context
stringlengths 545
71.9k
| questionsrc
stringlengths 16
10.2k
| question
stringlengths 11
563
|
|---|---|---|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on .
|
do i need to take scratch paper to the test centre ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours .
|
does the sat cost money to take like the ap tests ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same .
|
is the omr sheet to be filled in the3 hours time or another time will be appointed ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it !
|
what is a good score for sat essay so that it is acceptable for top-notch colleges ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) .
|
is it fair for students with disadvantages such as anxiety and a slow working pace to take the same test as everyone else ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score .
|
if a student with great potential receives a low score for such reasons will it be assumed that he or she is not fit for college ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored .
|
is there a penalty for leaving the question blank ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it !
|
is the sat with the essay scored differently from the sat without the essay ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points .
|
i m very weak in math ... .is it good for me to take sat or act ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options .
|
will colleges look at/consider sat subscores and/or cross-test scores ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours .
|
how can i prepare myself for the sat , vocabulary wise ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours .
|
what is the point value of each question on the sat ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it !
|
does middlebury require the sat essay ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery .
|
what is the best way to improve my essay and writing skills ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on .
|
out of how many colleges and universities do they want you to take the writing portion of the test ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored .
|
what is the mark for each question ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours .
|
will the essay be context based , persuasive , expository , or based of of a work of literature ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on .
|
so , what is the language portion of the test ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours .
|
in which particular months could you take the sat ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it !
|
if we use some hard words in essay will it increase our chances to get more marks in essay ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer .
|
superscore : will the new sat allow superscore , or send the highest section from different tests to a college ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
what is the perfect score for writing ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score .
|
what is a good score to get on the sat ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format !
|
can the essay be written in cursive or should it only be written in print ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it !
|
also , if we do not like our sat essay score , can we withhold it from any colleges/universities ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
is the new sat writing section similar to the act writing sections ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score .
|
is 1230 a decent sat score ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps !
|
would you suggest that i take the sat in may as a sophomore ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours .
|
is it possible for an average student who does excellent in the sat to get a scholarship into an ivy-league ?
|
one of the keys to success on the sat — along with plenty of practice and keeping a clear head — is to understand exactly what the test is all about . over the course of your sat prep experience here on khan academy , you may come across an unfamiliar term or two . we hope this glossary helps ! is there something missing you ’ d like to have explained and added to this list ? let us know here . accommodation an adjustment in testing conditions to enable students with disabilities to take a standardized test . examples : having the questions read out loud ( for visually impaired students ) ; use of a computer for the essay ( dysgraphia ) , 50 % or 100 % extended time to complete the test ( documented add/adhd , executive function , working memory impairments ) . while the testing conditions for students taking the test with accommodations may be different , the test questions and scoring system are the same . more info answer choices on a multiple-choice question , there will be four answer options lettered a , b , c , and d. only one of these will be correct . the three incorrect answer choices may represent common errors and can be very tempting ! in the reading test , and in many of the writing & amp ; language test questions , the best choice is always the one that has the best textual support - that is , evidence ! diagnostic test a diagnostic is a brief test with a small number of questions intended to test your general level of mastery . for the sat , the khan academy diagnostic tests aim to identify your current level of skills for math and evidence-based reading and writing so the practice program can give you the most accurate recommendations for skills to work on . in this way , our system “ diagnoses ” your current state of knowledge , and that helps us make personalized practice recommendations just for you ! iq test / intelligence test an iq ( intelligence quotient ) test is an exam or a set of exams intended to evaluate a person ’ s general intelligence based on a combination of question accuracy and age . the sat is not an iq test . it is important to remember this , because it can seem at times like your parents , peers , or the colleges to which you apply are judging how smart you are based on your score . the sat measures college readiness , not intelligence or aptitude or persistence . multiple-choice question multiple-choice questions provide a set of answer options from which the student must select the correct or the best-fit answer . percentile rank percentile ranks provide a way for you to compare your scores to those of other students . sat percentile ranks are reported based on the total group of sat test-takers in the us . the number can range from 1 to 99 , and indicates the percentage of test-takers who achieved an equal or lower score than yours . for instance , a percentile rank of 76 means that 76 percent of sat-takers achieved a score at or below your score . a percentile rank of 43 means that 43 percent of sat-takers attained scores at or below your score . proctor a proctor , also called a test room supervisor or a test center supervisor , is an adult who may be in your test room to help make sure that the administration goes well . the proctor helps hand out and collect materials , check admission tickets , and make sure the room is quiet . the proctor also helps monitor test-takers to ensure no one has an unfair advantage . you may also see proctors helping test-takers at check-in or in the hallways during testing and breaks , to make sure that everyone gets where they need to go and that these areas are quiet . prompt the prompt is what we call the question , sentences , image , or other content that you are required to analyze and address in order to respond to the assignment or solve the problem . the sat essay assignment is sometimes called a prompt . make sure you fully understand what the prompt is asking of you before you rush to solve it ! raw score your raw score is simply the number of questions you got correct out of the total number of questions . if there are 40 questions on a test and you got 28 correct , your raw score is 28 . for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) . more info student-produced response this is what we call the questions that require the student to provide the answer to a question rather than choose from a multiple-choice list of options . student-produced responses occur on the math section ( in the form of a grid-in ) and the essay ( the full essay is student-written ) . when completing a student-produced response question , don ’ t forget to read the instructions carefully to make sure you ’ re providing your answer in the requested format ! test specifications the specifications , or specs , of a test are the detailed descriptions of how the test is formatted ( time , length , and sections ) , what content is covered ( skills , subjects ) , and how the test is scored . it can be helpful to review test specifications to understand the full detail of the test you ’ ll be facing , but it can also be overwhelming and provide a lot of information that won ’ t be helpful to you . the redesigned sat specs include a list of all math and reading and writing and language skills that the sat covers — but you can find all of that info in a more approachable article and video format right here in official sat practice on khanacademy.org . total score your total score for the redesigned sat is the combination of your scaled scores from the math and evidence-based reading and writing sections , which are each 200 to 800 points . thus , your total score for the redesigned sat will be between 400 and 1600 points .
|
for the sat , your raw score will be translated into a scaled score that takes into account things like the difficulty of the questions on this administration of the test versus another administration . scaled score when you take a standardized test , there are two types of scores you may see : the raw score ( number of questions you got correct out of the overall number of questions ) and the converted score , which is the translation of your raw score into a different numerical format that takes into account the difficulty of the questions and the performance of your peers . for the sat , your converted score will be 200-800 for each section . subscore your sat score report will include a number of scores , including test scores ( for the math , reading , and writing and language tests and the essay ) , cross-test scores ( like analysis in science , which is a skill covered across sections ) , and subscores ( like expression of ideas , which is a skill tested within one section ) .
|
will colleges be able to see my score ?
|
the beginnings of an identifiable christian art can be traced to the end of the second century and the beginning of the third century . considering the old testament prohibitions against graven images , it is important to consider why christian art developed in the first place . the use of images will be a continuing issue in the history of christianity . the best explanation for the emergence of christian art in the early church is due to the important role images played in greco-roman culture . as christianity gained converts , these new christians had been brought up on the value of images in their previous cultural experience and they wanted to continue this in their christian experience . for example , there was a change in burial practices in the roman world away from cremation to inhumation . outside the city walls of rome , adjacent to major roads , catacombs were dug into the ground to bury the dead . families would have chambers or cubicula dug to bury their members . wealthy romans would also have sarcophagi or marble tombs carved for their burial . the christian converts wanted the same things . christian catacombs were dug frequently adjacent to non-christian ones , and sarcophagi with christian imagery were apparently popular with the richer christians . junius bassus , a roman praefectus urbi or high ranking government administrator , died in 359 c.e . scholars believe that he converted to christianity shortly before his death accounting for the inclusion of christ and scenes from the bible . ( photograph above shows a plaster cast of the original . ) themes of death and resurrection a striking aspect of the christian art of the third century is the absence of the imagery that will dominate later christian art . we do not find in this early period images of the nativity , crucifixion , or resurrection of christ , for example . this absence of direct images of the life of christ is best explained by the status of christianity as a mystery religion . the story of the crucifixion and resurrection would be part of the secrets of the cult . while not directly representing these central christian images , the theme of death and resurrection was represented through a series of images , many of which were derived from the old testament that echoed the themes . for example , the story of jonah—being swallowed by a great fish and then after spending three days and three nights in the belly of the beast is vomited out on dry ground—was seen by early christians as an anticipation or prefiguration of the story of christ 's own death and resurrection . images of jonah , along with those of daniel in the lion 's den , the three hebrews in the firey furnace , moses striking the rock , among others , are widely popular in the christian art of the third century , both in paintings and on sarcophagi . all of these can be seen to allegorically allude to the principal narratives of the life of christ . the common subject of salvation echoes the major emphasis in the mystery religions on personal salvation . the appearance of these subjects frequently adjacent to each other in the catacombs and sarcophagi can be read as a visual litany : save me lord as you have saved jonah from the belly of the great fish , save me lord as you have saved the hebrews in the desert , save me lord as you have saved daniel in the lion 's den , etc . one can imagine that early christians—who were rallying around the nascent religious authority of the church against the regular threats of persecution by imperial authority—would find great meaning in the story of moses of striking the rock to provide water for the israelites fleeing the authority of the pharaoh on their exodus to the promised land . christianity 's canonical texts and the new testament one of the major differences between christianity and the public cults was the central role faith plays in christianity and the importance of orthodox beliefs . the history of the early church is marked by the struggle to establish a canonical set of texts and the establishment of orthodox doctrine . questions about the nature of the trinity and christ would continue to challenge religious authority . within the civic cults there were no central texts and there were no orthodox doctrinal positions . the emphasis was on maintaining customary traditions . one accepted the existence of the gods , but there was no emphasis on belief in the gods . the christian emphasis on orthodox doctrine has its closest parallels in the greek and roman world to the role of philosophy . schools of philosophy centered around the teachings or doctrines of a particular teacher . the schools of philosophy proposed specific conceptions of reality . ancient philosophy was influential in the formation of christian theology . for example , the opening of the gospel of john : `` in the beginning was the word and the word was with god ... , '' is unmistakably based on the idea of the `` logos '' going back to the philosophy of heraclitus ( ca . 535 - 475 bce ) . christian apologists like justin martyr writing in the second century understood christ as the logos or the word of god who served as an intermediary between god and the world . early representations of christ and the apostles an early representation of christ found in the catacomb of domitilla shows the figure of christ flanked by a group of his disciples or students . those experienced with later christian imagery might mistake this for an image of the last supper , but instead this image does not tell any story . it conveys rather the idea that christ is the true teacher . christ draped in classical garb holds a scroll in his left hand while his right hand is outstretched in the so-called ad locutio gesture , or the gesture of the orator . the dress , scroll , and gesture all establish the authority of christ , who is placed in the center of his disciples . christ is thus treated like the philosopher surrounded by his students or disciples . comparably , an early representation of the apostle paul ( left ) , identifiable with his characteristic pointed beard and high forehead , is based on the convention of the philosopher , as exemplified by a roman copy of a late fourth century b.c.e . portrait of the fifth century b.c.e . playwright sophocles ( right ) . essay by dr. allen farber additional resources : age of spirituality : late antique and early christian art , third to seventh century introduction to the old testament ( hebrew bible ) , yale university open course videos new testament reading room , tyndale seminary `` shedding light on the catacombs of rome , '' bbc news `` from jesus to christ , '' frontline pbs site `` the fathers of the church , '' biography and texts from the catholic encyclopedia
|
we do not find in this early period images of the nativity , crucifixion , or resurrection of christ , for example . this absence of direct images of the life of christ is best explained by the status of christianity as a mystery religion . the story of the crucifixion and resurrection would be part of the secrets of the cult .
|
when does a spiritual group `` graduate '' ( for lack of a better term ) to being a religion and why ?
|
the beginnings of an identifiable christian art can be traced to the end of the second century and the beginning of the third century . considering the old testament prohibitions against graven images , it is important to consider why christian art developed in the first place . the use of images will be a continuing issue in the history of christianity . the best explanation for the emergence of christian art in the early church is due to the important role images played in greco-roman culture . as christianity gained converts , these new christians had been brought up on the value of images in their previous cultural experience and they wanted to continue this in their christian experience . for example , there was a change in burial practices in the roman world away from cremation to inhumation . outside the city walls of rome , adjacent to major roads , catacombs were dug into the ground to bury the dead . families would have chambers or cubicula dug to bury their members . wealthy romans would also have sarcophagi or marble tombs carved for their burial . the christian converts wanted the same things . christian catacombs were dug frequently adjacent to non-christian ones , and sarcophagi with christian imagery were apparently popular with the richer christians . junius bassus , a roman praefectus urbi or high ranking government administrator , died in 359 c.e . scholars believe that he converted to christianity shortly before his death accounting for the inclusion of christ and scenes from the bible . ( photograph above shows a plaster cast of the original . ) themes of death and resurrection a striking aspect of the christian art of the third century is the absence of the imagery that will dominate later christian art . we do not find in this early period images of the nativity , crucifixion , or resurrection of christ , for example . this absence of direct images of the life of christ is best explained by the status of christianity as a mystery religion . the story of the crucifixion and resurrection would be part of the secrets of the cult . while not directly representing these central christian images , the theme of death and resurrection was represented through a series of images , many of which were derived from the old testament that echoed the themes . for example , the story of jonah—being swallowed by a great fish and then after spending three days and three nights in the belly of the beast is vomited out on dry ground—was seen by early christians as an anticipation or prefiguration of the story of christ 's own death and resurrection . images of jonah , along with those of daniel in the lion 's den , the three hebrews in the firey furnace , moses striking the rock , among others , are widely popular in the christian art of the third century , both in paintings and on sarcophagi . all of these can be seen to allegorically allude to the principal narratives of the life of christ . the common subject of salvation echoes the major emphasis in the mystery religions on personal salvation . the appearance of these subjects frequently adjacent to each other in the catacombs and sarcophagi can be read as a visual litany : save me lord as you have saved jonah from the belly of the great fish , save me lord as you have saved the hebrews in the desert , save me lord as you have saved daniel in the lion 's den , etc . one can imagine that early christians—who were rallying around the nascent religious authority of the church against the regular threats of persecution by imperial authority—would find great meaning in the story of moses of striking the rock to provide water for the israelites fleeing the authority of the pharaoh on their exodus to the promised land . christianity 's canonical texts and the new testament one of the major differences between christianity and the public cults was the central role faith plays in christianity and the importance of orthodox beliefs . the history of the early church is marked by the struggle to establish a canonical set of texts and the establishment of orthodox doctrine . questions about the nature of the trinity and christ would continue to challenge religious authority . within the civic cults there were no central texts and there were no orthodox doctrinal positions . the emphasis was on maintaining customary traditions . one accepted the existence of the gods , but there was no emphasis on belief in the gods . the christian emphasis on orthodox doctrine has its closest parallels in the greek and roman world to the role of philosophy . schools of philosophy centered around the teachings or doctrines of a particular teacher . the schools of philosophy proposed specific conceptions of reality . ancient philosophy was influential in the formation of christian theology . for example , the opening of the gospel of john : `` in the beginning was the word and the word was with god ... , '' is unmistakably based on the idea of the `` logos '' going back to the philosophy of heraclitus ( ca . 535 - 475 bce ) . christian apologists like justin martyr writing in the second century understood christ as the logos or the word of god who served as an intermediary between god and the world . early representations of christ and the apostles an early representation of christ found in the catacomb of domitilla shows the figure of christ flanked by a group of his disciples or students . those experienced with later christian imagery might mistake this for an image of the last supper , but instead this image does not tell any story . it conveys rather the idea that christ is the true teacher . christ draped in classical garb holds a scroll in his left hand while his right hand is outstretched in the so-called ad locutio gesture , or the gesture of the orator . the dress , scroll , and gesture all establish the authority of christ , who is placed in the center of his disciples . christ is thus treated like the philosopher surrounded by his students or disciples . comparably , an early representation of the apostle paul ( left ) , identifiable with his characteristic pointed beard and high forehead , is based on the convention of the philosopher , as exemplified by a roman copy of a late fourth century b.c.e . portrait of the fifth century b.c.e . playwright sophocles ( right ) . essay by dr. allen farber additional resources : age of spirituality : late antique and early christian art , third to seventh century introduction to the old testament ( hebrew bible ) , yale university open course videos new testament reading room , tyndale seminary `` shedding light on the catacombs of rome , '' bbc news `` from jesus to christ , '' frontline pbs site `` the fathers of the church , '' biography and texts from the catholic encyclopedia
|
as christianity gained converts , these new christians had been brought up on the value of images in their previous cultural experience and they wanted to continue this in their christian experience . for example , there was a change in burial practices in the roman world away from cremation to inhumation . outside the city walls of rome , adjacent to major roads , catacombs were dug into the ground to bury the dead .
