Timex Sinclair BASI C Primer

With Graphics
Timex Sinclair
BASI C Primer
With Graphics

by

Mitchell Waite and

Philip Chapnick

Howard W. Sams & Co., Inc.

4300 WEST 62ND ST . INDIANAPOLIS. INDIANA 46268 USA
Copyright © 1984 by The Waite Group . Inc.
Indianapolis. IN 46268

FIRST EDITION
FIRST PRI TI G- 1984

All rights reserved . No part of this book shall be reproduced . stored in a retrieva l system , or transmitted
by any means. electronic. mechanical. photocop ying. recording. or otherwise. without written permis-
sion from the publisher.
o patent liability is assumed with respect to the use of the information contained herein. While every
precaution has been taken in the preparation of this book . the publisher assumes no responsibility for
errors or ommisions.
either is any liabilit y assumed for damages resulting from the use of the information contained herein .

International Standard Book Number: 0-672-22077-6

Library of Congress Catalog Card Number: 83-51184

Edited by Welham Associates

Printed in the United States of America.

 Preface

Timex Sinclair BASIC Primer With Graphics is designed for the person
who is beginning to use a computer. It introduces the Timex Sinclair compu-
ters and teaches you how to write simple programs. By the time you've
finished this book, you'll understand how a computer works and how to
develop a program in BASIC , including graphics. Why BASIC? It is an
extremely popular computer language, taught widely in schools today at
many levels; it is also available on almost all personal computers. Knowledge
of BASIC then, puts you in a position to effectively use not one, but all
personal computers. Furthermore, it gives you an advantage over other per-
sons who are not yet "computer literate" so that you can go on to greater
investments of time and money, and to the greater returns that using a
sophisticated tool such as a computer gives you.
This book is written so t hat you can understand what is happening
whether or not you have a technical background. Jargon is kept to a min-
imum, however, when we have to use "computerese," we carefully explain the
concept behind the word. You may well find that you enjoy using the terms
that let the world know you're one of the club.
Here is an overview of the book and what it contains:

Chapter 1,"lntroduction," presents a simplified description of how the sys-

tem works, gives a few pointers on the care of computers, and defines
the BASIC language for you.
Chapter 2,"Getting Started ," explains how to unpack , set up, and connect
your computer to a television set. It also presents some fundamental
concepts that you will need to know before you go on.
Chapter 3,"BASIC Training," takes you step-by-step through your first
computer program.
Chapter 4,"Decisions, Decisions, Decisions," adds more computing power to
your knowledge: it tells you how to code programs that make choices. It
also introduces a more efficient programming technique called looping.
Chapter 5,"Plotting Along," gives the principles behind making graphics
shapes. It compares the differences between printing and plotting on the
screen.
Chapter 6,"Program, Program, Who's Got the Subprogram?" outlines the
kinds of structures you can use when it comes to designing a program. It
shows you how to break a program into smaller pieces that can be
accessed more quickly and efficiently.
Chapter 7 ,"Stringing Things Out," goes into the techniques for manipulating
lines of text that can include the graphics symbols .
Chapter 8,"Functional Graphics," is a supplement to the graphics informa-
tion in Chapter 3. If you want to do fancier plotting, use the information
in this chapter as your guide.
Chapter9 ,"Advanced BASIC: A Taste of Things to Come," sets the scene for
working with more complicated variables and for peeking right into the
heart of your Timex .
Chapter 10, presents the Mini-Maze Game and accomplishes several things.
It gives you some ideas on how to go about planning and carrying out a
programming project. It provides the code for an actual game that you
can play. Finally, it'll give you some hints on more elegant programming
practices.

As you read this book, you'll find that one skill quickly builds on
another. Start at the beginning, read everything, try everything, and most
importantly, take your time and have fun.

MITC HELL WAIT E

PHILIP CHAPNI C K

Pac Man is a registered trademark of Tano Corp.

This book is dedicated with love to my parents, Harriet and AI, for their
unflagging faith and unstinting support- P.c.
 CONTENTS

CHAPTER I

INTROD UCT ION ......•••••.•.••••••.•••••.•••••••••.•.••.••••.•••••.•••. 11

What 's a Computer Anyway?- In put- The Three Fundamental Parts of Computers-
Programs - The BASIC Language

CHAPTER 2

GETTING STARTED • •• . •• .••••.••••• • ••• • ••••.•..• •••• •••• • • • ..•••.•... •• 21

Unpacki ng- A Quiet Spot - Which Set's for You?- The Big Moment - Arithmetic by Com-
puter - There's Got to Be a Belter Way to Edit

CHAPTER 3

BASIC TRAI ING ••..•••• ••.• • ••••••••• •.•.•••••.•••. •• •.•. ••• •• • ....• • 45
Your First Program- Anatomy of the PRI T Sta tement - Eras ing Your Program- Line
umbers - The STOP Statement - La yi ng Out the Information- Graphic Details- LET and
the Variable- The I P UT Statement- Variables at Work and Play':'-Something Really Use-
ful: Loan Payments- Recordi ng Your Program- Tape, Please

CHAPTER 4

DECISIONS, D ECISIONS, D ECIS IO S •••..••••••••••.•.•.••••••••••••••••••••• 81

Going in CircIes- Keep on Chugging- The PA USE That Refres hes- Loop-the-Loop- Rela-
tionships
 CHAPTER 5

PLOTTING ALONG . . . • . . . . . • . . . • . . . • . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . • 105

Working With Points- Full Control Programming

CHAPTER 6

PROGRAM, PROGRAM , WHO'S GOT THE SUBPROGRAM? . • . . . . . . . . . . . . . . . . . . • . . 119

Structure- Chance and Necessity (A Program)- Building Programs- The Simple Advan-
tages of Structure

CHAPTER 7

STRINGING THINGS O UT ....••...•.......••..•....••....••••••...•....•. 139

Strings and Things- Decoding Strings: CODE and CHRS- A Good Value: VAL- Make Me
a String: STRS- Searching for Strings With a Subprogram- Past History- Here's Where the
Main Program Begins- The Graphics Program

CHAPTER 8

FUNCTIONAL GRAPHICS .... , • •••••.•••.•••.•••.••..•.....••..•••........ 167

Ready To Start the Big Banana- Graphs and Functions- Fancy Function Work- For the
Mathematically Hardy

CHAPTER 9

ADVANCED BASIC: A TASTE OF THINGS To COME ••••..• ••.. .......• .•••..• 191
New Dimensions- PEEK-a-Boo- Poking Around : The POKE Command- Odds and
Ends- Perfunctory Endings

CHAPTER 10

THE MINI-MAZE GAME ....••........••.•..•.•...•...•.......•.......... 215

Constructing the Game- Designing the Program- The Game Section
 APPENDIX

THE TIMEX CHARACTER SET ••••••••••••.•.•• . ••••• ••••.•• •• .•••••• •• •• •• 235

I NDEX ••••••.•••••••••••••••••••••••••••••••••••••••••••••••••••••••• 241

 1

Introduction

The odds are that, since you're reading this book, you've just purchased
your first home computer. It's a Timex / Sinclair 1500 or 1000 because you're
the curious but cautious type. You want to see for yourself what all the fuss is
about before you spend a whole lot of money buying a big fancy machine.
Well, you've made a good choice!
The Timex represents a lot of computer power for the smallest practical
investment you can make. The T / S 1500 is an updated version of the im-
mensely popular T / S 1000 computer. The first thing you'll notice is that
Timex Computer Corporation has put on a really nice and easy-to-use key-
board. They've also given the computer enough brain power to tackle some
big jobs. Using it- and this book- to start, you'll be able to begin exploring
the wide and expanding world of computers from the comfort of your own
living room at a ridiculously low price.
Of course, you will have to put in some time to learn how to use it! Even
with computers, there's no such thing as a "free lunch." Nothing this power-
ful comes without some work. We'll try to help, though, by giving you simple
examples and by making sure you have a good time while you're learning.
We' ll move at a relaxed pace, too . We'll "hold your hand" a lot in the
beginning chapters to be certain you get the hang of things before we move
on. We've tried to pause often to answer imaginary questions which, from
our ex perience, the beginner is likely to ask . We want to make sure that
several seemingly inconsequential points which often confuse the beginner
are fully explained .
This book is not meant to make you into a professional programmer!

II
 TIM EX SI NCLAIR BASIC PR I M ER WI T H GR A PHI CS

Far from it. Its real purpose is to make you into a computer amateur- and
we mean this in the original meaning of the French word amateur: lover.
When you're through with this book, you'll have learned how to control a
real live computer and you'll be ready to branch out and follow your own
personal interests. If you' re going to use your computer as a word processor,
for example, you'll have a much better idea of what's going on inside the
machine while you're typing away . You'd be surprised at how far a little
knowledge of programming can go when you're trying to use someone else's
program in your computer. You'll know enough to get started on a serious
study of programming too , if you find that it suits your temperament.

WHAT'S A COMPUTER ANYWAY?

You've seen the ads: " Use your computer as a word processor" (meaning
fancy-pants, super-smart typewriter); or do your famil y finances; or teach
yourself spelling or French; or, of course, use it to play games. Chameleon-
like, computers appear under a wide variety of guises . From quarter-
swallowing video games like PACMAN and Zaxxon to the quiet, invisible
sentinels keeping watch over the pot roast in your microwave oven, they are
everywhere. Soon , who knows where you' ll be finding them, perhaps in
computerized toothbrushes .
What exactly is a computer and why does everyone want to have one?
Here is one definition: A computer is a machine for processing information .
You may be asking what's information? And who wants processed informa-
tion anyway? Let's start with a familiar example of an information processor
to give you a mental picture you can use for reference: the daily newspaper.
Most big city daily papers have hordes of information in them: interna-
tional, national, and local news, weather report s, tv and radio listings, stock
prices, sports, fashion , cooking tips, want ads, help wanted , and on and on .
The newspaper tries to include a group of facts (that is "information") about
the world that is of interest to its readers . You , the reader, use the paper as
your source of " processed information" about the world .
An interested person could try to go to every ball game and sporting
event, to every council meeting and press conference, to every important
world event, and find out what's happened ; but obviousl y this is not very

12
 In / roduc/ ion

practical. You've got to have someone (a collective someone, a really big

team) process the information for you and present it in an easily obtainable
form that's simple to use. The newspaper publisher and all its employees and
all the machines they use to get their jobs done are acting for you, the reader,
as an information processor.

INPUT

The people who work for the newspaper get their facts , their informa-
tion, from a bewildering array of different sources. This is called the input to
the newspaper, in computer lingo. There are reporters who snoop around
asking lots of nosey questions and jet off to the White House for press
conferences. News stories can come in already written "over the wires," as
they say (that is, from one of the big international news gathering services
like United Press International or Associated Press). People can call in with
"hot tips."
Moles, snooping about in the underbrush of government, leak stories to
sympathetic reporters. Press releases, churned out by the thousands, come
pouring in to the offices of all the major newspapers, informing them about
everything from the latest product announcements to what the beautiful
people are wearing this spring. The Federal Reserve Bank, the FBI , the
Department of Commerce, and hordes of other federal, state, and local
government agencies issue lengthy formal reports with great regularity. All of
these sources, and more, form the typical inputs to a large metropolitan daily
newspaper.
This seething mass of raw information, far too much to be interpreted
by anyone of us in its raw form , thousands upon thousands of pages of it
each day, is ingested by the staff of the paper and transformed (or processed)
into the 40 or so pages of your morning paper. Stories get written against
tight daily deadlines. New tables, charts, illustrations, and maps are prepared
every day. Think about it. Each word , each comma, semicolon, period, and
parenthesis, was written by someone who got information from an input
source, and processed (transformed) it for publication in the paper.
Once all the stories are written, then the type is set, printing plates are
made, and the ink is put on the rollers. Cut and folded for distribution, the

13
 TIMEX SINCLAIR BASIC PRIMER WITH GRAPHICS

processed information- the newspaper- is finally output from the news-

paper company onto the streets and the newsstands, into offices, parks, bus
stations, airports, and homes. Because printing technology is fairly old- it's
been more than 500 years since Gutenberg made the revolutionary jump to
movable type- the newspaper has evolved into one of the cheapest forms of
communicating large amounts of information that has to be distributed
daily. Using mass production techniques, the cost of a single newspaper to
you, the user, is only a tiny fraction of the total that's needed to process the
information contained in it.
The news that comes in gets transformed into different kinds of stories
depending on the type of newspaper that is reporting it. The Wall Street
Journal and The Sporting News may report the same story- about top
players' salaries- but even though the facts may be the same, the stories
surely won't be. Front page news in New York may only make page 5 of the
Washington paper and not even get a mention in San Francisco.
The newspaper company processes information for you. Information
about your world , in all its myriad forms, is input to the newspaper and
transformed into the actual stories, charts, figures, and pictures you see
output on the printed page. "All the news that's fit to print" is the way the
New York Times proudly proclaims it on its masthead.
A computer shares a lot of similarities with a newspaper company as
we've outlined it here. It takes in information and transforms it according to
some purpose, and then "spits" it out again. Computers are electronic
machines whose function is to process information according to a plan,
called the program, and output this information into the world for us to see.

THE THREE FUNDAMENTAL PARTS OF COMPUTERS

In all computers there are three basic elements called: I / O, CPU, and
MEMORY. (See Fig. I-I.)

The I/O Area

I/ O is short for Input / Output and is the means by which information
gets into and out of the computer. On the Timex, the main form of input that
we use is the keyboard. We'll type in information, for example, a group of

14
 In (r OdUN ion

Fig . 1-1 . Three functional areas of a computer .

numbers, using the keys. Input doesn't usually include any processing we do
to that information.
The other side of input is output. The computer has to get its answer out
to us somehow. (Otherwise how would you know what it was: ESP, Elec-
tronic Sensory Perception, maybe?) Most of the time, we'll output informa-
tion by displaying it on a tv screen.
If you want to input a lot of data, the keyboard can be an awfully slow
and cumbersome way to do it, especially when you're going to use the same
instructions or information over and over again. Your Timex is set up to get
input from an ordinary cassette tape recorder, so you can enter pre-recorded
programs and data into your computer.
You can also output programs and information by recording them on
cassette tapes. We'll tell you all about using a tape recorder in Chapter 4,
after you've had a little experience working with the computer.

The CPU Area

The CPU , or Central Processing U nit, is the "brains" of the operation. It
is a group of electronic circuits which actually controls and transforms the
information. Using our newspaper analogy, it's like the writers and editors
who actually make the paper happen . The CPU in the Timex is one of those
silicon chips that you've been seeing and hearing so much about.
By now, you probably know that these specks of silicon have begun to

15
 TIM EX SI NC LA IR BASIC PRIM ER WITH GR A PHI CS

revolutionize the very nature of our existence here on earth. Because chips
can be mass-manufactured so cheaply, even the simplest of our machines,
like an iron or a toaster, will soon be "computerized." When you reflect on
the fact that the same electronic circuitry which cost thousands of dollars ten
years ago, now sells for less than $5 .00, the magnitude of changes which are
taking place in the computer industry becomes apparent.
There are a number of CPU chips on the market today. The one used in
the Timex is called a Z-80. On the outside, all chips look very much alike:
rectangular slabs of plastic standing like stiff caterpillars on their flat , metal-
lic legs, as seen in Fig. 1-2.

Fig . 1- 2 . A silicon chip .

On the inside, there are great differences between chips. As in any com-
plicated engineering project, all sorts of tradeoffs and compromises have to
be made. Do we want this to be a fast-thinking CPU , or one that's really easy
to give instructions to, or one that's specially gifted at doing graphics or at
translating languages? The Z-80 was adopted as the workhorse of the compu-
ter industry because it's so easy to tell it what to do, that is, to program it. It's
also moderately fast and efficient.

The Memory Area

We've been talking about information processing without mentioning
what information actually looks like to the computer. For us, information
comes in definite physical shapes, sounds, and textures. The letters that make

16
 In {ro du c{ion

up the words you read in your newspaper have definite size and shape and a
location in the paper. The index reports a page number where you can find a
piece of information. (In computer lingo, this is called the address of the informa-
tion.) Newspapers output their information printed on paper and it follows that
they update the information by putting out a whole new paper.
Computers, on the other hand, can store their information, electronically
coded, in special " memory" chips inside the computer. Some of the memory chips
in your Timex contain permanently written information, just like the newspaper
pages. These are called the ROM .
Other memory chips, called RAM , can temporarily store information and
then change that information under command of the CPU. This is one of the
most powerful concepts of a computer. It is the fundamental operation by which
the computer transforms or processes the information coming in. By reading
information into memory and changing it under CPU control, the information
can be processed in an almost limitless number of ways.
In written language, words have different lengths. Some of the early compu-
ters used words with variable lengths, but computer engineers soon learned that
for most computers, it's a lot more efficient to use words of uniform length. The
Timex, in common with the majority of computers on the market today (includ-
ing Apple, Commodore, Atari, and lots more) uses computer words that are eight
computer "letters" long. (Actually, they don't call them "letters" in the computer
biz, but bits. )
You can think of each letter in a computer word as being the smallest bit
of information that the computer can use. The computer doesn't use 26
letters as we do in standard English. The alphabet that it uses to represent
information has only t wo different letters! They are usually written as "0"
and " I". By using the same principle as Morse code, any letter in our lan-
guage can be represented by a combination of "1"s and "O"s, or dits and dahs.
For example, letter "A" is represented in the computer's memory by the 8-bit
computer word: 01000001.
Don't be confused by the fact that it takes an entire 8-bit computer word
to represent just one letter in our alphabet. You see, each "bit" carries only a
tiny quantity of information so you need a decent-sized group of bits to
encode the amount of information contained in the letter A .
Your Timex can store 16,256 8-bit computer words of information in
changeable memory (called RAM , remember). This works out to over 10

17
 TIMEX SI CLA IR BASIC PRIMER WI T H GRAPHICS

typewritten pages of text. The designers also had the foresight to plan for a
cartridge system, similar to the one used in the popular home video-game
systems. You can plug in a hunk of permanently written memory (RO M)
containing lengthy and complex sets of instructions to the computer saying
what to do with the information that you enter into blank memory. These
lengthy sets of instructions are properly called programs. just as surely as the
computer instructions that you type in.

Fig . 1- 3 . Programs perform differently .

PROGRAMS

When you turn on you r computer, for all intents and purposes its
changeable memory (that'S RAM) is blank. It has all the potential to do

18
 In / rodu('/ ion

information processing, but no one has told it what to do with the informa-
tion it takes in. That's another slick trick of computers. Not only can they
store information in changeable memory (RAM), but they can also store the
instructions to the CPU which tell it what to do with the information con-
tained in memory.
You can type in programs that control the computer's operation from
the keyboard. This book will teach you how to get the computer to process
information in the way you want. We'll show you how to write programs that
direct the computer using a special computer language called BASIC. See
Fig. 1-3 .

THE BASIC LANGUAGE

To use BASIC, you enter a set of instructions into the computer's

memory that tells the computer exactly what you want it to do with the
information that you will later feed into it. There are many other computer
command languages that have been invented , but BASIC is far and away the
most widely used language in the world. It's easy to learn and a simple
language for you to use in writing programs . Most of the commands even
look like English words! The capability of the Timex to understand BASIC is

Fig . 1-4 .

19
 TIMEX SI NCLAIR BASIC PRIMER WITH GRAPHICS

written into permanent memory, into ROM. It can translate the BAS IC
command words that you enter into words in the CPU's own internal lan-
guage. (Are you getting the hang of the many abbreviations, like RAM and
ROM, that abound in the computer field? Don't worry if you haven't got it
yet, you will by the time we're through.)
This book will tell you all about the BASIC language that is used on
your Timex. You can use this first computer as an excellent stepping-stone to
computing. So put on your thinking cap and get ready! This is the start of
something big.

20
 2

Getting Started

Okay, so now you've got enough computer theory under your belt to get
you ready for the new adventure. You know what memory is and that I / O
refers to the ways of getting information back and forth between the compu-
ter and you. You're ready to set up your Timex / Sinclair computer.
Try to resist the temptation to dump everything out of the box and to
just start hooking things up. BeceJ.use your Timex is such a foolproof compu-
ter, you can't hurt anything by plugging a cable into the wrong place. How-
ever, we're trying to teach you good techniques on the Timex so that when
you have to set up a more complex system, you'll have learned the right way
to proceed.
Your first step is to check and see that everything that should be in the
box is actually there. So let's look at what you've gotten for your money.

UNPACKING

Of course, the main thing you've got to have, and the biggest thing in the
box, is your Timex computer. If it's not there, go right back to the store and
get it! Underneath the computer, you should see your Timex User Manual
and a tape cassette labeled THE ST ARTER. In the upper compartment, you
should find two cables and two, more or less rectangular, box-shaped assem-
blies. One of these is obviously made to plug into your electric outlet and has
a thin wire coming out of it that plugs into the Timex. This converts the
electricity from the IIO-volt alternating current that comes out of your line

21
 TIMEX SINCLAIR BASIC PRIMER WITH GRAPHICS

outlets into the 9-volt dc current that your computer likes. The other box,
labeled "Computer/ TV ," is a switc~ing box that is used for connecting the
computer to your tv set so you can get a nice friendly form of output from it.

Cables and Cords

Take a look at the two loose cables. The single-stranded black cable is
used to connect your computer to your tv set. It plugs into the jack at the top
of the switching box, the end labeled "Computer." If you look at the plug,
you'll see that it has a central metal shaft (which carries the signal) and a
surrounding band of metal (which carries the ground or reference voltage
used to synchronize the circuits of the tv and the computer). Should you need
to buy a longer cable at the store, the plugs on either end of the cable are
called RCA audio plugs.
The grey double cable is usually shorter, with black and red connector
housings. If you look at the connectors carefully, you'll see that they consist
of a thin shaft of metal separated about two thirds of the way up by a black
stripe. The upper part of the shaft, called the "tip," carries the signal, the
lower part carries the ground . This cable is used to connect your computer to
a tape cassette recorder so that you can record programs that you've written
on tape or play back programs that other people have written. These connec-
tors are called miniplugs.
If everything is here, hurray, you've passed your first hurdle in setting up
your system. If something is missing, sit down for a couple of minutes to
make sure nothing is on the floor , or in the bag, or underneath your chair. If
you're sure something is missing, go right over to the store where you bought
your system and tell them; you should be able to get quick action.
If you bought your system through mail order, don't worry, you can get
the part from a store that has even the most rudimentary electronics parts
department. I n fact, many drug stores and variety stores stock the cables you
might need. Just point out the things shown in the Fig. 2-1 and you shouldn't
have any problems.
Getting a system up and running can sometimes be a little frustrating, as
you've probably heard from some of your friends who have bought bigger
systems to begin with, and bigger headaches, too! But don't worry, by prac-
ticing on the simple, easy-to-use Timex, when you move up to a bigger
system, you'll know how to handle it like a pro.

22
 Gelfinf( Started

(A) Timex / Sincla ir computer .

(8) Power supply and cord . (C) Tv switch box.

(0) Tv connecting cables . (E) Cassette connecting cables.

Fig . 2-1. The parts of a Timex .

23
 TIMEX SI CLAIR BASIC PRIMER WITH GRAPHICS

Warranty, Anyone?
Make sure to fill out and send in your warranty registration card , too.
It's important. For one thing, it will register your purchase with the Timex
Computer Corporation, which will fix the machine at no cost if anything
goes wrong during the first 90 days after purchase. Information about you is
registered when you return your card. It will also get you on their mailing list,
so that you'll receive new product announcements periodically.
Sending in your warranty will also make it known to many of the
companies that sell accessories and programs for the Timex that you are a
Timex owner. This is a good way for you to find out about many of the
myriad products and services being offered for your computer.
You might also want to get a copy of SYNC Magazine, published by
Ziff-Davis, Inc. Subscriptions are $16 .00 for six issues yearly and should be
sent to SYNC Magazine, 39 East Hanover Avenue, Morris Plains, NJ 07950.
At this point though, before you go out and spend a lot of money on
your Timex computer, you should really look and see what it can do. Infor-
mation is your best friend at this beginning stage.

A QUIET SPOT

Finding a good physical location for your computer is important. The

environment should be conducive to some fairly concentrated mental work.
You'll probably want a place that's fairly quiet so you can think about what's
going on without a lot of interruptions. Computer programming is not really
difficult but it does take a fair amount of mental energy.
It's also a good idea to have a writing surface handy, right next to your
computer. You'll find that a lot of computer programming consists of think-
ing about the task to be accomplished , and planning the solution using paper
and pencil. It's only when you get most of the steps clearly thought out and
somehow recorded on paper, that you're ready to actually type the programs
into the computer. So make sure you've got some work space near your
computer. A typical workstation is shown in Fig. 2-2.
Electric power is another consideration. You will need at least three
outlets, one for the computer, one for your tv set, and one for your tape
recorder. (Most likely you'll also want to use a cassette tape recorder to save

24
 GelfinK Starled

Fig . 2 - 2 . A comfortable computer workstation .

your programs on tape so you can play them back later. And, you'll probably
want to use some of the hundreds of ready-to-run programs that you can
buy.
The user's manual says that you may have some electrical interference if
you plug all three units into the same line. If you can conveniently find a spot
with access to two different power lines, great; otherwise don't worry about it
unless it proves to be a problem, which it probably won't.
I've found that it's a good idea to put the tv set in a place where it sits a
little bit higher than the computer. I have it on a shelf about 8 inches above
my desk. That way I can put my computer on my desk and still have plenty of
space for writing my programs . Having the tv set sitting above the computer
can also help eliminate some forms of interference. And it makes it easy for
you to switch from working at your desk to looking at the monitor with
comfort.
If you've got an extension cord with two outlets on it, you may want to

25
 TIMEX SI CLAIR BASIC PRIMER WITH GRAPHICS

run it conveniently right up onto your desk. You may even want to add a switch
to the cord itself so that you can leave your computer plugged in and just switch
off the power to the cord . Timex recommends that you don't leave the power
supply plugged in for extended periods of time when you're not using your
computer.
Here are two more points which could make using your computer easier.
Make sure that the tv set doesn't have glare on the screen, either from the
overhead lights or from windows that face the set. You might not even realize it at
first , but check it out; glare can be one of those subliminal annoyances that can
increase tension and decrease fun .
Secondly, you'll probably find it a lot easier to work with your computer
if you can mount it firmly to a heavy surface. The nonslip feet work all right
for short periods of typing. For a longer period of time, we recommend
attaching the Timex rigidly to a board or desktop. When you have it solidly
fixed to an immobile surface, you'll see how much easier it is to use the
keyboard.

WHICH SET'S FOR YOU?

After experimenting with many different tv sets, we recommend a 12-

inch, black-and-white portable set. The newer, and within limits, the smaller,
the better. I've found that the larger sets, in general , don't give as clear an
image. And they're not as easy to watch for a long period of time. If you're
using a color set, you may want to turn off the color when you are using it
with the computer, so you don't get annoying fringes of color around your
display.
If you're going to buy a set to use with your Timex, don't be afraid to go
to the store you're going to buy it from and ask to see the quality of the
picture. Shop around until you get an image that suits you. You might as well
learn now that ease of use is the most important quality that any component
of your system can have. If possible, get a set that's easy on your eyes.
Some Timex computers put out a relatively high video signal. While this
can't hurt your tv set, it may cause interference problems, particularly on an
older set. If you're getting a picture almost like the one we describe next, but
can't seem to get things tuned in so that the image is clear, take the computer

26
 Gellinl? SlOrt ed

and the tv to your friendly neighborhood television repair technician. The

problem is most likely a little adjustment to the set and the technician should
be able to figure out what's needed in a jiffy, if he can see what the interfer-
ence looks like with his own eyes .

Connecting the Television

Ready to install your system? Turn your tv set off and loosen the screws
labeled "VHF" antenna. This is the antenna connection that is used to get
reception for channels 2 through 13 . Most sets have two pairs of screws, and
while there are no absolutes, vhf is usually the bottom pair. The screws are
also supposed to be labeled, though the way they mold the letters in plastic,
sometimes it's not easy to tell which is which, especially if you're connecting
your computer to a tv set which doesn't allow you easy access to the back. If
you've already got the tv connected to watch broadcast shows, the vhf is your
regular channels. If you unscrew the antenna wires and try to watch NBC,
you shouldn't get anything.
Got the right one? Good , now fasten the flat , gold-colored leads from
the black video switch box to the vhf connections of the tv. Set up the box so
it hangs with as little tension as possible on the connecting wires . It's even a
good idea, once you've got everything hooked up and screwed down, to tape
the box securely to your set with some sturdy tape, like duct tape. This
eliminates strain on the video cable to your computer, too.
It's good to get into a "cable and connector consciousness." The habit of
checking cables the first thing, if something isn't working right, can save you
a lot of grief in the future . Time and time again, in even in the most sophisti-
cated systems, the basis of a problem may be nothing worse than a cable that
has ever so slightly moved out of contact through the gentle tug of gravity, or
a careless sleeve, or a cat.
If you'll be using the tv to watch television shows, too, then you'll want
to connect the wires that used to be connected to the tv, to the two screws at
the lower edge of the switching box. Make sure to screw them in tightly for a
good contact. If you're just going to use this tv with your computer, you
don't have to attach anything there.
Now, plug the black video cable into the jack at the uppermost side of
the video switching box, and bring it through to the front of the set. Move
the switch on the front of the switching box to the side marked "COMPU-

27
 TIMEX SI CLAIR BASIC PRIMER WITH GRAPHICS

TER ." Be sure the switch is pushed all the way over to the COMPUTER side
because, if it isn't, you may not get a picture or you'll get horrible interfer-
ence, even though everything is working right with your computer. This
problem is likely to happen every once in a while if you use your tv for
watching broadcast shows, too, and are switching back and forth frequently
between the computer and tv.
N ow plug the video input cable into the jack at the upper left of the
Timex, marked "TV." If you turn the computer over, you'll see a switch in
the right midsection, labeled "ch2 ch3." You should set it for the channel
which is unused in your area. Remember to tune your tv set to the same
channel.

Connecting the Cords

Now you can plug in the power-supply module for your computer.
Surprise! There's no on-off switch for your Timex . To turn it on or off, you
have to plug or unplug the cable coming out of the power supply into the
receptacle on the left side of the computer labeled "9V DC." That's the
rightmost one on the left side of the computer. By the way, in case you're
interested , the power connector is set up so that the tip is connected to the
positive terminal. You don't have to worry about plugging it into the wrong
socket though, since you can't possibly damage the Timex by doing that. A
comforting thought. Look at Fig. 2-3 for help.

THE BIG MOMENT

Do you have the power supply plugged in? Great, we're getting close to
the big test now.

I. Turn on your tv set and let it warm up for a moment or two. Remember
to tune it to the same channel to which you set the computer.
2. Plug in the power supply.

After a momentary pause, you should see a blank screen with a white II
in a black square in the lower left corner.
WOW! You see it! Everything worked perfectly the first time. Congratu-
lations, you've just installed your first computer.

28
 CellinI{ Storied

BACK Of TV SET

WALL SOCKET OR EXTENSION CORO

Fig . 2 - 3 . Connecting the Timex .

If you didn't get anything even close to this, for example, if the picture is
totally black or filled with completely meaningless static, don't worry. The
odds are that there's nothing seriously wrong. Just read the chapter again
with a fresh mind and give the hookup another go . If it still doesn't display
the CI take it down to the store where you purchased it and ask them to
hook it up for you. (If they can't get it to work, see if they'll give you a new
one, and start again.)
Most of what we do in the book will not require anything more than
your Timex and your tv set. Once we start into the thick of writing programs
though, you will probably want to save your programs on tape, so we'll show
you how to use your tape recorder as a storage medium in Chapter 5. Let's
not worry about hooking it up now.

Up and Running
That little square fellow with the K on his chest, who appears when you
first power up your computer, is called the cursor. It tells you where on the

29
 TIMEX SINCLAIR BASIC PRIMER WIT H GRAPHICS

screen the next character you enter will appear. It's the computer's way of
saying, "Okay, I'm ready; tell me something to do." See Fig. 2-4.

Fig . 2·4 . The cursor on the screen .

N OW that we're running, let's take a moment to adjust your tv set so it

has the best possible picture before we go on and spend the next couple of
weeks watching it. (This is another good habit to get into. When you first sit
down at a computer terminal, always make sure that it's adjusted to suit yo ur
needs, not the person who was there before you. YOU are the one who
should be as comfortable as possible at the machine.)
Press any letter key on your Timex. You'll find that each key area has a
slight depression in the center which you have to touch firmly before the key
will be entered . Sometimes, to get the keyboard to respond , it helps to tap on
the key rather that just press it. Though it may be somewhat strange at first,
with a little practice you'll be able to enter things fairly easily.
Wow, one press and , depending on which key, of course, the computer
prints out a whole word, or at least some letters which could be an English
word. The letters or words appear right where the cursor was and the cursor
shifts over to the right waiting for your next key. If you press the G key,
you'll get GOTO , or if you press D , you'll have DIM sitting in the corner, or
maybe RETURN . (Which letter would give you RET URN?)

30
 Gelfing SIGrled

Adjusting the Set

You may have to rotate the fine-tuning knob a little to make the letters
clear and free from interference. It's the one that surrounds the main-tuning
dial. Next, watching the letters, adjust both the contrast and brightness of the
set so that the letters are as easy as possible to read . On my set, I turn the
brightness up a bit from normal , and then turn the contrast a bit below
normal. But you follow your own eyes in this until the words look good to
you .
A small amount of herringbone pattern moving across the blank portion
of the screen is almost inevitable but it can be minimized by good fine tuning.
Another trick is to try moving the video cable that goes to your tv. Some-
times interference from the power cord can feed into your tv signal and
moving the cable out of the way can help.
Here's another trick. On some tv's, I found that you've got to adjust
what's called vert ical height. If your Timex seems to print things a little too
far up or too low in the left corners, you've got to turn a little screw that
should be accessible from the rear of the set. It's usually labeled "Vert.
Height," "Vert. H," or sometimes "V. Height." Turning this screw counter-
clockwise reduces the height of the display and brings the top lines of the
computer display into view. If yo u're in a store to buy a set, just keep asking
until you find someone who can tell you where the vertical-height adjustment
is on your selected set.
Keyboard, Ho!
Is your screen looking good , and are you comfortable? Now you're
ready to start learning the system. First of all, it's finally time to take a nice,
long look at the keyboard . To pack so much computer power into such a
small space, the designers of the Timex had to make a keyboard with lots and
lots of information packed into a very small area. We've diagrammed the
keyboard so that you can get a good look at all the information that's printed
on it, Fig. 2-5.
As you can see, it's loaded with lots of words, letters, and symbols. Some
loo k like regular words; other symbols may be familiar to you from algebra
or trigonometry. Just about every key has three or more symbols associated
with it. While this may look like a complicated arrangement, it really isn't. By
the time you've finished this section, you' ll know how to use the keyboard
like a champion.

31
 TIMEX SI NCLAIR BASIC PRIMER WITH GRAPHICS

Fig . 2-5 . The Timex keyboard .

Crash Reset
Pull the plug out of the side of the Timex and reinsert it. See what
happens? The word you wrote on the screen disappears and a new 13 cursor
appears ready to receive your command. We'll call this procedure of pulling
the plug and reinserting it, a crash reset. Use this only as a last resort since
crash reset erases everything in the computer's memory and starts you out
again completely from scratch.
If you're typing in a long program, the unintentional crash reset is only a
little less welcome than terminal athlete's foot. If you follow our advice in
Chapter 5 and frequently save your programs on tape, you'll have a fairly
recent copy. For now though, since we're only typing in a line at a time to get
the feeling for the keyboard , it won't matter it we lose a line, so we'll use
crash reset to get you going.
If you're a typist, you'll see that the keyboard is laid out, for the most
part, just like a standard typewriter keyboard . We'll refer to the keys by the
letter or number that is printed in bold black on the left side. Try pressing the
P key; it's the one on the extreme right side of the third row up from the
bottom. Notice what's happened? The computer printed PRINT where the
cursor was and then the cursor changed from letter '" to II. Interesting,
huh?
Now press the same P key again . This time you don't get PRINT, just

32
 CellinI{ Started

plain old P (the letter printed in bold black on the key). So the cursor not
only tells you where you are on the screen, but it also tells you what mode the
keyboard is in. That is, it tells you which of the various printed symbols
associated with a given key, the computer will actually print. So now we have
our first two simple keyboard rules.

