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Get Going with JavaScript
- Author: Martin Baier
- Ref: eW-1 876638 17 6
- AU$12.99
- 64 pages plus cover
- The e-Ways text book Get Going with JavaScript has been endorsed by
the Board of Studies and accredited from 1/1-2007 to 31/12-2011 for the following
IT Certificates: ICA10105 & ICA20105
- Get Going with JavaScript introduces the reader to the many opportunities that are offered by the JavaScript programming language.
- In the opinion of the publisher the JavaScript programming language is perhaps the easiest and best tool for creating truly attractive and interactive web pages on the internet.
- This text book on the JavaScript programming language is particularly suitable for beginners as it is written in a clear and easy-to-read format with lots of exercises.
The e-Ways text book on the JavaScript programming language is well illustrated and features a step-by-step approach as it takes the reader through the elements of Event Handler, Functions, Variables, Mathematical Operations, Repeated Performances, Conditional Operations, Standard Objects, Calculator, Strings, User-Defined Objects etc.
- The JavaScript programming language is platform independent and can be used on almost any PC or Mac computer.
- Please click here for a view of the Table of Contents of this e-Ways text book on the JavaScript programming language.
- e-Ways text books are readily available through a large number of Australian retail outlets.
In the event that you can't get to a store near you, we offer a mail order service.
e-Ways
Pty Ltd PO Box
3033 Moore Avenue
Lindfield
West NSW
2070 Australia
ABN:
94 086 732 121
Ph: +61 (02) 9499
5676 Fx: +61 (02)
9498 6317 click for
eMail Web:
www.e-Ways.com.au
Table of Contents,
The Basics,
The Nesessary Software,
HTML,
What are HTML Pages?
Brief HTML Reference Guide,
HTML and JavaScript,
Incorporation in the Header,
Carrying out Code Given Particular Actions,
Incorporation in the Body,
First JavaScript Programming,
Hello World,
Hello World without Parameters,
Hello World with Parameters,
What Time is it?
Page Reference,
Event Handler,
onLoad,
onUnload,
onMouseOver,
onMouseOut,
onFocus,
onBlur,
onChange,
onClick,
JavaScript,
onSubmit,
Functions,
Variables,
Local Variables,
Global Variables,
Mathematical Operations,
Repeated Performance,
Looping with for,
Looping with while,
Conditional Operations,
Standard Objects,
Document,
Colours in Document,
Document Properties,
Pictures in a Document,
Document frames,
Document forms,
Text Entry Fields,
Radio and Check buttons,
Drop-Down Lists,
Pizza Service,
Euro Calculator,
Strings,
The String Object,
Length,
Substring,
toLowerCase,
toUpperCase,
Moving Text,
User-Defined Objects,
Arrays,
Working with Frames,
Quiz,
The Explorer,
The Project,
The Practice,
The Main Page,
The Content Page,
The Explorer Page,
Customization,
Reserved Words,
The Last Word.
Board Endorsed December 2006
Version 4 156
Information Technology
A/T/V Course
Type 2
Multimedia units
Accredited from
1/1/2007 – 31/12/2011
Supporting Qualifications
ICA10105 Certificate I in Information Technology
ICA20105 Certificate II in Information Technology
Board Endorsed December 2006
Version 4 157
Contents
Contents........................................................................................................................ 157
ITM: Website Design A/T/V Value 1.0........................................................................ 158
ITM: Introduction to Website Design A/T/V Value 0.5................................................... 166
ITM: Advanced Website Design A/T/V Value 0.5 ........................................................ 172
ITM: Advanced Web Scripting A/T/V Value 0.5........................................................... 177
ITM Dynamic Web & Multimedia Integration A/T/V Value 1.0 ...................................... 184
ITM Web & Multimedia Integration A/T/V Value 0.5................................................... 191
ITM: Dynamic Website Construction A/T/V Value 0.5................................................... 196
ITM: Digital Editing and 2D Animation A/T/V Value 1.0.............................................. 201
ITM: Digital Image, Sound and Video Editing A/T/V Value 0.5 ..................................... 209
ITM: 2D Animation A/T/V Value 0.5 ......................................................................... 215
ITM: Dynamic Websites & 2D Animation A/T/V Value 1.0 ........................................... 221
ITM: 3D Graphics & 3DAnimation T/V Value 1.0......................................................... 228
ITM: 3D Graphics and Modelling T/V Value 0.5 .......................................................... 233
ITM: 3D Animation T/V Value 0.5 ............................................................................ 237
See Appendix document for additional whole units. ..................................................... 241
Board Endorsed December 2006
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ITM: Website Design A/T/V Value 1.0
(This unit combines Introduction to Website Design, 0.5 and Advanced Website Design,
0.5)
Prerequisite
None
Specific Unit Goals
This A unit should enable students to: This T unit should enable students to:
work effectively in an Information
Technology environment and apply
OH&S procedures
work effectively in an Information
Technology environment and apply
OH&S procedures
use basic HTML scripting to create a
simple website
use HTML scripting to create a simple
website, inline frames and interactive
forms
use basic tables in website design use complex tables in website design
use a web authoring application for
website design and incorporate basic
JavaScript functions
use a web authoring application for
website design
use cascading style sheets to apply
uniform formatting across a website
use basic cascading style sheets to
facilitate consistent layout of web sites
incorporate existing JavaScript functions
into websites
understand effective website principles
and WWW3 accessibility standards
understand effective website principles
and WWW3 accessibility standards
understand the principles underlining the
Internet and WWW
understand the principles underlining the
Internet and WWW
optimise images for inclusion in websites optimise images for inclusion in websites
plan and design an efficient web site plan and design an efficient web site
upload website files to an external server upload website files to an external server
use JavaScript for validation of forms and
to add interactive elements to web sites
create images and navigation elements for
websites using a graphics authoring
application
create images and navigation elements for
websites using a graphics authoring
application
use a web authoring application to
incorporate cascading style sheets to
facilitate consistent layout of web sites
use a web authoring application to
produce advanced cascading style sheets
to facilitate consistent layout of web sites
use a advanced features of a web
authoring application for website design
such as layers and slicing
work as a team to design and produce a
web site
work as a team to design and produce a
web site
design and create a website that complies design and create a website that complies
Board Endorsed December 2006
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with W3C standards with W3C standards
upload a website to a server using FTP
program or similar
upload a website to a server using FTP
program or similar
Units of Competency
This is a guide to the units of competence that may be assessed concurrently with this unit.
Teachers should check competency requirements carefully to ensure that relevant elements
are delivered and assessed.
Certificate Unit Code Unit 1ame Core/
Elective
ICA20105 BSBCMN106B Follow workplace safety procedures Core
ICA20105 ICAU2013B Integrate commercial computing packages Core
ICA20105 ICAD2006B Operate computing packages Core
ICA20105 ICAW2001B Work effectively in an IT environment Core
ICA20105 ICAU1128B Operate a personal computer Core
ICA20105 ICPMM263B Access and use the Internet Elective
ICA20105 ICPMM321B Capture a digital image Elective
Content
In many areas of the unit, the topics will be the same whether students are undertaking the A
or T level. The difference will be in the depth of understanding that is required, the amount of
teacher guidance that is provided, and the level of cognitive tasks that are the focus of
assessment items (see %otes on task types below).
A Course T Course
History of the WWW and Internet
How the WWW and Internet works
Terminology associated with the WWW and
Internet
Role and function on the W3C (World Wide
Web Consortium) in technological
advancements
History of the WWW and Internet
How the WWW and Internet works
Terminology associated with the WWW and
Internet
Role and function on the W3C (World Wide
Web Consortium) in technological
advancements
Using HTML to create a website
o Structure tags
o Meta tags
o Formatting tags
o Image tags
o Hyperlink tags
o Table tags to display data
Using HTML to create a website
o Structure tags
o Meta tags
o Formatting tags
o Image tags
o Hyperlink tags
o Table tags to display data
o Table tags to aid page layout
Using web authoring software to create a Using web authoring software to create a
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website
o Text and page formatting
o Adding meta data
o Inserting images
o Use tables to display data
o Use tables in page layout
o Use of frames
website
o Text and page formatting
o Adding meta data
o Inserting images
o Use tables to display data
o Use tables in page layout
o Use of frames
Incorporating JavaScript functions into a
website
o Inline scripts
o Links to external page scripts
o Events
o Function calls
o Functions
Understand and test a site against W3C
accessibility standards
Understand and test a site against W3C
accessibility standards
Use of graphic files in websites
o Compatible file types
o File size and effect on
download times
Use a graphics software to optimise images
o Cropping
o Resizing
o Changing resolution
Use of graphic files in websites
o Compatible file types
o File size and effect on
download times
Use a graphics software to optimise images
o Cropping
o Resizing
o Changing resolution
Web site design principles
o Purpose and audience
requirements
o Page layout (alignment,
proximity, use of white
space)
o Use of contrast and repetition
o Use of images
o Content
o Navigation
Web site design principles
o Purpose and audience
requirements
o Page layout (alignment,
proximity, use of white
space)
o Use of contrast and repetition
o Use of images
o Content
o Navigation
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o Accessibility
o Proof reading
o Download times
Use of web page design tools
o Storyboard
o Navigation map
o Accessibility
o Proof reading
o Download times
Use of web page design tools
o Storyboard
o Navigation map
Transfer a website to an external server
using file upload
Transfer a website to an external server
using file upload
Using HTML in website construction
o Image maps
o Form tags (textboxes, text
areas, radio buttons, menus,
submit buttons, set buttons)
o Sending form data via email
Using web authoring software to create a
website that uses
o Image maps
o Email forms
o Layers in page layout
o Image splicing
Using web authoring software to create a
website that uses
o Image maps
o Email forms
o Layers in page layout
o Image splicing
Design and construction a website that
applies W3C accessibility standards
Design and construction a website that
applies W3C accessibility standards
Use a graphics authoring package to create
images for websites
o Banners
o Navigation elements
o Icon and logos
o Images for image maps
Use a graphics authoring package to create
images for websites
o Banners
o Navigation elements
o Icon and logos
o Images for image maps
Design and construct a website in a team
that meets given criteria
o Target audience
o Function and purpose
o Content
o Download capabilities
Design and construct a website in a team
that meets criteria given in a design brief
o Target audience
o Function and purpose
o Content
o Download capabilities
Function and purpose of File Transfer
Protocols
Upload a website to an external server using
a File Transfer Protocol
Function and purpose of File Transfer
Protocols
Upload a website to an external server using
a File Transfer Protocol
Board Endorsed December 2006
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Teaching and Learning Strategies
The emphasis will be on the development and design of websites. Students will examine
commercial websites to identify component of effect website design. Students will construct
websites for different audience and purposes using a variety of techniques and software
The emphasis will be on the acquisition and development of practical skills related to website
design and construction and then transferring and building on the acquired skills in designing
solutions to problems. Use should be made of a variety of problems to enable students to
apply the appropriate design methodologies.
Students will be helped to develop teamwork strategies to assist with problem solving in
groups. They will be encouraged to communicate information and ideas about digital
imaging and sound manipulation.
Assessment
Assessment Task Types
Task Types Assignments and
Projects
Orals Tests
Remembering
Understanding
Applying
Researching terms and
concepts
Summarizing
information
Following verbal and
written instructions
Simple documentation
Guided projects
Communication skills
Citing & Referencing
Use of correct
terminology
Simple questioning
In class and
knowledge recall tests
Examinations
Analysing
Creating and
Evaluating
Compare and contrast
Critical essays
System development
Problem-solving
Complex
documentation
Modelling
Construction
Algorithm construction
Evaluation and
reflection Open-ended
tasks
Extended projects
Evaluation and
reflection
Design and integration
Complex questions
and explanations
Seminars
Extrapolation
Weightings 30- 80%
20-70 %
Board Endorsed December 2006
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1otes on task types
T course
Assignments, projects, orals These tasks should emphasise complex skills of analysis,
creating and evaluation putting less focus on simple
knowledge recall or basic understanding.
Tests This task should give students the opportunity to
demonstrate their knowledge and understanding while
providing the opportunity to extrapolate and show complex
analysis.
A course
Assignments, projects, orals These tasks should emphasise knowledge, recall,
understanding and application skills with less focus on
analysis, creating and evaluation.
Tests These tasks should give students the opportunity to
demonstrate their knowledge and understanding while
showing their application skills. Less emphasis should be
placed on analysis and evaluation skills.
Additional Assessment Advice
The ACT Board of Senior Secondary Studies recommends 4-6 assessment tasks across a
standard unit (1.0) and 2- 3 assessment tasks for a half standard unit (0.5). These should not
be a compilation of a number of small discrete tasks (e.g. mini-tests) but may include a
portfolio that provides coherent evidence of the depth and breadth of student learning.
Student Capabilities
Evidence could be in:
Student Capabilities Goals Content Teaching Assessment
creative and critical thinkers ???????
Enterprising problem-solvers ???????
skilled and empathetic communicators ???
informed and ethical decision-makers ???
environmentally and culturally aware citizens
confident and capable users of technologies ???????
Independent and self-managing learners ???
collaborative team members ???????
Specific Unit Resources
Resources and ideas for delivering and assessing units of competence
http://hsc.csu.edu.au/info_tech/
Books
Baier, Martin. Get going with JavaScript
Brown, Mark; Honeycutt, Jerry. Using HTML 4
Lehnert, Wendy. The Web Wizard’s Guide to HTML
Oliver, Dick. SAMS teach yourself HTML 4 in 24 hours
Board Endorsed December 2006
Version 4 165
Oliver, Dick; Holzshlag, Molly. Teach Yourself HTML 4 in 24 hours
Parsons, Andrew. How to use CSS & DHTML
Shelly, Gary; Cashman, Thomas; Quasney, Jeffrey; D. JavaScript: complete concepts and
techniques.
Shelley John. XHTML and CSS explained
Webb, Joseph. XHTML Complete
Williams R. and Tollet, J., The Non Designers Web Book, Peachpit Press, California.
Websites
http://www.pagetutor.com/pagetutor/makapage/index.html
http://www.lissaexplains.com/
http://webmonkey.com/
http://www.fbe.unsw.edu.au/Learning/HTML/%20%20
http://www.w3schools.com/
http://www.w3c.org/
http://www.htmlgoodies.com/
http://www.scsite.com/js/qr.cfm
http://webdeveloper.earthweb.com/webjs/jsmulti/
http://wps.aw.com/aw_webwizard/0,6065,60015-,00.html
http://surf.de.uu.net/bookland/soft/koch/js/scriptno.htm
http://www.webdevelopersnotes.com/tutorials/javascript/index.php3
http://wps.aw.com/aw_webwizard/0,6065,184741-,00.html
These were accurate at the time of publication.
Board Endorsed December 2006
Version 4 166
ITM: Introduction to Website Design A/T/V Value 0.5
Prerequisite
%il
Specific Unit Goals
This A unit should enable students to: This T unit should enable students to:
work effectively in an Information
Technology environment and apply OH&S
procedures
work effectively in an Information
Technology environment and apply OH&S
procedures
use basic HTML scripting to create a simple
website
use HTML scripting to create a simple
website
use basic tables in website design use complex tables in website design
use a web authoring application for website
design
use a web authoring application for website
design
use cascading style sheets to apply uniform
formatting across a website
use basic cascading style sheets to facilitate
consistent layout of web sites
incorporate existing JavaScript functions into
websites
understand effective website principles and
WWW3 accessibility standards
understand effective website principles and
WWW3 accessibility standards
understand the principles underlining the
Internet and WWW
understand the principles underlining the
Internet and WWW
optimise images for inclusion in websites optimise images for inclusion in websites
plan and design an efficient web site plan and design an efficient web site
upload website files to an external server upload website files to an external server
Board Endorsed December 2006
Version 4 167
Units of Competency
This is a guide to the units of competence that may be assessed concurrently with this unit.
Teachers should check competency requirements carefully to ensure that relevant elements
are delivered and assessed.
Certificate Unit Code Unit 1ame Core/
Elective
ICA20105 BSBCMN106B Follow workplace safety procedures Core
ICA20105 ICAU2013B Integrate commercial computing packages Core
ICA20105 ICAD2015B Operate computing packages Core
ICA20105 ICAW2001B Work effectively in an IT environment Core
ICA20105 ICPMM263B Access and use the internet Elective
ICA20105 ICPMM321B Capture a digital image Elective
Content
In many areas of the unit, the topics will be the same whether students are undertaking the A
or T level. The difference will be in the depth of understanding that is required, the amount of
teacher guidance that is provided, and the level of cognitive tasks that are the focus of
assessment items (see %otes on task types below).
A Course T Course
History of the WWW and Internet
How the WWW and Internet works
Terminology associated with the WWW and
Internet
Role and function on the W3C (World Wide
Web Consortium) in technological
advancements
History of the WWW and Internet
How the WWW and Internet works
Terminology associated with the WWW and
Internet
Role and function on the W3C (World Wide
Web Consortium) in technological
advancements
Using HTML to create a website
o Structure tags
o Meta tags
o Formatting tags
o Image tags
o Hyperlink tags
o Table tags to display data
Using HTML to create a website
o Structure tags
o Meta tags
o Formatting tags
o Image tags
o Hyperlink tags
o Table tags to display data
o Table tags to aid page layout
Using web authoring software to create a
website
o Text and page formatting
o Adding meta data
o Inserting images
o Use tables to display data
o Use tables in page layout
Using web authoring software to create a
website
o Text and page formatting
o Adding meta data
o Inserting images
o Use tables to display data
o Use tables in page layout
Formatted
Formatted
Board Endorsed December 2006
Version 4 168
Incorporating JavaScript functions into a
website
o Inline scripts
o Links to external page scripts
o Events
o Function calls
o Functions
Understand and test a site against W3C
accessibility standards
Understand and test a site against W3C
accessibility standards
Use of graphic files in websites
o Compatible file types
o File size and effect on
download times
Use a graphics software to optimise images
o Cropping
o Resizing
o Changing resolution
Use of graphic files in websites
o Compatible file types
o File size and effect on
download times
Use a graphics software to optimise images
o Cropping
o Resizing
o Changing resolution
Web site design principles
o Purpose and audience
requirements
o Page layout (alignment,
proximity, use of white
space)
o Use of contrast and repetition
o Use of images
o Content
o Navigation
o Accessibility
o Proof reading
o Download times
Use of web page design tools
o Storyboard
o Navigation map
Web site design principles
o Purpose and audience
requirements
o Page layout (alignment,
proximity, use of white
space)
o Use of contrast and repetition
o Use of images
o Content
o Navigation
o Accessibility
o Proof reading
o Download times
Use of web page design tools
o Storyboard
o Navigation map
Transfer a website to an external server
using file upload
Transfer a website to an external server
using file upload
Teaching and Learning Strategies
The emphasis will be on the development and design of websites. Students will examine
commercial websites to identify component of effect website design. Students will construct
websites for different audience and purposes using a variety of techniques and software
The emphasis will be on the acquisition and development of practical skills related to website
design and construction and then transferring and building on the acquired skills in designing
solutions to problems. Use should be made of a variety of problems to enable students to
apply the appropriate design methodologies.
