button are not placed side by side in parallel but are rather placed in series by the edit software such that all edits require preview prior to committing to save. I can not go beyond that comment for now except to say that as the result of participating in high speed interactive forums I have developed a normal style of editing similar to the way JPG - interlacing is done, where each progressive edit interval varies in time so that something can be seen immediately with clarity to follow. Using this mode of editing requires I proceed according to my immediate perception of clarity to be derived from the next progressive until I have more time to finish the job and from the degree of thought compression that I am using. In addition, when in experimental mode, some "Save page" edits are necessary to make other changes without the edit being lost. I will try to remain in edit mode for longer periods of time, however, to accumulate minor edits prior to saving the page I'm working on to accommodate your wishes. Typative (talk) 06:29, 2 August 2008 (UTC)

Your User Page
Hello Typetive, how are you? I've gotten a few complaints about your user page. It really does look like a personal attack, and that isn't really acceptable here. I would really appreciate it if you could take that stuff down. We really don't need to have fighting here over this book anymore. It's not going to be deleted now, there is nothing for you to worry about, so we don't need to have people fighting over it anymore. I'm trying to be nice, of course, but this is really more of a requirement then a request. Thanks. --Whiteknight (Page) (Talk) 13:54, 2 August 2008 (UTC)

 * Okay, sorry, I forgot about it. Being trained to avoid libel in legal forums I often forget that in other places true and factual statements can still be deemed personal attack. Typative (talk) 14:38, 2 August 2008 (UTC)
 * P.S. Thanks for being nice. It is so rare over there when it comes to enforcing a requirement it will take me a while to get used to. Typative (talk) 19:51, 2 August 2008 (UTC)

 * I do try to be nice and patient, I was a new user once myself! Thank you for being so responsive to the request. Little actions like this can make big problems disappear. Compared to Wikipedia, this place can feel like paradise sometimes. --Whiteknight (Page) (Talk) 19:59, 2 August 2008 (UTC)
 * That is good news to hear. I've never been able to figure out the contrariness over there. (Except perhaps on reflection that all but one administrator and bureaucrat is older than 15.) It seems that no matter where you make a comment or a suggestion whatever it is gets put down. The irony of course is that some articles like biochar are very thoughtfully written, which is what I strive to do and which makes the Wikipedia attractive to me for that reason. Also if I stay away from the reference desks and the pump and limit what I do to reading and correcting typo's I can usually survive over there without a confrontation for at least a couple of days. ;-) Typative (talk) 20:14, 2 August 2008 (UTC)

FYI, a note on subpage syntax
FYI, you could have used  on /sandbox if you wanted to generalize or futureproof it. (it won't break if you're renamed) Cheers, Jeremyb (talk) 20:13, 7 August 2008 (UTC)

 * Okay, tried it. What's with renaming here? Typative (talk) 20:18, 7 August 2008 (UTC)
 * Also, what's with the weird alignment problem associated with the template? Typative (talk) 20:27, 7 August 2008 (UTC)
 * Users can be renamed and then their userspace moves with them. On second thought it would probably not break because redirects are created too, but this way it's always pointing to the right place directly.  What's the alignment issue?  I don't see any difference here.  Jeremyb (talk) 05:53, 8 August 2008 (UTC)
 * I don't know. The template looked fine in preview but after save their was no side bar and the page was off screen. Panic fixed it I think by adding spaces or something. Saw same thing on forum site. Other users said characters in the example code or template were interpreted as page formatting codes. Weird. Typative (talk) 13:42, 8 August 2008 (UTC)

Classification Book
I would like to help you out with your classification book, and I've got lots of resources to do it. I've written a little book about how to create books, if you want to take a look through that for some information. It's not "official", just a compilation of my experiences over the years. I've also written an javascript outlining tool that can help with most of the grunt work. To install the javascript, click on my preferences, click the Gadgets tab, and select the checkbox "Whiteknight's Book Creator". Once you save and exit, you can go to User:Whiteknight/Visual Book Designer to try it out. I would love all the feedback I can get, if you do decide to use this tool.

I personally would start with an outline for your book. You can create it either in at Talk:Optimal Classification if you think people will see it there, or you can create a page in your userspace such as User:Typetive/Classification. I do this same thing pretty often. Editing and rearranging an outline is much quicker and easier then rearranging an entire book! Once you have your outline, you can turn it into a Table of Contents pretty easily, by converting the points in the outline into links to pages.

Once you get your book ready, I can help get you set up with all the details such as inter-page navigation templates, page categories, a cover page, a printable version, etc.

Look around at some of the resources, and let me know if you need some help or if you have any questions. Good luck with your project! --Whiteknight (Page) (Talk) 19:52, 15 September 2008 (UTC)

 * At this point the only outline I have in mind is to create the "Classification" book, move the "Optimal Classification" chapter to it and then to start filling in the blanks around it. Typative (talk) 20:22, 16 September 2008 (UTC)

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: User talk:Typetive


text:
User:RamaccoloBot

I am a little bot moved by User:Ramac :-)

fr:Utilisateur:RamaccoloBot it:Utente:RamaccoloBot

title: User:RamaccoloBot


text:
Futurebasic/Language/Reference/data

Function
✔ Appearance ✔ Standard ✔ Console

Description
This statement is used to list data constants (numbers or strings, quoted or unquoted) to be accessed by the  statement. Each item must be a numeric or string constant; string constants may be quoted or unquoted. The items are separated by commas. Leading spaces (between a comma and the item that follows it, or between the  keyword and the first item) are ignored; therefore, if you wish to represent a string item which contains commas and/or leading spaces, you must enclose it in quotes. Trailing spaces in an unquoted string item are not ignored; they're considered part of the string.

To represent a numeric item in a  statement, you can use a decimal, hex, octal or binary constant.

You can have as many  statements in your program as you like, and as many or as few items in each   statement as you like. The only restriction is that the total number of data items (in all  statements) must be at least enough to satisfy all   requests. You can use the  statement to allow   items to be read more than once.

statements are global in scope: this means that any  statement (whether it's in a local function, or in "main") can access any   statement (whether it's in a (possibly different) local function, or in "main"). statements are "non-executable," which means you can't change their effect by putting them inside a conditional execution structure such as ... . However, you can conditionally include or exclude them from the program by putting them inside a   block.

Note that everything between the  keyword and the end of the line is considered part of the   statement. In particular, this means that you cannot use the " " separator to put another statement after the  statement on the same line, and you cannot put a comment after the   statement on the same line.

title: Futurebasic/Language/Reference/data


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Using Wikibooks/Print versions and PDFs

In a previous chapter we discussed how to print a Wikibook, assuming a "print version" or "PDF" or "collection" has already been set up.

But what do you do when you want to print out a complete Wikibook, but none of them have been set up yet? Be bold and do the setup yourself. Here's how.

Creating a Print Version
Print versions are pages which contain all the pages of the book, as well as any other information that should be added to the print version. Print versions are created by creating a new page for the print version, say book name/print version, and then transcluding every page in the book, in the order in which you want them to appear. So if a book called book had the pages A, B, and C, and you wanted to have the print version contain the pages in that order, then on your table of contents page you would add

near the top to make it display the print version box on the page. Then you would click on the link to the page and put in

and it should include the pages when you click show preview or save.

See also Help:Print versions

Creating a PDF version
There are a few ways that you can create PDF versions.

Your navigator
From the print Version seen above, click on File, Print (or CTRL + p) and choose to print into a PDF file.

Using wkhtmltopdf
You can save the print version the HTML file and export to PDF, wkhtmltopdf does this directly in one single command.

$ wkhtmltopdf https://en.wikibooks.org/wiki/Using_Wikibooks/Print_version Using_wikibooks.pdf
 * 1) basic usage

$ wkhtmltopdf -B 2.5cm -L 2.5cm -R 2.5cm -T 2.5cm https://en.wikibooks.org/wiki/Using_Wikibooks/Print_version Using_wikibooks.pdf
 * 1) with additional setup, eg for margins

Using MediaWiki to LaTeX
MediaWiki to LaTeX enables book authors to create high-quality PDFs, see MediaWiki to LaTeX

Using the Collections Extension
'''Any functionality of the Collection extension to create any downloadable files has been decommissioned. It is not known if or when a replacement might come into place.'''