Keyboard rule no . I: When the cursor says K the computer prints the
keywords written in white letters above the keys. These keywords are
commands in the BASIC language and make the computer DO
something.

Keyboard rule no. 2: When the cursor says L, the computer prints the
letter or number which is printed on the left of each key.

The Timex is very smart. It switches automatically from key board mode
to the leller mode, because it expects that once you type in a keyword, you're
going to want to type in some letters or numbers afterwards. You don't have
to remember to do anything. Just keep on typing.

The First Command

Crash reset (remember, that means pull the plug and reinsert it) and
start again. This time we're going to do something useful. Okay, display
PRINT by pressing the P key. Next, press the 2 key. The computer prints a
"2"; the cursor shifts one space to the right and continues to be an L.
Next we want to print a plus sign. To do this, we've got to get the
computer to print out the symbols shown on the keyboard in red. See the red
" + " on the upper right side of the K key? The SHIFT key, also shown in
red , is located at the lower left side of the keyboard. It works just like the
SHIFT key of a typewriter. If you hold it down, and simultaneously press
any other key, the symbol printed in RED in the upper right of the key is
printed. All right, try it. To get a " + " symbol, you've got to press SHIFT
and, simultaneously, the K key.
If you followed instructions, you should see "P RINT 2 +" on your
screen. If you didn't get it right, and you have "P RINT 2K" showing, you

33
 TIMEX SINCLAIR BASIC PRIMER WITH GRAPHICS

probably didn't press the SHIFT and the K key simultaneously. Crash reset
and try it again. (We'll teach you about editing mistakes soon, but, for now,
if something doesn't work and you get the S cursor, just crash reset and start
again.)
This brings us to the next keyboard rule.

Keyboard rule no. 3: To get the functions that are printed in RED , press
SHIFT and the key you want simultaneously.

You can guess what's next, can't you? Add a 2 to the end so you've got
"PRINT 2 + 2" showing. Great, you've prepared your first command for the
computer to process: telling it to print the answer to 2 + 2. Now you've got to
tell the computer that you've finished typing in the command and you want it
to DO IT. You've got to enter the command line. The ENTER key is over at
the extreme right side of the second row up from the bottom. You always
have to press the ENTER key for the computer to take it in. Always! ENTER
serves the purpose of telling the computer that you're done with the line and
that you want it to do something. See Fig. 2-6.
Press the ENTER key. After a brief pause, you should see the number 4
displayed in the upper left corner of your screen. Wonderful! You could've
told it that yourself, couldn't you?
In the bottom left, you'll also see 0 /0. These two numbers are called the
"report code." They tell you whether the computer has been able to execute
the command that you've entered. A zero on the left means everything is fine.
Other numbers on the left serve to report the type of error the computer has
encountered in executing a command.
The number on the right of the slash we'll use later, when we start
running whole programs. It tells you which statement in your program has
caused the error. We'll explain these more fully as we progress and you can
find a list of them in your Timex User Manual.
If you have a % displayed, the computer is ready for your next com-
mand , just as if you had a 131 cursor showing. The next keypress is inter-
preted as a keyword . Try it. Press the P key again and you'll see "PRINT"
once agam .

34
 GellinR Start ed

PRINT 2+2

Fig . 2 - 6 . The result of pressing ENTER .

ARITHMETIC BY COMPUTER
Good work! You've written and entered your first direct command into
the machine and gotten the correct answer. Take a few minutes now to look

35
 TIMEX SIN C LAIR BASIC P RIMER WITH GRAPHI CS

over the keyboard and type in these commands to get some practice.
R e mem ber to enter each command after you type it , that is , remember to
press the ENTER key.

PRINT 10 - 3
PRINT 4 *4
PRINT 25 / 5

You can probably figu re out from these examples that" - " (S HIFT J)
stand s for subtraction, "*,, (S HIFT B) means multiplication, and " /"
(S HIFT V) means division . O f course, you don't have to stick to the small
numbers we've used here. You can use any number you'd like up to a few
billion (see the following box). You can use negative numbers too , just by
putting a minus sign in front of the number. Decimal points, too , are entered
normally, usi ng the "." key (second from the right on the bottom row) .

You don't have to read the information in this box if you don't want to; it
isn't essential to your understanding of computers, but I think you may find
it interesting.

Your Tim ex can handle som e pretty big numbers. Th e largesl number il
can hold wilh complele accuracy is a bil over 4 billion. 4.294.96 7.295 10 be
exacl. Now a little over 4 billion burgers is alaI o{ burgers bUlfour billion
dollars doesn'l seem like 100 much when you read aboUl Ihe federal budgel
defi cils.
To enable your Tim ex 10 k eep up with the modern. multi-billion dollar
world, the designers added a way to enter som e really big numbers. using
what's called exponential or E notation. This m eans you can ''\-'rite a large
number by expressing it as a smaller number TIMES a power of 10.
S o. f or example, let's rake a number lik e:

2 15.000,000,000 (r wo hundred p /; een billion)

(A fairll ' typical budget deficir figure being bandied about.) ({ you count rhe
zeroes. vou'll see that's 2 15 fo llowed b l' 9 zeroes. We can wrire rhis using E
nora/ion as 2l5E9 or as 215 f ollowed by 9 zeros. That's a regular E in the
number. Just type the E k ey bet ween the 2 15 and the 9 and your Tim ex

36
 Getting Started

aut omatically knows that yo u are using exp onential notation to enter a
really big number.
Th e smaller number is still only stored to eight significant figur es
which means you can 't have any number with more than eight digits of
accuracy. So, if yo u try to:

PRINT 98765432 1£22 (nine digits)

the computer answers 9.8765432£ + 30.

No tice the" + " sign. It's there because the Tim ex can also comp ute
very small numbers by allowing negative exp onents of 10. For example, if
we wanted to enter a small number lik e one ten billionth into the computer,
we would enter it as: 1£ - 10. Th e minus sign means di vide by 10 times the
number of zeroes.
Th e largest num ber the co mputer can deal with is about 10£38 (ten
fo llowed by 38 zeros or 10 to the 38th p ower, far beyond the spen ding
power of all the governments on earth. and undoubtedly enough fo r your
checkbook.
This holds fo r negative exponents, too, so the smallest value the com-
p uter can handle is 10 to the minus 38th p ower, 10£ - 38, or one one
hundred undecillionth.

Order, P lease
As you can see, PRI NT is a pretty powerful statement. And not only for
arithmetic. Because PRI NT is the primary way of getting information from
the computer to you, you'll probably have more PRI NT statements in your
programs than an y other kind . In fact , we can use any of the ten calculator
function s that are built into the Timex and just use PRI NT to see the results.
So you can use your Timex as a super calculator.
You can a l 0 enter more than one operation on a line. Try:

PRINT 2*2+2

If you don't use parentheses to group the numbers into operations, the
computer groups them according to its own rules. Normally, it works its way

37
 TIMEX SINCLAIR BASIC PRIM ER WITH GRAPHICS

from left to right doing the operations as it finds them . It does perform all
multiplications and divisions before it does addition and subtraction. Fig. 2-7
shows the precedence of the operators, that is, which operation is done first.

Operators Precedence Symbot Function Eumpte

High II Parentheses. evaluation order

Exponentiation 3"2 = 9

Ar ithmetic
I Unary minu s
Multlptication
Division
- 3= - 3
6'2=12
6/3=2

I
+ Addition 3+6=9
Subtraction 3- 6=- 3
Equat 2=3 false
<> Not equal to 2<>3 true
Relational < Less than 2< 3 true

I
> Greater than 2<3 false
< = or = < Less or equal 2< =3 true
> = or = > Greater than or equal 2> =3 false
NOT Logical Complement NOTI7I> =6 True
Logical AND Logical AND 5AN DIAS= BSI

~
true if AS= BS
OR Logical OR I'A"= ' B'I OR
116=2<51false
Low

Fig . 2-7 . Precedence of operators .

The next experiments show the difference in the result depending on

where you put the parentheses. Enter:

PRINT 3+312 - 1

Did you guess that 3.5 is the answer? Now, try it with parentheses. Use
SHIFT I for left and SHIFT 0 for right parenthesis:

PRINT (3 +3)/ (2 - 1)

Now try:

PRINT (3+3)12 - 1

With parentheses, you can always get the computer to perform exactly

38
 Gellin[J Slan ed

the calculations that you want. And it's a good idea to use them freely to
make sure that the calculation the computer is doing is what you really want.

More Power to You

So far we know some basic arithmetic, addition, subtraction, multiplica-
tion, and division. What about powers? Well, we learned that we can write
numbers as powers of 10 by using exponential notation. What about 5
squared (5 X 5) or 3 to the third (3 X 3 X 3)? Easy. Look at the H key
(second row up, fifth in from the right). See those two asterisks, the * sym-
bols? The symbol of two asterisks stands for raising to a power. For example,
try: PRINT 5**2. The result is 25. If you PRINT 3**3, your result is 27.
You can't type two single asterisks in a row for this one or you'll get a
syntax error. You've got to type the single key with the two asterisks on it:
the H key. By the way, you can also use negative or fractional exponents. Try
these two PRINT statements: PRINT 25·*V2 and PRINT 27·*1.3. Since
powers can get big pretty fast, remember that you can't have an answer
bigger than IOE38 or you'll get an error.
N ow let's do square roots. Because they're so commonly used, there's a
special function just for them. Let's find the square root of 2. Type PRINT
first , then press the function SQR which stands for "square root." There it is
under the H (second row up from the bottom, fifth in from the right).
Looks like we've got to shift the cursor again. So it's time for another
rule.

Keyboard cursor rule no . 4: To print the white labels under the letter
keys, you have to shift the cursor by pressing SHIFT and ENTER
simultaneously. You'll see the cursor change to an F (that's F for func-
tion). Then, by pressing the key with the function you want, you'll get it
printed on the screen.

Try that now. Press SHIFT ENTER . You' ll see the cursor change to an
Ii and then when you press the H key, you' ll see SQR get printed on the
screen. Okay, enter:

PRINT SQR2

39
 TIMEX SINCLAIR BASIC PRIMER WITH GRAPHICS

and the computer answers 1.4142136.

Once you enter the function you wanted, the cursor automatically
changes back to II so you can type in a number. You don't have to think
about shifting the cursor and you can just go right along with your typing.
Did you get 1.4142136 as your answer too? Try printing 1.4142136 *
1.4142136 and see if you get 2. Hope you got close, but remember the
computer can only handle 8 digits of accuracy so you may get 2.000000 I.
Close enough, I hope.
There are all sorts of functions available to you in function mode . We'll
show you how to use them all as we work our way through the book .

THERE'S GOT TO BE A BETTER WAY TO EDIT

All along, we've been assuming that if you made a mistake you would
just crash reset the computer and type in the correct thing. There's got to be a
better way than this. After all, what's going to happen later when we've got
an entire program entered into the computer? We certainly don't want to
erase several hours of work merely to correct a mistake in just one line.
There is a better way. Your Timex computer has a set of keys just for the
purpose of correcting mistakes. To show you these keys, let's start by making
a mistake on purpose. Type:

PRINT 25 +*5

When you try to enter it, you'll see that your Timex won't even take the
line in. It just reprints the line with a menacing S in a black cursor to the left
of the *. (Fig. 2-8 .) That's another piece of your computer's built-in intelli-
gence. The II stands for syntax error. Syntax is just another way of saying
grammar, and , in this case, it means that what you've typed doesn't make
sense to the computer. It wants you to retype the line so it can understand
what you want it to do.

Controlling the Cursor

We need to have a way to move the cursor around within a line, and a
way or erasing or deleting a character. Take a look at the 5, 6, 7, and 8 keys.

40
 Gelfing Started

PRINT 25+0*5£!1

Fig . 2- 8 . The helpful syntax error message .

The 5 key has a red arrow pointing to the left to tell yo u to use SHIFT to get
to it. Press SHIFT 5 and the cursor moves one space to the left. Now it's
between the 5 and the * symbol. The S message has disappeared because the
computer knows that yo u're trying to correct the line. Look at Fig. 2-9.

1. Has an error: ~RINT 25+'5 11

2. SHIFT 5 L R I N T25+' 15
3. SHIFT DELETE

4. ENTER L PR INT 25 + 1

30
5

0/0

Fig . 2 - 9. Correcting an error.

41
 TIMEX SI CLAIR BASIC PRIM ER WITH GRAPHICS

Getting Rid of Unwanted Characters

To get rid of the erroneous *, use SHIFT 0 (zero). The 0 key has
"DELETE" printed in red. So we know that by pressing SHIFT 0, we get the
DELETE function. In our example, the character to the left of the cursor is
eliminated and the cursor shifts over one space.
If you keep pressing SHIFT 0, you'll keep erasing characters to the left.
First the *, the + sign, the 5, then the 2, and finally , in one last sweep,
PRINT disappears. Can you understand why? It's because the DELETE
function is reall y deleting one keypress at a time . So, if a function is repre-
se nted on a single key, all the letters that make up the name of the function
get deleted at once.
What if you made a mistake at the beginning of the line and don't want
to delete all the correct characters to get all the way back there? Use SHIFT
5, with the red arrow pointing left; it moves the cursor one space left without
deleting anything. And SHIFT 8 moves the cursor towards the right.
If you're wondering about the up and down arrows over the 6 and 7
keys , these are used to move the cursor from line to line. We won't have to
use them until the next chapter. See Fig. 2-10.

SHIFT 7

fr
SHIFT 5 <i=J c::C> SHIFT 8

SHIFT 6

Fig . 2· ' O. The cursor keys.

Now is a good time to try typing in and editing some things until you feel
really comfortable working the editing keys . Try:

PRINT 2478*351
PRINT 459081234
PRINT SQR 69802

Once you get through with these, you should have a pretty good idea of

42
 CellinR Start ed

how to type things into the computer. From now on, we will just tell you to
type in the command and expect that you can follow along.
A program is nothing more than a list of commands, just like the ones
you've been typing in. Instead of entering them one at a time, we can store
the list in the computer's memory and have it automatically go from one
instruction to the next.
So, take a break and get read y for the next chapter where, in no time,
we'll get you started writing real programs!

43
 3

BASI C Training

In the preceding chapter, you learned how to type in a direct command

from the keyboard and get your computer to respond immediately. Well, any
calculator can do that. In this chapter, we' re going to begin to teach you how
to combine individual commands into a list of statements safely stored in
memory. The computer can then perform the whole list automatically. This
is what computer programming is really all about: making up lists of com-
mands that tell the computer exactly what to do with the information pre-
sented to it.
As we mentioned in Chapter I, your Timex computer speaks BASIC,
the most widely used programming language in the world. Learning to pro-
gram in BASIC is a little like learning to speak a foreign language, only much
easier. There are only fifty or so words you have to know; we'll have you
writing programs in this chapter using only three keywords . Many of the
words are derived from words in English; some are abbreviations. Pretty
soon, you'll be thinking right along with us in BASIC.
The trick to programming comes in making up clever lists of operations
called programs. Programs direct the computer to perform the tasks we want
it to do for us and are easy for us humans to use.
How does the computer know in which order to perform the com-
mands? Simple, each command line is given a number when you type it into
the computer's memory. This number is called the "statement number" or
"line number." The computer just goes down the list following regular
numerical order, doing each statement in turn from lowest number to
highest.

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 TIMEX SI CLAIR BASIC PRIMER WITH GRAPHICS

YOUR FIRST PROGRAM

Let's try programming. Type:

10 PRINT " BASIC IS FUN "

To type in the number, type the I key first and then the 0 (zero) key .
You'll see that the cursor doesn't change to L when you start the line with a
number. That's because it knows that when you start a line with a number,
you're going to be writing a program line, not a direct command. It expects
that a keyword will follow the number.
You should be able to figure out how to type in quotation marks . Since
they're printed in red, you have to use SHIFT P . The space key, which prints
as a blank, can be used for separating words. It's the rightmost key on the
first line up from the bottom of the keyboard . Don't forget to type in the
quotation mark at the end of the line or you'll get a syntax error.
When you finish typing the line, press ENTER. You'll see the tv screen
blip and the statement you just typed in get printed exactly as you typed it in,
line number and all, at the top of the screen. (See Fig. 3-1.)

Fig . 3-1 . A one-sta tement program .

The arrow after the line number pointing to the statement indicates that
you've just entered that line successfully into the computer's memory. In
computerese, we will call it the current line. Now the line has been entered
into the computer's memory, but it hasn't been executed yet. It's just being
stored waiting for your next move. You can add more statements to this

46
 BASIC Training

simple program or you can get the computer to actually process the program,
or as we say in computerland, get the computer to run the program.
Just type RUN (that's the R key, right?) and follow this by ENTER .
After a brief pause, you'll see:

BASIC IS FUN

appear at the top of your screen and a report code 0 / 10 at the bottom.
Congratulations, you've just written and run your first program.
Remember, the 0 in the report code means no problems. The lOin the
second place tells you that the computer stopped at line 10, the last (and also
the first) line of your program.

ANATOMY OF THE PRINT STATEMENT

Let's take a look at the anatomy of the PRINT statement we just used
and show you its parts. (See Fig. 3-2.)

10 PRINT tBASIC IS FUNf

UL Quotaiion Marks around elements to be printed.

Keyword
Line number

Fig . 3-2. Anatomy of PAINT statement .

Notice that we've used PRINT in a new way here: to print out words on
the screen, instead of the results of some mathematical calculations. By
putting quotation marks around something in a PRINT command, you can
get the computer to print out exactly what you've typed between the quota-
tion marks.
So PRINT can not only do mathematical calculations for you, but it can
put on the screen any letters or numbers you want. In fact , your Timex also
has a special set of "graphics" characters you can use to print pictures on the
screen, too, and we'll show you these later.
Press ENTER again , and yo u'll see that your program is still in the
computer's memory just as you wrote it. You can run it again if you like, just
by typing R UN and ENTER.

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 TIMEX S I CLAIR BASIC PRIMER WITH GRAPHICS

ERASING YOUR PROGRAM

Once a program is in memory, there are several ways to erase it. Until
now we've used crash reset, but you're becoming more sophisticated now.
You've written and run your first program so you might as well learn the
proper way to erase a program. To erase the program currently in memory,
press NEW and (as always) follow with ENTER:

NEW Press ENTER

That's the keyword over the A. Try it. The program that was listed disap-
pears and you're ready to go again with a blank computer memory.
Now, try typing in this program:

10 PRINT T'
20 PRINT "AM"
30 PRINT " FRIENDLY"

Remember, you have to enter each line to get it stored in the computer's
memory before you go on to the next one. As you enter the lines into the
computer's memory, you should also see them displayed at the top of your
screen. Now, run the program and you'll see:

I
AM
FRIENDLY

Sure, it is. Notice that our report code now says 0 / 30. Can you under-
stand why? Of course, because the computer encountered no problems and
executed your program all the way through to the last statement at line 30.

LINE NUMBERS

As we said before, line numbers tell the computer in what order it should
execute the program. It starts with the smallest number and moves upwards.
You don't even have to type the lines into the computer in the correct

48
 BASIC Training

numerical order. It puts the lines in order automatically as you enter them
into memory.
Erase the old program and try typing in this one

30 PRINT "YOU "

10 PRINT "I "
20 PRINT " LIKE"

Did you notice how the computer listed the second line ahead of the first
line you had typed in? Now run the program and you'll see:

LIKE
YOU

Nice computer.

Between the Lines

Press ENTER to get a listing of the program in memory and add a line.
Since we don't want to erase what's already there, don't NEW it. All you
have to do is type in the new line:

15 PRINT " DONT"

N ow when you enter this line, you'll see that it has been added in its
proper place to the list between statements IO and 20. Try running the
program and you'll get:

I
DONT
LIKE
YOU

You can see that the order the computer uses to execute the statements is
determined by the line numbers. Can you guess why we use line numbers that
are multiples of ten? That makes it easy to add new statements into the
program that's already in memory between existing line numbers, if we need

49
 TIM EX SI NC L A IR BA S IC PRIM ER WI T H GR A PHI CS

to make any changes or corrections. And you most certainly will need to
make lots of changes and corrections as your programs get more and more
complex . Most professional programmers do it this way, so we're going to
start you off on the right foot by getting you in the habit of doing it, also .
On your Timex , you can give your program lines any number ranging
from 0 through 32767. That's a lot of statements, far more than you're ever
likely to need in a program and far more than the Timex memory can hold ,
so you don't have to worry about running out of line numbers.

Erasing the Lines

Removing statements from a program stored in memory is easy, too .
Press ENTER to get your current program displayed. Now to get rid of that
unfriendly line 15 , all you have to do is type: 15 and press ENTER .
See how the computer automatically erases line 15 from the listing?
When you run this program again, you'll find your Timex is back being
friends with you again, as it should be:

I
LIKE
YOU

(Bet you never thought computers were so capriclOus!)

You don't always have to run your programs from the beginning, either.
As you write longer programs, you may want to test parts of them by running
a section at a time. To do this, you have t o type RUN followed by the line
number at which you want the computer to start running the program.
With the program in memory, type:

RUN 20

and you'll see this on your screen:

LIKE
YOU

This is especially good for testing parts of programs.

50
 BASIC Training

THE STOP STATEMENT

Barring any mistakes encountered along the way, the computer will run
your programs from the beginning to end . Sometimes though, you may want
it to stop somewhere in the middle. Just like a good dog, your Timex under-
stands the command STOP. For instance, add the line:

25 STOP

That's SHIFT A. And run the program. As shown in Fig. 3-3, you'll see:

~'KE}~
(Printed by the PRIN T statements)
(This code tel's you what happened)

9/25 . J

Fig . 3-3 . A report code .

See, the computer didn't even get to the last line. The 9/ 25 in the report
code tells you that a STOP statement was encountered that stopped , or as
they so colorfully put it in the land of bits and bytes, terminated execution,
on line 25. (Check your Timex User Manual if you want to look at a com-
plete list of the report codes.)

LA YING OUT THE INFORMATION

Thus far , we've printed out only one word or number on a line, but this
can get rather wasteful of space. We can easily get the computer to print out
more than one item at a time by listing each one we want printed and
separating the list by commas. That's SHIFT " ." (the second key in from the
right on the bottom row) .

51
 TIM EX SI NC L A IR BASIC PRIM E R WI T H GRAPHI CS

Commas Make Columns

Clear the memory with NEW and try this:

10 PRINT 5+5.5 - 5

You'll see the computer do the first addition and print the answer on the left
side of line I and then it does the subtraction and prints the answer at the
middle of the same line. The comma tells the computer to move out half a
line and then print the following value.
The Timex uses a line that is 32 spaces across from left to right. They're
numbered from 0 through 31 with 0 the leftmost column . Using a comma
automatically advances the print position to the 16th position on the line.
You can even have more than two items in a PRINT statement separated by
commas . See Fig. 3-4.
Let's modify the line we have by add ing two more items to the PRINT

Line numbers
I
I

'( 012345678910 11 12 1314 15 ••• 31 . . . - Col umnnumbers

o
1
2
3
4
5
6
7
8
9

21

Fig . 3-4 . Numbering positions fo r Print .

52
 BASIC Training

list. If you've got the program in memory already, you can modify any line
without having to start completely from scratch. To do this, press:

SHIFT EDIT

That's the key on the extreme left side of the top row. See what happened?
The current line (the one pointed to by the arrow) gets rewritten back down
at the bottom of the screen. It's got the cursor in it too, just sitting there
waiting for you to make some changes.
Remember how to use the keys to move the cursor? (S HIFT 5 or 8.)
Move it to the end of the line by pressing the SHIFT key and tapping the 8
key repeatedly. It's a little slow-moving, perhaps, but eventually you get
there. N ow you simply keep on typing. Change line IO by adding: ,5* 5,5 / 5 so
that it reads:

10 PRINT 5 +5, 5 - 5, 5*5, 5/ 5

Run it. After the computer prints the answer to 5 - 5, the next comma
causes it to skip half a line, over to the beginning of the second line where it
prints again starting at column O. The next comma makes it move out to the
middle of the second line before it prints the answer to 5/ 5. This shows you
how commas arrange things in columns.

Semicolons Just Keep Printing Along

Now try this one. Put a semicolon between the two expressIOns. A
semicolon is SHIFT X.

10 PRINT 5 +5;5 - 5

When you run the program, your answers are printed on the same line, only
now they're printed one right next to the other. Semicolons between items in
a PRINT statement cause the computer to print items without spaces inbet-
weenthem. This shows you how semicolons put things together on the
PRINT line. See Fig. 3-5.

53
 TIMEX SINCLA IR BASIC PRIMER WITH GRAPHICS

10 PRINT 5+ 5.5'5 displays as:

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
...1
31 ~ Column
N,mb",

l
10 PRINT 5+5:5'5 displays as:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 31 ~ Colu m n
N,mb,"

Fig . 3 - 5 . Comma prints at columns and semicolon prints next to (with no spaces) .

Now we're ready to create a friendly display by combining everything

we've learned about printing so far. Type this:

10 PRINT " 5*5="; 5*5

See if you can guess what this will do before you run it. All right, run it.
How about that! Not only do you get your answer, but you can get the
computer to help you remember what the question was. You'll be using this
technique of combining printed strings and calculations over and over again.

Using the TAB key

Does TAB sound familiar from your typing days? Commas and semi-
colons are nice, but you can get even more co ntrol over where a PRINT
statement prints by using TAB in the PRINT statement. It's the function
under the P key and it works just like the TAB on your typewriter. Try this
out and you can see what TAB does:

10 PRINT TAB 10;10;TAB 20;20

20 PRINT TAB 15;15;TAB 25;25
30 PRINT TAB 30;30

To PRINT TAB, you've got to get into function mode by pressing

54
 BASIC Training

SHIFT ENTER first and then pressing the P key. Remember to put in the
semicolons after the numbers following TAB so that the computer knows
that you want to print what follows right after the TAB column. (Can you
guess what would happen if you put a comma there? Try it.)
As you can see, when you run this program, TAB is very easy to use.
You just type in the column number that you want to start printing and TAB
does the rest. When you use TAB, remember that columns are numbered
from 0 through 31, giving you a total of 32 spaces per line. Experiment for a
little while with different TAB settings so you can see exactly where on the
line TAB places things. Notice that you can put numbers in TAB that are
greater than 31 and the computer will just move over and start printing on
the next line (Fig. 3-6).

PRINT TAB 10:10: TAB 20:20 displays at these positions:

o 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

o
~ TAB 32: · x· prints on Ihe nexlline.

Fig . 3-6 . How TAB works.

GRAPHIC DETAILS

Numbers and letters are important, there's no doubt, but we all know
that any computer worth its chips can draw pictures. Or, as they say in the
computer business, has "graphics capabilities." In fact, your Timex has, built
right into it, a remarkably good set of graphics symbols that you can use to
draw pictures. You can combine these built-in picture elements into some
really great looking displays on your tv set. Throughout the rest of this book,
we' ll try to emphasize graphic output as we learn the important words in the
BASIC programming language.
Guess what, you use the old familia r PRINT statement to get the gra-
phics up on the screen. But first you have to learn one more keyboard cursor
rule:

55
 TIMEX SI CLAIR BASIC PRIMER WITH GRAPHICS

Keyboard Cursor Rule No.5: Shift into the graphics mode to print
picture elements by pressing: SHIFT 0 (that's the zero key).

This will make the cursor change to G. To get out of graphics mode,
again press: SHIFT 0

Clear the memory and try this.

10 PRINT " (Now press SHIFT 0 here.)

Voila! The cursor changes to a G (which stands for Graphics). Now type the
word: BOLD so the line reads:
10 PRINT " BOLD

Neat. The Timex prints the letters "B 0 L D," only now they are rev-
ersed: white on a black background. It looks the way the cursor usually does.
To end the PRINT statement, you have to shift out of graphics mode to
type in the final quotation mark. Just press SHIFT 0 (zero) again, and you'll
see the cursor change back to an L. Finish off the PRINT statement with a
quotation mark, as always. N ow run it. As you can see, this is good for effect
and for emphasizing certain words. You can type any letter or number key,
including the space key, and get it printed in reverse. Experiment and see
how the letters look in graphics mode.
You Ought To Be in Pictures
But wait. Didn't we say you could draw pictures, too? This is the really
fun part. There's more to the graphics mode than just reversed letters.
Go into graphics mode again and try pressing SHIFT R . Instead of a
reversed letter iii you get a little picture: a little square with a smaller square
bite taken out of the lower left corner.
Try SHIFT T; you'll get a checkerboard. Or SHIFT H, a gray box. Get
the idea? In graphics mode, you can print out any of the little figures drawn
on the right side of the keys. You have to remember though, that to print out
the pictures, you've got to be in graphics mode AND use the SHIFT key.
You print out the graphics picture elements exactly the same way that you
print out strings of letters.

56
 BASIC Training

Try this little program so you can see how drawing pictures with gra-
phics characters works. (I'll list the keys you have to use by their letters so it's
easy for you to find them on the keyboard , but you've got to see a I!I cursor
and use the SHIFT key to get to them .) Remember, too, do not shift into the
graphics mode until you've typed the opening quotation mark. And finally,
you have to get out of graphics mode (back to the " cursor) before you type
the final quotation mark.
Now, in graphics mode, remember to shift all the characters except 00
and type:
10 PRINT '"YTYT'"
20 PRINT '"ROOE '"
30 PRINT '"8YT5 "
40 PRINT '"8FF5 '"

Don't forget , you have to hold SHIFT down for the letters in quotation
marks. Now run the program and what do you get, a funny little clown. See
Fig. 3-7 .

Fig . 3 - 7 . Creating a clown face .

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 TIM EX SI NCLAIR B ASIC PRIMER WITH GRAPHICS

Poor guy, he seems a little cramped sitting there over at the upper left
corner of the screen, doesn't he? If you put a comma in front of each string,
you could move it over to column 16; or you could use TABs to move him
anywhere on the line.

10 PRINT ,"YTYT"
20 PRINT ," RODE "
30 PRINT ,"SYT5 "
40 PRINT ,"SFF5 "

How about moving him down some to give him some head room? Well,
one way would be to put some blank PRINT statements in the front of the
program; try these statements:

5 PRINT
6 PRINT

Since each new PRINT statement starts a new line, this will move our friend
down two lines from the top. This can be kind of clumsy though. It also takes
up space that we'll need once we start writing longer programs. The designers
of the Timex have provided a better way: using a PRINT statement with AT .

Fancy Style Printing

Let's modify the little picture program to get it to print our little clown
in the middle of the screen. Bring line 10 into the writing area at the bottom
of the screen using the EDIT command. First, use SHIFT 7 to get the current
line pointer to point to line 10. Then press SHIFT EDIT to bring line 10 into
the working area so you can edit it. N ext shift the cursor over to the right of
PRINT (using SHIFT 8) and type the AT function.
Since AT is a function under the C key, you have to type SHIFT
ENTER first to get into function mode and then the C key to get AT printed .
After AT , type 10, 14 so that line 10 looks like this; don't forget to use
graphics mode and the SHIFT key and to type the semicolon:

10 PRINT AT 10,14; "YTYT"

After entering line I 0, you'll want to bring line 20 into the editing buffer.

58
 BASIC Training

How? Simple, just use the SHIFT 6 key to move the current line pointer
down one line . Then, if you press SHIFT EDIT, line 20 will be brought into
the working area. Now you can easily move throughout your programs and
bring in any line you want for modifications. Remember to use graphics
mode and the SHIFT key for the Rand E; now change line 20 to read :

20 PRINT AT 11 ,14;"ROOE"

Finally, change with graphics mode and the SHIFT key:

30 PRINT AT 12,14;"SYT5 "

40 PRINT AT 13,14;"SFF5 "

Run the new program and you'll see our little devil smiling comfortably out
from the middle of the screen. See Fig. 3-8.

Fig . 3 - 8. Centering the clown face .

PRINT AT tells the computer to print what follows at the location

specified by the two numbers following A T . The first number tells the com-

59
 TIM EX SI C LA IR BASIC PR I M ER WI T H GR A PHI CS

puter at what line you want to print. The lines are numbered from 0 to 21 ,
with line 0 at the top of the screen and line 21 at the bottom. This may be a
little confusing at first, since if you want to print one line above another on
the screen you have to print the former AT a lower line number than the
latter. We'll guide you until it becomes second nature.
The second number tells the computer which column on the line it
should begin printing, just like the TAB command. Each line has 32 columns
across.
It's easy to draw all sorts of pictures on the screen. You just have to
figure out how to combine the picture elements to get the image you want. To
design your picture, all you have to do is sketch it on chart paper that has 0 to
32 marked across the top and 0 to 21 marked down the left side. Then use
PRINT AT to place the strings of graphic characters which make up your
finished picture at the correct coordinates. Take a few minutes now to exper-
iment, drawing some pictures on the screen and getting them in the place you
want them , until you feel comfortable designing pictures with the graphics
set.
It may take you a while to get the feel of how the graphics elements
combine to get nice pictures. You'll be surprised at how the different picture
elements fit together to form patterns. You can make your string as wide as
the screen, so be bold!
In the next couple of chapters, we'll show you how to use the picture
drawing capabilities to make pictures that move, and how to draw all sorts of
graphs . Let your creative juices flow; enjoy it. You're on your way to being
an accomplished computer artist. And you know just about everything there
is to know about one of the most important words in the BASIC language:
PRINT .

LET AND THE VARIABLE

It's the time to move on into the wonderful world of variables . You may
remember variables from your high school algebra class: all those squiggly
little X's and V's that helped you solve problems. Your computer can work
with variables too. In fact, this is a very powerful feature, as you'll soon see.
And , it's more convenient than having to type in numbers all the time.

60
 BASIC Training

Try to imagine that deep inside the computer there are stacks of little
boxes. Each box can hold a number inside it. And just as important, each
box has a label on it so you can refer to it by name. This is shown in Fig. 3-9.

Fig . 3-9 . Variables resemble boxes .

The first box is called A and it contains the value 2. The second box is
called B and it contains the value 23 .8. The third box is called X and it
contains the value 32. You can tell the computer what to name the boxes and
what to put in them using a LET statement. That's the keyword above the L
key.
Clear out the memory and try this program:

10 LET X= 25
20 PRINT X

When you run it, you'll see 25 printed in the top right corner of the screen.
Change line 10 to read:

10 LET X=- 109.87

When you run the program this time, you'll see that the computer prints
out the new value that you've assigned to X. By changing the value in the
LET statement, we've changed the value that was put into the variable box

61
 TIM EX SINCLAIR BASIC PRIM ER WI T H GRAPHICS

labeled X. When the computer gets to line 20, it prints the value that has been
stored in X. See Fig. 3-10.

LET X

Fig . 3-10 The second LET statement changes the value.

Try this program to see how the LET statement is used :

10 LET A =5
20 LET B= 10
30 LET C= 15
40 LET X=(A+ B+C) / 3
50 LET " THE AVERAGE IS ";X

The first three LET statements put values into variable boxes named A,
B, and C. Notice that we didn't put quotation marks around the X. When the
computer comes across letters in a PRINT statement that aren't in quotation
marks, it checks to see if there is a variable box with that name. If it finds
one, the value sitting in the variable box is printed. See Fig. 3-11.

Strings
You can put words or graphics characters into variable boxes, too. The
only trick is that you have to tell the computer that the box contains a
STRING of characters , instead of a number, by adding a $ on the end of the
variable's name. Try this:

10 LET A$ = "SLEEPY"
20 LET B$ ="GRUMPY"
30 PRINT A$,B$

Believe it or not, strings can be combined into bigger strings with the

62
 BASIC Training

(ALL EMPTY) (ALL FULL )

Fig . 3 - 11 . Assigning three variables .

regular" + .. symbol. In fifty-dollar computer-speak, this is called concate-

nation. Try this:

10 LET A$ = " CRAMPEO "

20 LET B$ = " SQUEEZED "
30 LET C$ = " WOROS "
40 LET D$ =A$ + BS+C$
50 PRINT 0$

R un it and what do you get?

CRAMPEDSQUEEZEDWORDS

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 TIM EX SI NC LA IR BASIC PRIM ER WI T H GR A PHIC S

The computer took the three words we had stored in separate strings,
A$, B$ , and C$ . It joined them into one big string called D$ . Then it just
printed the string D$. It's a little tough reading those cramped words, isn't it?
Can you think of a way to make it easier? How about adding a space at the
end of each word before the final quotation mark? Type:

10 LET A$ ="CRAMPED "

20 LET B$ = "SQUEEZED "
30 LET C$ ="WORDS "

When you run it this time, you'll see:

CRAMPED SQUEEZED WORDS

A lot easier to read , no? You see, a space counts just like any other
character when you use it in a string. Remember this; it will come up again
and again as you start writing programs that print lots of "stuff' out on the
screen for you to read . We'll give you more practice on this point soon, just
to make sure you feel at home with the idea.

