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Interactive Computer Graphics
A Top-Down Approach Using OpenGL
FIFTH EDITION
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Interactive Computer Graphics
A Top-Down Approach Using OpenGL
FIFTH EDITION
EDWARD ANGEL
UNIVERSITY OF NEW MEXICO
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The programs and applications presented in this book have been included for their instruc-
tional value. They have been tested with care, but are not guaranteed for any particular
purpose. The publisher does not offer any warranties or representations, nor does it accept
any liabilities with respect to the programs or applications.
For information on obtaining permission for use of material in this work, please submit a
written request to Pearson Education, Inc., Rights and Contract Department, 501 Boylston
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All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording,
or any toher media embodiments now known or hereafter to become known, without the prior
written permission of the publisher. Printed in the United States of America.
ISBN-13: 978-0-321-53586-3
ISBN-10: 0-321-53586-3
1 2 3 4 5 6 7 8 9 10—CRW—11 10 09 08
To Rose Mary
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CONTENTS
Preface xxv
vii
viii Contents
References 795
OpenGL Function Index 805
Subject Index 807
PREFACE
A Top-Down Approach
These recent advances and the success of the first four editions continue to reinforce
my belief in a top-down, programming-oriented approach to introductory computer
graphics. Although many computer science and engineering departments now sup-
port more than one course in the subject, most students will take only a single course.
Such a course is placed in the curriculum after students have already studied pro-
gramming, data structures, algorithms, software engineering, and basic mathematics.
A class in computer graphics allows the instructor to build on these topics in a way
that can be both informative and fun. I want these students to be programming three-
dimensional applications as soon as possible. Low-level algorithms, such as those that
draw lines or fill polygons, can be dealt with later, after students are creating graphics.
John Kemeny, a pioneer in computer education, used a familiar automobile
analogy: You don’t have to know what’s under the hood to be literate, but unless
xxiii
xxiv Preface
you know how to program, you’ll be sitting in the back seat instead of driving. That
same analogy applies to the way we teach computer graphics. One approach—the
algorithmic approach—is to teach everything about what makes a car function: the
engine, the transmission, the combustion process. A second approach—the survey
approach—is to hire a chauffeur, sit back, and see the world as a spectator. The third
approach—the programming approach that I have adopted here—is to teach you
how to drive and how to take yourself wherever you want to go. As the old auto-rental
commercial used to say, “Let us put you in the driver’s seat.”