Bibliography - Springer978-1-349-03714-8/1.pdfBIBLIOGRAPHY R. Hooper. (1977). The National...

Bibliography

ON COMPUTERS, EDUCATIONAL TECHNOWGY AND COMPUTER ASSISTED LEARNING

R. E. Levien et al. (1972). The Emerging Technology: Instructional Uses of the Computer in Higher Education. A Carnegie Commission on Higher Education and Rand Corporation Study. McGraw-Hill, New York

A. G. Oettinger. (1969).Run, Computer, Run. Harvard University Press, Cambridge, Massachusetts

J. F. Rockhart and M.S. Scott-Morton. (1975). Computers and the Learning Process in Higher Education. A Carnegie Commission on Higher Education Stuqy. McGraw-Hill, New York

J. Weizenbaum. (1976). Computer Power and Human Reason. Freeman, San Francisco

ON COMPUTER ASSISTED LEARNING IN THE SCIENCES

G. Beech (ed). (1978). Computer Assisted Methods in Science Education. Pergamon, London.

M. J. Cox. (1975). Computers in Undergraduate Physics Teaching: A Bibliography. Institute of Educational Technology, University of Surrey

W. H. Lee, S. J. Penton and B. C. Stace. (1974). Computing in Teaching Chemistry: A Bibliography for the cusc Project. Department of Chemistry, University of Surrey

ON THE NATIONAL DEVELOPMENT PROGRAMME IN COMPUTER ASSISTED LEARNING

R. Atkin, S. de C. Kemmis and B. MacDonald. The Final Report of UNCAL.

To be published

J. Fielden and P. K. Pearson. (1978). The Cost of Learning with Computers: The Report of the Financial Evaluation of the NDPCAL. CET, London

BIBLIOGRAPHY

R. Hooper. (1977). The National Development Programme in Computer Assisted Learning: The Final Report of the Director. CET, London

R. Hooper. (1975). Two Years On-The National Development Programme in Computer Assisted Learning: Report of the Director. CET, London

B. MacDonald, D. Jenkins, S. de C. Kemmis and D. A. Tawney. (1975). The Programme at Two. Centre for Applied Research in Education, University of East Anglia

191

Appendixes: Introduction

N.B. The information in these appendices is ephemeral: it must be used with discretion. The two appendixes are as follows:

Appendix 1: Information about GET-sponsored Program Exchanges which have been established to disseminate Computer Assisted Learning packages available in the UK, including those sponsored by the National Development Programme in Computer Assisted Learning, and to act as centres of communication between those working in the field; they have been funded in the first instance until September 1979.

General information about CAL can be obtained from the Council for Educational Technology.

Appendix 2: (A) Information about the Projects sponsored by the NDPCAL in

engineering, mathematics and the sciences: the Director, the participating institutions, the aims and the hardware used.

(B) Information about the CAL packages developed by these projects, arranged under each project: title, program language and brief description.

They are intended to help those wanting (1) to locate and obtain a CAL package. A reader wishing to obtain a particular package listed should check whether it is obtainable from a Program Exchange before trying to contact the erstwhile Director or the institution where it was developed. (2) To use the titles and brief description of packages as a source of ideas. (3) To find out more about the NDPCAL and its projects.

APPENDIX 1: PROGRAM EXCHANGES

Computer Assisted Learning in Chemistry (CALCHEM 78 Association)

Directed by Professor P. B. Ayscough, based at Leeds University, Department of Physical Chemistry, Leeds, LS2 9JT. Tel: (0532) 31751. Objective: To establish CALCHEM 78 as a network of users of the system and materials developed by the CALCHEM project, and to promote wider use of those materials and assist further institutionalisation of CAL in chemistry.

APPENDIX 193

Computers in Biomedical Education ( CBE)

Directed by Mr. R. Lewis, based at Chelsea College, Educational Computing Unit, Poulton Place, Fulham Road, London SW6. Tel: 01-736 1244. Objective: To disseminate CAL materials produced by the Computers in the Undergraduate Science Curriculum (cusc) project, and develop an information centre for CAL in the biomedical sciences.

Engineering Sciences Program Exchange (ESPE)

Directed by Dr. P.R. Smith, based at Queen Mary College, Faculty of Engineering Computer Assisted Teaching Unit, Mile End Road, London E1. Tel: 01-980 4811. Objective: To establish an exchange service for CAL materials in engineering science and to maintain and extend communications between groups of engineers working in this field.

Central Program Exchange (CPE)

Directed by Dr. G. Beech, based at Wolverhampton Polytechnic, Department of Computing and Mathematical Sciences, Wulfruna Street, Wolverhampton. Tel: (0902) 27371. Objective: To expand CPE as a centre for the exchange of relatively small computer programs for educational applications, with diminishing funding as the exchange becomes progressively self-financing. It has a few CPTL programs, see appendix 2. 3.

Council For Educational Technology

3 Devonshire Street, London W1N 2BA. Tel: 01-580 7553. For information about the NDPCAL and computers in education in general.

Also for information about a proposed computer-based CAL Package Index, which, used with a simple retrieval program, will provide a quick and efficient means of finding out about existing CAL packages. It is intended that this index will also be available on microfiche. Appendix 2: Engineering, mathematics and science sponsored by the NDPCAL

2.1 Basic Mathematics at Undergraduate Level 2.2 Cambridge University Transferability Project 2.3 Computational Physics Teaching Laboratory 2.4 Computer Assisted Learning in Chemistry 2.5 Computer Assisted Learning in Nuclear Science and Technology 2.6 Computer Assisted Technological Education of Service Personnel 2. 7 Computers in the Undergraduate Science Curriculum 2.8 Engineering Sciences Project 2.9 The MATLAB Project

Appendix 2.1 : Basic Mathematics at Undergraduate Level

Director: Professor J. Hunter MA PhD FIMA, University of Glasgow, Mathematics Building, Glasgow G 12 8QW Tel: 041-339 8855 (ext 7178}

After an initial examination of the requirements for computer-based teaching materials in the area of mathematics service courses for 800 first-year undergraduates at Glasgow, the project aimed to produce integrated courses for first year university, college and sixth form courses in Basic Mathematics using lectures, tutorials, texts and CAL modules. The main idea is to exploit as far as possible the parameters in the various parts of mathematics covered, in order to produce a dynamic situation rather than a static pre-selected one. The computer is used to give the student individualised practice of mathematical concepts introduced in lectures. 'Standard' errors are recognised and helpful comments are built in to try to encourage precision of thinking and presentation. Prompts of various kinds, often visual, are used to try to stimulate reaction. Branching preserves flexibility in appropriate places. To ensure consistency in the use of mathematical notation, and to assist in the teaching of geometry, graphics terminals are being used. The work in mathematics spread into physics teaching, as part of the developing CAL service within the University. Physics students are provided with tutorial help for a selection of examples, the help being available to them on a cafeteria basis. The mathematics teaching materials were transferred for use in Aberdeen College of Education.

Funded for fifteen months from 1 January 1974 at a cost of £17 874. Extended for fifteen months from 1 April1975 at a cost of £22 508. Extended for seventeen months from 1 July 1976 at a cost of £41867.

Hardware

Computers: GEC 4080-Glasgow University; Interdata 7/32-Aberdeen College of Education. Terminals: Tektronix 4010 and Tektronix 4006.

APPENDIX

Key Reference

D. W. Daly, W. Dunn, and J. Hunter. (1977)./nternational Journal of Mathematical Education in Science and Technology. The computer assisted learning (CAL) project in mathematics at the University of Glasgow, 8 p. 145-56, (see section 5 .3)

Contact: Mathematics-Project Director Computing-Or G. K. S. Browning, Glasgow University Computing Service, BoydOrr Building, Glasgow Gl2. Tel: 041-339 8855

195

To date we have produced sixteen units and are working on other units. There is also an introductory typing exercise for each group of related topics. The units are in an adaptive tutorial mode and use the graphics capability of Tektronix 4010 terminals.

Software The Mathematics and Physics teaching units are written in MALT (Maths Author Language for Teaching), which provides facilities for graphs and special symbols (input and output) as well as conventional author language facilities. The interpreter for the author language is written in FORTRAN N and is available both in single-user and multi-user versions.

Programs available in Mathematics and Physics.

MATHEMATICS

1itleand (Language)

Description

EUK (Exercise on the use of the Keyboard) (MALT) A short unit giving a general introduction to the keyboard. MSl (Sets) (MALT) Intervals on the real line and the operations of intersection,

union, complementation, difference and symmetric difference.

MDl (Differentiation) (MALT) To consolidate choice and use of rules for differentiation

(product, reciprocal, quotient, chain). MD2 (Further differentiation) (MALT) Uses of differentiation (increasing and decreasing functions,

critical points, tangency, maxima and minima). MNSl (Number systems, Unit 1) (MALT) Rational and irrational numbers, true and false statements,

counter-examples, proof by contradiction, inequalities.

196

Title and (Language)

LEARNING THROUGH COMPUTERS

Description

MNS2 (Number systems, Unit 1) (MALT) Induction, binomial coefficients and theorem, permutations

and selections. MNS3 (Complex numbers) (MALT) Real and imaginary parts, the Argand diagram, conjugates,

polar form. de Moivre's theorem. MNS4 (Further complex numbers) (MALT) Applications of de Moivre's theorem (powers of sin 8, cos 8

to sums of sines or cosines of multiples of 8, cos n6 (sin n8) as a polynomial in cos e (sin 8), summation of series, roots of equations, factorisation.

MM 1 (Matrices) (MALT) Usual operations on matrices, minors and cofactors, deter

minant of a square matrix, adjugate of a square matrix, inverses, linear equations, various problems.

Mil Integration (How to change the variable) (MALT) Students receive guidance to help them solve integration

problems of the type

all of form 1Jx2 (2.x 3 + 3)112 dx kfu 112 du 1 for a suitable fx(l + 31ogx)112 dx change of variable J(tan3x + 2)112 sec2 3x dx

MI2 Integration (Some integration, using change of variable) (MALT) Students are guided to the solution of integration problems

of the type all using the fsinx log(cosx)dx

same change fsinx cos3 x dx of variable

fsinx (cos2x + 9)dx MI3 (Integration-by parts) (MALT) This covers all the main types of integral that can be dealt

with by the integration by parts rule.

MI4 (Integration-involving trigonometry) (MALT) This deals with the four standard changes of variable

x =a tan u(u = tan- 1 xja)

x =a sin u(u = sin- 1 xja)

u = tanx

u = tan!x 2


APPENDIX

Description

MGl Geometry (Thee dimensional space and lines)

197

(MALT) Students are given guidance to work through examples dealing with basic ideas on space; projection and reflection; collinearity; and the equation of a line.

MG2 Geometry (Planes) (MALT) A series of examples for students to tackle on the equation

of a plane and how this equation can be found when certain information about the plane is given.

MG3 Geometry (Problems with lines and planes) (MALT) A series of more difficult problems on lines and planes. The

student decides which method he will use to solve a problem and he can then work through a number of different methods.

PHYSICS


DYNA (MALT)

DYN (MALT) ELEC (MALT)

ETES (MALT) DCTS (MALT) ATM (MALT) OPT (MALT)

Description

An introductory unit on dynamics, with simple problems on kinematics, Newton's Laws and energy.

A set of difficult examples on dynamics.

Students receive guidance to help them solve problems on electricity with examples on electrostatics and current electricity.

Self-assessment tests on electrostatics.

Self-assessment questions on DC circuits.

Problems on atomic and nuclear physics.

A unit on optics combining simple introductory material, easy one-step problems and worked solutions to harder problems on optical instruments.

Appendix 2.2: Cambridge University Transferability Project

Director: Dr R. D. Harding MA PhD, Dept. of Applied Mathematics and Theoretical Physics, Cambridge University, Silver Street, Cambridge CB39EW Tel: (0223) 51645

This transferability project assisted in the further dissemination of the experience of the CATAM (Computer Aided Teaching of Applied Mathematics) project to other institutions, notably the University of Surrey. (See appendix 2.3.) Both ideas and teaching packages were successfully transferred and further experience was gained concerning the whole question of transferability. The major development at Cambridge was funded from 1969-74 by the Nuffield Foundation; since 1974 the University itself has funded all the equipment and staff costs through its normal channels.

Funded for one year from 1 August 1973 at a cost of £4603.

Hardware

Computers: DEC TSS/8 and CTL Modular One Terminals: 1 Tektronix 4010 and 1 Tektronix 4006 graphics units,

9 Tektronix type 611 display units, 18 teletypes Kode ASR 33 and KSR 33, 1 Tektronix 4601 hard copy unit Telephone link with acoustic coupler.

Key Reference

R. D. Harding. (1974). International Journal of Mathematical Education in Science and Technology, S, Computer aided teaching of applied mathematics. p. 44 7-5 5, (see section 5.1 ).

Contact: Project Director or J. H. Davidson

These programs were not developed with NDPCA L funds

APPENDIX 199

APPLIED MATHS

Computational and numerical methods


INTRO (BASIC)

EXlA (BASIC) EX2A (BASIC) EX3 (BASIC)

EX3A (BASIC)

EX3B (BASIC)

EX3C (BASIC)

EX4 (BASIC)

EX4A (BASIC)

EX4B (BASIC)

EXSA (BASIC)

Description

An introduction to: The Newbury vou terminal The Nova computer (via the vou) The BASIC language The teletype terminal Programming technique

Debugging technique

To study and compare three basic methods of calculating roots of equations: Simple iteration, Newton-Raphson and interval-halving. Two equations (Fl and F2) are taken as examples.