Variable Names
Because each letter of a variable's name has to be stored in the compu-
ter's memory just like any other information, the designers of the Timex
decided to limit the length of the names of the variables to only two charac-
ters. The first one always has to be a letter. The second character can be
either a letter or a number. So you can use A for a variable name, or X, or
HI , or even QQ . If your variable is a string variable, you always have to add
the "$", but that doesn't count as one of the two allowed characters, so LL$ is
fine and so is V I $ . If you use a variable name that is not allowed by the
computer, it won't let you enter the line. N ow try:

10 LET 1A$="WRONG "

When you try to enter this line, you' ll see that mean, old II cursor,
telling you that the computer doesn't like what you've typed in .
You don' t have to worry about running out of names for variables . With

64
 BASIC Training

just two letters and numbers, you can have over 500 different variables, more
than the computer's memory can hold, and plenty for all but the largest and
most complicated programs.

THE INPUT STATEMENT

There is another way to assign names to variables and put values in

them. The INPUT keyword, over the I key, allows you to enter the value of a
variable directly from the keyboard while your program is running. Clear the
decks with NEW and try this:

10 PRINT " ENTER YOUR NAME "

20 INPUT N$
30 PRINT "YOUR NAME IS "; N$

When you run this program, you'll see "ENTER YOUR NAME"
printed at the top of the screen. The cursor will appear in the work area with
quotation marks surrounding it (Fig. 3-12) .

ENTER YOUR NAME

Fig . 3-1 2 . Asking for keyboard input .

65
 TIM EX SIN C L A IR BASIC PRIM E R WI T H GR A PHIC S

The computer is telling you to type in a value for it to put in a variable

box. The quotation marks around the cursor tell you that the computer is
going to put whatever you type in into a string variable. Type your name, and
you'll see what you've typed appear on the bottom line.
The cursor controls work just as they always do. You can move the
cursor to the right or left, using the regular cursor commands keys. You can
also use the DELETE key if you make a mistake. When you've got it right,
press ENTER to tell the computer that you've finished typing in your answer.
Just as you may have guessed , the computer prints out just exactly what you
entered . Did you remember to put in a space after the "S" in "IS" so that
your name isn't printed right after it? See Fig. 3-13.

ENTER YOU R NAME

"PHILLlP " g

Fig . 3 - 13. Filling a variable from the keyboard .

Notice how we used a PRINT statement to tell you which variable the
computer wanted you to enter. When you start writing programs which
require you to enter several different variables, how else are you going to
know which is which? Let's modify the program a little so it can do
something.

10 PRINT " ENTER YOUR NAME "

20 INPUT N$

Add these lines:

30 PRINT " ENTER YOUR AGE IN YEARS "

40 INPUT A

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 BASIC Training

50 LET D=A*364.25
60 PRINT " YOU ARE "; 0 ;" DAYS OLD, ";N$

Remember the spaces make it legible. Notice that when you are asked to
enter your age, instead of the quotation marks around the cursor, you'll see
the regular " cursor. This means that your computer is expecting a number
for the next variable you are going to enter. If you type in a letter, you'll get
an error number 2 in the report code. If you run this, you'll see, as Fig 3-14
shows:

ENTER YOUR AGE IN YEARS

YOU ARE NUMBER DAYS OLD. SAM (ENTER A NUMBER AND
YOUR NAME)

Fig . 3-14. A variable in use .

Just as before, you can EDIT your numerical answer as much as you like
before you enter it. See Fig. 3-15 .
The INPUT statement on line 20 took your name and put it in N$. The
INPUT statement on line 40 put your age in years into the variable A. Line
50 does the calculation and puts the results into a variable called D, which
gets printed by line 60 . Hope it doesn't make you feel too old.

VARIABLES AT WORK AND PLAY

Any place that you could type in a number or word, you can use a
variable instead. You just have to remember that you must define the varia-
ble using a LET or INPUT statement before you use it. Otherwise, the

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 TIMEX SI CLAIR BASIC PRIM ER WITH GR A PHI CS

Fig . 3 - 15 . The contents of the variables now .

computer will also give you the old heave ho: a report code error of 2/ line
number.
Next, you'll get to learn about incrementing a variable. Try this
program:

10 INPUT A
20 PRINT A
30 LET A=A+ 1
40 PRINT A

Wait a minute. How can A be equal to A plus I. That's not like any
mathematics you've ever seen before, right? Remember how we told you to
think of variables as being like boxes with names on them and, that the
computer looks in a given box when you write the name of the box in the
statement line. The LET statement stencils a name on the box, and then
stores in the box the quantity expressed by the right side of the equal sign. All
we're doing here is saying to the computer add I to the current contents of A
and put that result into A again. It's really very simple and not in the least bit
contradictory, right? You can think of it as looking like Fig. 3-\6.
Remem ber TAD and PRINT AT? Well, you can use variables in these
statements, too. For example:

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 BASIC Training

Fig . 3 - 16 . Incrementing the value of a variable.

10 PRINT "HOW MANY SPACES? "

20 INPUT S
30 PRINT TAB S;"SPACED OUT "; S;" SPACES "
40 PRINT "H OW MANY SPACES THIS TIME? "
50 INPUT S
60 PRINT TAB S;"SPACED OUT " ;S;" SPACES "

Variables work just as well in a PRINT AT statement, too. Clear the

memory and try this .

10 PRINT " LINE TO START ON"

20 INPUT L
30 PRINT " COLUMN TO START ON? "
40 INPUT C
50 PRINT " ENTER STRING "
60 INPUT S$
70 PRINT AT L.C;S$

Run this one. When you are asked to enter a st ring, you can use the
graphics character set just by shifti ng into graphics mode before you enter

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 TIM EX SI CLAIR BASIC PRIM ER WITH GRAPHICS

the string. Now you can enter whatever you want and tell the computer to
put it anywhere you want on the screen for you, automatically.
You're really writing programs now. And so far you've only learned how
to use three keywords: PRINT , INPUT , and LET . That's a lot of power.
There are hundreds of programs you could write with just these statements.
Throw in the graphics set and reversed video and the possibilities are endless.
The real trick to programming, as you can probably begin to see from
our examples, is to put all of the individual commands together in the right
order to get the computer to do what you want it to do. The computer is
completely nonthinking. It just does exactly what you tell it, in the sequence
specified by the line numbers of your program .

SOMETHING REALLY USEFUL: LOAN PAYMENTS

Let's put everything together now into a program that will do something
for you. We'll write a short program that figures out your monthly payment
on a loan. If you've ever applied for a loan and wondered just exactly how
they figure out what your monthly payment should be, this program will give
you the answer. Once you've got it, you'll be able to see how bad the " dam-
age" will be when you decide to put that big new computer system on credit.
Any real programming job begins in your head . First, you have to figure
out exactly what it is you want the computer to do. In our case, we want to
type the following data into the computer:

- the total amount of the loan,

- the number of years you want to pay it off in, and
- the yearly percentage rate.

After you enter that, we'll have the computer do the calculations and print
out the amount of the monthly payment. We'll use a mathematical formula
developed by bankers which enables them to calculate the monthly payment
given these three numbers .
For the variables, use I as the interest rate per month, L as the total
amount of the loan, and M as the term of loan in months. If the term I + I is
unfamiliar to you, don't worry. You've already used the key on the Timex

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 BASIC Training

that will enable you to do that calculation; it's the ** key, shown in red over
the H key.
To translate this formula from a math formula into BASIC, zust go
from top to bottom and from left to right and group the operations with
parentheses, like this:

MONTHLY PAYMENT = (I*L) / ((1 - (1 + 1)** - M))

Don't worry if you can't really understand the formula or the mathemat-
ics involved. As long as you type the LET statement correctly, we guarantee
that it'll work . We've used parentheses to make the order of operations clear
and unambiguous.
One thing you should notice is that the formula uses the interest rate
expressed as a monthly percentage, not the rate you would ordinarily think
of, which is usually stated as the yearly percentage, i.e. 12.9% financing for
that new car. We might as well make it easy on ourselves and have the
computer convert for us from the yearly to the monthly rate by dividing by
12. You could enter the repayment time in months since this is what the
formula uses, but why should you have to do any arithmetic? The computer's
good at that type of thing and much faster and more accurate. So we'll
convert from years to months by computer, too.
We know that we'll have to use some INPUT statements to take in data,
some PRINT statements to tell us what to type in and to print out the
answers, and some LET statements to do the calculations that come up with
the answer. Naturally, we'll want to print out the results in an easy-to-read
format.
Okay, let's write the INPUT section. First, write the statements that deal
with the amount of the loan:

10 PRINT "ENTER LOAN AMOUNT?"

11 INPUT LA
20 PRINT "ENTER INTEREST RATE "
21 INPUT RT
30 PRINT "TE RM IN YEARS?"
311NPUTYR

Now we have all the variables we need. Let's do the conversions and calcula-

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 TIM EX SI NC LAIR BASIC PRIM ER WI TH GR APHI CS

tions. Since the interest rate was entered as a numerical percentage of 12 or 13.3
(or even 18), we have to convert it first to a decimal fraction , and then from a
yearly to a monthly rate. Easy enough, if we divide by 100 and then by 12.
To convert from percent, use: 12% / 100 = . 120 per year and .12 / 12
months in a year = .0 I per month. The BASIC statements look like this:

40 LET R=R/ 100

50 LET I=R/ 12
60 LET M =Y* 12

We could have done the conversion of R just by dividing it by 1200. By

separating it into two statements, we make the organization clearer.
Now, let's deal with the big formula; in code, it looks like Fig. 3-17.

70 LET A =(I* L)/ ((1 - (1 + 1)** - M))

We've used lots of parentheses to make things clear and to make sure that
the computations are done in the right order. Now, let's print out the result using
this PRINT statement:

80 PRINT " MONTHLY PAYMENT IS: " ; A

When you've checked to make sure that each line is correct, run the pro-
gram. Your screen will look like Fig. 3-17.

EN TER LOAN AMOU NT (Enter 10000)

ENTER INTEREST RATE (Enter 12)
TERM IN YEARS (Enter 3)

MONTHL Y PAYMENT IS: 332.1431 ~ The computer prints the answer.

Fig . 3-17. Calculating a loan payment .

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 BASIC Training

If your answer matches this sample, you've just written your first pro-
gram that does something useful. Congratulations are in order.
Perhaps you are still left with a unsatisfied feeling. Each time you enter
the numbers asked for, they disappear into the computer without a trace left
on the screen. That makes the program much harder to use. You have to
remember what values you entered for the different variables. There's no
reason you should have to do that, since the computer has a perfectly good
memory which already has the values stored in it.
Let's add a few PRINT statements to the program to make it easy for
you to use:

12 PRINT LA
22 PRINT RT; " %"
32 PRINT YR

ENTER LOAN AMOUNT (Enter JOOOO)

10000 ~ The computer prints the loan.
ENTER INTEREST RATE (Enter 12)
12 ~ The computer prints the rate.
TERM IN YEARS (Enler 3)
3 ~ The computer prints the years.
MONTHLY PAYMENT IS: 332.1431 ~ The computer prints the answer.

Fig . 3-18 . Printing values as well as results .

That's much better, isn't it? (Can you see in Fig. 3-18 how to put
the print out on the same line as the questions? Just add semicolons to the
end of lines 10, 20, and 30. N ow when you enter something it is immediately
echoed on the screen so you can see what numbers you' re dealing with. Run
the LOAN program now and you'll probably agree that it's a lot easier to use.
Before we go, maybe you'd like to see how much total interest you' re
going to pay on the loan, too . It's easy enough. The total amount of money
you' re going to pay back is 12 times the number of years- call it M - times
the amount you pay per month. If you subtract the original amount that you
borrowed , variable LA , from this figure , you'll get the total amount of inter-
est you've paid for the use of the money. To do this, add:

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 TIM EX SI NC L A IR BASIC PRIM ER WI T H GRAPHICS

90 LET T=(A*M) - LA
100 PRINT " TOTAL INTEREST PAID : ";T

And just to make things even easier, let's make a plot showing the ratio
of interest to total amount borrowed. It's simple using the TAD statement as
shown in Fig. 3-19.

-t
P R INC I PAL

This marker reports how much you are paying in interest.

The TAB function moves the marker.

Fig . 3 - 19. Moving the marker .

Basically, we want to plot a solid line which represents the total amount
of money borrowed . You can use the graphics character set for emphasis. In
graphics mode, the space gets printed as a black square. Type these
statements:

110 PRINT "::::P:RI:N~C~

IP~A~I:::-:-:-~. " (20 inverse spaces)
115 PRINT "

For line 110, type 5 inverse spaces, type PRINCIPAL in graphics mode, and
finally type 6 inverse spaces. Line 115 is 20 inverse spaces.
Now we want to put a square beneath the bar representing the total
amount of interest paid expressed as a fraction of the total loan amount.
How do we find the right location for this square which represents the
amount of interest paid?
Well, we know that we have to make the following ratio hold:

Interest Paid TAB Position

Total Loan TAB Position of Reference Line

By simple arithmetic, we get:

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 BASIC Training

20* Total Paid

- - - - - - = TAB Position for Interest
Total Interest

So our next line should be:

1 20 LET IT= 20*T l LA

130 PRINT TAB IT;" "

Run this new improved program and you'll see the difference a few
PRINT statements and some graphics can have on your understanding of the
figures. See Fig. 3-20.

ENTER LOAN AMOU NT

10000
ENTER INTEREST RATE
12
TERM IN YEARS
3
MONTHLY PAYMENT IS: 332.1431

TOTAL INTEREST PAID: 2592.00

PRI NCIPAL

Fig . 3 - 20 . loan calculation with graphic display .

You've written quite an impressive first program . It even has a graphic

display for the data . So take a break now and see if you are read y- in terms
of principal and interest- for that new computer system you're planning to
get.

RECORDING YOUR PROGRAM

You're going to be starting to write longer, more complex programs

now, and you're not going to want to keep typing them in every time you
want to use them. So we' re going to show you how to save your programs on
a tape recorder and reload them for future use.
The first thing to do is to connect your computer to a tape recorder. You

75
 TIM EX SI NC LAIR BASIC PRIM ER WI T H GRAPHI CS

don't need to use any fancy models either, just about any cassette recorder
will do. In fact , except for some of the very cheapest models, the less expen-
sive recorders seem to work with fewer problems than many of the more
expensive ones.
Remember the double-stranded cable that came in the box with your
Timex? It's time to dig it out now, because that's the cable that we'll use to
attach the computer to the tape machine as shown in Fig. 3-21 .

CASSETTE TAPE RECOROER

POWER CORD

Fig . 3-21 . Attaching a cassette recorder .

Take a look at the left side of your computer. There are still two jacks
that aren't being used. They must be the ones! MIC (for microphone) is used
to send the program from your computer into the tape recorder. It should be
connected to the input jack on your tape recorder, whether it is labeled
"MIC," "Microphone," "INPUT," "CH I ," or ''IN .''
Put one end of the plug into the computer output and the other end into
the input to your tape recorder. If you're using a stereo recorder, it doesn't
matter which channel, though many people have less trouble using the left
channel. It seems to have something to do with the position the signal is
being recorded on the tape.

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 BASIC Training

T APE, PLEASE

After both sides of the cable are securely connected, put a fresh tape into
the recorder. I'd recommend using as short a tape as you can find for record-
ing your programs. There are a number of advantages to this. For one thing,
you don't have to spend a lot of time looking for one little program, lost in
the middle of a 45-minute tape. Unlike your favorite album, where you can
distinguish one song from the next, programs all sound alike. And terrible!
The data is just a horrible screeching noise, like transistors frying. So you
can't sit there for long listening to the tape for your program to come up.
You can put a voice announcement before each program, and use the
footage counter to find the approximate distance into the tape to begin, but
this method , too- I've found from sad practical experience- is not really
very efficient. The best policy is to use short tapes and record only one, or
maybe two, programs per side.
Use a good quality tape, too, if you can. You don't want to spend several
hours laboring over a hot computer, only to lose all your work because of a
fault y tape. Some stores are even beginning to sell special computer data
tapes with only 10 or 20 minutes of recording time. These are excellent for
recording your programs, which will never exceed 20 minutes loading time.

Save the Program

N ow let's type in a short test program that we'll use to try out saving and
then reloading a program:

10 FOR X=O TO 25 STEP 5

30 PRINT TAB X;' TESr
30 NEXT X

With your program in memory and your tape machine plugged in and ready
to roll, type:

SAVE " TESr

SAVE is the keyword over the S key. Include the quotation marks around
the word TEST but DON'T PRESS ENTER YET!

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 TIMEX SI CLAIR BASIC PRIMER WITH GRAPHICS

This saves the program on tape and gives it the file name TEST. We
don't use a line number here, though we could if we wanted to make a
program that would save itself. You do have to use the quotation marks
around the file name TEST. See Fig. 3-22.

LOAD copies a program from

tape into memory.

MEMORY

r~~~~~-_;::~r-,L r-~
.- r - r- - ~- ,-- " ,..-- ~

r- r r- r- r- - r ' r- r-
SAVE co pies a program from
memory to the tape.

Fig . 3-22 . Saving and loading programs with tape .

Zero the footage counter of your tape machine, then press PLAY and
RECORD to start the tape rolling. Press ENTER on the computer.
You should see some thin black lines start dancing across the screen .
This is normal. It means that the program is being output from the computer.
Eventually, in our case, fairly quickly, since we're saving such a short pro-
gram, the lines stop writhing and you'll see a report code % (meaning
A-OK) and an otherwise blank screen. Stop the tape and rewind it to zero.

Playback
Now we're going to try reading the tape back into the computer. Plug
the other cable into the jack on the computer labeled "EAR." It could also be
called "Computer Input, " since it's the route to get programs into the com-
puter. The other end of the cable, naturally enough, goes into the EARphone
jack on your tape recorder which very likely is labeled: "OUTPUT," "OUT,"

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 BASIC Training

"CH lOUT," or "CH2." If you're using a stereo recorder, make sure you take
the output from the same channel that you recorded to.
Clear the memory and type in:

LOAD " TEST"

(LOAD is the keyword over the J key.)

You may find it easier to LOAD your program if you turn the treble
control all the way up and turn down the bass. It's also not a good idea to
have both the INPUT and the OUTPUT cables connected at the same time,
so unplug the cable you used first to record the program.
With your computer cued up to the beginning of the program, and your
volume control about three-fourths of the way to its loudest setting, press:

ENTER

and start the tape rolling.

You'll see a helter-skelter pattern of thin black lines, followed by a burst
of thick lines. These thick bars indicate that your program is now being
loaded into the computer.
If you listen to the tape, you'll hear a few seconds of silence, followed by
an awful screeching howl. This caterwauling is the actual sound of your
program on tape. The longer the program, the longer the screeching.
• I
If all went well, after the commotlOn stops , you'll see a 0 / 0 report code;
this means that your program is sitting in memory. You can check this out by
pressing ENTER or LIST, after which you should see your program listed. If
you loaded successfully, you're all set. Make a mark, or use some masking
tape, to indicate the settings on the tape recorder that work with the compu-
ter. Now you're ready to go on to the next section and start writing some
more programs.
If things didn't work out and there's no program in memory, try going
through the process one more time exactly as we've described it. Check all
your connections. Make sure you really did hook up the computer output
(labeled "MIC") into the tape recorder input. You can also fiddle with the
volume settings a bit, sometimes you really need to crank it up pretty high to
make sure the computer can read the data.

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 TIM EX SI C L A IR BASIC PRIMER WITH GRAPHICS

If you still can't get anything, try loading some of the sample programs
supplied on the tape that comes with your computer. The directions are
simple. Try loading the demo program, LIFE. If you can't load from the
demo tape, try another tape recorder. Most of the time that will clear up the
problem and you'll be ready to go.
lf your tape recorder loads the demo program all right, but you can:!
load one of your own, try another tape. The computer data is stored as
high-frequency sound bursts and poor tape quality can make it difficult for
your computer to get an accurate reading of the information coming off the
tape.
Here are a few hints for successful recording experiences. Try recording
your programs twice in a row on the tape. That way if you don't load it
successfully the first time, you can try loading it a second time without
having to rewind the tape. Also, it's a good idea to include a piece of paper
with the tape cassette, giving the program name (and a listing).
Here's another valuable hint. If you forget the name of a program on the
tape, you can always load it by cueing the tape recorder up to the right spot
on tape and typing:

LOAD ....

(That's two quotation marks.) Now the computer will load the next program
on the tape regardless of the program's name. It's also a good idea to put
your program's name in a REM statement at the very front of your program,
just in case.
Have you got tape recording down? Good! Back in the saddle, bucka-
roos; it's time for more programming.

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 4

Decisions, Decisions, Decisions

Well, are you starting to feel like a programmer yet? You should be, yet
you've only got three keywords under your belt: PRINT, LET, and INPUT.
Even though there's a whole lot you can do with just these three, you're
probably thinking that there's got to be more to programming than this.
Something is lacking. Thus far, we've really been using the computer only as
a smart calculator. Instead of having to type in each operation over and over,
you get the computer to store the program in its memory for you, so that, if
you want to go through the same sequence of calculations again with differ-
ent numbers, it's easy. Just run the program again.
The computer is rather stubborn, though. Maybe it reminds you of one
of your bull-headed friends. It has a one-track mind. When it executes or
runs a program, it just goes through the program listing in the same dull
order each time. One at a time, plodding along from line to line until it
reaches the end of the program or finds some kind of error. Surely computers
have to be smarter than this if they can make all those razzle-dazzle video
games work.
In this chapter, we're going to learn about some of the keywords that
you can use to allow the computer to make decisions. By the end of the
chapter, you'll have some programs that show a lot of vitality and look good.

GOING IN CI R CLES

The first keyword to help us get the computer out of its straight line rut
is GOTO , the keyword over G . It might look like the name of an Indonesian

81
 TIM EX SI CLA IR BASIC PRIM ER WI T H GRAPHICS

mixed drink the way it's printed on your screen, but it really stands for GO
TO. And , as you might have guessed , it tells the computer to GO TO some
line other than the one immediately following .
Type in this tiny program and run it.

10 PRINT "HELLO ";

20 GOTO 10

Whew, that's a lot of work from one little two-line program. Do you see
what's happening? The computer prints HELLO as it's told on line 10, and
then , when it gets to line 20, the GOTO tells it to go back to line 10 again.
When it gets back to line 10, it does what it's told; it prints "HELLO" and
then doggedly moves on to line 20 where it comes up against that GOTO
again. See Fig. 4-1 .

; 10 PRINT "HELLO " ~ Goes to next statement.

\ . 20 GOTO 10 .,
Sends you back to line 10.

Fig. 4 - 1 . Going in a circle.

Being the faithful machine that it is, it just goes back to line 10 again,
prints "HELLO" and then jogs right along. It'll do this until it runs out of
room on the screen, as indicated by a report code 5/ 10.

Looping
Because running out of room to print on the screen generates an error
condition, the computer stops . If there was no error message, then it would
just keep on like this forever. The computer doesn't get tired, and it doesn't
think to itself, "Hey, this is getting boring." It just loops over and over and
over and over. You can use GOTO to move backwards or forwards to any
line in the program that you want (Fig. 4-2).
In computer lingo, GOTO is called an unconditional branch because,
whenever the computer sees a GOTO , it just GOes TO the line listed with no
questions asked. It's still not very smart and it is pigheaded , but now, at least,

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 Decisions. Decisions. Decisions

Fig . 4 - 2 . GOTO can leap around your program .

the computer can automatically repeat some group of statements over and
over. This concept is called looping in computerese and is very, very
powerful.
As we move along, in this chapter and throughout the book, you'll find a
great deal of what a program does, happens inside one of these repetitive
loops. Looping can get a lot of work done with only a few statements. It's a
real time saver!

Clowning Around
Try this program with our little clown face from last chapter. Type the
characters except 00 in shift-graphics mode:

10 PRINT AT 10. 14;"YTYT"

20 PRINT AT 11 .14;"ROOE"
30 PRINT AT 12.14;"SYT5 "
40 PRINT AT 13.14;"SFF5 "
50 PRINT AT 13.14;" •• " (regular space. 2 inverse. and another reg-
ular space)
60 GOTO 50
Can you see what's happening here? The GOTO is setting up a loop
which prints line 50 over and over again. Line 50 prints some characters
which make the clown close his mouth. Then its back to line 50 again for a
closed mouth and so on.
You've used a loop here to make a talking clown. But how can we get

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 TIM EX SI CLAIR BASIC PRIMER WITH GRAPHICS

him to stop? As we say in the computer game, we're "hung up" here in an
infinite loop, and this time there's no error message to finally take over and
stop the darn thing.
The computer designers have thoughtfully included a key which helps
you escape from these loops. It's called the BREAK key and it's located on
the bottom right corner of the keyboard . Try it; press BREAK and you'll see
the clown stop talking and the report code 0 / 60. This indicates that you
pressed BREAK when the computer was getting ready to do line 60, so it
halted there. The program's still safe in memory though, as you can check by
running it again.
You can halt any program at all, whether it's in a loop or not, by
pressing BREAK . And , if you want to see your program listed again to make
any changes, all you have to do is press ENTER and edit away.
You can get the program to start again where it left off by using the
CONTinue key, located over the C key. You don't have to give it a line
number, either. If you continue our little clown program, all you get are his
chattering teeth because the loop at lines 50, 60 , and 70 was just set up to
print that last line over and over again and the program never gets back to
line 10 to print the upper part of his face. See Fig. 4-3.
So maybe he's only the Cheshire Cat in disguise! Anyway, you've seen
now how to get the computer out of its linear rut. Now it can go in circles!

KEEP ON CHUGGING

We're off to a good start but we really need some more thinking power.
Clear the decks and try this:

10 LET X=O
20 PRINT AT 10X " EEE4"
30 PRINT AT 11,X;"WWAA"
40 PRINT AT 12X " R0701 " (Use SHIFT R, non-shifted letter 'oh:
SHIFT 7 again, 'oh ' again, and SHIFT 1.)
50 LET X=X+ 1
60 GOTO 20

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 Decisions. Decisions. Decisions

FULL FACE "FF " "SPACE-SPACE ..

Fig . 4-3 . Only half the face is redrawn .

When you run this program, you'll see a little bus start up on the left of
the screen and move across to the right until it eventually runs out of room
and you get the report code B/ 20. Officially, the report says "Integer Out of
Range," whatever that means . In our case, it just means you can't be printing
at a location greater than 32 (Fig. 4-4).

Fig . 4 - 4 . Printing at successive locations moves the bus .

You should be able to figure out what's going on here. Line 10 says let X
start off with the value O. In computer parlance, this is called initializing the
value of X . That's just a fancy way of saying we want to make sure that X has

85
 TIM EX SI C LA IR BASIC PRIM ER WITH GR A PHIC S

a certain beginning value each time we run the program. Lines 20 through 40
print the bus; line 50 adds one to X and line 60 says go back to line 20 and
print the bus again. Only this time the value of X is one greater than the
initial value. So, instead of printing the bus at 10,0 the computer begins
printing at 10,1. Then at line 50, X, which currently equals I, is made one
bigger and the drawing process is repeated. The next PRINT is at 10,2, and
so on, until the bus crashes off the right side of the screen. The pieces even
overflow to the left side but don't worry about that now!
First off, let's get rid of the smear of pollution following the bus. Maybe
it's an old diesel with bad tuning, but let's at least make it look like it's fit for
the roads . All we have to do is add a blank to print at the left side of the bus.
So change each PRINT line to include a blank:
10 lET X=O
20 PRINT AT 10,X;" EEE4"
30 PRINT AT 11 ,X;" WWAA "
40 PRINT AT 12,X;" R0701 " (Use the letter 'oh· .)
50 LET X=X+ 1
60 GOTO 20

This way, each time we go through the loop, we are printing a blank
character in the spot where previously we had printed a graphics character.
Now run the new improved program and you see a spritely little bus that
stays sharp-looking. See Fig. 4-5 .
What about the problem of the bus running off the end of the screen?
We have to get the computer to use its brains a little more and apply a bit of
logic to the situation. We want it to check and see if there's any more room to
PRINT AT on the line, before we tell it to go ahead and print. So the
computer should check if there are enough spaces and then act accordingly.

A Little Intelligence
From the picture, we can see that when X is equal to 27, we' re going to
run over the line the next time we pass through the loop. So we want to tell
the computer that it should stop when X = 27 . Try adding this statement to
your program:

55 IF X=27 THEN STOP

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 Decisions. Decisions. Decisions

Fig . 4 - 5 . Blanks overwrite and erase the previous image .

IF is the keyword over the U key; THEN is SHIFT 3. Now, instead of just
doggedly going through the loop over and over again, we've imposed a
condition on the loop so we can take control of it and get the computer to
stop when it should .
Conditionals are among the most critical statements used in any pro-
gram because they're the ones that give the computer some intelligence, some
capacity for making decisions (Fig. 4-6) .

Anatomy of an IF THEN Statement

Let's look at the statement we just wrote to make sure you understand
what has happened. Each time the computer gets to line 55, it checks to see
IF the current value of X is equal to 27 . The first time through the loop,
X = 0 , not 27 , so the computer just goes on to the next line, 60, following in
regular order. The second time through the loop X = I. When the compari-
son is made at line 55 , X still doesn't equal 27 , so the computer goes on to line
60 again.
On the 27th loop through, X finally equals 27. This time, when the
computer gets to line 55 , since the condition after the IF is true, instead of
moving on to the next line, it executes the command following the THEN . In
our case, it just stops as we've told it, and gives your regular report code for
STOP, 9 / 55.

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 TIMEX SI NC LAIR BASIC PRIM ER WITH GRAPHI CS

Fig . 4-6 . An everyday conditional.

We've put in a STOP on the other side of the THEN , but you can
substitute or replace it with any keyword you like. Very often an IF THEN
statement is used in conjunction with a GOTO statement.
Try adding these lines to your program:

55 IF X= 27 THEN GOTO 100

100 PRINT AT 11 , 15;"ALL DONE "

This time when we make our conditional test, we tell the computer that
IF the condition is true, THEN we want it to go to another location in our
program. So, on the 27th loop through, when X = 27 , the statement "G OTO
I 00" is executed and the computer GOes TO line 100 and begins processing
there. At I 00, we tell it to print a message.

THE PAUSE THAT REFRESHES

Add these few statements and you can start your bus on an endless
journey:

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 Decisions. Decisions. Decisions

110 PAUSE 30
120 CLS
130GOTO 10

PAUSE is the keyword over the M key; CLS is the keyword over the V key .
P A USE on line 110 "pauses" the program for 30 time units. Each time
unit is equal to 1/ 60 of a second, so PA USE 30 just halts the computer for
1/ 2 second before going on to the next instruction .. You can PA USE for up
to 32,767 time units, (a little under ten minutes).
If you enter a number greater than that, the computer will halt until you
press any key on the keyboard and restart again. Then it will move on to the
next instruction as if nothing had happened.
On the Timex, the PAUSE command has a tendency to slightly disrupt
the display. Did you catch the blip on your set? We'll show you a better way
to make graphic pauses later on.
CLS , as you see when you run the program, CLears the Screen. It's like
an eraser. As we write graphics programs that are more complex, you're
going to have to erase the whole screen from time to time and here's the
simple way to do it.
When you're tired of seeing the bus take its endless journey, you can
stop it using the BREAK key.

LOOP-THE-LOOP

As you can see, loops help you get a lot done with only a few statements.
They are so widely used that BASIC has two keywords specifically used for
setting them up. Since it takes two keywords to make this one work, we' ll
introduce FOR and NEXT together.
Clear the memory and type this in.

10 FOR X= 1 TO 15
20 PRINT " X= " ;X;" FOR LOOP NO. "; X
30 NEXT X

FOR is the keyword over the F key, and NEXT is the keyword over the

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 TIM EX S I NC LAIR BASIC PRIM ER WI T H GRAPHICS

N key. TO is SHIFT 4. The FOR statement here is used to set up a printing

loop . The X is used as the test variable, just as it was in our program using
IF . The first number after the equal sign is the starting value of X, so it's like
saying LET X = I. The number on the other side of the TO is the upper limit
of the va lue of X. It tells how big you want to let X become.
All the line numbers following the FOR statement are executed in order
until the NEXT statement with the same variable as the FOR statement is
reached . At this point, the computer increments the value of X and THEN
checks to see if X has reached the value specified in the FOR statement, in
our case, 15. See Fig. 4-7.

ADD 1 TO X

Fig . 4 -7 . A printing loop using FOR NEXT.

If it hasn't reached this value yet, then it just goes back up to the
statement following the FOR and goes through the loop again, this time with
the value of X one greater than the last time through . On the 15th loop
through, when we get to the NEXT statement, X is incremented and equals
16. At this point, when the comparison is made, the computer finds that X is
greater than 15, the value specified after TO in the FOR statement. Now the
computer jumps out of the loop and goes on to the statement following
NEXT .
Any loops you can do with IF THEN's you can do with a FOR NEXT.

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 Decisions, Decisions, Decisions

10 FOR X= 1 TO 15 10 LET X= 1
20 PRINT X 20 PRINT X
30 NEXT X 30 LET X=X+ 1
40 IF X= 15 THEN STOP
50 GOTO 20

These programs accomplish exactly the same thing!

The FOR NEXT just makes it easier. Try changing your program to
read:

10 FOR X=. 5 TO 5 STEP .5

20 PRINT "X = ";X, "FOR LOOP NO. "; 2*X
30 NEXT X
40 PRINT "FINALLY DONE! X= " ;X

STEP is SHIFT E. You don't have to use whole numbers like I, 2, 3 in your
FOR NEXT loops. You can let X have any value you want and increment X
by any value you want each time you go through the loop. For each circuit
through, the value of the STEP (increment) is added to the variable and at
the corresponding NEXT statement, a test is made to see if the incremented
value of X is greater than the value after TO. See what the value of X is when
the loop is finished? Just one step above the value after TO .
You can also use negative numbers in the FOR NEXT loop. Try using
this little skeleton program to see how the loop works with negative numbers .

10 FOR X=- 3 TO 3.5 STEP .75

20 PRINT " X= "; X
30 NEXT X
40 PRINT " FINAL VALUE OF X IS ";X

or change line I0 to read:

10 FOR X=- 1 TO - 29 STEP - 4

for another example.

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 TIMEX SI CLAIR BASIC PRIMER WI T H GRAPHICS

Lining Up
If you haven't guessed it already, loops just like the ones we've been
looking at make and move all those wonderful displays around in your video
games. Let's see if we can print a simple graphics image: a straight line.

10 FOR X= l TO 10
20 PRINT AT X.; ··. ··
30 NEXT X

Fig. 4-8 gives a respectable vertical line. By stepping through values of X

and keeping the second expression in the PRINT AT constant, we can draw

0000000000
Fig . 4-8 . Printing a straight line .

a nice line. Try changing the value of the number to get a feeling for where
different numbers put the line on the screen. Try using PRINT AT X,5.
Want to print a horizontal line? Just switch the order in the PRINT AT
statement. Try adding:

25 PRINT AT 15X ... ..

It's the same principle, only in the other direction. Here again, by chang-
ing the number, you can move the horizontal line around on the screen.
Try this program that lets you enter characters from the keyboard and
use them as the elements of lines so you can see what different combinations
look like.

10 PRINT " INPUT A GRAPHICS CHARACTER "

20 INPUT A$
30 FOR X= l TO 20
40 PRINT AT 10.X;A$
50 PRINT AT X.10;A$
60 NEXT X
70 GOTO 10

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 Decisions, Decisions, Decisions

You can enter any character you want at the INPUT line, and you'll see
what it looks like in horizontal and vertical lines. Try inputting single gra-
phics characters so you can see what kind of lines they make. You have to
shift into graphics mode first , right?