|
how did christianity becoming the state religion cause a change from cremation to inhumation ?
|
the beginnings of an identifiable christian art can be traced to the end of the second century and the beginning of the third century . considering the old testament prohibitions against graven images , it is important to consider why christian art developed in the first place . the use of images will be a continuing issue in the history of christianity . the best explanation for the emergence of christian art in the early church is due to the important role images played in greco-roman culture . as christianity gained converts , these new christians had been brought up on the value of images in their previous cultural experience and they wanted to continue this in their christian experience . for example , there was a change in burial practices in the roman world away from cremation to inhumation . outside the city walls of rome , adjacent to major roads , catacombs were dug into the ground to bury the dead . families would have chambers or cubicula dug to bury their members . wealthy romans would also have sarcophagi or marble tombs carved for their burial . the christian converts wanted the same things . christian catacombs were dug frequently adjacent to non-christian ones , and sarcophagi with christian imagery were apparently popular with the richer christians . junius bassus , a roman praefectus urbi or high ranking government administrator , died in 359 c.e . scholars believe that he converted to christianity shortly before his death accounting for the inclusion of christ and scenes from the bible . ( photograph above shows a plaster cast of the original . ) themes of death and resurrection a striking aspect of the christian art of the third century is the absence of the imagery that will dominate later christian art . we do not find in this early period images of the nativity , crucifixion , or resurrection of christ , for example . this absence of direct images of the life of christ is best explained by the status of christianity as a mystery religion . the story of the crucifixion and resurrection would be part of the secrets of the cult . while not directly representing these central christian images , the theme of death and resurrection was represented through a series of images , many of which were derived from the old testament that echoed the themes . for example , the story of jonah—being swallowed by a great fish and then after spending three days and three nights in the belly of the beast is vomited out on dry ground—was seen by early christians as an anticipation or prefiguration of the story of christ 's own death and resurrection . images of jonah , along with those of daniel in the lion 's den , the three hebrews in the firey furnace , moses striking the rock , among others , are widely popular in the christian art of the third century , both in paintings and on sarcophagi . all of these can be seen to allegorically allude to the principal narratives of the life of christ . the common subject of salvation echoes the major emphasis in the mystery religions on personal salvation . the appearance of these subjects frequently adjacent to each other in the catacombs and sarcophagi can be read as a visual litany : save me lord as you have saved jonah from the belly of the great fish , save me lord as you have saved the hebrews in the desert , save me lord as you have saved daniel in the lion 's den , etc . one can imagine that early christians—who were rallying around the nascent religious authority of the church against the regular threats of persecution by imperial authority—would find great meaning in the story of moses of striking the rock to provide water for the israelites fleeing the authority of the pharaoh on their exodus to the promised land . christianity 's canonical texts and the new testament one of the major differences between christianity and the public cults was the central role faith plays in christianity and the importance of orthodox beliefs . the history of the early church is marked by the struggle to establish a canonical set of texts and the establishment of orthodox doctrine . questions about the nature of the trinity and christ would continue to challenge religious authority . within the civic cults there were no central texts and there were no orthodox doctrinal positions . the emphasis was on maintaining customary traditions . one accepted the existence of the gods , but there was no emphasis on belief in the gods . the christian emphasis on orthodox doctrine has its closest parallels in the greek and roman world to the role of philosophy . schools of philosophy centered around the teachings or doctrines of a particular teacher . the schools of philosophy proposed specific conceptions of reality . ancient philosophy was influential in the formation of christian theology . for example , the opening of the gospel of john : `` in the beginning was the word and the word was with god ... , '' is unmistakably based on the idea of the `` logos '' going back to the philosophy of heraclitus ( ca . 535 - 475 bce ) . christian apologists like justin martyr writing in the second century understood christ as the logos or the word of god who served as an intermediary between god and the world . early representations of christ and the apostles an early representation of christ found in the catacomb of domitilla shows the figure of christ flanked by a group of his disciples or students . those experienced with later christian imagery might mistake this for an image of the last supper , but instead this image does not tell any story . it conveys rather the idea that christ is the true teacher . christ draped in classical garb holds a scroll in his left hand while his right hand is outstretched in the so-called ad locutio gesture , or the gesture of the orator . the dress , scroll , and gesture all establish the authority of christ , who is placed in the center of his disciples . christ is thus treated like the philosopher surrounded by his students or disciples . comparably , an early representation of the apostle paul ( left ) , identifiable with his characteristic pointed beard and high forehead , is based on the convention of the philosopher , as exemplified by a roman copy of a late fourth century b.c.e . portrait of the fifth century b.c.e . playwright sophocles ( right ) . essay by dr. allen farber additional resources : age of spirituality : late antique and early christian art , third to seventh century introduction to the old testament ( hebrew bible ) , yale university open course videos new testament reading room , tyndale seminary `` shedding light on the catacombs of rome , '' bbc news `` from jesus to christ , '' frontline pbs site `` the fathers of the church , '' biography and texts from the catholic encyclopedia
|
the emphasis was on maintaining customary traditions . one accepted the existence of the gods , but there was no emphasis on belief in the gods . the christian emphasis on orthodox doctrine has its closest parallels in the greek and roman world to the role of philosophy .
|
if the existence of the gods was accepted , why would there be an emphasis on believing in the gods ?
|
the beginnings of an identifiable christian art can be traced to the end of the second century and the beginning of the third century . considering the old testament prohibitions against graven images , it is important to consider why christian art developed in the first place . the use of images will be a continuing issue in the history of christianity . the best explanation for the emergence of christian art in the early church is due to the important role images played in greco-roman culture . as christianity gained converts , these new christians had been brought up on the value of images in their previous cultural experience and they wanted to continue this in their christian experience . for example , there was a change in burial practices in the roman world away from cremation to inhumation . outside the city walls of rome , adjacent to major roads , catacombs were dug into the ground to bury the dead . families would have chambers or cubicula dug to bury their members . wealthy romans would also have sarcophagi or marble tombs carved for their burial . the christian converts wanted the same things . christian catacombs were dug frequently adjacent to non-christian ones , and sarcophagi with christian imagery were apparently popular with the richer christians . junius bassus , a roman praefectus urbi or high ranking government administrator , died in 359 c.e . scholars believe that he converted to christianity shortly before his death accounting for the inclusion of christ and scenes from the bible . ( photograph above shows a plaster cast of the original . ) themes of death and resurrection a striking aspect of the christian art of the third century is the absence of the imagery that will dominate later christian art . we do not find in this early period images of the nativity , crucifixion , or resurrection of christ , for example . this absence of direct images of the life of christ is best explained by the status of christianity as a mystery religion . the story of the crucifixion and resurrection would be part of the secrets of the cult . while not directly representing these central christian images , the theme of death and resurrection was represented through a series of images , many of which were derived from the old testament that echoed the themes . for example , the story of jonah—being swallowed by a great fish and then after spending three days and three nights in the belly of the beast is vomited out on dry ground—was seen by early christians as an anticipation or prefiguration of the story of christ 's own death and resurrection . images of jonah , along with those of daniel in the lion 's den , the three hebrews in the firey furnace , moses striking the rock , among others , are widely popular in the christian art of the third century , both in paintings and on sarcophagi . all of these can be seen to allegorically allude to the principal narratives of the life of christ . the common subject of salvation echoes the major emphasis in the mystery religions on personal salvation . the appearance of these subjects frequently adjacent to each other in the catacombs and sarcophagi can be read as a visual litany : save me lord as you have saved jonah from the belly of the great fish , save me lord as you have saved the hebrews in the desert , save me lord as you have saved daniel in the lion 's den , etc . one can imagine that early christians—who were rallying around the nascent religious authority of the church against the regular threats of persecution by imperial authority—would find great meaning in the story of moses of striking the rock to provide water for the israelites fleeing the authority of the pharaoh on their exodus to the promised land . christianity 's canonical texts and the new testament one of the major differences between christianity and the public cults was the central role faith plays in christianity and the importance of orthodox beliefs . the history of the early church is marked by the struggle to establish a canonical set of texts and the establishment of orthodox doctrine . questions about the nature of the trinity and christ would continue to challenge religious authority . within the civic cults there were no central texts and there were no orthodox doctrinal positions . the emphasis was on maintaining customary traditions . one accepted the existence of the gods , but there was no emphasis on belief in the gods . the christian emphasis on orthodox doctrine has its closest parallels in the greek and roman world to the role of philosophy . schools of philosophy centered around the teachings or doctrines of a particular teacher . the schools of philosophy proposed specific conceptions of reality . ancient philosophy was influential in the formation of christian theology . for example , the opening of the gospel of john : `` in the beginning was the word and the word was with god ... , '' is unmistakably based on the idea of the `` logos '' going back to the philosophy of heraclitus ( ca . 535 - 475 bce ) . christian apologists like justin martyr writing in the second century understood christ as the logos or the word of god who served as an intermediary between god and the world . early representations of christ and the apostles an early representation of christ found in the catacomb of domitilla shows the figure of christ flanked by a group of his disciples or students . those experienced with later christian imagery might mistake this for an image of the last supper , but instead this image does not tell any story . it conveys rather the idea that christ is the true teacher . christ draped in classical garb holds a scroll in his left hand while his right hand is outstretched in the so-called ad locutio gesture , or the gesture of the orator . the dress , scroll , and gesture all establish the authority of christ , who is placed in the center of his disciples . christ is thus treated like the philosopher surrounded by his students or disciples . comparably , an early representation of the apostle paul ( left ) , identifiable with his characteristic pointed beard and high forehead , is based on the convention of the philosopher , as exemplified by a roman copy of a late fourth century b.c.e . portrait of the fifth century b.c.e . playwright sophocles ( right ) . essay by dr. allen farber additional resources : age of spirituality : late antique and early christian art , third to seventh century introduction to the old testament ( hebrew bible ) , yale university open course videos new testament reading room , tyndale seminary `` shedding light on the catacombs of rome , '' bbc news `` from jesus to christ , '' frontline pbs site `` the fathers of the church , '' biography and texts from the catholic encyclopedia
|
wealthy romans would also have sarcophagi or marble tombs carved for their burial . the christian converts wanted the same things . christian catacombs were dug frequently adjacent to non-christian ones , and sarcophagi with christian imagery were apparently popular with the richer christians . junius bassus , a roman praefectus urbi or high ranking government administrator , died in 359 c.e .
|
what are some of the earliest uses of christian symbolism on the continent of africa especially in the aksumite empire ?
|
the beginnings of an identifiable christian art can be traced to the end of the second century and the beginning of the third century . considering the old testament prohibitions against graven images , it is important to consider why christian art developed in the first place . the use of images will be a continuing issue in the history of christianity . the best explanation for the emergence of christian art in the early church is due to the important role images played in greco-roman culture . as christianity gained converts , these new christians had been brought up on the value of images in their previous cultural experience and they wanted to continue this in their christian experience . for example , there was a change in burial practices in the roman world away from cremation to inhumation . outside the city walls of rome , adjacent to major roads , catacombs were dug into the ground to bury the dead . families would have chambers or cubicula dug to bury their members . wealthy romans would also have sarcophagi or marble tombs carved for their burial . the christian converts wanted the same things . christian catacombs were dug frequently adjacent to non-christian ones , and sarcophagi with christian imagery were apparently popular with the richer christians . junius bassus , a roman praefectus urbi or high ranking government administrator , died in 359 c.e . scholars believe that he converted to christianity shortly before his death accounting for the inclusion of christ and scenes from the bible . ( photograph above shows a plaster cast of the original . ) themes of death and resurrection a striking aspect of the christian art of the third century is the absence of the imagery that will dominate later christian art . we do not find in this early period images of the nativity , crucifixion , or resurrection of christ , for example . this absence of direct images of the life of christ is best explained by the status of christianity as a mystery religion . the story of the crucifixion and resurrection would be part of the secrets of the cult . while not directly representing these central christian images , the theme of death and resurrection was represented through a series of images , many of which were derived from the old testament that echoed the themes . for example , the story of jonah—being swallowed by a great fish and then after spending three days and three nights in the belly of the beast is vomited out on dry ground—was seen by early christians as an anticipation or prefiguration of the story of christ 's own death and resurrection . images of jonah , along with those of daniel in the lion 's den , the three hebrews in the firey furnace , moses striking the rock , among others , are widely popular in the christian art of the third century , both in paintings and on sarcophagi . all of these can be seen to allegorically allude to the principal narratives of the life of christ . the common subject of salvation echoes the major emphasis in the mystery religions on personal salvation . the appearance of these subjects frequently adjacent to each other in the catacombs and sarcophagi can be read as a visual litany : save me lord as you have saved jonah from the belly of the great fish , save me lord as you have saved the hebrews in the desert , save me lord as you have saved daniel in the lion 's den , etc . one can imagine that early christians—who were rallying around the nascent religious authority of the church against the regular threats of persecution by imperial authority—would find great meaning in the story of moses of striking the rock to provide water for the israelites fleeing the authority of the pharaoh on their exodus to the promised land . christianity 's canonical texts and the new testament one of the major differences between christianity and the public cults was the central role faith plays in christianity and the importance of orthodox beliefs . the history of the early church is marked by the struggle to establish a canonical set of texts and the establishment of orthodox doctrine . questions about the nature of the trinity and christ would continue to challenge religious authority . within the civic cults there were no central texts and there were no orthodox doctrinal positions . the emphasis was on maintaining customary traditions . one accepted the existence of the gods , but there was no emphasis on belief in the gods . the christian emphasis on orthodox doctrine has its closest parallels in the greek and roman world to the role of philosophy . schools of philosophy centered around the teachings or doctrines of a particular teacher . the schools of philosophy proposed specific conceptions of reality . ancient philosophy was influential in the formation of christian theology . for example , the opening of the gospel of john : `` in the beginning was the word and the word was with god ... , '' is unmistakably based on the idea of the `` logos '' going back to the philosophy of heraclitus ( ca . 535 - 475 bce ) . christian apologists like justin martyr writing in the second century understood christ as the logos or the word of god who served as an intermediary between god and the world . early representations of christ and the apostles an early representation of christ found in the catacomb of domitilla shows the figure of christ flanked by a group of his disciples or students . those experienced with later christian imagery might mistake this for an image of the last supper , but instead this image does not tell any story . it conveys rather the idea that christ is the true teacher . christ draped in classical garb holds a scroll in his left hand while his right hand is outstretched in the so-called ad locutio gesture , or the gesture of the orator . the dress , scroll , and gesture all establish the authority of christ , who is placed in the center of his disciples . christ is thus treated like the philosopher surrounded by his students or disciples . comparably , an early representation of the apostle paul ( left ) , identifiable with his characteristic pointed beard and high forehead , is based on the convention of the philosopher , as exemplified by a roman copy of a late fourth century b.c.e . portrait of the fifth century b.c.e . playwright sophocles ( right ) . essay by dr. allen farber additional resources : age of spirituality : late antique and early christian art , third to seventh century introduction to the old testament ( hebrew bible ) , yale university open course videos new testament reading room , tyndale seminary `` shedding light on the catacombs of rome , '' bbc news `` from jesus to christ , '' frontline pbs site `` the fathers of the church , '' biography and texts from the catholic encyclopedia
|
the dress , scroll , and gesture all establish the authority of christ , who is placed in the center of his disciples . christ is thus treated like the philosopher surrounded by his students or disciples . comparably , an early representation of the apostle paul ( left ) , identifiable with his characteristic pointed beard and high forehead , is based on the convention of the philosopher , as exemplified by a roman copy of a late fourth century b.c.e . portrait of the fifth century b.c.e .
|
does this article claim that depictions of the apostle paul are that of a greek philosopher ?