Board Endorsed December 2006
Version 4 169
Students will be helped to develop teamwork strategies to assist with problem solving in
groups. They will be encouraged to communicate information and ideas about digital
imaging and sound manipulation.
Assessment
Assessment Task Types
Task Types Assignments and
Projects
Orals Tests
Remembering
Understanding
Applying
Researching terms and
concepts
Summarizing
information
Following verbal and
written instructions
Simple documentation
Guided projects
Communication skills
Citing & Referencing
Use of correct
terminology
Simple questioning
In class and
knowledge recall tests
Examinations
Analysing
Creating and
Evaluating
Compare and contrast
Critical essays
System development
Problem-solving
Complex
documentation
Modelling
Construction
Algorithm construction
Evaluation and
reflection Open-ended
tasks
Extended projects
Evaluation and
reflection
Design and integration
Complex questions
and explanations
Seminars
Extrapolation
Weightings 30-80%
20-70%
Board Endorsed December 2006
Version 4 170
1otes on task types
T course
Assignments, projects, orals These tasks should emphasise complex skills of analysis,
creating and evaluation putting less focus on simple
knowledge recall or basic understanding.
Tests This task should give students the opportunity to
demonstrate their knowledge and understanding while
providing the opportunity to extrapolate and show complex
analysis.
A course
Assignments, projects, orals These tasks should emphasise knowledge, recall,
understanding and application skills with less focus on
analysis, creating and evaluation.
Tests These tasks should give students the opportunity to
demonstrate their knowledge and understanding while
showing their application skills. Less emphasis should be
placed on analysis and evaluation skills.
Additional Assessment Advice
The ACT Board of Senior Secondary Studies recommends 4-6 assessment tasks across a
standard unit (1.0) and 2- 3 assessment tasks for a half standard unit (0.5). These should not
be a compilation of a number of small discrete tasks (e.g. mini-tests) but may include a
portfolio that provides coherent evidence of the depth and breadth of student learning.
Student Capabilities
Evidence could be in:
Student Capabilities Goals Content Teaching Assessment
creative and critical thinkers ???????
Enterprising problem-solvers ???????
skilled and empathetic communicators ???
informed and ethical decision-makers ???
environmentally and culturally aware citizens
confident and capable users of technologies ???????
Independent and self-managing learners ???
collaborative team members ???
Specific Unit Resources
Resources and ideas for delivering and assessing units of competence
http://hsc.csu.edu.au/info_tech/
Books
Brown, Mark; Honeycutt, Jerry. Using HTML 4
Lehnert, Wendy. The Web Wizard’s Guide to HTML
Oliver, Dick. SAMS teach yourself HTML 4 in 24 hours
Oliver, Dick; Holzshlag, Molly. Teach Yourself HTML 4 in 24 hours
Board Endorsed December 2006
Version 4 171
Webb, Joseph. XHTML Complete
Williams R. and Tollet, J., The Non Designers Web Book, Peachpit Press, California.
Websites
http://www.pagetutor.com/pagetutor/makapage/index.html
http://www.lissaexplains.com/
http://webmonkey.com/
http://www.fbe.unsw.edu.au/Learning/HTML/%20%20
http://www.w3schools.com/
http://www.w3c.org/
http://www.htmlgoodies.com/
These were accurate at the time of publication.
Board Endorsed December 2006
Version 4 172
ITM: Advanced Website Design A/T/V Value 0.5
Prerequisite
%il.
Specific Unit Goals
This A unit should enable students to: This T unit should enable students to:
work effectively in an Information
Technology environment and apply OH&S
procedures
work effectively in an Information
Technology environment and apply OH&S
procedures
use a web authoring application to create
interactive forms
use HTML scripting to create inline frames
and interactive forms
use a web authoring application incorporate
basic JavaScript functions
use JavaScript for validation of forms and
to add interactive elements to web sites
create images and navigation elements for
websites using a graphics authoring
application
create images and navigation elements for
websites using a graphics authoring
application
use a web authoring application to
incorporate cascading style sheets to
facilitate consistent layout of web sites
use a web authoring application to produce
advanced cascading style sheets to facilitate
consistent layout of web sites
use a advanced features of a web authoring
application for website design such as
layers and slicing
work as a team to design and produce a
web site
work as a team to design and produce a
web site
design and create a website that complies
with W3C standards
design and create a website that complies
with W3C standards
upload a website to a server using FTP
program or similar
upload a website to a server using FTP
program or similar
Units of Competency
This is a guide to the units of competence that may be assessed concurrently with this unit.
Teachers should check competency requirements carefully to ensure that relevant elements
are delivered and assessed.
Certificate Unit Code Unit 1ame Core/
Elective
ICA20105 BSBCMN106B Follow workplace safety procedures Core
ICA20105 ICAU1128B Operate a personal computer Core
ICA20105 ICAU2013B Integrate commercial computing packages Core
ICA20105 ICAW2001B Work effectively in an IT environment Core
ICA20105 ICPMM263B Access and use the internet Elective
Formatted
Board Endorsed December 2006
Version 4 173
Content
In many areas of the unit, the topics will be the same whether students are undertaking the A
or T level. The difference will be in the depth of understanding that is required, the amount of
teacher guidance that is provided, and the level of cognitive tasks that are the focus of
assessment items (see %otes on task types below).
A Course T Course
Using HTML in website construction
o Image maps
o Form tags (textboxes, text
areas, radio buttons, menus,
submit buttons, set buttons)
o Sending form data via email
Using web authoring software to create a
website that uses
o Image maps
o Email forms
o Layers in page layout
o Image splicing
Using web authoring software to create a
website that uses
o Image maps
o Email forms
o Layers in page layout
o Image splicing
Design and construction a website that
applies W3C accessibility standards
Design and construction a website that
applies W3C accessibility standards
Use a graphics authoring package to create
images for websites
o Banners
o Navigation elements
o Icon and logos
o Images for image maps
Use a graphics authoring package to create
images for websites
o Banners
o Navigation elements
o Icon and logos
o Images for image maps
Design and construct a website in a team
that meets given criteria
o Target audience
o Function and purpose
o Content
o Download capabilities
Design and construct a website in a team
that meets criteria given in a design brief
o Target audience
o Function and purpose
o Content
o Download capabilities
Function and purpose of File Transfer
Protocols
Upload a website to an external server using
a File Transfer Protocol
Function and purpose of File Transfer
Protocols
Upload a website to an external server using
a File Transfer Protocol
Formatted
Board Endorsed December 2006
Version 4 174
Assessment
Assessment Task Types
Task Types Assignments and
Projects
Orals Tests
Remembering
Understanding
Applying
Researching terms and
concepts
Summarizing
information
Following verbal and
written instructions
Simple documentation
Guided projects
Communication skills
Citing & Referencing
Use of correct
terminology
Simple questioning
In class and
knowledge recall tests
Examinations
Analysing
Creating and
Evaluating
Compare and contrast
Critical essays
System development
Problem-solving
Complex
documentation
Modelling
Construction
Algorithm construction
Evaluation and
reflection Open-ended
tasks
Extended projects
Evaluation and
reflection
Design and integration
Complex questions
and explanations
Seminars
Extrapolation
Weightings 30- 80 %
20-70 %
Board Endorsed December 2006
Version 4 175
1otes on task types
T course
Assignments, projects, orals These tasks should emphasise complex skills of analysis,
creating and evaluation putting less focus on simple
knowledge recall or basic understanding.
Tests This task should give students the opportunity to
demonstrate their knowledge and understanding while
providing the opportunity to extrapolate and show complex
analysis.
A course
Assignments, projects, orals These tasks should emphasise knowledge, recall,
understanding and application skills with less focus on
analysis, creating and evaluation.
Tests These tasks should give students the opportunity to
demonstrate their knowledge and understanding while
showing their application skills. Less emphasis should be
placed on analysis and evaluation skills.
Additional Assessment Advice
The ACT Board of Senior Secondary Studies recommends 4-6 assessment tasks across a
standard unit (1.0) and 2- 3 assessment tasks for a half standard unit (0.5). These should not
be a compilation of a number of small discrete tasks (e.g. mini-tests) but may include a
portfolio that provides coherent evidence of the depth and breadth of student learning.
Presentation and word processing applications must not be the sole basis of assessment.
Teaching and Learning Strategies
The emphasis will be on the development and design of websites. Students should complete a
major task of designing, constructing, and uploading a website based on a design brief.
The emphasis will be on the acquisition and development of practical skills related to website
design and construction and then transferring and building on the acquired skills in designing
solutions to problems. Use should be made of a variety of problems to enable students to
apply the appropriate design methodologies.
Students will be helped to develop teamwork strategies to assist with problem solving in
groups. They will be encouraged to communicate information and ideas about digital
imaging and sound manipulation.
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Student Capabilities
Evidence could be in:
Student Capabilities Goals Content Teaching Assessment
creative and critical thinkers ???????
Enterprising problem-solvers ???????
skilled and empathetic communicators ???
informed and ethical decision-makers ???
environmentally and culturally aware citizens
confident and capable users of technologies ???????
Independent and self-managing learners ???
collaborative team members ???????
Specific Unit Resources
Resources and ideas for delivering and assessing units of competence
http://hsc.csu.edu.au/info_tech/
Books
Baier, Martin. Get going with JavaScript
Parsons, Andrew. How to use CSS & DHTML
Shelly, Gary; Cashman, Thomas; Quasney, Jeffrey; D. JavaScript: complete concepts and
techniques
Shelley John. XHTML and CSS explained
Websites
http://www.scsite.com/js/qr.cfm
http://webdeveloper.earthweb.com/webjs/jsmulti/
http://wps.aw.com/aw_webwizard/0,6065,60015-,00.html
http://surf.de.uu.net/bookland/soft/koch/js/scriptno.htm
http://www.webdevelopersnotes.com/tutorials/javascript/index.php3
http://wps.aw.com/aw_webwizard/0,6065,184741-,00.html
http://www.w3schools.com/css/css_examples.asp
http://www.w3.org/
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ITM: Advanced Web Scripting A/T/V Value 0.5
Prerequisites
“The content of this unit builds on the Java Scripting introduced in either Introduction to
Website Design (0.5) or Advanced Website Design (0.5) and would lead into Dynamic
Website Construction (0.5).
The scripting languages, PHP, ASP and JSP should not be taught in this unit.”
Specific Unit Goals
This A unit should enable students to: This T unit should enable students to:
Use appropriate hardware and
software to produce dynamic,
interactive web sites.
Use appropriate hardware and
software to produce dynamic,
interactive web sites.
Use scripting languages to add
advanced dynamic elements to
web sites.
Use scripting languages to add
advanced dynamic elements to
web sites.
Work as a team to design and
produce a web site.
Work as a team to design and
produce a web site.
Communicate effectively about
advanced scripting aspects of
web sites.
Communicate effectively about
advanced scripting aspects of
web sites.
Work efficiently in an Information
Technology environment and
apply OH&S procedures.
Work efficiently in an Information
Technology environment and
apply OH&S procedures.
Units of Competency
This is a guide to the units of competence that may be assessed concurrently with this unit.
Teachers should check competency requirements carefully to ensure that relevant elements
are delivered and assessed.
Certificate Unit Code Unit 1ame Core/
Elective
ICA20105 BSBCMN106B Follow workplace safety procedures Core
ICA20105 ICAU1128B Operate a personal computer Core
ICA20105 ICAU2013B Integrate commercial computing packages Core
ICA20105 ICAW2001B Work effectively in an IT environment Core
ICA20105 ICPMM263B Access and use the Internet Elective
Content
This unit is sequenced to fit inbetween the “Advanced Website Design” and the “Dynamic
Website Construction” ½-units. The content of this unit builds on the JavaScripting that was
covered superficially in the “Advanced Website Design” ½-unit.
Specifically prohibited from this unit are the languages PHP, ASP & JSP. These are reserved
for the ½-unit “Dynamic Website Construction” which will be taught following this one. Also
Formatted
Formatted
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prohibited is the topic of web databases as this is also covered in the “Dynamic Website
Construction” ½-unit.
In many areas of the unit, the topics will be the same whether students are undertaking the A
or T level. The difference will be in the depth of understanding that is required, the amount of
teacher guidance that is provided, and the level of cognitive tasks that are the focus of
assessment items (see %otes on task types below).
A Course T Course
??Further web design topics – build on
ideas introduced in previous web
units
??Further web design topics – build on
ideas introduced in previous web
units
??The range of scripting languages
available (e.g. JavaScript, VBScript,
Perl, CGI, XHTML, XML & VML)
??The range of scripting languages
available (e.g. JavaScript, VBScript,
Perl, CGI, XHTML, XML & VML)
??Browser limitations &
incompatibilities with scripting
languages
??Browser limitations &
incompatibilities with scripting
languages
??Reinforcement of Java basics:
o Embedded JavaScript
o External JavaScript files (.js)
o Simple Coding
o Colouring Webpages
o Scrolling Messages (Banners)
??Reinforcement of Java basics:
o Embedded JavaScript
o External JavaScript files (.js)
o Simple Coding
o Colouring Webpages
o Scrolling Messages (Banners)
??Advanced JavaScript including:
o Functions
o “On” actions –
onMouseOver; onLoad;
onUnload; OnMouseOut;
onFocus; onBlur;
onChange; onClick;
onDblClick; onAbort;
onMouseDown/onMouseU
p; onSubmit
o Variables – Local & Global
o Mathematics
o Loops – For & While
o Conditional Operations
o Standard Objects
o Forms
o Frames
o Graphic Handling
o String Handling
o Time & Date
??Advanced JavaScript including:
o Functions
o “On” actions – onMouseOver;
onLoad; onUnload;
OnMouseOut; onFocus;
onBlur; onChange; onClick;
onDblClick; onAbort;
onMouseDown/onMouseUp;
onSubmit
o Variables – Local & Global
o Mathematics
o Loops – For & While
o Conditional Operations
o Standard Objects
o Forms
o Frames
o Graphic Handling
o String Handling
o Time & Date
o Document Properties
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??Extension of Web Java to cover:
o Cookies
o Java Applets
??Embedded VBscript including:
o Program Anatomy
o Sequences
o Objects
o Events
o Iterations
o Recursion
o Front Ends
o Frames
??Embedded VBscript including:
o Program Anatomy
o Sequences
o Objects
o Events
o Iterations
o Recursion
o Front Ends
o Frames
o Linear Arrays
??Introduction to XHTML
??Introduction to XML & VML
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Assessment
Assessment Task Types
Task Types Assignments and
Projects
Orals Tests
Remembering
Understanding
Applying
Researching terms and
concepts
Summarizing
information
Following verbal and
written instructions
Simple documentation
Guided projects
Communication skills
Citing & Referencing
Use of correct
terminology
Simple questioning
In class and
knowledge recall tests
Examinations
Analysing
Creating and
Evaluating
Compare and contrast
Critical essays
System development
Problem-solving
Complex
documentation
Modelling
Construction
Algorithm construction
Evaluation and
reflection Open-ended
tasks
Extended projects
Evaluation and
reflection
Design and integration
Complex questions
and explanations
SEMI1ARS
Extrapolation
Weightings 30-80%
20-70%
1otes on Task Types
T course
Assignments, projects, orals These tasks should emphasise complex skills of analysis,
creating and evaluation putting less focus on simple
knowledge recall or basic understanding.
Tests This task should give students the opportunity to
demonstrate their knowledge and understanding while
providing the opportunity to extrapolate and show complex
analysis.
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A course
Assignments, projects, orals These tasks should emphasise knowledge, recall,
understanding and application skills with less focus on
analysis, creating and evaluation.
Tests These tasks should give students the opportunity to
demonstrate their knowledge and understanding while
showing their application skills. Less emphasis should be
placed on analysis and evaluation skills.
Additional Assessment Advice
The ACT Board of Senior Secondary Studies recommends 4-6 assessment tasks across a
standard unit (1.0) and 2- 3 assessment tasks for a half standard unit (0.5). These should not
be a compilation of a number of small discrete tasks (e.g. mini-tests) but may include a
portfolio that provides coherent evidence of the depth and breadth of student learning.
Presentation and word processing applications must not be the sole basis of assessment.
Teaching and Learning Strategies
This unit’s focus is on the enhancement of website design through the addition of scripting
structures. Students should complete a major task of designing, constructing, and uploading a
website based on a design brief.
The unit’s emphasis is on the acquisition and development of practical skills related to the use
of scripts in website design and construction, and then transferring and building on the
acquired skills in designing solutions to problems. Use should be made of a variety of
problems to enable students to apply the appropriate design methodologies.
Students will be helped to develop teamwork strategies to assist with problem solving in
groups. They will be encouraged to communicate information and ideas about digital
imaging and sound manipulation.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals Content Teaching Assessment
Creative and critical thinkers ???????
Enterprising problem-solvers ???????
Skilled and empathetic communicators ???
Informed and ethical decision-makers ???
Environmentally and culturally aware citizens
Confident and capable users of technologies ???????
Independent and self-managing learners ???
Collaborative team members ???????
Specific Unit Resources
The following resources and ideas could be used for delivery and assessment.
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CD-ROMs
“Millennium Collection of Computer Support Materials”, Lynformation P/L
“Programmers Toolkit”, VITTA
Books
Baier, Martin. “Get Going with JavaScript”, e-Ways
Boyle, Russel. “JavaScript for Beginners”, russelboyle.com
Wondrasek, James. “Programming in JavaScript” (2nd ed.), Next Handbooks
Green, Ron. “Learning Programming through JavaScript”, RGMT P/L
Shelly, Gary; Cashman, Thomas; Quasney, Jeffrey; D. “JavaScript: Complete Concepts and
Techniques”, (Shelly Cashman Series), Course Technology (Pub.)