Action
Lines are okay, and pretty easy, but let's add a little action . Here's the
beginning of a tennis game program:

10 FOR X= 1 TO 20 %RR
20 PRINT AT X,1;''T'';TAB 20;"Y" (Use graphics mode and SHIFT
key for T and Y.)
30 NEXT X
40 LET A =2
50 PRINT AT 10,A; " . " (inverse space)
60 PRINT AT 10,A;"" (regular space)
70 LET A =A + 1
751F A =- 2 OR A = 19 THEN LET A =- A
80 GOTO 50

The OR statement on line 75 is SHIFT W. Run this and what do you get?
Not a bad little ball court. See Fig. 4-9 .
Lines 10 through 30 are a loop to print the two side walls . Line 40
initializes the loop that prints the ball. Do you see why we start at A = 2?
Sure, it's because we have printed our ball at wall. (Try letting A = I , and see
for yourself.) Line 50 actually prints the ball, and line 60 is there to make sure
that the ball gets erased each time after it's printed so it's not just a straight
line across the screen. You saw the same principle before when we made our
little lost bus .
Line 70 increments the value of A which determines where the ball will
get printed next. It's the statement that makes the ball move. See Fig. 4-10 .
Line 75 is our conditional. It's the statement that makes the ball bounce
between the two walls . Let's look at it carefully.
What happens when A equals 18? We know that the ball is now at the
wall so we want to change its direction. This means that we want to start
making A get smaller, instead of larger. Its next value should be 17, then 16,

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 TIM EX S I CLAIR BA S IC PRIM ER WI TH GRAPHI CS

• • • • • • • • • • • • • • • 1920

f-
f-
f-
• r-
f-
f-
f-
r-
f-
10 f-
f- ••••••••••••••••••
r-
f-
r-
• f-
r-
-
r-

20
--
-

Fig . 4 -9 . The path of the bouncing ball.

then 15, etc. Well, when we let A = - A, the next time through, the loop A
has the value - 18.
You might think that trying to PRINT AT a negative number would
give you an error message, but the Timex has more foresight than this . The
designers knew that it doesn't make any sense to PRINT AT a negative
location, so they made the PRINT AT statement use only the numerical part
of the argument and disregard the sign. This can come in very hand y, as you
will soon see. (If we needed to, we could use the ABS function , under the G
key, to do the same thing. ABS just takes a number and strips away its sign,
so every number that comes back from ABS is a positive number.)
As we go through the loop, when we get to line 70 and add I to A, since

94
 Decisions. Decisions. Decisions
00 • • • • • • • • • • • • • • • • • • • 20
I l-
2 I-
3 f-
f-
l-
•••••
f- • •
l- • •
f- • •
l- • •
t- • •
l- • •
r- • •
r- • •
r-
f0-
r-
r-
r-
r-
20 f0-
r-

o I 2 3 20

Fig . 4 - 10. Incrementing. printing. and erasing the ball.

A = - 19, A + I = - 18 . Remember, negative numbers get closer to zero

when you add positive numbers to them. So the next time through, the
computer prints the ball at 10, 18 . Since A doesn't equal 18 , the loop con-
tinues. Each time we add I to A , we move the ball one more space to the left,
as Fig. 4-1 I shows.
Eventually when A = - 2, the next PRINT AT will print over our wall,
so we want to make the ball reverse itself again at this point. That's the
purpose of the other half of our conditional. When A = - 2, the conditional
at line 75 sets A = - A . Now A is posit ive 2 and each time we add I, the ball
starts moving to the right again as A goes on to be 3, 4, 5, etc. , all the way up
to 19, where the whole thing starts over again.

95
 TIMEX SINCLAIR BASIC PRIMER WI T H GRAPHICS

00 • • • • • • • • • • • • • • • • • • • 20
I ~
f-

--
f-

.--- •
-- •
•
- •
.---
•
•
•
-- •
•
f- •
l-
f-
l-
f-
f-
l-
I-
20 ~
f-

Fig . 4 -" . Negative numbers make the ball bounce.

Notice that we can combine tests for more than one condition at a time
using our IF statement. In our case, we wanted to check for two different
possibilities: A = - 2 or A = 19. If either case was true, we want to change
A into -A. We can connect our two conditions using the OR connector in
our IF statement. We can also combine two or more conditions using the
AND connector (SHIFT 2) if we want both the conditions to be true before
we take the action following THEN.

Follow the Bouncing Ball

Got your bouncing ball bouncing? Let's give it a little more action by
having it move up and down as it bounces. Add these lines:

96
 Decisions, Decisions, Decisions

25 PRINT AT 1,X; "G" (Use graph ics SHIFT G)

26 PRINT AT 20,X; "F " (Use graph ics SHIFT F)

These lines print the top and bottom of the ball court. N ow we want to get
the ball to move up and down (WOW!) too. You're probably thinking that
we have to put the ball in some kind of loop that makes a variable move it up
and down by changing the value in a PRINT AT statement. Follow along,
it's easy.
We have to make the expression that controls the line printed on, into a
variable. So change lines 50 and 60 to read :

50 PRINT AT H,A; ... .. (inverse space)

60 PRINT AT H,A;" .. (regular space)

We should initialize H first , so t hat the computer will know what line we
want the ball to start on . It's a little tricky because line I is way up at the top
of the screen , so you have to use a bigger number to start the ball lower
down. Let's start it near the bottom .

15 LET H= 15

We've also got to increment H so the ball actually moves up and down:

65 LET H= H+ 1

going out of bounds at the top and bottom . Well, the logic is the same as
before, so the same type of IF statement should work just fine.

761F H= 19 OR H=- 2 THEN LET H=- H

Run this one Uust like the other one) and you've really got something going.
Why, it almost looks like that famous game that everyone knows started the
video game revolution.
See what happens when you change line 65 to read:

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 TIMEX SI CLA IR BASIC PRIM E R WITH GRAPHICS

65 LET H=H+2

Interesting. You get some bigger bounces but you bounce right on
through the upper wall. What happened? Well, when we changed the incre-
ment from I to 2, that caused us to pass right on through the IF boundary
condition, because H never does get to equal -2. Since we are subtracting 2
each time (Fig. 4-12) , and we started with an odd number, we'll never get an
even number as our answer. After X = 3, the next time through it equals - I ,
NOT -2.

o I • • • 5 • • • • 10 • • • • 15 • • • • 20
f-
I--
I--
f-
f-
f- •
I--
f- •
10 f-
f-
I--
I--
f-
15 f-
f-
f-
I--
f-
20 f-
I--

Fig . 4 - 12 . Slipping through by using 2 as an increment .

98
 Decisions. Decisions. Decisions

RELA TIONSHIPS

What we need is some way of specifying that we want the conditional to

work if the value of H gets less than or equal to the top position. Fortunately,
the tools are there. The Timex has a set of build-in comparators. In
"computer-speak," these are called "relational symbols." Everything you'll
ever need is right there on the keyboard. Let's just list them here in Fig. 4-13
for your convenience:

Relationship Meaning Key to Press

A<B A is less than B SHIFT N

A>B A is greater than B SHIFT M
A< =B A is less than or equal to B SHIFT R
A> =B A is greater than or equal to B SHIFT Y
A<>B A and B are not e ual SHIFT T

Fig . 4- 13. Relational operators .

So let's try to be a little more specific and get the conditional absolutely
right. We want to make sure that when the ball is at line 3, it starts moving
down again. So let's try:

76 IF H= 19 OR H< - 2 THEN LET H=- H

Run the program again. It may be a little better since it doesn't go off the
screen. However it does get trapped down at the bottom.
AHA , you see the problem , don't you? When we check the conditional
statement, after the first time H is made negative, H = - 19 which is less
than -2! (Tricky, those negative numbers.) So the loop is just getting caught
up jumping back and forth between 17 and - 19. You can see this for yourself
by putting in:

77 PRINT H

and watching the values get printed .

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 T IM EX S I CLA IR B AS IC PR I M E R WI T H GR A PHI CS

A little more analysis is needed. What we really want to do is to see IF

the absolute value of H is less than or equal to 3, THEN change the direction
of the ball. See how this works:

76 IF H= 19 OR ABS H<=3 THEN LET H= H - H

(You didn't think you'd get to use ABS so soon did you? It's the function
under the G key.) Voila! A ball with some speed that stays in bounds .
As an exercise, see if you can modify the program so that it asks you
how much velocity to put on the ball, using an INPUT statement at the front
end . Also try adding an INPUT statement that will ask where to start the
ball. You may have to change some of the conditionals to take care of special
cases, but you should be able to do that easily using our example of the
tennis-game program as a guide.

10 FOR X= 1 TO 20
15 LET H= 15
20 PRINT AT X,1;' T ';TAB 20;"Y" (Use graphics mode and
SHIFT key for T and Y.)
25 PRINT AT 1,X; "G " (Use graphics SHIFT G)
26 PRINT AT 20X " F" (Use graphics SHIFT F)
30 NEXT X
40 LET A = 2
50 PRINT AT H.A; ..... (inverse space)
60 PRINT AT H.A; " .. (regular space)
65 LET H= H+ 2
70 LET A =A + 1
751F A =- 2 OR A = 19 THEN LET A =- A
76 IF H= 19 OR H< - 2 THEN LET H=- H
80 GOTO 50

Announcing INKEY$
We're moving, but there is still something essential missing. You can't
take control of a program while it's running and make the display do what
you want, when you want. Each time you run the program, the computer just
goes through its lists, perhaps going in circles if ordered to, testing things to
see when to leave the circle. But what about you? Don't you feel left out? The

100
 Decisions. Decisions. Decisions

designers of the Timex didn't want you to feel left out of things, so they have
included the BASIC function that lets you take direct control of the action
from the keyboard.

How is INKEYS Pronounced?

To computer aficionados, it's pronounced "INKEEE dollar" and it tells
the computer to check the keyboard if you've pushed a key. It's a little like
INPUT, only you don't have to press ENTER to get the computer to read the
key you' ve pressed , and it only reads a single keypress from the keyboard . So
it's very spontaneous! It's the way you can get some real-time control over
your program. Let's see how. So, clear the decks and try this program.

10 LET A$ =INKEY$
20 PRINT A$;
30GOT010

INKEYS is the function under the B key.

Run the program. (You may see a few question marks, or possibly a few
other characters get printed on the screen, but disregard these for now as
eccentric quirks of the computer.) Now press any key. The computer starts
printing out the letter you've pressed. Press a different key and instantly the
computer starts printing that one. You can change as often as you like and
the computer will instantly change to the letter you press. You don't have to
press ENTER .
Line 10 tells the computer that it should check the keyboard and see if a
key is being pressed. If one is, then it takes that letter and puts it into the
variable A$ , which we print out in the next position . Each time we go
through the loop, as soon a s the computer gets to line 10, and it sees
INKEYS, it checks the keyboard again. If we've pressed something, it puts
that value into A$ , and then prints it.
You'll probably see the computer print several of each letter no matter
how quickly you press the keys. That's because the computer is operating so
fast that it has time to go through the loop several times even in the short
amount of time it takes for you to lift your finger from one key to the next.
Notice, too, that INKEY$ causes the computer to halt until a key is pressed.
Now let's try INKEY$ on something a little more interesting.

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 TIMEX SINCLAIR BASIC PRIM E R WI T H GR A PHI CS

10PRINT AT 10,10;"YTYT"
20 PRINT AT 11 ,1O;"ROOE "
30 PRINT AT 12,1 0;"BYT5"
40 PRINT AT 13,1 0; " BFF5"
50 LET A$=tNKEY$
60 IF A$ ="O" THEN GOTO 40
70IFA$ = "C"THENPRINTAT13,10;" _ "
BOGOTO 50

Can you follow the logic of this program? First, we draw our clown with
statements 10 through 40. Next, we check to see if either the key (the "oh") °
or the C key has been pressed (at lines 60 and 70) . You can see that the equal
sign works just as well for strings as it does for numbers. Line 60 compares
the value of A$ with 0.
If A$ is an 0, we return to line 40 where a PRINT statement opens the
clown's mouth and then returns to line 50 to check the keyboard again.
If A$ isn't an 0 , the program continues on to line 70 where it checks to
see if the C key has been pressed. If C was pressed, so that A$ = "C", the
program prints a graphic that closes the clown's mouth before it returns to
line 50 for another check of the keyboard . By switching back and forth
°
between and C, you can be the puppeteer and control opening and closing
of the clown's mouth directly and instantly from the keyboard! See Fig. 4-14.

IF AS = "0" IF AS IS NOT "0"

NO

OPEN THE
CLOWN·S
MOUTH
CLOSE THE
CLOWN·S
MOUTH

CHECK THE
'--~~ KEYBOARD
AGAIN

Fig . 4 - 14. IF TH EN tests and controls the display .

102
 Decisions. Decisions. Decisions

Let's add one more feature before we finish off this chapter and let you
take a break . We'll put in a little wink button just for fun. First we have to
add another IF THEN conditional to check to see if we want a wink. How
about:

75 IF A$ ="W" THEN GOTO 200

That should give us control of the wink. So let's add it in. The characters
you type are all graphics SHIFT except the ·oh's.

200 PRINT AT 11.1 O;"R.OE "

210 PRINT AT 11 .1O;"ROOE "
220 GOTO 50

Run this and you'll get a sly little wink every time you press W. If you
keep pressing, the clown keeps winking. The wink's a bit too fast though,
don't you think? We can slow it down with PAUSE, if we want. Try adding:

205 PAUSE 10

The blip is annoying, isn't it? Well, we told you there's a better way and
here it is. It's really a little trick you can use. Change the program to read :

205 FOR 1= 1 TO 10
206 NEXT I

All we are doing here is adding a loop that does nothing at all except use up
time. When the computer gets to 205 it starts a loop and goes on to line 206 .
When it gets there, it just loops back to 205 , 10 times. Because each pass
through the loop takes a small, but finite , amount of time, the effect is just
like pausing the computer, only this time there are no annoying blips to
worry about (Fig. 4-15).
Try experimenting with different values in the FOR statement until you
get a wink that looks right to you. Increasing the final value of the loop
variable will increase the delay introduced by the loop.

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 TIM EX S I C LA IR BASIC PRIM ER WI T H GR A PHI CS

NO

Execution goes on to the next statement.

Fig. 4 - 15 . An idling FOR loop .

You are cooking with gas now. You can print all sorts of things on the
screen, make decisions to give your programs some intelligence, and control
graphics displays. Maybe you should take a break now before we move on to
hooking up your tape recorder and some more graphics .

104
 5

Plotting Along

You've seen how to draw on your scree n with PR INT AT. The state-
ments you need to use are a Little Long maybe and a little cumbersome, but
you can draw some nice-looking pictures. In this chapter, we're going to
introduce a new and easier way of drawing on the screen. There's a built-in
command called PLOT, that's made for putting simple pictures on your
screen. It's on the left side of the keyboard over the Q key.
Try out this program:

10 PLOT 20.20

When you run this one, you'll see a Little dot get plotted left of center on your
screen. It's smaller than the square space that you get using PRINT, as you can
see by adding this line to your program:

20 PRINT AT 11 .8;... ..

In fact, if you compare them you'll find that it's one-fourth the area of the
big space: half as wide and half as tall. So we say in the computer world, PLOT
has a higher resolution than PRI NT AT. In fact, it has four times the resolution
that PRI NT AT does.
This little square dot that makes up the plotted point has a special name:
it's called a pixel. You can't really call them dots, of course, because everyone
knows that dots are round , not square; but computer people wanted to have

105
 TIM EX SI CLA IR BA SIC PRIM ER WITH GRAPHICS

a name for the smalkst picture element you can use, so they came up with
pixel, which sort of sounds like "picture element" said fast.
Because it uses a smaller-sized basic picture element (or pixel) than
PRINT AT , the PLOT statement can make more detailed pictures. If you've
been paying attention, you'll probably be saying to yourself now that any-
thing you could do with a pixel, you could recreate using the PRINT AT and
some of the special graphics characters . That's theoretically true, but you'll
soon see how much easier it is to use PLOT for most applications.
Notice how much simpler the PLOT statement looks than the PRINT
AT . There's a lot less to write when you use it. In fact , though you may not
even notice it, PLOT is faster for the computer to execute than PRINT AT .
And it uses less memory, too. Of course, with PLOT you don't get your
choice of characters. PLOT comes in any shade or style you want, as long as
it's a small black squa re. You can think of PLOT as dividing up your tv
screen into a gridwork of squares that can be either black or white.
There are a total of 2816 possible boxes on the screen: 64 running across
from left to right (in the same direction as the X axis in Cartesian coordi-
nates, if you remember them from high school). And 44 running up and
down (in the same direction as the Y axis in Cartesian coordinates).
Notice in Fig. 5-1, this is exactly twice as many positions in each direc-
tion as PRINT AT; or twice the resolution.

WORKING WITH POINTS

You plot a pixel by writing its location; first, the column number (or the
X direction), then the row number (or the Y direction). Let's try plotting a
few more points just so you can get a feel for the screen. Now see if you can
write a short program yourself that lets you enter the coordinates into the
PLOT statement from the keyboard. Give it a tryon your own before you
look at the following program and see how we do it.

10 PRINT AT 21 ,O;"ENTER COORDINATES "

20 INPUT X
30 INPUT Y
40 PLOT X,Y

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 Plotting Along

Row numbers
I
I

\1
o 1 2 3 4 5 6 7 8 9 10 11 12 13 14 63 ~ Column numbers
43
42
41
40
39
38
3i
36
35
34

o
Area reserved for the computer

Fig. 5-1 . Grid system for PLOT .

50 PRINT X;","; Y
60 GOTO 10

You probably didn't think to add line 50 which actually prints out the
values that yo u're plotting, but this will help you see where things end up and
help you associate locations on the screen with numbers, so it's useful to
have.
Do you see how this short program works? You enter the coordinates
into variables X and Y, and then plot them at line 40 . Don't forget to press
ENTER after each coordinate yo u want to feed into the computer. The next
PRINT statement (following PLOT) prints out the coordinates right after
the plotted location . So whenever you plot something, it's easy to label it,
too. All you have to do is follow the PLOT with a PRINT statement.
You can freely mix PRINT AT graphics and PLOT graphics . All you
have to do is remember that PRINT AT and PLOT use different systems of
addresses. Add these few lines to your program so you can get a feeling for
how to mix the two.

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 TIM EX SI CLA IR BASIC PRIM ER WI T H GR A PHI CS

51 PRINT AT 21 , O;"INPUT PRINT AT COORDINATES "

52 INPUT L
53 INPUT C
54 PRINT AT R,L;".";R;","; L

Now, after you plot a point, you get a chance to PRINT AT a point, too,
so you can see how they match up. Fig. 5-2 presents a picture of the two
systems to make everything crystal clear.

o 1 2 4 5 6 7 8 31 +-- PRINT columns

012345 7 8 10 11 12 13 14 15 16 63 ~ PLOT colu mns
43
42
1 41
40
2 39
38
3 37
36
4 35
34
5 33

"t- --------------------------/
22 0 '-

PLOT rows
PRINT rows

Fig . 5-2 . PLOT compared with PRINT AT positions .

J

The UNPLOT Statement

Add these few lines to the program alread y in memory and we' ll show
you how UN PLOT works.

60 PRINT AT 21 ,O;"ENTER ERASE DOT"

70 INPUT X
80lNPUTY
90 UNPLOT X,Y
100 GOTO 10

N ow, enter the coordinates of an already plotted pixel in response to

108
 Plotting A lonl?

ERASE. You'll see the dot disappear. You see, UNPLOT works just like
PLOT , only it turns black squares to white. It also moves the cursor position
which determines where the next character will be, in this case unPRINTed,
just like PLOT .
You can see this by adding:

95 PRINT " ERASE " ;X;","; Y

to your program. 00 PS! Did you get a report code B/ 40? That means you
entered a number that was too big for PLOT or UNPLOT. You can't use an
X value greater than 63 or a Y value that's greater than 43.
There's a tricky little point here that you may have missed. We said that
there were 64 boxes across, so how come you can't use a number greater than
63? That's because it's more efficient for the computer to start at 0 and count
up to 63 than it is to start at I , as we humans do, and count up to 64. It takes
up less total memory to start at O.
What about negative numbers in PLOT? Try it; you should know by
now that you can't hurt the computer. The computer just takes the absolute
value (remember ADS from before?) of the number you enter, just as we saw
in PRINT AT in the last chapter.
Okay, let's clear the memory and try plotting a line.

10 FOR X=OTO 63
20 PLOT X. 21
30 NEXT X

Simple enough. A clean, horizontal, straight line across the center of

your screen.
Add these two program lines to make more horizontal lines at the
extreme upper and lower borders of the screen display.

15 PLOT X. 0
25 PLOT X, 43

Do you follow how the FOR NEXT loop works to make the straight
lines? Each time the computer passes through the loop, X gets bigger by I

109
 TIM EX SI CLAIR BASIC PRIMER WITH GRAPHICS

and simply plots one more space over to the right on each circuit. Since the
second place in the PLOT statement is filled by a constant, we are always
plotting along the same row, in this case, at either Y = 0 or 21 or 43. The
value of the constant Y coordinate determines how far the line is from the
bottom of the screen . 0 is the lowest you can go and 43 is the highest for a
total of 44 lines.
How about vertical lines? Can you figure out how to make them? Try
adding these statements to your program.

D PRINTS NEXT

EJ ~ PRINTS NEXT

PRINTS NE'T

B
Fig . 5-3 . How lOOPs make lines .

100 FOR Y=O TO 43

120 PLOT 31,Y
130 NEXT Y

Do you get the idea? To draw a vertical line you have to step Y in a FOR
NEXT loop and keep X constant. The value of the X coordinate determines
how far over from the left side of the screen the line starts. 0 is way over on
the left and 63 is the farthest right you can go. See Fig. 5-3.
Add these lines:

105 PLOT O,Y

115 PLOT 63,Y

and you'll put full borders all around the screen area that you can use to plot
on.

110
 Plo f/ inf.: A l o nf.:

Don't worry about the way the picture is blipping while the computer is
working to plot out everything. You'll see a good picture when it's complete.
Each time the computer goes through the loop , it has to replot the picture at
the same time it is doing some statement processing, so the picture gets
broken up as the computer struggles to do two things at once.

Nesting Loops
How about filling in a whole block on the screen? A couple of FOR
NEXT loops should do it. Clear the memory and try this little program to
start.

10 FOR X= 25 TO 35
20 FOR Y= 18 TO 28
30 PLOT X,Y
40 NEXTY
50 NEXT X

R un this and you'll see a black square plotted on the screen. Notice the
order in which the computer plots everything out here. Vertical lines are
plotted starting from the bottom and moving upward s. The vertical lines
themselves are plotted in sequence moving from left to right.
Here's how the program works. First, we set a value for X on line 10, in
our case, 25. Then, we start a FOR NEXT loop with X. At the following line
(20), we set a value for Y, namely 18, and then start another FOR NEXT
loop, this time for Y. We're still in the X loop so when we get to line 30, we
plot out the point 25,18 and then move on to line 40. At 40, we test Y and,
since Y is less than the final value of 28 , we add I and go back to line 20 to go
through the Y, (or inner) loop again.
This time we PLOT 25 , 19; then it's 25,20 and 25,21 and so on. Again
and again, we plot through the loop until eventually Y equals 28. Instead of
going back to line 20, we go on to line 50, where X is now compared to the
values specified in its FOR NEXT on line 10. Since X is less than 35, we add
I and start the outer or X loop over again, only this time X equals 26.
When we enter the inner or Y loop again, Y is set equal to 18 and the
entire inner loop process is repeated, with X equal to 26. When we exhaust
the inner loop again, X will get set to 27 , then to 28, etc. Get the picture?

III
 TIM EX SINCLAIR BASIC PRIMER WITH GRAPHICS

In computer talk, putting one loop inside of another is used so often that
it has been given a special name in the trade. We call these nested loops.
You'll see how useful they are for doing all sorts of repetitive tasks. The only
thing you've got to remember is that the inner loop has to be entirely within
the outer one. You can't overlap your loops or you'll get into trouble (Fig.
, 5-4) .

FOR - - - - - - - - . . . .

FOR~
FOR

' EXT 'Ex:::::Jf

NEXT - - - - - - - - '

Fig . 5- 4. Nesting loops properly.

FULL CONTROL PROGRAMMING

Let's finish this introduction to PLOT with a simple program that you'll
love. It'll enable you to take complete control of the plotting routine of your
Timex so that you can draw directly on your screen under control from the
keyboard. We'll also incorporate the UN PLOT statement so you can erase
with ease.
You probably have a fairly good idea of how we're going to proceed at
this point, right? We'll use INKEY$ just as we did in Chapter 4, to have the
computer check the keyboard so you can take control. We'll also use some IF
THEN statements to check which key was pressed so that we can have the
computer respond the way we want it to.
Just for fun, let's keep the box-drawing program as part of our new
program which will give you something to start. So let's begin our new
program at line 100. Add these lines:

100 LET X=O

101 LET Y=O
110 UNPLOT X,V

112
 Plo lting Along

111 PLOT X.Y

150 GOTO 110

You might think we're getting a little batty here. First unplotting X, Y
and then plotting it! But try it first before you growl and see what you get.
You might ask, why not plot first and THEN unplot? The answer will be
clear in a moment.
You see by rapidly plotting and un plotting the pixel, we get a place
indicator that blinks at us so we will always know where it is on the screen.
We'll call this our cursor and, if you've run the program, you'll see it blinking
at you from the lower left side of the screen.
Remember how to use INKEY$ to check the keyboard? Just add this
line right over line ISO:

150 LET A$ = INKEY$

That'll do the trick.

Now how about decoding our answer? Well, there are four directions
that we can make our cursor move on the screen: up, down,left, or right. We
know how to make the cursor move in any of these directions already. See
Fig. 5-5 .

To Move the Cursor Do This

Up Set Y to Y+ l.
Down Set Y to Y-l.
Right Set X 10 X+ l.
Left Set X to X-I.

Fig . 5-5 . Moving the cursor when plotting .

Let's use the arrow keys just as they appear on the keyboard to control
the cursor. You can use any keys you want to stand for the directions; just be
consistent. We'll show you the first one and you'll be able to figure things out
from there on your own:

160 IF A$ = "S" THEN LET X = X - 1

113
 T IM EX S I NCLA IR B AS I C PRI ME R WI T H G RA PHI CS

Did you get it?

161 IF A$ =" 8" THEN LET X=X+1

162 IF A$ =" 6" THEN LET Y=Y - 1
163 IF A$ ="r THEN LET Y=Y+ 1

We want the computer to keep checking t he keyboard after every key-

press. To complete this section, we'll have a GOTO to keep things in a tight
loop:

180 GOTO 110

Here's the complete listing:

10 FOR X=25 TO 35
20 FOR Y= 18 TO 28
30 PLOT X,Y
40NEXTY
50 NEXT X
100 LET X=O
101 LET Y=O
110 UNPLOT X,Y
111 PLOT X,Y
150 LET A$=INKEY$
160 IF A$="5" THEN LET X=X - 1
161 IF A$= " 8" THEN LET X=X + 1
162 IF A$= " 6" THEN LET Y=Y - 1
163 IF A$= " T' THEN LET Y=Y + 1
180 GOTO 110

N ow run this program starting at line 100. See the cursor sitting at O,O?
If you press any of the control keys - 5, 6, 7, or 8- you'1l see the cursor start
to move and a line get drawn on the screen in its wake. This is why we use
UN PLOT first and then PLOT to make the flickering cursor so you can see
where you are. You see, when the computer runs through the program lines,
the last thing it does before it checks the keyboard, is to PLOT X, Y (at line
III) .
Then we check the keyboard. If you have pressed any keys, this will

114
 Plolling A long

change the value of X or Y, so that when we return to line 110 again to

UNPLOT, X or Y has been changed, and whatever was written before will
stay on the screen. Thus, as we move about on the screen, all the old loca-
tions of the cursor remain plotted.
If you're thinking now, you'll see several more features that need to be
added right away. For example, what happens when we get to the top of the
screen? If we try to plot some value of X greater than 63 or Y greater than 43
we'll get an error.
And, what about negative values? Remember that PLOT automatically
takes the ABS of anything entered into it, so negatives shouldn't be too much
trouble, though you would find one minor problem that we'll nip in the bud
by carefully controlling the permissible values of both X and Y.
These problems are easy enough to fix. We just have to add some IF
THEN's to check to see what value we are going to assign to X or Y before
we plot them; and then change the illegal values into permitted ones. These
few lines should do it.

170 IF X>=63 THEN LET X=O

171 IF Y> =43 THEN LET Y=O
172 IF X< =O THEN LET X= 63
173 IF Y< =O THEN LET Y=43

This will take care of that problem by making the cursor wrap around
on the screen. If it leaves in any direction it reappears over on the other side
of the screen. Say for example that X = 0, so that the cursor runs off the left
side of the screen. The X will then get set to 63, while Y will be unchanged so
the cursor will magically appear at the same height but way over on the right
side.
Well, we've got a pretty nice program here for drawing on the screen, as
you can see by running it. But we could sure use an eraser. We really need
two erasers. One of them we can use to clear the screen entirely. That's easy;
add:

166 IF A$ =··C" THEN CLS

N ow if you press the C key, you erase everything on the screen (Fig. 5-6).

115
 TIMEX SINCLAIR BASIC PRIMER WITH GRAPHICS

Fig . 5 - 6 . Two kinds of erasers .

The second type of eraser we need is a more selective one. We want to

move the cursor around on the screen and use it as a "pinpoint" eraser using
UN PLOT. Basically, we have to follow the same procedure as before, only
this time we want to end our drawing sequence with an UNPLOT rather than
PLOT . That way, when we go on to check the keyboard to see where we are
going to move, the last thing we'll do is unplot. Otherwise, the structure of
the program is identical. The long way to do this program would be to
reproduce the entire PLOT program sequence we had for PLOT only using
UNPLOT .
There's a much better way to do it though. Can you find it? How about
this? We can use a variable, call it T, just like a switch. If we press the E key,
we will set the T switch to off and we'll end the plotting sequence with an
UN PLOT by using a statement like this:

113 IF T=O THEN UNPLOT X,V

We'll turn the switches on by typing D for DRAW. These lines set the
switches:

164 IF A$ ="E" THEN LET T=O

165 IF A$ ="O" THEN LET T=1

116
 Pla ning A lo ng

And we should initially set up our program to UNPLOT, so we can move

around the screen at will before we start drawing anything. Add these lines
into the program.

75 LET T=O
100 LET X=O
101 LET Y=O
110 UNPLOT X,Y
111 PLOT X,Y
1131F T=O THEN UNPLOT X,Y
150 LET A$ =INKEY$
160 IF A$ = '·5 " TH EN LET X=X - 1
161 IF A$ ="8" THEN LET X=X+ 1
162 IF A$ = "6" TH EN LET Y=Y - 1
163 IF A$ ="r THEN LET Y=Y+ 1
1641F A$ ="E" THEN LET T=O
165 IF A$ ="D" THEN LET T= 1
166 IF A$ ="C" THEN CLS
170 IF X>=63 THEN LET X=O
171 IF Y> =43 THEN LET Y=O
172 IF X< =O THEN LET X= 63
173 IF Y< =O THEN LET Y=43
180 GOTO 110

This way you can move the cursor around on the screen first to your
desired location; then you can press D to start drawing. From then on, you
can automatically switch between drawing and erasing just by pressing D or
E.
Run this program from the beginning and you'll see how much fun your
computer can be when you can take control of it. See if you can figure out
how to add different shapes at the beginning so you can see the sculptural
effects as you carve out areas of white from the basic black shapes.
This last program should have showed you the importance of thinking
ahead a little in programming. We could have just let you type in the whole
unnecessary sequence of the UNPLOT program . Instead , we showed you
that there was repetition between the two groups of statements. A little
thought could show us how to use the same group of statements to do double
duty.

117
 TIMEX SINCLAIR BASIC PRIMER WITH GRAPHICS

The importance of these ideas may be a little hard for you to fully
appreciate right now, but, in the next chapter, we're going to show you a
whole new perspective for the process of writing programs. So, save this
drawing program on tape, have some fun drawing, and take a break. Let
your imagination carry you away.

118
 6

Program, Program, Who's Got the

Subprogram?

You're beginning to see that computers aren't really that hard to pro-
gram at all. Each step, or program statement, is very simple in itself. It's the
combination of these simple steps into longer program sequences, and then
these groups into bigger programs, that enables the computer to do very
complex tasks. Thus far, our programs have been so simple that we haven't
had to do much advance planning. Sure, when we made the bouncing ball
program, we had to think a little bit about the situation, so we could make
the computer do what we wanted it to do. But, for the most part, things have
moved along directly from our thoughts into BASIC program statements.
BASIC was designed to be a language that makes this type of seat-of-
the-pants programming easy and to make computer power accessible to a
wide variety of people, people like you, who want to use computers to do
particular jobs without having to learn a whole lot about computers. In
BASIC, you can more or less program as you go. A tweak here, a kluge there
(another great computer word), and eventually you get the whole mess to
work. Remember how we told you to number your program lines by tens so
you can easily add new lines? As we've been going along, we've also been
adding statements "between the lines" as we decided what we wanted to do.

STRUCTURE

Now we're going to introduce another approach to programming. Since

you've learned a little bit about programming, you'll be able to appreciate the

119
 TIM EX SI CLA IR BASIC PRIM ER WI T H GR A PHI CS

ideas behind this new, more structured approach. We' re going to teach you
about the command GOSUB, over the H key, and its constant sidekick
RETURN, on the Y key. This will introduce the very important concept of a
subprogram, or subroutine, as it is also called.
We talked in Chapter 4 about breaking our programs out of the
"straight line" rut, executing one statement after the other until we come to
the end . And you've seen how important the statements are that allow you to
authorize changes in this plodding approach: GOTO used with an IF THEN
is how you can make the computer exercise some intelligence in what
happens next in your programs. Problems can easily start to arise, though,
when your longer, more complex programs start GOTOing all over the place.
If you're just following along in a book, you don't tend to notice this, since
the person who wrote the program probably wouldn't put it in the book
unless it worked all right. But when you start to write your own programs
and you have to get them to work yourself, you'll see that the clearer the
structure of your program, the easier it is to get it running without problems,
to debug it, as we say in the trade. See Fig. 6-1 .

Subprogram, Anyone?
Subprograms are one of the ways you can make your program's struc-
ture simple to follow. Using subprograms makes programs easier to write,
easier to understand, and easier to change later on. We all know that it's
easier to write a short program than a long one. The idea behind using
subprograms is to write and test relatively short programs and then link them
together into one larger program using the GOSUB keyword.
GOSUB works almost like GOTO , with one critical difference. When
the computer encounters a GOSUB somewhere in your program, it automat-
ically stores in a special location the line number following the one on which
the GOSUB occurs . For example, if you had this code fragment in a
program:

50 GOSUB 1000
60 LET X= 25*8

1000 PLOT X.25

1500 RETURN

120
 Program, Program, Who's GOI the Subprogram?

MAJOR AND
MINOR
PROCESSES

Fig . 6 - 1 . Clear and unclear program structures.

when the program executes line 50, it would first store the number 60 in the
special location and then go to line 1000. From there, it would continue until
it came to the RETURN at line 1500. Then it would check the special
location and RETURN to the next statement following the line number
stored there. In our case, it would GO TO line 60 and continue on its merry
way (Fig. 6-2) .
With subprograms, you set up your program basically in a straight path
and use GOSUB statements to branch to the simpler subprograms and then
RETURN to the main program when you're done. This way, no matter
where you go, as long as you use GOSUB, you' ll always return to a known
location when you're finished. Subprograms also save memory space, since

121
 TIMEX SINCLAIR BASIC PRIM ER WITH GR A PHI CS

RETURN
,

Fig . 6-2. RETURN remembers where it came from .

groups of program lines that are used in several different places actually have
to be stored only once in memory.

Wise Remarks

Let's write a really simple program to show you how GOSUB works.