|
the beginnings of an identifiable christian art can be traced to the end of the second century and the beginning of the third century . considering the old testament prohibitions against graven images , it is important to consider why christian art developed in the first place . the use of images will be a continuing issue in the history of christianity . the best explanation for the emergence of christian art in the early church is due to the important role images played in greco-roman culture . as christianity gained converts , these new christians had been brought up on the value of images in their previous cultural experience and they wanted to continue this in their christian experience . for example , there was a change in burial practices in the roman world away from cremation to inhumation . outside the city walls of rome , adjacent to major roads , catacombs were dug into the ground to bury the dead . families would have chambers or cubicula dug to bury their members . wealthy romans would also have sarcophagi or marble tombs carved for their burial . the christian converts wanted the same things . christian catacombs were dug frequently adjacent to non-christian ones , and sarcophagi with christian imagery were apparently popular with the richer christians . junius bassus , a roman praefectus urbi or high ranking government administrator , died in 359 c.e . scholars believe that he converted to christianity shortly before his death accounting for the inclusion of christ and scenes from the bible . ( photograph above shows a plaster cast of the original . ) themes of death and resurrection a striking aspect of the christian art of the third century is the absence of the imagery that will dominate later christian art . we do not find in this early period images of the nativity , crucifixion , or resurrection of christ , for example . this absence of direct images of the life of christ is best explained by the status of christianity as a mystery religion . the story of the crucifixion and resurrection would be part of the secrets of the cult . while not directly representing these central christian images , the theme of death and resurrection was represented through a series of images , many of which were derived from the old testament that echoed the themes . for example , the story of jonah—being swallowed by a great fish and then after spending three days and three nights in the belly of the beast is vomited out on dry ground—was seen by early christians as an anticipation or prefiguration of the story of christ 's own death and resurrection . images of jonah , along with those of daniel in the lion 's den , the three hebrews in the firey furnace , moses striking the rock , among others , are widely popular in the christian art of the third century , both in paintings and on sarcophagi . all of these can be seen to allegorically allude to the principal narratives of the life of christ . the common subject of salvation echoes the major emphasis in the mystery religions on personal salvation . the appearance of these subjects frequently adjacent to each other in the catacombs and sarcophagi can be read as a visual litany : save me lord as you have saved jonah from the belly of the great fish , save me lord as you have saved the hebrews in the desert , save me lord as you have saved daniel in the lion 's den , etc . one can imagine that early christians—who were rallying around the nascent religious authority of the church against the regular threats of persecution by imperial authority—would find great meaning in the story of moses of striking the rock to provide water for the israelites fleeing the authority of the pharaoh on their exodus to the promised land . christianity 's canonical texts and the new testament one of the major differences between christianity and the public cults was the central role faith plays in christianity and the importance of orthodox beliefs . the history of the early church is marked by the struggle to establish a canonical set of texts and the establishment of orthodox doctrine . questions about the nature of the trinity and christ would continue to challenge religious authority . within the civic cults there were no central texts and there were no orthodox doctrinal positions . the emphasis was on maintaining customary traditions . one accepted the existence of the gods , but there was no emphasis on belief in the gods . the christian emphasis on orthodox doctrine has its closest parallels in the greek and roman world to the role of philosophy . schools of philosophy centered around the teachings or doctrines of a particular teacher . the schools of philosophy proposed specific conceptions of reality . ancient philosophy was influential in the formation of christian theology . for example , the opening of the gospel of john : `` in the beginning was the word and the word was with god ... , '' is unmistakably based on the idea of the `` logos '' going back to the philosophy of heraclitus ( ca . 535 - 475 bce ) . christian apologists like justin martyr writing in the second century understood christ as the logos or the word of god who served as an intermediary between god and the world . early representations of christ and the apostles an early representation of christ found in the catacomb of domitilla shows the figure of christ flanked by a group of his disciples or students . those experienced with later christian imagery might mistake this for an image of the last supper , but instead this image does not tell any story . it conveys rather the idea that christ is the true teacher . christ draped in classical garb holds a scroll in his left hand while his right hand is outstretched in the so-called ad locutio gesture , or the gesture of the orator . the dress , scroll , and gesture all establish the authority of christ , who is placed in the center of his disciples . christ is thus treated like the philosopher surrounded by his students or disciples . comparably , an early representation of the apostle paul ( left ) , identifiable with his characteristic pointed beard and high forehead , is based on the convention of the philosopher , as exemplified by a roman copy of a late fourth century b.c.e . portrait of the fifth century b.c.e . playwright sophocles ( right ) . essay by dr. allen farber additional resources : age of spirituality : late antique and early christian art , third to seventh century introduction to the old testament ( hebrew bible ) , yale university open course videos new testament reading room , tyndale seminary `` shedding light on the catacombs of rome , '' bbc news `` from jesus to christ , '' frontline pbs site `` the fathers of the church , '' biography and texts from the catholic encyclopedia
|
while not directly representing these central christian images , the theme of death and resurrection was represented through a series of images , many of which were derived from the old testament that echoed the themes . for example , the story of jonah—being swallowed by a great fish and then after spending three days and three nights in the belly of the beast is vomited out on dry ground—was seen by early christians as an anticipation or prefiguration of the story of christ 's own death and resurrection . images of jonah , along with those of daniel in the lion 's den , the three hebrews in the firey furnace , moses striking the rock , among others , are widely popular in the christian art of the third century , both in paintings and on sarcophagi .
|
did adam and eve have belly buttons ?
|
we are surrounded by pieces of scrap paper . we chuck tons of them in the waste bin each year , leave them lying on our desks , use them as bookmarks , stuff them in our pockets , and toss them on the street . and so we usually do not have to look hard or long when we need a piece of paper for our shopping list or for writing down a thought . this was very different in medieval times . writing material—of any kind—was very expensive back then , which meant that scribes used a paper or parchment sheet to the max : everything was used . as a result , there was nothing obvious lying around on one ’ s desk that was suitable for scrap material . so how did the medieval person make notes ? in the margin the most common and sensible location for putting down thoughts , critique or notes was the margin of the medieval book . consider this : you wouldn ’ t think so looking at a medieval page , but on average only half of it was filled with the actual text . a shocking fifty to sixty percent was designed to be margin . as inefficient as this may seem , the space came in handy for the reader . as the middle ages progressed it became more and more common to resort to the margin for note-taking . notably , the thirteenth century gave birth to two particularly smart book designs that accommodated such use . both types are connected to the emerging university , which makes sense as this was a note-taking environment par excellence—then and now . the first of these is seen in the image above , which shows a page of a law manuscript that actually contains two kinds of texts . found in the two central columns is the digest of justianian , written in a slightly larger letter . draped around it , in a smaller letter , is the commentary to this work : these are the notes of smart teachers from the past , put there collectively to help the reader make sense of the law . this specific style of presenting two works on the one page , where the glosses ( commentary ) are presented as “ square brackets ” , is called textus inclusus . an italian reader in the thirteenth century added his own two-cents to these “ prefab ” opinions that came with the book : in the image above we see them scribbled between the two central columns . the second thirteenth-century book layout that was specially designed to accommodate note-taking is as clever as the text on its pages . we encounter it first and foremost in manuscripts with works by aristotle , although the design would spread to other domains , including law and medicine . as seen in the image above , the margins surrounding the aristotle text ( which form the two central columns ) were left completely blank by the scribe . the tiny writing that is seen there now is from a student in the arts faculty , where the works of aristotle formed the main textbook , called the corpus vetustius ( the old corpus ) . if you look carefully at the detail above you see five vertical commentary columns marked by thin pencil lines , which allowed for five “ pillars ” of notes . cleverly , in this page design the start of the note could be placed at the same height as the aristotle line on which it commented , not just one time , but five times over ! larger comments were placed in the larger blank areas in the lower margin . some of these aristotle textbooks contained up to twenty “ zones ” for notes , which would ultimately be connected to the main text with the help of symbols resembling our current footnotes . yellow sticky notes paper and parchment sheets were commonly used to the max , meaning no redundant material was left that could be used for scraps . however , when the animal skin was turned into parchment sheets such redundant material was left over . in the process the outer rim of the dried skin was removed , because these “ offcuts ” were deemed unsuitable for writing on . the material was too thick for a regular page and its surface was slippery and translucent , not to mention that most offcuts were too small for normal pages . they consequently ended up in the recycling bin of the parchment maker . interestingly , these small , scrappy slips of parchment were sometimes sold to clients . offcuts were used for text with a short lifespan , such as letters and drafts . in addition , it was used when a text was “ utilitarian ” and did not need to be produced from regular – more expensive—parchment . an example is seen in the image above , which shows a short description strapped to a bone that belonged to a saint . such “ relic labels ” were important because of course nobody wanted to mistake the big toe of st peter for that of st paul . such information was scribbled on the parchment strip , usually in low-quality ( fast ) handwriting . offcuts were also frequently used by students and scholars , for example for taking notes in the classroom ( image above , more here ) . in fact , in de discipline scholarum , a guidebook made in the 1230s for students and teachers at the university of paris , it is explained how a student should bring such slips of parchment to class for taking notes . interestingly , some of these slips have survived because they were pasted in a student ’ s textbook , like the one seen in the image above . these are truly the medieval equivalent of our “ yellow sticky notes. ” the practice of bringing scrap material into the classroom was a much broader medieval phenomenon , as is shown by the famous birch bark notes that survive from 13th-century russia . the image below shows funny “ stick figure ” doodles drawn by the student onfim as he was sitting—bored no doubt—in class . the last word : notepad there is evidence that multiple parchment offcuts were sometimes bound together , by pricking a hole in them and pulling a cord through . these bundles , which essentially form a true notepad in the modern sense of the word , could be of considerable size . a specimen in the university library , würzburg consists of thirty slips . a type of notepad that was even more popular in medieval times was the wax tablet ( here is a collection of them ) . these , too , were often tied together into a bundle , forming a notepad of perhaps six or so “ pages ” ( image below , note the holes for the cords on the left side ) . smart pages , that is , because the contents could be erased from the soft wax ( with the flat back of the stylus ) , presenting vacant space for fresh thoughts . this particular one , which is a stunning 1500 years old , was likely used in a classroom setting in christian egypt , probably by one ischyrion , whose name is carved into the wood on the other side . curiously , the object preserves some of its original contents . when you pressed too hard with your sharp stylus , an imprint was left in the wood behind the wax . we therefore know that ischyrion was studying the bible , given that the indentations have been identified as proverbs vii , 3-13 . as with the other examples of note-taking shown in this post , the tablet is a time capsule that presents us with the thoughts of individuals that lived over a thousand years ago . while the notepads from egypt , france , italy and russia present highly personal scribbles not meant for posterity , time turned them into fossilised pieces of public history stuck to pages , slips and tablets . essay by dr. erik kwakkel additional resources : blog post on the birch bark notes discovered near the city of novgorod , russia the birch bark notes from the russia-infocentre
|
curiously , the object preserves some of its original contents . when you pressed too hard with your sharp stylus , an imprint was left in the wood behind the wax . we therefore know that ischyrion was studying the bible , given that the indentations have been identified as proverbs vii , 3-13 .
|
i wonder what the future of our present time will look like in comparison to what was left behind by our human ancestors ?
|
we are surrounded by pieces of scrap paper . we chuck tons of them in the waste bin each year , leave them lying on our desks , use them as bookmarks , stuff them in our pockets , and toss them on the street . and so we usually do not have to look hard or long when we need a piece of paper for our shopping list or for writing down a thought . this was very different in medieval times . writing material—of any kind—was very expensive back then , which meant that scribes used a paper or parchment sheet to the max : everything was used . as a result , there was nothing obvious lying around on one ’ s desk that was suitable for scrap material . so how did the medieval person make notes ? in the margin the most common and sensible location for putting down thoughts , critique or notes was the margin of the medieval book . consider this : you wouldn ’ t think so looking at a medieval page , but on average only half of it was filled with the actual text . a shocking fifty to sixty percent was designed to be margin . as inefficient as this may seem , the space came in handy for the reader . as the middle ages progressed it became more and more common to resort to the margin for note-taking . notably , the thirteenth century gave birth to two particularly smart book designs that accommodated such use . both types are connected to the emerging university , which makes sense as this was a note-taking environment par excellence—then and now . the first of these is seen in the image above , which shows a page of a law manuscript that actually contains two kinds of texts . found in the two central columns is the digest of justianian , written in a slightly larger letter . draped around it , in a smaller letter , is the commentary to this work : these are the notes of smart teachers from the past , put there collectively to help the reader make sense of the law . this specific style of presenting two works on the one page , where the glosses ( commentary ) are presented as “ square brackets ” , is called textus inclusus . an italian reader in the thirteenth century added his own two-cents to these “ prefab ” opinions that came with the book : in the image above we see them scribbled between the two central columns . the second thirteenth-century book layout that was specially designed to accommodate note-taking is as clever as the text on its pages . we encounter it first and foremost in manuscripts with works by aristotle , although the design would spread to other domains , including law and medicine . as seen in the image above , the margins surrounding the aristotle text ( which form the two central columns ) were left completely blank by the scribe . the tiny writing that is seen there now is from a student in the arts faculty , where the works of aristotle formed the main textbook , called the corpus vetustius ( the old corpus ) . if you look carefully at the detail above you see five vertical commentary columns marked by thin pencil lines , which allowed for five “ pillars ” of notes . cleverly , in this page design the start of the note could be placed at the same height as the aristotle line on which it commented , not just one time , but five times over ! larger comments were placed in the larger blank areas in the lower margin . some of these aristotle textbooks contained up to twenty “ zones ” for notes , which would ultimately be connected to the main text with the help of symbols resembling our current footnotes . yellow sticky notes paper and parchment sheets were commonly used to the max , meaning no redundant material was left that could be used for scraps . however , when the animal skin was turned into parchment sheets such redundant material was left over . in the process the outer rim of the dried skin was removed , because these “ offcuts ” were deemed unsuitable for writing on . the material was too thick for a regular page and its surface was slippery and translucent , not to mention that most offcuts were too small for normal pages . they consequently ended up in the recycling bin of the parchment maker . interestingly , these small , scrappy slips of parchment were sometimes sold to clients . offcuts were used for text with a short lifespan , such as letters and drafts . in addition , it was used when a text was “ utilitarian ” and did not need to be produced from regular – more expensive—parchment . an example is seen in the image above , which shows a short description strapped to a bone that belonged to a saint . such “ relic labels ” were important because of course nobody wanted to mistake the big toe of st peter for that of st paul . such information was scribbled on the parchment strip , usually in low-quality ( fast ) handwriting . offcuts were also frequently used by students and scholars , for example for taking notes in the classroom ( image above , more here ) . in fact , in de discipline scholarum , a guidebook made in the 1230s for students and teachers at the university of paris , it is explained how a student should bring such slips of parchment to class for taking notes . interestingly , some of these slips have survived because they were pasted in a student ’ s textbook , like the one seen in the image above . these are truly the medieval equivalent of our “ yellow sticky notes. ” the practice of bringing scrap material into the classroom was a much broader medieval phenomenon , as is shown by the famous birch bark notes that survive from 13th-century russia . the image below shows funny “ stick figure ” doodles drawn by the student onfim as he was sitting—bored no doubt—in class . the last word : notepad there is evidence that multiple parchment offcuts were sometimes bound together , by pricking a hole in them and pulling a cord through . these bundles , which essentially form a true notepad in the modern sense of the word , could be of considerable size . a specimen in the university library , würzburg consists of thirty slips . a type of notepad that was even more popular in medieval times was the wax tablet ( here is a collection of them ) . these , too , were often tied together into a bundle , forming a notepad of perhaps six or so “ pages ” ( image below , note the holes for the cords on the left side ) . smart pages , that is , because the contents could be erased from the soft wax ( with the flat back of the stylus ) , presenting vacant space for fresh thoughts . this particular one , which is a stunning 1500 years old , was likely used in a classroom setting in christian egypt , probably by one ischyrion , whose name is carved into the wood on the other side . curiously , the object preserves some of its original contents . when you pressed too hard with your sharp stylus , an imprint was left in the wood behind the wax . we therefore know that ischyrion was studying the bible , given that the indentations have been identified as proverbs vii , 3-13 . as with the other examples of note-taking shown in this post , the tablet is a time capsule that presents us with the thoughts of individuals that lived over a thousand years ago . while the notepads from egypt , france , italy and russia present highly personal scribbles not meant for posterity , time turned them into fossilised pieces of public history stuck to pages , slips and tablets . essay by dr. erik kwakkel additional resources : blog post on the birch bark notes discovered near the city of novgorod , russia the birch bark notes from the russia-infocentre
|
we are surrounded by pieces of scrap paper . we chuck tons of them in the waste bin each year , leave them lying on our desks , use them as bookmarks , stuff them in our pockets , and toss them on the street .