Used to study the values of Fl(x) and F2(x) for various values of x, as a preliminary to solving their roots.

Used to compare the three methods of calculating roots of equations.

This is a general purpose equation solver using interval halving and linear interpolation.

To illustrate the behaviour of truncation and rounding errors in the use of the gaussian 4-point, Simpson's and the trapezoidal quadrature rules. Three integrals (I 1 , 12 and 13 )

are used as examples.

To integrate I1 by three quadrature rules and display the errors.

To integrate I2 and I3 by gaussian and trapezoidal rules and display the error.

To study the performance of three numerical methods for step-by-step integration of a first order ordinary differential equation in a simple case where an analytic solution is avail-

200


EXSB (BASIC)

EX6A (BASIC)

EX7A (BASIC)


Description

able for comparison. Euler's, the leap frog and the RungeKutta methods are compared.

Euler's and Runge-Kutta methods are used to obtain a solution to a non-linear, analytically insoluble, second order set of equations.

To investigate a means of finding eigenvalues for an ordinary differential equation, with special reference to Numerov's method of solution applied to the Schrodinger equation.

To investigate the errors involved in solving Laplace's equation by the method of successsive over-relaxation.

Computational projects in applied mathematics and theoretical physics


CTL/1 (FOCAL) DSS/1 (FOCAL)

DYN/1 (FOCAL) EMT/1 (FOCAL) FLD/1 (FOCAL) FLD/2 (FOCAL) FLD/3 (FOCAL) FLD/4 (FOCAL) FLD/5 (FOCAL) FS/1 (FOCAL) MHD/1 (FOCAL)

Description

Control Theory-non-linear effects in feedback stabilisation

Dynamic stochastic systems-policy improvement method for a Markov decision process

Dynamics-the motion of a spinning top

Electromagnetic theory-diffraction

Fluid dynamics-the Falkner-Skan problem

Fluid dynamics-numerical weather prediction

Fluid dynamics-some viscous flow patterns

Fluid dynamics-irrotational flow past a flat plate

Fluid dynamics-motion of a vortex sheet

Fourier series-partial sums of a Fourier series

Magnetohydrodynamics-convection of magnetic flux


MHD/2 (FOCAL) MTH/1 (FOCAL} NDE/1 (FOCAL) NM/1 (FOCAL) NM/2 (FOCAL)

NM/3 (FOCAL) NM/4 (FOCAL)

NM/5 (FOCAL} NM/6 (FOCAL) NM/7 (FOCAL) NM/8 (FOCAL)

NM/9 (FOCAL} OC/1 (FOCAL) OC/2 (FOCAL) OPT/1 (FOCAL)

OPT/2 (FOCAL) OPT/3 (FOCAL) QM/1 (FOCAL) QM/2 (FOCAL)

APPENDIX 201

Description

Magnetohydrodynamics-the coupled disc dynamo

Mathematical methods-Bessel functions of integral order

Nonlinear differential equations-Van de Pohl's equation

Numerical methods-Fourier transforms

Numerical methods-elliptic equations, currents in an ocean basin

Numerical methods-parabolic equations, the lagged bar

~umerical methods-the advective equation

Numerical methods-over-relaxation

Numerical methods-the Newton-Raphson process

Numerical methods-instabilities in difference schemes

Numerical methods-Monte Carlo solutions of Laplace's equation

Numerical methods-eigenvalues of a real symmotic matrix

Oceanography-oscillations with wind stress

Oceanography-geostrophic balance

Optimisation theory-golden section search for the mode of a function

Optimisation theory-method of steepest descent

The Simplex algorithm

Quantum mechanics-band structure

Quantum mechanics-resonances in potential walls

202


SML/1 (FOCAL) SML/2 (FOCAL) SML/3 (FOCAL) STP/1 (FOCAL) STS/1 (FOCAL)

WVS/1 (FOCAL) WVS/2 (FOCAL) WVS/3 (FOCAL WVS/4 (FOCAL)


Description

Seismology-radiation patterns

Seismology-ray tracing in the earth's crust

Seismology-seismic waves in the earth's interior

Statistical physics-the Van der Waals' equation

Statistics-maximum likelihood estimation under convexity restrictions

Waves-characteristics and shock formation

Waves-dispersion

Waves-Korteweg de Vries' equation

Wave patterns

A booklet in two parts which describes in a systematic way all the computational projects and demonstrations that have been developed by the CAT AM project is available from the Project Director.

Appendix 2.3: Computational Physics Teaching Laboratory (CPTL)

Director: Professor D. Jackson DSc Flnst P, Dept. of Physics, University of Surrey, Guildford, Surrey

A mini-computer is being used in a time-shared service to provide a computational physics teaching laboratory for use as an integral part of the honours degree physics course at Surrey. The CPTL is used both in mathematics teaching for physicists and in physics teaching. 70 per cent of the academic staff in the physics department are involved in the work. Some physics tutorials take place within the laboratory, using packages developed by staff members. Students can investigate a range of physics problems and experiments, using numerical approaches. A library of teaching programs, some imported from other institutions, for example Cambridge University, is available for use by students and staff. The course material together with associated programs and operating instructions are now being disseminated to other institutions. (The minicomputer housed in the physics department is also being used by cusc; see appendix 2. 7.)

Funded for two years from l October 1973 at a cost of £21 039 Extended for two years from 1 October 1975 at a cost of £26 600

Hardware

Computer: Data General Nova 840 Terminals: Alphanumeric Newbury vous and Teletype

Key Reference

T. Hinton, (1977). Physics Education, 12, CAL in physics-other approaches, p. 83-7, (see section 6.3)

Contact: Dr T. Hinton University of Surrey Tel: (0483) 71281

The following is a list of Computer Assisted Learning (CAL) programs/packages developed within the CPTL project and written in BASIC, together with the

203

204 LEARNING THROUGH COMPUTERS

course for which each program was written. In the case of undergraduate courses the year of the couse within the degree is indicated in brackets (that is 1, 2 or 3).

The CAL programs vary in their purpose from calculation aids to packages for use in tutorials. The purpose or function of each CAL program is therefore listed.

PHYSICS


ACCIRCUITS. PH (BASIC)

BASIC I BASIC12 (BASIC)

BESEMF. PH (BASIC)

COUNTERS. PH (BASIC)

Description

Course: Electrical circuits and instruments (I) Function: Enables students to carry out complex arithmetical analysis of AC circuits Aims: Students should gain proficiency in analysing AC circuits. In particular, the package should reinforce the way in which elements are combined to behave inductively or capacitively.

Course: General use Function: A program to teach yourself how to write programs in BASIC

Course: Nuclear physics (2) Function: Investigates the binding energy and the semi-empirical mass formula for various mass and atomic numbers. Aims: The student has the opportunity to carry out repeated calculations with a wide variety of input data. The student should learn the significance of each term in the formula and how it varies with variation of parameters. The speed of the computer provides sufficient results to allow discussion of the physics in tutorial sessions or for students to try a wide variety of cases.

Course: MSc in medical physics Function: Simulates a radiation experiment and enables optimisation of the experimental arrangement of detectors, sources and geometry.


COUNTSTAT. PH (BASIC)

HEATl.PH HEAT2.PH HEAT3.PH (BASIC)

INTERV ALS.PH (BASIC)

.KPSIMP.PH (BASIC)

APPENDIX 205

Description

Aims: Students gain experience in selection of the most suitable apparatus with economy of time and money.

Course: MSc in medical physics Function: Investigates the statistical problems of radiation counter usage. Aims: Students gain an appreciation of the significance of different counting techniques and a feel for the subject.

Course: Solid state physics (2) Function: Investigates the relationship between Debye temperature and specific heat. Aims: Students gain experience of the form of the De bye function and of values of De bye temperature for some common solids. The most appropriate value for the Debye temperature is obtained from experimental data using a least squares method. It familiarises students with an important experimental technique.

Course: Music (1) Function: Given a musical interval in the form of a ratio, the program calculates the number of cents in the interval (and vice versa). Aims: To teach student about musical temperaments and to give them a feeling for the importance of careful definition in a discussion of temperament. Students gain some idea of the size of musical intervals expressed in cents .

Course: Solid state physics (2) Function: Investigates the behaviour of an electron moving in a periodic potential field using the simplified Kronig-Penney model. Aims: Students gain some idea of existence of allowed and forbidden bands in one-dimensional crystals and of the change in strength of binding in going from a free electron continuum to a discrete set of energies.

206


LAMTUl.PH (BASIC)

LATTICE.PH (BASIC)

LOGIC.PH (BASIC)

MOCOILPH (BASIC)

NOTES.PH (BASIC)


Description

Course: MSc in flow measurement Function: Calculates pipeline flow parameters for streamline and turbulent conditions Aims: Students can see the effect on flow rate of changing fluid parameters. Effectively an engineering design tool.

Course: Solid state physics (2) Function: Calculates interatomic distances of any crystal structure. This calculation aid can be used to determine the importance of first, second, third and so on, nearest neighbour bonds. Aims: To aid the student to solve certain problems in crystallography.

Course: Principles of instrumentation (1) Function: Program to analyse the operation of any logic circuit made up of logic devices and display the operation in tabular form. All of the circuit inputs and corresponding outputs must be specified. Aims: Students should gain experience in the design oflogic circuits.

Course: Experimentation (1) Function: Calculates the movement of a moving coil meter when a current passes, by solving the appropriate differential equation. Aims: Students should be able to identify which mathematical term relates to which physical term and thereby give a physical explanation of the mathematical terms.

Course: Music (l)


PATSYN.PH (BASIC)

PYTHAG.PH (BASIC)

RADTRA.PH (BASIC)

RANDMPHASE.PH

APPENDIX 207

Description

Function: This program calculates the frequency of musical notes in the equal-tempered scale (based on the agreed standard frequency, A4 =440Hz). Aims: A numerical aid for music students to help them gain familiarity with the frequencies of notes in the equal-tempered scale.

Course: Microwave optics (short course) Function: Calculates radiation patterns for various aerial configurations. Aims: Effectively a Computer Aided Design package. Students gain experience in methodology of optimisation of five parameters to produce a given radiation pattern.

Course: Music Function: A numerical aid for music students to help them gain familiarity with the frequency ratios found in the Pythagorean Scale.

Course: Nuclear physics (2) Function: Investigates radioactive transformations for various radioactive chains. Aims: The program enables students to study the radioactive decay of a single nucleus or a radioactive chain and to appreciate the significance of a wide variation in magnitude of halflives. The program illustrates the solution of a set of firstorder differential equations with exponential solutions.

(BASIC) Course: Optics (1) Adds the disturbances at a point due to light from two sources of randomly varying phase. Aims: The aim is to show how the intensity due to two sources

208


SCATTER. PH (BASIC)

SEMICON.PH (BASIC)

SUTl.PH (BASIC)

STRAIN.PH (BASIC)


Description

averaged over a number of random phase changes varies with the number of changes; more specifically, to show at what rate the average intensity approaches the theoretical limit for an infinite number of phase changes.

Course: Nuclear physics (2) Function: Calculates energies and directions of particles scattered from a given nucleus. Aims: Study of collision problems including internal excitation and the role of the conservation laws in forbidding certain processes. Students gain quantitative feeling for coilision problems. In the tutorial situation one can test whether the student can interpret the formulae and predict trends.

Course: Solid state physics (2) Function: Calculates the density of electrons in conduction bands in semiconductors using equilibrium statistics. Aims: Students should gain an understanding of the dependence of conductivity upon 6 physical parameters.

Course: Optics (1) Function: Plots intensity patterns to illustrate interference and diffraction effects obtained in a double slit experiment. Aims: The student is made to consider the relative dimensions of apparatus to obtain interference effects and gains familiarity with the form of the fringes from a double slit of variable geometry.

Course: Solid mechanics (1) Function: Investigates the behaviour of deformation in two dimensions defined by four strain components. Aims: Students should gain familiarity with the idea of second order changes, of principal axes and of the decomposition into dilational and deviatoric components.


TRANSl.PH (BASIC)

TRIPLOTl.PH TRIPLOT2.PH (BASIC)

2PEND.PH 3PEND.PH (BASIC)

APPENDIX

Description

Course: Quantum mechanics (2) Function:

209

Calculates the transmission coefficient for electrons incident upon a potential barrier. The effect of varying the electron energy and the barrier width is determined. Aims: Students should obtain a qualitative and quantitative understanding of how the transmission coefficient depends upon a number of parameters.

Course: Electromagnetism (2) Function: Maps the potential distribution due to three charges so that the potential due to a monopole, a dipole and a quadrupole can be illustrated. Aims: Students gain experience in estimating magnitude of potentials in order to adjust the gating levels to obtain an informative map. The two programs give a choice between a symbol and a numerical plot.

Course: Oassical physics (3) Function: A calculation aid to determine the normal modes, amplitudes and frequencies of double and triple (linear) pendulums.

Programs associated with the experimental laboratory


DIFFUSE.PH (BASIC)

KATER.PH (BASIC)

Description

Calculates the temperature-time profile of a heat pulse at a number of points along a conducting rod of known distance from the heater.

Calculates the value of g and errors in g from data obtained from the laboratory experiment on Kater's pendulum.

