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Science and technology use a large variety of symbols to represent physical properties, chemical formulas, and mathematical expressions. Since data centers which codify and evaluate physical properties need to use this conventional symbolism, it is recommended that they adopt the symbols and terminology specified by the various International Unions, both for manual operations and for the creation of machine-readable data bases. It is demonstrated that these conventional symbols can be produced by communications devices which are compatible with the international standard codes for information exchange. A set of characters suitable for representing scientific data and text is presented and proposed as an extension of the International Organization for Standardization(ISO) information interchange code. The use of this extended character code by computer oriented data centers at the National Bureau of Standards is described. In addition, the kinds of equipment needed for this level of performance and criteria for their selection are outlined. (Author)

The computer is currently a vital tool in engineering analysis and design. With the introduction of moderately priced graphics terminals, it will become even more important in the future as rapid graphic interaction between the engineer and the computer becomes more feasible in computer-aided design (CAD). To provide a vehicle for introducing undergraduate engineering students to the applications of CAD in the automatic control area, a series of three programs--named Control Oriented Interactive Graphical Analysis and Design (COINGRAD)--has been written. These incorporate the basic calculations in this area, including time response, frequency response, and root locus; in addition, a limited optimization facility is included with the time and frequency response programs. The major features of the programs include graphic interactive capability and ease of operation for the user. (Author)

Engineering is coming to rely more and more heavily upon the computer for computations, analyses, and graphic displays which aid the design process. A general purpose simulation system, the Time-shared Automatic Control Laboratory (TACL), and a set of computer-aided design programs, Control Oriented Interactive Graphic Analysis and Design (COINGRAD), are being used to introduce undergraduate engineering students to the power and utility of computer-aided tools for automatic control. TACL and COINGRAD simulate time responses for physical systems, provide standard analysis and design calculators, and introduce students to optimization in design. They are simple and user-oriented, have interactive and graphic display capabilities, and employ a natural mathematical language. Since these programs perform the basic calculations required for classical control system analysis, they free the student from the repeated enumeration of system behavior and allow him to concentrate upon the underlying principles involved. (PB)

The MITRE Corporation is disseminating computer-assisted instruction (CAI) through a demonstration program funded by the National Science Foundation. The goal is to show that CAI can provide improved, cost-effective instruction in community colleges. Significant products include: two demonstration systems, each with 128 student terminals; four semesters of math and English courses; and a complete package of authoring and delivery software. Some of the major innovations of the Time-Shared, Interactive, Computer-Controlled Information Television (TICCIT) system include: 1) courseware designed to produce mastery, improve learning strategies and student attitudes, and develop responsibility; 2) the use of audio and color television displays (the Digicolor System); 3) minicomputers to power self-contained systems; 4) low system cost of approximately $450,000 for one system or $250,000 for moderate quantities; 5) efficient courseware production procedures; 6) an on-line authoring system which produces quality CAI; 7) a learner control command language which fosters efficient strategies and positive attitudes; and 8) an implementation planning model which promotes faculty acceptance and system integration into colleges. (Author/LB)

The Rand Corporation's Programmer-Oriented Graphics Operation (POGO) was used in the design, implementation and testing of a computer-assisted instruction course to train airmen in malfunction diagnosis--CATTS (Computer Aided Training in Troubleshooting). The design of the course attempted to reduce the problems of computer graphics for both instructor and student. The observations of an Air Force instructor using the system suggest that the system is workable. (RH)

A new computer-assisted instruction (CAI) system for college teaching is being tested in two locations by the MITRE Corporation. The system, called TICCIT (Time-Share Interactive Computer-Controlled Information Television), now interacts with more than 100 students, each moving at his own pace, for four semesters of community college math and English. Average response time to student inputs is less than one half second. The student terminal includes color TV screen, headphones and full alphanumeric keyboard. It costs about $900, approximately 25 percent of total system costs per terminal. Operating costs could average less than one dollar per terminal-use hour. A typical hour begins with a short movie followed by presentation of a "menu" showing segments of the presentation which can be accessed any time; for example, "mini-lesson", "instruction", "why take this lesson", "test", and "games". The teaching strategies have been developed independent of content so that different course material can be plugged in the programs at some future date. (MG)

Computer languages are analyzed and compared from the standpoint of the science teacher using computers in the classroom. Computers have three basic uses in teaching, to compute, to instruct, and to motivate; effective computer languages should be responsive to these three modes. Widely-used languages, including FORTRAN, ALGOL, PL/1, and APL, are compared. The decline of FORTRAN as the most widely used language is predicted. Various conversational forms of languages are compared, and criteria are set forward for terminal languages. These criteria include ease in learning, editing facilities, attitudes toward subroutines, dialog writing, string manipulating facilities, array and matrix capability and others. (RB)

This paper gives a technical description of various computer graphics programs developed on the Sigma 7 computer. Terminals used are the Adage 100 and the Tektronix 4002-4010. Commands are Metasymbol procedures which access Metasymbol library subroutines; programs can also be coupled with FORTRAN programs. Available, inexpensive graphic terminals are reviewed. Relatively minor changes are required to adapt the coding to terminals using different graphic coding. Graphics software is discussed, and the applications of graphics to teaching physics is emphasized. (RB)

