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As part of a study of the application of communication satellites to educational development, certain technical aspects of such a system were examined. A current controlled bistable switching element using a CW Gunn diode is reported on here. With modest circuits switching rates of the order of 10 MHz have been obtained. Switching is initiated by current pulses of short duration (5-10 nanoseconds). Rise times of the order of several nanoseconds could be obtained. The apparent mechanism which allows the bistable operation of the Gunn diode is the reduction in the mobility of the GaAs active layer due to device heating. (Author/JY)

The glossary is one of twenty in various subject areas of vocational education designed to assist the student in vocabulary mastery for particular vocational education courses. They are part of the Vocational Reading Power Project, Title III, E.S.E.A. This glossary is for a course in industrial electricity. It is divided into two parts: one provides the student with two definitions for each term listed; the second part lists the same words with space for the student's definition. It is intended that upon completion of the course, mutually agreeable definitions for each term will be arrived at by the instructor and the students. These definitions will be made available to future students taking the course. (AG)

This monograph was written for the conference on the New Instructional Materials in Physics, held at the University of Washington in summer, 1965. The approach is phenomenological and microscopic, and is intended for college students who are not preparing to become professional physicists. The monograph has three sections. Section I includes a short review of the discovery of magnetic phenomena, and a discussion of the concepts of magnetic poles, magnetic field intensity, magnetic moment and magnetic flux. Section II deals with the magnetic interactions of steady currents. Basic calculus is used to reformulate the major concepts of magnetostatics in section III. Some problems for discussion are included in sections I and II. (LC)

The concept of Modular Audiovisual Multimedia Programing, which is generally applicable to meeting the need for automated mass training, has been implemented in an electronic blueprint reading course for industrial employees. A preliminary study revealed that the average prospective student was 25 to 35 years old, limited to a high school education, and insufficiently skilled in electronic symbols and recognition and locating information on blueprints. The material to be learned was organized in nine instructional modules, then presented through several media. A total of 196 color slides was accompanied by commentary on magnetic tape, and each student was supplied with a kit of support materials, including programed instruction and self-evaluation exercises. The course was found suitable for use in the work area and was then self-administered by groups of from one to twenty individuals. Instructional time averaged about six hours, but the total time involved depended on speed of preparation and the number of sessions used to study the nine modules. Comparison of initial and final test scores indicated a significant transference of the desired skills. Management personnel and most of the students expressed satisfaction with the structure, content, and effectiveness of the course. (RM)

Discusses the teaching of electronics, to secondary school seniors, as a means of building up a wide range of concepts basic to science and engineering. (JR)

This article describes a course in circuit design that required students to design input-output devices for a PDP-8/L computer that would become a permanent part of the system. (HMD)

Briefly describes water analogies for electrical circuits and presents plans for the construction of apparatus to demonstrate these analogies. Demonstrations include series circuits, parallel circuits, and capacitors. (GS)

Using a randomized block design and involving the participation of 73 fifth, sixth, and seventh grade pupils, this study sought to ascertain the relative effects of traditional, varied and integrated contiguity on the achievement of information content and the performance of a psychomotor task. The informational content selected for the study concerned series-parallel circuits and basic radio theory. The 2-part psychomotor task consisted of assembling a series-parallel circuit and a crystal radio set. Each student was exposed to identical presentations of content and performed identical psychomotor tasks with differences only in contiguity. Findings included: (1) The achievement of students exposed to traditional contiguity or varied contiguity was higher than the achievement of students exposed to integrated contiguity, and (2) Psychomotor performance was not affected by contiguity. Educators can expect no significant differences in psychomotor performance between students of high mental ability and low mental ability. They can, however, expect students of high mental ability to have a higher level of informational achievement than students of low mental ability. (Author/SN)

Developed through a cooperative effort by industry and education, this curriculum guide outlines the basic skills and knowledge necessary for entry-level competencies in the broad field of electricity-electronics, or for entrance into an apprenticeship, post-high school, or university program. This guide is one of several developed for Oregon's new approach to secondary education called "The Oregon Way." The program is based on the assumptions that secondary schools should be preparatory for all students, and that a preparatory program ties the curriculum to the lives of students. As a result of analyzing over 350 separate occupations, five key clusters for electricity-electronics were derived: (1) Electronic Assembler, (2) Electrical Repairman, (3) Electrical Appliance Serviceman, (4) Electronics Technician, and (5) Electrician. Following the occupational and instructional data and curriculum suggestions, course outlines are provided for: (1) Circuitry Fundamentals, (2) Electromechanics, and (3) Communications. Required knowledge, behavioral objectives, and suggested learning activities are given for each unit. Information related to safety and maintenance, and a list of suggested equipment and facilities are appended. (GEB)

