You are on page 1of 13

# DarkBasic BeginnersGuide for Beginners part I BY TDK_Man

Part 1 - Variables
This is the first of an intended series of tutorials aimed at teaching the newco
mer to programming the basics of the BASIC programming language. In part 1 you w
ill find a very brief introduction to programming languages and an explanation o
f variables.
The examples will be in Dark Basic Classic, but the examples and theory should a
pply with little or no modification to any dialect of BASIC - including DB Pro.
It will cover the elementary groundings and anyone with any previous programming
experience will find little of interest in this tutorial.
Smaller sections of code which can be typed into DB will appear in bold to make
the text easier to follow:
SET DISPLAY MODE 800,600,16
CLS
PRINT "Hello World"
Larger sections of code will be placed in the usual forum code boxes:
+ Code Snippet
Like This...

Part 1 - Variables
Where Do I Start?
OK, so you've downloaded the DB demo or bought it, loaded it up and don't know w
hat to do next. You've no programming experience and can't make any sense out of
the help files and/or manuals.
Well, you need to learn the ABC's and start simple, so that's what we will do...

Programs:
In a nutshell, computers manipulate data by transferring numbers around in memor
y.
For example, when a number is placed in a certain part of memory called the vide
o memory, a dot will appear on your monitor screen. The colour of the dot depend
s on the value of the number.
Every image, text character and coloured dot you see on the computer screen is n
othing more than a number in your computer's memory.
When you play a computer game, all you are seeing is the results of all these nu
mbers being manipulated to create what you see on the screen. A computer program
is simply a list of instructions the computer has to follow to do it.
To write a game, you need to create the machine code which tells the computer's
CPU where to move the data from and where to put it.
However, as binary (all 0's and 1's) is not the easiest way to go about it, back
when I first started programming, a language called 'Assembler' was developed.
This turned the programming process into something more managable and easier to
learn.
call_oz(GN_Nln)
push iy
pop hl
ld de, 2
ld b, 6
call_oz(GN_Gdn)
ld d,b
ld e,c
ld hl, 10
call_oz(GN_M16)
ld b,h
ld c,l
Even so, as you can see from the above snippet of Z80 assembler, the commands we
re still obscure and looking at it you had very little idea exactly what it did.
Besides that, something like clearing the screen - which we now take for grante
d with CLS in DB - took many lines of code, because each individual dot on the m
onitor had to be manually set to black in a loop - and all you had at your dispo
This was known as a 'Low-Level Language' as you had to get down to talking direc
tly to the hardware. Also, you had to learn the version of ASM for the CPU in yo
ur machine. This might be Z80, 6502, 68000 or one of many others - none of which
for the main part were interchangeable.
The BIG advantage was that programming the hardware like this was FAST - blindin
gly fast! And, that remains true to this day - a program written in assembler wi
ll be a lot faster than the same program written in a higher-level language, but
a thousand time bigger and more difficult to write. Instead, short assembler ro
utines are written for specific purposes where speed is essential.
Over time, other programming languages appeared which removed the low-level comm
ands like LD, PUSH and POP and replaced them with higher level commands like PRI
NT and REPEAT...UNTIL. When these programs were run, the high-level instructions
were compiled into low-level machine code that the computer could use.
Examples of these languages were Pascal, Forth, C and Cobol - each having their
own areas of expertise.
And then along came BASIC or Beginners All-purpose Symbolic Instruction Code whi
ch as the name suggests was aimed firmly at beginners.
Clearing the screen was reduced to CLS, outputting text to the screen used PRINT
and so on. It was easy to learn but slow as it was interpreted (not compiled in
to machine code), though later on, compilers appeared which sped things up a bit
. Most importantly it's 'nearly English' syntax meant you could read the majorit
y of BASIC code and know more or less what it was doing straight away.