5 REM THIS IS MAIN PROGRAM

10 PRINT "ENTER S FOR SUBROUTINE "
20 LET A$=INKEV$
30 IF A$ ="S" THEN GOSUB 200
40 PRINT " THIS IS THE MAIN PROGRAM ";
50 GOTO 20
100 REM THIS IS THE SUBROUTINE

122
 Program. Program. Who 's Got the Subprogram?

200 PRINT " HII'M A SUBROUTINE ";

205 lET A$ = "A"
210 RETURN

REM is the keyword over the E key. GOSUB is over the H key and
RETURN is over the Y.
Hope we didn't throw you by line 5. REM stands for "remark" and it's a
way for you to add comments into your program listings. When the compu-
ter sees REM as the keyword , it ignores the rest of the line so you can type in
anything you want after the REM statement. As your programs get more
complex , you'll find it's a good idea to put in lots of REM statements
explaining what is going on in the program: what the variables represent,
important formulas , etc. This way anyone, including you, who comes back to
the program, days, weeks, or months later, will know what's going .on.
If you're a T / S 1000 owner, you've got to be pretty stingy with your
REM statements, because the memory space can get a little tight. If you've
got a T / S 1500 with 16K of memory, you can put REM statements any place
in the program where you think there might be a question later on.
When the program is running, press the S key every once in a while to
get the feel of it. The computer just loops around and around in the main
program, from lines 5 to 50, until you press the S key. Then it goes to line 200
just like a GOTO would. It executes all the lines from 200 on, until it comes
to line 210 . The RET URN statement on 210 informs the computer that the
subprogram is done and that it should RETURN to the main program at the
statement following the one that sent it there in the first place.
Every subprogram must end with a RETURN; otherwise the computer
will not know when it should end the subprogram and go back into the main
program. See Fig. 6-3 .
You are probably thinking that anything you can do with a GOSUB you
can also do with a couple of GOTOs. Well, you're right. You could do it, but
the point of the GOSUB command is to make things easier for you. GOSUB
frees you from worrying about where you'll end up when you're done with
some process. You know that you'll come right back into line again . If you
use plain old GOTOs, then, if you add some program lines or change the
structure of the main program, you could easily end up going to the wrong
place on your return. GOSUBs help to make your program easy to design,
easy to test, and easy to understand.

123
 T IM EX S I CLAIR BA S IC PRIM ER WI T H GR AP HI CS

I'd rather be a GaTa

than a mlghl'a went by far
'Cuz a mlght'a went
has never went
But a GaTa came
from ... whar 1

Fig . 6 - 3 . A subprogram that never RETURNed .

CHANCE AND NECESSITY (A PROGRAM)

To illustrate the real beauty of using subprograms, we're going to show

you how to turn your Timex and tv set into a great big pair of dice. You
might think it's overkill to use so many dollars' worth of equipment to
simulate a 50-cent pair of dice, but follow along. You'lllove it and you'll get a
chance to learn how the pros program.
First, though, we'll have to show you how you can introduce a little bit
of randomness into the computer's operation. After all, the world is full of
events that take place randomly, like the fall of dice, or the deal of a card
hand , or the last digit of the Dow Jones Industrials A verage at the close of a
trading day on the New York Stock Exchange. Try this simple program.
Note that RND is the function under the T key (Fig. 6-4).

124
 Program, Program, Who's Got the Subprogram?

0.94124366 0.59408569
0.55688477 0.76686096
0.51483154 0.61291504
0.96907044 0.68031311
0.15130615 0.34892273
0.16993713 0.74623108
0.96765285 0.57159424
0.87005615 0.25434876
0.18086243 0.56561279

Fig . 6-4. Output from a chance program .

10 LET X=RND
20 PRINT X,
30 GOTO 10

This program prints two, not-so-neat, columns of numbers on the

screen. All the numbers are greater than 0 and less than 1. There doesn't seem
to be any pattern to them either, does there? If you haven't guessed, RND is a
function for generating random numbers. It's your computer's way of adding
a little bit of chance to the outcome. You'll find RND useful for all sorts of
games . Scientists use it, too, when they want to create computer models to
simulate natural phenomena; nature in its fine details has a lot of random
aspects to it.
Your Timex computer is set up to produce random numbers that lie
between 0 and I. A lot of the time, though, you'll want to generate random
numbers that are bigger than I. Can you figure out how to do this? To do
this, first try this program:

10 LET X= 1O*RND
20 PRINT X,
30 GOTO 10

That's better. This time the range is from a little bit more than 0 to
9.999 ... If we wanted our random numbers to range from 0 to 99 .999 ... ,
we could use:

10 LET X= 1OO*RND

125
 TIM EX SI NC LA IR BASIC PRIM ER WI T H GR A PHI CS

Notice that if you use 100 as a multiplier, the computer will never
PRINT 100 as one of its random numbers since the RND is never equal to I
but always less than I.
So far , so good, but what about the situation where you need to have
some random whole numbers (or integers, as we call them in the computer
world); for instance, the numbers of spots on the face of a die: from I to 6.
To do that, we have to apply another function to the numbers generated
by RND: INT. All INT does is strip away the numbers (computerists would
say: all the digits) to the right of the decimal point. Sometimes they call this
truncation in the computer world. For example, 8.3487129 would be trun-
cated to 8; 7.99999999 would be truncated to just plain 7.
Change line 10 to read :

10 LET X=INT (10*RNO)

INT is the function under the R key. Remember to put in the paren-
theses so that the functions are calculated in t he right order. If you put: 10
INT IO*RND (no parentheses), the computer will think you want to take the
INT of 10 (which is 10) and THEN mUltiply by RND, so you'll be in the same
boat as before. With the parentheses in place, it knows to first mUltiply RND
by 10 and then "take the INT" of that.

Guessing Game
Run the program now and you'll see random integers printed on the
screen. Not bad , now you can generate any set of random numbers that you
like, right?
Try this little program out for some fun .

5 LET X=INT (25 * RNO) + 1

10LETT=1
15 PRINT " GUESS A NUMBER FROM 1 TO 25 "
20 INPUT G
30 IF X=G THEN GOSUB 100
40 IF X< G THEN PRINT "TOO BIG "
50 IF X> G THEN PRINT "TOO SMALL"
60 PRINT"GUESS AGAIN "
65 LET T=T+ 1

126
 Program, Program, Who's G OI the Subprogram?

70 GOTO 15
100 PRINT "YOU ARE RIGHT"
110 PRINT "IT TOOK YOU " ; T;"TRIES "
120 IF T= 1 THEN PRINT "TRY"
1 30 PRINT " ENTER 0 TO REPEAT GAME"
1351NPUT A$
140 IF A$<>"O" THEN STOP
1 50 CLS
160 RETURN

Can you understand how this program works? Line 5 generates a ran-
dom number between I and 25 for you to guess. The IF THEN statements at
lines 20 through 50 test to see whether your number is bigger or smaller than
the randomly generated number. If you guess wrong, the IF THEN s print the
appropriate message and just loop back and try again. The variable T is used
to count the number of guesses, so we start it at I and then increment it at
line 65 each time we pass through the guessing loop.
When you guess right, we GOSUB to a subprogram which tells you that
you guessed right, prints the number of tries, and then asks you if you want
to go again. We're using the variable T to count the number of guesses that
you make; we print that out for you with lines 110 to 120. See how the
statement on line 140 works? If you enter anything other than an 0, when the
computer checks at 140, it stops.
Line 135 is there to clear the screen after each guessing session so that
you don't run out of screen space.
Here's another technical point about RND . You may be wondering
about RAND, on the top of the T key. Technically, RND makes numbers
that a strict mathematical type wouldn't pass for truly random. Actually, the
computer takes a very big number and, by using a specially designed
mathematical procedure, makes a list of what the mathematician would call
"pseudo-random" numbers. These numbers are really random enough for all
intents and purposes.
The base number that the computer uses to generate its list of random
numbers is called the seed. If you want to make the computer use a new seed
value and thus generate a new list each time you run the program, you have
to put RAND somewhere in your program. That way you can be assured of
getting a different set of genuinely pseudo-random numbers each time.

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 TIMEX SI CLA IR BASIC PRIM ER WI T H GRAPHICS

BUILDING PROGRAMS

Now that we've got RND in our programming tool kit, we have all the
tools we need to do a really good job on our dice program. This time, instead
of just designing as we go along, we're going to think out the problem a little
first. We'll design the program before we go on to write the BASIC language
statements which will accomplish the task at hand: a program that simulates
throwing dice.
This is what we want to have the computer do:

1. Throw the dice.

2. Display the dice on the screen.
3. Wait for us to tell it to continue, before it throws the dice again.

Fig. 6-5 is a plan of what we want the computer to do.

\. THROW
OICE

2. DISPLAY
DICE ON
SCREEN

YES

Fig . 6-5 . Flowcharting the dice program .

A picture like this is called a flowchart because it shows the flow of

operations that we want done. Pictures like this are often used by pro-

128
 Program, Program, Who's Got the Subprogram?

grammers to help organize their thoughts . Notice that we put the question
THROW AGAIN, in a diamond-shaped box to distinguish it from ordinary
processes. Branch points like this, from which the computer can go in more
than one direction through the program, are called conditionals. Condition-
als are usually set up using IF THEN statements and are customarily put into
these diamonds for quick recognition.
Step I, throwing the dice, is done by these statements:

10 LET L=INT (6*RND) + 1

11 LET R=INT (6*RND) + 1

Now let's consider step 2, the problem of displaying the dice. It's the
biggest chunk of our task.

Dice By Design
Get your graph paper out and start doodling. How big do you want to
make the dice? How many boxes across do you want to use to draw each
face? A 3 X 3 box to form a face is as small as we can go and we'll probably
find it easier to use an odd number of spaces in each direction for easy
centering of our spots. So, let's use dice that are 5 boxes wide and 5 lines
long. And what do we want each face to look like? We've got two real choices
here. Black with white spots and gray with black spots.
When I experimented , I liked gray with black spots much better. I think
it makes for a classy looking face. If you don't like it, use the black with white
spots.
Got your graph paper out? All right, the one-spot is easy. A 5 X 5 gray
box with a black box dead center. See Fig. 6-6.
The two-spot is easy, too. How about the three-spot? A little trickier.
Can you see how to move the top and bottom spots over a little so you can
get it to look like a three-spot. That's where some of the half-and-half charac-
ters come in. We can use the graphics "5" or [ 5 ] key and the graphics "8"
or [ 8 ] key to shift the spots at the top and bottom over a half space. This creates
a nice looking three-spot.
Four-spot is easy.
Five-spot is the same principle as three with two more spots.
Six-spot is a little tricky too. See if you can figure it out before you look

129
 TIMEX SI CLA IR BASIC PRIMER WITH GRAPHICS

• --•
• • -
••
III
-
•
,..•-
~

•• III
-
-• •
•
III
~

- III
~

Fig . 6- 6 . The faces of the dice .

at the picture that explains it. We've got to use the half spaces but this time in
the other direction.

Subprogram Assembly
N ow that we've got each face designed, writing the program statements
to print anyone of them is easy. We'll just make a separate subprogram for
printing each face, and use a GOSUB statement to go to it when we need it.

130
 Program, Program, Who 's Got the Subprogram?

We're also going to start each separate subprogram at lines beginning in

exact thousands for a reason which we'll make clear soon.
Because we don't know how long our main program will be, we'll start
our dice face subprograms at 1000 and make sure there are plenty of line
numbers left for our main program.
We want to print two dice on the screen. To print them, more or less
symmetrically on the screen, toward the bottom, start with the left face at
column position 7 and the right face at column position 17. SHIFT A in
graphics modes gives a gray area. Here's the subprogram that will print the
one-spot in the left position:

1000 PRINT AT 15.7; "AAAAA"

1001 PRINT AT 16.7; " AAAAA"
1002 PRINT AT 17.7; "AA.AA
1003 PRINT AT 18.7; "AAAAA"
1004 PRINT AT 19.7; "AAAAA"
1005 STOP

Here's a tip for entering a long sequence of program lines all of which
are more or less the same. Enter the first line (1000 PRINT AT 15,7;"AAAAA").
After you've entered the line, bring it back into the editing area and use the
cursor keys to transform it into the next line. In our example, you'd first shift
the cursor over to the right of I 000, DELETE the last 0 and change it to a I.
Then you'd shift over to the right of the 15 and change it to 16; shift right
again and then enter the newly ed ited line. N ow you can bring the line back
into the editing area again and repeat the process making those changes that
are necessary. I find this a much better way to enter repetitive groups of lines .
Run this program and you'll see a one-spot face appear on the left side
of your screen. When we add this subprogram to our main program we'll
have to change that STOP to a RETURN , but for now, let's leave it at STOP
for testing.
How about programming the two-spot? It's also pretty easy. Just add:

2000 PRINT AT 15.7;"AAAAA"

2001 PRINT AT 16.7;"A.AAA"
2002 PRINT AT 17.7;"AAAAA"
2003 PRINT AT 18.7;"AAA.A"

131
 TIMEX SINCLAIR BASIC PRIM ER WITH GRAPHICS

2004 PRINT AT 19,7;"AAAAA"

2005 STOP

To runjust the subprogram, enter: RUN 2000. (Remember, this tells the
computer to start running at line 2000 instead of the program's first line.)
Can you think of how we can use the same subprograms to print the
different faces at either the left or the right position? It's easy really. We
specify the column to PRINT AT as a variable; we'll call it P. Change the
PRINT AT statements to:

1000 PRINT AT 15,P;"AAAAA"

1001 PRINT AT 16,P;"AAAAA "
1002 PRINT AT 17,P;"AA.AA "
1003 PRINT AT 18,P;"AAAAA"
1004 PRINT AT 19,P;"AAAAA "
1005 STOP

Tricks for a Lazy Typist

Have you done a quick calculation and figured out that six subprograms
of 6 lines each means 36 lines of subprograms? Is there any way to streamline
the process? Look at the flowchart again. Maybe we could subdivide the
dice-drawing box further.
How about giving this a try? Let's say that we first print the blank gray
die faces. Then when we want to print any particular number of spots, we just
call a subprogram to print just the spots. Here's how the revised flowchart
looks. Notice how we're breaking our jobs up from the top, the biggest
pieces, down. Computer professionals call this the "top-down" approach to
programming and they have found that it makes for much more efficient
program writing. This technique is shown in Fig. 6-7.
Look at how many lines we can save. To print the one-spot, all we need
is:

1000 PRINT AT 17,P;"AA.AA"

1001 RETURN

Using this strategy, we also need to have a little subprogram that will

132
 Program. Program. Who's Got the Subprogram?

1. THROWN
DICE

2. DISPLAY DRAW
DICE ON BODY
SCREEN

YES

YES

Fig . 6 -7 . A top- down flowchart .

just draw the body of the dice . This is an easy one. See if you can do it
without looking at our example.
We'll start this subprogram at line 900.

900 FOR 1= 15 TO 19
901 PRINT AT 1.7;"AAAAA ";TAB 5;"AAAAA "
902 NEXT 1
903 STOP

Run this little subprogram and you'll see the two dice bodies. Making
this into a subprogram makes sense, too, because we'll have to keep redraw-
ing the dice faces time and time again, after each throw.
Can you see how to change the two-spot program?

2000 PRINT AT 16.P;"A.AAA"

2001 PRINT AT 1 8.P;"AAA.A"
2002 RETURN

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 T I MEX S I CLA IR B AS I C P RIMER WI T H G RAP HI CS

Now, write the subprograms to print each spot pattern:

3000 PRINT AT 15,P;"AFAAA "

3001 PRINT AT 16,P;"AGAAA"
3002 PRINT AT 17,P;"AAWjAA "
3003 PRINT AT 18,P;"AAAFA "
3004 PRINT AT 19,P;"AAAGA"
3005 RETURN

4000 PRINT AT 16,P;"A.A.A"

4001 PRINT AT 18,P;"A.A.A"
4002 RETURN

5000 PRINT AT 15,P;"AFAFA "

5001 PRINT AT 16,P;"AGAGA "
5002 PRINT AT 17,P;"AA.AA "
5003 PRINT AT 18,P;"AFAFA "
5004 PRINT AT 19,P;"AGAGA "
5005 RETURN

6000 PRINT AT 15,P;"AFAFA "

6001 PRINT AT 16,P;"AGAGA "
6002 PRINT AT 17,P;"A.A.A "
6003 PRINT AT 18,P;"AFAFA "
6004 PRINT AT 19,P;"AGAGA"
6005 RETURN

Now you have a subprogram that prints the die bodies and the subpro-
grams that print each of the possible number of spots . Try adding these lines
to your program so you can try things out before we go any further.
Remembe r to change the STOP statements that we were using to end the
subprograms into RET URN statements.

60 PRINT AT 1,1;"INPUT SPOT COUNT, THEN R OR L"

70 INPUT S
80 INPUT P$
81 LET P=7
82 IF P$ ="R" THEN LET P= 17
85 GOSUB 500
90 GOSUB S* l 000
95 GOTO 60

\ 34
 Program, Program, Who's Got the Subprogram?

Test your program from the keyboard by entering the values for Sand
P$. S must lie in the range of I to 6, otherwise you'll be branching to a
nonexistent subprogram and confuse the poor computer.
Take note of how lines 81 and 82 work. We set P to 7 every time. Then,
if you enter R, we set P to 17, otherwise, P gets left alone.
Do you see how line 90 works? Just as in a GOTO , we can use an
arithmetic expression in the GOSUB statement to calculate the line we want
to GOSUB to. Here is a clever way to pick the proper subprogram. By
beginning each subprogram as we did at lines that are even thousands, we
can use one simple program line to easily switch to the one we want. If you
were going to use IF THEN s to do the same task, it would take 6 complex
lines like this:

60 IF R= l THEN GOSUB 1000

61 IF R=2 THEN GOSUB 2000
62 IF R=3 THEN GOSUB 3000
63 IF R=4 THEN GOSUB 4000
64 IF R= 5 THEN GOSUB 5000
65 IF R=6 THEN GOSUB 6000

to accomplish the same thing. And look at how much memory we've saved ,
not to mention your typing time.

Final Program Assembly

We're almost home free now that we've written and coded the sections
that display the dice. Throwing and displaying the dice was easy, right? The
final part is simple, too . We can use INKEY$ and PAUSE to hold the
computer and wait in a loop for us to press any key (Fig. 6-8).
Ready to write? First, we want to throw the dice. Let L be the value of
the left die and R be the value of the right die:

20 LET L=INT(6*RND)+ 1
21 LET R=INT(6*RND)+ 1

and reseed the random generator with:

22 RAND

135
 T I MEX S I NCLA I R B AS I C PRI ME R WI T H GR A PHI CS

Fig . 6-8 . (St)INKEY$ waiting in a loop .

Then we want to draw the dice bodies so we branch to that code with:

30 GOSUB 500

Next, we want to print the left die. So we set P to 7 and print.

40 LET P=7
41 GOSUB L*10oo

Next the right die gets set and printed with:

50 LET P= 17
51 GOSUB R* 10oo

136
 Program, Program, Who 's Got the Subprogram?

Now it waits for another keypress to throw again . This is the "waiting" code:

60 IF INKEY$ = .... THEN GOTO 60

70 GOTO 20

Line 60 compares the key presently being pressed with the null string; that
means, no key was pressed. If NO key is being pressed , we just sit in the loop
at line 60 until you press something on the keyboard; at that point, we
continue on.
That's all folks! You've written the whole thing. It's a long program all
right, but by using subprograms, we've made the job really easy. Can you see
how neatly the program is structured for understandability? To drive this
point home, try a simple modification.

NO

YES

Fig . 6-9 . The modified flowchart .

137
 TIM EX S I C L A IR BASIC PRIM ER WI T H GRAPHI CS

THE SIMPLE ADVANTAGES OF STRUCTURE

When you run the dice program, you'll see that the display very quickly
shows you the spots on the dice. There's no drama, no suspense, no action.
With a program as neatly structured as this one is, adding some action is
easy.
Looking at our flowchart, we see that we can put the entire dice throw-
ing and display routine into a FOR NEXT loop so we can let the dice roll
several times before we display the final values. See Fig. 6-9.
Add these two lines and you've got yourself a dice display with plenty of
thrills:

5 FOR 1=1 TO 5
55 NEXT I

See how simple it is to make changes when your program has a nice,
neat, and ordered structure? From now on, we'll use flowcharts to clarify our
thoughts on all the bigger programs we' re going to write. By learning how to
think on paper, you'll be way ahead in the programming game.
Maybe this game is simple to design using structured techniques, but it's
still a long program. You may want to save this program on tape. If so, do
that now and take a break. You've earned one!

138
 7

Stringing Things Out

Strings are used for much more than just tying up packages and flying
kites. We've used strings and string variables a whole bunch of times in the
preceding chapters. We used a string variable A$ to get input from the
keyboard with INKEY$ when we wanted to take direct control of the compu-
ter. And, in the dice program in the previous chapter, we used strings of
graphics characters to hold the spots for the dice faces.
Because computers have to do more than just crunch numbers, there's a
lot to be said for using strings. Word processing is essentially souped-up
string processing. Data bases, which you've probably heard or read about
previously, are basically nothing more than huge, structured collections of
strings.
This chapter will show you how to use the powerful string-handling
capabilities that have been built into your Timex computer. In this chapter,
we're going to develop the largest program you've created so far. We'll make
up a simple little language of our own which will enable you to sit at the
keyboard and type in commands to put different simple shapes on the screen
with ease. Not only will this give you some practice in planning a large
program, but it'll teach you how to use strings. You'll also end up with a
program that's fun to play with.
For those of you out there who have a T / S 1500, you'll be able to
incorporate more subprograms into the basic structure of the program, so
that you can make a graphics language of considerable power. We'll start by
learning a bit more about strings.

139
 TIM EX SI NCL A IR BASIC PRIM ER WITH GRAPHI CS

STRINGS AND THINGS

First of all, what exactly is a string? Perhaps you remember from Chap-
ter 3 that a string is any group of characters. It doesn't matter whether they
are alphabetic, numeric, graphic, or any combination of these. For instance,
these are all strings:
ABCDE %*%?!* JOHN TIMEX TSI500 12345
You also learned in earlier chapters how to put a given string into a
string variable, or, as they say in the computer business, to assign a value to a
string variable (Fig. 7-1) , like this:

10 LET A$ ="ABCDE"

Probably the simplest string handling you can do is seeing how long a
string is:

10 PRINT "ENTER A STRING"

20 INPUT A$
30 PRINT A$ ,LEN A$

LEN is a function under the K key.

Run this and you'll be able to figure out how long any string is. It may
not seem like much now; after all, you can easily see how long most strings
are just by looking. But you'll u e LEN quite a bit in your future string
processing. Hang on for a couple of pages and we'll show you what we mean
after we introduce a few more string operations .
Earlier, we briefly mentioned that strings can be added together. They've
coined a fifty-dollar computer-industry word for it: concatenation. For
example, in this mini program:

10 LET A$ = "TOM "

20 LET B$ = "FOOLERY"
30 PRINT AS+B$

when you add two strings together, the second string is just placed right on
the tail of the first.

140
 Stringing Things Out

Fig . 7 -1 . String getting assigned to a variable .

Change line 30 to:

30 PRINT A$*8$

and tryout string multiplication. Fooled you! You can't use any of the other
arithmetic operators, like -, *, or / to work with strings. Only the " + .. sign
has been defined for them.
Using some of the built-in string-handling functions which we' re going
to show you now, you'll be able to make your strings do everything but play
cat's cradle. You can even make up your own string processing subprograms.

Sliced Strings
There is something a little like subtraction that works on strings. This

141
 TIMEX SI NCLAIR BASIC PRIMER WITH GRAPHICS

command enables us to slice out pieces of a given string. Fig. 7-2 illustrates
this command.
Try this short program to see how string cutting works.

10 LET A$ = "ABCDEFGHIJKL"
20 PRINT AT 5.5;A$
30 PRINT AT 7.5;"WHICH CHARACTER ?"
40 INPUT A
50 LET B$ =A$ (A)
60 PRINT AT 9.5;A;TAB 5;B$
70 GOTO 30

~
r...........
I
_J..-....-.....

AS
~ ...

Fig . 7·2 . String slicer working on a string .

Run this program and you can see how to pull a single character out of
a string. You tell the computer which character in the string you want by
putting the position number of the character in parentheses right after the
string. If you enter 5, you get E; 6 returns F; and 7 returns G.
If you enter 13, you'll get error 3/ 50. That means you tried to pull a
character from some position beyond the end of the string. Try entering 0
and see what you get. And how about negative numbers? You get error B / 50
which is defined in the Timex User Manual.

142
 Str inging Things OUf

Strings are read just like English words: from left to right with the
leftmost character being assigned position I. S paces count as one position,
for instance, the space between "too" and "tall" in "too tall". That means
that the string "too tall" is 8 characters long and that "too tall( 4)" returns" "
(a space).
Not only can you pick out a single character from a string, but you can
also pick out any continuous group of characters using the same TO as you
use in a FOR statement (the one over the 4 key) . Add:

41 INPUT 8

And change line 50 and 60 to read:

50 LET B$ =A$(A TO 8)
60 PRINT AT 9,5;A;TAB 1 2;B;TAB 5;8$

so that your program looks like this:

10 LET A$ = " ABCDEFGHIJKL"

20 PRINT AT 5,5;A$
30 PRINT AT 7,5;"WHICH CHARACTER?"
40 INPUT A
41 INPUT B
50 LET B$ =A$ (A TO 8)
60 PRINT AT 9,5;A;TAB 1 2; 8;TAB 5; 8$
70 GOTO 30

N ow run the program. If you enter 3 and then 6, you'll see: "CDEF."
Entering I and 4 returns "ABCD." How about I and 12? Naturally you get
the whole string.
N ow, just for reference, try 2 and 4 as entries. A slight problem has come
up, hasn't it? The computer doesn't erase the entire old answer before it
writes the new one. This means that if the new answer is shorter than the old,
some of the old characters will remain on the screen, confusing things and
adding to the general computer pandemonium.
This is a common occurrence when you are working with strings whose
lengths can change from one PRINT statement to the next. In many cases,

143
 TIMEX SI CLA IR BASIC PRIM E R WITH GRAPHICS

including this one, you've got to make sure to erase the old pattern com-
pletely before you print the new one. So , add this line to take care of the
problem and remember it for the future:

59 PRINT AT 10,5;" (10 blanks)

You'll notice that if you make A bigger than B, the computer brings
back the empty string (that's a string with no characters in it at all, not even a
blank space! It's called a null string. If you make B greater than the length of
the string, you get your garden variety 3/ 50 error message.

Looking for Strings

String slicing is a very powerful tool for analyzing strings and manipu-
lating text. For instance, you can use it to develop a subprogram that will
search through a given string looking for a smaller string embedded within it.
See Fig. 7-3 .
We'll show you how to do this in a couple of pages. But first we need to
show you a few more string operations.

Fig . 7-3 . A string embedded in another string .

We've done this one before- checked to see if one string was equal to
another. Clear the memory and enter this short program.

10 PRINT " GIMME TWO STRINGS"

20 INPUT A$
21 INPUT B$
30 IF A$ =B$ THEN GOSUB 100
40 PRINT A$;"IS DIFFERENT FROM";B$
50 GOTO 20

144
 S tringing Thin gs OUI

100 PRINT A$;"IS THE SAME AS "; B$

110 RETURN

Using this little program, you' ll see that two strings are equal if and only
if they have all the same characters.
N ow change lines 30, 40, and 100 to read :

30 IF A$> B$ THEN GOTO 100

40 PRINT A$;"COMES BEFORE "; B$

100 PRINT A$ ;"COMES AFTER "; B$

By entering a few different strings (Fig. 7-4), you should be able to figure
out for yourself how the greater-than and less-than operations work with
strings.
GREATER
%...-.. .\:--"""'s:-""\~\~
. T7:::
HEc-:::S::-:
PA~ CE"'"\~s:..---'"\~\..---:I#J::::-

"'% \ SYMBOLS 1 I 1.<> =, + - <' ,I: , "

" £ '$ : If#
:% THE NUMBERS 0 1 2 3 4 5 6 7 8 9 &
~ s: \ LET,TERS \ \ F
LESSER

Fig . 7 -4 . The relationships between strings.

Alphabetics
"One string is less than another" means that the first string comes before the
second in standard alphabetic order. The computer alphabetizes words in the
same way that you would, only faster and with more assurance.
We said before that a string could be any combination of letters or charac-
ters that you could type into the computer. But what's the alphabetic order of a
string beginning with a number, like I ZZZ? Do you think it's greater or less than
ABC? Try it! Or try this, enter a string beginning with an asterisk. Are you
surprised to find out that * comes before A? See Fig. 7-5. How can punctuation
marks have alphabetic order? Don't worry, there is a logical explanation for all
this, which comes from the way in which the computer handles characters.

145
 TIM EX SI CLAIR BASIC PRIM ER WI TH GR APHI CS

* STR ING 23
lZZZ 29
ABC 38
Fig . 7-5 . Strings and their corresponding numbers .

You see, each and every possible character is identified to the computer by
giving it its own unique number. For instance, the computer knows that A is
matched to the number 38, B is matched with 39, and so on. Each single digit has
its own numeric equivalent, too. For instance, the digit 0 is matched with number
28, I is matched with 29, etc.
Most computers, in American and around the world, use a standard set of
numbers to represent each character. This set is called the ASCII (pronounced
ASS-KEY) code_ However, the Timex does NOT use these same codes, but a
slightly different set, sometimes called the Clive Code after the inventor of the
Timex / Sinclair computers, Dr. Clive Sinclair. Computer manufacturers usually
provide a list of the equivalent character codes somewhere in their documenta-
tion, usually in an appendix. The complete list of Clive Codes is given in Appen-
dix A.

DECODING STRINGS: CODE AND CHR$

There's a built-in pair of functions on your computer which will give you the
number that matches a given character. If you know the number and want to
know the corresponding character, another function will give that to you. See
Fig. 7-6.
These complementary functions are called CODE and CHR$, under the I
and U keys. There are 256 distinct character codes, numbered 0-255. Each one is
defined as a unique character. Every keypress has its own unique code number
associated with it. Try out this test program:

10 PRINT AT 5.5;"ENTER A CHARACTER "

20INPUTA$
30PRINTA$
31 PRINT AT 6.7;" CORRESPONDS TO NUMBER";CODE AS
50 PRINT AT 10.5;"ENTER NUMBER FROM 0 TO 255
60lNPUTA

146
 Slrinf: inf: Things OUI

) ) \
Ciid
Fig . 7 -6 . CODE and CHR$ .

70 PRINT A; " CORRESPONDS TO ";CHR$ A

BOGOTO 20

Now you can run this program to explore on your own which numbers
correspond with which characters. If you input characters like " > " or
"< >" for the first part of the program, you'll be able to see which number
corresponds with which character. Conversely, in the second part of the program,
you can type in a number and see which character corresponds to it. Some
numbers like 84 or 97 aren't used for any character by the computer, and so they
print out as question marks.
Try entering number 237 . Interesting! We get an entire command word,
GOSUB, instead of a single character. Can you figure out what's going on here?
Your Timex, unlike most other computers, has single keys which stand for
entire words in the BASIC programming language. Once you learn the keyboard,
it's a lot faster to just type only the P key and get PRINT than to type in
P-R-I-N-T, a character at a time.
If you want to see the entire character set printed, try adding these lines.

147
 TIM EX SI CLA IR BASIC PRIM E R WI T H GR A PHI CS

200 FOR I~ TO 255

210 PRINT I;"=";CHR$ I;" ";
220 NEXT I

Now, issue the command: RUN 200. Whew, there before you is the entire
character set. The question marks stand for numeric codes which don't have any
characters associated with them.
See how the character codes for inverse graphics characters are equal to the
codes for the regular characters plus 138? This makes for an easy trick of turning
regular letters into BOLD. It's easy for the computer to take a word and display it
in inverse graphics. Can you figure out how to do it on your own?

5 LET B$ =''''
10 PRINT AT 5,5; " STRING PLEASE"
20 INPUT A$
30 PRINT AT 6,5:A$
40 FOR 1= 1 TO LEN A$
50 LET B$=B$+CHR$(CODE A$(I)+ 138)
60 NEXT I
70 PRINT TAB 5;8$

Line 50 is the crux of the program. It takes the CODE of the letters in A$,
which gives you the numeric equivalent of the first letter of the string. Then we
add 138 to get the numeric value of the equivalent graphics character. We use
CHR$ to create a new string B$, one character at a time. It's a good idea to make
sure that B$ is empty by assigning it the null string- two quotation marks
(SHIFT Ps), side by side, as in line 5.

A GOOD VALUE: VAL

There's another string function that can come in handy. It's called VAL. Try
entering this short program.

10 LET A$="2+2"
20 PRINT A$
30 PRINT 'THE VALUE OF A$ IS "; VAL A$

148
 St ringing Things Out

VAL is a little tricky to understand. Do you see what it is doing here? VAL
takes the string "2 + 2" which is contained in the string variable A$ and it gives
you the numeric value of that string which is 4. VAL works with any string that
has a numeric value. So even the string "2**3" can be evaluated by VAL. Type in
the double asterisk, SHIFT H, not two single asterisks in a row!
Remember that a string is just a line of characters, so that the string "2" is a
character (corresponding to computer code 30) while 2 (no quotation marks) is
the actual numeric value 2 (Fig. 7-7).
Try this program to make sure you get the hang of it.
'0 LET A$ ="2"
20 LET A=2
30 PRINT A+A$

Fig . 7· 7 . "2" is different from 2 .

Syntax error! The computer won't even let you type in the addition of a
number and a string. It's like comparing walruses and sewing machines, and
nobody, least of all the computer, knows how to do that.
Change line 30 to:
30 PRINT A+VAL A$
N ow you' re cooking with gas.

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 TIM EX SI NC LA IR BASIC PRIM ER WI T H GRAPHIC S

If you give VAL a string that isn't a numeric expression, you generate an
error and your program stops. That's too bad because it would be much nicer
if the computer just told you that it needs to have a valid arithmetic expres-
sion and asked again for input rather than bombing out on you.
Try this program and you'll see how to check your string first before you
feed it to VAL, to prevent computer indigestion.

5 PRINT AT 1,1 ;" 1 NEED A NUMBER "

10 INPUT A$
20 GOSUB 100
30 LET A=VAL A$
40 PRINT AT 1, 15;A$;TAB 20;A
50 GOTO 5
100 FOR 1= 1 TO LEN A$
110 LET B$ =A$(I)
120 LET B=CODE B$
125 IF CODE A$ =22 THEN
130 IF B< 27 OR B> 37 AND B<>22 THEN GOSUB 200
140 NEXT I
150 RETURN
200 PRINT "NOT A NUMBER, TRY AGAIN"
210 RETURN

We use LEN in the subprogram beginning at line 100 to set up the

limiting, upper value in the FOR NEXT loop . Now, no matter how long the
string is, we can always be assured of having the proper value because we are
using a variable, whose value can be changed as situations change in the
computer. (And you didn't think there was any use for LEN!)
So, we can always look at the entire string one character at a time and
see which characters are there, decoding the value of each character. We use
some IF THENs to check and see if the character could be a number. If it
isn't, we jump to another subprogram that prints an error message and then
asks for new input.
Did you catch that? We jumped from the inside of one subprogram, the
one that starts on line 100, into another subprogram, the one that starts on
line 200. Thus, one subprogram can, as they say in computer mundo, call
another one. (And the second can call a third; and the third , a fourth ; and so
on.) See Fig. 7-8.

150
 STringing Things OUf

Fig . 7 - 8 . A sequence of subprogram calls .

You'll find this approach very useful once you start writing programs
that other people, who don't know all the rules of computers, will be using.
Adding protection features into your programs, checking to make sure that
the information entered is appropriate to the question, is a very worthwhile
habit. This is called making your programs user friendly . You should always
check your input before it goes too deeply into your computer's memory and
fouls up your program with a nasty error message.

MAKE ME A STRING: STRS

There's a corresponding function to VAL , called STRS, which does the

reverse of VAL : it takes a number and turns it into a string.

'0 PRINT (STR$ 2 +"cents plain " )

You see that STRS takes what would ordinarily be considered a number
and turns it into a string, which the computer will interpret simply as a group
of characters. Now you can add "cents plain" to the newly created string "2".
Try this program and you'll see how to make some cents out of numbers.

'0 PRINT "FOU R DIGIT NUMBER PLEASE, NO DECIMALS "

151
 TIM EX S I NCLA IR BA S I C PRIM ER WI T H GR A PHI CS

20 INPUT A
30 LET A$ =STR$ A
40 LET L=LEN A$
50 LET S$=" $ "+A$(1 TO L - 2W'."+A$(L - 1 TO L)
60 PRINT S$
70 GOTO 20

This program is easy to understand. It takes a pure number and turns it

into a string with STRS. Once we've transformed it into a string, we can
manipulate the individual digits using the string slicer functions to make the
number appear any way we want it to. Tryout this last little program to
make sure you understand STRS.

5 PRINT AT 3.0;"A$ " ;TAB 8; "LEN ;CODE VAL"

6 PRINT
10 INPUT A
20 LET A$ =STR$ A
30 PRINT A$; TAB 10; LEN A$; TAB 15; CODE A$; TAB 25;VAL A$
40 GOTO 7

It shows you the LENgth, VALue and CODE of any number you enter.
It's pretty easy to get the hang of it.