210


UNEAR.PH (BASIC)

Utility programs


UNLSQ.PH (BASIC)

PLOTI.PH (BASIC)

POLYFIT.PH (BASIC)

Subroutines

BESSUM.PH (BASIC)

INPUT.PH (BASIC)

UNEAR-SUB.PH (BASIC)

UNEQ-SOL.PH (BASIC)

PLOTSUB.PH (BASIC)

SIMRULE.PH (BASIC)


Description

Obtains the least squares best fit to a set of data points.

Description

Calculates the slope (m) and intercept (c) of the straight line which is the least squares best fit to a set of values of x and y. The errors of m and care also calculated.

Plots the function y = f(x) between given values of x using 80 points across the width of the vou screen with 20 steps in they-direction.

Polynomial least squares curve fit to any order by Gaussian elimination with pivots.

Calculates cylindrical Bessel functions, J0 (z) to J 10(z) and Y0 (z) and Y1 (z).

Calls for the input of a string variable-determines whether input is numerical or alphabetic.

Calculates the slope b and intercept a of the straight line y = a + bx which is the least squares best fit to a set of values of x andy. The errors in a and b are also calculated.

Solves a set of N linear inhomogeneous equations inN un· knowns.

Plots a graph across the screen consisting of 80 points (*). The 80 y values must first be calculated and assigned to an array V. Scaling is automatic and the minimum and maxi· mum values of y are displayed.

Integrates a function using Simpson's Rule.

APPENDIX 211

Programs under development


SMECH.PH (BASIC)

NEG TEMP. PH (BASIC)

ADDQUANT.PH (BASIC)

Description

Course: Statistical physics (1) Function: lllustrates the statistical origin of temperature through the determination of the equilibrium distribution of particles. Aims: Students should gain a clear understanding of the basic concepts of statistical mechanics.

Course: Concepts of statistical physics (3) Function: lllustrates the statistical origin of the concept of negative temperatures through the determination of the equilibrium distribution of particles over a finite range of energy levels for varying total energies. Aims: Students should gain a clear understanding of the motivation behind the introduction of negative temperature.

Course: Atomic physics (1) Function: Demonstrates the rules for the addition of spin and orbital angular momentum for a quantised system.

Demonstration Games

CAVES.PH (BASIC) Find your way out of the caves in as few moves as possible.

MASTER-MIND.PH (BASIC) ;.;imulates the game 'Mastermind'.

PENTA-GRAM.PH (BASIC) A word guessing game.

Appendix 2.4: Computer Assisted Learning in Chemistry (CALCHEM)

Director: Professor P. B. Ayscough MA PhD SeD C Chern, FRIC, Dept. of Physical Chemistry, The University of Leeds, Leeds LS2 9JT

CALCHEM began as a cooperative of nine institutions in higher education, developing computer assisted learning materials for use in theoretical and experimental chemistry courses, with production teams of chemists and programmers based at Leeds University and Sheffield City Polytechnic. By 1977 the project involved 20 institutions of higher education in the UK and abroad, 100 chemistry teachers and 4000 students.

About 40 packages containing computer programs and ancillary material have been produced. The programs, mainly written in the STAF author language, have been implemented on most major computing systems.

The computer is used as a means of enabling students-on an individual basisto study in a systematic manner the factors involved in the design of laboratory experiments, the interpretation of spectra, the solution of theoretical problems of various kinds, and the evaluation of experimental data. The major use of the computer is in tutorial mode, with complementary uses of the computer as a calculation and simulation facility.

Funded for two years from 1 April 1974 at a cost of £54 017 Extended for one year nine months from 1 April 1976 at a cost of £91 050

Hardware

Computers: Modular One, ICL 1900 Series, IBM 370 Series, DEc-10, Hewlett Packard 2000F, Prime 300, Burroughs B6700.

Terminals: Teletypes (Kode and so on), DEC writers, (for student use). Newbury vous (for program development)

Key Reference

P. B. Ayscough, (1976). Chemistry in Britain 12, CAL-boon or burden? p. 348-52

APPENDIX 213

Contact: Project Director CALCHEM 78, Association Dept. of Physical Chemistry, The University of Leeds, Leeds l.S2 9JT Tel: (0532) 31751 (ext 6089)

Four kinds of packages are included in this list: each requires supplementary material to be supplied by the teacher (examples may be supplied if required). Each package contains one or more computer programs. All programs are tutorial in style but they may also make use of interactive calculating and/or simulation facilities.

The programs are normally written in an author language, STAF (derived from the Leeds Author Language). The ST AF system consists of the following programs

(1) The interpreter which conducts a tutorial dialogue with the student according to the teaching program created by the author.

(2) The validation program which checks that the teaching program is valid for use by the interpreter and informs the author of any errors.

(3) The copy program which is required on most computers to establish a teaching program on a direct access flle prior to validation.

10 versions of the STAF system are currently available, programmed in FORTRAN and BASIC; further details are given below. (A small number of programs which employ almost solely calculation facilities are written in CALC for the Leeds CTL Modular One and in BASIC and/or FORTRAN elsewhere.)

Notes: (1) For packages associated with laboratory experiments the first letter of the package name indicates for which year of English University the package is most suitable; A for first year, B for second. Other packages employ other code letters.

(2) Full documentation including listings is available for packages marked*. These packages have been fully tested by student use. Most of the other packages have not yet been fully tested by students.

CHEMISTRY

Laboratory experiments

These packages are concerned with the background theory of a specific laboratory experiment, the planning of the experiment, and (optionally) may provide facilities for manipulating experimental results.


Description

*A501 DISSOCIATION CONSTANT OF N2 0 4

(STAF) Part/: methods of determining Kp for Nz04 ~ 2N02

214


(STAF)


Description

Part II: relation between Kp and the degree of dissociation o:. Derivation of

o: = Mp/RT01 - 1

(BASIC or CALC) Part III: checks a student's calculation of o: and Kp, from experimental data. Provides help if errors are found. Will act as a data processor.

A502 FeNCS2+ EQUILIBRIUM (ST AF) A version of B502 suitable for use in the first year of an

honours course. * A510 pK OF AN INDICATOR (STAF) Examines definitions of acids and bases; pH and pK proper

ties of indicators and buffers. Determination of pK for an indicator by colorimetry; Beer-Lambert law; HendersonHasselbach equation.

A511 DETERMINATION OF THE HYDROLYSIS CONSTANT OF ANILINE HYDROCHLORIDE

(ST AF) Part I: strong and weak electrolytes; conjugate acids and bases; hydrolysis; hydrolysis constant; determination of the degree of hydrolysis using an electrical conductance method.

(BASIC) Part II: assists in the correct calculation of the hydrolysis constant from experimental results.

*A710 THE FIRST LAW OF THERMODYNAMICS: AN APPLICATION OF HESS'S LAW

(STAF) Reviews !:lU, q and w; the first law equation; reversibility and state functions. Two examples of the use of Hess's Law. Discussion of a practical application; determination of the enthalpy of ionization of phenol in aqueous solution.

A910 KINETICS OF THE HYDROLYSIS OF SUCROSE (STAF) Part I: basic reaction kinetics, first order rate equation,

Arrhenius equation. Optical rotation as a method of following the hydrolysis of sucrose.

(CALC) Part II: checks a student's calculation on one set of data. Provides facilities for variation of delta in Guggenheim analysis with graphical display. Simulation of data at other temperatures incorporating student error.

*B101 DISSOCIATION ENERGY OF 12 BY SPECTROSCOPIC METHODS (ST AF) Part I: vibrational levels, potential energy curves, Franck

Condon principle, Boltzmann distribution. Dissociation energy and the convergence limit of the spectrum.

(ST AF) Part II: two alternative methods for arriving at a value for the convergence limit.


APPENDIX

Description

215

*B102 HEAT CAPACITY OF S02 FROM SPECTROSCOPIC MEASUREMENTS (ST AF) Part I: equipartition of energy, numbers of vibrational and

rotational modes, Boltzmann distribution. Fundamentals, overtones and combination bands. Heat capacity and vibrational frequencies.

(ST AF) Part II: analysis of spectra. Assignment of bands. Calculation of force constants.

*B107 RUCKEL MO CALCULATIONS (ST AF) Part I: odd and even functions. Symmetry operators, sym

metry-adapted wave functions using benzene as an example. Normalisation. Secular determinants. Matrix elements. Calculation of eigenfunctions in terms of coulomb and resonance integrals.

(FORTRAN in preparation) Part II: checks and identifies errors in student data for mat

rix elements derived for a given polynuclear hydrocarbon. Presents the eigenvalues for all energy levels when input data are correct.

*B113 INTRODUCTION TO MOLECULAR SPECTROSCOPY I (BOND LENGTH OF CO)

(STAF) Parts !/II: interaction of electromagnetic radiation with diatomics; rotational and vibrational spectroscopic data for HO.

(STAF) Part III: selection of model for determination of bond length of CO. Interpretation of the IR spectrum. Moments of inertia, rotational and vibrational energy levels.

The experimental planning section of this program has been written in versions suitable for use with a Grubb Parsons Spectromaster, a Perkin Elmer 257, and a Unicam SP200G. In addition a general version not specifying any instrument is available. The version required should be specified.

B210 MAGNETOCHEMISTRY I (STAF) Part 1: Jl, H, M, B, Xvol and Xrnol· Signs and sizes of Xrnol for

different types of compound. Simulation of Xrnol varying with temperature for CuF2 and MnO. Relation between x and magnetic moment. The Curie Law. The Bohr magneton. Comparison of Gouy and Faraday methods.

(STAF) Part lii: provides checks on Xcorr for CuS04.5H20, and CuAc2 .H2 0. Simulation of variation of x with temperature for these compounds.

216



Description

*B401 LOW TEMPERATURE ADSORPTION ISOTHERM (ST AF) Part I: absorption, physisorption, chemisorption. Isotherms

for physiosorption; their interpretation. The BET method for determining monolayers. The design of an apparatus capable of producing the required experimental information.

(ST AF) Part II: processes student's data once a set example has been satisfactorily solved.

BSOI DISSOCIATION CONSTANT OF ACETIC ACID (ST AF) Part I: equilibrium constants, activity coefficients, effects

of ionic strength (Debye-Hiickel). Methods of studying ionic equilibrium. Particular reference to conductance measurements.

(CALC) Part II: calculates [H] from student's experimental data using Onsager equation.

*B502 ASSOCIATION CONSTANT OF FeNCS2+ (ST AF) Part I: equilibrium constants, activity coefficients, methods

of studying ionic equilibria. Particular reference to colorimetric methods.

(CALC, BASIC and FORTRAN)

(CALC, BASIC and FORTRAN)

Part II: simulation of effects of changing ionic strength. Calculates Kc and I for a students' choice of solutions.

Part III: evaluates and plots user-defined functions of Kc and I using experimental and/or simulated data.

B 504 EQUILIBRIA IN AQUEOUS SOLUTIONS (STAF) Equilibrium constants, activity coefficients, effects of

ionic strength (Debye-Hiickel). Methods of studying ionic equilibrium. Particular reference to conductance measurements.

B511 EFFECT OF IONIC STRENGTH ON SOLUBILITY (ST AF) Part I: a brief discussion on the factors affecting the value

of the equilibrium constant (solubility product) of a sparingly soluble salt in aqueous solution.

(BASIC) Part II: a data manipulation/graph plotting program which allows the student to plot any function of his K versus I data against any other function.

*B603 Fe2+ /Fe3+REDOX SYSTEM (STAF) Relations between EMF of cells, ionic activities and concen

trations. Effects of ionic strength, Debye-Hiickel. Definition and estimation of standard electrode potentials.


APPENDIX

Description

*B610 ION SELECTIVE ELECTRODES I: THE F- ELECTRODE

217

(STAF) Part/: Nernst equation; a test of its applicability to the Felectrode.

{STAF) Part II: selectivity of the F- electrode; interfering ion OH-.

*B611 ION SELECTIVE ELECTRODES II: THE GLASS ELECTRODE {STAF) Part/: properties of the glass electrode, Nernst equation;

methods of validating its applicability to the glass electrode. {ST AF) Part II: determination of K8 for a weak acid via a potentio

metric titration method using a glass electrode as sensor.

*B901 KINETICS OF THE DECOMPOSITION OF DI-TERTIARY-BUTYL PEROXIDE

{ST AF) Part/: basic theory of kinetics, first order rate equation; activation energies. Methods for studying gas phase reactions. Advantages of a Guggenheim treatment of the data.

(CALC and FORTRAN) Part II: checks the student's calculation on one set of data.

Provides for variation of delta in Guggenheim analysis with graphical display. Comparison with normal first order plot. Simulation of data at other temperatures incorporating student error.

*B904 KINETICS OF IODINATION OF ACETONE (ST AF) Basic theory of kinetics, first order rate equation; orders

of reaction for W, acetone, I3 -. Detailed study of a method for obtaining the order with respect of I3 -.

Spectrophotometry and the Beer-Lambert Law.

B905 KINETICS AND MECHANISM OF THE OXIDATION OF FORMIC ACID BY BROMINE

(ST AF) Discusses the factors affecting the rate of a reaction and methods by which the order of the reaction with respect to the various reactant/products can be related to the reaction mechanism. Possible mechanisms for the Br2 /

HCOOH reaction are discussed and kinetic experiments to differentiate between them are devised. A choice is given between alternative methods of following the reaction and hence deducing the order of the reaction with respect to HCOOH, Br2 , W and Br-.