Green, Ron. “Learning Programming through VBscript”, RGMT P/L
Hanke, Johann-Christian. “Get Going with XHTML Web Pages”, e-Ways
Shelley, John. “XHTML and CSS Explained”, Bernard Babani (Publishing) Ltd
Boyle, Russel. “XML for Beginners”, russelboyle.com
Websites
JS
www.w3schools.com/js/default.asp
www.scsite.com/js/qr.cfm
webdeveloper.earthweb.com/webjs/jsmulti/
wps.aw.com/aw_webwizard/0,6065,60015-,00.html
surf.de.uu.net/bookland/soft/koch/js/scriptno.htm
www.webdevelopersnotes.com/tutorials/javascript/index.php3
VBS
www.csidata.com/custserv/onlinehelp/VBSdocs/vbs19.htm
www.w3schools.com/vbscript/default.asp
XHTML
www.w3schools.com/xhtml/
www.w3.org/MarkUp/
XML
www.w3schools.com/xml/default.asp
www.w3.org/XML/
VML
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msdn.microsoft.com/workshop/author/vml/SHAPE/e_shape.asp
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ITM Dynamic Web & Multimedia Integration A/T/V Value 1.0
(This combines Dynamic Website Construction, 0.5,and Web & Multimedia Integration,
0.5)
Prerequisite
Introduction to Website Design.
Recommended for Theory – Digital Image, Sound and Video Editing
Specific Unit Goals
This A unit should enable students to: This T unit should enable students to:
??Use a scripting language and
database combination to facilitate
online processing and database
storage capabilities. For example
using PHP/Mysql, ASP/Access,
JSP/Mysql etc…
??Use a scripting language and
database combination to facilitate
online processing and database
storage capabilities. For example
using PHP/Mysql, ASP/Access,
JSP/Mysql etc…
??Use a web development authoring
tool to generate scripts to interact
with an online database
??Use a web development authoring
tool to generate scripts to interact
with an online database
??Master the commands associated
with a scripting language –
assignment, decisions, loops
??Master the commands associated
with a scripting language –
assignment, decisions, loops
??Create scripts to insert, delete, and
update records in an online
database
??Create scripts to insert, delete,
and update records in an online
database
??Create scripts to search and query
an online database, and provide
login access/user authentication
facilities to a web site
??Create scripts to search and query
an online database, and provide
login access/user authentication
facilities to a web site
??Create scripts to generate text files
as a means of storing information,
as an alternative to using a
database
??Create scripts to generate text
files as a means of storing
information, as an alternative to
using a database
??Use a database management tool –
for example phpmyadmin – to
create users and databases and
provide a testing environment for
an online database
??Use a database management tool
– for example phpmyadmin – to
create users and databases and
provide a testing environment for
an online database
??Use of scripting technologies to
make web pages more dynamic –
for example, using CSS,
Javascript, Flash Actionscript
etc...
??Use of scripting technologies to
make web pages more dynamic –
for example, using CSS,
Javascript, Flash Actionscript
etc...
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??work efficiently in an
environment and apply OH&S
procedures
??work efficiently in an
environment and apply OH&S
procedures
??understand issues relating to file
size, files types and download
rates when incorporating
multimedia files into websites
??understand issues relating to
file size, files types and
download rates when
incorporating multimedia files
into websites
??understand the differences in
download rates between various
Internet connection types
??understand the differences in
download rates between
various Internet connection
types
??edit and optimise sound and
video files for inclusion in
websites
??edit and optimise sound and
video files for inclusion in
websites
??design and create animations for
inclusion in websites
??design and create complex
animations for inclusion in
websites
??integrate a range of applications
in the process of web
development
??integrate a range of
applications in the process of
web development
??understand and use the principles
of project management to a
website project
??understand and apply the
principles of project
management to a website
project
??understand the role of a web
server
??understand the role of a web
server
Units of Competency
This is a guide to the units of competence that may be assessed concurrently with this unit.
Teachers should check competency requirements carefully to ensure that relevant elements
are delivered and assessed.
Certificate Unit Code Unit 1ame Core/
Elective
ICA20105 BSBCMN106B Follow workplace safety procedures Core
ICA20105 ICAU1128B Operate a personal computer Elective
ICA20105 ICPMM263B Access and use the internet Elective
ICA20105 ICAU2013B Integrate commercial computing packages Elective
ICA20105 ICAW2011B Work individually or as a team member to
achieve organisational goals
Elective
ICA20105 ICPMM321B Capture a digital image Elective
Formatted
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Content
In many areas of the unit, the topics will be the same whether students are undertaking the A
or T level. The difference will be in the depth of understanding that is required, the amount of
teacher guidance that is provided, and the level of cognitive tasks that are the focus of
assessment items (see %otes on task types below).
A Course T Course
??Understand how a dynamic website
works and association terminology.
??Use a web development authoring to
generate scripts to
o Validate a form
o Process a form
o Connect to a database server
o Select a database
o Query a database
??Use an online database package to
o Create a new database
o Create table
o Insert data
o Editing record
o Import data
o Create users and logons
??Manage security and passwords
??Understand how a dynamic website
works and association terminology.
??Use a web development authoring to
generate scripts to
o Validate a form
o Process a form
o Connect to a database server
o Select a database
o Query a database
??Use an online database package to
o Create a new database
o Create table
o Insert data
o Editing record
o Import data
o Create users and logons
o Manage security and
passwords
??Usage of scripting (other than
HTML) to enhance websites.
??Basic usage of a sound authoring
package to edit sound files for
inclusion in websites
??Basic usage of a video authoring
package to edit video files for
inclusion in websites(no more than a
week)
??Understand animation file attritrubes
and issues when incorporated in
websites
o File types and compatibility
o Frames per second
o Resolution
o File size and download rates
??Usage of scripting (other than
HTML) to enhance websites. Study
of structure, syntax, and
implementation of language
??Basic usage of a sound authoring
package to edit sound files for
inclusion in websites (no more than a
week)
??Basic usage of a video authoring
package to edit video files for
inclusion in websites websites (no
more than a week)
??Understand animation file
attritrubes and issues when
incorporated in websites
o File types and compatibility
o Frames per second
o Resolution
Formatted
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??Use an animation authoring package
to create animations for inclusion in
websites
o Banners
o Icons
o Navigation elements
o Use of a web site
management system to
construct a web site that
integrates multimedia
elements
??Develop and collect a range of
Multimedia assets – animation, vide,
sound
??Graphics – to be integrated into a
website to enhance creativity and
“stickiness” (engagement) of site.
o File size and download rates
??Use an animation authoring
package to create animations for
inclusion in websites
o Banners
o Icons
o Navigation elements
o Use of a web site management
system to construct a web site
that integrates multimedia
elements
??Develop and collect a range of
Multimedia assets – animation, vide,
sound
??Graphics – to be integrated into a
website to enhance creativity and
“stickiness” (engagement) of site.
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Assessment
Assessment Task Types
Task Types Assignments and
Projects
Orals Tests
Remembering
Understanding
Applying
Researching terms and
concepts
Summarizing
information
Following verbal and
written instructions
Simple documentation
Guided projects
Communication skills
Citing & Referencing
Use of correct
terminology
Simple questioning
In class and
knowledge recall tests
Examinations
Analysing
Creating and
Evaluating
Compare and contrast
Critical essays
System development
Problem-solving
Complex
documentation
Modelling
Construction
Algorithm construction
Evaluation and
reflection Open-ended
tasks
Extended projects
Evaluation and
reflection
Design and integration
Complex questions
and explanations
Seminars
Extrapolation
Weightings 30-80%
20-70%
1otes on task types
T course
Assignments, projects, orals These tasks should emphasise complex skills of analysis,
creating and evaluation putting less focus on simple
knowledge recall or basic understanding.
Tests This task should give students the opportunity to
demonstrate their knowledge and understanding while
providing the opportunity to extrapolate and show complex
analysis.
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A course
Assignments, projects, orals These tasks should emphasise knowledge, recall,
understanding and application skills with less focus on
analysis, creating and evaluation.
Tests These tasks should give students the opportunity to
demonstrate their knowledge and understanding while
showing their application skills. Less emphasis should be
placed on analysis and evaluation skills.
Additional Assessment Advice
The ACT Board of Senior Secondary Studies recommends 4-6 assessment tasks across a
standard unit (1.0) and 2- 3 assessment tasks for a half standard unit (0.5). These should not
be a compilation of a number of small discrete tasks (e.g. mini-tests) but may include a
portfolio that provides coherent evidence of the depth and breadth of student learning.
Teaching and Learning Strategies
The emphasis will be on the development and design of websites. Students will examine
commercial websites to identify component of effect website design. Students will construct
websites for different audience and purposes using a variety of techniques and software
The emphasis will be on the acquisition and development of practical skills related to website
design and construction and then transferring and building on the acquired skills in designing
solutions to problems. Use should be made of a variety of problems to enable students to
apply the appropriate design methodologies.
Students will be helped to develop teamwork strategies to assist with problem solving in
groups. They will be encouraged to communicate information and ideas about digital
imaging and sound manipulation.
Student Capabilities
Evidence could be in:
Student Capabilities Goals Content Teaching Assessment
creative and critical thinkers ???
enterprising problem-solvers ???????
skilled and empathetic communicators ???
informed and ethical decision-makers ???
environmentally and culturally aware citizens ???
confident and capable users of technologies ???????
independent and self-managing learners ???
collaborative team members ?????
Specific Unit Resources
Resources and ideas for delivering and assessing units of competence
http://hsc.csu.edu.au/info_tech/
Books
Downes-Powell, Gareth; Mairlot, Bruno; Green, Tim Dreamweaver MX : PHP web
development.
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McGrath, Mike PHP 5 in easy steps
Schafer, Steven. Apache, MySQL, and PHP weekend crash course
Websites
http://www.php.net/
http://optusnet.dl.sourceforge.net/sourceforge/wampserver/wamp5_1.6.1.exe
http://www.mysql.com/
http://au3.php.net/tut.php
http://www.freewebmasterhelp.com/tutorials/php
These were accurate at the time of publication.
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ITM Web & Multimedia Integration A/T/V Value 0.5
Prerequisite
Recommended for Theory – Digital Image, Sound and Video Editing
Specific Unit Goals
This A unit should enable students to: This T unit should enable students to:
??Use of scripting technologies to
make web pages more dynamic –
for example, using CSS,
Javascript, Flash Actionscript
etc...
??Use of scripting technologies to
make web pages more dynamic –
for example, using CSS,
Javascript, Flash Actionscript
etc...
??work efficiently in an
environment and apply OH&S
procedures
??work efficiently in an
environment and apply OH&S
procedures
??understand issues relating to file
size, files types and download
rates when incorporating
multimedia files into websites
??understand issues relating to file
size, files types and download
rates when incorporating
multimedia files into websites
??understand the differences in
download rates between various
Internet connection types
??understand the differences in
download rates between various
Internet connection types
??edit and optimise sound and video
files for inclusion in websites
??edit and optimise sound and video
files for inclusion in websites
??design and create animations for
inclusion in websites
??design and create complex
animations for inclusion in
websites
??integrate a range of applications in
the process of web development
??integrate a range of applications in
the process of web development
??understand and use the principles
of project management to a
website project
??understand and apply the
principles of project management
to a website project
??understand the role of a web
server
??understand the role of a web
server
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Units of Competency
This is a guide to the units of competence that may be assessed concurrently with this unit.
Teachers should check competency requirements carefully to ensure that relevant elements
are delivered and assessed.
Certificate Unit Code Unit 1ame Core/
Elective
ICA20105 BSBCMN106B Follow workplace safety procedures Core
ICA20105 ICAU2013B Integrate commercial computing packages Core
ICA20105 ICAW2011B Work individually or as a team member to
achieve organisational goals
Elective
ICA20105 ICPMM321B Capture a digital image Elective
ICA20105 ICPMM263B Access and use the internet Elective
Content
In many areas of the unit, the topics will be the same whether students are undertaking the A
or T level. The difference will be in the depth of understanding that is required, the amount of
teacher guidance that is provided, and the level of cognitive tasks that are the focus of
assessment items (see %otes on task types below).
A Course T Course
??Usage of scripting (other than
HTML) to enhance websites.
??Basic usage of a sound authoring
package to edit sound files for
inclusion in websites
??Basic usage of a video authoring
package to edit video files for
inclusion in websites(no more than a
week)
??Understand animation file attributes
and issues when incorporated in
websites
o File types and compatibility
o Frames per second
o Resolution
o File size and download rates
??Use an animation authoring package
to create animations for inclusion in
websites
o Banners
o Icons
o Navigation elements
??Usage of scripting (other than
HTML) to enhance websites. Study
of structure, syntax, and
implementation of language
??Basic usage of a sound authoring
package to edit sound files for
inclusion in websites (no more than a
week)
??Basic usage of a video authoring
package to edit video files for
inclusion in websites websites (no
more than a week)
??Understand animation file attributes
and issues when incorporated in
websites
o File types and compatibility
o Frames per second
o Resolution
o File size and download rates
??Use an animation authoring package
to create animations for inclusion in
websites
o Banners
o Icons
o Navigation elements
Formatted
Formatted
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o Use of a web site
management system to
construct a web site that
integrates multimedia
elements
??Develop and collect a range of
Multimedia assets – animation,
vide, sound
??Graphics – to be integrated into a
website to enhance creativity and
“stickiness” (engagement) of site.
o Use of a web site
management system to
construct a web site
that integrates
multimedia elements
??Develop and collect a range of
Multimedia assets – animation,
vide, sound
??Graphics – to be integrated
into a website to enhance
creativity and “stickiness”
(engagement) of site.
Assessment
Assessment Task Types
Task Types Assignments and
Projects
Orals Tests
Remembering
Understanding
Applying
Researching terms and
concepts
Summarizing
information
Following verbal and
written instructions
Simple documentation
Guided projects
Communication skills
Citing & Referencing
Use of correct
terminology
Simple questioning
In class and
knowledge recall tests
Examinations
Analysing
Creating and
Evaluating
Compare and contrast
Critical essays
System development
Problem-solving
Complex
documentation
Modelling
Construction
Algorithm construction
Evaluation and
reflection Open-ended
tasks
Extended projects
Evaluation and
reflection
Design and integration
Complex questions
and explanations
Seminars
Extrapolation
Weightings 30-80%
20-70%
Board Endorsed December 2006
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1otes on task types
T course
Assignments, projects, orals These tasks should emphasise complex skills of analysis,
creating and evaluation putting less focus on simple
knowledge recall or basic understanding.
Tests This task should give students the opportunity to
demonstrate their knowledge and understanding while
providing the opportunity to extrapolate and show complex
analysis.
A course
Assignments, projects, orals These tasks should emphasise knowledge, recall,
understanding and application skills with less focus on
analysis, creating and evaluation.
Tests These tasks should give students the opportunity to
demonstrate their knowledge and understanding while
showing their application skills. Less emphasis should be
placed on analysis and evaluation skills.
Additional Assessment Advice
The ACT Board of Senior Secondary Studies recommends 4-6 assessment tasks across a
standard unit (1.0) and 2- 3 assessment tasks for a half standard unit (0.5). These should not
be a compilation of a number of small discrete tasks (e.g. mini-tests) but may include a
portfolio that provides coherent evidence of the depth and breadth of student learning.
Presentation and word processing applications must not be the sole basis of assessment.
Teaching and Learning Strategies
The emphasis will be on the development and design of websites. Students will examine
commercial websites to identify component of effect website design. Students will construct
websites for different audience and purposes using a variety of techniques and software
The emphasis will be on the acquisition and development of practical skills related to website
design and construction and then transferring and building on the acquired skills in designing
solutions to problems. Use should be made of a variety of problems to enable students to
apply the appropriate design methodologies.
Students will be helped to develop teamwork strategies to assist with problem solving in
groups. They will be encouraged to communicate information and ideas about digital
imaging and sound manipulation.
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Student Capabilities
Evidence could be in:
Student Capabilities Goals Content Teaching Assessment
creative and critical thinkers ???
enterprising problem-solvers ???????
skilled and empathetic communicators ???
informed and ethical decision-makers ???
environmentally and culturally aware citizens ???
confident and capable users of technologies ???????
independent and self-managing learners ???
collaborative team members ?????
Specific Unit Resources
Resources and ideas for delivering and assessing units of competence
http://hsc.csu.edu.au/info_tech/
Books
Coley, Lon. How to use Macromedia Dreamweaver MX & Fireworks MX
Daugherty, Debi. Fireworks MX 2004 for visual learners
Grannell, Craig; McLachlan, George; Powers, David. Foundation Macromedia Dreamweaker
MX 2004.
Leete, Gurdy; Finkelstein, Ellen. Macromedia FLASH MX for Dummies
Vandome, Nick. Dreamweaker MX in easy steps
Vandome, Nick. Fireworks MX in easy steps
Dreamweaver MX 2004 for visual learners
Websites
http://www.dreamweaverfever.com/
http://www.dwfaq.com/tutorials/
http://www.andrewwooldridge.com/dreamweaver/
http://www.dwkillertips.com/
These were accurate at the time of publication.
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ITM: Dynamic Website Construction A/T/V Value 0.5
Prerequisite
Introduction to Website Design 0.5.
Specific Unit Goals
This A unit should enable students to: This T unit should enable students to:
??Use a scripting language and
database combination to facilitate
online processing and database
storage capabilities. For example
using PHP/Mysql, ASP/Access,
JSP/Mysql etc…
??Use a scripting language and
database combination to facilitate
online processing and database
storage capabilities. For example
using PHP/Mysql, ASP/Access,
JSP/Mysql etc…
??Use a web development authoring
tool to generate scripts to interact
with an online database
??Use a web development authoring
tool to generate scripts to interact
with an online database
??Master the commands associated
with a scripting language –
assignment, decisions, loops
??Master the commands associated
with a scripting language –
assignment, decisions, loops
??Create scripts to insert, delete, and
update records in an online
database
??Create scripts to insert, delete,
and update records in an online
database
??Create scripts to search and query
an online database, and provide
login access/user authentication
facilities to a web site
??Create scripts to search and query
an online database, and provide
login access/user authentication
facilities to a web site
??Create scripts to generate text files
as a means of storing information,
as an alternative to using a
database
??Create scripts to generate text
files as a means of storing
information, as an alternative to
using a database
??Use a database management tool –
for example phpmyadmin – to
create users and databases and
provide a testing environment for
an online database
??Use a database management tool
– for example phpmyadmin – to
create users and databases and
provide a testing environment for
an online database
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Units of Competency
This is a guide to the units of competence that may be assessed concurrently with this unit.