Wikibooks now has a special extension for grouping individual pages together into a group called a collection. Once a collection has been created, there are three options available:

 * 1) Download a PDF version of the collection
 * 2) Download an ODT (OpenOffice.Org Text Document) file
 * 3) Publish a copy by PediaPress, and have it mailed to you.

If we replace the word "Collection" with the word "Book" in the sentences above, we can see a very clear way that this extension can be used here at Wikibooks. In addition to creating an ordinary Table of Contents and a print version, a collection can also be created that will enable PDF versions and published versions to be created quickly for your book.

There are two types of collections: Community collections and personal collections. Community Settings are created as subpages of Collections. Each book should have only one (or a very limited number) of "official" community versions. The community versions can be advertised using the collection template on the book itself. Sometimes, individual users prefer a slightly different reading order to the material, or like to add additional chapters from a related book, or remove a few chapters, or any number of small modifications. In this case, the user can create their own collection in their user namespace, as a subpage of Special:MyPage/Collections. Private collections can be edited and shared with other users just like a normal wiki page.

Creating a Collection
Creating a collection is easy. There are two ways to do it:

== Title == === Subtitle === :Page1 :Page2 ;Chapter 1 :Page3 :Page4 ;Chapter 2 :Page5 :Page6
 * 1) When you find a page you want to add, click "Add wiki page" on the left. This will add the current page to the current collection. Continue for all pages you like. When you are happy with your collection, you can go to Special:Collection to edit, save, download, or print your collection.
 * 2) You can create a collection on a regular page using regular wiki text. Here's an example:

The   at the bottom is important because it indicates to the software that the page represents an extension. To see a list of all pages in this category (and therefore all extensions) go to Category:Collections.

Here are some things that can be in a collection, and the syntax that's used to save them:

 * Title and Subtitle:A collection can have both a title and a subtitle. In wikitext, the title can be specified as a level-2 heading, and the subtitle can be specified as a level-3 heading. A collection may only have one of each.
 * Chapters and Pages:In terms of collections, a "chapter" is a large heading that precedes a group of related pages, and a "Page" is an individual page on the wiki. Chapter names can be specified with a semicolon. Pages in a chapter can be specified as a regular absolute wikilink, with a colon in front like :My Book/Page 1, not a relative link like :/Page 1.
 * Display Title: If you just use a normal link, the page will be titled "My Book/My Page" in the generated PDF and print-on-demand book. If you use a piped link, the display name of the chapter can be changed. So :My First Page will display "My First Page" as the display name in the generated book or PDF file.

Exporting the Collection
Once a collection is generated, either by loading pages into your collection one at a time or by loading an existing saved collection, it can be used in a number of ways:

 * Downloading: A collection can be downloaded in PDF by clicking on the "Download as PDF" link on a collection page. It is also possible to download the collection as ODT.
 * Print on Demand: A collection can be sent to our print-on-demand partner PediaPress and a copy of the book can be mailed to you.

Linking to the PDF
Once a PDF has been created and uploaded, go back to the TOC and add

which creates the PDF version box on the main page of the book

title: Using Wikibooks/Print versions and PDFs


text:
Futurebasic/Language/Reference/datestring

= DATE$ function =

Function
✔ Appearance ✔ Standard ✔ Console

Description
The  function reads the system clock and returns the current date as a string in the format:   (that is, the string returned contains two digit numerals each for month, day and year, separated by slash marks).

You can use the Toolbox routine  to get a date string that is formatted according to the international specifications set in the "Date & Time" control panel. See the sample program  to see how this is done.

Example
res/cd.gif image

Note
The  function only returns the last two digits of the year. To get the complete 4-digit year value, you can use the  Toolbox function (previously   - both are supported in FutureBasic), as follows:


text:
Futurebasic/Language/Reference/dec

= DEC statement =

Statement
✔ Appearance ✔ Standard ✔ Console

Revised
May 30, 2000 (Release 3)

Description
This statement decrements  by 1 (or by  ); that is, it subtracts 1 from the value of , and stores the value back into. must be a (signed or unsigned) byte variable, short-integer variable or long-integer variable. If  is already at the minimum value for its variable type, then   will cycle it back to its maximum value. As of Release 3, FB supports the use of -= to decrease the value of a variable by a specified amount.

Example
and...

and...

...are all equivalent to:

The following expressions are also equivalent:

Note
The  syntax may not be used for arrays of strings, containers, or records where arrays are involved, only numeric values may take advantage of this syntax.

title: Futurebasic/Language/Reference/dec


text:
Futurebasic/Language/Reference/dec long

= DEC LONG/WORD/BYTE statements =

Statements
✔ Appearance ✔ Standard ✔ Console

Description
This statement decrements the long integer, short integer or byte which begins at the specified address in memory; that is, it subtracts 1 from the value in memory and stores the result back into the addressed location. If the long integer, short integer or byte is already at its minimum possible value, then the statement will cycle it back to its maximum value.

Example
...is equivalent to:

Also:

...is equivalent to:

title: Futurebasic/Language/Reference/dec long


text:
Futurebasic/Language/Reference/def apndlng

= DEF APNDLNG Statement =

Statement
✔ Appearance ✔ Standard ✔ Console

Description
Appends the long-integer expression given by  to the end of the relocatable block specified by. This increases the size of the block by 4 bytes.

Note
This statement could cause a system error if heap memory is very low or very fragmented. You can use the  function periodically to de-fragment memory.


text:
Futurebasic/Language/Reference/def apndstr

= DEF APNDSTR Statement =

Statement
✔ Appearance ✔ Standard ✔ Console

Description
This statement adds the specified  to the end of the relocatable block specified by. should be a handle to an existing " " resource, or a handle to a block which you intend to save as an  resource. To create a new, empty handle for use with, you should create it like this:

After you have added strings to the new handle, you can save it as a resource by calling the  routine (http://developer.apple.com/documentation/mac/MoreToolbox/MoreToolbox-64.html).

To get a handle to an existing " " resource for use with, you can use any of a variety of Resource Manager functions such as  : http://developer.apple.com/documentation/mac/MoreToolbox/MoreToolbox-50.html.

Note
Never use  on a purgeable resource, unless you first call   (http://developer.apple.com/documentation/mac/Memory/Memory-91.html) to (temporarily) make it unpurgeable. If you think the resource may have been purged before you had a chance to call, then you should also   (http://developer.apple.com/documentation/mac/MoreToolbox/MoreToolbox-56.html) to make sure it's loaded into memory.

If you are using  to update an existing " " resource, then use   (http://developer.apple.com/documentation/mac/MoreToolbox/MoreToolbox-63.html) after using , to cause your changes to be written to disk when the resource file is closed or updated.

could cause a system error if heap memory is very low or very fragmented. You can use the  function periodically to de-fragment memory.


text:
Futurebasic/Language/Reference/def blockfill

= DEF BLOCKFILL & DEF LONGBLOCKFILL Statements =

Statements
✔ Appearance ✔ Standard ✔ Console

Revised
July 26, 2000 (Release 3)

Description
Fills each byte in a range of memory with the value specified in. The  parameter indicates the first memory address to fill, and   indicates the number of bytes in the range. and  are identical.

Example
image res/cd.gif


text:
Futurebasic/Language/Reference/on error fn

Revised
June, 2001 (Release 5)

Description
This statement designates and enables the routine that FB will call when certain kinds of errors occur. There may only be one  vector. If you use a second call to, the new routine replaces the old version in subsequent calls. However you can deactivate or reactivate error trapping as often as you need. Using the /  statements you can switch between the default behavior and your error handler.

Example:

Note:

If you use the  syntax, then   must refer to a function which was defined or prototyped at an earlier location in the source code. Your error handling function should not take any parameters, nor return a result.


text:
Futurebasic/Language/Reference/on error end

Statement
Syntax:

ON ERROR END

Revised
June, 2001 (Release 5)

Description
There are two possible outcomes when using this statement and they depend on other factors in your program. If you have not established any other error handling routine, then you may use this routine to turn off all error checking. Errors such as file errors will be ignored. It will be your responsibility to track them manually after each file access statement by checking the function. This concept is demonstrated in the example below.

A second use involves programs where you have set up your own error handling routines. You may toggle between FB's error handling and your program's built-in error handlers by using  to turn off FB's handlers and use the ones in your program. Alternatively, you may use  to reinstate FB's handlers.