SEARCHING FOR STRINGS WITH A SUBPROGRAM

One more tidbit before we go on to put all our string handling capabili-
ties together into one big package.

10 PRINT " INPUT A STRING "

20 INPUT A$
30 PRINT " FIND? : " ;
35 INPUT F$
36 PRINT F$
40 FOR 1= 1 TO LEN A$
45 FOR J = 1 TO LEN A$
50 LET B$ =A$(I TO J)
60 IF B$ =F$ THEN GOTO 100
70 NEXT J

152
 Stringing Things OUI

80 NEXT I
90 PRINT "STRING NOT FOUND "
99 GOTO 10
100 PRINT "FOUND IT"
110 GOTO 10

Do you understand how this little program works? It searches the first
string that you entered (into A$ at line 20) for the specific target word (which
you enter into F$ at line 35). The nested FOR NEXT loops act to step
through the positions of the string A$, one position at a time in order to look
for the target string, F$. This string search program can come in mighty
handy, maybe as a part of a larger program, so make sure you understand
how it works before you go on. Fig. 7-9 should help .

Ready To Take Command?

N ow that we've got all the string functions safely in hand , let's try to put
our knowledge of strings into action by creating a graphics-command lan-
guage. What we want is to make up a program that can take in a string from

.1 1
Fig . 7 -9 . Moving pointers during string searches .

153
 T I MEX S I CLA I R B AS I C PRI MER WI TH G RA PHI CS

the keyboard and translate it into an action. In a way, we could say that we
want to write a program that will enable t he computer to "understand" the
f reshly minted command word s that we make up as our program comes into
existence.
We' ll make our program translate our command words into screen gra-
phics. So , for example, yo u'll be able to t ype in:

PT, 10, 10 ENTER

and the co mputer will plot a pixel with coordinates 10, 10. See Fig. 7-10.
You kn o w how to do this from inside the program using PLOT , of
course, but with our graphics program, you' ll be able to sit at your keyboard
and compose pictures without having to devise a special program to do it.
Our graphics-command language will make it eas y for you to play around
and design your screens.
Fig. 7- 11 shows a rough flowchart of the process that we' ll want to
follow .
r ~

10 •

1.1
0.0 " 10

Fig . 7- 10. A pixel plotted at 10. 10.

154
 StrinKinK Thin gs Out

GO TO ITS
CORRESPONDING
SUBPROCESS

NO

Fig . 7-11 . A flowchart for the Graphics Command language .

For our program, let's make up some simple commands that will:

1. Plot a point X,Y.

2. Draw a horizontal line at position Y.
3. Draw a vertical line at position X.
4. Draw a square at position X,Y which is Z units wide.
5. Put text at position I, e (line, column) on the screen.
6. Erase any of the above positions.
7. Clear the screen entirely.

We'll stick to these few commands and keep things simple to show you
the basic idea. This is really all that is practical for the T / S 1000. If you've got
a T / S 1500, you've got plenty of room, and you can improve this program
easily just by adding more subprograms into the command section. Once you
see how things are done, you'll find that it is easy to modify this program to
use whatever types of commands you want to use.

155
 TIMEX SI CLA IR BASIC PRIM ER WI T H GRAPHICS

Let's draw a more detailed picture so we can see the flow of events at a
more BASIC level. Refer to Fig. 7-12.
We want to set up the program to take in the command in one string,
slice out the parts we need , and pass them to the subprograms which will
actually carry out the commands. The strategy will be very similar to the one
we employed in the last chapter, only we'll get to the subprograms by decod-
ing a command rather than the value of RND .
How about this for a format for our command strings?

TURN ON
UNPLOrs
YES FLAG

NO

GET CODE OF
THE COMMAND

GOTO ITS
SUBPROCESS

Fig . 7 - 12 . Flowchart of subprocesses .

156
 Stringing Thin gs Out

l. PT,X,Y (plot point at X,Y).

2. HL ,pos (horizontal line at position V).
3. VL ,pos (vertical line at position X).
4. SQ ,Xpos, Ypos, Width (square "Width" units on a side at position Xpos,
Ypos
5. TX ,line, co/umn, tex t ("Text" at position Line, Column) .

Also, we will make a convention that an "." preceding a command

string means erase the following command, rather than draw it.

PAST HISTORY

We know how to do each one of the subprograms already. For example,

the subprogram for clearing the screen is a simpleton:

300 ClS
301 RETURN

Here's another program whose structure should be really familiar to you

by now; it plots the horizontal line HL:

450 lET Y=Y1

451 FOR X=O TO 63
452 GOSUB 5
453 NEXT X
454 RETURN

This subprogram may seem a little sparse for a plotting subprogram.

After all, there's no PLOT statement in it! You see, to really make things
efficient, we' re going to use a separate subprogram (at line 5) to actually
handle the plotting itself. That way we can keep from having to repeat PLOT
statements in all of our subprograms that use PLOT.
Here's the PLOT subprogram:

2 GOTO 10
5 IF Y< O OR Y>43 OR X< O OR X> 63 THEN GOTO 7
6 PLOT X,Y

157
 TIM EX SI NCLA IR BA S IC PRIM ER WI T H GR A PHI CS

7 IF P=O THEN UNPLOT X,Y

8 RETURN

We put this most frequently used subprogram up front, because the way
the T imex computer executes subprograms makes it much more efficient to
put the most widely used subprograms in the beginning. You'll find that your
programs will run somewhat faster , if you follow this advice. The GOTO 10
at line 2 skips the computer over the subprogram when you first run it.
Otherwise, you'll get an error 2/ 5 since you haven't had a chance to give Y a
definite value yet.
We're using the variable P as a switch here at line 7 to turn UNPLOT off
and on. Notice that we also include a check on the values we are going to plot
(at line 5) to make sure we aren't plotting off the screen. (You could improve
this program by adding a GOTO 1300 here and printing some sort of mes-
sage, like "BAD COORDINATE" before returning for new input.)
You should also understand here that for plotting in the subprogram, we
always plot the variables X and Y. Our other decoder subprograms thus have
as their job, translating the commands we type in and placing the correct
values into the variables X and Y for the plot subprogram.
Here are the other main subprograms that we'll need for the program.
The first one plots a point, PT; the second makes a square, SQ:

529 REM this is PT

530 LET X=Xl
531 LET Y=Yl
532 GOSUB 5
533 RETURN

559 REM This is SO

560 FOR X=Xl TO Xl +Zl - 1
561 FOR Y=Yl TO Yl +Zl - 1
562 GOSUB 5
563 NEXT Y
564 NEXT X
565 RETURN

Do you follow this one? We take in the X and Y coordinates of the lower
left corner of the square, and the length, in Z 1. The nested FOR NEXT loops

158
 Stringing Thin gs Out

set the variables X and Y to the correct values and then we just GOSUB 5 at
line 562 to plot them out one value at a time.
This subprogram, TX , places text on the screen:
569 REM This is TX for placing text on the screen
570 IF Yl > 2 1 GOTO 1400
571 IF LEN SS+Xl > 32 THEN GOTO 1410
572 PRINT AT Xl,Yl ;SS
573 IF P> O THEN RETURN
575 PRINT AT Xl ,Yl :BS (1 TO LEN SS)
580 RETURN

Notice how we re using IF THEN statements at the beginning of the

subprogram to make sure we don't try to print out of bounds. We've added
some jumps to the error messages to help make them a little more helpful. At
575, we blank out a string as long as S$, the string you entered into the TX
command. (B$ is a special data string that we set at line 17 by letting
B$ = "20 blanks") the string that you entered in the TX command.
This subprogram is VL and draws vertical lines:
589 REM This is VL for drawing vertical lines
590 LET X=Xl
591 FOR Y=O TO 43
592 GOSUB 5
593 NEXT Y
594 RETURN

N ow you may be wondering why we numbered these subprograms with

seemingly erratic abandon. There is a method in our madness though. If you
check the CODE numbers of each command string, you'll see that we have
started each subprogram at line CODE A$*IO. For instance, CODE "V"
equals 59, and so, to branch to the VL subprogram, we just GOSUB to
CODE VL* 10 or 590. So this line makes for a neat and easy way to jump to
the correct command string subprogram:

65 GOSUB CODE AS*1 0

With our main subprograms in place, it's time to design our command-
line decoder.

159
 TIMEX SINCLAIR BA S IC PRIM ER WI T H GRAPHICS

HERE'S WHERE THE MAIN PROGRAM BEGINS

10 INPUT A$ I get string

12 IF A$(1 )=" *" THE GOSUB 800 I check for erase
13 IF A$(1)= "r THEN GOSUB 1100 I Text?
15LET A=O
1 6 LET T1 =4 I position marker
17 LET B$ = "20 BLANKS"
20 LET C$ =A(1 TO 2) I get command
30 GOSUB 100 I decode it
35 LET X1 =VAL T$ I set number X1
40GOSUB 100
45 LET Y1 = VAL T$ I set Y1
50GOSUB 100
55 LET Z1 =VAL T$ I set Z1
65 GOSUB CODE C$*10 I do it
80 LET P= 1 I turn off plot switch
99 GOTO 10

Hmmm, anything that isn't clear? We take in the command string from
line 10. We check it at 12 and 13 to see if it needs special handling and
GOSUB if it does. Lines 15, 16, and 17 initialize some variables we use at
various places in the program.
What actually happens in the subprogram at line 800?

800 LET P=O I turn on unplot

801 LET A$ =A$(2 TO LEN A$) I strip off *
802 RETURN

We check to see if an asterisk is the leading character in the string

(CODE 22, check your manual). If it is, we set the UNPLOT switch to 0 so
that we'll be erasing, and then we strip the "*,, off the front of the string and
RETURN with a new, shortened string, in A$ , ready for regular processing.

Here's the subprogram we need to get the text out of our command
string for the TX command:

160
 1100 LET S$=A$(1 a TO LEN A$)
1101 RETURN

This routine strips off the text from the TX command and puts it into S$
for printing using the subprogram at 570.

Breaking the Chain of Command

Take a look at line 30 of our main program. We're off to another
subprogram at 100; this one actually decodes the command string and separ-
ates the various numeric arguments from it. This is easy to do with our
extensive set of string slicers. Here's the subprogram for breaking up the
command string:

100 LET T$ = ....

105 LET A =A + 10
110 FOR 1=T1 TO LEN A$
120 LET T=CODE A$(I)
130 IF T=22 THEN GOTO 1000 / if comma then jump out
135 IF T< 26 OR T>37 THEN GOTO 10
140 LET T$ =TS+A$(I)
145 NEXT I
150 RETURN

1000 LET T1 =1+1 / set place indicator for string

1001 GOTO A + 25

Do you see how these two subprograms work? We set T$ to a null string
first. Then we add characters to it from our command string, one character at
a time, until we encounter a comma which tells us that a numeric value is
completely entered . (This happens at line 140.)
The FOR NEXT loop starting on line 110 steps us through the string
starting at TI = 4 (remember we set that up in our main program as one of
our string position pointers. TI = 4 because we know each command has its
first three places taken up by the command code and a comma. When we
come to the next comma, we know that we've got all the digits of our first
number, so we jump out of the subprogram to a program fragment at line
1000 that sets the string position indicator T I, so we'll know at what position
to start our next slice of the string.

161
 T IM EX S I C L A IR B AS IC PRIM E R WITH GR A PHI CS

The program then returns to the main program at a line number deter-
mined by how many times we've been through the decoder subprogram.
Each time through we extract one numeric parameter. The variable A con-
trols which line we return to, and so, which variable gets the value that we've
extracted from the command string. See Fig. 7-13.
Each time we pass through the subprogram, A adds 10 to itself. Thus,
the first time we pull a number out, we GOTO 35 , so that the first number we
extract gets put into variable X I at line 35 . The next time through, we go to
line 45 so we get the value placed into Y I. The third time we go to 55, and the
value gets put into Zl. It's easy to see how to add lines here and strip off as
many numeric parameters as you like.

THE GRAPHICS PROGRAM

The rest of the program should be easy for you to follow, since you've
already used all the principles before. Here's a complete listing. Once you've
tried it out, why don't you see if you can add your own commands. If you've
got a T / S 1500, t here's plenty of room in memory for you to add commands.
Save the program on tape, and follow along next chapter when we show you how
to graph just about all of the built-in functions on your computer. You should
have an easy time of it adding these functions into your graphics package.
Most of all: Have FUN.

2 GOTO 10
5 IF Y< O OR Y>43 OR X< O OR X>63 THEN GOTO 7
6 PLOT X, Y
7 IF P=O THEN UNPLOT X, Y
8 RETURN

10 INPUT A$ / get string

12 IF A$ (1 )="." THEN GOSUB 800 I check for erase
13 IF A$ (1 )='T' THEN GOSUB 1 100 I Text?
15 LET A=O
16 LET T1=4 I position marker
17 LET B$ =" " 120 blanks
20 LET C$=A(1 TO 2) I get command

162
 Stringing Things Out

800

TURN ON STRIP OFF

UNPLOrs
FLAG

1000
r=-----t PUT TEXT
IN SS FOR
PRI NTING

Fig . 7 - 13. Extracting the value from the command string .

163
 TIMEX S I CLA IR B AS I C P RI MER W ITH GRAP HI CS

30GOSUB 100 I decode it

35 LET X1 =VAL T$ I set number X1
40 GOSUB 100
45 LET Y1 =VAL T$ I set Y1
50 GOSUB 100
55 LET Z1=VAL T$ I set Z1
65 GOSUB CODE C$ * 10 I do it
80 LET P= 1 l turn off plot switch
99 GOTO 10

100 LET T$ = ....

105 LET A=A + 10
110 FOR 1=T1 TO LEN A$
120 LET T=CODE A$(I )
130 IF T = 22 THEN GOTO 1000 I if comma then jump out
1 351F T<2 6 OR T> 37 THEN GOTO 10
140 LET H =TS+A$(I)
145 NEXT I
150 RETURN

300 CLS
301 RETURN

450 LET Y=Y1

451 FOR X=Q TO 63
452 GOSUB 5
453 NEXTX
454 RETURN

529 REM Th is is PT
530 LET X=X1
531 LET Y=Y1
532 GOSUB 5
533 RETURN

559 REM Th is is SO
560 FOR X=X1 TO X1 +Z1 - 1
561 FOR Y=Y1 TO Y1 +Z1 - 1
562 GOSUB 5
563 NEXT Y
564 NEXT X
565 RETURN

164
 Sf r i ng i ng Things OUf

569 REM This is TX for placing text on the screen

570 IF Y1 > 21 GOTO 1400
571 IF LEN SS+X1 > 32 THEN GOTO 1400
572 PRINT AT X1,Y1 ;S$
573 IF P> O THEN RETURN
575 PRINT AT X1,Y1 :B$(1 TO LEN S$)
580 RETURN

589 REM This is VL for drawing vertical lines

590 LET X=X1
591 FOR Y=O TO 43
592 GOSUB 5
593 NEXT Y
594 RETURN

800 LET P=O / turn on unplot

801 LET A$ =A$ (2 TO LEN A$) / strip off *
802 RETURN

1000 LET T1 =1+1 / set place indicator for string

1001 GOTO A + 25

1100 LET S$ =A$(1 0 TO LEN A$)

1101 RETURN

1400 PRINT AT 21,O;"TOO LONG"

1410 FOR 1=1 TO 50
1420 NEXT I
1450 PRINT AT 21 ,0;" f use 8 regular spaces

165
 8

Functional Graphics

In this chapter, we're going to introduce you to the mathematical func-

tions that come ready to use on your Timex computer. Don't worry if you
never liked math in school. With computers it's easy. We'll show you how
you can plot just about any function you want on your tv screen. (We'll
explain functions as we go along.)
Do you remember graphs from high school? A lot of people who didn't
like math much, liked graphs because they were fun to draw. And with your
computer, they're even easier: you can actually see exactly what's happening,
so functions can be fun!
Remember the Cartesian coordinate system with its tidy system of X
and Y axes? It is used for dividing up any flat , two-dimensional surface (like
a tv screen, for instance!). This system was invented by the French mathema-
tician Rene Descartes in the Sixteenth Century, and with his invention, the
modern age of mathematics began (Fig. 8-1) .
Here's a picture of a Cartesian coordinate system to jog your memory .
The origin. marked 0, is the place where our two number lines intersect. The
horizontal axis is traditionally labeled with an X and the vertical is labeled
with a Y, as seen in Fig. 8-2. Moving away from the origin along the X axis
towards the right increases the value of the X address (somewhat like the
numbers on the speedometer of your car) from I all the way up to as high as
you can go. Moving towards the left makes X go down through the negative
numbers. Going up from the origin along the Y axis makes the numbers get
bigger, going down makes them smaller (like a mercury thermometer) .
Remember, - 3206 is smaller than - 5, it's further along the negative axis.

167
 TIM EX S I CLA IR B AS I C PRIM ER WI T H GR A PHI CS

Fig . 8-1 . Descartes develops Cartesian coordinates .

Any point can be identified by specifying its distance from the origin
along the X axis and its distance from the origin along the Y axis. Each point
has its own unique address, given by specifying its two coordinates.
As you can see, we've already been using a system similar to Cartesian
coordinates with both PLOT and PRINT AT . The main difference is where
the point 0,0 appears in the system. With PRINT AT, it's up in the top left
corner; with PLOT 0,0, it's at the lower left. But with Cartesian coordinates,
it's smack dab in the center. All that this means is that we need to have a way
of translating from the computer coordinates into the Cartesian system.
For instance, the point with address 3,2 is located in the upper right
quadrant, 3 units to the right along the X axis and 2 units up along the Y

168
 Fun Cl ional Grap hics

+4
Upper lell quadranl Upper righl quadrant
+3

+2 • (3.2)

+1
-3 -2 -\ +1 +2 +3 +4 +5
----------------- 0--------------------- Xaxis
~ 10. 0) origin
- 2

-3

lower lell quadrant -4 lqwer right quadrant

Y axis

Fig . 8-2 . Coordinates system with quadrants .

axis, in Cartesian coordinates, but way over in the left corner of your screen
in PLOT coordinates.
First, let's draw the Cartesian coordinates on the screen. It's easy! Just
use PLOT and some FOR NEXT loops. Naturally, we should put the origin,
where the two axes meet, at the middle of the screen, namely, the point 31 ,21.
See Fig. 8-3 .
The only problem with using our beautiful coordinate system for plot-
ting graphs is that we have to transform (the mathematical word for
"change") the numbers that we would plot using PLOT coordinates so that
they plot at 0,0 in our new Cartesian coordinate system. Since the origin (0,0)
of our coordinates is at screen coordinates 31 ,21 , we have to add 31 to each X
value and 21 to each Y value.

READY TO START THE BIG BANANA

Let's design a program that will display a Cartesian coordinate system

and then try plotting out some functions on the axes. The first thing we need
to do is draw a flowchart, such as that shown in Fig. 8-4, of what has to be
done.

169
 TIMEX SI NC LAIR BASIC PRIM ER WI T H GRAPHICS

+4
+3

+2 o position (3.2)

+1
- 3 - 2 - 1 +1 +2 +3 +4 +5
Xaxis

- 1 (0.0)

- 2

-3

-4

Y axis
o 1 2 3 4 5 6 7 _ _ _ 27 28 29 30 31 32 33 34 _ _ _ 59 60 61 62 63
43 (
42
41

24
23
22
1
o (34.23) is a
transformed (3.2)
21 ------------------------~~ I I

~",i'i"
20
19
18

r ~, ____________________________________ _J
Fig . 8-3 . Comparing PLOT 31 , 21 with position 3, 2 in both systems .

We need to draw the axes first, then the functions. We also might want
to be able to erase a function once it's drawn so we can keep reusing the axes
without them getting all messy. We'll use subprograms to make the structure
of the program easy to follow. (We might also want to label the axes, too, but
we'll leave that to you.)
First, we'll code the subprogram that will draw the axes:

170
 Fun Cl i o nal Graphics

500 FOR X=O TO 63

510 PLOT X,21
51 21F X> 1 2 THEN GOTO 520
515 PLOT (5*X+ 1), 20
516 PLOT (5*X+ 1), 22
520 NEXT X
530 FOR Y=O TO 43
540 PLOT 31, Y
542 IF Y> 8 THEN GOTO 550
545 PLOT 30,5*Y+ 1
546 PLOT 32,5*Y+ 1
550 NEXT Y
560 RETURN

And we'll add a main program to call this subprogram:

50 GOSUB 500
99 STOP

When you run this program, you get your coordinate axes . You also get
a little surprise that makes things look more mathematical. The "hash"
marks every five spaces along both axes give you reference points that make
reading the graphs easier. (Y ou should always strive to make things easier for
the people who are using the computer.)

DRAW X AXIS
AND 5-SPACE
HASH MARKS
HORIZONTALLY

I
DRAW Y AXIS
AND 5-SPACE
HASH MARKS
VERTICALLY

I
LABEL EACH
AXIS AND
HASH MARKS

Fig . 8 - 4 . Plotting functions in a Cartesian system.

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 TIM EX S I NC L A IR BASIC PRIM ER WI T H GR A PHI CS

Can you figure out how the hash marks are being placed on either side
ofthe central axes? As the FOR NEXT statement loops through the values of
X and Y, the PLOT statements on lines 515, 516, 545, and 546, plot out by
fives on either side of the center lines. So, for example, the first pass through
the loop, at line 515, we plot at (5*0) + 1 or PLOT 1,22. Similarly we handle
line 516. The next pass through, since X = 1, we plot at this time at (5* 1) + I
or PLOT 6,22 . And so on.
The IF THENs at 512 and 542 check to make sure that the plot stays in
bounds. We need them because of the programming trick we are using. For
example, when X is greater than 12, say 15, (5*14) + I is 71. If we tried to
plot at 71 ,20, we'd get an error message from trying to plot out of range (63 is
the biggest value permitted for the X coordinate).
We plot on the lines above and below the center lines by plotting with
the second value equal to 20 and then 22. Now all our graphs will be centered
on the screen and we'll be able to show the negative as well as positive part
of the graph. Refer to Fig. 8-5.

•
•••
•

...
•
• •
....................•.....•.•......•.•.
• •

•
•••
•
•
•••

Fig . 8 - 5 . The full coordinate system display .

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 FunClio nal Graphics

Transformation
N ow, let's put in the actual part of the subprogram that we'll use to plot
over our new Cartesian coordinates. We'll put it way up front for efficiency,
since we'll probably be calling it over and over again.

5 GOTO 50
10 IF X+31 > 63 OR Y+21 < 0 OR Y+21 > 43 THEN GOTO 40
20 PLOT X+31 ,Y+21
30 IF NOT P THEN UNPLOT X+31 ,Y+21
40 RETURN

NOT is the function under the N key.

This is fairly simple. The heart of it is line 20 which actually does the
plotting. Notice that we are adding 31 to X and 21 to Y to transform from the
standard PLOT coordinates into our Cartesian system. Line 10 acts as a
check to make sure that we don't get a / e error, for trying to plot out of
bounds. Line 30 is in there so that we will be able to switch to an UNPLOT
mode by setting the variable P and erasing something, if we want to. It's a
little different use of a switch than you've seen before.
NOT is a function with only two values. If you set P equal to any value
greater than 0, then NOT P is equal to O. If P equals 0, then NOT P is set
equal to I.
You can use NOT in an IF statement because of a little shortcut built
into IFs by the computer designers. When yo u put a plain variable after t e
IF statement, the computer looks at the value of the variable. If the value is
greater than 0, it considers this to mean TR UE and the statement after
THEN is executed. If the variable equals 0, this is considered to mean
FALSE and the statement after THEN is skipped.
Since we've already got a program in memory, let's write this little
example program up around 800 and just erase it when we're finished .

800 PRINT " ENTER VALUE "

801 INPUT V
802 PRINT " V=";V;" AND IS ";
803 IF V THEN GOTO 808
804 PRINT "FALSE "
805 GOTO 800

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 TIM EX SI CLA IR BASIC PRIM E R WI T H GR A PHI CS

808 PRINT "TRUE "

810GOTO 800

Now, if you RUN 800, you can enter some values and see how IF THEN
works. To tryout NOT, change lines:

802 PRINT " V=";V;" AND NOT V IS ";

803 IF NOT V THEN GOTO 808

Try the program out now and you'll see how NOT changes the value of
P . Once you've played for a little while, you can erase these extra lines and
get back to our main topic.

First Shot
Let's start off by allowing you to enter point coordinates into the new
system one at a time so you can see for yourself what goes where. Add these
lines:

65 PRINT AT 21 .0;"INPUT COORDINATES "

67 INPUT X
681NPUTY
70 GOSUB 10

and, temporarily, we'll add:

25 PRINT X; ... .. ;Y

Just to give you some more visual feedback as to what's going on. You
should also change line 99 to loop around so you can keep getting new
values:

99 GOTO 65

R un the program and type in some values of X and Y. We are plotting in

the new transformed coordinate system so that the points appear just as they
should. Try plotting some negative numbers ( - 5,6) or ( - 3, - 4), and see
where they plot out on the screen in the new, transformed coordinate system.

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 Functional Graphics

N ow that you see where a single point plots on our transformed screen,
let's try to plot the graph of a function.

GRAPHS AND FUNCTIONS

A series of points connected according to a rule, is called a graph. Some

examples are shown in Fig. 8-6.
A function is just a relationship between two sets of numbers. One set,
called the independent variable, usually is portrayed as running along the X
axis and is allowed to vary freely . You can give it just about any value you
like. The other set, called the dependent variable, is usually displayed as
running up and down along the Y axis. The Y values are calculated from
each value of the independent variable according to a fixed rule. So we can
make a graph of a function just by plotting a set of points whose coordinates
are related by the rule which makes up the function .
For instance, let's say we wanted to graph the function Y = 2*X + I.
Since X can vary freely, let's just give it some values. If X = 2, then Y =
2*2 + I or 5. So, one point of the graph is the point PLOT 2,5. If X = 3, then
the function Y equals 2*3 + I or 7, so we want to PLOT 3,7 as part of the
graph of the function , and so on. See Fig. 8-7 .
To plot functions on our coordinate axis, we have to loop the independ-
ent variable X through a whole series of values, calculate the value of the
dependent variable Y each time, and plot each point as you calculate it.
Let's plot a very simple function: Y = X. Change your program from
line 65 on to read:

65 FOR X=- 30 TO 30
70 LET Y=X
80 GOSUB 10
99 NEXT X

And you can delete line 25 .

Line 65 sets up the loop that will step through values of X from - 30 to
30. We' re using transformed coordinates now, so as X goes from - 3('
through 30 the first time through t he loop when X equals -30, the first plot

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 TIMEX SINCLAIR BASIC PRIMER WI T H GRAPHICS

happens at X + 31 , or column I, over on the left side. As X steps through its

values when X = 0, the plot happens at 0 + 31 or our new origin, just as we
want it to be. And when X finally gets all the way up to 30, we plot at column
61 all the way over on the right side. Line 70 defines the function that we
want to graph. Line 80 calls the PLOT subprogram.
The general form of functions whose graph is a straight line is
Y = A*X + B, where A and B are both arbitrary constants. So, for instance,
Y = 3*X + 2, is a straight line, and so is Y = 5*X + 9. To prove that this is
true, let's change our program by adding another subprogram that will take
in the arbitrary coefficients and plot any straight line function.
Change line 70 to:

70 LET Y=A *X + 8

and add this subprogram:

55 GOSUB 600

(A) Mountain graph.

Fig . 8-6 .

176
 Fun ctional Graphics

(B) Bar graph .

(C) Contours .

Some graphs .

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 TIM EX SI NC LA IR BASIC PRIM ER WI T H GR A PHI CS

600 PRINT AT 21 ,O; " ENTER A,S "

610 INPUT A
620 INPUT S
630 PRINT AT 21,O;"Y = "; A; "X + " ;S;"
650 RETURN

• 15.11)
•••

• • • • •
•••••••••••••••••• ••••••••••••••••••••••••••
• • •

•
•••
Fig . 8-7 . Graph of Y=2*X+1 .

If you remember your algebra from school, then you'll remember that
this kind of function , in which Y is some mUltiple of X with perhaps a
constant added for good measure, is called a linear equation.
N ow the program will take in the values of A and B from the keyboard
and then plot the linear equation of your choice on the coordinate system.
You can even start to learn a little about mathematics from it. See what
happens when you increase the value of A? It increases the slope of the line,
that is , the angle that the function makes with the X axis. Try plotting
Y = 2*X , and Y = 3*X to see how the slope changes.
B is called the Y intercept because it determines where the graph touches
the Y axis . Try plotting Y = X + 2 and Y = X + 5 to see the effects of
changing B.

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 Fun ctional Graphics

When you run the program, it plots out a nice screen display and then
asks you to enter the values you want to insert into your generalized equa-
tion. If you've tried this out a bit, you're probably ahead of me on this one;
you've realized that it would be nice to use UNPLOT to get rid of the old
graphs and keep the screen display from getting too crowded. The obvious
way to do this is to add a new subprogram that asks you if you want to
PLOT or UNPLOT before it goes to the screen:

57 GOSUB 700

700 PRINT AT 21 ,20;"UNPLOT ENTER 0 "

710 INPUT P
720 RETURN

We jump to the subprogram at 700 and ask you if you want to PLOT or
UNPLOT. Depending on your answer, we set the switch P and then
RETURN to the main program. If you want to erase the equation, answering
o sets P , the switch to UNPLOT. If you answer anything else, the computer
will just return and start plotting.
There are several kinds of functions you can graph out on your coordi-
nate system now. All you have to do is change the LET statement on line 70.
It could easily get to be tedious if we have to type in a new LET
statement every time we want to tryout a new equation though, couldn't it?
Can you see a better way to do it? Remember that we learned about a
statement that can take in a string and give you a numeric value when we
talked about VAL in the string section. How about using VAL here? Add
this subprogram:

58 GOSUB 900

900 PRINT AT 1,0;"ENTER EQUATION"

910 INPUT E$
930 PRINT AT 21,0;"Y="; E$
950 RETURN

and we'll have to change the LET statement at line 70 to read :

70 LET Y=VAL E$

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 TIM EX SI NC L A IR BASIC PRIM ER WI T H GR A PHI CS

N ow you can enter any valid arithmetic expression into the string E$
and you'll get a plot of it on your graph. You have to make sure that you do
indeed enter a valid arithmetic expression or you'll get an error message.

Complexities
Let's try graphing a function that's a little more complex:

Y=. 5 *X*X

Remember, all you have to enter is: .5*X*X . This one's called a quadratic or
second degree equation because it uses the independent variable squared in
its definition . The graph of this function is called a parabola (Fig. 8-8).
The following function is also a quadratic equation whose graph is a
parabola. Try it!!

Y=. 5*X*X + 2*X

and so is this:

Y= .5*X*X+ 5*X + l

When you plot these functions, you'll see they all have the same general
shape but they plot at different places in the coordinate system. Any equation

• •
••••••••••••••••••••••••••••••••••••••••
30 30

Fig . 8-8 . Graph of Y=.S *X· X.

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 Functional Graphics

that has at most a squared term for the independent variable has a graph that
looks like this . The general from of the parabolic function is given by:

Y=A*X*X + B*X+C

So now you can experiment with parabolas, by changing the coefficients

in the equations that you enter.
Let's add another feature to make the program easier. We will prefix our
entries with "P ," if we want to plot something, and a "U ," if we want to
UN PLOT it.
To do this we have to look at the first character of our equation and use
it to set our switch. Then we will feed VAL the rest of the equation string.
Change line 70 to:

70 LET Y=VAL E$(2 TO LEN E$)

and change the INPUT subprogram to check the first character and set the
switch accordingly.

920 IF E$(1 )=" U" THEN LET P=O

930 PRINT AT 21,O; " Y= " ;E$(2 TO LEN E$)

and we can eliminate the special subprogram we put in to check for PLOT /
UNPLOT (lines 700 through 740).
Tired of parabolas? How about this one:

Y=50/ X

When you run it , you'll see that at X = 0, you get an error message. You see
why, don't you? Sure, we're dividing by X so when X = 0, then we're trying
to divide by 0, which to the computer, and to most of the rest of us, is a NO
NO.
It's an easy situation to handle, though. All we have to do is add a test
before we do the calculation to exclude the special case when X = 0 like:

9 IF X=O THEN GOTO 40

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 TIMEX SINCLAIR BASIC PRIM ER WI T H GRAPHICS

So, add this statement to the PLOT subprogram. It will cause us to skip
right over the plot when X is zero. R un the program now and you'll see what
a hyperbola looks like.

More Powers To You

You can try even higher powers of X. Try:

Y=X*X*X / 100

This is called a cubic equation because the variable is taken to the third
power. (In case you're wondering, they call it a cubic, because the volume of
a cube, the general form of the cubic function, is:

210 LET Y=A*X*X*X+B*X*X+C*X +D

Up Against the Limits

You're likely to run into, what are called in the industry, scaling prob-
lems with cubics. The way we've had things set up so far, we are just skipping
over values when Y gets out of range. There's another way we might want to
handle things. We can scale the values on the Y axis by mUltiplying each Y
value by a constant. If you make the scale factor 10, the graph is amplified by
10 times; if you make the scale factor .0 I , it would compress the graph a
hundredfold. See Fig. 8-9.
Scaling your functions , sizing them to make sure they don't overflow the
capacity of the plot function, may require you to figure out the largest value
that Y will have as X ranges between - 30 and 30. Then, you can use 1/ Max-
imum value, as the scale factor and always get a chance to see what the graph
looks like (Fig. 8-10).
Because our coordinates only have 20 positions up and 20 positions
down from 0 along the Y axis, functions like cubics, which can get very large
ve ry fast (for example if X = 10, then 5X +3X +2X + 2 equals 5322),
quickly get out of range for our plot routine. So, for cubics, you may have to
use values of A, B, C, and D that are small if you don't have a scale factor to
reduce the size of Y. Try A = .01 and the like.
We can introduce a scale factor right into line 70.

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 Fun ctional Graph ics

DISAPPEARS
• Y=30 BEYOND SCREEN

...
•
•
•••
•
•
• • •
...•...•..•..•.•••...•....•.•..•....•.••
30 • 30

Fig . 8-9 . Scaling problems .

Y=30

••• Y=20

•
...
•
••••••••••••••••••••••••••••••••••••••••
30 30

Fig . 8-10 . Using a maximum value .

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 TIM EX SI C L A IR BASIC PRIM ER WITH GR A PHI CS

70 LET Y= S*VAL E$(2 TO LEN E$)

and we'll need a subprogram to set the scale factor:

57 GOSUB 700
700 PRINT AT 21.0;"SCALE7"
710 INPUT S
715 PRINT S
720 RETURN

Now, when you set up to plot, you can enter a scale factor that will
reduce the size along the vertical, Y dimension. You'll probably want to print
out the scale factor, too, so you know what degree of diminuation (or ampli-
fication) is being used. Besides all of the different functions you can make up
using *, 1, +, and - , there are all sorts of special numeric functions built into
the Timex computer just waiting for you to use. They call it function mode
because there are special calculation functions under the keys for you to use.

FANCY FUNCTION WORK

We already learned about SQR; it takes the square root of a number.

Let's try it.

Y=SQR X

( Use a scale factor of 2 for SQR to show the details better!)

Remember here, that you have to type in SQR (under the H key) as one
keypress using function mode, not three separate letters. Whoops, it gives
error A / 21O. Basically, this is telling you that the function isn't defined for
the value of X you're trying to feed to it. In this case, we forgot that the
computer can't make sense of the square root of a negative number. Just
change line II to:

11 IF X< O THEN GOTO 40

and you'll see it. Refer to Fig. 8-11.

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 Fun ctional Graphics

x--------~L---------

y y

Fig. 8 -11. Graph of SQR X. ABS X.

Here's another built-in function you can try:

Y= ABS X

Remember, ADS is the function that takes a number, finds its absolute
value, and makes it positive. So the absolute value of - 6 is 6 and so is the
absolute value of 6 equal to 6.

Trigonometry Service
Now we'll try our hand plotting sines, cosines, and tangents; to do this, use
the SIN, COS, and TAN functions. We'll also introduce their opposite numbers,
or as the mathematicians say, their inverses: ARCSIN, ARCCOS, and ARC-
TAN. If you don't know anything about these functions, you can skip this part or
just follow along and watch. Enter the lines, but don't worry if you don't under-
stand every detail. It really makes no difference to your understanding of compu-
ters whether you understand these functions. They are only included because,
historically, the first heavy users of computers were scientists; and they use sine
and cosine all over the place in their work.
Try this one:

Y=SIN(2*PI *X/60)

(Use a scale factor of 20, and delete line II .)