Teachers should check competency requirements carefully to ensure that relevant elements
are delivered and assessed.
Certificate Unit Code Unit 1ame Core/
Elective
ICA20105 BSBCMN106B Follow workplace safety procedures Core
ICA20105 ICAU1128B Operate a personal computer Elective
ICA20105 ICPMM263B Access and use the internet Elective
ICA20105 ICAU2013B Integrate commercial computing packages Elective
Content
In many areas of the unit, the topics will be the same whether students are undertaking the A
or T level. The difference will be in the depth of understanding that is required, the amount of
teacher guidance that is provided, and the level of cognitive tasks that are the focus of
assessment items (see %otes on task types below).
A Course T Course
??Understand how a dynamic website
works and association terminology.
??Use a web development authoring to
generate scripts to
o Validate a form
o Process a form
o Connect to a database server
o Select a database
o Query a database
??Use an online database package to
o Create a new database
o Create table
o Insert data
o Editing record
o Import data
o Create users and logons
o Manage security and
passwords
??Understand how a dynamic website
works and association terminology.
??Use a web development authoring
to generate scripts to
o Validate a form
o Process a form
o Connect to a database server
o Select a database
o Query a database
??Use an online database package to
o Create a new database
o Create table
o Insert data
o Editing record
o Import data
o Create users and logons
o Manage security and
passwords
Formatted
Formatted
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Assessment
Assessment Task Types
Task Types Assignments and
Projects
Orals Tests
Remembering
Understanding
Applying
Researching terms and
concepts
Summarizing
information
Following verbal and
written instructions
Simple documentation
Guided projects
Communication skills
Citing & Referencing
Use of correct
terminology
Simple questioning
In class and
knowledge recall tests
Examinations
Analysing
Creating and
Evaluating
Compare and contrast
Critical essays
System development
Problem-solving
Complex
documentation
Modelling
Construction
Algorithm construction
Evaluation and
reflection Open-ended
tasks
Extended projects
Evaluation and
reflection
Design and integration
Complex questions
and explanations
Seminars
Extrapolation
Weightings 30- 80%
20-70%
1otes on task types
T course
Assignments, projects, orals These tasks should emphasise complex skills of analysis,
creating and evaluation putting less focus on simple
knowledge recall or basic understanding.
Tests This task should give students the opportunity to
demonstrate their knowledge and understanding while
providing the opportunity to extrapolate and show complex
analysis.
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A course
Assignments, projects, orals These tasks should emphasise knowledge, recall,
understanding and application skills with less focus on
analysis, creating and evaluation.
Tests These tasks should give students the opportunity to
demonstrate their knowledge and understanding while
showing their application skills. Less emphasis should be
placed on analysis and evaluation skills.
Additional Assessment Advice
The ACT Board of Senior Secondary Studies recommends 4-6 assessment tasks across a
standard unit (1.0) and 2- 3 assessment tasks for a half standard unit (0.5). These should not
be a compilation of a number of small discrete tasks (e.g. mini-tests) but may include a
portfolio that provides coherent evidence of the depth and breadth of student learning.
Teaching and Learning Strategies
The emphasis will be on the development and design of websites. Students will examine
commercial websites to identify component of effect website design. Students will construct
websites for different audience and purposes using a variety of techniques and software
The emphasis will be on the acquisition and development of practical skills related to website
design and construction and then transferring and building on the acquired skills in designing
solutions to problems. Use should be made of a variety of problems to enable students to
apply the appropriate design methodologies.
Students will be helped to develop teamwork strategies to assist with problem solving in
groups. They will be encouraged to communicate information and ideas about digital
imaging and sound manipulation.
Student Capabilities
Evidence could be in:
Student Capabilities Goals Content Teaching Assessment
creative and critical thinkers ???
enterprising problem-solvers ???????
skilled and empathetic communicators ???
informed and ethical decision-makers ???
environmentally and culturally aware citizens ???
confident and capable users of technologies ???????
independent and self-managing learners ???
collaborative team members ?????
Specific Unit Resources
Resources and ideas for delivering and assessing units of competence
http://hsc.csu.edu.au/info_tech/
Books
Downes-Powell, Gareth; Mairlot, Bruno; Green, Tim Dreamweaver MX : PHP web
development.
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McGrath, Mike PHP 5 in easy steps
Schafer, Steven. Apache, MySQL, and PHP weekend crash course
Websites
http://www.php.net/
http://optusnet.dl.sourceforge.net/sourceforge/wampserver/wamp5_1.6.1.exe
http://www.mysql.com/
http://au3.php.net/tut.php
http://www.freewebmasterhelp.com/tutorials/php
These were accurate at the time of publication.
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ITM: Digital Editing and 2D Animation A/T/V Value 1.0
(This combines Digital Image, Sound and Video Editing, 0.5 with 2D Animation, 0.5)
The main focus of the 2D Animation part of this unit should be, not so much drawing and
animation skills but the application of a scripting language.
For moderation folders Flash FLA files are to be submitted in addition to SWL files to enable
code to be analysed.
Prerequisites
Nil
Specific Unit Goals
This A unit should enable students to: This T unit should enable students to:
??Create interactive animations
controlled by the application of a
scripting language.
??Create interactive animations
controlled by the application of a
scripting language.
??demonstrate an understanding of
image enhancement, manipulation
and image crafting techniques
using various software programs.
??demonstrate an understanding of
image enhancement, manipulation
and image crafting techniques
using various software programs.
??identify the differences between
different image formats, file
management protocols, and
explain the differences between
vector and bitmapped images.
??identify the differences between
different image formats, file
management protocols, and
explain the differences between
vector and bitmapped images.
??understand the basic elements of
editing Digital Audio, file types,
methods of capture, compression
and incorporate it and its
techniques into an application
??understand the basic elements of
editing Digital Audio, file types,
methods of capture, compression
and incorporate it and its
techniques into an application
??demonstrate a basic understanding
of editing Digital Video, file types,
methods of capture, compression,
and incorporate it and its
techniques into an application
??demonstrate a high degree of
understanding of editing Digital
Video, file types, methods of
capture, compression, and
incorporate it and its techniques
into an application
??describe, in simple terms, the
process of computer animation, the
major types of animation and their
usage
??describe, in detail, the process of
computer animation, the major
types of animation and their usage
??set up and use the paint and
animation features of an animation
package to create short animated
sequences for simple themes
??set up and use the paint and
animation features of an animation
package to create short animated
sequences for simple and complex
themes
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??use simple computer drawing and
animation techniques to create a
range of traditional and computer
animation effects such as shape
and movement tweeening
??use simple and complex computer
drawing and animation techniques
to create a range of traditional and
computer animation effects such as
shape and movement tweeening
??create samples of animated text
and titling and the incorporation of
sound into the animation
??create samples of animated text
and titling and the incorporation of
sound into the animation
??demonstrate perspective
techniques in animation
??demonstrate perspective
techniques in animation
??create an animated character,
capable of movement and
expression
??create an animated character,
capable of movement and
expression
??edit and assemble simple
animation sequences into scenes
and presentations
??edit and assemble simple and more
complex animation sequences into
scenes and presentations
Units of Competency
This is a guide to the units of competence that may be assessed concurrently with this unit.
Teachers should check competency requirements carefully to ensure that relevant elements
are delivered and assessed.
Certificate Unit Code Unit 1ame Core/
Elective
ICA20105 BSBCMN106B Follow workplace safety procedures Core
ICA20105 ICAU2006B Operate computing packages Core
ICA20105 ICAW2011B Work individually or as a team member to
achieve organisational goals
Elective
ICA20105 ICPMM321B Capture a digital image Elective
ICA20105 ICPMM263B Access and use the internet Elective
Content
In many areas of the unit, the topics will be the same whether students are undertaking the A
or T level. The difference will be in the depth of understanding that is required, the amount of
teacher guidance that is provided, and the level of cognitive tasks that are the focus of
assessment items (see %otes on task types below).
The main focus of the 2D Animation part of this unit should be, not so much drawing and
animation skills but the application of a scripting language.
Formatted
Formatted
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A Course T Course
Basic techniques in the production of 2D
digital artwork
??correct use of the painting & editing
tools, pallets
??correct use of image manipulation
tools
Basic techniques in the production of 2D
digital artwork
??correct use of the painting & editing
tools, pallets
??correct use of image manipulation
tools
Digital image formats and compression
??file management including saving
and storing image files, importing
and exporting image files
Digital image formats and compression
??file management including saving
and storing image files, importing
and exporting image files
??the difference between Vector and
Bitmap images and their uses
Digital image capture
??scanning
??digital cameras
??Internet and commercial sources
??Graphics Tablet
Digital image capture
??scanning
??digital cameras
??internet and commercial sources
??graphics Tablet
??shutter speed
??camera features
??pixel resolution
??image balance/exposure
Digital image printing Digital image printing
DPI and Resolution
Screen Sizes
Familiarisation of Digital imaging
programs
Familiarisation of Digital imaging programs
Presentation of Digital images Presentation of Digital images
Digital collage and montage techniques
??colour and tone correction
??image enhancement techniques
Digital audio formats
??editing techniques for digital audio
files
??techniques for applying digital
effects
??methods of capture
Digital audio formats
??editing techniques for digital audio
files
??compositing tracks
??techniques for applying digital
effects
??compression
??methods of capture
Digital Editing of Video
??File types
??Methods of capture
??Compression
??Editing techniques and
enhancements
Digital Editing of Video
??File types
??Methods of capture
??Compression
??Editing techniques and
enhancements
Copyright issues Copyright issues
Occupational Health and Safety Issues Occupational Health and Safety Issues
Formatted
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Familiarisation of Digital video and audio
programs
Animation including:
??Use of scripting to create interactive
animations – using programmable
mouse events. Rather than just
letting animations run their course,
giving the user a greater level of
control of how the animations will
play out based on programming
structures.
??Principles, applications and usage of
computer animation
??Technical implications of animation
??Animation software familiarisation
and practice
??Raster Graphics and Vector
graphics program features and usage
??Basic drawing and painting tools eg
working with strokes and fills,
creating custom colours, gradients,
and line styles
??Animation program features such as
frame-by-frame, shape tweened, and
motion tweened animation
??Animated text, manipulate its
behaviour and appearance
??Features of currently available
computer animation packages
??Manipulate Text
??Graphic
??Image
??Animation
??Sound
??Create a simple sequence using
prepared multimedia elements
??Prepare a storyboard for the project
??Create the program structure
??Create simple elements for the
presentation
??Assemble the various elements in
the presentation
Familiarisation of Digital video and audio
programs
Animation including:
??Use of scripting to create interactive
animations – using programmable
mouse events. Rather than just
letting animations run their course,
giving the user a greater level of
control of how the animations will
play out based on programming
structures.
??Principles, applications and usage of
computer animation
??Technical implications of animation
??Animation software familiarisation
and practice
??Raster Graphics and Vector graphics
program features and usage
??Basic drawing and painting tools eg
working with strokes and fills,
creating custom colours, gradients,
and line styles
??Animation program features such as
frame-by-frame, shape tweened, and
motion tweened animation
??Animated text, manipulate its
behaviour and appearance
??Features of currently available
computer animation packages
??Working with perspective and depth
??Creating an animated character
capable of walking and facial
movements
??Editing and assembling animation
elements using cuts and transitions
??Manipulate Text
??Graphic
??Image
??Animation
??Incorporating video
??Sound
??Create a simple sequence using
prepared multimedia elements
??Use the tools and features of a range
of authoring software
??Create short samples of screen
sequences and interaction using a
simple navigational structure
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??Prepare a script for a multimedia
presentation
??Prepare a storyboard for the project
??Create the program structure
??Create simple elements for the
presentation
??Assemble the various elements in the
presentation
Teaching and Learning Strategies
The emphasis will be given to the development and presentation of items, which
communicate, using sound, graphics and video. Students will examine a variety of software
and peripheral devices to produce graphics, sound, video and animation modules, to be used
in larger productions in a variety of contexts.
Emphasis will also be given to the acquisition and development of practical skills related to
animation and then transferring and building on the acquired skills in designing solutions to
problems. Use should be made of a variety of problems to enable students to apply the
appropriate design methodologies.
Students will be helped to develop teamwork strategies to assist with problem solving in
groups. They will be encouraged to communicate information and ideas about digital
imaging and sound manipulation.
Board Endorsed December 2006
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Assessment
Assessment Task Types
Task Types Assignments and
Projects
Orals Tests
Remembering
Understanding
Applying
Researching terms and
concepts
Summarizing
information
Following verbal and
written instructions
Simple documentation
Guided projects
Communication skills
Citing & Referencing
Use of correct
terminology
Simple questioning
In class and
knowledge recall tests
Examinations
Analysing
Creating and
Evaluating
Compare and contrast
Critical essays
System development
Problem-solving
Complex
documentation
Modelling
Construction
Algorithm construction
Evaluation and
reflection Open-ended
tasks
Extended projects
Evaluation and
reflection
Design and integration
Complex questions
and explanations
Seminars
Extrapolation
Weightings 30-80%
20-70%
1otes on task types
T course
Assignments, projects, orals These tasks should emphasise complex skills of analysis,
creating and evaluation putting less focus on simple
knowledge recall or basic understanding.
Tests This task should give students the opportunity to
demonstrate their knowledge and understanding while
providing the opportunity to extrapolate and show complex
analysis.
Board Endorsed December 2006
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A course
Assignments, projects, orals These tasks should emphasise knowledge, recall,
understanding and application skills with less focus on
analysis, creating and evaluation.
Tests These tasks should give students the opportunity to
demonstrate their knowledge and understanding while
showing their application skills. Less emphasis should be
placed on analysis and evaluation skills.
Additional Assessment Advice
The ACT Board of Senior Secondary Studies recommends 4-6 assessment tasks across a
standard unit (1.0) and 2- 3 assessment tasks for a half standard unit (0.5). These should not
be a compilation of a number of small discrete tasks (e.g. mini-tests) but may include a
portfolio that provides coherent evidence of the depth and breadth of student learning.
Presentation and word processing applications must not be the sole basis of assessment. A
course:
Student Capabilities
Evidence could be in:
Student Capabilities Goals Content Teaching Assessment
creative and critical thinkers ?????
enterprising problem-solvers ?????
skilled and empathetic communicators ?????
informed and ethical decision-makers ?????
environmentally and culturally aware citizens
confident and capable users of technologies ?????
independent and self-managing learners ???
collaborative team members ?????
Specific Unit Resources
Resources and ideas for delivering and assessing units of competence
http://hsc.csu.edu.au/info_tech/
Software
Access to a range of appropriate graphics, sound, video and animation software. Current titles
include:
??Macromedia Freehand and Fireworks
??Adobe Photoshop
??Gimp
??Director
??Adobe Premier
??DV Studio
??DV Raptor
??Macromedia Flash
??Corel Draw
??Macromedia Sound Edit
??Audacity
??iMovie
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??Windows Movie Maker
Texts
Weinman, L.,. Flash MX Hands-on Training, Peachpit Press, 2003.
Cavanaugh, K., Fireworks MX, A Beginner’s Guide, McGraw-Hill Publishing. 2003.
Gross, P., Diector 8 and Lingo, Macromedia Press.
Websites
http://www.newtown.tased.edu.au/computingweb/tutorials.htm
http://www.adobe.com
http://www.adobe.com/support/fireworks/tutorial_index.html
http://www.tsof.edu.au/resources/sound/Support/tutorial_ed_beginner1.asp
http://audacity.sourceforge.net/help/tutorials
http://www.apple.com/support/imovie/tutorial/
http://www.adobe.com/support/flash/tutorial_index.html
http://www.idleworm.com/how/index.shtml
http://www.gimp.org/tutorials/Simple_Animations/
http://www.newtown.tased.edu.au/computingweb/tutorials.htm
These were accurate at the time of publication.
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ITM: Digital Image, Sound and Video Editing A/T/V Value 0.5
Prerequisites
%il
Teachers should consult with %etwork Administrator about storage requirements.
Specific Unit Goals
This A unit should enable students to: This T unit should enable students to:
??demonstrate an understanding of
image enhancement, manipulation
and image crafting techniques using
various software programs
??identify the differences between
different image formats, file
management protocols, and explain
the differences between vector and
bitmapped images
??understand the basic elements of
editing Digital Audio, file types,
methods of capture, compression
and incorporate it and its techniques
into an application
??demonstrate an understanding of
editing Digital Video, file types,
methods of capture, compression,
and incorporate it and its techniques
into an application.
??demonstrate an understanding of
image enhancement, manipulation
and image crafting techniques using
various software programs
??identify the differences between
different image formats, file
management protocols, and explain
the differences between vector and
bitmapped images
??understand the basic elements of
editing Digital Audio, file types,
methods of capture, compression
and incorporate it and its techniques
into an application
??demonstrate an understanding of
editing Digital Video, file types,
methods of capture, compression,
and incorporate it and its techniques
into an application.
??understand the concept of digital
data transfer rates, in relation to
internet downloads (broadband/dial
up), USB and Firewire connections
??understand the basic structure of
digital data – the BIT – and how to
use concepts such as bit rate, bit
depth, colour quality, frame rates,
and sound frequencies to predict file
sizes of multimedia assets
Board Endorsed December 2006
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Units of Competency
This is a guide to the units of competence that may be assessed concurrently with this unit.
Teachers should check competency requirements carefully to ensure that relevant elements
are delivered and assessed.
Certificate Unit Code Unit 1ame Core/
Elective
ICA20105 BSBCMN106B Follow workplace safety procedures Core
ICA20105 ICAU2006B Operate computing packages Core
ICA20105 ICAW2011B Work individually or as a team member to
achieve organisational goals
Elective
ICA20105 ICPMM321B Capture a digital image Elective
ICA20105 ICPMM263B Access and use the internet Elective
Content
In many areas of the unit, the topics will be the same whether students are undertaking the A
or T level. The difference will be in the depth of understanding that is required, the amount of
teacher guidance that is provided, and the level of cognitive tasks that are the focus of
assessment items (see %otes on task types below).