Example:

Note: If you turn off error checking and you get an error with , then your program must clear the error variable with


text:
Futurebasic/Language/Reference/def border

= DEF BORDER Statement =

Statement
✔ Appearance ✔ Standard ✔ Console

Description
Draws a double border (in the current color and pattern) around the outside of the rectangle which is specified by  (which should be an 8-byte variable such as a   type), or pointed to by. If  is "true" (nonzero), then the outer border is drawn with a 2-pixel pen width; otherwise it's drawn with a 1-pixel pen width.

Example
image res/cd.gif

FB Lite Behavior
When you use the "FB Lite" runtime,  switches to the Graphics Window before executing.


text:
Futurebasic/Language/Reference/def btnrect

= DEF BTNRECT Statement =

Statement
✔ Appearance ✔ Standard ✔ Console

Description
If  is the ID number of a button or scroll bar in the current window, then this statement returns the button's (or scroll bar's) bounding rectangle into   (which should be an 8-byte variable such as a   type), or into the 8 bytes starting at address. A button's ID number is assigned by the  statement; a scroll bar's ID number is assigned by the   statement.

Example
image res/cd.gif

Note
If the specified button does not exist, then the rectangle (0,0)-(0,0) is returned.


text:
Futurebasic/Language/Reference/def buttonhelpdisplay

= DEF BUTTONHELPDISPLAY =

Statement
✔ Appearance ✔ Standard ✔ Console

Revised
May, 2003 (Release 8)

Description
In non Carbon applications, help balloons are used to display the help message associated with a given button. Unlike Help tags in Carbon, Help balloons related to FutureBASIC buttons will not show up magically on screen. Your application must determine when the Help balloon must be displayed. You will generally intercept a  event in you dialog handler to retrieve the   over which the mouse pointer is located. Help balloons must be enabled at the system level in order to see effectively the Help balloons on screen.

This command is ignored in Carbon applications.

You must include " " in your project to make this command available to your program.


text:
Futurebasic/Language/Reference/on error return

Description
Use this statement to reinstate FB's standard error checking routines. After this statement is invoked, FB will display an error dialog and halt the program when a file error is encountered. If your program has established its own  vector, it will be ignored. If you wish to return control to your internal routine or turn off FB's error checking, use.


text:
Futurebasic/Language/Reference/def buttonhelpsettext

= DEF BUTTONHELPSETTEXT =

Statement
✔ Appearance ✔ Standard ✔ Console

Revised
May, 2003 (Release 8)

Description
This routine associates the  string with the button specified by.

Behavior for Carbon applications
Help tags are meant to replace help balloons in Carbon. They should provide concise and precise information about the action of the button located under the mouse pointer. Help tags are displayed automatically by the system when no event of a higher priority is pending and they disappear from the screen as soon as an input from the user must be handled.

Because Help tags are much more subtle than the outdated Help balloons their visibility status defaults to on. You can toggle the display of the Help tags with.

The string parameter may contain escape codes to setup the alignment of the help tag displayed on screen and the extra message that usually appears when the Command key is held down. The string might be formatted like so: where:  indicates the ending of the first help message and the beginning of the second. Optionally, you can add the second message to the first using the + symbol. indicates the position of the help tag relative to the button specified. You can use one of the following alignement codes (T, L, B, R and C) standing for top, left, bottom, right and center respectively:

For example, the string below would display a help tag at the top of the button. Holding down the Command key would append A carriage return + more info.

Behavior for PPC (starting with Mac OS 8.5)
PPC applications use the Help balloons mechanism to display the message associated with a given button. However, an extra step is required to make the balloon show up effectively on screen. When your dialog handler intercepts a cursor event, you must call  if the mouse is over a button located in the active window. If Help balloons are enabled at the system level then the help message is displayed. Note that the second help message is ignored in PPC.

You must include " " in your project to make this command available to your program.


text:
Futurebasic/Language/Reference/on event

Description
This statement designates a particular function or subroutine as a system-event handling routine. A system-event handling routine is called in response to any event which the MacOS puts into the event queue designated for your program. This includes various kinds of low-level events such as mouseclicks and keypresses, as well as high-level events such as Apple Events. See the  function for more information.

After a system event occurs, FB does not call your designated routine immediately. Instead, your program continues executing until a  statement is reached. At that time,  will call your designated routine once for each system event that occurred; your designated routine should examine the   function to get information about the event.

If there are no events in the system queue when your program executes, FB calls your designated routine once, passing it a "null" event in the   record.

Even if you don't designate a system-event handling routine, FB often uses system events to determine whether other kinds of interesting events have occurred. For example, if the queue contains a system event of type  (indicating that the user has pressed the mouse button), FB checks whether the mouse was clicked inside a button, or in the menu bar, or in the "close box" of a window, etc., and may generate an event such as a dialog event or a menu event that your program can detect in other event handling routines.

By designating a system-event handling routine, your program can "intercept" events like, before FB has a chance to interpret them and report them to your other event handling routines. (When a system event occurs, FB always calls your system-event handling routine first, before any of your other designated event handling routines.) This allows your program to customize the way it responds to system events, in case FutureBasic's "standard" responses don't meet your needs. If you handle an event within your system-event handling routine, you can inhibit FB from further interpreting the event by setting the  field in the event record to  before returning from your routine, as illustrated here:

Another good reason to designate a system-event handling routine is so that your program can respond to high-level events such as Apple Events. See the Manager" chapter in Inside Macintosh  Macintosh Toolbox Essentials, for a discussion of high-level events.

Note: If you use the  syntax, then   must refer to a function which was defined or prototyped at an earlier location in the source code. Your system-event handling function should not take any parameters, nor return a result.

title: Futurebasic/Language/Reference/on event


text:
Futurebasic/Language/Reference/def buttonhelpshow

= DEF BUTTONHELPSHOW Statement =

Statement
✔ Appearance ✔ Standard ✔ Console

Revised
October, 2002 (Release 8)

Description
Because Help tags are indeed less intrusive than Help balloons that they replace in Carbon, Apple has decided that their default behavior is popping up on screen as time permits. On the other hand, Help balloons are turned off by default. However, you or your end-user may wish to act upon that behavior.

lets you control the display of Help tags in Carbon or Help balloons in PPC. If  is zero the Help messages are no longer displayed, any other value for this parameter will cause the reappearance of the Help tags on screen, as soon as the system determines it is time to do so.

An additional step is required for non Carbon applications in order to display the help balloons associated with buttons created in FutureBASIC: you must call  at an appropriate time, i.e. when the mouse enters the button area.

You must include " " in your project to make this command available to your program.


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Futurebasic/Language/Reference/def cbox

= DEF <just> BOX Statements =

Statements
✔ Appearance ✔ Standard ✔ Console

Description
Draws the text in  (using the current font, size, style, etc.) within the rectangle specified by   (which should be an 8-byte variable such as a   type) or pointed to by.

No frame is drawn around the rectangle. If the rectangle is not wide enough to contain the entire string, then the string is automatically wrapped around to the next line, at word boundaries.

Each line of text is either Centered, Left-justified or Right-justified within the rectangle, depending on which variant of the statement you use.

No text is ever drawn outside of the rectangle; if the rectangle is not big enough to contain the entire string, then the text is clipped.

Example
image res/cd.gif

FB Lite Behavior
When you use the "FB Lite" runtime, the  statements switch to the Graphics Window before executing.

Note
To draw rectangle-bounded text that will redraw itself automatically (during a window refresh), use a static edit field (see the  statement).

title: Futurebasic/Language/Reference/def cbox


text:
Talk:Circuit Idea/Building an Op-amp Follower

Here is the building "scenario" that my students (groups 65a, 66a and 67a) and I were using during laboratory excercises to consider the op-amp non-inverting amplifier. Circuit-fantasist (talk) 20:03, 19 April 2008 (UTC)

Lab 4: Op-amp circuits with series negative feedback
Tuesday, April 15, 2008, 13.45 h

What is op-amp?

Inputs. Grounded voltage source... What is single-ended input? Floating voltage source... What is differential input? Why do we need a differential input? Input resistance... Do input currents flow? How does a non-inverting input behave? How does an inverting input behave? Can we use an op-amp with a differential input as an op-amp with single-ended (inverting or non-inverting) input? What do we do in these cases?

Output. How the op-amp output is made? What is the idea of a complementary, push-pull emitter follower? Output resistance...