SIN (under the Q key) stands for sine. Pi is 3.14159265, the ratio of a

185
 TIM EX S I C L A IR BASI C PRIM ER WI T H GR A PHI CS

circle's circumference to its diameter, and is the function under the M key.
(The circumference of a circle is equal to pi * the diameter of the circle.) You
may be aware that pi is a constant which pops up all over the place in
mathematics . Because it occurs so much, the designers of the Timex compu-
ters decided to make it easy to type in the value of pi, by providing a special
key for it.
That nice curve we just plotted is called the sine curve and, with its
partner and close companion, the cosine curve (under the W key) , is used
extensively in scientific and engineering calculations.
We used a scale factor of 20 because the value of both the SIN and the
COS functions is always between plus and minus I. If we didn't scale it up
some, we'd get a squashed little straight curve hugging the coordinate axis for
each point, since Y would always be between 0 and 1.
Why the complicated expression in the sine function itself? Well, sine is
what mathematicians call a periodic fun ction. It repeats itself every so often,
forming an endless series of waves as you move in either direction along the
X axis. The total extent (distance) along the X axis that it takes for the sine
graph to complete one full cycle before it starts again is called its period. The
period of the SIN function is 2*pi units long.
Here's one other tricky point. The sine function (and , in fact , all the
trigonometric functions) takes its values not in degrees with which you're
most likely familiar, but in these funny engineering units called radians. 2*pi
radians equals 360 degrees so that I radian equals approximately 57 degrees.
Look at the sine function for a full cycle, from - pi through to pi. To
divide up this 2*pi into 60 equal parts, one for each incremental step of X, the
independent variable, we use that complex expression in the sine:

Y=SIN(2 * PI*X/ SO)

The first time through the loop, when X = - 30, then the value of the
expression is 2* - 30*pi / 60 = - pi, just where we want to start. Each suc-
cessive time through the loop, we move one small step over until at the end of
the loop when X = 30, the value of the expression is equal to pi. So, using
this expression will take you through one full cycle of a sine curve, as Fig.
8-12 shows.
If you want to graph more than one cycle of the sine curve on the axes,
you have to increase the multiplier inside the sine expression. Try this:

186
 Functional Graphics

Y=SIN(4* PI *X/ SO)

That's not bad for two full cycles. Try changing 70 to:

Y=SIN(10*PI *X/ SO)

and you'll see five cycles.

Change the expression back to:

Y=SIN(2 * PI *X/ SO)

and try plotting first the sine function and then its faithful companion, the
cosine function COS , together on the screen.
Sine and cosine have the same basic shape but the curve for cosine is
shifted to the right relative to the sine. This isn't the place to go into it, but it
turns out that by adding together the proper combinations of sine and cosine
, rJ

0
x

" y
,/

Fig. 8 - 12. A full cycle of a sine curve .

187
 TIM EX SI NC LA IR BASIC PRIM E R WI T H GR A PHI CS

functions , you can approximate almost any function you could imagine. This
technique of synthesizing functions out of sines and cosines is called Fourier
analysis and is very widely used in engineering.

Off On a Tangent
What about the TAN function? Try this one to give you an idea of what
the tangent curve looks like.

Y=TAN(PI *X/ 90)

(TAN is the function under the E key. Use a scale factor of 10 for tangent!)
We have to use a slightly different expression for tangent because it has
different behavior than sine or cosine:

tangent= sine / cosine

When the COS of an angle equals 0, at pi / 2, the tangent is undefined,

since dividing by 0 is illegal. So we have to make sure that we don't feed the
T AN function the value pi / 2. You know how to do that by now, don't you?
Look at our faithful testing line number II .
SIN , COS, and TAN each come with a corresponding, inverse function ,
too. The inverse of the SIN function , for example, is called ARCSIN (under
the A key). What ARCSIN does is the reverse of SIN. You feed it a value of a
sine, like 0.5 or I, and it gives you the angle whose sine is that number. You
should make sure not to feed ARCSIN a number whose absolute value is
greater than I or you will get an error message.

Y=ASN(X / 30)

Use a scale factor of 10. Don't be fooled by the fact that ARCSIN prints
out in the screen as ASN . Do you know why we are using X I 30 in the ASN
function? Try substituting the first few values of our basic X loop. When
X = - 30, then, the expression, X / 30 equals -30 / 30 or -I. The next time
through, X = - 29 , so X I 30 is equal to a little less than - I ( - 29 130) . At
t he end of the loop, when X = 30, the value ofX / 30 is I. So, effectively, we
have stepped the ARCSIN function through its entire range of - I to +1. By

188
 Functional Graphics

using the expression as we've written it, you get a full period of the ARCSIN
function .
You can also plot out ARCCOS. ARCCOS is under the S key. Use a
scale factor of 10.

Y=ACS(X / 30)

And last but not least, ARCTAN, which is under the D key:

Y=ATN(XI2)

FOR THE MA THEMA TICALL Y HARDY

We'll show you two more functions on your Timex before you leave this
chapter. One of them is called LN , which stands for logarithm taken to the
base e.

Y=LN X

LN is under the Z key; use a scale factor of 5.

When you run this, you'll find that LN doesn't take any numbers less
than 0, so you've got to modify your program to check for and skip values of
X less than or equal to 0 (line 11).
The inverse function of LN is also on the Timex, and it stands for
exponentiation using the base e. You can plot it using:

Y=EXP(X / 5)

EXP is under the X key; use a scale factor of I. This one is pretty interesting
too.

Y=EXP( - X/ 5)

Both LN and EXP (which are inverses like SIN and ARCSIN) are used
extensively in scientific calculations.

189
 TIM EX SI CLAIR BASIC PRIM ER WI T H GR A PHI CS

You've now had a pretty extensive tour of the numeric functions that are
built into your computer. You can combine them any way you like to make
new functions, Y = SIN EXP X, for example, or COS + SIN. The only
thing you have to be careful of is to make sure that your functions stay within
range when you combine them. You're in for some fun and some real learn-
ing as you experiment with plotting the different graphs. Who knows, maybe
you'll discover a new function no one's ever seen before.

190
 9

Advanced BASIC: A Taste of

Things to Come

We've come a long way. Can you still remember how confusing your
keyboard looked to you 'way back in Chapter 2 when you first took it out of
the box? A lot of the words looked like English, but they were strange and
mostly unintelligible. To this point, we've covered just about every important
command that's implemented on your computer. We still need to cover a
couple of advanced topics and some commands to control a printer. When
we're done with this chapter, you'll be all set to go off and write almost any
kind of BASIC program the Timex computers will run.
Take another look at the averaging program that we used in Chapter 3.

10 LET A = 5
20 LET 8 = 10
30 LET C= 15
40 LET X=(A + 8+C) / 3
50 PRINT "THE AVERAGE IS "; X

This program has several lines that are almost identical:

10 LET A=5
20 LET 8 = 10
30 LET C= 15

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 TIMEX SI CLAIR BASIC PRIMER WITH GRAPHICS

NEW DIMENSIONS

Giving each variable its own personal name can be a little cumbersome,
don't you think? Well, computer scientists have figured out an easier way to
handle entire groups of related variables. You can give the whole group a
single name and distinguish one variable from another within the group by
using a number, called an index. It's like giving each variable its own post
office box number. For example, we can have 50 people (variables) each
getting mail (values) at the Silicon Gulch Post Office. The Postmaster knows
which mail goes where because, in addition to the name of the post office,
each piece of mail has a number that tells him where to put it. See Fig. 9-1.
If you visualize variables as boxes , the indexes work just like box
numbers. This procedure of giving each variable a name and numbers is

Fig . 9-1. Variable boxes .

192
 Advan ced BA S IC: A Taste of Thin gs To Co m e

called dimensioning a variable. You can think of it as taking a variable box

and subdividing it into a whole bunch of little boxes, each with its own
special box number. Each box, of course, can hold any type of value that any
variable could hold . In fact, as we'll soon see, you can even set up dimensi-
oned variables to hold lists of strings . To dimension a variable, use the DIM
command. (DIM is the keyword over the D key.)
Try this program to get a sample of what we mean.

10 DIM A(5)
20 FOR 1= 1 TO 5
30 INPUT A(I)
40 NEXT I
50 FOR 1= 1 TO 5
60 PRINT " A( "; I;")=";A(I)
70 NEXT 1

Run this program and you'll have to input five values, just as in the
averaging program. Each one is put into variable A(I) by line 30. As I steps
from 1 to 5, the INPUT statement puts the values you enter into A( I), then
A(2) , then A(3) , and so on, as shown in Fig. 9-2.

Fig . 9 - 2. Filling a group of related variables .

193
 TIMEX SI CLAIR BASIC PR I MER WITH GRAPHICS

This is the way the DIM instruction works. You just tell the computer
how many boxes to reserve under the same name by entering DIM and the
variable's name. This is followed by the number of "boxes" you want to use
in parentheses. You must dimension variables at the beginning of a program
so that the computer knows how much space to set aside in storage for them.
Now, instead of giving each variable a distinctive name, we can use a
number, or a variable that takes on a numeric value, to refer to one. You can
certainly see how much easier this is , since now we can use a FOR NEXT
loop to handle a whole group of variables at one time.
Let's see what our averaging program looks like using a dimensioned
variable:

5DIM A(5)
10 FOR 1= 1 TO 5
20 PRINT "ENTER VALUES FOR NO. ";1
30 INPUT A(I)
40 LET A=A+A(I)
50 NEXT I
50 PRINT "THE AVERAGE IS " ;A/ 5

All right, run this and it works fine. It's a little shorter than the original,
but not much. Now, let's change it to average together ten values. Change
lines 5 and 60 to:

5 DIM (A)(10)
60 PRINT "THE AVERAGE IS ";A/ 10

N ow, maybe you can start to see the advantages of using dimensioned or
(as we say in the exciting world of high tech) subscripted variables . We've
saved ourselves quite a bit of work.
There are even more advantages to using dimensioned variables. By
adding a few more lines, and changing a couple more, we can make the
program take in any number of values and average them together. We'll use a
counter to see how many numbers we are actually taking in, and then divide
by this number instead of a fixed number.
We've got to make the DIM statement big enough so that we leave space
for the maximum number of values that we think we'll use, say 25.

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 Advan ced BA S IC: A Tasle of Things To Come

5 DIM A(25)
10 FOR 1= 1 TO 25
20 INPUT A(I)
30 IF A(I)=- 1 THEN GOTO 60
40 LET A =A +A(I)
50 NEXT I
60 LET N==I - 1
65 IF 1==25 THEN LET N= 25
70 PRINT " THE AVERAGE OF ";N ;" VALUES IS " A / N

Now you can enter up to 25 values and average them. This is certainly an
improvement over the old averaging program which used a fixed number of
values.
Can you figure out how the IF THEN at line 30 works? We pick a value
that we know will not normally occur as one of the values we want to
average. Then, when we've input all the numbers we want, we type in the
ending value. In our case, we picked -I , but you should choose any value
that's easy to type in and unlikely to come up as one of the numeric values to
be averaged . (You could use a really big number, for example, I E30) .
If the ending value is entered , we jump to line 60. You see why we
subtract I there, don't you? Sure! It's because the last value we entered is a
dummy value, so we need to subtract I from the counter to make sure that we
are dividing by the actual number of numeric values that we've entered, not
including the last entry which signified END . Line 65 ensures that if we do
enter the maximum number of values, we use the correct number for dividing
by. Otherwise, if we did enter the full 25 values and left the FOR NEXT loop
normally, we'd subtract I and be dividing by 24, which is I too small.
It's easy to make this program reusable, but there's a new command
you've got to learn just to stay on the safe side. Add:

3 CLEAR
80 GOTO 3

(CLEAR is the keyword over the X key .)

When you first run a program, the computer automatically sets all of the
variables, including the dimensioned ones, to 0 so you know that you're
going to start with a clean slate, so to speak. If we are just going to loop

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 TIM EX SI NCLAI R BASIC PRIM ER WITH GRAPHICS

around, though, our old val ues will be sitting in our arrays since the compu-
ter won't automatically clear them this time.
To keep things in order, the computer has a CLEAR command, that
takes care of this for you. Now, when we get to 80, we'll jump to line 3 where
we can reset everything to O.

Expanding Dimensions
Let's expand this example just a bit into the real world to give you the
full flavor of dimensioned variables. We'll write a program that will allow
you to take in a group of numbers, say test scores, and compute the average.
You'll also be able to associate the average with a student's name. We'll set
up the program so that you can do this for several people in sequence.
Finally, we'll print out a graphic comparison of the average test scores. See
Fig. 9-3 .
We could follow the same procedure as we did in our first averaging
program .

10 DIM A(10)
11 DIM 8(10)
12 DIM C(10)

and so on, for each one of the students. This, as you can see, gets very
inconvenient fast. It mimics the problem we saw at the very beginning. There
is a better way which uses the same principles that we've used before to go
from the undimensioned to the one-dimensioned variable.
You can give a variable two or more dimensions! Type in and run this
program to see how we can use the two-dimensioned array:

10 DIM T(10,10)
11 DIM S(10)
12DIMN(10)
20 FOR J = l TO 10
30 FOR J = l TO 10
40 PRINT AT 3,0;"ENTER SCORES FOR STUDENT NO: ";I
50 INPUT T(I ,J)
60 IF T(I ,J)=- 1 THEN GOTO 100
70 LET S(I)=S(I)+T(I,J)
80 NEXT J
90 IF J = l 0 THEN LET J = ll

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 A dvan ced BA S IC: A TO.l'le of Thin f{s To Come

YES

YES

Fig . 9 - 3 . Test Score program.

100 LET N(I)=J - 1

110 NEXT 1
120 PRINT AT 5,5; " STUDENT NO.";TAB 20; " AVERAGE "
1 30 FOR 1= 1 TO 10
140 PRINT I;TAB 10;S(I)/ N(I)
150 NEXT 1

We've slipped in a few extra features here. Let's go over this program
carefully to make sure that it's understandable.
First, we've set up a two-dimensional array T( 10, 10) to hold all of the
students' test scores. The first number of the variable T tells which student
number we are going to enter the values into; the second tells you which of
the tests we are entering.

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 TIMEX SINCLAIR BASIC PRIMER WITH GRAPHICS

So, for example, Student l's test scores will go into variables: T(l , I);
T(I ,2); T( I ,3); . ..
The second student's scores go into: T(2, I); T(2,2); T(2, 3) and so on,
down the line until we run out of students (or exceed 10 students).
Besides the array T to hold test values for each student, we need to use
two other dimensioned variables. S( 10) will hold the cumulative sum of each
student's test scores. So, for example, S( I) will be the sum of Student I's test
scores; S(2), Student 2's, and so on. N( 10) will hold the actual number of tests
that each student took (Fig. 9-4).

T: TEST SCORE BY TEST NUMBER

AND STUDE NT NUMBER STUDENfS NUMBER
TEST NUMBER
2 3 4 5 6 7 8 9 10
1
2
3
4
5
6
7
8
9
10
S: SU M OF SCORES
N- NUMBER OF TESTS TAKEN

Fig . 9 - 4 . The T. S. and N Arrays .

The nested FOR NEXT loops here handle the two-dimensional array.
With the outer loop, we step through the initial variable to set I to each
student's number in turn. Then we use the inner J loop to enter a given
student's test scores.
When we're done with that student, we enter the ending value, -I, and
line 60 jumps us out of the inner loop. Now, I gets incremented by I and we

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 Advan ced S A SIC: A Taste a/" Things To Come

go on to the next student with I = 2. The inner loop gets all the tests for a
given student; the outer loop steps through the students themselves, one at a
time. Line 70 here has the same function as line 40 in the earlier program . It
adds the newly entered value to the total to get the sum of scores for the
averaging computation.
By taking in the number of scores entered and putting it into a dimen-
sioned variable, N( 10), we can divide each student's average by the actual
number of tests taken, making our program less restrictive than if we
required all of the averages to be computed on the basis of the same number
of exams.
We hope you're getting the idea that there's really something to dimen-
sioned variables . See how easy it is to associate the cumulative numbers with
each student's actual number of tests?
Since we're using dimensioned variables, we just divide the sum for
Student I, S(l) , by the number of tests he took, N(I). Then we do the same
for Student 2, S(2) / N(2); and so on for each student.
Because we have put our values into dimensioned variables, we can
simply match up the right values using a FOR NEXT loop when we print
things out at line 160.

Stringy Dimensions
You can put strings into dimensioned arrays, too. For instance, we
could add some lines which would enable us to associate each student with a
name. Add this line:

5 DIM N$(10.10)

Wait a minute. Is something funny happening to your computer? If

you're a T / S 1000 owner, the display is probably writing out rather slowly,
isn't it? (If you are a T / S 1500 owner, you can skip this next part. With your
built-in 16K memory, you've got room for 30 or more students, so you don't
have to make the changes we're suggesting in the next couple of paragraphs!)
Dimensioned variables can take up a lot of room in your computer's
memory. T( 10, 10) is really equal to 100 different variables, so it alone takes
up almost a third of your T / S 1000's memory.
You've got to try to keep from making your arrays too big or you'll run

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 TIMEX SINCLAIR BASIC PRIMER WITH GRAPHICS

out of memory quickly on a standard T / S 1000. Of course, you can always

get a memory expander for your machine, but you're just learning now so
we'll take the tack of reducing the number of students to only 5, and we'll say
they took no more than 5 tests a piece.
Reduce the size ofT to five students with a maximum of 5 tests each and
free up a little space in memory. Change lines 10, II , 12, 20, and 30 to read:

10 DIM T(5,5)
11 DIM S(5)
12 DIM N(5)
20 FOR 1= 1 TO 5
30 FOR J = 1 TO 5

This sets up a list of 10 strings, each of which can be up to 10 characters

long. A dimensioned string variable must be followed by a "$" just like any
other string variable. When you dimension a string variable, the second
number in parentheses tells the computer the maximum number of charac-
ters to put into that string. If you try to enter 12 characters into a string that
has been dimensioned to be only 10 characters long, only the first 10 charac-
ters will be stored there. The rest will be lost. See Fig. 9-5.
Now, add a line to take in the student's name.

25 PRINT AT 3,3;"NAME?"
26 INPUT N$ (I)
27 PRINT N$ (I)

We'll print it out too, just for reference. Notice that since we've already told
the computer that N$ is a group or list of strings, by dimensioning N$ at line
5, it doesn't try to pull a single character out of plain old N$. The computer
knows to check for an entire string to put into position on the list.
Change lines 120 and 140 to read :

120 PRINT AT 5,1;"NAME";TAB 1O;"AVERAGE"

140 PRINT N$(I);TAB 10;S(I)/ N(I)

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 A d van ced BA SIC: A Taste of Things To Com e

Fig . 9 -5 . Chopping off characters in a dimensioned string .

Here's the whole program so far:

5 DIM N$(5,5)
10 DIM T(5,5)
11 DIM S(5)
12 DIM N(5)
20 FOR 1= 1 TO 5
25 PRINT AT 3,3;"NAME? "
26 INPUT N$(I)
30 FOR J = 1 TO 10
40 PRINT AT 3,O; " ENTER SCORES FOR STUDENT NO;"; I
50 INPUT T(I,J)
60 IF T(I,J)= - 1 THEN GOTO 100
70 LET S(I)=S(I)+T(I,J)
80 NEXT J
90 IF J = 5 THEN LET J = 6
100 LET N(I)=J - 1
110 NEXT 1
120 PRINT AT 5, 1;"STUDENT ";TAB 10;"AVERAGE"

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 TIMEX SINCLAIR BASIC PRIMER WITH GRAPHICS

130 FOR 1= 1 TO 5
140 PRINT N$(I);TAB 10;S(I)/ N(I)
150NEXTI
200 PRINT AT 21,1 ;"MORE7"
210 IF INKEY$ = .... THEN GOTO 210
220 LET A$ =INKEY$
230 IF A$ ="N" THEN STOP
240 CLEAR
250 CLS
260 GOTO 20

Run this program a couple of times and see how you like it. It works
pretty well. You enter the student's name, then the scores; this is about as
straightforward as you could expect.
There are still a lot of things we could do to this program to make it
easier to use. We might, for example, cue the user that we want a new name
by adding this line to print as we exit the loop:

95 PRINT AT 3,20; "NEXT"

You might also want to add some protection routines to check the input
to make sure that we really enter a number when we are supposed to. Other-
wise, you just might get one of those 2/ 50 errors after you've already entered
20 test scores. You should know how to do that by now, so we'll leave it to
you.
What about printing a graphic comparison of the scores? How about
this:

160 FOR 1= 1 TO 5
170 PRINT AT 14+I, O;N$(I);
180 LET S=INT (S(I)/ 5)
190 FOR J = l TO S
200 PRINT AT 14+1, J + 10; ... ..
210 NEXT J
220 NEXT 1

How's that? First we print the name on the line, then we scale the grades,
by dividing all the averages by 5, so that instead of being in the range of I to

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 A d van ced BA SIC: A Taste of Thinf?s To Co m e

100, they lie in the range of 0 to 20. Then we can use a FOR NEXT loop with
PRINT AT in line 200 to print a block of squares proportional to the scaled
length. We've set things up so that the graphics will be printed from columns
10 through 30.
Now that you've got your data array in memory, there are all sorts of
statistical tests you could do on it, if you needed to. And the secret lies in the
efficiency of dimensioned arrays and FOR NEXT loops to handle them. We
won't go into statistics here because that's another subject, but you should
really have a feeling, at this point, of just how powerful subscripted arrays
can be. In fact , much of modern data analysis deals with manipulating large
arrays.

PEEK-A-BOO

There are a few more commands we'll need to cover to give you the
complete introduction. As a beginner, you probably won't have much use for
them now, but hold on to the ideas we introduce here. As you get deeper and
deeper into programming, you're going to want to use them more and more
because they allow you to squeeze a lot more power out of your computer.
They are called PEEK and PO KE, and by using them, you can get right
down into your computer's memory and actually control each word , bit by
bit, if you want to.
You might think of PEEK and POKE as providing you with a means of
controlling the computer that is analogous to the use of standard transmis-
sion on a car. Using regular BASIC is like running with an automatic. This is
fine for most jobs and much easier to use than a standard transmission, but,
when you really need to get every ounce of power out of your engine, you've
got to use a standard (manual) transmission. You may need to work a little
harder, a lot harder, actually, especially in heavy stop-and-go traffic, but
once you get shifting mastered, you can really move along if you want to.

The PEEK Function

Let's start with PEEK. It's a BASIC command that allows you to look into a
memory location and find out what value is contained there. Here's where we
get into bits, bytes, and ROM.

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 TIMEX SI CLAIR BASIC PRIMER WITH GRAPHICS

First, let's do a little exploration before we explain it to you. Enter and

run this little program:

10 FOR 1= 500 TO 540

20 PRINT PEEK I,
30 NEXT I

Hmmm, the numbers are always integers. The smallest is 6, the biggest is
254. In fact, the value returned by PEEK will always lie between 0 and 255 .
That 0-to-255 range has come up a bunch of times before. That's because the
biggest number that can be stored in anyone 8-bit cell of your computer's
memory is 255. The BASIC language actually uses several cells of memory to
store a regular variable. That's why the computer using BASIC can handle
numbers bigger than 255, much bigger, if need be.
You might also understand now why there are 256 different character
codes. Right! Because each character code takes up exactly one memory
location.
Each memory cell in your computer has its own address. Lots of the cells
in your computer have values permanently written into them. These make up
the program that sits permanently in your computer and is activated when
you turn it on. It's this built-in program that takes the BASIC programs that
you write and turns them into programs in the computer's own special inter-
nallanguage. This machine language is much harder for us humans to use so
we let the computer do the translation for us. The computer's internal lan-
guage looks much different than the BASIC language (Fig. 9-6).
To use PEEK, tell the computer which cell you want to look at. The
highest location you can use with a Timex and 2K of memory is 18432. You
see, even though there are more than 2000 memory locations free for you to
use (that's RAM , remember), there are many more locations used by the
permanent program, so the address numbers can get fairl y large. To find out
the highest address of memory, type:

PRINT PEEK 16388+ 256*PEEK 16389.

The computer designers built into their permanent program a subprogram

that looks through the computer's memory and stores in locations 16388 and

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 Advan ced S A S IC: A Taste of Things To Come

78 PAUSE LD A.B
3D HOLD DEC A
20FD JR NZ.HOLD
C9 RET
CDB B02 START CALL KSCAN
44 LD B.H
51 LD C.L
14 INC 0
28F7 JR NZ.START

F·g . 9 - 6. Machine language .

16389, the address of the top of memory. The 256 is there as a multiplier,
because of the way in which the computer handles numbers larger than it can
store in one cell. That's only 256, remember, much less than 18432.
Let's enlarge our PEEK program so you can take a little look around in
the Timex's memory at will.

5 lET P= l
7ClS
10 PRINT AT 1,1 ;"START, RANGE"
20 INPUT I
30 INPUT J
40 PRINT AT 1,1 ;" LOCATIONS " ;1;" TO "; I+J
50 PRINT
60 FOR K= l TO I+J
70 IF P>=20 THEN SCROll
80 PRINT TAB5;K;TAB 12;PEEK K
90 lET P=P= l
95 NEXT K
100PRINTAT21 , l ;"MORE?
110 IF INKEY$ =" 'THEN GOTO 110
120 lET A$=INKEY$
130 IF A$= " N" THEN STOP
140 GOTO 5

You shouldn't have any trouble figuring out how this program works.
First, you input the address of the first memory location you want to start
looking at. Then you input how many cells in a row you want to look at.
We've set things up so that if you enter more than 20 cells to look at, the

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 TIMEX SI CLAIR BASIC PRIMER WITH GRAPHICS

screen will automatically scroll upwards. (We use P as line counter and then
use line 70 to SCROLL upwards, if necessary.) We enter these initial values
into a FOR NEXT loop at line 60 and then just print out the PEEKs.
When you're programming in BASIC, you don't have to worry too
much about memory, unless you're about to run out of space. But memory
locations are actually separate physical locations inside the computer. One
can, and computer people do it all the time, make up a map of the memory
showing what values are actually being stored in each location as a program
is being run. Some of these can change, of course, as the computer executes
different lines.
Let's take a look into locations 16509 t hrough 16530. This is the place in
memory where the computer actually begins storing the very program you've
entered into it. So you're actually using the program to look at itself. This is
illustrated in Fig. 9-7.
In location 16510, you see 5, that's the first line number in your pro-
gram. The number 16511 has the total number of cells following that are
saved for line 5, in this case, 11. At 16513 through 16516 are the codes:
Code Meaning
241 LET
53 P
20 =
29
You can check Appendix A for a list of character codes. Don't worry about
the extra numbers, in some of the intermediate locations, they're used by the
computer for things you needn't concern yourself about.
The "7" at 16525 is line 7, the next line of the program. And at 16528, we
have the 251 which corresponds to CLS. How about that? You've discovered
your program's actual location inside of the memory. If you keep on looking
through the memory, you should be able to find each and every program line.
Try looking around 16709. You'll see:

Code Meaning
243 NEXT
48 K
118 ENTER

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 A d van ced BA SI C: A Taste of Thin f?s To Co m e

Fig . 9-7 . Reflection.

I t shouldn't take you too long to realize that code 118 follows every
program line. This makes sense, of course, because to enter any line you've
got to press ENTER which, if you check your character code list, has code
number 118.
N eat, isn't it? Now you can browse around right in the computer's
memory at will.

Screen Memory
Try this little experiment. With the program running, get the values in
locations 16396 and 16397. Take these numbers and calculate a new value by
adding the number found in 16396 to 256 times the number in 16397:
(Value in 16396) +(Value in 16397*256)

or in BASIC:

PRINT PEEK 16396+ 256 * PEEK 16397

I got 16848, but your number may be different if your program isn't
identical, letter for letter, and keyword for keyword . Using this value, print
out the next 15 or so memory locations.

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 TIMEX SINCLAIR BASIC PRIMER WITH GRAPHICS

Check these against your character code chart and see if you can figure
out what part of the memory we're looking at now. Did you get it right away?
We're looking at the memory locations which contain the code values of the
characters that are being printed to the screen. First there are a couple of
) 18s. These are the boundaries that are used to separate one line of text from
another one.
Check the sequence 49, 52, 40 L 0 C ... What do you know? It's the
words you're already looking at right up on the screen. How do you like that?
This system for creating the screen display is called memory mapping.
Each pixel on the screen has its own memory location (Fig. 9-8). Special
circuits scan these memory locations and continuously redraw on the screen
the characters corresponding to the codes contained in the relevant address.
This is done so quickly that our eyes see a stable, nonflickering image.

Address 000 Fixed instructions

BASIC language
ROM Operating system Address 8191
Address 8192
Unused Address 16383
Address 16384 System variables
16388 Your variables
16396 Display file
RAM 16509 Your program Address 17407

Fig . 9-8 . Memory mapping .

N ow that you've found the location of the tv display area we are ready to
try the other half of our dynamic-duo, POKE.

POKING AROUND: THE POKE COMMAND

Let's write a little program to tryout POKE. I'd recommend saving the
memory viewer program before you start poking around because it's easy to
make the computer act crazy if you POKE around in any sensitive areas of its
memory. You can easily, as they say in the hallowed halls of computerdom,
crash your program. If this happens, you can't get back to it all. You've got
to turn off the power and you lose everything in memory.

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 A d vanced BA SIC: A Taste of Things To Come

Try adding these lines:

5 PRINT PEEK 17000

10 POKE 17000.55
20 PRINT " THE VALUE IN 17000 IS NOW"; PEEK 17000

(POKE is the keyword over PEEK on the 0 key.)

See how POKE works? It's basically the counterpart to PEEK. POKE
enables you to load any location in memory with a given value. The maxi-
mum value you can POKE into a cell is 255. (Of course, you know that by
now!) The maximum address is the top of memory, RAMTOP , in the lingo.
You can calculate RAMTOP by:

PRINT PEEK 16388+ 256 * PEEK 16389

This number is one more than the last available location in memory. (On
a T I S 1000 with 2K memory, the highest memory location is 18304.)
As you can see, you type POKE, followed by the address you want to
look at, comma, and then the value you want to put into memory. Try and
see if you can POKE a value greater than 255. (You can't)
You can use POKE to take very fast and precise control of the computer
once you've learned how to program in the machine's own internal language.
As we've pointed out before, this is different from the BASIC language which
you use to communicate with your machine. Machine language is a fairly
complex topic and we won't go into it in this book. You should be aware of
its existence, though; when you get more advanced in programming you'll be
sure to learn more about how it works.
We'll use a very simple example of POKE to show what you might do
with it. We've already discovered that there's a part of memory which con-
tains the actual characters that the computer is displaying on the screen. We
use this information to make a program that pokes characters directly into
the screen display area in memory. Now, instead of using PRINT AT, you
can POKE the characters right up onto the screen. It's a wee bit tricky
because of the slightly eccentric way in which the Timex works with the
screen, so follow along carefully and type in:

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 TIM EX SI NCLAIR BASIC PRIM ER WITH GRAPHICS

10 FOR 1=0 TO 21
20 PRINT " 32 BLANKS "
30 NEXT I
40 PRINT AT 1,1;"WHAT?"
41 INPUT A
50 PRINT AT 1,1 ;"WHERE?"
51 INPUT B
60 PRINT AT 1,1 ; " (six blanks)"
70 LET M =PEEK 16396+ 256*PEEK 16397
80 POKE M +B,A
90 GOTO 50

Run the program. After a slight pause, you'll see the questions . First,
enter the code of the character you want to put on the screen. You can enter
any number from 0 to 255 , though as you know by now, not all of the
numbers mean something to the computer. Try sticking with things you
know, until you get the hang of it. Don't enter 118! Because of the technical
details of how the computer maps out the screen display, entering 118s will
undoubtedly mess things up and probably crash your program.
In response to "WHERE?," enter the position in which you want to
place the character. There are 22 lines of 32 characters each on the screen.
Position I is the first pixel on the top line, position 2 is the second, etc.
Position 32 is a 118 line separator, and position 33 is the first position in the
second line. Fig. 9-9 shows how the screen is mapped out by the computer.

Row
Starting address 16396 I I 2 3 32
2 33 34 35 65
3 66 67 68 98
4
-
-
-
33
-
-
-
200

Fig . 9-9 . The screen positi ons .

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 Advan ced BASIC: A Tas te 0/ Thin f{s To Co m e

We put blanks on the screen, at lines 10 through 30, to open up the

proper amount of space in the display file . If you don't do this first, you run
into all sorts of problems.
If you could look at memory location M, you'd find a 118, signifying the
beginning of a line, followed by thirty-two Os . These are the blanks that we
wrote into each line. By poking a new value into any of these locations, you
change the display.
You have to make sure that you don't erase any of the 118 codes at the
beginning of each line. Add a line like this to protect them:

65 IF B/ 32 - INT(B / 32)=O THEN GOTO 50

This line works by skipping values of B that are exactly divisible by 32 so as

not to disrupt the display.
You can also check to see that the bottom two lines, the program buffer
lines, which are not ordinarily accessible using BASIC, can be accessed by
poking the proper value into the screen display memory. Try poking some-
thing with B equal to 721 .
There's a lot more you can do with POKE. Try adding some lines to this
program that will enable you to put on the screen a group of characters using
a FOR NEXT loop .
You can also use PEEK to check and see what's in a given spot on the
screen before you POKE a character into it. This is useful for all sorts of
games and sophisticated display programs . (There isn't any other way to do
this without using PEEK. To use POKE effectively, you need to know more
about the way in which the internal memory of the computer's built-in pro-
gram is laid out. ) So, we'll just say goodbye to POKE for now.

ODDS AND ENDS

There are a couple more minor points to cover before we deliver you to
Mini-Maze in Chapter 10.

The USR Instruction

First, there's USR . It's the GOSUB of the machine language world and
was included as a feature for advanced programmers who already know how

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 TIMEX SINCLAIR BASIC PRIMER WITH GRAPHICS

to use it. If you know how to write subprograms in machine language, you
can GOSUB to them using USR in the same way you GOSUB to a BASIC
language subprogram. The only difference is that for USR , you have to give
the actual memory location containing the subprogram.
We're not going to say any more about USR , because that's really a
topic for another book. Just like any other subprogram, you've got to have a
return at the end to get back to the main program again, but this return has
to be written in machine language.

Slow and Fast Modes

Slow and fast , SHIFT D and SHIFT F , control how often the computer
scans and reprints the screen display memory. In slow mode, the screen gets
reprinted at least every thirtieth of a second or so, to give you a relatively
flicker-free image. You've seen a few programs where the computational load
on the computer is so great that the display breaks up even in slow mode!
The computer is automatically set to slow mode when you power it up.
In fast mode, the computer displays the screen only when it isn't busy
doing calculations. In fast mode, the screen goes grey while the actual calcu-
lations are being done. I find this annoying, but fast is four times faster for
getting an answer. A program that has lots of calculations is probably better
running in fast mode.
You can switch to fast mode just by typing FAST as a direct command ,
or you can also give the computer a line number and switch in (and out) of
modes at different places in your program , like this:

10 FAST

calculations

150 SLOW

graphics routines

You've got to use slow mode for realtime graphics displays, like the ball
bounce or Mini-Maze games. Otherwise, the decision is yours, a gray screen
for a little while, or a slower program.

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 A d van ced S A S IC: A Taste of Things To Co m e

Printers
Thus far we haven't mentioned anything at all about printers because
they've been hard to get and fairly expensive. We've assumed you wanted to
find out about computers with the minimum investment, so that a printer
wouldn't be on your shopping list. You can, however, get a decent quality
printer for less than $100.
There are three commands specially included to control the printer:
LPRINT, LLIST, COPY.
LPRINT (SHIFT S) and LLIST (SHIFT G) work just like PRINT and
LIST, only the strings and variables get sent to your printer instead of going
to the screen. You could rewrite any program in this book, replacing all of
the PRINT statements with LPRINTs and you'd have a complete written
record of your program's output.
LLIST is useful, in the same vein, to save a permanent written copy of
your programs. (In case, you're wondering, the "L" stands for line printer, a
throwback to the old days of computing.)
COPY (over the Z key) allows you to copy the entire contents of the
screen display area to the printer. This is called a screen dump in the trade
and you'll find it quite useful. For instance, you can use your function
plotting program to plot functions on the screen and then copy them to the
printer to get a real-paper graph.