*B906 TEMPERATURE JUMP (ST AF) First order rate equation; calculation oft 112 for a pseudo

first order reaction; methods of following rapid reactions, the temperature jump method for following the relaxation to equilibrium in a ferric ion/thiocyanate ion system; calcu-

218



Description

lation of the size of temperature jump to be employed, the energy required and the combination of voltage and capacitance to be used; a method of following the relaxation; a Beer-Lambert law calculation; discussion of the treatment of the experimental results.

B910 EFFECT OF IONIC STRENGTH ON RATE CONSTANTS (ST AF) Part I: ionic equations, rate equations, determination of

rate constants by chemical methods. Variation of ionic strength.

(BASIC) Part II: assists in the correct calculation of rate constants from experimental data.

*B911 RATE CONSTANTS FOR RADICAL COMBINATIONS (ST AF) Part I: classical kinetics; first order equations, problems

associated with measurements on fast reactions. The buffer method for studying radical combinations. Handles nine combinations of radicals.

(BASIC OR CALC) Part II: determination of thermodynamic equilibrium con

stants from data tables. How to use available information. Provides help if errors are found.

Problem solving packages

Each package contains a statement of a problem (for example to identify the chemical species involved in a sequence of reactions), a list of the information which the student can obtain from the computer and instructions about how to request this information. The computer keeps records of the information given to the student, helps with interpretation if requested, invites the student to give his solution when he has enough information, keeps a score and requires the student to seek confirmation of answers based on inadequate evidence.

Title and (Language) *P105 INORGANIC PROBLEM 5 (STAF) *Pl 06 INORGANIC PROBLEM 6 (ST AF) *P107 INORGANIC PROBLEM 7 {STAF) Note: documentation for the three problems is in one booklet. P120 INORGANIC PROBLEM ON THE COMPLEXES OF GOLD {ST AF)

Interpretation of spectra

These packages consist of the spectra to be interpreted and a program which leads the student through a systematic procedure for identifying each peak or group

APPENDIX 219

before attempting to identify the molecule. Programs vary greatly in length and complexity and in the extent to which the student may choose the sequence of peaks studied.

Title and (Language) Description

*SlOl INTERPRETATION OF IR SPECTRA I (BASIC) Part I: C-H vibrations, stretching and bending modes in

aliphatic and aromatic compounds. Examination of the spectrum of n-hexane.

(ST AF) Part II: interpretation of the spectrum of propiophenone. *S201 INTERPRETATION OF NMR SPECTRA II (STAF) Part I: basic principles of first order NMR spectroscopy.

(BASIC OR FORTRAN)

I, mb w chemical shifts, spin-spin coupling.

Part//: interpretation of six first order NMR spectra. Other spectra can be added.

S210 INTERPRETATION OF NMR SPECTRA II (STAF) Checks the student's measurements of chemical shifts,

multiplicities and number of protons. Student assigns each peak in turn. The program takes the student's suggestion, calculates multiplicity, position and valency requirements from it and then compares these answers with stored data before commenting upon the student's interpretation. Handles (currently) 50 spectra.

S301 INTERPRETATION OF MASS SPECTRA (ST AF) Part I: basic principles of the mass spectrometer. (STAF) Part//: general rules for the interpretation of mass spectra:

(STAF)

these rules are exemplified by consideration of fourteen actual spectra. Part III: the interpretation of individual spectra. Only one spectrum is available at the moment.

S901 INTEGRATED SPECTROSCOPY I (ST AF) Assists the student in identifying a compound from its IR,

NMR and mass spectrum. The student may consider the spectra in any order but any proposed structural feature must be confirmed in at least one other spectrum before it is acceptable. The student can suggest the structure of the compound at any point in the interpretation.

ZlOl ANALYSIS BY GAS CHROMATOGRAPHY (ST AF) Basic principle, design of a method for determining trace

amounts of benzene in commercial cyclohexane. Effects of column polarity and temperature on a gas chromatogram. Optimum conditions for quantitative analysis.


Tutorial packages

These are self-contained dialogues, giving positive feedback and remedial tuition where necessary. Simulation and calculation facilities may be used.


*T113 INTRODUCfiON TO MOLECUlAR SPECTROSCOPY (STAF) A simplified version of B113 adapted for tutorial use. No

particular instrument is referred to. *T512 ACIDS, BASES AND INDICATORS (STAF) Acids, bases, strong and weak, pKa, pKw; indicators, range

of applicability. Buffers.

*T711 BASIC THERMODYNAMICS (STAF) Morse curve, dissociation enthalpy of the bromine mole

cule. Enthalpies of formation from enthalpies of dissociation via Hess's Law calculations.

T210 MAGNETOCHEMISTRY I (STAF) A version of B210 adapted for use before a tutorial.

T720 THERMODYNAMICS OF STANDARD STATES (PART 1) (ST AF) Standard states of pure substances and binary mixtures

using as examples gaseous methane, pure water, ethanol/ water mixture and an aqueous solution of sucrose.

T721 THERMODYNAMICS OF STANDARD STATES (PART 2) (STAF) Standard states for liquid mixtures and solutions; ideal

behaviour, Raoult's Law and Henry's Law.

T722 ENERGY CHANGES IN CHEMICAL REACTIONS (ST AF) DJJ for a reaction, factors which affect the value of DJJ

and calculation of DJJ for the reaction:

Relationship between DJJ and AU.

T723 FREE ENERGY AND CHEMICAL REACTIONS (ST AF) Relationship between thermodynamic quantities and the

direction and extent of reaction. Gibbs free energy-of reaction-of ideal and real, non-electrolyte and electrolyte solutions. Equilibria involving simultaneous reactions.

T920 ELEMENTARY REACTION KINETICS (STAF) Reaction stoichiometry, rate, order, molecularity of,

factors affecting the rate constant, rate equations and their solution.

Title and (lAnguage)

APPENDIX

Description

T921 MECHANISMS OF COMPLEX REACTIONS

221

(ST AF) Relationship of overall reaction and elementary reactions. Derivation of kinetic rate equations for (1) decomposition ofN2 0 (2) enzyme catalysed reactions. Use of steady-state hypothesis.

Y201 SYNTHESIS OF 2-PHENYLPROPENE (STAF) Deals with the retrosynthesis of a target molecule, ie. the

target molecule is defined and the student must work backwards until he arrives at a suitable starting material. He can do this in as many steps as he thinks fit and the computer verifies or comments on his chosen route. IUPAC nomencleture is used to specify the precursors, lists are used to define reaction conditions, solvent and so on.

Packages under development

Title S902 INTEGRATED SPECTROSCOPY 2 Y211 SYNTHESIS OF 4-PHENYLBUTANOIC ACID XlOO X-RAY CRYSTALLOGRAPHY

OUTLINE REQUIREMENTS FOR IMPLEMENTATION OF STAF

The ST AF system has been developed in two versions. The version programmed in BASIC runs on a Hewlett-Packard 2000F

system. Provided that the complexity of teaching programs is limited, the response is generally acceptable. It has been transferred to a PDPll running extended BASIC but it is not envisaged that this version will be transferred to any other computer since other versions of BASIC do not provide facilities which are essential for the running of the system.

The FORTRAN version of the system is installed, or being installed, on a number of computers, as tabulated below. The following should be noted

(1) Language version :the only departures from ANSI (1966) standard FORTRAN are the use of DEFINE FILES (allowing random access to the teaching files) and date and time and random number subroutines. Some versions also use a subroutine for the dynamic assignment of files in response to student request. Otherwise the system programs have been shown to be relatively machine-independent.

(2) Core store required: two sizes are given, for the Validation Program and the Interpreter respectively.

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(3) Teaching program size: this size is that of a direct access version of the teaching program. Most implementations require that a serial version of each teaching program is also maintained which may be edited; this occupies about one third to one half the space of the corresponding direct access file.

223

(4) Total backing storage required: estimate the number of teaching programs times the storage required for each one plus 50 per cent to allow for serial versions. For systems programs allow additional, equal, storage allocation for the source versions. The copy programs, if required, will occupy approximately 10 per cent of the size of the validation program.

(S) Terminal interaction, the STAF system requires that the computer operating system allows the input and output of up to 72 characters.

Appendix 2.5: Computer Assisted Learning in Nuclear Science and Technology

Problems caused by the need to obtain security clearance have prevented the publication of details.

Department of Nuclear Science & Technology, Royal Naval College, Greenwich, London SElO 9NN

224

Appendix 2.6: Computer Assisted Technological Education of Service Personnel

Director: Professor M. H. N. Potok BSc PhD MAC Eng FlEE, Dept. of Electrical and Electronic Engineering, Royal Military College of Science, Shrivenham, Swindon, Wilts Tel: (0793) 782551

CAL packages enable students of electrical engineering to develop, exercise and test their knowledge of topics introduced in lectures and gain introductory experience of computer aided design. Eight packages were produced, others are under development and several were transferred from the Engineering Sciences Project. (See appendix 2.8.) Three student stations, each comprising a graphics terminal and alphanumeric VDU, are available in a laboratory linked to the Department's PDP 11/40. Students normally work in pairs. Videotapes of computer-generated displays are used for class demonstrations of system response characteristics and sensitivity to parameter changes. There is a possibility of expansion into other subject matter areas and departments with the establishment of a college-wide CAL servtce.

Funded for two years from 1 December 1975 at a cost of £24 879

Hardware Computer: PDP 11/40 Terminals: Tektronix 4010-1 and VT 52 Alphanumeric VDUS

Key Reference C. A. Sparkes (I 976). Royal Military College Journal, CAL -the computer tutor. Shrivenham

Contact Project Director or Mr C. A. Sparkes

These programs have not all been developed with NDPCAL funds

225


ELECTRICAL AND ELECTRONIC ENGINEERING


CONTRL (RT 11 MU BASIC)

TSP1 (RT 11 MU BASIC) TSP2 (RT 11 MU BASIC) TSP3 (RT 11 MU BASIC) TSP4 (RT 11 MU BASIC) TSPS (RT 11 MU BASIC) TSP6 (RT 11 MU BASIC) PSMIT (RT 11 MU BASIC AND FORTRAN

PFILT (RT 11 MU BASIC)

Description

Provides demonstration and exercising facilities for fundamental control engineering calculation and responses are dynamically demonstrated on a graphics terminal.

First order control system responses

Second order open loop and transient responses

Second order closed loop responses

Set of second order responses

Quadratic lag Nyquist diagram

Nyquist and Bode diagram of higher order systems

Provides facility for plotting impedances and admittances on a Smith Chart, finding the distances between points as well as distances along the line to the intersection with any circle on the Smith Chart, solving stub matching problems, calculating vswR and reflection coefficients.

Provides a facility for tabulating and plotting insertion loss and phase of filters up to 9th order with one or two reactances in each arm of the ladder network when terminated by arbitrary resistances. Will work with actual and with normalised component values on a linear or logarithmic frequency scale. Also finds zeros of insertion loss and transfer function and tabulates and plots insertion loss and phase from given zeros and poles of the functions.


TRLOC (RT 11 MU BASIC AND FORTRAN)

LOGIC (RT 11 MU BASIC)

TRANS (RT 11 MU BASIC)

NOLIN (RT 11 MU BASIC)

COMP (RT 11 MU BASIC)

RADAR (RT 11 MU BASIC)

APPENDIX 227

Description

Provides a facility for students to construct a root-locus diagram by following a set of rules and using the cursor on the graphics terminal to investigate estimated points on the locus which occurs off the real axis. The equivalent transient response to a step input can be drawn for any point on the locus.

Simulates logic circuits using standard logic gates, JKs, an 8-bit register and a 1 bit adder. Displays waveforms or truth tables and allows changes of circuit inputs in real time. The package is also supported by a routine to plot three, four or five variable Karnaugh maps.

Plots the transient response of a system. Variable can be declared as the coefficients of the differential equation or as time constants of the open-loop transfer function of the system.

Investigates the Fourier analysis and describing function approach to analysing non-linear elements of a system.

Investigates the addition of a series phase advance network used as compensation on the open-loop frequency responses of a system (Nyquist and Bode).

Models a radar system in terms of commonly used parameters. It enables the student to design the system to match specified design criteria.

Appendix 2.7: Computers in the Undergraduate Science Curriculum (CUSC)

Director: Dr J. McKenzie MA PhD, Dept. of Physics and Astronomy, University College London, Gower Street, London WC1 6BT

cusc was a large, inter-institutional and inter-disciplinary project, involving some 50 academic staff and thirteen science departments in three institutionsUniversity College London, Chelsea College and the University of Surrey. The aims of the project were to generate, develop, test and transfer CAL packages that enrich learning within the undergraduate science curriculum; to further the integration of such packages into existing science courses; and to investigate the role of CAL in science education. The computer's main use is for simulation, enabling the science student to focus his attention on the way a physical, biological or chemical system reacts to change of parameters. An important part of the project's work was to exploit the use of graphics terminals in teaching. A range of packages has been developed and tested for use in physics, biology and chemistry teaching at undergraduate level. A fourth institution, Queen Elizabeth College, participated in the work of cusc during the last two years of the Programme.

Funded for two years from 1 January 1974 at a cost of £71 795 Extended for two years from 1 January 1976 at a cost of £144 664

Hardware Computers: Nova 1200 and Elliott 4130 with PDP 11/40 front end at Chelsea

College; ICL 1904, CDC 6400, Cyber 70 and PDP 11/34 used by University College London; Data General Nova 840, ICL 1905 and PRIME 300 at Surrey University.

Terminals: Computek 300; Tektronix 4010-1; Teletypes; Alphanumeric Newbury VDU.