|
what is your legacy when all of the records of your life become digital ... ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story .
|
why not just store the scenes in an array and have the mouseclicked function increment the currentscene variable , drawing the matching scene from the array ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story .
|
can variables always be used without values , as in var currentscene ; ( not var currentscene = 1 ; ) ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true .
|
what 's the difference between mouseclicked ( ) and mouseisclicked ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately .
|
here is my code : var scene = 0 ; mouseclicked = function ( ) { scene++ ; } ; draw = function ( ) { if ( scene === 0 ) { background ( 0 , 0 , 0 ) ; text ( `` random story '' , 150 , 30 ) ; } else if ( scene === 1 ) { background ( 5 , 5 , 5 ) ; text ( `` their is no story '' , 20 , 20 ) ; } } ; why is it not working ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story .
|
is there an offline javascript editor/ide , which has similar functionality to the khan js environment ( including the right-side program output pane for visual feedback ) that someone can recommend ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition .
|
the `` what are scenes ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth .
|
what is the difference between for commands and while commands ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
`` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately .
|
when were the width and height variables declared in the program above ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ?
|
is there a way to use oop for making scenes and scene changes ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition .
|
is it possible to make a program with scenes that contain imagenerator images ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story .
|
how do you get an image when your doing your own program ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth .
|
how to do challenge story teller ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
`` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene .
|
why is the code window and the area where it is drawn , only taking up a very small portion of my browser ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story .
|
why does the program have `` drawscene1 ( ) ; //drawscene2 ( ) ; '' ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ?
|
does anyone know of a link to an empty template for scene changing ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from .
|
why do we use 3 equal signs and not one ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth .
|
could you tell me how to use sound in my programs ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth .
|
how to add sound effects ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story .
|
my way to change scenes is through this code : var page=0 mouseclicked=function ( ) { page++ } if ( page===1 ) { background ( 143,75,20 ) ; text ( `` bla bla bla codes '' ,200,200 ) ; } is this fine ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth .
|
when do we use '=== ' and '== ' ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth .
|
why are there triple equal signs in the conditional statements ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from .
|
why did pamela use ' '' else if ( ) { } ; ' '' instead of ' '' if '' ' ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
`` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ?
|
why ca n't we just use iteration and label the first and last slides rather than writing out if slide4 then slide 1 ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging .
|
why do n't you use finite state machines ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
`` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately .
|
why do n't we type this : var scene = 1 ; draw = function ( ) { if ( scene===1 ) { // whatever drawing or animation } if ( scene===2 ) { // whatever drawing or animation } if ( scene===3 ) { // whatever drawing or animation } } ; mouseclicked = function ( ) { scene = scene + 1 ; } ; rather than defining a function for each scene ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ?
|
how would i make it so that when a player object controlled by the arrow keys come into contact wit and object the scene changes ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ?
|
i 'm assuming it would use a collision test then when collision value is true scene changes ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
`` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately .
|
would n't : var scene = 1 mouseclicked=function ( ) { scene+=1 ; } ; draw=function ( ) { if ( scene===1 ) { background ( 200,100,100 ) ; ellipse ( 200,200,200,200 ) ; } if ( scene===2 ) { background ( 200,100,100 ) ; rect ( 200,200,200,200,5 ) ; } } ; be a lot more easy or no ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story .
|
i did n't see any draw functions here , so what is the use of the draw function ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth .
|
also how do you get the different color boxes and the dotted underlined line ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story .
|
can you put a mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; ( from the code right above the questions ) into a draw = function ( ) { } ' and can you not put a background into each of the scenes ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
`` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately .
|
how can i break my text into 2 lines on the same scene ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like .
|
( scene five ) what do the digits next to `` background '' represent ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ?
|
why does it put oh noes over the first winston image in the last scene function and create two oh noes images rather than one winston and one oh noes ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
`` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately .
|
what is wrong with this code for step 2 of the challenge story teller ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ?
|
how to change the scene from scene 1 to scene 2 ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth .
|
i 'm stuck on the 2nd part of story teller how do you change the variable scene ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born !
|
is there a way to use a mouseclicked function and have it click only in a specified area without using if statement ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition .
|
can we store the scenes using object-oriented design ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition .
|
how do you change fonts ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story .
|
i know this is not part of the topic but , if your using an android tablet , is it hard to program ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ?
|
i know this is not part of the topic but i want to ask , if any of you are using an android tablet or phone , is it hard to program ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ?
|
how do you make the scene larger with the ++ operator ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth .
|
what the numbers stand for in this situation ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
`` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately .
|
what is height and width ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
`` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately .
|
for example when she calls it here on line 13 : image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; width and height was n't defined anywhere , so what exactly does it mean/do ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ?
|
can i put multiple images in the same scene by using this : image ( getimage ( ... ) ) ; multiple times ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from .
|
what does the code below actually create ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story .
|
to put names on a ball u put quotations right ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from .
|
how are you doing this mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } is the whole program an object or an array ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story .
|
can variables always be used without values , as in var currentscene ; ( not var currentscene = 1 ; ) ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth .
|
does anyone know how to create a solitaire game ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ?
|
what code is used to change the scene ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first .
|
how do you insert an image with the code image ( image , x , y , width* , height* ) how does the code know what image to put in ?
|
let 's say we want to tell the story of winston as an illustrated story book , with the user clicking to read the next part of the story . we 'll start off with a main scene that just has a title : background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; now , we want it so the user can click to see the first part of the story , winston 's epic birth . to do that , we can define a mouseclicked function that will be called whenever the user clicks the mouse , and we can put in the code to draw our second scene there . note that we have to call background ( ) before drawing the second scene , otherwise we 'll see both scenes on top of each other : mouseclicked = function ( ) { // scene 2 background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; try it out below- edit the code for the second scene and notice that it 's annoying to edit , because you have to click every time you want to see what your second scene looks like . let 's solve that problem first . yes , you and i can survive with annoying-ness , but we want to all be more productive programmers , and wo n't we be more productive if we can edit scene 2 and see the results in real-time ? in this case , an easy thing to do is to wrap all of the scene 2 code inside a function , call that function from mouseclicked , and then call that function when we 're debugging . `` ` var drawscene2 = function ( ) { background ( 173 , 239 , 255 ) ; fill ( 7 , 14 , 145 ) ; text ( `` lil winston is born ! `` , 10 , 100 ) ; image ( getimage ( `` creatures/babywinston '' ) , width/2 , height/2 ) ; } ; mouseclicked = function ( ) { drawscene2 ( ) ; } ; // scene 1 background ( 235 , 247 , 255 ) ; fill ( 0 , 85 , 255 ) ; textsize ( 39 ) ; text ( `` the story of winston '' , 10 , height/2 ) ; drawscene2 ( ) ; `` ` as long as we 've made scene 2 into a function , we may as well make scene 1 into a function as well , just wrapping all that code up and calling it . now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ? or go back to the first scene once we click on the third ? we need to change the logic of inside mouseclicked so that it conditionally chooses which of the scenes to show , instead of always calling scene 2 . that means we need an if statement that will check some sort of condition . let 's think about this in terms of pseudo-code first : // when the user clicks the mouse : // if the current scene is the first one , go to the second // if the current scene is the second one , go to the third // if the current scene is the third one , go back to the first it looks like we need to keep track of the `` current scene '' , and it 'd make the most sense to store it as a number . let 's declare a global variable currentscene and check it inside mouseclicked . `` ` var currentscene ; mouseclicked = function ( ) { if ( currentscene === 1 ) { drawscene2 ( ) ; } else if ( currentscene === 2 ) { drawscene3 ( ) ; } else if ( currentscene === 3 ) { drawscene1 ( ) ; } } ; `` ` the conditions look like our pseudo-code , but there 's one problem : we never actually set currentscene to a value , so those conditions will never be true . we could set it inside the if conditions , but it 's probably better to set it inside the scene drawing functions themself , so that the variable is set correctly no matter where we call scene drawing functions from . `` ` var drawscene1 = function ( ) { currentscene = 1 ; ... } ; var drawscene2 = function ( ) { currentscene = 2 ; ... } ; var drawscene3 = function ( ) { currentscene = 3 ; ... } ; `` ` we 've put it all together in the program below . click through it and see how it cycles around to the beginning of the story . try adding a scene four ( winston meeting oh noes ? winston meeting winstonia and moving to winstonsin ? ) , and spin it off :
|
now , try this one out below , and see how easy it is to comment out the drawscene2 ( ) call when you want to edit that code and see it immediately . great , so we have a main scene and a second scene . what if we want to display a third scene ?
|
how is it changing from scene to scene if the var `` current scene '' never changes shouldnt there be a if statement like this if ( mouseclicked ) { currentscene+=1 ' } ?
|
key points as a perfectly competitive firm produces a greater quantity of output , its total revenue steadily increases at a constant rate determined by the given market price . profits will be highest—or losses will be smallest—for a perfectly competitive firm at the quantity of output where total revenues exceed total costs by the greatest amount , or where total revenues fall short of total costs by the smallest amount . how perfectly competitive firms make output decisions a perfectly competitive firm has only one major decision to make—what quantity to produce . to understand why this is so , let 's consider a different way of writing out the basic definition of profit : $ \begin { array } { c } \text { profit } =\mathrm { total~ revenue } - \mathrm { total~ cost } \ \mathrm { ~ ~ ~ ~ ~ ~ ~ ~ ~ } \end { array } $ $ \begin { array } { c } \text { profit } =\left ( \text { price } \right ) \left ( \mathrm { quantity~ produced } \right ) - \left ( \mathrm { average~ cost } \right ) \left ( \mathrm { quantity~ produced } \right ) \end { array } $ since a perfectly competitive firm must accept the price for its output as determined by the product ’ s market demand and supply , it can not choose the price it charges . in other words , the price is already determined in the profit equation , so the perfectly competitive firm can sell any number of units at exactly the same price . this implies that the firm faces a perfectly elastic demand curve for its product—buyers are willing to buy any number of units of output from the firm at the market price . when the perfectly competitive firm chooses which quantity to produce , this quantity—along with the prices prevailing in the market for output and inputs—will determine the firm ’ s total revenue , total costs , and ultimately , level of profits . determining the highest profit by comparing total revenue and total cost a perfectly competitive firm can sell as large a quantity as it wishes , as long as it accepts the prevailing market price . if a firm increases the number of units sold at a given price , then total revenue will increase . if the price of the product increases for every unit sold , then total revenue also increases . as an example of how a perfectly competitive firm decides what quantity to produce , consider the case of a small farmer who produces raspberries and sells them frozen for \ $ 4 per pack . the sale of one pack of raspberries will bring in \ $ 4 , two packs will be \ $ 8 , three packs will be \ $ 12 , and so on . if , for example , the price of frozen raspberries doubles to \ $ 8 per pack , then sales of one pack of raspberries will be \ $ 8 , two packs will be \ $ 16 , three packs will be \ $ 24 , and so on . total revenue and total costs for the raspberry farm are shown in the graph below ; these numbers are further broken down into fixed costs and variable costs in the table that follows the graph . the horizontal axis of the graph shows the quantity of frozen raspberries produced in packs ; the vertical axis shows both total revenue and total costs , measured in dollars . the total cost curve intersects with the vertical axis at a value that shows the level of fixed costs , and then slopes upward . || total cost and total revenue at the raspberry farm || quantity , $ \text { q } $ | total cost , $ \text { tc } $ | fixed cost , $ \text { fc } $ | variable cost , $ \text { vc } $ | total revenue , $ \text { tr } $ | profit - | - | - | - | - | - 0 | \ $ 62 | \ $ 62 | - | \ $ 0 | −\ $ 62 10 | \ $ 90 | \ $ 62 | \ $ 28 | \ $ 40 | −\ $ 50 20 | \ $ 110 | \ $ 62 | \ $ 48 | \ $ 80 | −\ $ 30 30 | \ $ 126 | \ $ 62 | \ $ 64 | \ $ 120 | −\ $ 6 40 | \ $ 144 | \ $ 62 | \ $ 82 | \ $ 160 | \ $ 16 50 | \ $ 166 | \ $ 62 | \ $ 104 | \ $ 200 | \ $ 34 60 | \ $ 192 | \ $ 62 | \ $ 130 | \ $ 240 | \ $ 48 70 | \ $ 224 | \ $ 62 | \ $ 162 | \ $ 280 | \ $ 56 80 | \ $ 264 | \ $ 62 | \ $ 202 | \ $ 320 | \ $ 56 90 | \ $ 324 | \ $ 62 | \ $ 262 | \ $ 360 | \ $ 36 100 | \ $ 404 | \ $ 62 | \ $ 342 | \ $ 400 | −\ $ 4 based on its total revenue and total cost curves , a perfectly competitive firm—like the raspberry farm—can calculate the quantity of output that will provide the highest level of profit . at any given quantity , total revenue minus total cost will equal profit . one way to determine the most profitable quantity to produce is to see at what quantity total revenue exceeds total cost by the largest amount . in the graph above , the vertical gap between total revenue and total cost represents either profit—if total revenues are greater that total costs at a certain quantity—or losses—if total costs are greater that total revenues at a certain quantity . in this example , total costs will exceed total revenues at output levels from 0 to 40 , so over this range of output , the firm will be making losses . at output levels from 50 to 80 , total revenues exceed total costs , so the firm is earning profits . but then at an output of 90 or 100 , total costs again exceed total revenues and the firm is making losses . you can also find the highest profit by looking at the table above where total profits appear in the final column . the highest total profits in the table—as in the figure that is based on the table values—occur at an output of 70 to 80 , when profits will be \ $ 56 . a higher price would mean that total revenue would be higher for every quantity sold . a lower price would mean that total revenue would be lower for every quantity sold . what would happen if the price dropped low enough so that the total revenue line is completely below the total cost curve—in other words , total costs were higher than total revenues at every level of output ? in that situation , the best the firm could do would be to suffer losses . but a profit-maximizing firm will prefer the quantity of output where total revenues come closest to total costs and thus where the losses are smallest . summary as a perfectly competitive firm produces a greater quantity of output , its total revenue steadily increases at a constant rate determined by the given market price . profits will be highest—or losses will be smallest—for a perfectly competitive firm at the quantity of output where total revenues exceed total costs by the greatest amount , or where total revenues fall short of total costs by the smallest amount . self-check questions using the data in the table below , determine what would happen to this firm ’ s profits if the market price of their product increased to \ $ 6 . quantity | total cost | fixed cost | variable cost | total revenue | profit - | - | - | - | - | - 0 | \ $ 62 | \ $ 62 | - | \ $ 0 | −\ $ 62 10 | \ $ 90 | \ $ 62 | \ $ 28 | \ $ 60 | −\ $ 30 20 | \ $ 110 | \ $ 62 | \ $ 48 | \ $ 120 | \ $ 10 30 | \ $ 126 | \ $ 62 | \ $ 64 | \ $ 180 | \ $ 54 40 | \ $ 144 | \ $ 62 | \ $ 82 | \ $ 240 | \ $ 96 50 | \ $ 166 | \ $ 62 | \ $ 104 | \ $ 300 | \ $ 134 60 | \ $ 192 | \ $ 62 | \ $ 130 | \ $ 360 | \ $ 168 70 | \ $ 224 | \ $ 62 | \ $ 162 | \ $ 420 | \ $ 196 80 | \ $ 264 | \ $ 62 | \ $ 202 | \ $ 480 | \ $ 216 90 | \ $ 324 | \ $ 62 | \ $ 262 | \ $ 540 | \ $ 216 100 | \ $ 404 | \ $ 62 | \ $ 342 | \ $ 600 | \ $ 196 review questions how does a perfectly competitive firm decide what price to charge ? what prevents a perfectly competitive firm from seeking higher profits by increasing the price that it charges ? how does a perfectly competitive firm calculate total revenue ? critical-thinking questions your company operates in a perfectly competitive market . you have been told that advertising can help you increase your sales in the short run . would you create an aggressive advertising campaign for your product ? since a perfectly competitive firm can sell as much as it wishes at the market price , why can the firm not simply increase its profits by selling an extremely high quantity ?