PERFUNCTORY ENDINGS

Well, you've met all of the keywords, functions, and operators that are
implemented on the Timex computers. We hope you've had some fun along
the way and that you've learned to feel comfortable using a computer. Relax
a little now and savor your new-found skills and understanding, before you
plunge ahead to some Mini-Maze action in the final chapter.

213
 10

The Mini-Maze Game

In this chapter, in order to get some practice using what we've learned
and to have some fun at the same time, we are going to design and program a
game. The type of game we've chosen to use is a maze game. It contains some
fundamental elements, in simplified form, of some popular arcade and home
video games.
This chapter tries to do several things:

1. Give you some ideas on how to go about planning and carrying out a
programming project.
2. Provide a game that you can actually enjoy playing.
3. Introduce certain techniques that may be helpful in writing your own
programs.

This game is designed to run on a computer that has 2K of memory. At

the appropriate time, we'll tell you how to modify the program if you need
more memory.

CONSTRUCTING THE GAME

What are the elements that we want to include in the game? First, we
need a design for the maze. Second, we need a symbol or character which
represents the player and that can be moved around the maze. We need some
way to score points and, of course, we need some form of "danger" or

215
 TIM EX SI CLA IR BA S I C PRIM E R WI T H GR A PHI CS

condition under which the game will end. One well-known maze game incor-
porates all these elements. It has a character that moves around a maze,
scoring points as it "eats" dots and other assorted figures , and losing when it
collides with one of the creatures that chase it around the maze.
For the first step then, let's design the maze. In our game, we will use a
maze that will look like Fig. 10-1 .

•• • • • • • • • • • • • ••
••• • • • ••• • • • •••
$

•• •• • • • •• ••
•• • • • ••
$
•• • • • •• • • • ••
•• •• • • • • • ••
••• • • •• • • • • • • •• • •••
R

Fig . 10-1 . The maze for Mini-Maze .

The maze is made up of the following characters. The black borders and
the barriers in the maze are inverse spaces , that is, "black" spaces. The code
for this character is 128.
The dots are periods, code 27.
The R (code 55) at the bottom of the maze is our hero, the player that we
will move around the maze while playing the game. You can easily change
this to any character you like, the initial of your first name, or one of the
graphics symbols. If you change it, remember to substitute the corresponding
character code where you see code 55 in the program.
The two dollar signs, $, will be programmed to appear in random loca-
tions on the screen. The code for $ is 13 .
The maze in our program is 16 rows by 13 columns. This is a little less
than the maximum size for a rectangular maze. The maximum is 22 X 32 (or
704 characters) which represents the full screen display that is available to
you; that is, it doesn't include the two lines at the bottom that the Timex
system uses.

216
 Th e Mini- Ma ze Game

One reason to keep the maze fairly small is that each character in the
screen display takes up one byte of memory. We're designing our program to
work in 2K of memory (2096 bytes). Making the display smaller gives us
more room to do interesting things with the program. We'll be discussing the
display file , the area of memory which contains a record of what's on the
screen, in more detail later.
To play the game, we need a way to move our symbol or character
around the screen. To do this, we will take advantage of the INKEY$ feature
that allows the computer to respond instantly to keyboard input (without the
need to use ENTER). We'll use four separate keys to move the player up,
down, left, or right. We've chosen these keys: W for up, X for down, A for
left, and D for right. See Fig. 10-2.

MOVES UP

Q 0 E

MOVES LEFT o S 0 MOVES RIGHT

Z 0 C

MOVES DOWN

Fig. 10- 2 . Moving the player.

Here's how we'll score points. Whenever we move the player to a loca-
tion which contains a dot, we will score 10 points and the dot will disappear;
a blank will replace the dot.
Whenever R lands on a $, we'll score 100 points . The $ will disappear
from its current location and a new one will appear randomly somewhere else
on the screen. There will always be two $ symbols on the board .
To provide an element of danger, it would be nice if we could have
monsters which chased us around the screen. However, this would be too
complex to program with the amount of memory available and it would slow
the program down too much. Instead of a gobbling monster, with the limited
memory we're working with, we'll design the game so that we'll lose if we run
into one of the black walls or barriers.

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 TIMEX SINCLAIR BASIC PRIM ER WITH GRAPHICS

Also, we're going to set a time limit on the game.

The object of the game, then, will be to score as many points as possible
in the time allowed and not to run into any walls which, obviously, would
simulate a crash .

DESIGNING THE PROGRAM

N ow that we've established the objectives of the game, we can proceed to

write the program . I n this section, we'll start by discussing the overall design
of the program and we'll put together a flowchart to reflect that design . The
program will be broken down into component parts, or modules, that can be
programmed individually. As we get to specific sections of the flowchart ,
we'll stop and discuss how to code them.
The approach of focusing on the overall structure of the program is
known as lOp-down programming. The sections about the specifics of pro-
gramming particular modules are examples of boltom-up programming.
These approaches work well together. It's important to be able to make the
individual parts work. You also want to be able to organize all the elements
into a coherent whole.
To start, we can divide the program into two basic sections: "setup" and
"play." The setup section is where the program performs the initial work that
needs to be done before actually playing the game. This includes drawing the
maze on the screen, complete with $s and R, initializing the score to zero, and
starting the timer. This part of the program will be executed only once for
each time we play the game.
The "play" section is the interactive part of the program, where we
actually play the game. I n this section, the computer detects which key is
being pressed and moves the player R in the appropriate direction. It then
performs one of a number of tasks depending on what character was at the
location we moved R to. Having done this, it loops back, gets another input
from the keyboard , and so on. This part of the program will be executed once
for each time that R is moved , until one of the game-ending conditions
occurs. When one occurs, the program sto ps .
Let's look at these parts in more detail.

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 Th e Mini-Ma ze Gam e

The Setup Section

This is the flowchart for the setup section. Fig. 10-3 shows all the tasks
that need to be done before the game can start. We'll discuss each box and
describe the details about how to code each operation.

LINE NUMBERS

100

350

400

430

500

Fig . 10·3. Flowchart for the setup section .

The first thing we need to do is to print the maze. Our maze consists of
16 rows of 13 characters each. One way to print the maze would be to write
16 statements like this:

100 PRINT "#############"

110 PRINT "# ........... #"
120 PRINT "# . . ... # ..... # "
etc.

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 T IM EX SI NC LAIR BASIC PRIM ER WI T H GRAPHICS

Another method would take advantage of the fact that there are only 6
different 13-character strings which make up the 16 rows. So we can assign
each of those strings to a variable, like this:

100 LET US = "#############"

110 LET VS = " # ........... #"
120 LET W$ = " # ...... # ... #"
etc.

and then print them:

100 PRINT US
110 PRINT VS
120 PRINTWS
etc.

There is no significant difference between the two methods except for

the fact that the second method uses fewer total characters in the program
statements (despite using more statements) and therefore takes up less room
in memory. Since we' re limited to 2K , we're concerned about saving memory,
so we'll use the second method . These appear in lines 100 to 350 in the
program listing.
Another way that we can save space using this method is by using the
statement:

370 CLEAR

after printing the maze . This clears (i.e., releases the memory space devoted
to) the variables that have been used so far in the program . We can do this
because, once we've printed the maze, we have no further use for these
variables.
The next step, initializing the score, is simple. We'll use a variable S to
represent the score and we'll print the score on the first line below the maze .
See lines 380-390.

Using the Display File

Now we want to place our hero, the character R, on the screen as shown in
Fig. 10-1 . One way to do this would be to say: PRINT AT 14,6; "R". This would

220
 Th e Mini-Ma ze Game

be pretty straightforward. Note that 14,6 is the 15th row and 7th column, since
the first row and first column are numbered 0.
However, we're going to have to do more than just place the R on the screen.
First, we have to have a way to move the character around the screen in response
to input from the keyboard . Second, when we move the character to a new
location, we want to detect what other character was previously in that location.
Then, depending on whether it was a ., . , or $, we'll score 0, 10, or 100 points;
or lose if we crash into a • .
In order to do these things, we will make use of the display file. The display
file is an area of RAM memory that contains a record of whatever is printed on
the tv screen. For our purposes, it is important to understand how the display file
is organized. See Fig. 10-4.

First line Second line 24th line

1118 1 11181 11181 ·.. 11181

Fig . 10-4. The Display file .

The first byte of the display file contains the character code for an ENTER
character, 118. This is followed by the codes for each character in the first line on
the screen, up to 32 characters. Trailing spaces (i.e. , all spaces after the last
nons pace character) are omitted . Then there is another ENTER , followed by the
next line, and so on. There will be a total of 24 lines (only the first 22 are
accessible by the programmer), each of which will contain 0 to 32 characters,
followed by 118.
In our program, the first 16 display lines will consist of our maze. Each
line is exactly 13 characters long. Therefore, we can visualize the part of the
display file that contains the maze as being organized like Fig. 10-5.
The next task is to use this information to enter the R , move it around
the screen, and detect other characters. This is done by P O KE and PEEK
instructions .
P O KE , as you will recall from Chapter 9, allows us to enter a number
into a memory location in RAM. It takes the form:

POKE location value

When we poke a value into a location that is part of the display file, the

221
 TIM EX SINCLAIR BASIC PRIM ER WI TH GR APHIC S

Fig . 10- 5 . The maze mapped in the Display file .

character whose code is that value will appear on the screen in the position
corresponding to the memory location.
So, if we want an R to appear on the screen, we need to know what
location corresponds to the screen position. To answer this, we need to know
the starting address in memory of the display file.
When running a program, the computer assigns an area in memory to
the display file. The starting address of the display file varies from program
to program, but there is a fixed two-byte location in RAM (bytes 16396 and
16397) which contains a variable called D-FILE. D-FILE points to (that is, it
contains) the starting address of the display file. Incidentally, D-FILE is not
a BASIC name but a convenient way of referring to this area of memory.
D-FILE is one of a number of system variables which contain data relating
to the operation of the program. See Fig. 10-6.

D·FllE
xI yI
16347 16396

Fig . 10- 6 . D- FILE points to the start of the Display file .

To obtain the starting address of the display file (where we'll put in D),
we write:

400 LET D=PEEK 16396 + 256*PEEK 16397

To place R at position 14,6, we have to figure out how far this is from

222
 Th e Mini-Maze Game

the beginning of the display file . Each row contains 24 characters plus
ENTER . Therefore, we have to skip 14 X 14 ( = 196) to get to the beginning
of row 14, and then add 7 to get to the 7th character in row 24. This will do it:

410 lET P=D+ 203

When this statement is executed , the R appears at location 14,6.

The reason for going through all this (rather than using PRINT state-
ments) becomes apparent as we move R left, right, up, and down on the
screen. To move one space to the right, for example, we simply add I to the
value of P, since the next position to the right corresponds to the next higher
location in the display file. To move one space to the left, we subtract I.
What about up and down? Since there are 14 characters in a line (includ-
ing ENTER), to get to the corresponding position in the next line down, we
add 14, and, for the next line up, we subtract 14. We'll postpone further
discussion of this until we get to the game-playing part of the program.
To place our $s on the screen, we'll use a similar approach, except that
we're going to place them at random, rather than fixed , locations. Also, since
we're going to place a $ on the screen twice at the beginning of the program
and again each time we capture one and score 100 points, we'll write a
subroutine to perform this task.

430 GOSUB 800

440 GOSUB 800

has the effect of printing two random dollar signs on the screen.
Let's look at this subroutine;

800 LET Q=D=INT (RND*224= 1)

This generates a random number between D + I and D + 224, to correspond

to each of the 224 locations in the maze. We want to make sure we don't
place a $ on top of a black space (code 128), another $ (code 13), or our own
character R (code 55), so we write:

810 IF PEEK 0>27 OR PEEK Q=13 THEN GOTO 800

223
 TIM EX SI CLA IR BASIC PR I M ER WI T H GR A PHI CS

which checks for one of these characters and sends us back to generate
another random location if it finds one. If not, we execute:

820 POKE Q.13

which places a $ at the chosen location, and then:

830 RETURN

which transfers control back to the statement after the one that called the
subroutine. Refer to Fig. 10-7.

LI NE NUMBER
GENERATE
800 RANDOM SCREEN
POSITION

Fig . 10-7 . Generating a random Display position .

Keeping Track of Time

The last thing to do in the setup section is to initialize the timer. We are
going to allow 4 minutes (240 seconds) to play the game. This seems like a
reasonable amount of time to use. However, there is no reason why you
cannot use a different amount of time, if you like. In the following discus-
sion, you will see how you can change the amount of time allowed .
You may have been wondering how to get the computer to keep track of
time. We can do this by taking advantage of the fact that when we are

224
 The Mini-Maze Game

running in slow mode, the screen display is continually being refreshed, at a

rate of 60 times per second. There is a system variable called FRAMES
which is stored in memory location 16436 and 16437. The value of this
variable is decremented (reduced by I) every time a frame is displayed, every
1/60 th of a second.
Since we don't need accuracy to anywhere near 1/60 th of a second, we
can save a little computing time by checking the value of only the high-order
byte of FRAMES , byte 16437. The value of this byte changes once for every
256 times that the low-order byte changes, that is, every 256 X 1/60 = 4.2667
seconds. This should be accurate enough for our purposes.
Since we're allowing 240 seconds for our game, this translates to
240 / 4.2667 = 56.25 (rounded to 56) cycles of byte 16437. It turns out that the
minimum value of byte 16437 is 128. So, what we'll do is initialize it to
128 + 56 = 184. Every time the value drops by I, we'll know that 4.2667
seconds have elapsed, and when it reaches 128 , we'll know we're out of time.
So, we can compute the time remaining (T) by the following formula,
T = [(value of byte 16437) - 128] X 4.2667, or, in BASIC:

LET T=INT((PEEK 16437 - 128)*4.2667)

We use INT to avoid fractions .

At certain intervals in the program, we will check the value of byte 16437
and compute and display the updated time. No matter what the program is
doing, FRAMES will be ticking away. Therefore, the accuracy of our times
doesn't depend on how often we check it. However, the more frequently we
check the timer, the less computing time will be devoted to other tasks, such
as moving our player around .
Our original idea in programming this game was to check the time every
time a point was scored . It turned out that this resulted in a rather slow
reaction time for our R character when it was eating dots. Therefore we
decided to check the time only after a $ was eaten. This means that we can go
a little faster, but the time indicator will not be changed until the player eats a
$ and scores 100 points. When playing the game, you will notice a delay every
time you capture a $, as the program has to check the time, print the new
score, and create a new $ somewhere on the screen.
We're going to write a subroutine to check and display the time. This

225
 T IM EX S I NCLA IR BAS I C PRIM E R WI T H GR A PHI CS

subroutine will be called during the game part of the program, every time a $
is captured. Fig. 10-8 shows the flowchart for the subroutine.

900

YES
910

NO

920

YES
930

Fig . 10- 8 . The Time Limit subroutine .

First we calculate the number of seconds left as discussed previously:

900 LET T=INT ((PEEK 16437 - 128)*4.2667)

If T becomes zero (i.e. , PEEK 16437 = 128), we want to end the game.
However, if we missed checking the time when PEEK 16437 was exactly 128,
it would recycle to 255 and the value of T would become (255 - J 28)*4.2667
= 54 I and the program wouldn't stop. So we adjust for this possibility with
this:

910 IF T> 240 THEN LET T=O

226
 The Mini-Ma ze Game

Then we print the new time. We follow this by two spaces, in order to erase
the previous time in case it had more digits than the current time:

920 PRINT AT 16.2 1;T;" ..

930 IF T=O THEN GOTO 1000
940 RETURN

Line 1000 refers to our termination routine which we' ll discuss shortly.

THE GAME SECTION

Here is the flowchart (Fig. 10-9) for the game-playing part of the
program.
The first thing that happens in this section of the program is that the
computer reads the keyboard input.

600 LET B$ =INKEY$

Whatever character you are pressing when this statement is executed will be
assigned to the string variable B$. If you don't happen to be pressing any key
at the time, B$ will be an "empty" string. Therefore, the following statement

610 IF B$ = .... THEN GOTO 600

is necessary so that further computing will not proceed until you have actu-
ally pressed a key. The computer waits for yo u, looping indefinitely until
INKEY$ detects an actual character.
Earlier we discovered that we could move our symbol on the screen by
changing the value of the position in the display file using these keys:

Key Direction Change in P

A Left - I
D Right +1
W Up - 14
X Down + 14

227
 TIM EX SINCLAIR BA S IC PRIM E R WITH GRAPHICS

600

620

630

660 670

710

720

730 740

750

770
760

Fig . 10-9. Game-playing flowchart.

228
 Th e Mini- Maze Game

LET PI=P + II AND B$= "D")- II AND B$= "A")+11 4 AND B$= " X")-1l4 AND B$ = "W")
'----.---' ~ '----"" ~

t
o
to t
14
to

Code Meaning
0 space
13 $
17
$18
•
CODE IRl ls 128 + 55 = 183

Ii1

10 PRINT AT 5.5:" .... MINI -MAZE· .. · "

20 PRINT "MOVE " "R"" BY PRESSI NG KEYS:"
30 PRINT "A:LEFT: D:RIGHT: W:UP: X:DOWN"
40 PRINT "$= 100 PTS: .= 10 PTS"
50 PRI NT "YOU HAVE 4 MIN . TO START PRESS R"
60 IF INKEY $<> "R" THEN GOTO 60
90 CLS
100 LET U$=
110 LET V$=
•• • • • • • • • • • • • ••
120 LET W$ =
130 LET X$=
•• • • • •• • • • ••
140 LET Y$=
150 LET Z$=
•• •• • • • •• ••
(Note, if yo u are using the 16K RAM pack, each line in the display file
automatically extends to include the full 32 characters plus ENTER. There-
fore, yo u would change - 14 to - 33 and + 14 to +33 .)
To program thi s, we could use somet hing like this:
IF B$ =" D" THEN LET P1 =P+ 1
IF B$ ="A" THEN LET P1 =P - 1
IF B$ ="X" THEN LET P1 =P+ 14
IF B$ ="W" THEN LET P1 = P - 14

Line 620 accomplishes the sa me thing in one long statement. This state-
ment may require so me explanation.

229
 TIM EX SI CLAIR BASIC PRIM ER WITH GR A PHI CS

620 LET P1 = P+(1 AND 8$ = "0") - (1 AND 8$ = "A " )+ (14 AND 8$ ="X" ) - (14
AND 8$ ="W")

Each of the items in parentheses is of the form :

(number AND B$ = " character")

According to the rules of BASIC, if the expression (B$ = "character") is

false , then the entire expression (number AND B$ = " character") evaluates
to zero. If (B$ = " character") is true, then the entire expression evaluates to
number.
At anyone time, only one of the (B$ = " character") expressions (at
most) can be true, since we are pressing only one key. Therefore, if we are
pressing X:

LET P1 = P+ (1 AND 8$ = "0 " ) - (1 AND 8$ = "A")+ (14 AND 8$ ="X" ) - (14 AND
8$ = " W " )

and the net effect is LET P = P + 14. Therefore , by pressing X, we move our
symbol down one line.
If you have a 16K RAM memory pack plugged into your T / S 1000, or if
you have a T / S 1500, you need to change line 620 to read :

620 LET P1 = P+ (1 AND 8$ ="0") - (1 AND 8$ ="A " )+ (33 AND 84="X" )
- (33 AND 84="W " )

What would happen if we pressed , say, an F key? All the expressions

would become zero and therefore line 620 would evaluate to LET PI = P.
This would mean there would be no change in position, which is exactly what
we want. The next statement:

630 IF P= P1 THEN GOTO 600

checks for this. It se nds control back to line 600 to wait for one of our four
control keys to be pressed .
If PI is indeed different from P , we need :

640 LET C= PEEK P1

230
 The Mini-Ma ze Gam e

This statement peeks at the contents of PI to see what kind of character is

there before R moves there. C now contains the character code for that
character:
Code Meaning
o space
13 $
27
128
•
650 POKE P,O pokes the code for space into P, which is "where we've been ."
Now there are various things the program needs to do depending on
what C contains . First, if C = 128, we've hit one of the walls or barriers, and
according to the rules of the game, we lose. I n order to give the appearance of
actually running into a wall, we'll print the inverse video character at position
PI, i.e. , we'll print a white-on-black R .
If you're using a character other than R , remember to substitute here;
the code for an inverse character is 128 plus the code for the normal charac-
ter. For example:

CODE [ iii ] is 128+ 55= 183

Once we've done this, we branch to our termination routine:

1000 PRINT AT 9,2;"GAME OVER "

1010 STOP

and the game is over. We will also branch to this same routine if we end the
game because we have run out of time.
Assuming we're still in the game, we're at:

690 POKE P1 ,55

Here we actually move R to its new screen position at PI. Now that R has
moved , we can update our position:

700 LET P+ P1

231
 TIMEX SI CLAIR BASIC PRIM ER WITH GRAPHICS

If we moved to where there had previously been a space, we get no points and
we're not checking the time, so we go back to get a new keyboard input:

710 IF C=O THEN GOTO 600

If not, if means we've hit a $ or a dot. So we increase the score:

720 LET S =S + 10

and check to see if we've hit a $ or a dot:

730 IF C=27 THEN GOTO 770

If it's a $, we need to add more points:

740 LET S =S +90

and generate a new random $:

750 GOSUB 800

After we check the timer, print the updated score, and go back to the
beginning of the game section to get another input:

760 GOSUB 900

770 PRINT AT 16,8;S
780 GOTO 600.

And that's our program! Except for one thing: since we have a little
more room in memory, we'll print a little introduction to our game (lines
10-90). You can write your own introduction or eliminate it entirely, if you
like.
Enjoy the game and feel free to experiment with your own modifications.
There is one caution. This program very nearly exhausts the 2K memory
space available in the T / S 1000. Therefore if you try to make any major
additions to the program, yo u may find that you don't have enough space.

232
 The Mini- Maze Game

E liminating li nes 10- 90 will hel p a li tt le" Us ing t he 16 K R A M pa ck will solve

the problem e ntirely"

10 PRINT AT 5,5; "****MINI-MAZE ****"

20 PRINT ""MOVE ""'R"'" BY PRESSING KEYS;"
30 PRINT " A:LEFT; D:RIGHT; W :UP; X:DOWN "
40 PRINT "" $= 100 PTS; .=10 PTS "
50 PRINT " YOU HAVE 4 MIN . TO START PRESS R"'
60 IF INKEY$<>" R'" THEN GOTO 60
90 CLS
100 LET U$= ""'._ _ _ __
110 LET V$ = " •. . . . " . " . . .. • "
120 LET W$ = " • . . ... • .. . ..• "
130LETX$='"• . _ .• . _ .• "
140 LET Y$= " •. . • .. " . " . " " . "
150LETZ$ = ""•. . • . _ . • " . • ""
200 PRINT U$
210PRINTV$
220PRINTW$
230 PRINT X$
240PRINTW$
250 PRINTY$
260 PRINTZ$
270 PRINTY$
280PRINTW$
290 PRINT X$
300PRINTW$
310PRINTY$
320 PRINTZ$
330 PRINTY$
340 PRINTV$
350 PRINT U$

370 CLEAR
380 LET S=O
390 PRINT AT 16,1;"'SCORE: 0 ""

400 LET D=PEEK 16396+256* PEEK 16397

410 LET P=D+ 203
420 POKE P,55
430 GOSUB 800
440 GOSUB 800

233
 TIMEX S I CLA IR BASIC PRIM E R WI T H GRAPHICS

500 PRINT AT 16,15;"TIME : 240"

510 POKE 16437,184
520 POKE 16436,255

600 LET B$ = INKEY$

610 IF B$ = .... THEN GOTO 600
620 LET Pl = P+(l AND B$ = " O" ) - (1 AND B$ = " A")+(14 AND B$ ="X" )- (14
AND B$ = " W ")
630 IF P= Pl THEN GOTO 600
640 LET C= PEEK Pl
650 POKE P,O
660 IF C<> 128 THEN GOTO 690
670 POKE Pl ,183
680 GOTO 1000
690 POKE Pl ,55
700 LET P= P1
710 IF C=O THEN GOTO 600
720 LET 5 = 5 + 10
730 IF C= 27 THEN GOTO 770
740 LET 5 =5 + 90
750 GOSUB 800
760 GOSUB 900
770 PRINT AT 16,8;5
780 GOTO 600

800 LET 0 = 0 + INT(RNO*224= 1)

810 IF PEEK 0 > 27 OR PEEK 0 = 13 THEN GOTO 800
820 POKE 0 , 13
830 RETURN

900 LET T= INT((PEEK 16437 - 128)*4.2667)

910 IF T> 240 THEN LET T=O
920 PRINT AT 16,21 ;T;" ..
930 IF T=O THEN GOTO 1000
940 RETURN

1000 PRINT AT 9,2;" GAME OVER "

1010 STOP

I f you have a 16K RAM memory pack plugged into yo ur T / S 1000, or if yo u

have a T / S 1500, change line 620 to read :
620 LET P1 =P+(1 AND B$ = " D" ) - (1 AND B$ = " A " )+(33 AND B4= " X") - (33
AND B4= " W " )

234
 APPENDIX

The Timex Character Set

Code Character Code Character Code Character

0 0 C "' [!
SPACE 9 g 0
""'odD 18 >
1 ~ 0
shifted 1 10 Ej 0
Shlfted 5 19 <
2 ~ 0
shrtteo2 11 " 20 =

~ ....... ,
0
3 12 £ 21 +
4 ~ ",...,.
0
13 $ 22 -

5 IJ -,."0
14 23 *
6 ~ 0
stuf'ted T 15 ? 24 /
7 ~ 0
"""... E 16 ( 25 ,

8 &I 0
stufted A 17 ) 26 ,

235
Code Character Code Character Code Character

27 45 H 63 Z

28 0 46 I 64 RND

29 I 47 J 65 INKEYS

30 2 48 K 66 PI

31 3 49 L 67-111 not used

32 4 50 M 112 cursor up

33 5 51 N 113 cursor down

34 6 52 0 114 cursor left

35 7 53 P 115 cursor right

36 8 54 Q 116 GRAPHICS

37 9 55 R 117 EDIT

38 A 56 S 118 ENTER

39 B 57 T 119 DELETE

40 C 58 U 120 L / K mode

41 D 59 V 121 FUNCTION

42 E 60 W 122-125 not used

43 F 61 X 126 number

44 G 62 Y 127 cursor

236
Code Character Code Character Code Character

128

129
•
~
B
SPACE

B
shifted 0
146

147
inverse>

inverse <
164

165
inverse 8

inverse 9

130 ~ B
shifted W 148 Inverse = 166 inverse A

131 ~ B
Shrtle<l6 149 inverse + 167 inverse B

132 ~ B
shifted A 150 Inverse - 168 inverse C

133 [] B
shifted 8
151 inverse * 169 inverse D

~
B
134 shrfled Y 152 inverse / 170 inverse E

~
B
135 shifted 3 153 Inverse ; 171 inverse F

136 m B
shifted H
154 Inverse , 172 inverse G

137 II B
shllted G 155 Inverse. 173 inverse H

138 II B
shifted F 156 inverse 0 174 inverse I

139 inverse" 157 inverse I 175 inverse J

140 inverse £ 158 inverse 2 176 inverse K

141 inverse $ 159 inverse 3 177 inverse L

142 inverse: 160 inverse 4 178 inverse M

143 inverse? 161 inverse 5 179 inverse N

144 inverse ( 162 inverse 6 180 inverse 0

145 inverse) 163 inverse 7 181 inverse P

237
Code Character Code Character Code Character

182 inverse Q 200 COS 218 AND

183 inverse R 201 TAN 219 < =

184 inverse S 202 ASN 220 > =
185 inverse T 203 ACS 221 < >
186 inverse U 204 ATN 222 THEN

187 inverse V 205 LN 223 TO

188 inverse W 206 EXP 224 STEP

189 inverse X 207 INT 225 LPRINT

190 inverse Y 208 SQR 226 LLIST

191 inverse Z 209 SGN 227 STOP

192 "" 210 ABS 228 SLOW

193 AT 211 PEEK 229 FAST

194 TAB 212 USR 230 NEW

195 not used 213 STRS 231 SCROLL

196 CODE 214 CHRS 232 CONT

197 VAL 215 NOT 233 DIM

198 LEN 216 •• 234 REM

199 SIN 217 OR 235 FOR

238
Code Character Code Character Code Character

236 GOTO 243 NEXT 250 IF

237 GOSUB 244 POKE 251 CLS

238 INPUT 245 PRINT 252 UN PLOT

239 LOAD 246 PLOT 253 UNCLEAR

240 LIST 247 RUN 254 RETURN

241 LET 248 SAVE 255 COPY

242 PAUSE 249 RAND

239
 Index
A Building programs, 128-137
ABS , 94
Action, 93-96
C
Address, 17
Adjusting set, 31 Cables and cords, 22-23
Alphabetics, 145-146 Chain of command , breaking, 161-162
Amateur, 12 Chance and necessity (a program),
Am plifica tion, 184 124-127
Anatomy of Character(s) ,
IF T HE statement, 87-88 getting rid of unwanted , 42-43
PRI T statement, 47 set, Timex, 235-239
AND,96 strings, different, 220
Announcing INKEY$ , 100- 101 Chips, silicon, 15
ARCCOS , 185 CHRS , 146
ARCSIN,185 CLEAR , 195
ARCTAN , 185 Clowning around, 83-84
Arithmetic by computer, 35-37 CLS , 89
Arrays, 196 CODE, 146
ASCII , 146 Command , ready to take, 153-157
Assembly, final program , 135-137 Commas make columns, 52-53
Audio plugs, 22 Complexities, 180-182
Computer, arithmetic by, 35-37
B
Concatenation, 140
BASIC, 45 Condition, 87
language, 19-20 Conditionals, 129
training, 45-80 Connecting
Between the lines, 49-50 cords, 28
Bits, 17 television, 27-28
Bottom-up programming, 218 Constructing the game, 215-218
Bouncing ball, follow the, 96-98 CONT,84
Branch, 121 Controlling the cursor, 40-41
unconditional, 82 COPY , 213
BREAK , 84, 89 Cords, cables and , 22-23
Breaking the chain of command, COS, 185
161-162 CPU area, 15-16

241
 INDEX

Crash,208 Executes, 81
reset, 32-33 Expanding dimensions, 196-199
Cubic equation, 182 Exponentiation, 189
Current line, 46 Extent, 186
Cursor, 29

F
o Fancy style printing, 58-60
Debug, 120 Fast modes, slow and , 212
Decisions, decisions, decisions, File, using the display, 220-224
8 1-104 Final program assembly, 135-137
Decoding strings: CODE and CHRS, First
146-148 command , 33-35
DELETE , 42 shot, 174-175
Deleting, 40 Flowchart , 128
Dependent variable, 175 Follow the bouncing ball, 96-98
Designing the program , 218-227 FOR,89
D-FILE, 222 FOR NEXT, 90
Dice by design , 129-130 FRAMES, 225
DlM , 30 Friendly, user, 151
Dimensioning, 192- 193 Full control programming. 112-118
Dimensions Functional graphics, 167-190
expanding, 196-199 Function(s)
new, 192-203 graphs and, 175-184
stringy, 199-203 mode. 54, 184
Diminuation, 184 periodic, 186
Display file, using, 220-224 work, fancy. 184-189

E G
EDIT,58 Game
better way to, 40-43 constructing, 215-218
Endings, perfunctory, 213 Mini-Maze, 215-234
ENTER , 34, 79 section , 227-234
Equal or less than, 99 Getting
Equation rid of unwanted characters,
cubic, 182 42-43
linear, 178 started , 21-43
Erasing Going in circles, 81-84
lines, 50 Good value: V A L, 148-151
program , 48 GOSUB, 120-124

242
 INDEX

GOTO, 30, 81 Kluge, 119

Grammar, 40
Graph, 175
L
Graphic details, 55-60
Graphics Laying out the information, 51-55
functional , 167-190 LE , 140, 152
mode, 56 Less than or equal, 99
programs, 162-165 LET, 61 , 67
Graphs and functions , 175-184 and the variable, 60-70
Letter, 33
Limits, up against, 182-184
H
Line number(s), 48-50, 68
Height, vertical , 31 Linear equation, 178
History, past, 157-159 Lines
between, 49-50
erasing, 50
Lining up, 92-93
IF, 87,96 Link, 120
IF THEN , 88 LIST , 79, 213
Independent variable, 175 Little intelligence, 86-87
Information, 12, 19 LLlST, 213
laying out, 51-55 LOAD, 79
processor, 13 Loan payments, 70-75
Initializing, 85 Logarithm , 189
I KEY$ Looking for strings, 144- 145
announcing, 100- 101 Loop-the-Ioop, 89-98
pronounced how?, 101-104 Looping, 82-83
Input, 13-14, 67 , 76 Loops, nesting, 111-112
INT, 225 LPRI T , 213
Integers, 126
Intelligence, a little, 86-87
M
Interactive, 218
Intercept, 178 Mapping, memory, 208
Introduction(s), 11-20 Memory
Inverses, 185, 216 area, 16-18
I/ O (Input / Output). 14-15 mapping, 208
screen , 207-208
Mini-maze game, 215-234
K
Miniplugs,22
Keyboard , 33 Mode
Ho!,31 function , 54

243
 INDEX

Mode- cont. Plotting along, 105-118

graphics, 56 Plugs, audio, 22
Modes Points, working with, 106-112
fast. 212 POKE , 203
slow, 212 Poking around : the POKE command ,
Modules, 218 208-211
PRINT, 32 , 47
PRINT AT, 59
N
Printers, 213
ested , 112 Printing, fancy style, 58-60
esting loops, I I 1-112 Processor, information, 13
NEW , 48 Program(s) 14, 16, 18-19, 45
New dimensions, 192-203 assembly, final , 135-137
NEXT, 89 building, 128-137
NOT, 173 designing, 224-227
Null string, 144 erasing, your, 48
graphics, 162-165
recording your, 75-77
o sa ve the, 77-78
Odds and ends, 211-213 who's got the sub-program?,
OR , 93 119-138
Order, please, 37-39 your first , 46-47
Origin, 167 P rogramming
Output, 14, 15, 76 bottom-up, 218
full control, 112-118
p top-down , 218

Parabola, 180
Parts of computers, three
Q
fundamental , 14-20 Quadratic, 180
Past history, 157-159 Quiet spot, 24-26
PAUSE,89
PEEK , 203
R
function, 203-207
PEEK-A-BOO , 203-208 Radians, 186
Perfunctory endings, 213 RA D , 127
Period , 186 Random, 223
Periodic function, 186 Randomly, 217
Pixel, 105-106 Real-time, 101
Playback, 78-80 Recording your program, 75-77
PLOT, 105 Relational symbols , 99

244
 INDEX

Relations hips, 99-104 Subprogram, 120

REM ,80 anyone?, 120-122
Remarks, wise, 122- 124 assembly, 130- 132
Reset, crash, 32-33 Subscripted , 194
Resolution, 105 Symbols, relational, 99
RET UR ,30 Syntax, 40
RND, 125 System variable, 222
R UN,47, 148
T
TAB,54
s TAN,185
SAVE, 77 Tape, please, 77-80
Scale, 182 THEN,88
Screen Memory, 207-208 THE GOTO , 103
SCROLL , 206 Time, keeping track of, 224-227
Searching, for st rings with a Timex character set, 235-239
su b-program, 152-157 TO, 90
Semicolons, just keep printing Top-down programming, 218
alo ng, 53-54 Transform , 169
Setup section, 219-220 Transformation, 173-174
SHIFT, 33, 51 Tricks for a lazy typist , 132-135
Silicon chips, 15 Trigonometry service, 185-189
SI , 185
Sliced strings, 141-144 u
Slope, 178
Unconditional branch, 82
Slow and fast modes, 212
Unpacking, 21-22
STEP , 91
UN PLOT, 108
STOP, 51, 87
statement, 108-111
stateme nt , 51
User friendly , 151
Stringing things out, 139-165
Using
Strings, 62-64
display file, 220-224
and things, 140-146
TAB key, 54-55
diffe rent character, 220
US R , 211
looking for, 144-145
instruction, 211-212
null, 144
sliced , 141-144
v
Stringy dimensio ns, 199-203
STR$ , 151 VAL,148
Structure, 119-124 Variable
simple advantages of, 138 depend e nt, 175

245
 DEX

Variable- cont. Vertical height, 31

independent, 175
names, 64-67
system , 222
z
Variables at work and pla y, 67-70 Z-80, 16

246
~.~.f..~.N.~ .......................................

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