Key Reference J. McKenzie et al. (eds). (1978). Interactive Computer Graphics in Science Teaching. Ellis Horwood, Chichester

228

APPENDIX 229

Contact: cusc Support, Educational Computing Section, Chelsea College, Pulton Place, London SW6 Tel: 01-736 1244

Programs available in: Physics and Statistics, Chemistry, Biology and Biomedical Science. The packages marked (*) are those which are more fully developed. 'T' implies that a version of the program may be used with a teletype or other alphanumeric terminal.

PHYSICS AND STATISTICS

1itleand Language

*P1-SCHRODINGER BOUND STATE (BASIC AND FORTRAN)

*P2-PHASORS ANDMULTIPHASORS (BASIC AND FORTRAN)

*P3-FREE FALL WITH AIR RESISTANCE (BASIC)

Description

The user may define the width and depth of a square potential well, the particle mass and energy, and the function parity and is then shown the corresponding curve of the wave function.

In PHASORS, the user may define the amplitudes of two waves and the increment of phase difference between them. He may, at any time, change the phase difference, view the wave sum, the phasor diagrams of the separate waves or their sum and a plot of intensity versus phase difference for the waves. In MULTIPHASORS, the student defines the number of waves and the increment of phase difference between them. The screen displays the phasor diagram for any phase difference and, upon request, a plot of the intensity versus phase difference.

DROP allows users to plot velocity-time and distance-time graphs for different initial and terminal velocities, and different power laws of air resistance. PARA simulates a parachute jump and the user can search for the time of opening needed in order to reach the ground safely in a minimum time.

230



Description

*P4-SCHRODINGER POSITIVE ENERGY (BASIC AND The student defines the potential barrier width and height, FORTRAN) the particle mass and energy. The screen displays wave

functions for the incident, reflected and transmitted waves; the real and imaginary parts may be shown separately. The transmission coefficient is listed. The probability density may also be displayed.

*PS-SATELLITE MOTION (BASIC)

*P6-RUTHERFORD SCATTERING (BASIC AND FORTRAN)

P7-FOURIER SERIES (BASIC)

*PIO-MOMENTS OF INERTIA (BASIC)

The student determines the launching angle and speed; he may change the satellite speed, and thereby the orbit, after the launch. The corresponding orbit is displayed, with the corresponding energy diagram.

RUTHER shows paths of scattered particles given charge of nucleus, velocity of beam and impact parameter of the particle. RUTHES simulates a scattering experiment and plots results on a graph of number scattered versus angle.

A periodic function is selected by the user from a set of functions. Options allow a change of origin or period of these functions. Other options plot individual terms of the Fourier Series or partial sums, for comparison with the given function. A difference function can also be displayed. Displays of harmonic amplitude versus harmonic number show the effect of increasing the period of a given function, as an introduction to the Fourier Transform.

The student builds up an arbitrary shape of lamina using the graphics cursor and then the program calculates and displays the moment of inertia about various chosen axes.


*Pll-FLOW THROUGH A NOZZLE (FORTRAN)

P12"'"ST A TISTICAL MECHANICS (FORTRAN)

*STl-MEAN ANDVARIANCEOF SAMPLE (BASIC)

ST2-LINE FITTING (BASIC)

*ST3(T)-LEASTSQUARES LINE (BASIC)

APPENDIX 231

Description

The student specifies the exit pressure of a de Laval nozzle. The program displays the nozzle proftle beneath a plot of pressure against position along the nozzle and also any shock waves which occur.

These short lecture demonstrations display normalized distribution curves for the distribution of N particles between 2 or 3 states. A family of curves for different Ns is built up.

The student attempts to judge the mean of a set of data values drawn from a gaussian distribution. The program prints the second moment for the sample data, calculated about the guessed value; a curve of this function can be requested; the Gaussian curve can be displayed.

The student tries to fit a straight line by eye to a set of points. The program calculates the gradient and intercept of the student's line and the mean square deviation of the points from the student's line. Upon request two graphs can be plotted: mean square deviation versus gradient with intercept held constant or mean square deviation versus intercept with gradient held constant.

Service program for producing a least-squares straight line fit to arbitrary data, with output of the line parameters and their errors. The line and data are plotted if a graphics terminal is in use, but the remainder of the program may be used with alphanumeric terminals.

232

CHEMISTRY


C2(T)-DIBASIC AND MONOBASIC ACIDS (BASIC)

*C3-PARTICLE IN A POTENTIAL WELL (BASIC)

*C4(T)-MONTE CARLO AND THE BOLTZMANN DISTRIBUfiON (BASIC AND FORTRAN)

*CS(T)-BOLTZ-


Revision package on acid dissociation (monobasic and dibasic acids) and colligative properties of solutions (electrolyte and non-electrolyte).

The student specifies the particle mass, well width and depth. The energy levels are displayed for the particle in the chosen square well and also in a square well of infinite depth.

This package extends a laboratory exercise in which students simulate energy transfer between molecules using dice and counters. In the program the student can specify the size of the array, the number of energy quanta, their distribution and the type of collision process. Can be used to simulate the change in molecular energy distribution following the mixing of gases with different temperatures.

MANN DISTRIBUTION OF MOLECULES IN A GAS (BASIC) There are two parts to this package: one displays the speed

distribution after the student has input the molecular weight and temperature of the gas; the other displays the distribution of rotational energy levels of linear molecules, once the rotational constant and temperature are specified.

*C6-KVIST ANDXPDATA (BASIC) The lecture demonstration is a data-fitting program which

is used to demonstrate the relationship between equilibrium


*C7-POINT GROUP SYMMETRY (BASIC AND FORTRAN)

*Cl 0-GAUSSIAN DISTRIBUTIONS (BASIC)

Cll-FREE ENERGY (BASIC)

C12-0SCILLATOR MODEL (BASIC)

APPENDIX

constant and temperature. Another program can be used for the general plotting of experimental results.

233

The student can select a symmetry operation to be applied to a flag element. A perspective representation of this is displayed on the screen. It is then possible to build up complex groups from the cumulative multiplication of such symmetry operations. A second package permits a student to select any point on the surface of a sphere and indicates how the corresponding stereographic projection is obtained. A third package offers similar options to the first, but the display is in the form of a stereogram, which allows more complicated groups to be built up.

The package is in three parts. Initially the student can specify the peak position, height and half-width for up to three overlapping gaussian curves and obtain a plot of the curves with their sum. The second part requires the student to deduce the above parameters from the envelope of two overlapping gaussians. Finally the student can input his own experimental data and attempt to analyse it in a similar way.

Lecture demonstration to illustrate how free energy of a reaction depends on concentration of a reactant, at a fixed temperature. The program plots f1G versus concentration, with programmed pauses for explanation by the teacher.

Various diatomic molecules can be chosen. The program calculates the energy levels for various models of linear oscillator: classical, quantum-mechanical, harmonic, anharmonic. Wavefunctions of the first five levels are plotted, superimposed on a diagram of the corresponding energy levels.

234


*CIS-ATOMIC AND MOLECULAR ORBITALS (BASIC AND FORTRAN)

C18(T)-TERM SYMBOLS (BASIC)

C22-CONSECUTIVE REACTIONS (BASIC)


Description

In the sections dealing with atomic orbitals the student specifies the orbital, the effective nuclear charge and the scale, after which shaded contour displays of hydrogenlike atomic orbitals are obtained. The following functions may be displayed in addition: the radial part of the wave function, the radial distribution function and the total wave function along any chosen direction from the nucleus. It is possible to investigate the orbitals further, displaying shaded displays of cross-sections at chosen distances from the origin. The molecular orbitals sections are similar: the program generates shaded molecular orbital plots for homo- and hetero-nuclear diatomic molecules. ls, 2s, 2px, 2py and 3dxy orbitals can be used to construct hybrid or molecular orbitals. In addition, line plots of the contributory or total wave function can be drawn. Teletype versions of some sections are available.

Package of programmed exercises for instruction and testing in term symbols used for atomic spectroscopy. Makes reference to the shaded contour displays of orbitals produced by C15.1.

The equilibrium constants, k 1 k 2 , can be specified for firstorder reactions of the form A k 1 B k 2 C. The development of the reactions is plotted inthe for~actant concentrations 11ersus time. Suitable for lecture demonstration.

APPENDIX 235

BIOLOGY AND BIOMEDICAL


*Bl (T)-MAPPING OF CHROMOSOMES (BASIC)

*B3-POL YGENIC INHERITANCE (BASIC)

*B4(T)-POPULATION DYNAMICS (BASIC)

* B7(T)-NATURAL SELECTION FOR TWO ALLELE SYSTEM (BASIC)

Description

The student specifies a strain of hypothetical organism by typing in any three of ten linked genes. The computer then simulates a three-point test-cross and the F2 phenotypes are classified and printed. From such data the linkage map is gradually built up. (Developed by Chelsea Science Simulation Project.)

This package models a simple situation of polygenic inheritance. The student controls the number of relevant loci (up to five), the type of dominance (classical or co-dominance), the phenotype effect of each allele and the parental genotypes. Any number of offspring are then produced from the specified mating and a histogram is built up showing the number of organisms in each phenotype class. The model can also be used to set simple statistical exercises, using random distributions.

The program models either populations growing in isolation or two populations competing for limited resources. The student uses the model to perform various investigations in which he controls parameters such as the initial and saturation populations, the numbers of offspring, the generation times and the inhibitory factors. The model is based on the Volterra-Lokta equations and illustrates mathematical relationships not always obvious to biology students. (Developed by Chelsea Science Simulation Project.)

This package models natural selection in action for a one gene/two allele system. The student can control the following parameters: relative viability of the genotypes, mutation rates, migration rates, size and natural composition of

236


Bl2-ENZYME KINETICS (BASIC)

B13(T)-OPERON (BASIC)

*BMl-CARDIAC OUTPUT BY INDICATOR DILUTION (BASIC)

*BM7-ISOLATED HEART-LUNG PREPARATION (BASIC)


Description

the population and the breeding system in operation (for example random, sib-mating, various degrees of inbreeding) in order to investigate how the population changes through any number of generations. The model is stochastic for small, and deterministic for large, populations.

The user first chooses one of six enzymes, then makes an estimate of the most influential parameter for determining enzymatic activity from pH, enzyme concentration; substrate concentration, incubation temperature and incubation time. Maximum and minimum values are assigned to the chosen parameter and fixed values to the remainder. Enzyme activity is plotted as a function of the chosen parameter over the chosen range. (Developed by the Chelsea Science Simulation Project.)

This package provides an introduction to the Jacob-Monod model of genetic induction. Various options allow the user to select one, or the cross of two genetic strains, or to create his own by specifying the order to genes within the operon and the status of the genes. The user can then make a simulated assay for enzymatic activity, with or without inducer, for various times of sampling, total assay and introduction of inducer.

The programs simulate the injection of an indicator dye into the blood stream of a patient. Using the relatively simple first section, the student learns something of exponential plots and time constants. A second section is more realistic and the student performs semi-log plots to determine the patient's cardiac output. Various factors which alter the form of the plots can be altered in the third section. A teletype equivalent of these sections is available.

Introduction to the circulatory system, using a simple model. The Starling heart-lung preparation is simulated,


*BM8-VOLTAGE CLAMPING IN SQUID AXON (BASIC)

*BM9-COUNTERCURRENT MECHANISMS (BASIC AND FORTRAN)

APPENDIX 237

Description

and the user can alter variables such as the temperature, fluid resistance or hydrostatic pressure of blood returning to the heart. The program displays plots of five dependent variables (that is heart rate, arterial pressure, stroke volume, right atrial pressure, flow rate) as functions of one or two independent variables. The effects of drug addiction (for example adrenaline or barbiturates) and ageing of the preparation can be investigated. Teletype version is available.

This package simulates the voltage clamping technique for investigating ionic conduction by nerve fibres. The membrane current is plotted as a function of time for chosen values of clamping potential and duration. The HodgkinHuxley equations are used to calculate the current. Plots of ionic conductance and other parameters can be obtained, and the composition of the bathing solution can be altered. Teletype version is available.

Introduction to countercurrent mechanisms, using the equations for heat flow. Efficiency of concurrent and countercurrent flow can be compared, varying: the input temperature of the two fluids, thermal contact between tubes and ratio of flow rates. The program displays plots of temperature as a function of position along the tubes. Biological examples of countercurrent exchange of both heat and material are simulated. In particular, the model is extended to concentration mechanisms in the kidney. Teletype version is available.

Appendix 2.8: Engineering Sciences Project (ESP)

Director: Dr P.R. Smith BSc PhD FINucE F Inst P Faculty of Engineering, Computer Assisted Teaching Unit, Queen Mary College, Mile End Road, London El 4 NS

Many engineering systems are too complex and/or too costly to be made available for student experimental work but system responses can be studied using a realistic computer simulation. Initially the project involved nuclear, mechanical and electrical engineering at QMC, mechanical engineering at Imperial College, and electrical engineering at University College London. Three other institutions joined the project-Exeter University, Plymouth Polytechnic, City of Leicester Polytechnic. links were also established with two military projects (appendixes 2.5 and 2.6). A wide range of CAL packages has been developed and tested; these are now in routine use in a range of engineering courses. The transferability of packages has been a key objective, so as to spread the high development costs across different institutions.