Variables:
All versions of BASIC are built using the same building blocks. A program which
uses these building blocks can be run on practically any machine, though things
start to alter when you get to the commands which make use of the hardware diffe
rences between machines - for example, versions of BASIC running on a PC and a M
ac will both have unique commands.
One of the building blocks in any higher level language is variables. Without th
em you would have an impossible task writing anything but the smallest program.
So, what is a variable? Well, a variable is in effect a substitute for something
which can change - either a numeric value or an alphanumeric string of characte
rs. A numeric variable can be used in a formula or calculation in exactly the sa
me way as a number can.
Take the simple example:
A=100
Here we are creating a variable called A and giving it the value 100. I found it
easiest when learning to program by thinking of it as follows
The computer creates a cardboard box in memory, sticks a label on the front of t
he box and writes 'A' on the label. It then puts 100 into the box.

From this moment on, whenever your program refers to 'A', the computer goes thro
ugh all of it's boxes until it finds the one with 'A' on the label and gets the
value out to use.
B=50
OK, another box only with B on the label and 50 stored inside it. Easy eh?
C=A+B
What does C equal? If you thought AB then you are thinking in algebra terms and
it's not the same!
Like before, the computer gets the 100 out of box A and the 50 out of box B and
adds them together, putting the resulting 150 into a new box it creates and labe
ls 'C'.
You will notice that BASIC uses the syntax of 'the bit on the left side of the e
quals sign ends up containing the results of everything on the right side'. This
is different to the way you do it in conventional maths, so be aware of this.
In fact it would be more precise to read 'A=100' as A becomes equal to 100 rathe
r than A equals 100 as in computer terms 'A=100' may not be true. The variable '
A' can change, so it may NOT equal 100!
For example think about these two (admittedly pointless) lines in a DB program:
A=10
A=100
On the second line, when the program reaches it, A already equals 10 (as defined
on the first line), so A=100 is a false statement as A actually doesn't equal 1
00 - it equals 10! If the first line also said A=100, then the second line would
be true as A does indeed equal 100 at that point. You should now see the reason
for reading it as 'A becomes equal to' rather than just 'A equals'.
This may sound very confusing at first, but later on it will make more sense whe
n you will find out about BASIC's IF statement which is used to do logical compa
risons using boolean logic - where the answer to a question is always either yes
(1) or no (0). For example, in BASIC you can say:
IF A=100
which will return a 0 (false) or a 1 (true) depending on whether or not A does eq
ual 100 or not. Computers never say 'I don't know' or 'maybe' in these cases!
As the A=100 is the same as what we have just covered, it is important to have f
irmly in your mind the difference between the two. One sets the variable's conte
nts to 100 and the other compares the contents of A with 100 to see if they are
the same.
As an aside, in the programming language Pascal, these two tasks have a differen
t syntax to avoid this confusion. Setting the variable A to equal 100 in Pascal
is done with A:=100 with the colon meaning 'becomes'. As such it does actually r
ead A becomes equal to 100. IF A=100 in Pascal is exactly the same as BASIC (wit
hout the colon).
Variable Names:
The only rules you should apply are:
1. Don't use reserved words as a variable names (words used as BASIC commands li
ke Print, Do, Loop etc), though you can use variable names of which only a part
is a reserved word. For example, Sprite is a reserved word and not recommended a
s a variable name, but MySprite would be OK.
2. Always start a variable name with an a..z or A..Z character - never a number.
A number can be placed on the end or in the middle of the variable name if you
wish though. Even a variable name like ABC123DEF is acceptable!
3. Don't use spaces or any special symbols in variable names other than the _ (u
nderscore) character. This can be used to separate words to make them more reada
ble. Eg: Time Left is a no no. Time_Left is OK.
You can use any combination of characters and numbers in a variable name as long
as you follow rule 2 above, so make use of the ability and use a name which mak
es sense. So, if you are storing a value which represents the players score then
use a variable called 'Score'. A line which says:
Score=Score+100
makes more sense than
X=X+100
..as the variable name tells you what you are adding 100 to! X could mean anythi
ng.
Also, unlike some programming languages, you don't have to declare variables pri
or to using them. The first time you refer to them in your program they exist, a
nd if you don't specify that they contain anything, numeric variables automatica
lly contain 0 (zero).
OK, that's numeric variables or is it? Well, not quite.
In DB there are two types of number - Integers, or whole numbers like 10, 123 or
1000 and Reals (or floats - floating point fractional numbers), like 1.373, 328
.45 or 1000.09.
Integer and real variables need different amounts of memory to store values, so
you need to tell DB what type of value it is you are storing. You do this with t
he variable name.
Variables which need to store real numbers are identified by putting the # symbo
l on the end of the variable name. This effectively tells DB to make a bigger ca
rdboard box to hold the decimal point and numbers after the decimal point.
So, the following examples are correct:
Age=21
Apples=8
Height#=137.45
ObjAngleX#=120.33
You also have to be careful not to accidentally mix the two types of variable as
you can end up with hard to track errors. For example:
A#=100.23
B#=10.14
C=A#+B#
What is C equal to this time? If you said 110.37 you would be wrong. If you said
110 then you would be correct.
A# and B# are added together to get the correct result of 110.37, but the result
is placed into C which is an integer variable, so the .37 bit is lost. Think of
the cardboard box being integer size (too small) and it simply can't fit the de
cimal point and everything after it, so it just drops it.
This effect is known as variable casting in some programming languages. (The res
ult is comparable to the DB function INT() in DB).
Sometimes you may want to do this, but when learning, the chances are that you d
o not, so beware!