This dictionary presents definitions of both the well-established terms and many new ones that have come into use with the advances that have taken place in the fields of radio and television. In many cases extended definitions are given in order to describe briefly elementary principles and circuits, while newer and more complex devices and systems are described in even greater detail where necessary to make clear the underlying principles or modes of operation. S ubjects extensively covered include: radiotelephones and radiotelegraphy; monochrome and color television; facsimile transmission; radio direction finding; receivers and transmitters; transistors; semiconductor and thermionic devices; audio and high fidelity reproduction; aerials, transmission lines, and waveguides; microwave techniques and tubes; communication satellites; propagation; television cameras; measuring instruments; and general electrical and radio terms. Also included are basic terms in the fields of radar, radio navigation, radio astronomy, studio equipment, and lasers. To supplement the definitions, a list of technical abbreviations is appended together with several useful tables. (JY)

The technology necessary for the use of cable television (TV) has been invented; it simply must be put to use. By the 1970's, cable TV should be commonplace in this country. Its rapid growth was caused in part by its appearance at a time of explosive expansion of related technologies like data theory and computer design. The coaxial cable system works via a copper wire totally enclosed by a metallic shield. Different signals can be sent down the wire at the same time on different frequencies. The cable system can accommodate different kinds of carriers, like a television signal or audio, and be used for many purposes, including entertainment, education, and commercial services. Signals may also be transmitted out from the home to a central processing facility. Homes may use the cable to buy things, to notify police or firemen, or to get instructions for use of various services. The technology exists and should be used now. (JK)

The following papers in English from this international conference may be of particular interest to those in the field of education. T. Nakahara, A. Tsukamota, and M. Matsumoto describe a computer-aided design technique for an economical urban cable television system. W. D. Wasson and R. K. Chitkara outline a recognition scheme based on analysis of the contour characteristics of visual patterns. S. H. Durrani discusses the possible communications and systems requirements for commercial satellite systems during the next 15 years. A brief description of the satellites and experiments proposed by the Application Technology Satellite program is presented by H. L. Gerwin. In R. E. Greenquist's paper, the proposed Western Union multipurpose domestic satellite system is discussed. Computer-aided design of computer networks via computer graphics is explained by J. D. Foley and K. Lau. G. P. Lewett deals with "systems science," the systems approach, and situation analysis. R. B. Wadsworth outlines the application of systems engineering to education. J. C. Castle describes communication system design in multiple access computer networks. The German contribution to aesthetic computer graphics and the corresponding rational theory of art are interpreted by H. W. Franke. J. R. Pierce describes his 20 years of experience with computers and music. Others of the 231 papers are in Spanish. (JY)

The unit presented in this teacher's guide is one of two developed for the sixth and final year in the Science Curriculum Improvement Study (SCIS) curriculum. The concept of a scientific model is introduced in this unit with activities directed toward increasing student understanding of electric and magnetic phenomena through concrete experience and abstract thought. The five parts of this unit provide the student with activities for reviewing major concepts, exploring a magnetic field model and an electricity model, and three optional projects. Contained in each chapter is a section on advance preparation, teaching suggestions, and optional activities. The design and use of the equipment kit are presented. (PR)

As a part of the unit materials in the series produced by the Australian Science Education Project, this teacher edition is primarily composed of a core relating to simple circuits, a test form, and options. Options are given under the headings: Your Invention; "How Long Does a Call Last?"; One, Two, Three Wires; Parallel Circuits; More Cells; The Long and the Short of It; Investigating a Light Globe; Hot Stuff; A Carbon Arc; and Wires in the Wall. All students are required to do the core. Behavioral objectives are given to facilitate acquisition of outcomes. Also included are recommendations for use of the unit, lists of equipment and audio-visual aids, hints on equipment and class organization, a bibliography of references, a questionnaire for teacher comments, symbols of electric components, a glossary, and keys to questions and test items. The accompanying record book is intended for students to record observations and answers and summarize their activities. (CC)

Discusses the use of games for teaching introductory physics. The elements of game design are reviewed, and sevel examples are described that illustrate different varieties of teaching games suitable for use by beginning physics students. Bibliography. (LC)

The adoption of a systems" approach involving the application of a circuit to various functions is described. Several diagrams of circuits are used and discussions of these are included. (TS)

Describes the construction of a battery-operated device which buzzes when a correct answer on a punched card is chosen. (CP)

Building this project helps explain theory of integrated circuitry. Technical Education is a supplement to Industrial Education. (MU)

Describes the construction and operational procedures of a simple setup which enables undergraduate students to conduct experiments on critical phenomena in gases. Indicates that the experimental features are proved comparable to those of the Reamer and Sage apparatus. (CC)