Funded for two years from 1 October 1973 at a cost of £50 355 Extended for two years 3 months from 1 October 1975 at a cost of £170 195

Hardware Computers: PDP 11 /40-QMC and Exeter;

PDP 8L-Plymouth Polytechnic; CDC 64oo·and Cyber 7314-Imperial College; Nova 2-University College London; Burroughs B6700 and Nova 820A-Leicester Polytechnic.

Terminals: Tektronix 4010; Kode Teletypes; Computek 300; LA30 Decwriter; Alphanumeric VDus; Tektronix 4002A; Tek 611 storage display unit.

Key Reference P. R. Smith. ( 1976). Computers and Education. I, Computers in Engineering Education in the UK, p. 13-21, (see section 4.1).

238

APPENDIX

Contact: Engineering Science Program Exchange Faculty of Engineering Computer Assisted Learning Unit Queen Mary College Mile End Road London E1 Tel: 01-980 4811 (ex 547)

Packages available in Aeronautical, Electrical/Electronic, General (interdisciplinary) and Nuclear Engineering. Packages developed at Queen Mary College (University of London):

AERONAUTICAL ENGINEERING


OSSY ESP 14 (FORTRAN IV)

AIRSTB ESP22 (FORTRAN IV)

Description

Response of an oscillatory system with a single degree of freedom

Aircraft stability

ELECTRICAL/ELECTRONIC ENGINEERING


SDS ESP06 (FORTRAN IV) ELS ESP 57 (FORTRAN IV) PDPTC ESP 58 (FORTRAN IV) ELCID ESP07 (FORTRAN IV) LOFL ESP21 (FORTRAN IV)

Description

Non-linear sampled data control system

Electrons moving in an electric field

Frequency response of a tuned circuit

Electronic circuit design

AC load flow

239


GENERAL ENGINEERING {INTERDISCIPLINARY)

Title and ( Langugage)

ISL ESP28 (FORTRAN IV) DYNS ESP67 {FORTRAN IV) GASGEN ESP37 (FORTRAN IV)

Description

Interactive simulation language

Equations of motion

Gas generator design

NUCLEAR ENGINEERING


HOM OK ESP01 (FORTRAN IV) CRADD ESP02 (FORTRAN IV) HETK ESP03 (FORTRAN IV) RAPRO ESP04 (FORTRAN IV) GINNS ESP 13 (FORTRAN IV) COMMOD ESP 15 (FORTRAN IV) BURP ESP 17 (FORTRAN IV) BESEMF ESP 19 (BASIC)

Description

Multiplying properties of a homogeneous mixture

Criticality of a reflected system

Optimisation of a fuel-moderator lattice

Optimisation of radial form factor

Temperature distribution in a gas-cooled reactor channel

f:ritical size calculation

Homogeneous burnable poisions

Identification of fissile nuclides


REACT ESP27 (FORTRAN IV) STATS ESP42 (FORTRAN IV) CASK ESP33 (FORTRAN IV)

APPENDIX

Description

Reactor kinetic response

Statistics of counting

r-source shielding



ANTENA ESP OS (FORTRAN IV) COMSYS ESP 11 (FORTRAN IV) LOGIC ESP 12 (FORTRAN IV)

TRAN ESP35 (FORTRAN IV) DSLE ESP 36 (FORTRAN IV)

Description

Unear phased array antenna

Communication system simulation

Computer generation of test patterns for combinational logic systems

Transmission lines

Digital circuit simulation

241


Packages developed at Imperial College of Science and Technology:

MECHANICAL ENGINEERING


TEACH ESP 10 (FORTRAN IV) TEACH-B BO*

TEACH-B Bl (FORTRAN IV) TEACH-B B2* (FORTRAN IV) TEACH-C CO

TEACH-C Cl (FORTRAN IV) TEACH-C C2 (FORTRAN IV) TEACH-C C3 (FORTRAN IV) TEACH-CC4 (FORTRAN IV) TEACH-C CS* (FORTRAN IV) TEACH-C C6* (FORTRAN IV) TEACH-C C7* (FORTRAN IV)

TEACH-L LO*

TEACH-LLl (FORTRAN IV) TEACH-L L2 (FORTRAN IV) LABl ESP09 (FORTRAN IV)

Description

Computer aided studies in fluid flow and heat transfer Teaching guide and instruction manual for the TEACH-B Computer Program

Laminar boundary layer flows

Turbulent boundary layer flows Teaching guide and instruction manual for the TEACH-C Computer Program

One-dimensional, unsteady heat conduction

Two-dimensional heat conduction

Irrotational flow

Fully developed flow in ducts

Heat transfer in fully developed flow ducts

Heat transfer in developing flow in ducts

Convective heat transfer in stagnation flow

Teaching guide and instruction manual for the TEACH-L Computer Program

Viscous stagnation flow

Laminar flow in ducts with sudden enlargements

Transient !-dimensional heat conduction experiment

*Documentation in preparation

APPENDIX

Packages developed at Plymouth Polytechnic:



PEEP2 ESP60 (FOCAL) PEEP3 ESP61 (FOCAL) PEEP31 ESP62 (FOCAL) PEEP33 ESP63 (FOCAL)

Description

Impedance and complex number calculations

Nodal analysis

Harmonic analysis I

Harmonic analysis II

Packages developed at Leicester Polytechnic:



AC1

Description

243

ESP 16 (FORTRAN IV AND BASIC)

Impedance and complex number calculations. A program designed to assist the user to analyse simple electrical circuits consisting of resistors, inductors, capacitors and sources

TRALIN ESP 18 (BASIC) FEQRS ESP24 (FORTRAN IV)

of electromotive force. The effect of frequency can be investigated.

Basic transmission line analysis.

Frequency response. An interactive program, via a Tektronix 4010 computer terminal, designed to assist the study of the frequency response of open loop and closed loop systems. The classical diagrams are plotted. The graphics employ CALCOMP or GINO routines.

244


RLOCI ESP 32 (FORTRAN IV)


Description

Root loci (S plane).

Packages developed at University of Exeter:

Packages available in Electrical/Electronic Engineering, Engineering Science, Environmental Chemistry and Chemical Engineering, General (interdisciplinary) Engineering, Mechanical Engineering.



TRANS ESP40 (BASIC)

GATES ESP48 (BASIC)

Description

The transient response of a linear control system from its pole-zero description

Elementary logic gate simulator for flip flops

ENGINEERING SCIENCE


BORE ESP 50 (BASIC) MULTI ESP 51 (BASIC)

RELAX ESP65 (BASIC)

Description

Simulation of geological borehole survey

Multi-choice link module: for setting up a multiple choice question system which will receive and record responses and present remedial text

Solution to Laplacian field problem by 'relaxation' method


COULOM ESP66 (BASIC)

APPENDIX

Description

Explorations in an electric field of a body modelled as a set of fixed point charges

ENVIRONMENTAL CHEMISTRY AND CHEMICAL ENGINEERING


Random influences on populations

245

PREDPR ESP39 (BASIC) REACT ESP 54 (BASIC) Simulation of an externally cooled tubular flow reactor with

gas-phase exothermic reaction

GENERAL ENGINEERING (INTERDISCIPLINARY)


NAILT ESP 52 (BASIC)

Description

Integrated numerical analysis and teaching course for engineers

MECHANICAL ENGINEERING


STRESS ESP49 (BASIC)

Description

Understanding stress resolution

Appendix 2.9: The MATLAB Project

Director: D. Leach BSc FIMA MBCS Mlnst P, Dean, Faculty of Science, Napier College of Commerce and Technology, Colinton Road, Edinburgh EHlO 5DT Tel: 031-447 7070

The requirement for a computer-based approach to the teaching of service course mathematics to students of HNC and HND in Engineering and SHND in Business Studies was examined at Napier College and Falkirk College of Technology in the initial feasibility study. A suite of programs called MATLAB ('mathematical laboratory') was developed to provide students with a mathematical and statistical laboratory, available through a simple mathematically-oriented interface language. MATLAB consists of a variety of mathematical, statistical, and numerical techniques for solving problems. Traditional mathematics service courses in the project institutions were altered by reducing the time spent on calculation and the techniques of mathematics, thus giving the student and teacher greater freed om to tackle engineering or business problems that require mathematical thinking. Emphasis has shifted from arithmetic to mathematical problem-posing and problem-interpretation. Paisley College of Technology, a Scottish Central Institution, joined Napier and Falkirk in the design and use of MATLAB.

Funded for sixteen months from 1 December 1973 at a cost of £12 558

Extended for two years five months from 1 July 1975 at a cost of £124498

Hardware Computers: Modular One-Napier and Falkirk;

ICL 1902A, ICL 4-75-Napier; Burroughs B5700-Paisley (PRIME 300 may come into use in late 1977).

Terminals: KODE ASR Teletypes.

Key References D. F. Leach (1974). Proceedings of the 1974 International Conference on Frontiers in Education, A computer-based laboratory for service mathematics teaching. lEE, London.

246

APPENDIX 247

J. A. Hampton. (1976). Proceedings of the 1976 Computers in Higher Education Conference, Service mathematics teaching using a computer-based laboratory. Loughborough.

Contact: Project Director or John Hampton Mathematics Department, Napier College

The following programs are part of the mathematical laboratory MATLAB suite. There may be difficulty in transferring individual programs, because of the way MATLAB is constructed. However, subsets of MATLAB will be available for transfer-for example statistics routines. Additional routines will be available.

MATHEMATICS


NUMERICAL MATLAB (FORTRAN IV)

MATRICES (FORTRAN IV)

STATISTICS (FORTRAN IV)

Description

General computations, evaluation of expressions in several variables, graphing and tabulation of functions (up to four at once), evaluation of definite integrals, complex numbers and differentiation.

Matrix algebra, computation of ad joints, determinants and inverses.

Elementary data handling, including finding range, grouping data, cumulating data and drawing histograms, frequency diagram and cumulative frequency diagrams. Computation of mean and standard deviation. Computation of binomial and Poisson probabilities. t-test, F-test. Analysis of contingency tables. X2 • Goodness of fit test (normal, binomial, Poisson and exponential distributions). Computation of product moment and rank correlation coefficients. Random sampling from normal, binomial, Poisson, exponential and uniform distributions.

Author and Subject Index

activities, cognitive 111, 180 adaptive tutoring 135 aims of CAL 1 09, 111 algorithm

for problem solving 90 scheduling 146 understanding aided by 125 understanding of model necessary for

90,92 alphanumerics 7, 19, 23, 149 American experience of CAL 15 9,

164 ALGOL 143 APL 143 assessment

in applied mathematics courses 67 of CAL exercises 121 of engineering 45, 174

assimilation emphasis on, unusual 1 OS factors aiding 105-107 laboratory classes have drawbacks

for 101 NDPCAL policy of 7, 9, 105

author languages 30 for tutorial dialogue 15 5 suitable for non-professionals 15 5

authoring systems 15 5 characteristics of 137 choice of 155 requirements for 15 5 STAF 213,221

Ayscough,P.B. 29,32,39, 192,212

Basic Mathematics at Undergraduate Level project 76, 194

BASIC 142, 154 for engineering 58 graphics package in 19 for physics 89 systems interpretive 144

batch processing and CAL 6 for fluid mechanics 55

baud rate 149 Becker, H. 178 Beech,G. 193

248

biologists unfamiliar with computer 14, 18

biology advantages of CAL for 12, 17 'black-box' simulation in 16, 18 CAL aids mathematics in 19 CAL interdisciplinary in 15 CAL sparse in 14 comparison of models in 16 computer modelling in 18 computer use rare in 14 graphical display for 18 mathematical models in 15, 18,

21 mathematical problems of students

of 18 modelling of nerve action in 125 obviating repetitive calculations in

13, 18 packages in

for chromosome mapping 16 contents of 16 for competing organisms 122, 123 for counter-current mechanisms

20 for ecology 18

biology (cont.) packages in (cont.)

for enzyme kinetics 16,21 for identification of bacteria 124 for indicator technique for cardiac

output 18, 122 for integrals and differentials 19 listed 235 for mathematics 19, 124 for nerve behaviour 136 for population genetics 11 , 18,

20, 122, 136 for Starling heart-lung 16, 120 for statistics 19

programs in, see Package project

organisation of 15 philosophy of 16

simulations in 11-21 alphanumerics and graphics for

19 of dangerous experiments 14, 18 of difficult experiments 13, 17 model size for 21 'noise' added to 17 purpose of 11, 13, 16, 18 to reduce sacrifice of animals 14 for semi-quantitative under-

standing 123 for time contraction of long

experiments 12, 18 biomedical packages listed 235 'black-box' simulations

in biology 16, 18 in engineering 53 Oettinger's view of 96

Bloom's Taxonomy 113 Bork, A. 132 browsing through programs 13 2 Bruner, J. S. 5

CAD differs from CAL 3, 43 as modelling 125 see also Engineering

cafeteria use of CAL 1 03 CAl 2, 109 CAL

academic status of 95 adoption cycle of 163 adoption of, see Assimilation aims of 109, Ill

INDEX 249

American experience of 159 approximations apparent in 126 assimilation of, see Assimilation British and American experience

compared 164 calculation checking program 178 cash savings not provided by 167 categorisation of, difficult 24 commercial exploitation of 95 as computational aid 114, 118 and the computer as a calculator 3 computer used interactively in 6 computing approach eclectic in 141 and computing for research 3, 95 costs of, see Costs for data-processing 102 definition of I, 3 demarcation of 2 for demonstrations 64, 69, 88, 97 design of, see Package for design studies 1 02 developed through use in tutorials

99 development time of 168 devised by lecturers 90 discipline given new perspective by