Strings:
As well as numeric variables, you can also have string variables which are prett
y much the same, but hold alphanumeric characters (a..z A..Z 0..9) rather than n
umbers. This can be a single character, a word or a complete sentence up to 255
characters long. And, being alphanumeric strings can also be numbers so beware a
s numbers in strings are still strings and cannot be treated as if they were num
ber variables!
String variables are defined by putting a \$ sign on the end of a variable name a
nd their contents have to be enclosed in double quote symbols to clearly define
where the string starts and ends.
For example:
A\$="The cat sat on the mat."
Name\$="Fred Bloggs"
Age\$="21"
FaveHobby\$="5-A-Side Football"
are all legitimate string declarations. But, note that in the third example Age\$
may equal 21, but adding the variable to itself would equal "2121" - NOT 42 as i
t's a string variable - not a numeric variable.

Arrays:
Arrays are very useful. Arrays are easy if you are shown how they work in the ri
ght way. Arrays are a nightmare to new programmers if you are not!
Arrays are nothing more than groups of normal variables, each with an index numb
er with which to access them. The main difference is that arrays have to be dime
nsioned before you use them as DB has to make sure that it builds enough cardboa
rd boxes (to continue the analogy). This is done with the DIM command.
Arrays can be single or multi-dimensioned so let's take a look at single dimensi
oned arrays first
An example:
Say you were writing a simple game where each person typed in their name and the
program stored it, along with their best score. The variable Name\$ could hold t
heir name and the variable Score could hold their best score.
But, that's only good enough for just one single player. Use the same variables
for player number two and player number one's name and score are lost! So, we us
e Name1\$ and Name2\$ for the names along with Score1 and Score2 for the scores.
I think you can see where we are going with this If you had 100 people playing th
is game, we would need Name1\$, Name2\$, Name3\$ all the way up to Name100\$ - and t
he same for the variable Score.
Also, the line in your program which increments the score would have to be repea
ted 100 times - once for each player.
Arrays rid you of this hassle. Using:
DIM Name\$(100)
DIM Score(100)
...will create two arrays, the first allowing you to store 100 strings of up to
255 characters (1 to 100, though you also have number 0) and the second, 100 num
bers. This is a 1 dimensional array.
Memory is allocated in a continuous block (like a ticker-tape), and large enough
to store the requested number of variables stated in the DIM statement. The Sco
re array would look something like this:

Each of the 100 variables is accessed by using it's index number. This way you c
an have:
Name\$(1)="John"
Name\$(2)="Dave"
Name\$(99)="Pete"
And so on.