|
the highest total profits in the table—as in the figure that is based on the table values—occur at an output of 70 to 80 , when profits will be \ $ 56 . a higher price would mean that total revenue would be higher for every quantity sold . a lower price would mean that total revenue would be lower for every quantity sold .
|
is it because at the new market price they would sell bigger quantities of their product ?
|
key points as a perfectly competitive firm produces a greater quantity of output , its total revenue steadily increases at a constant rate determined by the given market price . profits will be highest—or losses will be smallest—for a perfectly competitive firm at the quantity of output where total revenues exceed total costs by the greatest amount , or where total revenues fall short of total costs by the smallest amount . how perfectly competitive firms make output decisions a perfectly competitive firm has only one major decision to make—what quantity to produce . to understand why this is so , let 's consider a different way of writing out the basic definition of profit : $ \begin { array } { c } \text { profit } =\mathrm { total~ revenue } - \mathrm { total~ cost } \ \mathrm { ~ ~ ~ ~ ~ ~ ~ ~ ~ } \end { array } $ $ \begin { array } { c } \text { profit } =\left ( \text { price } \right ) \left ( \mathrm { quantity~ produced } \right ) - \left ( \mathrm { average~ cost } \right ) \left ( \mathrm { quantity~ produced } \right ) \end { array } $ since a perfectly competitive firm must accept the price for its output as determined by the product ’ s market demand and supply , it can not choose the price it charges . in other words , the price is already determined in the profit equation , so the perfectly competitive firm can sell any number of units at exactly the same price . this implies that the firm faces a perfectly elastic demand curve for its product—buyers are willing to buy any number of units of output from the firm at the market price . when the perfectly competitive firm chooses which quantity to produce , this quantity—along with the prices prevailing in the market for output and inputs—will determine the firm ’ s total revenue , total costs , and ultimately , level of profits . determining the highest profit by comparing total revenue and total cost a perfectly competitive firm can sell as large a quantity as it wishes , as long as it accepts the prevailing market price . if a firm increases the number of units sold at a given price , then total revenue will increase . if the price of the product increases for every unit sold , then total revenue also increases . as an example of how a perfectly competitive firm decides what quantity to produce , consider the case of a small farmer who produces raspberries and sells them frozen for \ $ 4 per pack . the sale of one pack of raspberries will bring in \ $ 4 , two packs will be \ $ 8 , three packs will be \ $ 12 , and so on . if , for example , the price of frozen raspberries doubles to \ $ 8 per pack , then sales of one pack of raspberries will be \ $ 8 , two packs will be \ $ 16 , three packs will be \ $ 24 , and so on . total revenue and total costs for the raspberry farm are shown in the graph below ; these numbers are further broken down into fixed costs and variable costs in the table that follows the graph . the horizontal axis of the graph shows the quantity of frozen raspberries produced in packs ; the vertical axis shows both total revenue and total costs , measured in dollars . the total cost curve intersects with the vertical axis at a value that shows the level of fixed costs , and then slopes upward . || total cost and total revenue at the raspberry farm || quantity , $ \text { q } $ | total cost , $ \text { tc } $ | fixed cost , $ \text { fc } $ | variable cost , $ \text { vc } $ | total revenue , $ \text { tr } $ | profit - | - | - | - | - | - 0 | \ $ 62 | \ $ 62 | - | \ $ 0 | −\ $ 62 10 | \ $ 90 | \ $ 62 | \ $ 28 | \ $ 40 | −\ $ 50 20 | \ $ 110 | \ $ 62 | \ $ 48 | \ $ 80 | −\ $ 30 30 | \ $ 126 | \ $ 62 | \ $ 64 | \ $ 120 | −\ $ 6 40 | \ $ 144 | \ $ 62 | \ $ 82 | \ $ 160 | \ $ 16 50 | \ $ 166 | \ $ 62 | \ $ 104 | \ $ 200 | \ $ 34 60 | \ $ 192 | \ $ 62 | \ $ 130 | \ $ 240 | \ $ 48 70 | \ $ 224 | \ $ 62 | \ $ 162 | \ $ 280 | \ $ 56 80 | \ $ 264 | \ $ 62 | \ $ 202 | \ $ 320 | \ $ 56 90 | \ $ 324 | \ $ 62 | \ $ 262 | \ $ 360 | \ $ 36 100 | \ $ 404 | \ $ 62 | \ $ 342 | \ $ 400 | −\ $ 4 based on its total revenue and total cost curves , a perfectly competitive firm—like the raspberry farm—can calculate the quantity of output that will provide the highest level of profit . at any given quantity , total revenue minus total cost will equal profit . one way to determine the most profitable quantity to produce is to see at what quantity total revenue exceeds total cost by the largest amount . in the graph above , the vertical gap between total revenue and total cost represents either profit—if total revenues are greater that total costs at a certain quantity—or losses—if total costs are greater that total revenues at a certain quantity . in this example , total costs will exceed total revenues at output levels from 0 to 40 , so over this range of output , the firm will be making losses . at output levels from 50 to 80 , total revenues exceed total costs , so the firm is earning profits . but then at an output of 90 or 100 , total costs again exceed total revenues and the firm is making losses . you can also find the highest profit by looking at the table above where total profits appear in the final column . the highest total profits in the table—as in the figure that is based on the table values—occur at an output of 70 to 80 , when profits will be \ $ 56 . a higher price would mean that total revenue would be higher for every quantity sold . a lower price would mean that total revenue would be lower for every quantity sold . what would happen if the price dropped low enough so that the total revenue line is completely below the total cost curve—in other words , total costs were higher than total revenues at every level of output ? in that situation , the best the firm could do would be to suffer losses . but a profit-maximizing firm will prefer the quantity of output where total revenues come closest to total costs and thus where the losses are smallest . summary as a perfectly competitive firm produces a greater quantity of output , its total revenue steadily increases at a constant rate determined by the given market price . profits will be highest—or losses will be smallest—for a perfectly competitive firm at the quantity of output where total revenues exceed total costs by the greatest amount , or where total revenues fall short of total costs by the smallest amount . self-check questions using the data in the table below , determine what would happen to this firm ’ s profits if the market price of their product increased to \ $ 6 . quantity | total cost | fixed cost | variable cost | total revenue | profit - | - | - | - | - | - 0 | \ $ 62 | \ $ 62 | - | \ $ 0 | −\ $ 62 10 | \ $ 90 | \ $ 62 | \ $ 28 | \ $ 60 | −\ $ 30 20 | \ $ 110 | \ $ 62 | \ $ 48 | \ $ 120 | \ $ 10 30 | \ $ 126 | \ $ 62 | \ $ 64 | \ $ 180 | \ $ 54 40 | \ $ 144 | \ $ 62 | \ $ 82 | \ $ 240 | \ $ 96 50 | \ $ 166 | \ $ 62 | \ $ 104 | \ $ 300 | \ $ 134 60 | \ $ 192 | \ $ 62 | \ $ 130 | \ $ 360 | \ $ 168 70 | \ $ 224 | \ $ 62 | \ $ 162 | \ $ 420 | \ $ 196 80 | \ $ 264 | \ $ 62 | \ $ 202 | \ $ 480 | \ $ 216 90 | \ $ 324 | \ $ 62 | \ $ 262 | \ $ 540 | \ $ 216 100 | \ $ 404 | \ $ 62 | \ $ 342 | \ $ 600 | \ $ 196 review questions how does a perfectly competitive firm decide what price to charge ? what prevents a perfectly competitive firm from seeking higher profits by increasing the price that it charges ? how does a perfectly competitive firm calculate total revenue ? critical-thinking questions your company operates in a perfectly competitive market . you have been told that advertising can help you increase your sales in the short run . would you create an aggressive advertising campaign for your product ? since a perfectly competitive firm can sell as much as it wishes at the market price , why can the firm not simply increase its profits by selling an extremely high quantity ?
|
profits will be highest—or losses will be smallest—for a perfectly competitive firm at the quantity of output where total revenues exceed total costs by the greatest amount , or where total revenues fall short of total costs by the smallest amount . how perfectly competitive firms make output decisions a perfectly competitive firm has only one major decision to make—what quantity to produce . to understand why this is so , let 's consider a different way of writing out the basic definition of profit : $ \begin { array } { c } \text { profit } =\mathrm { total~ revenue } - \mathrm { total~ cost } \ \mathrm { ~ ~ ~ ~ ~ ~ ~ ~ ~ } \end { array } $ $ \begin { array } { c } \text { profit } =\left ( \text { price } \right ) \left ( \mathrm { quantity~ produced } \right ) - \left ( \mathrm { average~ cost } \right ) \left ( \mathrm { quantity~ produced } \right ) \end { array } $ since a perfectly competitive firm must accept the price for its output as determined by the product ’ s market demand and supply , it can not choose the price it charges .
|
my question is , what 's the mathematical operation that gets us from one to another ?
|
key points as a perfectly competitive firm produces a greater quantity of output , its total revenue steadily increases at a constant rate determined by the given market price . profits will be highest—or losses will be smallest—for a perfectly competitive firm at the quantity of output where total revenues exceed total costs by the greatest amount , or where total revenues fall short of total costs by the smallest amount . how perfectly competitive firms make output decisions a perfectly competitive firm has only one major decision to make—what quantity to produce . to understand why this is so , let 's consider a different way of writing out the basic definition of profit : $ \begin { array } { c } \text { profit } =\mathrm { total~ revenue } - \mathrm { total~ cost } \ \mathrm { ~ ~ ~ ~ ~ ~ ~ ~ ~ } \end { array } $ $ \begin { array } { c } \text { profit } =\left ( \text { price } \right ) \left ( \mathrm { quantity~ produced } \right ) - \left ( \mathrm { average~ cost } \right ) \left ( \mathrm { quantity~ produced } \right ) \end { array } $ since a perfectly competitive firm must accept the price for its output as determined by the product ’ s market demand and supply , it can not choose the price it charges . in other words , the price is already determined in the profit equation , so the perfectly competitive firm can sell any number of units at exactly the same price . this implies that the firm faces a perfectly elastic demand curve for its product—buyers are willing to buy any number of units of output from the firm at the market price . when the perfectly competitive firm chooses which quantity to produce , this quantity—along with the prices prevailing in the market for output and inputs—will determine the firm ’ s total revenue , total costs , and ultimately , level of profits . determining the highest profit by comparing total revenue and total cost a perfectly competitive firm can sell as large a quantity as it wishes , as long as it accepts the prevailing market price . if a firm increases the number of units sold at a given price , then total revenue will increase . if the price of the product increases for every unit sold , then total revenue also increases . as an example of how a perfectly competitive firm decides what quantity to produce , consider the case of a small farmer who produces raspberries and sells them frozen for \ $ 4 per pack . the sale of one pack of raspberries will bring in \ $ 4 , two packs will be \ $ 8 , three packs will be \ $ 12 , and so on . if , for example , the price of frozen raspberries doubles to \ $ 8 per pack , then sales of one pack of raspberries will be \ $ 8 , two packs will be \ $ 16 , three packs will be \ $ 24 , and so on . total revenue and total costs for the raspberry farm are shown in the graph below ; these numbers are further broken down into fixed costs and variable costs in the table that follows the graph . the horizontal axis of the graph shows the quantity of frozen raspberries produced in packs ; the vertical axis shows both total revenue and total costs , measured in dollars . the total cost curve intersects with the vertical axis at a value that shows the level of fixed costs , and then slopes upward . || total cost and total revenue at the raspberry farm || quantity , $ \text { q } $ | total cost , $ \text { tc } $ | fixed cost , $ \text { fc } $ | variable cost , $ \text { vc } $ | total revenue , $ \text { tr } $ | profit - | - | - | - | - | - 0 | \ $ 62 | \ $ 62 | - | \ $ 0 | −\ $ 62 10 | \ $ 90 | \ $ 62 | \ $ 28 | \ $ 40 | −\ $ 50 20 | \ $ 110 | \ $ 62 | \ $ 48 | \ $ 80 | −\ $ 30 30 | \ $ 126 | \ $ 62 | \ $ 64 | \ $ 120 | −\ $ 6 40 | \ $ 144 | \ $ 62 | \ $ 82 | \ $ 160 | \ $ 16 50 | \ $ 166 | \ $ 62 | \ $ 104 | \ $ 200 | \ $ 34 60 | \ $ 192 | \ $ 62 | \ $ 130 | \ $ 240 | \ $ 48 70 | \ $ 224 | \ $ 62 | \ $ 162 | \ $ 280 | \ $ 56 80 | \ $ 264 | \ $ 62 | \ $ 202 | \ $ 320 | \ $ 56 90 | \ $ 324 | \ $ 62 | \ $ 262 | \ $ 360 | \ $ 36 100 | \ $ 404 | \ $ 62 | \ $ 342 | \ $ 400 | −\ $ 4 based on its total revenue and total cost curves , a perfectly competitive firm—like the raspberry farm—can calculate the quantity of output that will provide the highest level of profit . at any given quantity , total revenue minus total cost will equal profit . one way to determine the most profitable quantity to produce is to see at what quantity total revenue exceeds total cost by the largest amount . in the graph above , the vertical gap between total revenue and total cost represents either profit—if total revenues are greater that total costs at a certain quantity—or losses—if total costs are greater that total revenues at a certain quantity . in this example , total costs will exceed total revenues at output levels from 0 to 40 , so over this range of output , the firm will be making losses . at output levels from 50 to 80 , total revenues exceed total costs , so the firm is earning profits . but then at an output of 90 or 100 , total costs again exceed total revenues and the firm is making losses . you can also find the highest profit by looking at the table above where total profits appear in the final column . the highest total profits in the table—as in the figure that is based on the table values—occur at an output of 70 to 80 , when profits will be \ $ 56 . a higher price would mean that total revenue would be higher for every quantity sold . a lower price would mean that total revenue would be lower for every quantity sold . what would happen if the price dropped low enough so that the total revenue line is completely below the total cost curve—in other words , total costs were higher than total revenues at every level of output ? in that situation , the best the firm could do would be to suffer losses . but a profit-maximizing firm will prefer the quantity of output where total revenues come closest to total costs and thus where the losses are smallest . summary as a perfectly competitive firm produces a greater quantity of output , its total revenue steadily increases at a constant rate determined by the given market price . profits will be highest—or losses will be smallest—for a perfectly competitive firm at the quantity of output where total revenues exceed total costs by the greatest amount , or where total revenues fall short of total costs by the smallest amount . self-check questions using the data in the table below , determine what would happen to this firm ’ s profits if the market price of their product increased to \ $ 6 . quantity | total cost | fixed cost | variable cost | total revenue | profit - | - | - | - | - | - 0 | \ $ 62 | \ $ 62 | - | \ $ 0 | −\ $ 62 10 | \ $ 90 | \ $ 62 | \ $ 28 | \ $ 60 | −\ $ 30 20 | \ $ 110 | \ $ 62 | \ $ 48 | \ $ 120 | \ $ 10 30 | \ $ 126 | \ $ 62 | \ $ 64 | \ $ 180 | \ $ 54 40 | \ $ 144 | \ $ 62 | \ $ 82 | \ $ 240 | \ $ 96 50 | \ $ 166 | \ $ 62 | \ $ 104 | \ $ 300 | \ $ 134 60 | \ $ 192 | \ $ 62 | \ $ 130 | \ $ 360 | \ $ 168 70 | \ $ 224 | \ $ 62 | \ $ 162 | \ $ 420 | \ $ 196 80 | \ $ 264 | \ $ 62 | \ $ 202 | \ $ 480 | \ $ 216 90 | \ $ 324 | \ $ 62 | \ $ 262 | \ $ 540 | \ $ 216 100 | \ $ 404 | \ $ 62 | \ $ 342 | \ $ 600 | \ $ 196 review questions how does a perfectly competitive firm decide what price to charge ? what prevents a perfectly competitive firm from seeking higher profits by increasing the price that it charges ? how does a perfectly competitive firm calculate total revenue ? critical-thinking questions your company operates in a perfectly competitive market . you have been told that advertising can help you increase your sales in the short run . would you create an aggressive advertising campaign for your product ? since a perfectly competitive firm can sell as much as it wishes at the market price , why can the firm not simply increase its profits by selling an extremely high quantity ?