A Course T Course
Basic techniques in the production of 2D
digital artwork
??correct use of the painting & editing
tools, pallets
??correct use of image manipulation
tools
Digital image formats and compression
??file management including saving
and storing image files, importing
and exporting image files
Digital image capture
??scanning
??digital cameras
??Internet and commercial sources
??Graphics Tablet
Digital image printing
Familiarisation of Digital imaging programs
Presentation of Digital images
Basic techniques in the production of 2D
digital artwork
??correct use of the painting & editing
tools, pallets
??correct use of image manipulation
tools
Digital image formats and compression
The difference between Vector and Bitmap
images and their uses
Digital image capture
??scanning
??digital cameras
??Internet and commercial sources
??Graphics Tablet
Digital image printing
DPI and Resolution
Screen Sizes
Familiarisation of Digital imaging programs
Presentation of Digital images
Digital collage and montage techniques
??colour and tone correction
??image enhancement techniques
Formatted
Formatted
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Digital audio formats
??editing techniques for digital audio
files
??techniques for applying digital
effects
??methods of capture
Digital Editing of Video
??file types
??methods of capture
??compression
??editing techniques and
enhancements
Familiarisation of Digital video and audio
programs
??copyright issues
Digital audio formats
??editing techniques for digital audio
files
??compositing tracks
??techniques for applying digital
effects
??compression
??methods of capture
Digital Editing of Video
??file types
??methods of capture
??compression
??editing techniques and
enhancements
Familiarisation of Digital video and audio
programs
Firewire hardware, characteristics and speed
Copyright issues
??Occupational Health and Safety
Teaching and Learning Strategies
The emphasis will be on the development and presentation of items, which communicate,
using sound, graphics and video. Students will examine a variety of software and peripheral
devices to produce graphics, sound, video and animation modules, to be used in larger
productions in a variety of contexts.
Students will be helped to develop teamwork strategies to assist with problem solving in
groups. They will be encouraged to communicate information and ideas about digital
imaging and sound manipulation.
Board Endorsed December 2006
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Assessment
Assessment Task Types
Task Types Assignments and
Projects
Orals Tests
Remembering
Understanding
Applying
Researching terms and
concepts
Summarizing
information
Following verbal and
written instructions
Simple documentation
Guided projects
Communication skills
Citing & Referencing
Use of correct
terminology
Simple questioning
In class and
knowledge recall tests
Examinations
Analysing
Creating and
Evaluating
Compare and contrast
Critical essays
System development
Problem-solving
Complex
documentation
Modelling
Construction
Algorithm construction
Evaluation and
reflection Open-ended
tasks
Extended projects
Evaluation and
reflection
Design and integration
Complex questions
and explanations
Seminars
Extrapolation
Weightings 30-80%
20-70%
1otes on task types
T course
Assignments, projects, orals These tasks should emphasise complex skills of analysis,
creating and evaluation putting less focus on simple
knowledge recall or basic understanding.
Tests This task should give students the opportunity to
demonstrate their knowledge and understanding while
providing the opportunity to extrapolate and show complex
analysis.
Board Endorsed December 2006
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A course
Assignments, projects, orals These tasks should emphasise knowledge, recall,
understanding and application skills with less focus on
analysis, creating and evaluation.
Tests These tasks should give students the opportunity to
demonstrate their knowledge and understanding while
showing their application skills. Less emphasis should be
placed on analysis and evaluation skills.
Additional Assessment Advice
The ACT Board of Senior Secondary Studies recommends 4-6 assessment tasks across a
standard unit (1.0) and 2- 3 assessment tasks for a half standard unit (0.5). These should not
be a compilation of a number of small discrete tasks (e.g. mini-tests) but may include a
portfolio that provides coherent evidence of the depth and breadth of student learning.
Presentation and word processing applications must not be the sole basis of assessment. A
course:
Student Capabilities
Evidence could be in:
Student Capabilities Goals Content Teaching Assessment
creative and critical thinkers ?????
enterprising problem-solvers ?????
skilled and empathetic communicators ?????
informed and ethical decision-makers ?????
environmentally and culturally aware citizens
confident and capable users of technologies ?????
independent and self-managing learners ???
collaborative team members ?????
Specific Unit Resources
Resources and ideas for delivering and assessing units of competence
http://hsc.csu.edu.au/info_tech/
Software
Access to a range of appropriate graphics, sound, video and animation software. Current
packages include:
??Macromedia Freehand and Fireworks
??Adobe Photoshop
??Gimp
??Power Point
??DV Studio
??DV Raptor
??Corel Draw
??Macromedia Sound Edit
??Audacity
??iMovie
??Windows Movie Maker
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Websites
http://www.newtown.tased.edu.au/computingweb/tutorials.htm
http://www.adobe.com
http://www.adobe.com/support/fireworks/tutorial_index.html
http://www.tsof.edu.au/resources/sound/Support/tutorial_ed_beginner1.asp
http://audacity.sourceforge.net/help/tutorials
http://www.apple.com/support/imovie/tutorial/
These were accurate at the time of publication.
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ITM: 2D Animation A/T/V Value 0.5
The main focus of this unit should be, not so much drawing and animation skills but the
application of a scripting language.
For moderation folders Flash FLA files are to be submitted in addition to SWL files to enable
code to be analysed.
Prerequisites
Nil
Specific Unit Goals
This A unit should enable students to: This T unit should enable students to:
??create interactive animations
controlled by the application of a
scripting language.
??describe the process of computer
animation, the major types of
animation and their usage
??set up and use the paint and
animation features of an animation
package to create short animated
sequences
??use computer drawing and
animation techniques to create a
range of traditional and computer
animation effects such as shape and
movement tweeening.
??Understand the processes,
requirements and limitations of
rendering and lighting
??create samples of animated text and
titling and the incorporation of
sound and video into the animation
??demonstrate perspective techniques
in animation
??create an animated character,
capable of movement and
expression
??edit and assemble animation
sequences into scenes and
presentations.
??create interactive animations
controlled by the application of a
scripting language
??describe the process of computer
animation, the major types of
animation and their usage
??set up and use the paint and
animation features of an animation
package to create short animated
sequences
??use computer drawing and
animation techniques to create a
range of traditional and computer
animation effects such as shape and
movement tweeening.
??Understand the processes,
requirements and limitations of
rendering and lighting
??create samples of animated text and
titling and the incorporation of
sound and video into the animation
??demonstrate perspective techniques
in animation
??create an animated character,
capable of movement and
expression
??edit and assemble animation
sequences into scenes and
presentations.
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Units of Competency
This is a guide to the units of competence that may be assessed concurrently with this unit.
Teachers should check competency requirements carefully to ensure that relevant elements
are delivered and assessed.
Certificate Unit Code Unit 1ame Core/
Elective
ICA20105 BSBCMN106B Follow workplace safety procedures Core
ICA20105 ICAU2006B Operate computing packages Core
ICA20105 ICAW2011B Work individually or as a team member to
achieve organisational goals
Elective
Content
In many areas of the unit, the topics will be the same whether students are undertaking the A
or T level. The difference will be in the depth of understanding that is required, the amount of
teacher guidance that is provided, and the level of cognitive tasks that are the focus of
assessment items (see %otes on task types below).
The main focus of the 2D Animation part of this unit should be, not so much drawing and
animation skills but the application of a scripting language.
A Course T Course
??Use of scripting to create interactive
animations – using programmable
mouse events. Rather than just
letting animations run their course,
giving the user a greater level of
control of how the animations will
play out based on programming
structures.
??Animation including:
o Principles, applications and
usage of computer animation
o Technical implications of
animation
o Animation software
familiarisation and practice
o Raster Graphics and Vector
graphics program features and
usage
o Basic drawing and painting
tools eg working with strokes
and fills, creating custom
colours, gradients, and line
styles
o Animation program features
such as frame-by-frame, shape
tweened, and motion tweened
??Use of scripting to create interactive
animations – using programmable
mouse events. Rather than just letting
animations run their course, giving
the user a greater level of control of
how the animations will play out
based on programming structures.
??Animation including:
o Principles, applications and
usage of computer animation
o Technical implications of
animation
o Animation software
familiarisation and practice
o Raster Graphics and Vector
graphics program features
and usage
o Basic drawing and painting
tools eg working with strokes
and fills, creating custom
colours, gradients, and line
styles
o Animation program features
such as frame-by-frame,
shape tweened, and motion
tweened animation
Formatted
Formatted
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animation
o Animated text, manipulate its
behaviour and appearance
o Features of currently available
computer animation packages
o Manipulate Text
o Graphic
o Image
o Animation
o Sound
o Create a simple sequence
using prepared multimedia
elements
o Prepare a storyboard for the
project
o Create the program structure
o Create simple elements for the
presentation
o Assemble the various elements
in the presentation
o Animated text, manipulate its
behaviour and appearance
o Features of currently
available computer animation
packages
o Working with perspective
and depth
o Creating an animated
character capable of walking
and facial movements
o Editing and assembling
animation elements using
cuts and transitions
o Manipulate Text
o Graphic
o Image
o Animation
o Incorporating video
o Sound
o Create a simple sequence
using prepared multimedia
elements
o Use the tools and features of
a range of authoring software
o Create short samples of
screen sequences and
interaction using a simple
navigational structure
o Prepare a script for a
multimedia presentation
o Prepare a storyboard for the
project
o Create the program structure
o Create simple elements for
the presentation
o Assemble the various
elements in the presentation
Teaching and Learning Strategies
The emphasis will be on the acquisition and development of practical skills related to
animation and then transferring and building on the acquired skills in designing solutions to
problems. Use should be made of a variety of problems to enable students to apply the
appropriate design methodologies.
Students will be helped to develop teamwork strategies to assist with problem solving in
groups. They will be encouraged to communicate information and ideas about digital
imaging and sound manipulation.
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Assessment
Assessment Task Types
Task Types Assignments and
Projects
Orals Tests
Remembering
Understanding
Applying
Researching terms and
concepts
Summarizing
information
Following verbal and
written instructions
Simple documentation
Guided projects
Communication skills
Citing & Referencing
Use of correct
terminology
Simple questioning
In class and
knowledge recall tests
Examinations
Analysing
Creating and
Evaluating
Compare and contrast
Critical essays
System development
Problem-solving
Complex
documentation
Modelling
Construction
Algorithm construction
Evaluation and
reflection Open-ended
tasks
Extended projects
Evaluation and
reflection
Design and integration
Complex questions
and explanations
Seminars
Extrapolation
Weightings 30-80%
20-70%
1otes on task types
T course
Assignments, projects, orals These tasks should emphasise complex skills of analysis,
creating and evaluation putting less focus on simple
knowledge recall or basic understanding.
Tests This task should give students the opportunity to
demonstrate their knowledge and understanding while
providing the opportunity to extrapolate and show complex
analysis.
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A course
Assignments, projects, orals These tasks should emphasise knowledge, recall,
understanding and application skills with less focus on
analysis, creating and evaluation.
Tests These tasks should give students the opportunity to
demonstrate their knowledge and understanding while
showing their application skills. Less emphasis should be
placed on analysis and evaluation skills.
Additional Assessment Advice
The ACT Board of Senior Secondary Studies recommends 4-6 assessment tasks across a
standard unit (1.0) and 2- 3 assessment tasks for a half standard unit (0.5). These should not
be a compilation of a number of small discrete tasks (e.g. mini-tests) but may include a
portfolio that provides coherent evidence of the depth and breadth of student learning.
Presentation and word processing applications must not be the sole basis of assessment. A
course:
Student Capabilities
Evidence could be in:
Student Capabilities Goals Content Teaching Assessment
creative and critical thinkers ?????
enterprising problem-solvers ?????
skilled and empathetic communicators ?????
informed and ethical decision-makers ?????
environmentally and culturally aware citizens ?????
confident and capable users of technologies ?????
independent and self-managing learners ???
collaborative team members ?????
Specific Unit Resources
Resources and ideas for delivering and assessing units of competence
http://hsc.csu.edu.au/info_tech/
Software
Access to a range of appropriate graphics, sound, video and animation software. Current titles
include:
??Macromedia Freehand and Fireworks
??Adobe Photoshop
??Gimp
??Director
??Adobe Premier
??DV Studio
??DV Raptor
??Macromedia Flash
??Macromedia Sound Edit
??Audacity
Texts
Weinman, L.,. Flash MX Hands-on Training, Peachpit Press, 2003.
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Cavanaugh, K., Fireworks MX, A Beginner’s Guide, McGraw-Hill Publishing. 2003.
Gross, P.,. Diector 8 and Lingo, Macromedia Press.
Websites
http://www.adobe.com/support/flash/tutorial_index.html
http://www.idleworm.com/how/index.shtml
http://www.gimp.org/tutorials/Simple_Animations/
http://www.newtown.tased.edu.au/computingweb/tutorials.htm
These were accurate at the time of publication.
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ITM: Dynamic Websites & 2D Animation A/T/V Value 1.0
(This unit combines Dynamic Website Construction, 0.5 with 2D Animation, 0.5)
The main focus of the 2D Animation part of this unit should be, not so much drawing and
animation skills but the application of a scripting language.
For moderation folders Flash FLA files are to be submitted in addition to SWL files to enable
code to be analysed.
Prerequisite
Introduction to Website Design 0.5
Specific Unit Goals
This A unit should enable students to: This T unit should enable students to:
??Use a scripting language and
database combination to facilitate
online processing and database
storage capabilities. For example
using PHP/Mysql, ASP/Access,
JSP/Mysql etc…
??Use a scripting language and
database combination to facilitate
online processing and database
storage capabilities. For example
using PHP/Mysql, ASP/Access,
JSP/Mysql etc…
??Use a web development authoring
tool to generate scripts to interact
with an online database
??Use a web development authoring
tool to generate scripts to interact
with an online database
??Master the commands associated
with a scripting language –
assignment, decisions, loops
??Master the commands associated
with a scripting language –
assignment, decisions, loops
??Create scripts to insert, delete, and
update records in an online
database
??Create scripts to insert, delete,
and update records in an online
database
??Create scripts to search and query
an online database, and provide
login access/user authentication
facilities to a web site
??Create scripts to search and query
an online database, and provide
login access/user authentication
facilities to a web site
??Create scripts to generate text files
as a means of storing information,
as an alternative to using a
database
??Create scripts to generate text
files as a means of storing
information, as an alternative to
using a database
??Use a database management tool –
for example phpmyadmin – to
create users and databases and
provide a testing environment for
an online database
??Use a database management tool
– for example phpmyadmin – to
create users and databases and
provide a testing environment for
an online database
??Create interactive animations
controlled by the application of a
scripting language.
??Create interactive animations
controlled by the application of a
scripting language.
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??Describe the process of computer
animation, the major types of
animation and their usage
??Set up and use the paint and
animation features of an animation
package to create short animated
sequences
??Use computer drawing and
animation techniques to create a
range of traditional and computer
animation effects such as shape
and movement tweeening.
??Create samples of animated text
and titling and the incorporation
of sound and video into the
animation
??Demonstrate perspective
techniques in animation
??Create an animated character,
capable of movement and
expression
??Edit and assemble animation
sequences into scenes and
presentations.
??Describe the process of computer
animation, the major types of
animation and their usage
??Set up and use the paint and
animation features of an
animation package to create short
animated sequences
??Use computer drawing and
animation techniques to create a
range of traditional and computer
animation effects such as shape
and movement tweeening.
??Create samples of animated text
and titling and the incorporation
of sound and video into the
animation
??Demonstrate perspective
techniques in animation
??Create an animated character,
capable of movement and
expression
??Edit and assemble animation
sequences into scenes and
presentations.
Units of Competency
This is a guide to the units of competence that may be assessed concurrently with this unit.
Teachers should check competency requirements carefully to ensure that relevant elements
are delivered and assessed.
Certificate Unit Code Unit 1ame Core/
Elective
ICA20105 BSBCMN106B Follow workplace safety procedures Core
ICA20105 ICAU1128B Operate a personal computer Elective
ICA20105 ICAU2006B Operate computing packages Core
ICA20105 ICAU2013B Integrate commercial computing packages Elective
ICA20105 ICAW2011B Work individually or as a team member to
achieve organisational goals
Elective
ICA20105 ICPMM263B Access and use the internet Elective
Formatted
Board Endorsed December 2006
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Content
In many areas of the unit, the topics will be the same whether students are undertaking the A
or T level. The difference will be in the depth of understanding that is required, the amount of
teacher guidance that is provided, and the level of cognitive tasks that are the focus of
assessment items (see %otes on task types below).
The main focus of the 2D Animation part of this unit should be, not so much drawing and
animation skills but the application of a scripting language.
A Course T Course
??Understand how a dynamic website
works and association terminology.
??Use a web development authoring to
generate scripts to
o Validate a form
o Process a form
o Connect to a database server
o Select a database
o Query a database
??Use an online database package to
o Create a new database
o Create table
o Insert data
o Editing record
o Import data
o Create users and logons
o Manage security and
passwords
??Understand how a dynamic website
works and association terminology.
??Use a web development authoring to
generate scripts to
o Validate a form
o Process a form
o Connect to a database server
o Select a database
o Query a database
??Use an online database package to
o Create a new database
o Create table
o Insert data
o Editing record
o Import data
o Create users and logons
o Manage security and
passwords
Animation including:
??Use of scripting to create interactive
animations – using programmable
mouse events. Rather than just
letting animations run their course,
giving the user a greater level of
control of how the animations will
play out based on programming
structures.
??Principles, applications and usage of
computer animation
??Technical implications of animation
??Animation software familiarisation
and practice
??Raster Graphics and Vector graphics
program features and usage
Animation including:
??Use of scripting to create interactive
animations – using programmable
mouse events. Rather than just letting
animations run their course, giving
the user a greater level of control of
how the animations will play out
based on programming structures.