Supplying. The idea of bipolar (split) supply (+12 V and -12 V here)... Why do we need a bipolar supply? Where currents flow? We can imagine the output part of the op-amp consists of two parts - a positive and a negative. Each of them works when its output voltage has the according polarity. By the way, is it possible to supply the op-amp with only one (e.g., positive) voltage and, at the same time, to obtain the opposite (negative) output voltage? And can the op-amp output voltage exceed the supply voltage? Maybe, it would be possible, if there were capacitive or inductive differentiating circuits inside the op-amp... But (for now) an op-amp contains only resistive and active components:(

Gain. Typical value is A > 200000. It seems too high. Can we manage to utilize all this gain? What is the maximum input voltage to keep the op-amp in the active region (assume 10 V maximum output voltage)? Can we use a bare op-amp as an amplifier? Or we can use it as another useful device having analog inputs and descrete output (write its name here)? We may conclude: If we use the op-amp as an amplifier, the voltage difference between its inputs is zero. But if we use it as a comparator, the input voltage might be whatever.

Transfer characteristic. Microlab can help us to obtain this curve on the screen. There is no time in this graphical presentation; there is only input and output quantities. We might discern three regions on this curve: negative saturation (large), active region (narrow) and positive saturation (large).

Generalization. What does the op-amp actually do? A possible answer is: an op-amp converts the steady power supply into varying voltage source; it acts as a voltage-controlled voltage source.

Analogies

Driving: keeping up a constant speed, direction, temperature, volume... More negative feedback analogies: studying, teaching, keeping up a room temperature (body weight, mental equilibrium...) In all these cases we do all that is possible to realize our goals, to move toward the goal...

Structure (block diagram)
So, the simplest negative feedback follower consists of only three components: power (energy) source E, regulating element R and a subtractor (-).

Operation
This humble device operates according to a simple algorithm: if X > Y, then increase Y; if X < Y, decrease Y; if X = Y, do nothing. As a result, always X = Y. So, this is an "active copying" principle and this device is an "active follower". This "algorithm" is so simple that humble devices (tubes, transistors, op-amps...) having no any intelect can perform it.

Advantages
Why do we make followers in this odd way? What are the advantages of this "negative feedback" approach?

Passive electric follower

Now, we have only to convey this powerful idea from real life to electronics. Well, let's begin.

VIN will represent X in our electric follower; accordingly, VOUT will represent Y. But let's first persuade ourselves what is the use of building such an active follower instead a "passive" one.

What is the simplest voltage follower? Of course, a piece of wire can act as a humle voltage follower. It works perfectly, if there is no load (there is no current flowing). Only, is it still a follower, if we connect a big load at the end of the wire (especially, if it is a thin and long wire)? And imagine what happens, if the load and wire resistances vary... For example, the wire length can vary...

Another nasty problem of the passive voltage follower is that the load consumes energy from the input voltage source.; so, it droops when loaded.

Op-amp negative feedback follower

No, the bare wire is not a perfect follower in all the cases; so, it is worth the trouble to build an active negative feedback follower...

First, we connect a power supply - a voltage source V representing the power source E from the block diagram. We assume a bipolar input voltage; so, we get a bipolar (split) power supply. Then, we connect an op-amp OA acting as the regulating element R. Finally, we need a voltage subtractor to make the op-amp compare its output voltage VOUT with the input voltage VIN. What is the simplest voltage subtractor? Of course, this is the bare loop (a piece of wire) according to Kirchhoff's voltage law (KVL). In other words, we have to connect the two voltage sources in series and in opposite directions (+ -, - +) traversing the loop, in order to subtract their voltages. Then, we have to cut the loop and to feed the op-amp input by the voltage difference.

Operation

We are human beings, not computers... It seems strange but, in order to understand what the abstract op-amp really does in this circuit, we have to think of the op-amp as a "slow-thinking" device, not as a fast, non-inertial, instant device... From this human viewpoint, the op-amp compares continuously its output voltage VOUT with the input voltage VIN and changes VOUT in the right direction so that to keep almost zero difference VOUT - VIN = 0. It does exactly the same what we, human beings, were doing in all the analogies above.

Where do currents flow in this circuit? Draw them with whole loops in the two cases - at a positive and a negative input voltage. Remember: a current always arrives at the point from where it has gone. Another tip: in the two cases (at positive and negative input voltage) the load current will flow through different power supplies (accordingly, through the positive and negative voltage sources). Imagine also the complementary output emitter follower inside the op-amp: the upper n-p-n transistor will "blows" the output current when the op-amp "wants" to produce a positive voltage and the lower p-n-p transistor will "sucks" the output current when the op-amp "wants" to produce a negative voltage.

Resources
Labs: group 65a, group 66a and group 67a. Op-amp amplifiers with negative feedback

<<< contents - Group 64a - Group 65a - Group 67a - Group 68a - page stage >>>

<<< Group 64b - Group 65b - Group 66b - Group 67b - Group 68b >>>


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Futurebasic/Language/Reference/def changedresource

= DEF CHANGEDRESOURCE Statement =

Statement
✔ Appearance ✔ Standard ✔ Console

Revised
August, 2002 (Release 7)

Description
There are probably more potential problems in dealing with the Resource Manager than any other part of the Mac toolbox. One bug in the manager's code is that every time a resource is marked as changed, space is reserved on the disk for a new version without removing any previous requests. So if you change a resource 100 times, then space will be reserved on your hard drive for 100 copies. This becomes a problem because the file size and the number of resources allowed in a single file is finite.

This procedure will only mark a handle as changed (a) it is a resource handle and (b) it is not already flagged as a changed resource.


text:
Futurebasic/Language/Reference/def checkoneitem

= DEF CHECKONEITEM Statement =

Statement
✔ Appearance ✔ Standard ✔ Console

Description
Places a checkmark next to the specified item in the specified menu, and unchecks all other items in that menu. The menu ID number is assigned by the  statement, or by a Toolbox routine that creates the menu, or by the resource that defines the menu. The item ID corresponds to the item's position in the menu (the item just under the menu title is item #1). Note that gray "dividing lines" in menus are also counted as menu items.

Use an  value of zero to uncheck all items in the menu.

Example
image res/cd.gif

Note
Do not set  to a menu item which has a hierarchical submenu attached to it.


text:
Futurebasic/Language/Reference/on finderinfo

Revised
February, 2002 (Release 6)

Description
You establish this vector before entering your event loop. When a file is dropped onto your application's icon or one of your applications files is double-clicked from the Finder, the specified routine is called with information on how to open the file.

The routines are set up to handle up to 1024 files at a time. If this number is insufficient, you will need to change the DIM statement in the header file named "Subs Files.Incl". There are three global values maintained for this vector.

The number of files pending in the queue.

An array of file spec records. There is one file spec record for each file that needs to be opened or printed.

A boolean value that is zero if the file is to be opened and non-zero if it is to be printed.

Example: This routine establishes a function that is called when a file is dropped onto the compiled version of the application. It also shows how to determine if a file is to be printed or opened.


text:
Futurebasic/Language/Reference/def clearhandle

= DEF CLEARHANDLE Statement =

Statement
✔ Appearance ✔ Standard ✔ Console

Description
If  is a valid handle to a relocatable memory block, this statement sets all of the bytes in the block to zero. If  is not a valid handle, the statement does nothing.


text:
Futurebasic/Language/Reference/on expr gosub

Description
This statement calls one of the subroutines indicated by a  or a , according to the value of. If  equals 1, then the subroutine at   or  is called; if   equals 2, then the subroutine at   or   is called, and so on. If  is less than 1, or greater than the number of   's and   's in the list, then the   statement does nothing.


text:
Futurebasic/Language/Reference/on expr goto

Description
This statement jumps to one of the indicated  's or   's, according to the value of. If  equals 1, then the program jumps to   or  ; if   equals 2, then the program jumps to   or , and so on. If is less than 1, or greater than the number of   's and   's in the list, then the   statement does nothing.


text:
Futurebasic/Language/Reference/on lprint

Description
This statement designates a particular function or subroutine as an idler routine to be called by the printer driver during printing. The actual number of times that this function is called depends on the driver and the hardware.

You may use the  vector to rotate through a series of cursors, check for a Command-Period key press, or update the status of a print job.