|
profits will be highest—or losses will be smallest—for a perfectly competitive firm at the quantity of output where total revenues exceed total costs by the greatest amount , or where total revenues fall short of total costs by the smallest amount . how perfectly competitive firms make output decisions a perfectly competitive firm has only one major decision to make—what quantity to produce . to understand why this is so , let 's consider a different way of writing out the basic definition of profit : $ \begin { array } { c } \text { profit } =\mathrm { total~ revenue } - \mathrm { total~ cost } \ \mathrm { ~ ~ ~ ~ ~ ~ ~ ~ ~ } \end { array } $ $ \begin { array } { c } \text { profit } =\left ( \text { price } \right ) \left ( \mathrm { quantity~ produced } \right ) - \left ( \mathrm { average~ cost } \right ) \left ( \mathrm { quantity~ produced } \right ) \end { array } $ since a perfectly competitive firm must accept the price for its output as determined by the product ’ s market demand and supply , it can not choose the price it charges .
|
how does shut down price guide a firm in its decision whether to continue to operate or make exit in case the firm under perfectly competitive market in the short run incurs loses ?
|
key points based on the wave model of light , physicists predicted that increasing light amplitude would increase the kinetic energy of emitted photoelectrons , while increasing the frequency would increase measured current . contrary to the predictions , experiments showed that increasing the light frequency increased the kinetic energy of the photoelectrons , and increasing the light amplitude increased the current . based on these findings , einstein proposed that light behaved like a stream of particles called photons with an energy of $ \text { e } =h\nu $ . the work function , $ \phi $ , is the minimum amount of energy required to induce photoemission of electrons from a metal surface , and the value of $ \phi $ depends on the metal . the energy of the incident photon must be equal to the sum of the metal 's work function and the photoelectron kinetic energy : $ \text { e } \text { photon } =\text { ke } \text { electron } +\phi $ introduction : what is the photoelectric effect ? when light shines on a metal , electrons can be ejected from the surface of the metal in a phenomenon known as the photoelectric effect . this process is also often referred to as photoemission , and the electrons that are ejected from the metal are called photoelectrons . in terms of their behavior and their properties , photoelectrons are no different from other electrons . the prefix , photo- , simply tells us that the electrons have been ejected from a metal surface by incident light . in this article , we will discuss how 19th century physicists attempted ( but failed ! ) to explain the photoelectric effect using classical physics . this ultimately led to the development of the modern description of electromagnetic radiation , which has both wave-like and particle-like properties . predictions based on light as a wave to explain the photoelectric effect , 19th-century physicists theorized that the oscillating electric field of the incoming light wave was heating the electrons and causing them to vibrate , eventually freeing them from the metal surface . this hypothesis was based on the assumption that light traveled purely as a wave through space . ( see this article for more information about the basic properties of light . ) scientists also believed that the energy of the light wave was proportional to its brightness , which is related to the wave 's amplitude . in order to test their hypotheses , they performed experiments to look at the effect of light amplitude and frequency on the rate of electron ejection , as well as the kinetic energy of the photoelectrons . based on the classical description of light as a wave , they made the following predictions : the kinetic energy of emitted photoelectrons should increase with the light amplitude . the rate of electron emission , which is proportional to the measured electric current , should increase as the light frequency is increased . to help us understand why they made these predictions , we can compare a light wave to a water wave . imagine some beach balls sitting on a dock that extends out into the ocean . the dock represents a metal surface , the beach balls represent electrons , and the ocean waves represent light waves . if a single large wave were to shake the dock , we would expect the energy from the big wave would send the beach balls flying off the dock with much more kinetic energy compared to a single , small wave . this is also what physicists believed would happen if the light intensity was increased . light amplitude was expected to be proportional to the light energy , so higher amplitude light was predicted to result in photoelectrons with more kinetic energy . classical physicists also predicted that increasing the frequency of light waves ( at a constant amplitude ) would increase the rate of electrons being ejected , and thus increase the measured electric current . using our beach ball analogy , we would expect waves hitting the dock more frequently would result in more beach balls being knocked off the dock compared to the same sized waves hitting the dock less often . now that we know what physicists thought would happen , let 's look at what they actually observed experimentally ! when intuition fails : photons to the rescue ! when experiments were performed to look at the effect of light amplitude and frequency , the following results were observed : the kinetic energy of photoelectrons increases with light frequency . electric current remains constant as light frequency increases . electric current increases with light amplitude . the kinetic energy of photoelectrons remains constant as light amplitude increases . these results were completely at odds with the predictions based on the classical description of light as a wave ! in order to explain what was happening , it turned out that an entirely new model of light was needed . that model was developed by albert einstein , who proposed that light sometimes behaved as particles of electromagnetic energy which we now call photons . the energy of a photon could be calculated using planck 's equation : $ \text { e } _ { \text { photon } } =h\nu $ where $ \text { e } _ { \text { photon } } $ is the energy of a photon in joules ( $ \text { j } $ ) , $ h $ is planck 's constant $ ( 6.626\times10^ { -34 } \text { j } \cdot\text { s } ) $ , and $ \nu $ is the frequency of the light in $ \text { hz } $ . according to planck 's equation , the energy of a photon is proportional to the frequency of the light , $ \nu $ . the amplitude of the light is then proportional to the number of photons with a given frequency . concept check : as the wavelength of a photon increases , what happens to the photon 's energy ? light frequency and the threshold frequency $ \nu_0 $ we can think of the incident light as a stream of photons with an energy determined by the light frequency . when a photon hits the metal surface , the photon 's energy is absorbed by an electron in the metal . the graphic below illustrates the relationship between light frequency and the kinetic energy of ejected electrons . the scientists observed that if the incident light had a frequency less than a minimum frequency $ \nu_0 $ , then no electrons were ejected regardless of the light amplitude . this minimum frequency is also called the threshold frequency , and the value of $ \nu_0 $ depends on the metal . for frequencies greater than $ \nu_0 $ , electrons would be ejected from the metal . furthermore , the kinetic energy of the photoelectrons was proportional to the light frequency . the relationship between photoelectron kinetic energy and light frequency is shown in graph ( a ) below . because the light amplitude was kept constant as the light frequency increased , the number of photons being absorbed by the metal remained constant . thus , the rate at which electrons were ejected from the metal ( or the electric current ) remained constant as well . the relationship between electron current and light frequency is illustrated in graph ( b ) above . is n't there more math somewhere ? we can analyze the frequency relationship using the law of conservation of energy . the total energy of the incoming photon , $ \text { e } \text { photon } $ , must be equal to the kinetic energy of the ejected electron , $ \text { ke } { \text { electron } } $ , plus the energy required to eject the electron from the metal . the energy required to free the electron from a particular metal is also called the metal 's work function , which is represented by the symbol $ \phi $ ( in units of $ \text j $ ) : $ \text { e } \text { photon } =\text { ke } \text { electron } +\phi $ like the threshold frequency $ \nu_0 $ , the value of $ \phi $ also changes depending on the metal . we can now write the energy of the photon in terms of the light frequency using planck 's equation : $ \text { e } \text { photon } =h\nu=\text { ke } \text { electron } +\phi $ rearranging this equation in terms of the electron 's kinetic energy , we get : $ \text { ke } _\text { electron } =h\nu-\phi $ we can see that kinetic energy of the photoelectron increases linearly with $ \nu $ as long as the photon energy is greater than the work function $ \phi $ , which is exactly the relationship shown in graph ( a ) above . we can also use this equation to find the photoelectron velocity $ \text v $ , which is related to $ \text { ke } _\text { electron } $ as follows : $ \text { ke } _\text { electron } =h\nu-\phi=\dfrac { 1 } { 2 } m_e\text v^2 $ where $ m_e $ is the rest mass of an electron , $ 9.1094 \times 10^ { -31 } \ , \text { kg } $ . exploring the wave amplitude trends in terms of photons , higher amplitude light means more photons hitting the metal surface . this results in more electrons ejected over a given time period . as long as the light frequency is greater than $ \nu_0 $ , increasing the light amplitude will cause the electron current to increase proportionally as shown in graph ( a ) below . since increasing the light amplitude has no effect on the energy of the incoming photon , the photoelectron kinetic energy remains constant as the light amplitude is increased ( see graph ( b ) above ) . if we try to explain this result using our dock-and-beach-balls analogy , the relationship in graph ( b ) indicates that no matter the height of the wave hitting the dock $ - $ whether it 's a tiny swell , or a huge tsunami $ - $ the individual beach balls would be launched off the dock with the exact same speed ! thus , our intuition and analogy do n't do a very good job of explaining these particular experiments . example $ 1 $ : the photoelectric effect for copper the work function of copper metal is $ \phi=7.53\times10^ { -19 } \text { j } $ . if we shine light with a frequency of $ 3.0\times 10^ { 16 } \text { hz } $ on copper metal , will the photoelectric effect be observed ? in order to eject electrons , we need the energy of the photons to be greater than the work function of copper . we can use planck 's equation to calculate the energy of the photon , $ \text { e } _ { \text { photon } } $ : $ \begin { align } \text { e } _\text { photon } & amp ; = h\nu \ & amp ; = ( 6.626\times10^ { -34 } \text { j } \cdot\text { s } ) ( 3.0\times10^ { 16 } \text { hz } ) ~~~~\text { plug in values for $ h $ and $ \nu $ } \ & amp ; = 2.0\times10^ { -17 } \text { j } \end { align } $ if we compare our calculated photon energy , $ \text { e } _\text { photon } $ , to copper 's work function , we see that the photon energy is greater than $ \phi $ : $ ~2.0\times10^ { -17 } \text { j } ~ & gt ; ~7.53\times10^ { -19 } \text { j } $ $ ~~~~~~~~\text { e } _\text { photon } ~~~~~~~~~~~~~~~~~~~\phi $ thus , we would expect to see photoelectrons ejected from the copper . next , we will calculate the kinetic energy of the photoelectrons . example $ 2 $ : calculating the kinetic energy of a photoelectron what is the kinetic energy of the photoelectrons ejected from the copper by the light with a frequency of $ 3.0\times 10^ { 16 } \text { hz } $ ? we can calculate the kinetic energy of the photoelectron using the equation that relates $ \text { ke } \text { electron } $ to the energy of the photon , $ \text { e } \text { photon } $ , and the work function , $ \phi $ : $ \text { e } \text { photon } =\text { ke } \text { electron } +\phi $ since we want to know $ \text { ke } _\text { electron } $ , we can start by rearranging the equation so that we will be solving for the kinetic energy of the electron : $ \text { ke } \text { electron } =\text { e } \text { photon } -\phi $ now we can insert our known values for $ \text { e } _\text { photon } $ and $ \phi $ from example 1 : $ \text { ke } _\text { electron } = ( 2.0\times10^ { -17 } \text { j } ) - ( 7.53\times10^ { -19 } \text { j } ) =1.9\times10^ { -17 } \text { j } $ therefore , each photoelectron has a kinetic energy of $ 1.9\times10^ { -17 } \text { j } $ . summary based on the wave model of light , physicists predicted that increasing light amplitude would increase the kinetic energy of emitted photoelectrons , while increasing the frequency would increase measured current . experiments showed that increasing the light frequency increased the kinetic energy of the photoelectrons , and increasing the light amplitude increased the current . based on these findings , einstein proposed that light behaved like a stream of photons with an energy of $ \text { e } =h\nu $ . the work function , $ \phi $ , is the minimum amount of energy required to induce photoemission of electrons from a specific metal surface . the energy of the incident photon must be equal to the sum of the work function and the kinetic energy of a photoelectron : $ \text { e } \text { photon } =\text { ke } \text { electron } +\phi $ try it ! when we shine light with a frequency of $ 6.20 \times 10^ { 14 } \ , \text { hz } $ on a mystery metal , we observe the ejected electrons have a kinetic energy of $ 3.28\times 10^ { -20 } \ , \text j $ . some possible candidates for the mystery metal are shown in the table below : metal | work function $ \phi $ ( joules , $ \text j $ ) : - : | : - : calcium , $ \text { ca } $ | $ 4.60\times 10^ { -19 } $ tin , $ \text { sn } $ | $ 7.08\times 10^ { -19 } $ sodium , $ \text { na } $ | $ 3.78\times 10^ { -19 } $ hafnium , $ \text { hf } $ | $ 6.25\times 10^ { -19 } $ samarium , $ \text { sm } $ | $ 4.33\times 10^ { -19 } $ based on this information , what is the most likely identity of our mystery metal ?
|
based on these findings , einstein proposed that light behaved like a stream of photons with an energy of $ \text { e } =h\nu $ . the work function , $ \phi $ , is the minimum amount of energy required to induce photoemission of electrons from a specific metal surface . the energy of the incident photon must be equal to the sum of the work function and the kinetic energy of a photoelectron : $ \text { e } \text { photon } =\text { ke } \text { electron } +\phi $ try it !
|
what is the difference between ionization energy and the work function of a metal ?