??Principles, applications and usage of
computer animation
??Technical implications of animation
??Animation software familiarisation
and practice
??Raster Graphics and Vector graphics
program features and usage
Formatted
Formatted
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??Basic drawing and painting tools eg
working with strokes and fills,
creating custom colours, gradients,
and line styles
??Animation program features such as
frame-by-frame, shape tweened, and
motion tweened animation
??Animated text, manipulate its
behaviour and appearance
??Features of currently available
computer animation packages
??Manipulate Text
??Graphic
??Image
??Animation
??Sound
??Create a simple sequence using
prepared multimedia elements
??Prepare a storyboard for the project
??Create the program structure
??Create simple elements for the
presentation
??Assemble the various elements in
the presentation
??Basic drawing and painting tools eg
working with strokes and fills,
creating custom colours, gradients,
and line styles
??Animation program features such as
frame-by-frame, shape tweened, and
motion tweened animation
??Animated text, manipulate its
behaviour and appearance
??Features of currently available
computer animation packages
??Working with perspective and depth
??Creating an animated character
capable of walking and facial
movements
??Editing and assembling animation
elements using cuts and transitions
??Manipulate Text
??Graphic
??Image
??Animation
??Incorporating video
??Sound
??Create a simple sequence using
prepared multimedia elements
??Use the tools and features of a range
of authoring software
??Create short samples of screen
sequences and interaction using a
simple navigational structure
??Prepare a script for a multimedia
presentation
??Prepare a storyboard for the project
??Create the program structure
??Create simple elements for the
presentation
??Assemble the various elements in the
presentation
Teaching and Learning Strategies
The emphasis will be on the development and design of websites. Students will examine
commercial websites to identify component of effect website design. Students will construct
websites for different audience and purposes using a variety of techniques and software
The emphasis will be on the acquisition and development of practical skills related to website
design and construction and then transferring and building on the acquired skills in designing
solutions to problems. Use should be made of a variety of problems to enable students to
apply the appropriate design methodologies.
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Students will be helped to develop teamwork strategies to assist with problem solving in
groups. They will be encouraged to communicate information and ideas about digital
imaging and sound manipulation.
The emphasis will be on the acquisition and development of practical skills related to
animation and then transferring and building on the acquired skills in designing solutions to
problems. Use should be made of a variety of problems to enable students to apply the
appropriate design methodologies.
Students will be helped to develop teamwork strategies to assist with problem solving in
groups. They will be encouraged to communicate information and ideas about digital
imaging and sound manipulation.
Assessment
Assessment Task Types
Task Types Assignments and
Projects
Orals Tests
Remembering
Understanding
Applying
Researching terms and
concepts
Summarizing
information
Following verbal and
written instructions
Simple documentation
Guided projects
Communication skills
Citing & Referencing
Use of correct
terminology
Simple questioning
In class and
knowledge recall tests
Examinations
Analysing
Creating and
Evaluating
Compare and contrast
Critical essays
System development
Problem-solving
Complex
documentation
Modelling
Construction
Algorithm construction
Evaluation and
reflection Open-ended
tasks
Extended projects
Evaluation and
reflection
Design and integration
Complex questions
and explanations
Seminars
Extrapolation
Weightings 30-80%
20-70%
Board Endorsed December 2006
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1otes on task types
T course
Assignments, projects, orals These tasks should emphasise complex skills of analysis,
creating and evaluation putting less focus on simple
knowledge recall or basic understanding.
Tests This task should give students the opportunity to
demonstrate their knowledge and understanding while
providing the opportunity to extrapolate and show complex
analysis.
A course
Assignments, projects, orals These tasks should emphasise knowledge, recall,
understanding and application skills with less focus on
analysis, creating and evaluation.
Tests These tasks should give students the opportunity to
demonstrate their knowledge and understanding while
showing their application skills. Less emphasis should be
placed on analysis and evaluation skills.
Additional Assessment Advice
The ACT Board of Senior Secondary Studies recommends 4-6 assessment tasks across a
standard unit (1.0) and 2- 3 assessment tasks for a half standard unit (0.5). These should not
be a compilation of a number of small discrete tasks (e.g. mini-tests) but may include a
portfolio that provides coherent evidence of the depth and breadth of student learning.
Student Capabilities
Evidence could be in:
Student Capabilities Goals Content Teaching Assessment
creative and critical thinkers ???
enterprising problem-solvers ???????
skilled and empathetic communicators ???
informed and ethical decision-makers ???
environmentally and culturally aware citizens ???
confident and capable users of technologies ???????
independent and self-managing learners ???
collaborative team members ?????
Specific Unit Resources
Resources and ideas for delivering and assessing units of competence
http://hsc.csu.edu.au/info_tech/
Books
Downes-Powell, Gareth; Mairlot, Bruno; Green, Tim Dreamweaver MX : PHP web
development.
Weinman, L.,. Flash MX Hands-on Training, Peachpit Press, 2003.
Cavanaugh, K., Fireworks MX, A Beginner’s Guide, McGraw-Hill Publishing. 2003.
Board Endorsed December 2006
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Gross, P.,. Diector 8 and Lingo, Macromedia Press.
Software
Access to a range of appropriate graphics, sound, video and animation software. Current titles
include:
??Macromedia Freehand and Fireworks
??Adobe Photoshop
??Gimp
??Director
??Adobe Premier
??DV Studio
??DV Raptor
??Macromedia Flash
??Macromedia Sound Edit
??Audacity
Texts
Websites
http://www.adobe.com/support/flash/tutorial_index.html
http://www.idleworm.com/how/index.shtml
http://www.gimp.org/tutorials/Simple_Animations/
http://www.newtown.tased.edu.au/computingweb/tutorials.htm
These were accurate at the time of publication.
Board Endorsed December 2006
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ITM: 3D Graphics & 3DAnimation T/V Value 1.0
(This unit combines 3D Graphics and Modelling, 0.5 with 3D Animation, 0.5)
Prerequisites
Digital Editing and 2D Animation 0.5
Specific Unit Goals
This T unit should enable students to:
??create static 3D models using a range of techniques
??apply materials and textures to 3D objects
??render 3D scenes to graphical file formats
??apply lighting and cameras to 3D scenes
??integrate 3D graphics into other programs.
??animate 3D objects and cameras
??apply lighting, camera
??add sounds to 3D scenes
??create biped figures and apply footstep, pre-recorded biped animation files and
keyframed motion to them
??use a video editing package to incorporate rendered 3D video and graphics, titles
and sound
??understand and use the basic principles associated with applying physiques to
bipeds
??create a fly through of a 3D graphic scene
??export 3D files in the W3D format, to then be imported into Macromedia director
to facilitate interactivity in a Shockwave file
??Understand the concepts involved with low polygon modelling, and know how to
perform polygon counts to keep track of scene complexity
??Investigate the differences between UV Mapping and Planar Mapping
??Understand the differences between the full range of lighting types, and what
situations they are best suited to.
??Look at a variety of rendering techniques, including displacement and bitmaps.
??utilize the Reactor real world physics engine to perform realistic gravity and
weight based simulations to produce animations – involving fluids, rigid body
collections, and rag doll biped objects
Board Endorsed December 2006
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Units of Competency
This is a guide to the units of competence that may be assessed concurrently with this unit.
Teachers should check competency requirements carefully to ensure that relevant elements
are delivered and assessed.
Certificate Unit Code Unit 1ame Core/
Elective
ICA20105 BSBCMN106B Follow workplace safety procedures Core
ICA20105 ICAU2013B Integrate commercial computing packages Core
IAC20105 ICAU1128B Operate a personal computer
Pre-requisite for core units:
ICAU2013B and ICAD2012A
Elective
ICA20105 ICAW2011B Work individually or as a team member to
achieve organisational goals
Elective
ICA20105 ICPMM321B Capture a digital image Elective
ICA20105 ICPMM263B Access and use the Internet Elective
Content
Static 3D graphics
??Understanding 3D coordinate systems
??navigating viewports; setting viewport layouts; viewport shading;
??understanding the 3D application’s interface; loading and sequentially saving;
preview rendering of multiple or single frames;
??output resolution and file size; saving render outputs;
??modeling in world coordinates; transforms; cloning; using display menu;
??Materials
??Lighting
??Skinning methods
??Rendering
??boolean operations; sub-object manipulation; spline modelling, lofting
??understanding the modifier stack; basic deformation tools and modifiers;
??applying materials; using cameras; creating and applying light;
3D Graphics and Animation
??basic animation techniques – keyframe, biped, objects, cameras
??rendering of scenes
??Biped movement
??trackview overview; space warps; basic particle systems, fly throughs
??Adding sound and video
??parent-child relationships;
??using cameras; creating and applying light;
Formatted
Board Endorsed December 2006
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Teaching and Learning Strategies
The emphasis will be given to the development and presentation of items using 3D graphics.
Students will examine a variety of software and peripheral devices to produce graphics and
animation modules, to be used in larger productions in a variety of contexts.
Emphasis will also be given to the acquisition and development of practical skills related to
the production of 3D graphics and then transferring and building on the acquired skills in
designing solutions to problems. Use should be made of a variety of problems to enable
students to apply the appropriate design methodologies.
Students will be helped to develop teamwork strategies to assist with problem solving in
groups. They will be encouraged to communicate ideas and information about digital
imaging using appropriate terminology.
Students may examine the use of on-line tutoring and demonstration programs as an efficient
and economical means of gaining information about technological advancements in the
production of 3D graphics and animations.
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Assessment
Assessment Task Types
Task Types Assignments and
Projects
Orals Tests
Remembering
Understanding
Applying
Researching terms and
concepts
Summarising
information
Following verbal and
written instructions
Simple documentation
Guided projects
Communication skills
Citing & Referencing
Use of correct
terminology
Simple questioning
In class and
knowledge recall tests
Examinations
Analysing
Creating and
Evaluating
Compare and contrast
Critical essays
System development
Problem-solving
Complex
documentation
Modelling
Construction
Algorithm construction
Evaluation and
reflection Open-ended
tasks
Extended projects
Evaluation and
reflection
Design and integration
Complex questions
and explanations
Seminars
Extrapolation
Weightings 30-80%
20-70%
1otes on task types
T course
Assignments, projects, orals These tasks should emphasise complex skills of analysis,
creating and evaluation putting less focus on simple
knowledge recall or basic understanding.
Tests This task should give students the opportunity to
demonstrate their knowledge and understanding while
providing the opportunity to extrapolate and show complex
analysis.
Board Endorsed December 2006
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Additional Assessment Advice
The ACT Board of Senior Secondary Studies recommends 4-6 assessment tasks across a
standard unit (1.0) and 2- 3 assessment tasks for a half standard unit (0.5). These should not
be a compilation of a number of small discrete tasks (e.g. mini-tests) but may include a
portfolio that provides coherent evidence of the depth and breadth of student learning.
Student Capabilities
Evidence could be in:
Student Capabilities Goals Content Teaching Assessment
creative and critical thinkers ?????
enterprising problem-solvers ?????
skilled and empathetic communicators ?????
informed and ethical decision-makers ?????
environmentally and culturally aware citizens
confident and capable users of technologies ?????
independent and self-managing learners ???
collaborative team members ?????
Specific Unit Resources
Resources and ideas for delivering and assessing units of competence
http://hsc.csu.edu.au/info_tech/
Suggested Software:
??3D Studio Max
??Blender
??Anim8or
??Rhinoceros
Web sites:
http://www.3d-tutorial.com/
http://www.3dlinks.com/
http://www.blender.org
http://www.anim8or.com/
These were accurate at the time of publication.
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ITM: 3D Graphics and Modelling T/V Value 0.5
Prerequisites
Digital Editing and 2D Animation 0.5
Specific Unit Goals
This T unit should enable students to:
??create static 3D models using a range of techniques
??apply materials and textures to 3D objects
??render 3D scenes to graphical file formats
??apply lighting and cameras to 3D scenes
??integrate 3D graphics into other programs.
Units of Competency
This is a guide to the units of competence that may be assessed concurrently with this unit.
Teachers should check competency requirements carefully to ensure that relevant elements
are delivered and assessed.
Certificate Unit Code Unit 1ame Core/
Elective
ICA20105 BSBCMN106B Follow workplace safety procedures Core
ICA20105 ICAU2013B Integrate commercial computing packages Core
IAC20105 ICAU1128B Operate a personal computer
Pre-requisite for core units:
ICAU2013B and ICAD2012A
Elective
ICA20105 ICAW2011B Work individually or as a team member to
achieve organisational goals
Elective
ICA20105 ICPMM321B Capture a digital image Elective
ICA20105 ICPMM263B Access and use the Internet Elective
Content
In many areas of the unit, the topics will be the same whether students are undertaking the A
or T level. The difference will be in the depth of understanding that is required, the amount of
teacher guidance that is provided, and the level of cognitive tasks that are the focus of
assessment items (see %otes on task types below).
Static 3D graphics
??Understanding 3D coordinate systems
??navigating viewports; setting viewport layouts; viewport shading
??understanding the 3D application’s interface; loading and sequentially saving
preview rendering of multiple or single frames
??output resolution and file size; saving render outputs
??modelling in world coordinates; transforms; cloning; using display menu
??materials
??lighting
Formatted
Formatted
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??skinning methods
??rendering
??boolean operations; sub-object manipulation; spline modelling, lofting
??understanding the modifier stack; basic deformation tools and modifiers
??applying materials; using cameras; creating and applying light
Teaching and Learning Strategies
The emphasis will be given to the development and presentation of items using 3D graphics.
Students will examine a variety of software and peripheral devices to produce graphics and
animation modules, to be used in larger productions in a variety of contexts.
Emphasis will also be given to the acquisition and development of practical skills related to
the production of 3D graphics and then transferring and building on the acquired skills in
designing solutions to problems. Use should be made of a variety of problems to enable
students to apply the appropriate design methodologies.
Students will be helped to develop teamwork strategies to assist with problem solving in
groups. They will be encouraged to communicate ideas and information about digital
imaging using appropriate terminology.
Students may examine the use of on-line tutoring and demonstration programs as an efficient
and economical means of gaining information about technological advancements in the
production of 3D graphics.
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Assessment
Assessment Task Types
Task Types Assignments and
Projects
Orals Tests
Remembering
Understanding
Applying
Researching terms and
concepts
Summarising
information
Following verbal and
written instructions
Simple documentation
Guided projects
Communication skills
Citing & Referencing
Use of correct
terminology
Simple questioning
In class and
knowledge recall tests
Examinations
Analysing
Creating and
Evaluating
Compare and contrast
Critical essays
System development
Problem-solving
Complex
documentation
Modelling
Construction
Algorithm construction
Evaluation and
reflection Open-ended
tasks
Extended projects
Evaluation and
reflection
Design and integration
Complex questions
and explanations
Seminars
Extrapolation
Weightings 30-80%
20-70%
1otes on task types
T course
Assignments, projects, orals These tasks should emphasise complex skills of analysis,
creating and evaluation putting less focus on simple
knowledge recall or basic understanding.
Tests This task should give students the opportunity to
demonstrate their knowledge and understanding while
providing the opportunity to extrapolate and show complex
analysis.
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Additional Assessment Advice
The ACT Board of Senior Secondary Studies recommends 4-6 assessment tasks across a
standard unit (1.0) and 2- 3 assessment tasks for a half standard unit (0.5). These should not
be a compilation of a number of small discrete tasks (e.g. mini-tests) but may include a
portfolio that provides coherent evidence of the depth and breadth of student learning.
Student Capabilities
Evidence could be in:
Student Capabilities Goals Content Teaching Assessment
creative and critical thinkers ?????
enterprising problem-solvers ?????
skilled and empathetic communicators ?????
informed and ethical decision-makers ?????
environmentally and culturally aware citizens
confident and capable users of technologies ?????
independent and self-managing learners ???
collaborative team members ?????
Specific Unit Resources
Resources and ideas for delivering and assessing units of competence
http://hsc.csu.edu.au/info_tech/
Suggested Software:
??3D Studio Max
??Blender
??Anim8or
??Rhinoceros
Web sites:
http://www.3d-tutorial.com/
http://www.3dlinks.com/
http://www.blender.org
http://www.anim8or.com/
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ITM: 3D Animation T/V Value 0.5
Prerequisite
Digital Editing and 2D Animation 0.5, Static 3D Graphics 0.5
Specific Unit Goals
This T unit should enable students to:
animate 3D objects and cameras
apply lighting, camera
add sounds to 3D scenes
create biped figures and apply footstep, pre-recorded biped animation files and keyframed
motion to them
use a video editing package to incorporate rendered 3D video and graphics, titles and
sound
understand and use the basic principles associated with applying physiques to bipeds
create a fly through of a 3D graphic scene
export 3D files in the W3D format, to then be imported into Macromedia director to
facilitate interactivity (where applicable).
Units of Competency
This is a guide to the units of competence that may be assessed concurrently with this unit.
Teachers should check competency requirements carefully to ensure that relevant elements
are delivered and assessed.
Certificate Unit Code Unit 1ame Core/
Elective
ICA20105 BSBCMN106B Follow workplace safety procedures Core
ICA20105 ICAU2013B Integrate commercial computing packages Core
IAC20105 ICAU1128B Operate a personal computer
Pre-requisite for core units:
ICAU2013B and ICAD2012A
Elective
ICA20105 ICAW2011B Work individually or as a team member to
achieve organisational goals
Elective
ICA20105 ICPMM321B Capture a digital image Elective
ICA20105 ICPMM263B Access and use the Internet Elective
Formatted
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Content
In many areas of the unit, the topics will be the same whether students are undertaking the A
or T level. The difference will be in the depth of understanding that is required, the amount of
teacher guidance that is provided, and the level of cognitive tasks that are the focus of
assessment items (see %otes on task types below).
??basic animation techniques – keyframe, biped, objects, cameras
??rendering of scenes
??Biped movement
??trackview overview; space warps; basic particle systems, fly throughs
??Adding sound and video
??parent-child relationships;
??using cameras; creating and applying light;
Teaching and Learning Strategies
The emphasis will be given to the development and presentation of items using 3D
animations. Students will examine a variety of software and peripheral devices to produce
graphics and animation modules, to be used in larger productions in a variety of contexts.
Emphasis will also be given to the acquisition and development of practical skills related to
the production of 3D animations and then transferring and building on the acquired skills in
designing solutions to problems. Use should be made of a variety of problems to enable
students to apply the appropriate design methodologies.
Students will be helped to develop teamwork strategies to assist with problem solving in
groups. They will be encouraged to communicate ideas and information about digital
imaging using appropriate terminology.