Note: If you use the syntax, then  must refer to a function which was defined or prototyped at an earlier location in the source code.


text:
Futurebasic/Language/Reference/def createresfile

= DEF CREATERESFILE Statement =

Statement
✔ Appearance ✔ Standard ✔ Console

Revised
August 2002 (Release 7)

Description
replaces the obsolete  which has seen such heavy use in the past. Mac OS X made the call obsolete, but by exchanging the  keyword for the optional   keyword, you can breath new life into your programs. The  version of the call works in all versions of the system software from system 7.x to Mac OS X. If this call is successful, a resource file is created in the current directory. You may set the current directory using.

may also be used to add a resource fork to an existing file. Creating the resource file does not automatically open it.


text:
Futurebasic/Language/Reference/on menu

Description
This statement designates a particular function or subroutine as a menu-event handling routine. A menu-event handling routine is called in response to the user selecting an item from a menu. This includes menu items that your program puts into menus on the menu bar, but it doesn't include items in pop-up menus; see the  function for more information.

When the user clicks on the menu bar, FB does not open up the menu immediately. Instead, your program continues executing until a  statement is reached. If the mouse button is still down at that time,  then opens the menu, tracks the user's selection, then calls your menu-event handling routine if the user selected a menu item. Your routine should examine the  and  functions to get information about the event.

Note: If you use the  syntax, then   must refer to a function which was defined or prototyped at an earlier location in the source code. Your menu-event handling function should not take any parameters, nor return a result.

title: Futurebasic/Language/Reference/on menu


text:
Futurebasic/Language/Reference/def cycle

= DEF CYCLE Statement =

Statement
✔ Appearance ✔ Standard ✔ Console

Description
Use this statement when you need to cycle the value of an integer variable through a series of consecutive values and then back to the minimum value. The  statement is equivalent to the following lines:

and  must be short integer values, and   must be a short integer variable.


text:
Futurebasic/Language/Reference/on mouse

Description
This statement designates a particular function or subroutine as a mouse-event handling routine. A mouse-event handling routine is called in response to a mouseclick which occurs inside the content region of the currently active window (but not inside any buttons, scrollbars, edit fields nor picture fields).

After such a mouseclick occurs, FB does not call your designated routine immediately. Instead, your program continues executing until a  statement is reached. At that time,  will call your designated routine once for each mouseclick event that occurred; your designated routine should examine the  functions to get information about the event.

Note: If you use the  syntax, then   must refer to a function which was defined or prototyped at an earlier location in the source code. Your mouse-event handling function should not take any parameters, nor return a result.

If your program does not use, you can use the  ,  ,   and many other position functions (outlined in the FB Mouse Group of the constants document) to track mouse activity.

title: Futurebasic/Language/Reference/on mouse


text:
Futurebasic/Language/Reference/on overflows

Description
This statement designates a particular function or subroutine as an overflow handling routine. An overflow handling routine is called in response to any math operation involving a division by zero, or any floating-point math operation that results in a number larger than FB can handle. If you don't designate any overflow handling routine, FB will attempt to continue evaluating the expression, but the resulting number is unpredictable.


text:
Futurebasic/Language/Reference/def debugnumber

= DEF DEBUGNUMBER Statement =

Statement
✔ Appearance ✔ Standard ✔ Console

Revised
May 2001 (Release 5)

Description
This statement opens a small window in the bottom right corner of the screen and displays a numeric value in decimal, hexadecimal, and binary. It waits for your mouse click, then goes away.

is a perfect solution for programmers needing quick information who do not wish to go through the process of setting up the debugger and do not have the knowledge required to use MacsBug.

Output:

image d/DEF%20DEBUGNUMBER02.gif


text:
Futurebasic/Language/Reference/on stop

Description
This statement designates a particular function or subroutine as a stop-event handling routine. A stop-event handling routine is called just before your program ends. This works whether your program ends as a result of a statement (such as  or  ), or a Command-period keypress by the user, or because it has executed the last line in the program.

A stop-event handling routine is useful for allowing your program to do any last-minute "clean-up" work, such as saving files, before your program ends.

Note: You can't use a stop-event handling routine to prevent your program from stopping. Your program will end as soon as it returns from the routine. To prevent the user from stopping your program by means of a -period keypress, use the  statement.

title: Futurebasic/Language/Reference/on stop


text:
Futurebasic/Language/Reference/on timer

Revised
January 2, 2001 (Release 4)

Description
This statement designates a particular function or subroutine as a timer-event handling routine. A timer-event handling routine is called periodically according to a time interval that you specify.

Setting  to a nonzero value causes timer events to be initiated, which causes FB to periodically check whether it's time to call your routine. If  is positive, it specifies the timer interval in seconds. If  is negative, then   specifies the interval in ticks (a tick is approximately 1/60 second). Setting  to zero does not initiate timer events; in this case, you can use the   statement to initiate timer events later in your program.

After timer events have been initiated, FB checks its internal timer whenever a  statement is executed. If FB checks its timer and finds that at least  seconds (or   ticks) have elapsed since the last time your designated routine was called, it calls your designated routine again.

Timer events are queued. If the timer interval is one second and your program is otherwise occupied for a period of 10 seconds, you will receive 10 timer events as soon as the program becomes idle. You may flush this queue by using or.

Designating a timer-event routine is useful when your program needs to perform periodic activities at particular intervals. To ensure that your timer-event handling routine is called at the right moments, your program should execute  as often as possible.

Note: You can use the  statement to change the timing interval. You cannot disable timer events once they've been initiated.

title: Futurebasic/Language/Reference/on timer


text:
Futurebasic/Language/Reference/def debugstring

= DEF DEBUGSTRING Statement =

Statement
✔ Appearance ✔ Standard ✔ Console

Revised
May 2001 (Release 5)

Description
This statement opens a small window in the bottom right corner of the screen and displays a string. It waits for your mouse click, then goes away.

is a perfect solution for programmers needing quick information who do not wish to go through the process of setting up the debugger and do not have the knowledge required to use MacsBug

Output:

image d/DEF%20DEBUGSTRING02.gif


text:
Futurebasic/Language/Reference/open

Revised
March 2, 2001 (Release 5)

Description
This statement opens a serial communications port (the modem port or the printer port) so that your program can write to or read from a serial device. The optimal values for the various parameters depend on the device and the desired communications protocol; see the device's manual for more information. The parameters are interpreted as follows:

¥ Set this either to   or to  or to any port specified to a maximum -8. (Ports are numbered from -1 for the printer port to -8.) The value also usually works to communicate with a built-in modem. Some Macintosh computers provide different values. A Powerbook generally uses  as the infra red port. and  as the internal modem. USB adapters such as the Keyspan adapter will provide different values if the device is connected before booting as opposed to plugging it in after the computer is running.

¥ Set this to one of the following values: 110; 300; 1200; 1800; 2400; 3600; 4800; 7200; 9600; 19200; 38400; 57600, 115200, 230400.

¥ Set this to one of the following values:  ;  ;. The default value is.

¥ Set this to one of the following values:  ;  ;   (1.5 stop bits). The default value is.

¥ Set this to one of the following values:  ;  ;  ;. The default value is. Note: do not set this parameter to the values 5, 6, 7 or 8: these are different from the values of the symbolic constants.

¥ Set this to a number in the range 1 through 32,768. This parameter indicates how many bytes to allocate for an input buffer. The input buffer stores data that is being received, even when the program is not reading it, allowing the program to process data while data is being received in the background. The default value for  is 4096 bytes. To determine the number of unread characters currently in the buffer, use.

Reading Data To read incoming data from an open serial port, use the same commands that you would use to read data from a file; e.g.,,  , etc. Since it's difficult to predict when (if ever) the data will come in, it's best to design your program so that it won't get "stuck" on a single statement waiting for incoming data. Instead, you should execute a loop that periodically checks whether there is any data to read. This will allow your program to proceed with other activities while it's waiting; or to quit waiting if too much time has elapsed.

There are basically three ways to check whether there is any data available in the buffer:

 You can check the value of. This will return zero if no data is available to read; otherwise, it returns the number of bytes waiting to be read.

You can use the  statement. By specifying " ", you instruct the  statement to return immediately if there is no data available; if there is data, the statement reads all the characters currently in the input buffer (up to the maximum allowable length of  ), and puts them into. You can use  after the   statement to determine how many (if any) characters were read.

You can use the  function. It will either return one character from the buffer, or a null string if the buffer was empty.

Writing Data To write data out to an open serial port, use the same commands that you would use to write data to a file; e.g.,,  , etc.

FB Runtime Globals FB has several reserved global variables. (See Subs Files.Incl in Header folder)

After any communications port has been opened or after you make your own call to the runtime, you may refer to   for the total number of devices (maximum 8). contains the name of the device. With this in mind, the serial ports can best be referred to by name rather than number when multiple ports are present or when USB devices are in use for the purpose of emulating serial ports.