|
key points based on the wave model of light , physicists predicted that increasing light amplitude would increase the kinetic energy of emitted photoelectrons , while increasing the frequency would increase measured current . contrary to the predictions , experiments showed that increasing the light frequency increased the kinetic energy of the photoelectrons , and increasing the light amplitude increased the current . based on these findings , einstein proposed that light behaved like a stream of particles called photons with an energy of $ \text { e } =h\nu $ . the work function , $ \phi $ , is the minimum amount of energy required to induce photoemission of electrons from a metal surface , and the value of $ \phi $ depends on the metal . the energy of the incident photon must be equal to the sum of the metal 's work function and the photoelectron kinetic energy : $ \text { e } \text { photon } =\text { ke } \text { electron } +\phi $ introduction : what is the photoelectric effect ? when light shines on a metal , electrons can be ejected from the surface of the metal in a phenomenon known as the photoelectric effect . this process is also often referred to as photoemission , and the electrons that are ejected from the metal are called photoelectrons . in terms of their behavior and their properties , photoelectrons are no different from other electrons . the prefix , photo- , simply tells us that the electrons have been ejected from a metal surface by incident light . in this article , we will discuss how 19th century physicists attempted ( but failed ! ) to explain the photoelectric effect using classical physics . this ultimately led to the development of the modern description of electromagnetic radiation , which has both wave-like and particle-like properties . predictions based on light as a wave to explain the photoelectric effect , 19th-century physicists theorized that the oscillating electric field of the incoming light wave was heating the electrons and causing them to vibrate , eventually freeing them from the metal surface . this hypothesis was based on the assumption that light traveled purely as a wave through space . ( see this article for more information about the basic properties of light . ) scientists also believed that the energy of the light wave was proportional to its brightness , which is related to the wave 's amplitude . in order to test their hypotheses , they performed experiments to look at the effect of light amplitude and frequency on the rate of electron ejection , as well as the kinetic energy of the photoelectrons . based on the classical description of light as a wave , they made the following predictions : the kinetic energy of emitted photoelectrons should increase with the light amplitude . the rate of electron emission , which is proportional to the measured electric current , should increase as the light frequency is increased . to help us understand why they made these predictions , we can compare a light wave to a water wave . imagine some beach balls sitting on a dock that extends out into the ocean . the dock represents a metal surface , the beach balls represent electrons , and the ocean waves represent light waves . if a single large wave were to shake the dock , we would expect the energy from the big wave would send the beach balls flying off the dock with much more kinetic energy compared to a single , small wave . this is also what physicists believed would happen if the light intensity was increased . light amplitude was expected to be proportional to the light energy , so higher amplitude light was predicted to result in photoelectrons with more kinetic energy . classical physicists also predicted that increasing the frequency of light waves ( at a constant amplitude ) would increase the rate of electrons being ejected , and thus increase the measured electric current . using our beach ball analogy , we would expect waves hitting the dock more frequently would result in more beach balls being knocked off the dock compared to the same sized waves hitting the dock less often . now that we know what physicists thought would happen , let 's look at what they actually observed experimentally ! when intuition fails : photons to the rescue ! when experiments were performed to look at the effect of light amplitude and frequency , the following results were observed : the kinetic energy of photoelectrons increases with light frequency . electric current remains constant as light frequency increases . electric current increases with light amplitude . the kinetic energy of photoelectrons remains constant as light amplitude increases . these results were completely at odds with the predictions based on the classical description of light as a wave ! in order to explain what was happening , it turned out that an entirely new model of light was needed . that model was developed by albert einstein , who proposed that light sometimes behaved as particles of electromagnetic energy which we now call photons . the energy of a photon could be calculated using planck 's equation : $ \text { e } _ { \text { photon } } =h\nu $ where $ \text { e } _ { \text { photon } } $ is the energy of a photon in joules ( $ \text { j } $ ) , $ h $ is planck 's constant $ ( 6.626\times10^ { -34 } \text { j } \cdot\text { s } ) $ , and $ \nu $ is the frequency of the light in $ \text { hz } $ . according to planck 's equation , the energy of a photon is proportional to the frequency of the light , $ \nu $ . the amplitude of the light is then proportional to the number of photons with a given frequency . concept check : as the wavelength of a photon increases , what happens to the photon 's energy ? light frequency and the threshold frequency $ \nu_0 $ we can think of the incident light as a stream of photons with an energy determined by the light frequency . when a photon hits the metal surface , the photon 's energy is absorbed by an electron in the metal . the graphic below illustrates the relationship between light frequency and the kinetic energy of ejected electrons . the scientists observed that if the incident light had a frequency less than a minimum frequency $ \nu_0 $ , then no electrons were ejected regardless of the light amplitude . this minimum frequency is also called the threshold frequency , and the value of $ \nu_0 $ depends on the metal . for frequencies greater than $ \nu_0 $ , electrons would be ejected from the metal . furthermore , the kinetic energy of the photoelectrons was proportional to the light frequency . the relationship between photoelectron kinetic energy and light frequency is shown in graph ( a ) below . because the light amplitude was kept constant as the light frequency increased , the number of photons being absorbed by the metal remained constant . thus , the rate at which electrons were ejected from the metal ( or the electric current ) remained constant as well . the relationship between electron current and light frequency is illustrated in graph ( b ) above . is n't there more math somewhere ? we can analyze the frequency relationship using the law of conservation of energy . the total energy of the incoming photon , $ \text { e } \text { photon } $ , must be equal to the kinetic energy of the ejected electron , $ \text { ke } { \text { electron } } $ , plus the energy required to eject the electron from the metal . the energy required to free the electron from a particular metal is also called the metal 's work function , which is represented by the symbol $ \phi $ ( in units of $ \text j $ ) : $ \text { e } \text { photon } =\text { ke } \text { electron } +\phi $ like the threshold frequency $ \nu_0 $ , the value of $ \phi $ also changes depending on the metal . we can now write the energy of the photon in terms of the light frequency using planck 's equation : $ \text { e } \text { photon } =h\nu=\text { ke } \text { electron } +\phi $ rearranging this equation in terms of the electron 's kinetic energy , we get : $ \text { ke } _\text { electron } =h\nu-\phi $ we can see that kinetic energy of the photoelectron increases linearly with $ \nu $ as long as the photon energy is greater than the work function $ \phi $ , which is exactly the relationship shown in graph ( a ) above . we can also use this equation to find the photoelectron velocity $ \text v $ , which is related to $ \text { ke } _\text { electron } $ as follows : $ \text { ke } _\text { electron } =h\nu-\phi=\dfrac { 1 } { 2 } m_e\text v^2 $ where $ m_e $ is the rest mass of an electron , $ 9.1094 \times 10^ { -31 } \ , \text { kg } $ . exploring the wave amplitude trends in terms of photons , higher amplitude light means more photons hitting the metal surface . this results in more electrons ejected over a given time period . as long as the light frequency is greater than $ \nu_0 $ , increasing the light amplitude will cause the electron current to increase proportionally as shown in graph ( a ) below . since increasing the light amplitude has no effect on the energy of the incoming photon , the photoelectron kinetic energy remains constant as the light amplitude is increased ( see graph ( b ) above ) . if we try to explain this result using our dock-and-beach-balls analogy , the relationship in graph ( b ) indicates that no matter the height of the wave hitting the dock $ - $ whether it 's a tiny swell , or a huge tsunami $ - $ the individual beach balls would be launched off the dock with the exact same speed ! thus , our intuition and analogy do n't do a very good job of explaining these particular experiments . example $ 1 $ : the photoelectric effect for copper the work function of copper metal is $ \phi=7.53\times10^ { -19 } \text { j } $ . if we shine light with a frequency of $ 3.0\times 10^ { 16 } \text { hz } $ on copper metal , will the photoelectric effect be observed ? in order to eject electrons , we need the energy of the photons to be greater than the work function of copper . we can use planck 's equation to calculate the energy of the photon , $ \text { e } _ { \text { photon } } $ : $ \begin { align } \text { e } _\text { photon } & amp ; = h\nu \ & amp ; = ( 6.626\times10^ { -34 } \text { j } \cdot\text { s } ) ( 3.0\times10^ { 16 } \text { hz } ) ~~~~\text { plug in values for $ h $ and $ \nu $ } \ & amp ; = 2.0\times10^ { -17 } \text { j } \end { align } $ if we compare our calculated photon energy , $ \text { e } _\text { photon } $ , to copper 's work function , we see that the photon energy is greater than $ \phi $ : $ ~2.0\times10^ { -17 } \text { j } ~ & gt ; ~7.53\times10^ { -19 } \text { j } $ $ ~~~~~~~~\text { e } _\text { photon } ~~~~~~~~~~~~~~~~~~~\phi $ thus , we would expect to see photoelectrons ejected from the copper . next , we will calculate the kinetic energy of the photoelectrons . example $ 2 $ : calculating the kinetic energy of a photoelectron what is the kinetic energy of the photoelectrons ejected from the copper by the light with a frequency of $ 3.0\times 10^ { 16 } \text { hz } $ ? we can calculate the kinetic energy of the photoelectron using the equation that relates $ \text { ke } \text { electron } $ to the energy of the photon , $ \text { e } \text { photon } $ , and the work function , $ \phi $ : $ \text { e } \text { photon } =\text { ke } \text { electron } +\phi $ since we want to know $ \text { ke } _\text { electron } $ , we can start by rearranging the equation so that we will be solving for the kinetic energy of the electron : $ \text { ke } \text { electron } =\text { e } \text { photon } -\phi $ now we can insert our known values for $ \text { e } _\text { photon } $ and $ \phi $ from example 1 : $ \text { ke } _\text { electron } = ( 2.0\times10^ { -17 } \text { j } ) - ( 7.53\times10^ { -19 } \text { j } ) =1.9\times10^ { -17 } \text { j } $ therefore , each photoelectron has a kinetic energy of $ 1.9\times10^ { -17 } \text { j } $ . summary based on the wave model of light , physicists predicted that increasing light amplitude would increase the kinetic energy of emitted photoelectrons , while increasing the frequency would increase measured current . experiments showed that increasing the light frequency increased the kinetic energy of the photoelectrons , and increasing the light amplitude increased the current . based on these findings , einstein proposed that light behaved like a stream of photons with an energy of $ \text { e } =h\nu $ . the work function , $ \phi $ , is the minimum amount of energy required to induce photoemission of electrons from a specific metal surface . the energy of the incident photon must be equal to the sum of the work function and the kinetic energy of a photoelectron : $ \text { e } \text { photon } =\text { ke } \text { electron } +\phi $ try it ! when we shine light with a frequency of $ 6.20 \times 10^ { 14 } \ , \text { hz } $ on a mystery metal , we observe the ejected electrons have a kinetic energy of $ 3.28\times 10^ { -20 } \ , \text j $ . some possible candidates for the mystery metal are shown in the table below : metal | work function $ \phi $ ( joules , $ \text j $ ) : - : | : - : calcium , $ \text { ca } $ | $ 4.60\times 10^ { -19 } $ tin , $ \text { sn } $ | $ 7.08\times 10^ { -19 } $ sodium , $ \text { na } $ | $ 3.78\times 10^ { -19 } $ hafnium , $ \text { hf } $ | $ 6.25\times 10^ { -19 } $ samarium , $ \text { sm } $ | $ 4.33\times 10^ { -19 } $ based on this information , what is the most likely identity of our mystery metal ?
|
the amplitude of the light is then proportional to the number of photons with a given frequency . concept check : as the wavelength of a photon increases , what happens to the photon 's energy ? light frequency and the threshold frequency $ \nu_0 $ we can think of the incident light as a stream of photons with an energy determined by the light frequency .
|
we know that the photon is mass-less , so what is it 's structure , how does it carry energy , where does it store it ?
|
key points based on the wave model of light , physicists predicted that increasing light amplitude would increase the kinetic energy of emitted photoelectrons , while increasing the frequency would increase measured current . contrary to the predictions , experiments showed that increasing the light frequency increased the kinetic energy of the photoelectrons , and increasing the light amplitude increased the current . based on these findings , einstein proposed that light behaved like a stream of particles called photons with an energy of $ \text { e } =h\nu $ . the work function , $ \phi $ , is the minimum amount of energy required to induce photoemission of electrons from a metal surface , and the value of $ \phi $ depends on the metal . the energy of the incident photon must be equal to the sum of the metal 's work function and the photoelectron kinetic energy : $ \text { e } \text { photon } =\text { ke } \text { electron } +\phi $ introduction : what is the photoelectric effect ? when light shines on a metal , electrons can be ejected from the surface of the metal in a phenomenon known as the photoelectric effect . this process is also often referred to as photoemission , and the electrons that are ejected from the metal are called photoelectrons . in terms of their behavior and their properties , photoelectrons are no different from other electrons . the prefix , photo- , simply tells us that the electrons have been ejected from a metal surface by incident light . in this article , we will discuss how 19th century physicists attempted ( but failed ! ) to explain the photoelectric effect using classical physics . this ultimately led to the development of the modern description of electromagnetic radiation , which has both wave-like and particle-like properties . predictions based on light as a wave to explain the photoelectric effect , 19th-century physicists theorized that the oscillating electric field of the incoming light wave was heating the electrons and causing them to vibrate , eventually freeing them from the metal surface . this hypothesis was based on the assumption that light traveled purely as a wave through space . ( see this article for more information about the basic properties of light . ) scientists also believed that the energy of the light wave was proportional to its brightness , which is related to the wave 's amplitude . in order to test their hypotheses , they performed experiments to look at the effect of light amplitude and frequency on the rate of electron ejection , as well as the kinetic energy of the photoelectrons . based on the classical description of light as a wave , they made the following predictions : the kinetic energy of emitted photoelectrons should increase with the light amplitude . the rate of electron emission , which is proportional to the measured electric current , should increase as the light frequency is increased . to help us understand why they made these predictions , we can compare a light wave to a water wave . imagine some beach balls sitting on a dock that extends out into the ocean . the dock represents a metal surface , the beach balls represent electrons , and the ocean waves represent light waves . if a single large wave were to shake the dock , we would expect the energy from the big wave would send the beach balls flying off the dock with much more kinetic energy compared to a single , small wave . this is also what physicists believed would happen if the light intensity was increased . light amplitude was expected to be proportional to the light energy , so higher amplitude light was predicted to result in photoelectrons with more kinetic energy . classical physicists also predicted that increasing the frequency of light waves ( at a constant amplitude ) would increase the rate of electrons being ejected , and thus increase the measured electric current . using our beach ball analogy , we would expect waves hitting the dock more frequently would result in more beach balls being knocked off the dock compared to the same sized waves hitting the dock less often . now that we know what physicists thought would happen , let 's look at what they actually observed experimentally ! when intuition fails : photons to the rescue ! when experiments were performed to look at the effect of light amplitude and frequency , the following results were observed : the kinetic energy of photoelectrons increases with light frequency . electric current remains constant as light frequency increases . electric current increases with light amplitude . the kinetic energy of photoelectrons remains constant as light amplitude increases . these results were completely at odds with the predictions based on the classical description of light as a wave ! in order to explain what was happening , it turned out that an entirely new model of light was needed . that model was developed by albert einstein , who proposed that light sometimes behaved as particles of electromagnetic energy which we now call photons . the energy of a photon could be calculated using planck 's equation : $ \text { e } _ { \text { photon } } =h\nu $ where $ \text { e } _ { \text { photon } } $ is the energy of a photon in joules ( $ \text { j } $ ) , $ h $ is planck 's constant $ ( 6.626\times10^ { -34 } \text { j } \cdot\text { s } ) $ , and $ \nu $ is the frequency of the light in $ \text { hz } $ . according to planck 's equation , the energy of a photon is proportional to the frequency of the light , $ \nu $ . the amplitude of the light is then proportional to the number of photons with a given frequency . concept check : as the wavelength of a photon increases , what happens to the photon 's energy ? light frequency and the threshold frequency $ \nu_0 $ we can think of the incident light as a stream of photons with an energy determined by the light frequency . when a photon hits the metal surface , the photon 's energy is absorbed by an electron in the metal . the graphic below illustrates the relationship between light frequency and the kinetic energy of ejected electrons . the scientists observed that if the incident light had a frequency less than a minimum frequency $ \nu_0 $ , then no electrons were ejected regardless of the light amplitude . this minimum frequency is also called the threshold frequency , and the value of $ \nu_0 $ depends on the metal . for frequencies greater than $ \nu_0 $ , electrons would be ejected from the metal . furthermore , the kinetic energy of the photoelectrons was proportional to the light frequency . the relationship between photoelectron kinetic energy and light frequency is shown in graph ( a ) below . because the light amplitude was kept constant as the light frequency increased , the number of photons being absorbed by the metal remained constant . thus , the rate at which electrons were ejected from the metal ( or the electric current ) remained constant as well . the relationship between electron current and light frequency is illustrated in graph ( b ) above . is n't there more math somewhere ? we can analyze the frequency relationship using the law of conservation of energy . the total energy of the incoming photon , $ \text { e } \text { photon } $ , must be equal to the kinetic energy of the ejected electron , $ \text { ke } { \text { electron } } $ , plus the energy required to eject the electron from the metal . the energy required to free the electron from a particular metal is also called the metal 's work function , which is represented by the symbol $ \phi $ ( in units of $ \text j $ ) : $ \text { e } \text { photon } =\text { ke } \text { electron } +\phi $ like the threshold frequency $ \nu_0 $ , the value of $ \phi $ also changes depending on the metal . we can now write the energy of the photon in terms of the light frequency using planck 's equation : $ \text { e } \text { photon } =h\nu=\text { ke } \text { electron } +\phi $ rearranging this equation in terms of the electron 's kinetic energy , we get : $ \text { ke } _\text { electron } =h\nu-\phi $ we can see that kinetic energy of the photoelectron increases linearly with $ \nu $ as long as the photon energy is greater than the work function $ \phi $ , which is exactly the relationship shown in graph ( a ) above . we can also use this equation to find the photoelectron velocity $ \text v $ , which is related to $ \text { ke } _\text { electron } $ as follows : $ \text { ke } _\text { electron } =h\nu-\phi=\dfrac { 1 } { 2 } m_e\text v^2 $ where $ m_e $ is the rest mass of an electron , $ 9.1094 \times 10^ { -31 } \ , \text { kg } $ . exploring the wave amplitude trends in terms of photons , higher amplitude light means more photons hitting the metal surface . this results in more electrons ejected over a given time period . as long as the light frequency is greater than $ \nu_0 $ , increasing the light amplitude will cause the electron current to increase proportionally as shown in graph ( a ) below . since increasing the light amplitude has no effect on the energy of the incoming photon , the photoelectron kinetic energy remains constant as the light amplitude is increased ( see graph ( b ) above ) . if we try to explain this result using our dock-and-beach-balls analogy , the relationship in graph ( b ) indicates that no matter the height of the wave hitting the dock $ - $ whether it 's a tiny swell , or a huge tsunami $ - $ the individual beach balls would be launched off the dock with the exact same speed ! thus , our intuition and analogy do n't do a very good job of explaining these particular experiments . example $ 1 $ : the photoelectric effect for copper the work function of copper metal is $ \phi=7.53\times10^ { -19 } \text { j } $ . if we shine light with a frequency of $ 3.0\times 10^ { 16 } \text { hz } $ on copper metal , will the photoelectric effect be observed ? in order to eject electrons , we need the energy of the photons to be greater than the work function of copper . we can use planck 's equation to calculate the energy of the photon , $ \text { e } _ { \text { photon } } $ : $ \begin { align } \text { e } _\text { photon } & amp ; = h\nu \ & amp ; = ( 6.626\times10^ { -34 } \text { j } \cdot\text { s } ) ( 3.0\times10^ { 16 } \text { hz } ) ~~~~\text { plug in values for $ h $ and $ \nu $ } \ & amp ; = 2.0\times10^ { -17 } \text { j } \end { align } $ if we compare our calculated photon energy , $ \text { e } _\text { photon } $ , to copper 's work function , we see that the photon energy is greater than $ \phi $ : $ ~2.0\times10^ { -17 } \text { j } ~ & gt ; ~7.53\times10^ { -19 } \text { j } $ $ ~~~~~~~~\text { e } _\text { photon } ~~~~~~~~~~~~~~~~~~~\phi $ thus , we would expect to see photoelectrons ejected from the copper . next , we will calculate the kinetic energy of the photoelectrons . example $ 2 $ : calculating the kinetic energy of a photoelectron what is the kinetic energy of the photoelectrons ejected from the copper by the light with a frequency of $ 3.0\times 10^ { 16 } \text { hz } $ ? we can calculate the kinetic energy of the photoelectron using the equation that relates $ \text { ke } \text { electron } $ to the energy of the photon , $ \text { e } \text { photon } $ , and the work function , $ \phi $ : $ \text { e } \text { photon } =\text { ke } \text { electron } +\phi $ since we want to know $ \text { ke } _\text { electron } $ , we can start by rearranging the equation so that we will be solving for the kinetic energy of the electron : $ \text { ke } \text { electron } =\text { e } \text { photon } -\phi $ now we can insert our known values for $ \text { e } _\text { photon } $ and $ \phi $ from example 1 : $ \text { ke } _\text { electron } = ( 2.0\times10^ { -17 } \text { j } ) - ( 7.53\times10^ { -19 } \text { j } ) =1.9\times10^ { -17 } \text { j } $ therefore , each photoelectron has a kinetic energy of $ 1.9\times10^ { -17 } \text { j } $ . summary based on the wave model of light , physicists predicted that increasing light amplitude would increase the kinetic energy of emitted photoelectrons , while increasing the frequency would increase measured current . experiments showed that increasing the light frequency increased the kinetic energy of the photoelectrons , and increasing the light amplitude increased the current . based on these findings , einstein proposed that light behaved like a stream of photons with an energy of $ \text { e } =h\nu $ . the work function , $ \phi $ , is the minimum amount of energy required to induce photoemission of electrons from a specific metal surface . the energy of the incident photon must be equal to the sum of the work function and the kinetic energy of a photoelectron : $ \text { e } \text { photon } =\text { ke } \text { electron } +\phi $ try it ! when we shine light with a frequency of $ 6.20 \times 10^ { 14 } \ , \text { hz } $ on a mystery metal , we observe the ejected electrons have a kinetic energy of $ 3.28\times 10^ { -20 } \ , \text j $ . some possible candidates for the mystery metal are shown in the table below : metal | work function $ \phi $ ( joules , $ \text j $ ) : - : | : - : calcium , $ \text { ca } $ | $ 4.60\times 10^ { -19 } $ tin , $ \text { sn } $ | $ 7.08\times 10^ { -19 } $ sodium , $ \text { na } $ | $ 3.78\times 10^ { -19 } $ hafnium , $ \text { hf } $ | $ 6.25\times 10^ { -19 } $ samarium , $ \text { sm } $ | $ 4.33\times 10^ { -19 } $ based on this information , what is the most likely identity of our mystery metal ?