Students may examine the use of on-line tutoring and demonstration programs as an efficient
and economical means of gaining information about technological advancements in the
production of 3D animations.
Formatted
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Assessment
Assessment Task Types
Task Types Assignments and
Projects
Orals Tests
Remembering
Understanding
Applying
Researching terms and
concepts
Summarizing
information
Following verbal and
written instructions
Simple documentation
Guided projects
Communication skills
Citing & Referencing
Use of correct
terminology
Simple questioning
In class and
knowledge recall tests
Examinations
Analysing
Creating and
Evaluating
Compare and contrast
Critical essays
System development
Problem-solving
Complex
documentation
Modelling
Construction
Algorithm construction
Evaluation and
reflection Open-ended
tasks
Extended projects
Evaluation and
reflection
Design and integration
Complex questions
and explanations
Seminars
Extrapolation
Weightings 30-80%
20-70%
1otes on task types
T course
Assignments, projects, orals These tasks should emphasise complex skills of analysis,
creating and evaluation putting less focus on simple
knowledge recall or basic understanding.
Tests This task should give students the opportunity to
demonstrate their knowledge and understanding while
providing the opportunity to extrapolate and show complex
analysis.
Board Endorsed December 2006
Version 4 240
Additional Assessment Advice
The ACT Board of Senior Secondary Studies recommends 4-6 assessment tasks across a
standard unit (1.0) and 2- 3 assessment tasks for a half standard unit (0.5). These should not
be a compilation of a number of small discrete tasks (e.g. mini-tests) but may include a
portfolio that provides coherent evidence of the depth and breadth of student learning.
Presentation and word processing applications must not be the sole basis of assessment. A
course:
Student Capabilities
Evidence could be in:
Student Capabilities Goals Content Teaching Assessment
creative and critical thinkers ?????
enterprising problem-solvers ?????
skilled and empathetic communicators ?????
informed and ethical decision-makers ?????
environmentally and culturally aware citizens
confident and capable users of technologies ?????
independent and self-managing learners ???
collaborative team members ?????
Specific Unit Resources
Resources and ideas for delivering and assessing units of competence
http://hsc.csu.edu.au/info_tech/
Software
??3D Max Studio
??Mayar
??Blender
??Anim8or
??Rhinoceros
Web sites
http://www.3d-tutorial.com/
http://www.3dlinks.com/
http://www.blender.org
http://www.anim8or.com/
These were accurate at the time of publication.
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2
Get Going with JavaScript
Australian 1st edition, 1st printing, March 2002.
Published in Australia Under Licence by e-Ways
Pty Limited (ABN 94 086 732 121). Printed by
Craft Printing Pty Ltd. Distributed by Network
Distribution Company.
The e-Ways Concept
The world is buzzing with electronic commerce,
e-mail, electronic trading and computers in
schools. A telephone, a television and a
computer in every home – not to mention all the
other gadgets. So much to learn but where to
start?
We hope these simple computer books can help
you get going with your computer and get a
grasp on some aspects of the information age.
e-Ways Pty Limited are proud to be producing
these wonderful and simple computer books for
the Australian and New Zealand markets. As
they are published the books will be distributed
through leading bookstores. In addition we offer a mail order
service where the other options may be
inconvenient or not available.
Mail Order
Please refer to our contact details, Order Form
and descriptions of books on pages 63 to 66.
e-Ways hope that you will find the books easy to
follow and we wish you many more hours of
enjoyment and pleasure with your PC.
Please recommend our books to other people.
Disclaimer
This book is designed for the purpose of self-tuition, training and leisure and is by no means a complete guide to all the features in the Java
programming language. This book is sold as is, without warranty of any kind. Although every care has been taken to ensure that the
information contained in this book is correct at the time of publication, neither the author, the publisher nor e-Ways Pty Limited accept
responsibility for any inaccuracies nor shall be responsible or liable to the purchaser or any other person or entity with respect to any
liability, loss, or damage caused or alleged to have been caused directly or indirectly by the information or any instructions contained in this
book or the software or hardware products described in it.
Trademarks
All trademarks used in this book are properties of their respective owners and are acknowledged. Instead of inserting the trademark symbol
at every occurrence of a trademarked name, trademarked names are used in this book in a referential fashion only and to the benefit of the
trademark owner, with no intention of infringement of the trademark.
Get Going with JavaScript
3
Table of Contents
The Basics ......................................................... 5
The Necessary Software .................................. 5
HTML.............................................................. 5
What are HTML Pages?........................................ 5
Brief HTML Reference Guide .............................. 5
HTML and JavaScript ..................................... 7
Incorporation in the Header .................................. 7
Carrying out Code Given Particular Actions ........ 8
Incorporation in the Body ..................................... 8
First JavaScript Programming ....................... 8
Hello World..................................................... 8
Hello World without Parameters........................... 8
Hello World with Parameters................................ 9
What Time is it? ............................................ 10
Page Reference .............................................. 11
Event Handler ................................................ 12
onLoad........................................................... 12
onUnload ....................................................... 12
onMouseOver ................................................ 13
onMouseOut .................................................. 13
onFocus ......................................................... 13
onBlur............................................................ 14
onChange....................................................... 15
onClick .......................................................... 15
javascript ....................................................... 16
onSubmit ....................................................... 17
Functions......................................................... 17
Variables ......................................................... 18
Local Variables.............................................. 18
Global Variables............................................ 19
Mathematical Operations.............................. 20
Repeated Performance .................................. 21
Looping with for............................................ 21
Looping with while........................................ 23
Conditional Operations ................................. 24
Standard Objects ........................................... 26
document ....................................................... 26
Colors in the Document....................................... 26
Document Properties ........................................... 27
Pictures in a Document ....................................... 28
document.frames ........................................... 31
document.forms ............................................. 34
Text Entry Fields................................................. 35
Radio and Check buttons .................................... 35
Drop-Down Lists................................................. 35
Pizza Service ....................................................... 35
Euro Calculator.............................................. 38
Strings.............................................................. 39
The String Object........................................... 39
length .................................................................. 40
substring.............................................................. 40
toLowerCase ....................................................... 40
toUpperCase........................................................ 40
Moving Text .................................................. 40
User-Defined Objects ..................................... 41
Arrays ............................................................ 42
Working with Frames .................................... 42
Quiz.................................................................. 45
The Explorer................................................... 54
The Project..................................................... 54
The Practice ................................................... 54
The Main Page .................................................... 54
The Content Page................................................ 56
The Explorer Page .............................................. 56
Customization ................................................ 61
Reserved Words.............................................. 62
The Last Word…............................................ 62
Get Going with JavaScript
4
Introduction
Everyone who is the least bit familiar with the
Internet eventually wants to represent him or
herself there with a home page. Anyone who
wants to have a really cool home page must
know a little more than the countless amateurs
who are out there on the Internet. In my opinion
the easiest and best tool for creating a truly
attractive and interactive home page is called
JavaScript.
The beautiful thing about JavaScript is that the
knowledge and system-related pre-requisites for
learning the language are relatively low. You just
need to know some HTML. And I’ll teach you
the most crucial things in the first section of this
booklet. If you’d like to delve deeper, I
recommend the e-Ways book “Get Going with
Web Pages”. Since
JavaScript is platform-independent, it can be
used on almost any Mac or PC. As far as
software is concerned, you’ll need just an
Internet browser (preferably Netscape Navigator
or Microsoft Internet Explorer) and a simple
ASCII text editor, for example, the one that
comes with Windows. ASCII text consists of
unformatted letters, that is, for every letter, you
need to have one byte of hard disk space
available. By contrast, Microsoft Word formats
text with fonts, colors, etc. and it’s not really
suited to serve as an ASCII text editor.
Finally, here’s a hint for reading this booklet:
everything typed in Courier is code. To test it
on the computer, you’ll have to type it in.
Get Going with JavaScript
5
The Basics
This section will give you an overview of HTML and inform you about how to incorporate
JavaScript into HTML pages. If you’re already familiar with HTML and you’ve already
worked with JavaScript, you can skip right over this section.
The Necessary Software
As I’ve already mentioned, all you’ll need is a text editor and a browser. Text editors come
with practically every operating system. Under Windows 95/98, the editor can be found by
clicking Start/ Programs / Accessories / Notepad. You’ll find browsers that you can download
for free over the Internet at the Netscape Website (www.netscape.com) and the Microsoft
Website (www.microsoft.com). Given an average downloading speed and average online
costs, however, it’s cheaper to buy a computer magazine that contains a CD. Many of these
“silver disks” contain the latest versions of the browsers.
HTML
What are HTML Pages?
HTML is a text-layout language, with help of which the most diverse systems can produce
nearly identical results. This is due to the fact that the files in which the HTML code is saved,
that is, files with the endings *.HTM or *.HTML, contain only ASCII text. The code in these
files specifies, for example, which background color, which text color, which text and pictures
in which order the page should contain. In order to make this topic more concrete, here’s a brief
introduction to HTML.
Brief HTML Reference Guide
In a nutshell, HTML consists of so-called tags, which are always placed inside pointy brackets
<>. These tags are, in turn, divided into those that cause a certain action (a line break, for
example) and those that format the text (italics would be an example of this). The text
formatting tags require a companion tag to the introductory tag at the end of the text you’d like
formatted a particular way. A few practical examples will help you understand the functions of
these tags:
Here is a
Pagebreak.
This text will appear in italics.
These HTML code fragments must be incorporated into the basic HTML structure. The
complete code would look like this:
The entire source code must be saved in an ASCII file. But the file extension must be either
*.HTM or *.HTML, not *.TXT. Be careful: many text editors, especially Windows editors,
save files whose names are given as *.HTM as *.HTM.TXT. In this case, you must change the
Get Going with JavaScript
6
filename manually in the file manager or Windows Explorer.
Now you need to start the browser, either Netscape or Microsoft Internet Explorer, and open the
file you’ve just created. Usually, you do this by selecting File / Open, but this can differ
according to which version of which browser you’re using. The page should look like this (this
page was displayed with Netscape Navigator 4.7):
Here are a couple more things useful to know – tags that begin with
always indicate the end of text formatting and Ü is the international way of creating a Ü:
This is a title that contains a word beginning with Ü
Here is a
Pagebreak. And here is a paragraph
This text will appear in italics, this, by contrast, in
boldface, and this text will be underlined. There is also a link and
you can even include pictures.
Before you can view the page, you’ll need to save a file with the name PICTURE.GIF. This
file can contain any image you want. For example, you can create a picture using Paint under
Windows 98. When saving the file, you need to make sure that it has the extension .GIF.
Alternatively, you can go out and find a graphics file, a finished .GIF file, somewhere on the
Internet.
If you want the link to work, you’ll need to create another HTML file, which in our example, is
called PAGE2.HTM. This name appears in the source code.
And don’t forget to save your files!
Get Going with JavaScript
7
The result should look like this when viewed with your browser:
HTML offers you many other possibilities. But since this booklet is concerned primarily with
JavaScript, I’ll just refer you to some appropriate literature:
The e-Ways “Get Going with Web Pages” by Johann-Christian Hanke is excellent.
Naturally there are also many more comprehensive books about HTML available in bookstores.
HTML and JavaScript
Before you begin programming, have a look at this general information about how to
incorporate JavaScript into HTML pages.
First off, you should know that JavaScript is a scripting language. That is, the code is not
compiled (translated into machine language), but instead it appears as ASCII text in an HTML
file. For integrating it into the HTML code, you have three possibilities:
Incorporation in the Header
The first possibility is to incorporate the source code into the header of the HTML file. Here
you can write code that you’ll access later using one of the two other possibilities for
incorporation.
Get Going with JavaScript
8
JavaScript, to be hidden.
Within these tags, you can define functions and variables, but we’ll get to that later.
Carrying out Code Given Particular Actions
The second possibility is to carry out JavaScript commands given a surfer’s particular actions.
Such actions can include the loading or leaving of a page or the following of a link with the
mouse. In the following example, the function hello is supposed to be carried out when the
page is loaded. This must be defined in advance in the header of the HTML file (see above,
incorporation in the header).
The function could, for example, greet visitors to the site with a message on the screen.
Incorporation in the Body
In addition, you can incorporate JavaScript commands into a particular part of the page when
you’re building the page. This is useful if, for example, you’d like JavaScript to incorporate
supplements such as text directly into the HTML file. The following example is supposed to
display the text “It is xx.xx O’Clock!”, replacing the letters with the actual time. The function
write_time must be defined in the header.
First JavaScript Programming
All of the foregoing examples may seem very abstract to you; in the following, we’ll turn our
attention to practical examples that will help you understand these things.
Hello World
Hello World without Parameters
A program that is supposed to display the text “Hello World” on the screen in some way has
emerged as a classic example when introducing a programming language. We want to define a
function in JavaScript that will display this text as a message.
Get Going with JavaScript
9
The following line, function hello(){, defines a function. function is a reserved word
that must be in this position. hello, by contrast, is the name of the function, which you can
choose as you like. The only thing you have to watch out for is that you don’t choose a
reserved word as your function name – it’s best to give functions meaningful names. By the
way – reserved words are words that can only be used in Java Code itself, not as function or
variable names. On page 62 you’ll find a list of reserved words.
Further in the code: () means that the function isn’t expecting any parameters, that is, it doesn’t
need any values. Our next example will demonstrate the use of functions with parameters. {
must follow ). The curly bracket specifies that the content of the function begins here. alert
is the command for displaying something in the form of a message. It takes a text parameter,
which must be placed in quotation marks. } marks the end of the function’s content. The body
tag looks like this: onLoad "hello()">. This means that our function, again without
parameters, should be called when the document is loaded. The whole thing should be saved as
a normal HTML file and called up in the browser .
The results look like this:
Hello World with Parameters
Now change the function as follows:
What happens? The browser reads the body tag and encounters there the instruction to carry
out the function hello with the text parameter Hello World with Parameters. The
Get Going with JavaScript
10
parameter is a string – and so in the source code, it must be placed in single quotes. The
function hello is called and the string given in our example is written to the variable result.
A variable is a space in your computer’s memory that can contain numbers, text, etc. – more
about this on page 18. Then the function is carried out; the browser finds the variable result
as a parameter in the alert command and its value is written out as a message. In this
example, using parameters doesn’t make much sense – but it’s important to understand how
they work.
What Time is it?
In the two foregoing examples, a function was incorporated into the header and carried out
when a particular action occurred – in the examples, that action was the loading of the page. In
the following example, we’ll define another function, which is supposed to tell us the current
time. In contrast to “Hello World,” however, this function will be incorporated into the body
since the current time is supposed to appear in the middle of the text on the page.
To understand this program, several explanations are necessary:
Get Going with JavaScript
11
With the first command in the function all of the data concerning the
current date and time are written to the object time. Instead of time, you can use any other
name, but make sure that it’s one that will be meaningful to you, the program’s author. The
time and date are now saved in time. Everything that’s inside the parentheses after
document.write will be written directly into the HTML document. In our case, this means
the hour and the minutes (time.getMinutes). The hour
and minutes are read from the object time using the commands issued. Then, the individual
elements are connected using the plus sign (+).
The function will then be carried out within the document so that the current time will be
written directly into the text. You can already see results – even such simple programs will set
your Web site apart from others:
Page Reference
Before I explain the individual elements of JavaScript, here’s a last practical example. At the
bottom of the browser window, you’ll find the status line. If you pass the mouse cursor over a
link – without clicking – you’ll see the file and pathname to which the link will take you.
Get Going with JavaScript
12
The effect of the change is that if you pass over the link with the mouse (onMouseOver), you’ll
see a description of the target reference in the status line, which disappears again if you move
the mouse away from the link.
Event Handler
Event handler reminds you of the “Hello World” program?
Earlier, I mentioned that the function hello was carried out given particular actions. To
accomplish this, you needed the onLoad command. Commands of this kind – that is,
commands that are incorporated into the HTML source code and that carry out a predefined
function or command given particular actions – are called event handlers. All event handlers
begin with on.... The onLoad event handler used in our example means essentially “upon
loading.” Just after the event handler you’ll notice an equals sign, then the JavaScript
commands to be executed in quotation marks. Now we’ll have a look at the most important
event handlers.
onLoad
You’ve already met this event handler in the “Hello World” program in the foregoing section.
It is activated when an HTML page loads.
onUnload
…is the opposite of the event handler onLoad and is activated when an HTML page closes.
The following example is a transformation of the “Hello World” program. When leaving the
page, it displays the message “Goodbye.” This could, for example, happen when a link is
activated. If the link in our example is to function properly, you must create one further HTML
page, called here page2.htm.
Get Going with JavaScript
13
The result should look like this in your browser as soon as you’ve left the page:
onMouseOver
The event handler onMouseOver is probably the most-used event handler. It is used within the
reference tag and becomes active if you touch the reference area with the mouse. An example
of how this event handler is used is the page reference example in the previous section.
onMouseOut
onMouseOut is the opposite of onMouseOver. If you display text in the status line because
you’ve used an onMouseOver event handler, you’ll need to remove the text as soon as the
mouse leaves the link area. The event handler onMouseOut was also used in the page reference
example in the previous section.
onFocus
Now you’ll meet a group of event handlers that are used in forms. The HTML code for forms is
practically self-explanatory – if you want to know more about this topic, I would encourage you
to immerse yourself in the appropriate HTML literature.
onFocus means “when the cursor is placed on this element.” This event handler is placed in
one- and multiple-line entry fields as well as in drop-down lists, for example, in order to check
zip codes that the user has entered for typos or extra digits. In our example, we assume that the
surfer is dumb and tell them in the status line that they have to place the cursor on one of the
three form elements. In this case, the function message is called up with a text parameter.
This function displays the parameter that it has been given in the status line, so it functions as
the page reference program does.
Get Going with JavaScript
14
If the user places the cursor in the field of their choice, the following message will appear:
onBlur
onBlur is the opposite of onFocus. This event handler is used with exactly the same
elements, namely one- and multiple-line text fields and drop-down lists. It becomes active if the
focus is removed from the element, for example, as soon as the mouse is clicked on another
element. Its use is parallel to that of onFocus. In the interest of holding source code to a
minimum, we’ll just show the changes to the last program:
The line window.
All three onFocus event handlers must be changed to onBlur commands.