To search all available communication ports use the folling lines. This is especially important if a USB/serial port adapter is inserted after the program has started.

Example:

title: Futurebasic/Language/Reference/open


text:
Advanced Interactive Media/2008 Project: Weekly Progress Summaries for An Interactive Projective

Week01
Three teams and three phases created/outlined:

The teams:

> Design: o Development of the Colour Palette, Design layouts, Branding and overall Look & Feel that will be the confines within which the other teams will develop their products. o Creation of PR materials such as non-standard brochures, etc. that can be disseminated to     schools in the effort to bring the Surround Screen Video (hereafter: SSV) experience to      those places. > Interactive: o Creation of the game concept, including the Wii-controller interface, and attendant story script and characters. o To create the navigational user-interface and apply it to the touchscreen and website templates produced by the Design Team, primarily using Director software. > AV: o Naturally, the filming and recording of elements such as the real-life, curator character (Mr Bush) as well the lazy-susan display. o Creation of a mini-documentary about the museum, done in coordination with Mr Bush. This documentary would then be featured on the website and be part of the promotional material for the museum and the SSV.

Three Phases:

> Phase 1: Colour palette, look & feel of layout, fonts, livetype templates, motion backgrounds, basic navigation mind map & buttons > Phase 2: Detailed navigation including all globals, plus applying branding to all screen formats > Phase 3: To create at least one working prototype for every format (VR, touch screen, video   projection, brochure, touchscreen, etc.) and finally the client demonstration

The User and client profiles were discussed with the following notes:

User Description: Issues Raised:

- Who is project being designed for? > Grade school age children 7-9 or 10-12 (one grade-school, homogeneous group) - Approx number of potential audience? > 40 per session - What is the attention span of the target audience? > 30 seconds to a minute and a half - Length of media elements? > 30 seconds to a minute and a half - What would hold the targeted audience’s attention and effectively get the point across? > Action > Noise > Sound (surround) > Color > Fast paced elements > Interaction > Competition > Keeping the actual audience in motion > The idea of reward

While we are initially planning this with the target audience in mind, we need to not forget who the client ultimately is and what they want. Client is the Kirkpatrick Foundation and the OKC art museum.

Collective Ideas/Suggestions:

- Segmenting the group, and moving the audience - Competition between the groups - Competitive scavenger hunt inside the virtual interactive museum (virtual flythrough), per following: 1. Split the group in two and have them compete by interacting with a VR fly-through of the museum (the manipulate where they fly) in looking for treasure 2. Perhaps even better, have another group of their friends actually at the museum, and by      use of two-way A/V communications, they tell the team at the museum where to go and what to look for

- Use the Wii-mote to control the virtual artwork inside the VR tent

Initial Project Consideration : A treasure-hunt competition where the group of children will be split into two teams and each team will use Wii controllers and their half of the enclosure’s projection screens to work their way through a VR environment of the museum, using various collected clues, to find all the objects or information before the other team does. Also in the enclosure would be a chroma-key wall where an actor/college student would show off media interaction by coordinating their movements and behavior with characters projected on through the chroma-key (Interactive team?). Leading up to the enclosure would be a tunnel-like entrance where the students would be introduced to the game and what’s ahead in the enclosure as well images and other aspects of interactive media via flat screens (Design and AV teams) Selling this idea to schools will require printed material (Design team) Other considerations: - What is the operational budget? > Potentially $0- $200,000 - What is the timeframe? > This project is due a year from now.

Week02
Discussion regarding the look and feel of the final product, geared towards the user-profile from last week:

General Considerations : - Team Leaders: What are you going to do with the selected software to appeal to and reach children (what look and feel for the media)? Preparer a final statement for each team to   encapsulate this and post it on Facebook in the respective team blogs - Project concept is now entitled Surround Screen Video or SSV - Create a detailed list of everything each team needs from the other teams - Post what each team will offer on the Facebook, group wall

Interactive Team Considerations : - Further discussion given to the overall concept. A third possibility has now made it to the fore, and that is to break up the main group into much smaller groups, as follows: > The media intro that the children see before entering the SSV is now conducted live by a     college student or actor in front of the chroma key wall. On entering, the children see the actor and realise it was a live performance. > Initially, all the screen inside the SSV are used to give a brief, guided tour of the VR     museum interface, conducted by the same student/actor > Once broken up into their separate groups, each with a Wii controller infront of an     individual screen, the presenter shows how the basic interface works – basically click on       a 2D layout of museum, and the room clicked grows into a 3D, VR model. Each group at each screen will play games that last no more than ten minutes (approx) where they have to      figure out basic puzzles that are based on the art museum room that they are in. Overall, competition could still apply at the as to which team solved the most puzzles. - Printout concept for high-school brochure: To avoid the usual trifold, create something that folds out rather like the SSV would; i.e. from the centre out to create a circular brochure? For more details, see: http://supercoenbros.blogspot.com/

Video & Design Teams : > What sort of transitions should be used in the VR tour when going between rooms? Do we want to have something elaborate that switches between VR and real video, or something more simple and quick that allows the students to quickly go between rooms? We do want some sort of transition so there isn’t just a jarring jump that breaks the illusion. > This needs to be placed along side the idea of having an actual live team actually in the museum, if we still want to pursue that variation(?)

Design team Considerations : > Select colour palette (graphics used will ultimately dictate this) > Research other ideas on the web – other fads. Particularly look at the Hannah Montana site and the game they have there that John mentioned. > Remember that we will ultimately be selling the idea and its look to the Kirkpatrick foundation and the museum > Work on starting the collection of a large library of still images – remember the discussion regarding needing only 1 second exposure duration before moving to the next image.

Weeks03 & 04
- The colour palette is now on Facebook.

- In detail:

> The entrance will now have a two-sided flap, black on the inside and white on the outside which will allow for projections to displayed on that white, external side.

> If separate actors and presenters are used, the actors would use the chroma-key wall to play out scripted interactions with the characters displayed keyed-in there, while the presenters would stay up by the entrance.

> The Project concept continues to tighten up. Over the weekend, a specific ‘story’ outline came into being that retains many of the ideas from Week02, but places them in a new ‘setting’:

Design Team : Story concept: A villain steels art. A hero interacts with kids to help retrieve the stolen goods. There is no longer a splitting of the larger group into smaller ones. Instead, kids will rotate using the Wiki-motes to solve various puzzles and games as they move through various rooms > There will be a maximum of three sets of games, repeated on each side of the SSV. > An intro will explain the story and its characters. This will be, at least, partly done outside the SSV, with separate(?) actor(s) and presenters inside showing the children what they actually need to do. The chroma-key would be used by the actor(s) and/or Presenters to    interact with the cartoon characters during these intros. > The games will need to timed at an absolute maximum of 5min each (preferably more like two    to three minutes) so as to allow for processing of some 30 to 40 kids with each one getting at least some time with direct interaction via the Wii-motes with the media/VR environment. > In workload terms, the games shouldn't take up more than 20% of the project; consequently, no more than three games will be created and they will then be simply adapted to each room’s unique environment. > The VR room-changing process will now be a simple, click on the door, which will immediately change the screen/VR environment to that next room. > Use the colour palette and web research to come up with three design options (“think Web    design layout” - navigation, rollovers, etc.). Designs to be incorporated in layered, Photoshop documents that include the original websites that were used as inspiration. > Design to include Fonts, colour interactions, etc.    - 1024x768 format - Ideas to be presented to class Wednesday and finalised by the following Monday (Feb 11) > Also consult calendar pictures in Facebook photos

- Scriptwriters to begin adding more details for the concept story as well as modularizing the story as much as possible for each room, etc.

- That said, all team leaders will need to now be constantly checking with each other, as well as the scriptwriters, as the overall and specific scripts become more integrated.

Week04 Update
After further communication, we now have some feedback, that a confirmation may be received as early as the middle of February, but it might also be as late as 1 April. Consequently, the expectation for the issuing of the grant affecting this class’s project work has actually been reduced to about 20%, since the deadline of Feb 22 must remain.

In light of this, initial proposals for the transfer of the concept to the Elsing museum were reviewed. The curator has agreed to give the class a shortened tour of the museum to familiarize those who have not been through it.