104 enriches rather than replaces 111 enrichment provided by 89,

119 effect of examinations on I 07 exercises with

assessed 121 linked with 136 pre-programmed 6 see also Package

more expensive than conventional instruction 164

an expensive technology 1 OS gives experience in handling know-

ledge 112 an extra or substitution? 162 evaluation of, see Evaluation evolution of, through developments

in disciplines 1 08 feed-back provided by 76 future developments of 94 with graphics compared to slides

65,87 guidance of students in 64 image of, expensive 159 for individual use 1 03 and individualised learning 107 introduction of, see Assimilation

250

CAL (cont.) intuitive understanding aided by

82,89 for Keller plan 1 03 knowledge

exercised by 120 restructured by 112, 120 seldom transmitted by 112

and laboratory classes 100

INDEX

for laboratory class preparation, see Tutorial dialogue, and Chemistry, tutorial dialogue

language for discussing, inadequate 110

and learning 1 09-128 library or cafeteria use of 103, 132 limitations to use of 167 limiting factor understanding of

learning 111 opposition to 96 is overt 112 package, see Package more personalised than other media

76 and physical reality 122 place in science courses of 97 preparation for 135 pre-tests for 136 problems made more realistic by

116 programming as a discipline in 114 programming a form of 125 no programming skills for 6 for project work 1 02 relevance of, to industry 186 as replacement of laboratory

exercises 120 resistance to 128 for revision 103 in separate subjects, see under

subjects spoon-feeding by 96 staff time, effect on 163 and students, see Students a substitute for laboratory exercises

100 success of 131 and other teaching methods 97 not technology dominated 141,

157 in tertiary education courses 94 time of day used 103 usage less than 1 0% 166

CALCHEM 24,35,192,212 calculations, obviating repetitive ones

13 calculator compared to computer 118 calculus, fundamental role of 97 Cambridge University Transferability

project 63, 198 Carnegie Commission 1 09, 111 CATAM 63, 198 CATESP 136, 225 Central Program Exchange 193 CET 193 character generation 149 chemistry 23-38

alphanumerics and graphics for 23, 25

CAL, advantages of, for 23 CAL, greatest variety of, in 23 calculation aids for 39 data processing packages for 23

for equilibrium constant and temperature 35

for gaussians 35, 124 for orders of reactions 35

error location package for, dissociation constant of N2 0 4 38

modelling in, electrolytic conductance 125

packages for difficulty of categorising 24 listed 213, 232

problems in artificial 41 example of 39 with laboratory work 29 role of computer for 41

programs, see Packages for simulations for 24

atomic orbitals 23, 26 chromatography, gas 124 co1ligative properties 25 conductance 23, 26 demonstrations and student

exercises 25 dissociation of N2 0 4 178 free energy 23 harmonic oscillator 26 mass spectrometer 124 orders of magnitude 25, 28 point group symmetry 28, 120,

124 predictions compared to data 23,

26

Chemistry (cont.) simulations for (cont.)

quantum chemistry 26 refining model 26 symbols and operators learned 28 synthesis of ammonia, equilibrium

constant 25 tutorial dialogue packages 23, 29 wave function 23 see also Chemistry packages for

tutorial dialogue for 23, 29 for association of FeCNS2+ 29 for laboratory work preparation

29, 115 nature of 115 for problem solving guidance 24 programme structure for 3 2 for reaction kinetics 31 for solution equilibria 31 for spectra interpretation 23, 32,

116 times used by students 32 see also Chemistry packages for

class manual, see Students' guide CML, see Computer Managed Learning compilers 143 computational aid 114, 118 Computational Physics Teaching

Laboratory 89, 99, 203 Computer Aided Design, see CAD and,

Engineering Computer Assisted Instruction 2, 109 Computer Assisted Learning, see CAL Computer Assisted Learning in

Chemistry project 24, 35, 192, 212

Computer Assisted Technological Education of Service Personnel project 136, 225

Computers in Biomedical Education project 193

Computers in the Curriculum project 124

Computer Managed Learning definition of 3 little progress in 107

Computers in the Undergraduate Science Curriculum project, 14,24,35,82,228

computer as actor 91 , 119 aspects 141-158 availability 154

INDEX 251

as 'black-box' 96 as calculator not CAL 3 for design studies 102 disciplines freed by 118 engineering changed by 51, 57 engineering education broadened by

57 as engineering tool important 43 heuristic structure created by 92 in the home 95 indispensable to disciplines 94 in industry, growth and importance

of 94 intellectual challenge not diminished

by 95 laboratories 70, 89, 99 aslaboratory 120 in mathematics, advantages of 63,

69 mathematical understanding aided

by 90 methods valuable with analytical

methods 126 monitoring of interactions by 175 in physics a valuable aid 82, 90 for project work 102 'real' problems solved by 51, 66 record of information supplied by

41 redundancy not created by 96 for research not CAL 3 a respectable technology 94, 96 role in research of 9 5 service, cost of 164 solves larger class of problem 51,

66 storing information by 41 student freed from distraction by 63 student spoon-fed by 96 systems

for CAL not advanced 141, 158 characteristics of 141 dedication, advantage of 143 in the future 157 hardware for, progresses faster

than software 157 large compared with mini 157 needs of multi-user interactive

systems 144 reliable for CAL 141

ubiquitous 95 value of local control of 60

computerised numerical methods

252

computerised numerical methods (cont.) effect on fluid mechanics 51 effect on applied mathematics 66

computing course for engineers 59 growth of 94 management of 154 problems with 184 and scholarship 94

INDEX

understanding unnecessary for 126 connections to computer 153 conversational

access for mathematics for engineers 63

language, advantage of 58 costs

of CAL greater than conventional instruc

tion 164 per hour 164

of central service 164 components of 159 conclusions 164 conventional accounting 161 of conventional instruction 166 definition of categories of 160 to department 161 , 164 of development 168 direct 160 economies in 169 indirect 160 to institution 161, 164 marginal 161 at national level 162, 165 of overheads and services 160 problem of

assessing outcomes of 160 identification of 15 9 measurement of 162

range of measures of 162 saving through CAL nil 167 of staff time 159, 161 total 161 ways of minimising 168

Council for Educational Technology 193

CPE 193 Crowder, N. A. 4 crystallography, point group symmetry

28 curve fitting 3 5, 118 cusc 14,24,35,82,228

Daly, D. W. 76 data, informal for evaluation 178, 183 data-processing

packages for 35, 102 with several roles 1 02 students' answers checked by 102 students' involvement increased by

35 tedious 31, 1 02

demonstrations with computer 97, 61 in mathematics 63, 69 in physics 88 student involvement increased by 88

demonstrator, role of, with CAL 99 design, computer aid for 102 development of CAL, costs of 168 disciplines

CAL gives new perspective to 1 04 computer's place in 94 developments in, and CAL 108 non-scientific, potential of computer

in 96 discovery methods rare 120 documentation important 156 Dunn, W. 76

ECAP 125 educational evaluation, see Evaluation,

educational Engineering Sciences Program Exchange

193 Engineering Science Project 43-61,

238 engineering 43-61

CAD, advantages of, in 57, 59 CAD, for control engineering 60 CAL, advantage of, in 57 civil engineering, HND course in 70 computer

broadens education in 57 changes nature of 57 frees from mathematical restric

tion 118 integral part of education in 57

course in advantages of CAL in 57 batch mode, disadvantages in 58 danger of not understanding in 58 interactive system desirable in 58 simulations where equations

complex in 43 students benefit from co-ordinated

approach in 57

INDEX 253

engineering (cont.) course in (cont.)

students learn computing in 58 timetabling of, to spread computing

60 with variety of computing 43

curriculum of, difficult to broaden 57

difficulties in introducing CAL into 57

fluid mechanics computer impact on 51, 118 difficulties in 51 equations describe other pheno

mena 52 fluid mechanics course 52-57, 104

aims of 52 batch mode in 55 'black-box' approach in 53 CAL, advantages of, in 51 computer reduces distortions in

53 computing aspects of 53 data interpretation in 125 details of 52 difficulties of introducing comput-

ing into 52 evaluation of 182 examination for 174 'master-program' approach to 53 simulation reinforces fundamentals

in 52 student explorations in 54 teaching arrangements of 55 time to develop CAL for 56

mathematical models explored with CAL in 43, 54, 57

modelling in of electronic circuits 125 of heat transfer 125

packages for, listed aeronautical 239 electrical and electronic 226, 239,

241,243 engineering science 244 environmental chemistry and

chemical engineering 245 general 240, 245 mechanical 242, 245 nuclear 240

programs, see Packages for listed simulations in 43, 57, 59

for control engineering 123, 136

for digital electronics 60 for electronic circuit design 60 for fluid mechanics 43, 51 ; see also

Engineering, fluid mechanics for insight into physical processes

45 interactive programs for 44 in laboratory courses 44, 59 for linear phased array antennae

120 for nuclear engineering 44, 47,

122, 123, 135 where numerical methods needed 44 for power system load flow 50 reasons for use of 43 for relaxation solution of field

problems 59 where repeated evaluations 44 for sampled data control 4 7 simplification of models avoided

by 44 for structural analysis 60 students decide strategy in 46 for student exercises 45 students report results of 45 student supervision varies in 46 where systems unavailable 44 time taken by students for 45 for tutorial use 44 see also Engineering, packages for

listed ESP 43-61, 238 ESPE 193 evaluation, educational 171-189

aims of 178 approach to 173 case studies of 178, 182 from cognitive activities 111, 180 computer monitoring for 17 5 definition of 171, 173 examinations used for 174, 182 formative 178, 188 informal data for 178, 183 as information provision 173 interviews, student, for 176, 180,

182, 185 methodology of 1 71, 1 7 4 mid-term evaluation 172 within NDPCAL 171 NDPCAL Directorate in 1 72 observation for 111,176,178,180,

182 observation and interview compared 187

254

evaluation (cont.) open-ended 178 popular expectation of 1 73 problems with 173 within projects I 71 project records used for 178 questionnaires for 172, 175, 183 reports salutory 127 reviews, final 172 student reports used for 1 7 5, 183 summative? 188 tests for 175, 180

evaluation, financial 159 of engineering course 61 within projects 1 71 see also Costs

evaluators, external 172 examinations

effect on CAL 1 07 used for evaluation 174, 182

exercises, reports used for evaluation 17 5, 183

Fielden, J. 15 9 ·file store 14 7 financial evaluation, see Evaluation,

financial, and Costs fluid mechanics, see Engineering,

fluid mechanics FORTRAN 142, 154

fluid mechanics programs in 54 graphics package for 19 problems with 58 systems use compiler 144

funding, matched 9, 1 05

Gosman, A. D. 51 graphics display 7, 148, 15 2

for biology 18 for chemistry 25 compared to other media 65, 87 for demonstrations 98 design of 136 disadvantages with 136 dynamic 65 in engineering valuable 46 and graph drawing 123, 136 invaluable 13 6 for mathematics 64, 76 for physics 82 student-computer interaction

encouraged by 65

INDEX

on television receivers 9 5 with two screens 136

guidance of students 64 guide, see Students' guide

Hampton, J. 69, 247 Harding, R. D. 63, 198 heuristic structure created by computer

92 Hinton, T. 89, 125, 132,203 Hooper, R. x, 120 Hunter,J. 76,194

individual study, CAL for 1 03 individualised learning

CAL little used for l 07 with .simulations 5

innovation approachesto 97 factors favouring success of 105-107;

see also Assimilation gradual, advantages and disadvan

tages of l 03 redesigning a course round CAL l 04

institutionalisation, see Assimilation instruction sheet, see Students' guide interactions, student-computer 113

for evaluation l 28 guidance provided by 115 patterns of 114 in problem solving 116

inter-active computing 6 advantages of 58 for engineering 44 for mathematics 66, 70 for physics 82

interpreters 144, 15 5 interviews, student 176, 180,182, 185 introductory exercises 83 intuition developed by CAL 82, 89,

112, 135

Jackson, D. 203

Keller plan l 03, 136 Knight, K. R. 141 knowledge and CAL 112

laboratory computer 70, 89, 99 computer as 1 20

INDEX 255

laboratory (cont.) courses

aims of 121 CAL for 100 'circus' in, disadvantages of 100 entry for CAL 100 problems with 121 problems in, reduced with CAL 122 simulations in 44 staff role in I 0 I students reluctant to prepare for

101 exercises and simulations 121, 123

language for discussing CAL inadequate 110

Launder, B. E. 51 Laurillard, D. M. 176, 178 Leach, D. 246 learner, see Student learning

through CAL 109-128 high-level 112 little known about l 09, Ill understanding of, limits CAL Ill

least mean squares line 35 lecture demonstrations, see

Demonstration with computer Lewis, R. 193 library of CAL packages l 03

McKenrie,J. 82,228 McMaster programs 14, 21 macro 143 maintenance of hardware and software

156 manual, see Students' guide mathematical model, see Model and

Modelling mathematical notation with graphics

77 mathematical understanding aided 90 mathematics 63-81

applied mathematics course advantages of computer in 63, 66 aims of 66 assessment in 67 demonstrations in 64 Laplace's equation in 67 numerical methods for 67 outline of 6 7 packages for, listed 199