Score(1)=2000
Score(2)=2500
Score(99)=2100
would be the respective scores. For example, Score(12) would belong to player Nam
e\$(12) and so on. When you realise that the actual number can be replaced by a n
umeric variable it makes it possible to say things like Name\$(CurrentPlayer) and
So that's single dimensioned arrays. What about Multi-Dimensioned arrays?
Well, they are basically the same, but instead of the array being one single lin
e of variables from 0 to 100, they are created in a 2 dimensional grid format. T
hey are best thought of as being like the old-fashioned pigeon holes you find in
schools (or a wall covered with lockers) where there are a number of boxes runn
ing across and down.
Dimensioning an array like this just needs you to use two values in the DIM stat
ement - the number of boxes across and the number down. Bearing in mind that arr
ay indexes start at 0, to get a numeric array grid of 25 variables (5 across and
5 down) called Location, you would use:
DIM Location(4,4)
However, while learning, if you wanted an array of say 10 across and 5 down you
would be better off using DIM ArrayName(10,5) and completely ignoring the 0 elem
ent until you get the hang of things. Doing this, for our 5x5 integer array we w
ould therefore use:
DIM Location(5,5)
It doesn't matter which method you use - 0 based arrays or 1 based arrays - just
use the one you understand and are happiest with.
Remember you don't have to use the 0 element of an array - it's just a waste of
memory if you don't. With small arrays, this isn't really a problem, though the
larger the array, the more memory is wasted.

When created, you access the contents using Location(1,1) or Location(1,3) etc.
The first element in brackets is the index across the array (the 'X' value) and
the second element is the index down the array (the 'Y' value). In the above dia
gram, the box with the 200 in it would be set with Location(3,2)=200.
Once again, in your programs, you can replace the numbers with variables and use
something like Location(XLoc,YLoc).
Finally to complicate things even further, you can take the dimensioning one ste
p further by creating 3 dimensional arrays.
This would be akin to having a block of variables in a 3D Rubiks cube structure
and storing a value in each of the small boxes that make one up. This would be d
one with:
Dim CubeArray(3,3,3)

In this example, the three values correspond to the X, Y and Z axis of the array
and this will create a block of variables as shown in the image on the right. A
s you can see, the 'top slice' is just like the 2 dimensional array discussed in
the previous section. However, as the DIM statement has a further Z value, then
the array is stacked four deep - using the indices 0 to 3.
This gives you 4 variable grids, each one 4 across and 4 down and to set the var
iable highlighted in red to the value 10, you would use CubeArray(1,3,2)=10. In
other words, 1 along the X axis, 3 along the the Y axis and 2 along the Z axis.
But, I doubt if you'll need to use an array like this for the forseeable future
What You Can Do With Variables:
It's difficult to start giving programming examples this early in a series of tu
torials as you will probably not be familiar with the commands being used, so I'
ll try to keep the examples as simple as possible.
In essence, you use variables to store things that can vary in your programs or
when you want to store information that isn't available when you write the progr
am.
For example:
Input Name\$
CLS
Print "Hello ";Name\$
This simple program will print the message 'Please Enter Your Name.' onto the sc
reen. The next line uses BASIC's INPUT command. When your program reaches this l
ine, it will stop for the user to type their name in. Whatever they type will be
stored in the string variable Name\$ when they press the Enter key.
On the next line, CLS will clear the screen and on the last line, the PRINT comm
and will print 'Hello' followed by the contents of Name\$, (whatever name they ty
ped in).
Another example:
Input C
F# = 1.8*C+32
Print C;" degrees centigrade equals "; F#;" degrees Fahrenheit."
This example asks the user to enter a number for a temperature in Centigrade (Ce
lsius) and stores the value in a variable called C.
The next line uses the variable C in a formula to convert the temperature to Fah
renheit and stores the result in the variable F#. Notice that this is a real num
ber variable as the formula includes the value 1.8 which means that the result m
ay be a real number too.
The last line prints out the result in a formatted sentence.
There you have it - two very simple programs which demonstrate the use of variab
les. However, these programs run just once and then end. You have to re-run them
every time you want to use them again. What we want is for the programs to keep
working until we tell them to stop.
That however is down to program layout and structure... which just happens to be
one of the topics in the next tutorial!