More specifically, since the animations company would not be involved in anything to do with the Elsing Museum, the initial concept is for a Lightwave-created, VR cave-environment that would replace that company's VR production of the OKC art museum. The curator even has previously made drawings of such in the hopes that this might eventually become a physical construction for the museum, and the Lightwave design could then act as a blueprint and would also feature in any future visitor’s centre.

Week05
Touchscreen : - This is to be the highlight in the middle of the SSV, since kids love to touch things! - Must be consistent with the immersive experience that we are developing – the large screens will change based on the interactive commands (touches) made by the kids and the presenters on the touchscreen. It is crucial that the children get to experience this, because it is a unique feeling to change something on a touchscreen and that cause the entire environment around you to change accordingly. It illustrates, perhaps better than anything else, the ultimate power of interactive media. - Surround sound must also be incorporated to complete the effect just mentioned. - All that said, the central (or will it be up by the entrance for the presenters?) touchscreen will be primarily for use by the presenters, at least during the first intro that Grant and Sara have now scripted (see http://supercoenbros.blogspot.com/2008/02/interactivity-team-rough-script-262008.html) - The main screens use HD aspect ratios - Touchscreen can have a varied design from that shown on the main screens, but they should all still be unified - Creating the touchscreen is what the teacher’s unction for ‘thinking website’ are primarily addressing - Testing will be done on the teacher-station in the Mac Lab

Main Screens : - Wii-motes would enable the user to ‘move’ around the VR environment as illustrated today on    the teacher-station in the Mac Lab

Navigation/Mind-Map : - Interactive Team to develop, with class input, a non-linear mind-map of the ‘website’ that will be on the touchscreen - Use Motion to create invisible nav interface buttons (Easter Eggs)? - Name the home page 'Art (or Elsing) Museum'. - Standard web interface protocol calls for no less than three, and no more than six, buttons on the initial Home page

Interface Production Considerations : - It must be Dummy proof! - Have the interface tested, heavily(!), by someone who is good at breaking such things! - Text has to be legible by kids - Must be design-consistent (Button locales, etc.) throughout the various pages - Must have an integrated marketing look (unified look throughout) - Must have alternate methods of navigation: linear, interactive non-linear, drop-down menus, voice commands. Voice Commands is one that fits very well with the interactive scope of this project and must be a primary focus for consideration. - Have unique features in the navigation (do the expected, but also the unexpected) - Design for the environment (i.e. surround sound, touchscreen, Wii-motes)

Buttons Considerations : - Separate out Presenter & User control routes > Include project participants (e.g. museum curator, creators, students, etc.) > Include the Creative Designs VR Tour (if grant comes thru) > Link to external website(s) (needs live link or html files on harddrive)

User Controls : - Interactive VR tour (with audio cues/instructions?) - Treasure hunt - Web (online access) games

Week05 (Pt2)
What are the most interactive items we have in this project plan?

1) The touchscreen

2) The Wii-motes Design Team Assignment :  Create a sample screen for every conceivable page in the touchscreen project.   Considerations:   - 17in monitor   - Resolution: 1024 x 768

Team Meetings : Interactive Team : - Presentation must have five working buttons. While these can be simple squares for now, they could later be incorporated into the disc project as invisible hit areas, even though this exercise is not directly related to the project. - Will need to use compression for the full screen videos - Discussion of how to use graphics or rocks/rock pieces for the Elsing museum variation of    the project, along with its attendant games - The Villain’s rampage would be done as a video piece, during which he inflicts the ‘damage’ the kids then have to fix in their games. - Discussion of the three game types to be employed: Puzzle, Odd one out & ? (TBA)

Design Tm : - To have created a sample screen for every page in the touchscreen project

Week06(Pt1)
- Elsing Tour conducted along with a review of how the goals will change if we switch to that subject (Those goals to be listed soon).

- Group encouraged to pick out things that could be presented as inspiring and attention-grabbing parts of the media display.

Tour notes :

The museum is growing in its renown. Inquiries are now being received from across the nation, and so it is to the point where one can consider how worldwide exposure could release a whole new wave of interest and interactivity between schools around the world and the museum. It’s displays and information would be an invaluable resource for many classes.

Willard Elsing was an artist and organised his displays accordingly. His fascination was with God’s artistry as can be seen in so much of the raw minerals displayed. The curators want to retain that artistry look but also add in a focus on the educational aspects.

Appraisal: The value of the displays are kept secret for security reasons, but the administration has detailed inventory including pictures and even videos, that could be a veritable goldmine (please excuse the pun!) of resources for the group.

A VR tour could serve as the basis for self-guided tours? One problem in that is how to keep track of the user's location.

User groups : The most focused on are third-grade age (approx 12yrs old) children. A secondary focus falls on college and then adults in general

The museum also conducts road trips, and there is a prime opportunity for an interactive media resource to completely change these: - An online VR tour would overcome the problem of gas prices for groups wanting to visit and essentially make the museum tour to a worldwide audience! - The SSV could replace much of the current displays which would be reduced to a much smaller, and hence much more portable, collection containing just a sample of certain specimens for display. - Employ videos that use the most visually appealing items on lazy susans.

Educational : Showcase the multitudinous products that come from all the minerals and crude oil. A good resource here is 'Properties of Minerals' case – which shows the tests for authenticity. The curator’s prime concern, in regards to media displays, in this regard would be the Tristate mines. Such a presentation would help on an educational basis and also in procuring further grants.

Artistry Considerations : - Natural sandstone 'paintings' - The silicate case that shows how the molecular structure creates the colours seen - Rams horn crystals – now only to be viewed in museums such as the Elsing which has one of    the largest in the world. - Hollow geodes that contain natural ‘pictures’ (Gods artistry) - Elsing eccentrics – One of the world’s largest collections of finely made and decorated arrow heads, the oldest dating back 800 to 900 years. - The ‘TV rock’ made possible by parallel fibres - Sam the miner - Lighted cabinet that when switched to UV light, shows off the other colours in the optical spectrum that rocks also emit

General Notes : Construction time for the SSV setup is set at about one hour, with four people working

Week06(Pt2)
Notes from meeting with animations company: - Has your company done any game design? > No. But as they grow and pull in more talent, it's not off the table. This project could be    the doorway to that in collaborating with ORU students. They provide the business knowhow. - What is your perspective on this project? > The business aspect - What's realistic to accomplish? They are considering the real-world aspects regarding gaming and educational focus - Have you done any Cartoon Animation? > Yes, a little animation, but it’s not the main focus of the company. Again, that doesn’t mean that options aren’t always kept open. - How do you want the communication between ORU and Creative Animation to work? > There is definitely a need for a Design team to facilitate brainstorming. One has to    consider design preferences v's realistic limits. A design team would work in that capacity, acting as a liaison between them & ORU using project leaders assigned from each side. The company would need this in place 30 days ahead of the start of the project, once the grant is issued. - How much design would be in the 3D scenes as far as artwork? > They are very interested in the Wii-mote stuff. It's a large environment, but basic creation can be done quickly enough using game engines for manipulation. They displayed a   head-tracking presentation from a YouTube video. It displayed the use of the Wii-mote to   incorporate head-movement controls for games and to create an immersive environment on a    traditional 2D medium. It essentially uses the Wii-mote and the attendant sensor bar, but reversed in their roles so as to track the movement of the user’s head. The YouTube presenter created the software to make it work. The video is about a month old. Imagine that working on a huge screen! What about a training application? This could be the prefect tie-in between ORU & their company's work. - How can we transform your 3D scenes to an interactive, immersive environment? > They are now talking about adding game engines to their videos and that would be a way to   bring the videos alive. - Will the company’s resources be available to the students? > Still working on this, and have to figure out what makes sense for bandwidth. They may give access to certain parts of their server. Maybe students could use their servers to render? The game engine they currently have in mind is 'Torque.’ It’s not the latest and greatest, but it does the job and is cost-effective. - What about matching the colour palettes and feel that are being developed by ORU? > That would be covered by the Design team mentioned earlier. Coordination is necessary and can be accomplished as the project progresses. - How do you see each side contributing? > The students do most of the hands-on and their company provides oversight. - What will their company bring to the student's project? > Meeting the client's wishes is the most critical. The company’s focus would be on that. - What do you think their company would want to gain from this? > To build closer ties with the university and of course, simply to gain more experience. This project would help advertise Oklahoma as a tech centre. - What is your insight into Kirkpatrick? > He has met some of them, and they are definitely watching this between the university and the animations company. They are trying to bring film and other media to Oklahoma. - How do you envision this project? > They might add to the SSV project. A great example of using green-screen interaction with kids is Chucky Cheese. That alone should get the attention of the children. Otherwise, they are still working and waiting on more firm ideas to develop. There may well be a documentary made of how it was done, which would be produced by OETA (PBS). They would be filming both the company and the university, and that will require coordination with OETA. The documentary would cover meetings, DVD authoring, shooting video, general skill sets, what was behind the motivation for the project, etc. A lot of production work will be required in   creating that documentary. This whole thing will require the full gamut of media resources. - Have you ever done anything similar? > In their working with building designs, they have had to create kid-friendly spaces. So they understand the mindset and requirements.