Schrodinger's equation in 67 students, guidance of, in 64 students' guide for 66 student investigations in 64 students' program in 63 students' projects in 69 students' reports of work 67 see also Mathematics, Service

course in applied mathematics in biology 19 computer

as calculator for 76 for demonstration in 63, 69 laboratories used for 99

as laboratory of techniques for 76 as language for 76 students aided by 63 students freed by 63, 69, 72 as suite of programs for 76 use controversial for 119

computing in all courses in future 69 course in, for applied mathematics

66 taught earlier 69

fundamental in the sciences 97 graphics display, value of, for 64 packages for listed 19 5, 24 7 physical ideas obscured by 82 physics, mathematics an essential

part of 82 problem-solving in, stages of 69 service course in basic mathematics

76 CAL's advantages for 76 CAL, three modes of, in 77 control keys for 77 educational approaches to 81 examples of exercises in 78 geometry, three-dimensional, in 80 graphics dynamic in 76 integration in 76, 80 interactive dialogue in 76 normal notation in 77 routes, choice of, in 77, 80 scoring in 7 8 structure of 76 students' progress poor in 76 students' responses handled in 80 tutorial dialogue in 76 vectors in 80 workbook for 77, 80

service course for engineers 63, 69

256 INDEX

mathematics (cont.) service course (cont.)

advantages of computer for 69 computer laboratory for 70 criteria for course selection in 70 examples of exercises in 72, 74 files for 75 interaction, example of, in 70 interactive working desirable for

70 key words used in 70 laboratory class for 70 Macauley's method in 7 5 main discipline supported by 69 mathematics covered in 69 matrix theory in 72 Newton's method in 73 operational research in 75 statistics in 7 5 students, demands on, in 73 students' interests in 69 students need not program in 70 students poor in techniques in 69 teaching strategy adopted by 70 teletype provision for 7 5 teletype, time spent at, in 75

students saved time on techniques in 119

tutorial dialogue for 63, 115 Matthews, J. J. 57 Maynard Smith, J. 15 memory 146 microprocessor 95, 157 minicomputer 154 model, mathematical

deterministic 123 in engineering 43, 54, 57 of physical systems 82 predictions of, compared with data

102 simulations embody 119 status of 120 stochastic I 23 see also under separate subjects

modelling and actor analogy 5 as adapting and choosing models 125 aims of 124 as alternative models compared with

data 125 in biology 125 in chemistry 125 curve-fitting a form of 118 definition of 120

in engineering 12 5 examples of 125 in physics 82, 89, 125 predictions compared to data in 35,

125 and simulation compared 89, 120 and simulation for data interpreta

tion 125 as testing models against data 35,

125 used little 113 see also under separate subjects

modem 153 multi-access system 66 multiplexor 145

National Development Programme for Computer Assisted Learning (NDPCAL)

aims 7, 105 aims, advantages and disadvantages of

9 basic information about 7 pragmatism of 97 projects in 8, 193

Basic Mathematics at Undergraduate Level 76, 194

CALCHEM 24, 29,32,35,39, 212 Cambridge University Transferability

Project 63, 198 Computational Physics Teaching

Laboratory 89, 203 Computer Assisted Learning in

Chemistry 24, 29, 32, 35, 39, 212

Computer Assisted Learning in Nuclear Science and Technology 224

Computer Assisted Technological Education of Service Personnel 225

Computers in the Undergraduate Science Curriculum 11, 24, 35, 82,228

CPTL 89, 203 cusc 11,24,35,82,228 Engineering Science Project 43, 238 ESP 43, 238 MATLAB 69, 246

projects multi-institutional 9 products of 9

INDEX 257

NDPCAL (cont.) projects (cont.) see also under separate projects

and subjects notes, see Students' guide numerical methods

and analytical methods compared 66, 186

approximations taught through 91 disciplines freed by 118 sciences reshaped by 97 understanding required for 90 see also Computerised numerical

methods, and under separate st•bjects

observation of student-computer interaction 176, 180, 182

Oettinger, A. G. computer

as actor 5, 96, 119 in non-scientific disciplines 96 in research 9 5

Ogborn, J. M. and Malpas, A. 122 Open University 1 7 8 operating systems 143

interpretive and compiled 143 sharing of OCP 145

optimising 13 5 outcomes, identification of 160

package 'browsing' through 132 contents of 16, 132 data processing, see Data processing,

and Chemistry definition of 7 for demonstration 133 for demonstration games 211 for error location 3 8 flexible use of 16 of NDPCAL projects 9 predictions of tested 3 5 for remedial teaching 38 for simulation containing tutorial

dialogue 13 7 for transfer with complete documen-

tation 130 tutorial dialogue a medium for 137 for tutorial use 59 see also CAL and under separate

subjects package design

considerations for 130 educational ideas in 131 , 13 3 effective use of facilities in 13 7 exercises in, doubts about 131 exercises, linked, in 136 experience, concrete, provided by

136 guidance of student considered in

132, 133, 134 preparation for computer work in 13 5 problems with trial-and-error

solutions in 135 questions, role of, in 133, 134 students' guide in 131

contents of 13 2 detailed instructions not liked 133 useofinefficient 131

task set to students in finding a critical case as 13 5 forms of 133, 135 motivating 13 3 optimising as 13 5 teaching strategies for 13 5

structure, minimum, aids transfer 133

tutorial dialogue in 138, 139 PDP8 58 PDP11 59 peripherals 145 Peterson, J. W. M. 137, 154 physics

CAL in 82-92 computational physics teaching

laboratory 89 computer

as aid to understanding in 90 laboratories used for 99 value of, in 82

computing, interactive, for 82, 89 computing taught by physics staff in

89 evaluation of formulae laborious in

82 fluid mechanics in, see Fluid

mechanics graphics display in 82 intuitive understanding for 82 mathematics in 82 modelling in 82, 89 numerical methods for 91 packages for listed 197, 204, 229 problem solving in 90, 91, 92 quantum mechanics, difficulties in

84

258 INDEX

physics (cont.) simulations 82, 90

for demonstrations in 88 for difficult topics in 89 for investigations of model in 87 of Kronig-Penney model in 123 listed 197, 204, 229 of mass spectrometer in 124 media, other, compared with 87 of moment of inertia in 136 of nuclear spectrometer in 124 of oscillations, damped, in 114 of particle incident on barrier in

87 of phasor diagrams in 82 plot, manual, as preparation for 83 for quantum mechanics in 84 for radiation experiment in 124 for Schrodinger's equation in 84,

120, 135 for statistical mechanics in 88, 123,

136 students and computing skills in

82,89 students work in pairs at 87 students' guide for 83, 87 teaching augmented by, in 89 for tensor representation in 123 for tutorials in 88 see also under physics packages

Piaget, J. 5 Polanyi, M. 112 Potok, M. H. N. 225 preparation for CAL 59, 135 Prestel 95 pre-tests, 136 printer terminals 150 problem-solving

in chemistry 116 computer's role in 41 computing approach to, takes longer 92 stages of, in mathematics 69 in physics 90-92

processors, order code 145 program

for CAL differs from design programs 45

exchanges 168, 192 swaps 147 see also Package

Programme Committee of NDPCAL 173 programmed text compared to tutorial

dialogue 11 7

programmer, management of 154 programmer, professional role in CAL

154 programming

approximations revealed by 126 as a discipline 114 insights provided by 63 languages, choice of 142 students do not require skills in 6 by teachers 154 and translation compared 126 understanding developed by 3, 125

project work, CAL for 1 02 projects of NDPCAL, see NDPCAL

projects

questionnaires 172, 1 7 5, 183

random number generator 17, 123 redundancy not created by computer

96 Reece, G. J. 51 research

computer for 95 data on CAL, absence of 9 diffusing downwards 52

revision through CAL 1 03, 112 Rosenbaum, S. M. 119 routing in mathematics course 77,

80 RSTS 59,61

scheduler 146 science, problems in teaching 113 scoring of students' progress 78 script, see Students' guide security 148 self-instruction, CAL for 103 self-instruction, learning more

efficient by 57 self-instructional manual in computing

59 simulation

adaptive, few are 133 computer as actor in 5, 96 where data inaccessible 30 for data interpretation 124 definition of 2, 119 for demonstration 25, 97 distortions reduced by 53 distraction, freed from ,by

INDEX 259

simulation (cont.) simulation 122

as enrichment 5 example of interaction in experience with instruments provided

by 124 and experiment compared 121,

123 experiment replaced by simulation

5, 16 when data inaccessible 30 when difficult 100, 120 when time-consuming 30, 60 when unavailable 120

for experimental skills 124 graphical methods aided by 123 individualised learning through 5 insight given by, to staff 96 intuition developed by 112 for order-of-magnitude appreciation

25,28 laboratory exercises

integrated with simulation 59 simulation replacements for 100,

120 problems in, reduced by simula

tion 122 learning through, of

methods of representation 123 symbols and operators 28

limitations of, need to be shown 17 model for, deterministic or stochastic

123 and modelling 114, 119

compared and contrasted 89, 120 contrast with tutorial dialogue

misleading 2, 6 justification of 5 packages can use tutorial dialogue

137 nature of, needs explanation 122 and 'noise' 17 and reality 122 respectable 96 of simple systems 122 teachers not replaced by 5 on television receivers 9 5 theoretical science, simulation form

of 122 theory, attention focussed on by

simulation 122 theory illustrated by 122 tutor's role with 99

for tutorial 98 tutorial, simulation developed

through use in 99 and tutorial dialogue contrasted 2 tutorial dialogue within simula

tion 114 for separate subjects, see under

separate subjects for understanding 123 variables more controllable with 18

Skinner, B. F. 4 Smith, P. R. 43, 120, 193, 238 Sparkes, C. A. 225 spoon-feeding through CAL 57, 96,

134 ·staff time and CAL 105, 163 Starling, E. H. 17 statistics packages listed 229 store, main 14 7 store, secondary 141 student

activity encouraged by CAL 111 availability of computer expected by

154 comments on CAL 181, 183, 187 and data processing by computer 118 demands on, made by CAL 73, 76 difficulties with mathematics 63 freed by CAL? 113, 118 frightened of errors 118 guidance of, by CAL 113, 114, 115,

132, 134, see also Guidance guide 2, 12, 25, 130

browsing hindered by need for 132 contents of 132 controls student 113 degree of guidance in varies 133 development of 99 doubts about 131 length of 131 for separate subjects, see under

separate subjects not for tutorial dialogue 130 use of inefficient 131

instructions not liked by 133 interactions with computer observed

176, 180, 182 interviews 176, 180, 182, 185 and laboratory classes 1 01 learning 114 misconceptions revealed by CAL 99 motivated by task 133 needs affect CAL 1 07

260

student (cont.) notes, see Student guide pairs at terminals 8 7, 99 participation encouraged by CAL

117 perceptions, effect of 107 progress recorded 137 reports for

assessment 45, 55, 67 evaluation 175, 183

INDEX

responses in tutorial dialogue 115, 139

science, simulation problems with 113

simulation and experiments com-pared by 121

supervision of 46 time, effect on, of CAL 160 understanding of programs necessary

58 subject, see under Discipline systems design 144

Tawney, D. A. xii, 1, 89, 94, 109, 130, 171, 182

teachers, replacement of, by CAL? 159

teachers' guide 24 Tektronix 4010 19 telephone links 153 teletype, see Terminals, teletype television

computer link 69 monitors for demonstration 97 receivers for graphics 95

terminals 142, 148 arrangements of 58, 61 for commerce 95 for demonstration 97 different kinds of 6 graphics display 7 interfacing 149 microprocessor 15 0 printer 150 targets for use of 16 7 teletype 6, 30, 148, 150 teletype, super 150 VDU 6

theoretical analysis of CAL absent 9

times when CAL used 103 time-sharing system 58

transferability consequences of 10, 21 definition of 9 economies produced by 168 language, standard, aids 21 NDPCAL encouragement of 9 structure, minimum, aids 133

trial-and-error solutions by 135 tutor

compared to computer dialogue 117

role of, in CAL 99 tutorial

CAL use for 59 simulations for 44, 98 used to develop CAL 99

tutorial dialogue amendment easy 30 author language for 30 not CAl 114, see also under

Chemistry controls data given 116 controls student 113 definition of 2 elements of, in most CAL 114 example of 1 feed-back provided by 13 7 formulae problems in 31 function of, different to tutor 4 for laboratory class preparation

101. 130 lecturers' suspicions of 4 limitations of 4, see also under

Mathematics a medium for CAL 13 7 meets a need 4 micro-tutoring provided by 118 multi-access facilities essential to

30 natural language accepted by 13 9 as natural as possible 30 nature of 114 participation of student encouraged

by 117 for planning experiments 29 for problem-solving 116 compared to programmed instruc-

tion 4, 117 records information given 116 records student progress 137 for revision 112 for self-testing 29 and simulation and modelling 2, 6

tutorial dialogue (con t 0 )

structure of, must be careful 13 8 structures ideas 112 student guide not required for 130 students' reactions to 115 students' responses in 3 1 , 13 9 supervision minimal for 1 00 techniques, good and bad, for 138 topic selection for 138 and traditional methods 4 trivial errors tolerated by 30 and tutor compared 117

INDEX 261

UNCAL 172 study by, of student-computer inter

actions 113

vou (visual display unit) 6, 89, 148, 150

Wood,Ao Wo 11,120 workbook, see Students' guide workshops, computing 55

Ziman, J 0 Mo 114

Bibliography - Springer978-1-349-03714-8/1.pdfBIBLIOGRAPHY R. Hooper. (1977). The National...

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Transcript of Bibliography - Springer978-1-349-03714-8/1.pdfBIBLIOGRAPHY R. Hooper. (1977). The National...