Operators:
Variables aren't much use if you can't do anything with them, so a number of opt
ions are available to you for this task. Some of these options can be applied to
numeric variables, some to strings and some to both.
Maths Operators:
Numeric variables wouldn't be very useful if you couldn't use them with basic ma
ths in your programs so the basic operators add, subtract, multiply and divide a
re represented by +, -, * and / respectively.
Therefore, adding together two numeric variables is just as easy as adding two o
rdinary numbers. For example to add 30 and 50 normally we would put 30+50 and th
e answer would be 80. In a program, that would equate to:
A=30
B=50
C=A+B
Print C
...and when C is printed to the screen you see the number 80 printed.
More complicated formulas can also be built up with a combination of the four ba
sic operators such as A=M*V/X+Z. However this brings into play a very important
aspect of maths when programming - Order Of Precedence. This is best explained w
ith the following example so type it in and run it.
A=7
B=2
C=3
D=A+B*C
Print D
What is printed? It should be 27 right? 7+2 equals 9 then the 9 is multiplied by
3 to make 27. So why does it print 13?...
Aaaaaargh!!! Dark Basic is broken!!!
Actually, it's not... The reason is that Dark BASIC (like all programming langua
ges) carries out maths in a specific order. This is known as the Order Of Preced
ence.
Multiply and divide (* and /) calculations are done first, followed by addition
and subtraction (+ and -). So, our little calculation above is carried out by mu
ltiplying B and C together first to get 6 and then adding A which makes a total
of 13.
Now this may not be what you want - you may want it to be done in the order that
results in 27. You can force DB to do this by use of the '(' and ')' symbols (p
arentheses). Anything enclosed in parentheses is given a higher order of precece
nce and will be calculated before anything else. So:
D=(A+B)*C
...will force A to be added to B first before the result is multiplied by C. Res
ult - 27!

Relational Operators:
These are used to compare data items (numeric and strings) and use the = (equals
), < (less than), > (greater than), <= (less than or equals), >= (greater than o
r equals) and <> (does not equal) symbols.
Each one returns true (1) or false (0) and we touched on the subject earlier in
the tutorial when we looked at IF A=100.
In a nutshell, we need in our programs a method to make decisions. In other word
s, do something only if another thing has already been done or act on a users in
put - that sort of thing. With relational operators and IF...THEN that is possib
le. So, let's have a quick rundown on IF...THEN first:
IF...THEN
Without IF...THEN statements, programs would be impossible to write as there wou
ld be no way to make decisions. The basic form is as follows:
+ Code Snippet
IF condition
Do stuff here only if the condition is met
ENDIF

or...
+ Code Snippet
IF condition
Do stuff here only if the condition is met
ELSE
Do this stuff only if the condition is NOT met
ENDIF