|
the amplitude of the light is then proportional to the number of photons with a given frequency . concept check : as the wavelength of a photon increases , what happens to the photon 's energy ? light frequency and the threshold frequency $ \nu_0 $ we can think of the incident light as a stream of photons with an energy determined by the light frequency .
|
or is the mass of the photon negligible not zero ?
|
key points based on the wave model of light , physicists predicted that increasing light amplitude would increase the kinetic energy of emitted photoelectrons , while increasing the frequency would increase measured current . contrary to the predictions , experiments showed that increasing the light frequency increased the kinetic energy of the photoelectrons , and increasing the light amplitude increased the current . based on these findings , einstein proposed that light behaved like a stream of particles called photons with an energy of $ \text { e } =h\nu $ . the work function , $ \phi $ , is the minimum amount of energy required to induce photoemission of electrons from a metal surface , and the value of $ \phi $ depends on the metal . the energy of the incident photon must be equal to the sum of the metal 's work function and the photoelectron kinetic energy : $ \text { e } \text { photon } =\text { ke } \text { electron } +\phi $ introduction : what is the photoelectric effect ? when light shines on a metal , electrons can be ejected from the surface of the metal in a phenomenon known as the photoelectric effect . this process is also often referred to as photoemission , and the electrons that are ejected from the metal are called photoelectrons . in terms of their behavior and their properties , photoelectrons are no different from other electrons . the prefix , photo- , simply tells us that the electrons have been ejected from a metal surface by incident light . in this article , we will discuss how 19th century physicists attempted ( but failed ! ) to explain the photoelectric effect using classical physics . this ultimately led to the development of the modern description of electromagnetic radiation , which has both wave-like and particle-like properties . predictions based on light as a wave to explain the photoelectric effect , 19th-century physicists theorized that the oscillating electric field of the incoming light wave was heating the electrons and causing them to vibrate , eventually freeing them from the metal surface . this hypothesis was based on the assumption that light traveled purely as a wave through space . ( see this article for more information about the basic properties of light . ) scientists also believed that the energy of the light wave was proportional to its brightness , which is related to the wave 's amplitude . in order to test their hypotheses , they performed experiments to look at the effect of light amplitude and frequency on the rate of electron ejection , as well as the kinetic energy of the photoelectrons . based on the classical description of light as a wave , they made the following predictions : the kinetic energy of emitted photoelectrons should increase with the light amplitude . the rate of electron emission , which is proportional to the measured electric current , should increase as the light frequency is increased . to help us understand why they made these predictions , we can compare a light wave to a water wave . imagine some beach balls sitting on a dock that extends out into the ocean . the dock represents a metal surface , the beach balls represent electrons , and the ocean waves represent light waves . if a single large wave were to shake the dock , we would expect the energy from the big wave would send the beach balls flying off the dock with much more kinetic energy compared to a single , small wave . this is also what physicists believed would happen if the light intensity was increased . light amplitude was expected to be proportional to the light energy , so higher amplitude light was predicted to result in photoelectrons with more kinetic energy . classical physicists also predicted that increasing the frequency of light waves ( at a constant amplitude ) would increase the rate of electrons being ejected , and thus increase the measured electric current . using our beach ball analogy , we would expect waves hitting the dock more frequently would result in more beach balls being knocked off the dock compared to the same sized waves hitting the dock less often . now that we know what physicists thought would happen , let 's look at what they actually observed experimentally ! when intuition fails : photons to the rescue ! when experiments were performed to look at the effect of light amplitude and frequency , the following results were observed : the kinetic energy of photoelectrons increases with light frequency . electric current remains constant as light frequency increases . electric current increases with light amplitude . the kinetic energy of photoelectrons remains constant as light amplitude increases . these results were completely at odds with the predictions based on the classical description of light as a wave ! in order to explain what was happening , it turned out that an entirely new model of light was needed . that model was developed by albert einstein , who proposed that light sometimes behaved as particles of electromagnetic energy which we now call photons . the energy of a photon could be calculated using planck 's equation : $ \text { e } _ { \text { photon } } =h\nu $ where $ \text { e } _ { \text { photon } } $ is the energy of a photon in joules ( $ \text { j } $ ) , $ h $ is planck 's constant $ ( 6.626\times10^ { -34 } \text { j } \cdot\text { s } ) $ , and $ \nu $ is the frequency of the light in $ \text { hz } $ . according to planck 's equation , the energy of a photon is proportional to the frequency of the light , $ \nu $ . the amplitude of the light is then proportional to the number of photons with a given frequency . concept check : as the wavelength of a photon increases , what happens to the photon 's energy ? light frequency and the threshold frequency $ \nu_0 $ we can think of the incident light as a stream of photons with an energy determined by the light frequency . when a photon hits the metal surface , the photon 's energy is absorbed by an electron in the metal . the graphic below illustrates the relationship between light frequency and the kinetic energy of ejected electrons . the scientists observed that if the incident light had a frequency less than a minimum frequency $ \nu_0 $ , then no electrons were ejected regardless of the light amplitude . this minimum frequency is also called the threshold frequency , and the value of $ \nu_0 $ depends on the metal . for frequencies greater than $ \nu_0 $ , electrons would be ejected from the metal . furthermore , the kinetic energy of the photoelectrons was proportional to the light frequency . the relationship between photoelectron kinetic energy and light frequency is shown in graph ( a ) below . because the light amplitude was kept constant as the light frequency increased , the number of photons being absorbed by the metal remained constant . thus , the rate at which electrons were ejected from the metal ( or the electric current ) remained constant as well . the relationship between electron current and light frequency is illustrated in graph ( b ) above . is n't there more math somewhere ? we can analyze the frequency relationship using the law of conservation of energy . the total energy of the incoming photon , $ \text { e } \text { photon } $ , must be equal to the kinetic energy of the ejected electron , $ \text { ke } { \text { electron } } $ , plus the energy required to eject the electron from the metal . the energy required to free the electron from a particular metal is also called the metal 's work function , which is represented by the symbol $ \phi $ ( in units of $ \text j $ ) : $ \text { e } \text { photon } =\text { ke } \text { electron } +\phi $ like the threshold frequency $ \nu_0 $ , the value of $ \phi $ also changes depending on the metal . we can now write the energy of the photon in terms of the light frequency using planck 's equation : $ \text { e } \text { photon } =h\nu=\text { ke } \text { electron } +\phi $ rearranging this equation in terms of the electron 's kinetic energy , we get : $ \text { ke } _\text { electron } =h\nu-\phi $ we can see that kinetic energy of the photoelectron increases linearly with $ \nu $ as long as the photon energy is greater than the work function $ \phi $ , which is exactly the relationship shown in graph ( a ) above . we can also use this equation to find the photoelectron velocity $ \text v $ , which is related to $ \text { ke } _\text { electron } $ as follows : $ \text { ke } _\text { electron } =h\nu-\phi=\dfrac { 1 } { 2 } m_e\text v^2 $ where $ m_e $ is the rest mass of an electron , $ 9.1094 \times 10^ { -31 } \ , \text { kg } $ . exploring the wave amplitude trends in terms of photons , higher amplitude light means more photons hitting the metal surface . this results in more electrons ejected over a given time period . as long as the light frequency is greater than $ \nu_0 $ , increasing the light amplitude will cause the electron current to increase proportionally as shown in graph ( a ) below . since increasing the light amplitude has no effect on the energy of the incoming photon , the photoelectron kinetic energy remains constant as the light amplitude is increased ( see graph ( b ) above ) . if we try to explain this result using our dock-and-beach-balls analogy , the relationship in graph ( b ) indicates that no matter the height of the wave hitting the dock $ - $ whether it 's a tiny swell , or a huge tsunami $ - $ the individual beach balls would be launched off the dock with the exact same speed ! thus , our intuition and analogy do n't do a very good job of explaining these particular experiments . example $ 1 $ : the photoelectric effect for copper the work function of copper metal is $ \phi=7.53\times10^ { -19 } \text { j } $ . if we shine light with a frequency of $ 3.0\times 10^ { 16 } \text { hz } $ on copper metal , will the photoelectric effect be observed ? in order to eject electrons , we need the energy of the photons to be greater than the work function of copper . we can use planck 's equation to calculate the energy of the photon , $ \text { e } _ { \text { photon } } $ : $ \begin { align } \text { e } _\text { photon } & amp ; = h\nu \ & amp ; = ( 6.626\times10^ { -34 } \text { j } \cdot\text { s } ) ( 3.0\times10^ { 16 } \text { hz } ) ~~~~\text { plug in values for $ h $ and $ \nu $ } \ & amp ; = 2.0\times10^ { -17 } \text { j } \end { align } $ if we compare our calculated photon energy , $ \text { e } _\text { photon } $ , to copper 's work function , we see that the photon energy is greater than $ \phi $ : $ ~2.0\times10^ { -17 } \text { j } ~ & gt ; ~7.53\times10^ { -19 } \text { j } $ $ ~~~~~~~~\text { e } _\text { photon } ~~~~~~~~~~~~~~~~~~~\phi $ thus , we would expect to see photoelectrons ejected from the copper . next , we will calculate the kinetic energy of the photoelectrons . example $ 2 $ : calculating the kinetic energy of a photoelectron what is the kinetic energy of the photoelectrons ejected from the copper by the light with a frequency of $ 3.0\times 10^ { 16 } \text { hz } $ ? we can calculate the kinetic energy of the photoelectron using the equation that relates $ \text { ke } \text { electron } $ to the energy of the photon , $ \text { e } \text { photon } $ , and the work function , $ \phi $ : $ \text { e } \text { photon } =\text { ke } \text { electron } +\phi $ since we want to know $ \text { ke } _\text { electron } $ , we can start by rearranging the equation so that we will be solving for the kinetic energy of the electron : $ \text { ke } \text { electron } =\text { e } \text { photon } -\phi $ now we can insert our known values for $ \text { e } _\text { photon } $ and $ \phi $ from example 1 : $ \text { ke } _\text { electron } = ( 2.0\times10^ { -17 } \text { j } ) - ( 7.53\times10^ { -19 } \text { j } ) =1.9\times10^ { -17 } \text { j } $ therefore , each photoelectron has a kinetic energy of $ 1.9\times10^ { -17 } \text { j } $ . summary based on the wave model of light , physicists predicted that increasing light amplitude would increase the kinetic energy of emitted photoelectrons , while increasing the frequency would increase measured current . experiments showed that increasing the light frequency increased the kinetic energy of the photoelectrons , and increasing the light amplitude increased the current . based on these findings , einstein proposed that light behaved like a stream of photons with an energy of $ \text { e } =h\nu $ . the work function , $ \phi $ , is the minimum amount of energy required to induce photoemission of electrons from a specific metal surface . the energy of the incident photon must be equal to the sum of the work function and the kinetic energy of a photoelectron : $ \text { e } \text { photon } =\text { ke } \text { electron } +\phi $ try it ! when we shine light with a frequency of $ 6.20 \times 10^ { 14 } \ , \text { hz } $ on a mystery metal , we observe the ejected electrons have a kinetic energy of $ 3.28\times 10^ { -20 } \ , \text j $ . some possible candidates for the mystery metal are shown in the table below : metal | work function $ \phi $ ( joules , $ \text j $ ) : - : | : - : calcium , $ \text { ca } $ | $ 4.60\times 10^ { -19 } $ tin , $ \text { sn } $ | $ 7.08\times 10^ { -19 } $ sodium , $ \text { na } $ | $ 3.78\times 10^ { -19 } $ hafnium , $ \text { hf } $ | $ 6.25\times 10^ { -19 } $ samarium , $ \text { sm } $ | $ 4.33\times 10^ { -19 } $ based on this information , what is the most likely identity of our mystery metal ?
|
we can now write the energy of the photon in terms of the light frequency using planck 's equation : $ \text { e } \text { photon } =h\nu=\text { ke } \text { electron } +\phi $ rearranging this equation in terms of the electron 's kinetic energy , we get : $ \text { ke } _\text { electron } =h\nu-\phi $ we can see that kinetic energy of the photoelectron increases linearly with $ \nu $ as long as the photon energy is greater than the work function $ \phi $ , which is exactly the relationship shown in graph ( a ) above . we can also use this equation to find the photoelectron velocity $ \text v $ , which is related to $ \text { ke } _\text { electron } $ as follows : $ \text { ke } _\text { electron } =h\nu-\phi=\dfrac { 1 } { 2 } m_e\text v^2 $ where $ m_e $ is the rest mass of an electron , $ 9.1094 \times 10^ { -31 } \ , \text { kg } $ . exploring the wave amplitude trends in terms of photons , higher amplitude light means more photons hitting the metal surface .
|
does an electron possess a different value of mass in the excited state ?
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.