General Notes : Checkout the ‘Year of Creativity in Oklahoma’ (www.stateofcreativity.com)

Week07(Pt1)
The deadline for switching from Kirkpatrick to Elsing has now passed, and we are now to focus on the Elsing!

Changing the focus to the Elsing simplifies the previous four into just: 1. Max interactive experience for the class (the focus is now purely internal on the class    itself) 2. The actual product for the Elsing

Week07(Pt2)
- All three teams created a mind-map of their respective portions of Elsing museum project. Those will now be merged into one, unified mind-map.

- New suggestion: Use images of known people such as the children's teacher - record them ahead of time and integrate that into the presentation video - will astonish the kids to see their teacher there in the video!

Notes on Mind-Maps: 1. Use curved lines 2. Make the line the same length as the word 3. Only use one word cues/labels 4. Colour coding 5. Use icons or pictures instead of labels

Week08
Further ideas to consider after teacher’s experiences with Flight Simulator software from a recruitment fair:

- Have the SSV at any future college fair as an immersive experience. Present a 'game'/simulation that will introduce prospective students to ORU and give them a taste by using the simulation, immersive media to make them feel as if they are really there.

- After further discussion with the class, if funding should still come thru for the Kirkpatrick project, then there could be a class vote as to whether to switch back. If that turns out to be impractical, then the team leaders might be asked to vote as representatives instead. Regardless, if nothing is heard by next week, then there will be no question of turning back. For now, we continue with the process of transferring the focus of our work to the Elsing Museum.

Week09
- It’s now clear that it is not going to be possible to have a finished project for the Elsing Museum by the end of this class (before it heads off to NAB). So it’s time to set a revised goal, which will now be to create prototypes of every feature that is being proposed and then have the curator obtain grants to facilitate the completion of the work in future classes. So our job now is to pioneer the following, in prototypes: AV Team : > Create a video of the lazy-susan displaying six, chosen specimens. Take time picking the specimens. Work out the setting and lighting and use HD video. If need be, the curator has a   lazy-susan ready to go. Suggestions: chroma key the background? How about making it   interactive by having a scrub-bar that a user could manipulate to effectively make the lazy- susan go forwards and backwards? > Consider how to integrate the curator figure - Chroma keyed? Be unexpected and original. Talk to Anna in ETV if it might help. > Work on the idea of a micro-documentary, as long as it doesn't take over the interactive focus of this class. Coordinate with the curator and decide on what, where and how much. Have the curator define 10 things he would like to focus on and then pick three from that list to actually make the documentary on. After meeting with the curator, then get back with teacher.

Design tm : > To create the 3D model cave > Design a brochure-concept and disc labels using Indesign in coordination with teacher - Change the colour palette to match the focus on science instead of art. Have three colour palettes ready by this Wed for the class to choose from. Post them on Facebook. > To take the lead in finishing the web layout - a static, non-functional webpage, graphics only (just the look) as completed as possible. This will be for the website and the touchscreen, two products to complete graphic design on. Must include the Main pages and also the ‘inside’ screens - splash and content screens.

Interactive Team : > Create two hot-linked VR's - shoot and sketch out the concept. The exact scene settings are still to be decided, but for now, just use the two display rooms that we toured a couple of   weeks back. Create the link to go back and forth between the two rooms. Teachers will help with these VR’s and the hot-linking. > Create the game concept – a 30sec experience as one prototype for demo presentation. As   mentioned above, the setting is still TBA > Touchscreen functionality > To work up drawings of the three cartoon characters, three still frames of each, showing different facial expressions and poses. See the curator for the Rock Hound character. Submit revised due dates for this work by this Wed. > The script is in good shape but will obviously need more work as the project progresses > Work up the Motion and LiveType templates for all the titles, tags, names, labels and graphics

All assigned work is now speced out and assigned on Google docs.

General Notes: - The focus age group remains 3rd grade. - There are still three phases to complete: > Phase 1: Define colours & style – this is effectively done; although it must now be revised for the Elsing. > Phase 2: Complete detailed navigation including all globals and apply the unified marketing brand to all screen formats. The brand work is being covered by Deanna’s work on     the website and touchscreen. > Phase 3: Final completion of all work is due before NAB convention (the wed before to be      precise). All the above must be completed in the next 4 weeks!

Week10
- Colour palette chosen - Deanna to publish and catalogue

- Interactive team to shoot a VR scene today, teacher will stitch the various hot-linked VR's

Notes on shooting a VR : - Manual controls only - Set to infinity focus - Block models close-in - Wide-angle lens – benefits: less shots, close-ins possible. Blue-screen models to add in   later if needed. - Shoot near most interesting artifact, not necessarily middle of space. - Where to mount camera is critical- focal point is the pivot point of the camera head. - Custom-built tripod for these VR shoots. Head must be absolutely level - check two places, 90deg apart to make sure its level throughout the pan. - Make the 'sky' interesting - There are now automated stitching programs to blend all the images together - A/V team to put together an example of how to integrate the curator using blue screen or in   the VR cave or what? ETV's blue screen not body length - need further discussion with teacher. Need to develop 30sec script for curator character. - Design Team to have first draft of script done by Wednesday, so that the curator can look at   it.

Week11
- Monday was the Phase 2 deadline - Interactive team will now take all the templates and add their content. All templates to be deposited in the server folder: Final Project/Final content - Interactive team will go there for the templates. Teacher to co-ordinate with the curator for a meeting ahead of the final presentation.

Final Presentation :

- Each team needs to get a presenter to sell the project to the curator. Preferably, one speaker per team to cover all of that team’s topics, rather than one speaker per topic.

- Presentation scheduled for 3pm Wednesday, Apr 09 (the week before NAB)

- 30min max for the whole thing with Q&A at the end

- In terms of notes/speech, one half-page, double-spaced ‘script’ is going to be about how much time each speaker has. This written script needs to be submitted ahead of time.

- Project Director to create an Excel spreadsheet breakdown of topic time-allotments

Topics for presentation (not necessarily to be presented in this order): > Client/user description and project overview (presented by Teacher and Director) > Screen templates (Deanna lead rep) > Explain concept of cave (Silas lead rep) > Explain game concept and script (Grant lead rep) > Surround screen concept (Teacher to present) > Present LiveType templates (Drew lead rep) > Present Motion templates (LaQuez, if back in town, otherwise John - lead reps)

- The curator & Grants Coordinator will attend the 30min presentation. Initial estimate for the completed project development is now $30,000, and the Grants coordinator would be the one to pursue the requisite grants.

- Interactive team: Absolute deadline for receipt of all content - Mon, 07 Apr at 0830 - Teacher to send details. Everything but the curator interview needs to be uncompressed.

- Design team: Maybe focus on a more grownup clientele for the website-look (splash and homepage) to address the parents, teachers, etc. Jimmy will use Deanna's layers as a template and do it. Hi quality, hi-res jpeg’s to be submitted to the Interactive Team.

- AV team: Blue screening of the curator (co-ordinate with ETV). Ben has script ready, and it has been sent to the curator. Because of the lack of a full-length chroma-key wall, only a Chest shot will be possible. Thence, the Curator’s image should be integrated into the rest of the media (Deanna's screen templates), and should also be one of the cartoon characters. For the curator ’s intro speech, create cue cards, or confirm he'll ad lib it.

Week12
Presentation Notes:

- Plan on using the Wii controllers in the presentation

- Team presenters to be picked today (Mon). Can be per team or one per topic. That person will write script today. Script is to serve as speech notes and reminders. There will be a rehearsal on Wed beforehand. Remember you're selling the idea, not giving a technical explanation.

- Memorize the first few lines & just remember the other highlights.

- Be relatively informal

(Documentary now to be done as a side-project between John and Roger during the summer)