In the browser, the whole thing should now look like this:
Get Going with JavaScript
15
onChange
This event handler is used much like onBlur; it’s activated as soon as the user leaves an entry
field – provided that the field’s value has changed. In drop-down lists, it’s activated solely by
the changing of the value. Because of the similarity between the onChange and onBlur event
handlers, a transformation of the onBlur program will serve as an example:
All three onBlur statements must be replaced by onChange ones and “left” in the message
must be changed to “changed.”
If you save the source code and display it in your browser after making the changes and leaving
the multiple-line text field, the whole thing should look like this:
onClick
The onClick event handler is activated by a click on a form element. This can mean a radio or
check button, but also submit, reset, or a user-defined button. In our example, if you click on a
form element, a message should appear that tells you which element you clicked.
Get Going with JavaScript
16
The result in the browser, if you click the radio button Option 2, looks like this:
javascript
You can even use the onClick event handler in references,
But since such links usually carry out just one JavaScript command and don’t take you to
another page, there is a different event handler for references, which really isn’t one at all since
it doesn’t begin with on...; it begins with javascript.
The following exemplary source code can be incorporated into the foregoing example, just in
front of
If you click the reference in the browser, you’ll see the following result:
Get Going with JavaScript
17
onSubmit
This event handler takes care of the submission of a form. Therefore, it has the same function
as onClick on the Send button. In our example, in the line
you could delete the onClick event handler so that the line looks like this:
But then you would have to make the following addition to the form tag:
The result would be the same.
Now you’re familiar with the most important event handlers. There are many others that will
not be described in this booklet since they are beyond its scope.
Functions
An event handler carries out a function as soon as it’s activated. This can be a predefined
function. For example, the issuing of a message can be incorporated into the body tag:
The drawback to these predefined functions is that they can only each carry out one action. If
you want to execute multiple JavaScript commands when an event handler is activated, you
must define your own function. This happens, as we’ve already seen several times, in the
header of the HTML file. As an example, let’s look at the “Hello World” program again (this
time we’ll look at the whole header):
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The keyword function always introduces a function. After a blank space comes the
function’s name – in our example hello – which must conform to the naming conventions of
JavaScript with respect to reserved words. For more information on naming conventions, see
page 62. Then comes a parenthesis (. Now you must decide whether the function will take one
or more parameters or whether it – as in our example – should use the resulting text or another
value. If there are no parameters, you must still place a closing parenthesis ) immediately next
to the opening one. If, by contrast, you want to use parameters, these will be stored in variables
whose names you must indicate here. When choosing variable names, you should be aware of
the same issues as when choosing function names. If you’re using more than one parameter,
separate them with commas. In such a case, the first line of our function would look like this:
The entire contents of the function, that is, all commands that the function should carry out,
must be placed in curly brackets . The function has now been defined. In our
example, the function will be called as follows:
The function call is constructed like its definition, but instead of the variable name, the values
for these variables are given – in our example 'Hello World with Parameters'. You
have to watch that the text parameters are placed in quotations. Single and double quotations
are handled the same way. Expressions must also be placed in the same quotation marks. If
you’re nesting expressions, you must use different kinds of quotation marks. In the function
call, the curly brackets disappear.
Variables
A variable is a space in your computer’s memory that is reserved for a program – in our case for
your JavaScript application. This place in memory can hold a number or text, but under no
circumstance can a variable switch between these two types of information. One variable
cannot first hold a number and then later text, or vice versa. We’ve already worked with
variables numerous times. Here’s how we used them in functions as parameters, as in the
“Hello World” program:
Here, a variable with the name result is declared. The parameter, which is passed to the
function when it’s called, determines in this case whether the variable in question is a text or
numeric variable.
Local Variables
A variable like result in the foregoing example is local. This means that it only exists in the
function hello, not in other functions that may be declared later. If you’d just like to reserve a
space in memory in which a value or some text can be stored, something you’d like to read out
later, then you should declare a variable that’s not a parameter. Here’s another option:
This function works entirely without parameters. During testing, you’ll need to take the
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parameter out of the function call. The function declares the variable result, assigns it the
text Here I am! and displays that text. One characteristic of JavaScript is that variables can
be assigned values right when they’re declared. In the following example you’ll see how
numbers can be the contents of variables too.
Here, a variable eggs is declared, which is assigned the value 5. After that, the text Today I
bought 5 eggs. is displayed, which makes use of the variable.
Global Variables
All uses of variables that you’ve seen so far have the disadvantage that they can only be used in
the one function in which they were declared. Let’s pose the following practical problem for
ourselves: an HTML page is supposed to contain three buttons. Users should click the first
button if they are using a PC, and the second one if they are using a Mac. A click on the third
button is supposed to produce a message that tells the user which kind of computer they are
using. From the programmer’s point of view, this means that if the user clicks the first button,
the text “PC” should be stored. If the user clicks the second button, “Mac” should be stored. If
the user clicks the third button, the browser should display an appropriate message.
In the header, the global variable computer is declared, which is assigned the value unknown.
The user clicks a button. The kind of computer will be written to the variable. When the user
clicks the third button, an appropriate message will be displayed. The result looks like this:
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Mathematical Operations
In addition to variables and functions, mathematical operations are another basic element of
JavaScript programming. But this isn’t complicated at all. Here I’ll just explain the basic kinds
of calculation and a few peculiarities. If you want to carry out a calculation, you’ll need a
variable to which you can write the result – here we’ll call this variable result – and in most
cases you’ll also need two variables that should be added together (here: a and b). All
operations can use whole numbers and decimal remainders. There’s just a point to remember
about decimals:
Addition: result = a + b
Subtraction: result = a - b
Multiplication: result = a * b
Division: result = a / b
Whole number rounding: a = Math.round(b)
There are also operations that require the use of just one variable: addition of 1 to a variable
(this is functionally equivalent to result
Subtraction of 1 from a variable (this is functionally equivalent to result
Anyone can see how these operations work. But nevertheless, I’m going to provide a practical
example so that you can test other kinds of calculations than the multiplication shown in the
source code. This program is supposed to display the number of seconds in a year. Naturally
we don’t just want to plop the number into the HTML file; rather, we’d like to give the number
of days in the year, times the number of hours in a day, times the number of minutes in an hour,
times the number of seconds in a minute. We’ll display this result.
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The result will look like this in your browser:
Given such a simple example, one could, of course, just output the sentence “A year has
3156000 seconds!” in the HTML file. Later on, we’ll see examples that are calculated using
values input by the user of the page.
Repeated Performance
In every programming language, there are times where you’ll want to repeat the same command
over and over. The commands for repeated performance are the same in nearly every language:
they are called for and while. Here you’ll see examples of each command.
Looping with for
Let’s assume that you want to publish a table of squared numbers from 1 to 100. Now you
could, of course, calculate all the values with your pocket calculater and then enter them into a
table, or you could call on JavaScript to help you.
The command for .
Since we haven’t defined any counter variables yet, var i comes next. If the variable had
already been declared, then you’d just need i here. With =1, this variable is given its starting
22
value, then comes a semicolon. In most cases, the counter variable should, as in the foregoing
example, be incremented by one each time the loop runs – this is what i++ is for. The curly
bracket marks the beginning of the loop. Then come the commands that should be repeated.
Here the first command opens a table line and a table cell. Then the counter variable is written
to the table, the cell is closed, and a new one is opened. The square of the counter variable is
written to the table, and finally the table cell and line are closed. The curly bracket marks the
end of the loop.
This function does the following: for all numbers from 1 to 100, it creates a line. In the first
column, it writes the number; in the second column, it writes the number’s square. Naturally
then you have to open a table in the HTML file.
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In the browser, this example should
look as follows – remember that the
loading of the table can take some
time on older computers due to its
size:
Looping with while
The while loop closely resembles the for loop. But the while loop doesn’t require any
counter variables and there’s no operation that changes the value of these counter variables.
The for loop will simply run until the given condition is false. Its beginning is nearly identical
to that of the for loop – it is used when you already have a counter variable with a value since
no fixed value is given to the counter variable at the beginning of the loop. As an example, let’s
use the squaring program again. This time, the function will look like this:
function square
At the beginning of the function, the value of the counter variable is set to 45. Later on, this
initial value can be read off of a form, for example. In the parentheses of the while command
comes the condition that must be fulfilled for the loop to end. Since otherwise the value of the
counter variables would remain constant, it must be changed in the while loop. This is what
the command does. The whole source code looks as follows – the result in the browser
resembles that in the last example, but the list begins with 45:
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When using for and while loops, it’s important that the programmer look out for so-called
endless loops. These can occur if the value of the counter variable never changes, if it’s set
equal to the beginning value by a mathematical operation, or if it’s set to a fixed value within
the loop. Such endless loops can only be exited by “strong-arming” your computer; try Ctrl +
Alt + Del on the PC or Command + Alt + Esc on the Mac if your browser stops reacting.
Sometimes, you’ll even need to reboot your computer in order to restart your browser. This
shows that you need to be really careful when programming loops, for if the browser crashes
when you’re looking at your site online, then you’ll be a sad surfer for a while.
Conditional Operations
A further important element of JavaScript is conditional operation, the if command. In the
course of this booklet you’ll see that if is one of the most-used commands. The following
example should illustrate this.
Depending on the time of day, a surfer on your Web site should be greeted differently – at 7:00
PM, for example, the message should be “good evening.”
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The first two lines of the function store the number representing the current time in the variable
hours. This functions exactly as in the “What time is it?” example at the beginning of this
booklet. Next, a variable hello with the greeting “Hello, Nightowl!” is declared. Next come
the if statements. The introductory if is mandatory. After that, in parentheses, come the
conditions upon fulfillment of which the commands in the if section will be carried out. In
our example, this greeting should be issued if it’s 6:00 PM or later. The curly bracket marks the
beginning of the commands in the if section. In the next line, the greeting is set to “Good
Morning!” and the curly bracket ends the if command.
What happens now? First, the greeting is set to “Hello, Nightowl!” If it’s 6:00 AM or later, the
greeting is set to “Good Morning!” If it’s already after 1:00 PM then it’s set to “Good Day!,”
etc.
Finally the greeting is displayed. Since I’ve worked through the whole night yet again, I’ll be
greeted as follows by the browser:
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This program can be taken over as-is into a Web site. It’s not especially resource-intensive, that
is, it won’t disturb animations, but it makes an individualized impression.
Standard Objects
An object is a collection of functions and variables. Standard objects are predefined in
JavaScript. The already familiar document.write("Bla bla") command is, for example, a
function of the object document. The command alert("Bla bla") is a function of the
window object, since it’s really an abbreviation for window.alert("Bla bla"). Yet
unfamiliar is document.bgColor, which is a variable of the document object. The function
of a variable of a standard object is always designated by the name of the object, a dot, and the
name of the function or variable.
There are a multitude of standard objects; they are far too numerous to discuss here. Therefore,
we’ll discuss just the most important ones.
document
In the document object, you’ll find all functions and variables that have to do with HTML
documents. But since this object too contains more functions and variables than we can discuss
here, we’ll limit ourselves in the following to the most important ones:
Colors in the Document
Using JavaScript, you can access the color settings of HTML documents. Elements you can
change include the text color, background color, and the colors of not yet visited, already
visited, and active links. Unfortunately, access to these colors is not always reliable in all
browser versions. Netscape in particular leaves something to be desired. In the following
practical example, the various colors are supposed to be changed with a click of the mouse. If
you’re using Netscape, only the background color will change – but Microsoft Internet Explorer
isn’t always reliable either. In practice, you should only use the color-manipulation capabilities
of JavaScript to change the background color.
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This is normal Text.
Before you click on the “Color change” link, the whole thing should look like this if you’re
using Netscape:
Because Microsoft Internet Explorer in my opinion functions a bit better, what I’m showing you
here is the result after clicking on “Color change” in this browser:
Document Properties
There are three text constants in an HTML file that can only be read out by JavaScript but not
changed. These are the URL of the file, the address from which the current file is read
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(document.referrer), the URL address of the file itself (document.location), and the
title of the current document (document.title). The following example issues a message
upon loading, which contains these three constants:
In the browser, the message will appear as follows:
This application doesn’t appear very useful at first glance – but scripts of this kind can be useful
if, for example, on your Web site you’d like to determine whether the user is coming from
another site or your own.
Pictures in a Document
If you surf regularly on the Internet, you’ve probably noticed a much-loved feature: links in the
form of pictures that change their color or something when you pass over them with the mouse.
The secret to the color change is that the picture behind which the link lies is replaced by
another picture. The standard object document is responsible for administering these pictures.
For each pictures that you’d like to have produce this effect, you have to create a name in the
HTML source code. This could go like this:
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Here you’ve created the variable document.picture.src, which is assigned the graphic
picture.gif. Now you need to create a second picture of the same size, which should
replace the first picture upon mouse contact. The value of document.picture.src can be
changed, whereupon the picture will be switched. You could proceed quite simply and assign it
another picture file,
This might work on your PC at home – but common practice on the World Wide Web suggests
that this is problematic: the browser will only produce the second picture if the first picture is
touched with the mouse. But clever programmers have found a solution to this problem: upon
loading the document, a new picture is generated that isn’t displayed in the browser. You can
do this with the following code:
To retain the original picture in memory, treat it exactly the same way.
Several explanations of the source code are necessary here. Upon loading the page, the global
JavaScript source code is carried out. It loads the picture data from picture1.gif and
picture2.gif as described above. Upon contact with the mouse (onMouseOver), the second
picture is displayed, upon leaving (onMouseOut), the first one appears again.
The whole thing looks like this in the browser if the mouse is not touching the link:
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If you pass the mouse over the picture, you’ll see the following:
This application can also be taken over as-is into Web sites. If you want to place several
changing pictures on a page, you must, of course, choose different names for each picture. On
the other hand, as in the following example, a picture can appear in more than one place. An
arrow is supposed to show over which link on a list the mouse is at the moment. To accomplish
this, you’ll need a table with two columns and, in our case, three lines. In the right-hand cells,
you’ll find pictures that have various names and to which, at first anyway, the same picture file
is assigned. In the left-hand cells, you’ll create links, which, when there is contact with the
mouse, will change the picture as in the foregoing example. This time, however, a picture
should be changed behind which there isn’t any link. For this purpose you’ll just need to
replace the picture name of another picture – in our example, the name of the picture that’s in
the neighboring cell. So that you’ll understand this procedure, I’ll show you the two pictures
active.gif and inactive.gif, which must be the same size.
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The principle is the same as in the previous example, where I explained how this works. Here
you can see what Netscape makes out of this:
document.frames
document.frames is really an object of the object document, but since it can be used
independent of it, it will be covered in a separate section. The object document.frames is
used almost exclusively to change several frames with one click of the mouse. Let’s take a look
at a practical example:
Our goal here is to create a frameset that will divide the screen vertically into two pieces. The
right piece will then be divided again. The left frame should display a table of contents in
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which various animal names can be clicked. If, for example, the user clicks on “elephant,” the
lower right corner of the frame should display information about elephants. If, by contrast, the
user clicks on “crocodile,” then the frame should display “reptiles” and “crocodile.”
To carry out this project, first we’ll need a frameset that we’ll call animalinfo.htm:
which needs no title since it’s displayed on the frame
Then you’ll need to create three files, which are only a little bit different than
kindofanimal.htm: mammals.htm, reptiles.htm, and fish.htm. Here you should
replace the text Kind of Animal with mammals, reptiles, or fish, respectively.
In addition you’ll need some “animal files.” To create these, just modify the file
startanimal.htm. Replace the text with information about an animal and name the file after
the animal in question. I’ve created mouse.htm, elephant.htm, crocodile.htm,
lizard.htm, greatwhiteshark.htm und goldfish.htm
And now to the file contents.htm, which contains the JavaScript code:
In this file, you’ll find links that reference JavaScript functions. We’ve already seen this – the
references look like this:
In the JavaScript portion of the file, the following functions must be declared:
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The explanation: the frameset is constructed like a tree. The main file – in our case
animalinfo.htm – is the trunk of the tree, the frames are the branches. In order to reach one
branch from another, you have to climb up the tree trunk. In JavaScript: to change from one
frame to another, you have to use the main file. The reference link parent is responsible for
this. To “branch off” to another frame, you have to give its index. When you declare a
frameset, the browser begins counting at 0, so that the left-hand frame in our example is
assigned the index 0, the frame for the kind of animal the index 1, and the lower right-hand
frame the index 2. In our case, then, frame 1 and frame 2 must be changed. You can access the
filenames using location.href. In the function, therefore, the two right-hand frames are
assigned different file names at the same time; the file names are passed to the parameters
file1 and file2.
Upon loading the file animalinfo.htm into the browser, you should see this:
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If you click the mouse on “Mouse,” you should see the following picture:
document.forms
Like frames, each form that’s a part of an HTML file gets an index. Again, the browser starts
counting with 0; as a rule, only one form with the index 0 is present. The object forms has
several properties: document.forms[0].length, for example, returns the number of entry
fields on the form with index 0. But this object is hardly used. More important is a “secondary
object” of document.forms, namely document.forms[0].elements, where elements is
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replaced with the name of an element. With the help of this object, it’s possible to read out the
entry fields on a form and overwrite them. This requires some theoretical knowledge,
specifically with respect to how the various element types are addressed with different
references. All elements in HTML source code are given names – in the following example,
Elementname stands for the actual element names.
Text Entry Fields
The following property can read out or overwrite the current text in an entry field:
This next property can read out or place default text in an entry field:
The following function marks the text in an entry field:
And the following function, which places the cursor in a field, is defined for all entry fields, but
used almost exclusively for text entry fields:
Radio and Check buttons
This property reads out or writes whether a radio button has been selected. The index of the
radio button is indicated here with n – as always, the browser always begins counting with 0.
Possible values for this property are 0 (not selected), 1 (selected), or, if you prefer, false (not
selected) and true (selected).
With this property you can read out and write the default setting of a radio button (index and
possible values as above):
Check buttons have the same properties; here n is the index of an element if there are several
elements with the same name parameter present in a group.
Drop-Down Lists
Drop-down lists have a property with help of which you can read out or write whether an option
is selected (index and possible values as above):
Pizza Service
The following example is intended to explain the function of the document.forms object.
Here, we’re concerned with ordering a pizza that can have various characteristics (size,
toppings). Upon submitting the form, a message is generated that tells the hungry person what
kind of pizza he or she has just ordered.
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The HTML portion of the document consists of a normal entry form, whose fields contain
names. In the
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