In both above examples, the condition is deemed to have been met if the conditio
n is tested True (returns a 1) and the relevant code is executed. Using IF...THE
N you don't actually get to see the 0 or the 1, but that's what DB returns and a
cts on!
The first example is used if you want to carry out the enclosed code ONLY if a s
ingle condition is met - otherwise nothing is done. The condition might be as si
mple as checking to see if a variable equals a certain value or the user has cli
cked a mouse button.
The second example is used if you want to do one thing if a single condition is
met and something else if it is not. If the condition was that a certain variabl
e equalled say 10 then if it did equal 10 the block of code between IF and ELSE
would be executed. If the variable contained ANY other value the code between th
e ELSE and the ENDIF is executed.
OK, that out of the way, on with the description of relational operators.
Note: It is taken for granted that the following examples are used with variable
s as conditions in IF..THEN statements so instead, I'll show examples with prope
r numbers along with what they would return.
Equals (=)
Checks to see if two items are equal. 1 is returned if they are, 0 if they are n
ot. Eg:
10 = 10 - Returns True (1) as 10 does indeed equal 10.
10 = 11 - Returns False (0) as 10 does not equal 11.
Less Than ( < )
Checks to see if the first item is less than the second. 1 is returned if it is,
0 if it is not. Eg:
2 < 10 - Returns True (1) as 2 is less than 10.
7 < 5 - Returns False (0) as 7 is not less than 5.
9 < 9 - Returns False (0) as 9 is not less than 9.
Greater Than ( > )
Checks to see if the first item is greater than the second. 1 is returned if it
is, 0 if it is not. Eg:
2 > 10 - Returns False (0) as 2 is not greater than 10.
7 > 5 - Returns True (1) as 7 is greater than 5.
9 > 9 - Returns False (0) as 9 is not greater than 9.
Less Than Or Equals (<=)
Checks to see if the first item is less than or equals the second. 1 is returned
if it is, 0 if it is not. Eg:
2 <= 10 - Returns True (1) as 2 is less than or equals 10.
7 <= 5 - Returns False (0) as 7 is not less than or equals 5.
9 <= 9 - Returns True (1) as 9 is less than or equals 9.
Greater Than Or Equals (>=)
Checks to see if the first item is greater than or equals the second. 1 is retur
ned if it is, 0 if it is not. Eg:
2 >= 10 - Returns False (0) as 2 is not greater than or equals 10.
7 >= 5 - Returns True (1) as 7 is greater than or equals 5.
9 >= 9 - Returns True (1) as 9 is greater than or equals 9.
Does Not Equal ( <> )
Checks to see if the first item is not equal to the second. 1 is returned if it
is not, 0 if it is. Eg:
2 <> 10 - Returns True (1) as 2 does not equal 10.
9 <> 9 - Returns False (0) as 9 does equal 9.
So, to finish, a VERY basic little number game as an example of using what we ha
ve learnt in this tutorial. Don't worry if there are any commands that haven't b
een covered in the tutorial. I've commented the program and they will be covered
eventually. If you like, look them up in the DB help files by pressing F1 when
in the DB editor.
+ Code Snippet
Randomize Timer(): Rem Initialise the random number generator
Start:
MyNumber=Rnd(99)+1: Rem Select a random number between 1 and 100
Do: Rem Main Program Loop
CLS: Rem Clear the screen
Print "I have thought of a number between 1 and 100. See how quickly you can g
uess it!"
Print
Input "What is your guess? ",Guess
Print
If Guess < MyNumber: Rem If chosen number is lower than computer's number
Print "Your guess was too low. Try again."
Sleep 2000
Endif
If Guess > MyNumber: Rem If chosen number is higher than computer's number
Print "Your guess was too high. Try again."
Sleep 2000
Endif
If Guess = MyNumber: Rem If chosen number is equal to computer's number
Print "Your guess was correct. Well done!!"
Print
Print "Do you want to play again (Y/N)?"
Repeat: Rem Repeat...Until loop repeats until Y or N key is pressed
I\$=Upper\$(Inkey\$()): Rem Read the keyboard for keypresses
Until I\$="Y" or I\$="N"
If I\$="Y": Rem If Y was pressed
Else
CLS: Rem Clear the screen
Print "Goodbye...": Rem Print Goodbye message
End: Rem End the program
Endif
Endif
Loop

Note: The above program uses the Goto command to keep it as simple as possible a
nd avoid things that have not been covered in the tutorials yet. I would never u
se this command anywhere else and urge you not to use it in your future programs
either. In later tutorials you will see how to easily avoid using it.

Further Practice:
Feel free to alter the above program to see what it does. If you like, try chang
ing it so that:
1. The program asks for the players name at the start and uses the name in the i
2. When the user guesses correctly the program tells them how many guesses they
took to do it.
3. When the player exits the game the program tells them how many games they hav
e played along with their quickest and slowest games - guess-wise.
A working amended version of the program will be found in Part 2 of this series
of tutorials so if you want to try to do it yourself, don't look until you have
attempted it.
There is no right or wrong way to do these three tasks - some ways are just bett
er than others. If you alter the program to do these three things and it works,
then consider yourself having passed the test.
TDK_Man