to create incredible buildings. Why

to create incredible buildings. Why do not use
this idea also when creating algorithms?
Thus when we lead our students’ first steps
by creation of algorithms we explain to them that
it is like building interesting objects out of just a
few basic elements. In the subject Algorithms
and Data Structures it means that we start our
teaching with basic algorithmic structures (basic
elements from the brick-box) and typical
algorithmic structures (a few parts made out of
these elements) and then we let students get into
the secrets of making whole algorithms (building
whole constructions). More information one can
find in the books [1] and [2] prepared for the
subject Algorithms and Data Structures.
By basic algorithmic structures we consider
only the basic structures: sequence, selection
(non-full and full selection) and iteration (while
iteration and its shorter description for the case
with known number of iteration-body repetitions
with the step 1, i.e. for iteration).
2.2. Introduction to the Object Oriented
Modeling
The curricula of the subject Introduction to
the Object Oriented Modeling is designed so as
the students could realize object essence of the
real world, could describe in a formal (symbolic)
way identified principles and use them in various
areas of real life i.e. not only in the area of
programming. In the education selected essential
of UML formalism [3] is used, above all case
diagrams, class diagrams, collaboration
diagrams. But the commentary on purpose does
not go very deep into the area of object oriented
methodologies of analysis and design. These
areas are covered by specialized subjects in later
study.
2.3. Programming
Selection of the suitable programming
language and adequate tool is crucial in
introduction and teaching object oriented
paradigm. As mentioned before, hybrid
environment as Pascal, Delphi, C++, are not very
suitable as they enable to accept also structural
methodology. It is more suitable to use pure
object oriented languages such as Java, C#,
Small Talk etc.
Thus the Java programming language has
been chosen for students at our faculty (see [4]).
It could be argued that basic (primitive) Java data
types are non-purely object oriented but practical
applicability and popularity of Java prevailed.
In addition to it the existence of primitive
data types of Java enabled to keep relatively easy
and common structure of the meta language used
in the subject Algorithms and Data Structures.
3. The subject Computer Graphics
Subjects called Computer Graphics 1 and
Computer Graphics 2 have been added to the
curricula of ICT studies at the Faculty of
Informatics and Management, University of
Hradec Kralove during several last years. These
subjects are not only focused on knowledge in
the area of visualization and graphical data
processing but they are also concentrated on
practicing and widening of algorithmic and
programming abilities of students, future IT
specialists.
Within the framework of the subjects students
create programs with graphical output which
gives both students and their lecturers immediate
answers to questions such as whether the
algorithm is correctly implemented or in which
part of the algorithm and its implementation a
mistake occurred. An additional advantage lies
usually in an attractive formulation of the
projects to be solved by the students and very
impressive results students obtain by dealing
with them. All of that attracts students and
stimulates them to further work.
Computer Graphics 1 is focused mainly on
explanation of basic visualization algorithms,
both planar and spatial. The lectured procedures
and algorithms are thoroughly practiced on a
series of simple sequential problems having a
scope of one seminar each. Students are not
restricted to use a specific programming
language and development tool. They usually
choose Pascal and the Borland Delphi
environment, large percentage uses C++ as their
programming language of choice and develops in
Borland C++ Builder. Also the amount of
students preferring Java programming language
has been increasing recently.
Within the scope of the seminars of the
subject Computer Graphics 1 no special
graphical libraries are used and a function to
render a single simplest graphical element (pixel)
is virtually the only graphical function available.
Further more complicated functions for plotting
of segments, polygons or for object
transformations are implemented by the students
themselves.