The effectiveness of different types of computer terminals in programing learning is discussed with special reference to the experience of the Physics Computer Development Project. Experience with ten types of terminals including hardcopy terminals of several speeds, alphanumeric and graphic terminals is reviewed. Special consideration is given to the design of terminals, keyboard layout, use of characters and symbols, and the problem of terminal identification through software. Use of graphics and other optional features, using different computer speeds, and the differences between hard copy and soft copy are discussed. (RB)

This report consists of four parts. The first part is a non-technical summary of the basic problem and an attempted solution. The second part is a technical review of the literature and a description of the basic algorithm used in the solution. The third part describes the use of the Sociogram System. The fourth part describes the use of CHAIN, a program for discovery of sociometric linkages. There is a discussion of a solution to the sociometric clique identification problem by the use of an efficient method of generating sociograms and an efficient computer-based method is presented. This method is composed of two steps. In the first, a matrix of pairwise relatedness is calculated. In the second step, a multi-dimensional scaling technique is used to generate the configuration is then displayed on a cathode ray tube plotter and the lenis are drawn where a relationship exists. (Author/BW)

A manual describes the use of graphic commands in student-computer dialogues. How to construct axes, windows, boxes and various other computer displays is explained, in particular reference to the ARDS 100 and TEKTRONIX 4002 and 4010 computer terminals. Concrete examples of displays are included. The appendix contains an explanation of the use of numbers and arrays. (RB)

New, more versatile and inexpensive terminals will make computer graphics more feasible in science instruction than before. This paper describes the use of graphics in physics teaching at the University of California at Irvine. Commands and software are detailed in established programs, which include a lunar landing simulation and a program which teaches the laws of motion. Graphic teaching is held to be more intuitive than nongraphic and the possibility of student-written graphics (once software is perfected) is considered favorably. (RB)

The problem of peace is considered to be ecological. Ecology is the study of the complex interrelationships between organisms and their environments. To clarify this approach, three major types of social complexity--organizational, problem, and conceptual--are briefly reviewed together with their interactions and their effect on the individual. A practical approach to handling, generating, and facilitating comprehension of this complexity by the use of interactive computer graphics is then described in terms of its significance for a variety of users. The paper does not suggest a new theoretical model to examine the problems of peace, but rather shows the relevance of an existing device to many such inquiries. In demonstrating this relevance, peace is treated as an ecological problem because of the high tolerance of the ecological approach to complexity of the order detected in the psycho-social system. The closing sections comment on the relevance of this approach to value and knowledge requirements for peace and suggest some practical steps which could be taken. (Author)

Four new Project Solo modules are presented. A module on computer graphing with an x-y plotter explains the format for input to the computer, demonstrates the effect of scaling, and gives several on-line exercises to produce graphs. Several student-written programs in elementary and advanced mathematics, French, and U.S. history show how peer teaching can be accomplished with a computer. Four computer games are presented: hide-and-seek, NIM, MODULO, and space war. Four simulations--lunar landing module, crazy eights, rectangular billiards, and eliptical billiards--are also offered. (JY)

Ideas about computers in education are usually limited to transactions of a conversational form between students and machines. Computers, however, can do many other things and it is only inertia and prejudice, not lack of ideas, which stand in the way of broadening the range of computer applications in schools. Several examples, over half of which have already been implemented in elementary schools, are sufficient to prove this point. Computers can be used to move a machine called a Turtle in geometric patterns, play games, draw diagrams, make movies, program musical instruments and compose music, computerize erector sets, make light shows, write poetry, teach physics, and control puppets. People are inclined to think these projects are expensive, but they are usually cheaper than ones involving teletype machines; such computation would cost about $30 per child annually for one hour of computer time per week, if several hundred students were involved. (PB)

APL is a computer language (A Programing Language). Papers at this conference of APL users deal with the following topics: an APL approach to interactive display terminals; graphics in APL; an interactive APL graphics system; modeling a satellite experiment on APL; representing negative integers in bit vectors; APL as a teaching tool--two versatile tutorial approaches; the evolution of an interactive chemistry laboratory program; a collection of graph analysis APL functions; management of APL time-sharing activities; saving money by saving space in APL; security of APL application packages; enhanced interaction for an APL system; subtasking in APL; suggestions for a "mapped" extension of APL; APL as a notation for statistical analysis; an adaptive query system; microprogram training--an APL extension; and APL electronic circuit analysis program and use of APL in teaching electrical network theory. Also included is a bibliography of 340 items dealing with APL. (JK)

Two computer programs for computer-assisted performance training were developed to give the students the opportunity for concentrated practice of troubleshooting and procedural tasks in naval electronics. In contrast to the usual approach taken in computer-assisted instruction (CAI), these programs simulate essential aspects of devices and tasks and continuously update their states during a practice session; they generate responses to a student's inputs from that student's history and simple list-structures; they are made specific to particular devices and tasks by data modules (therefore no "CAI language" is used); and they offer the student several options for drills and for receiving advice during practice. The LISP variation of the TASKTEACH programs was used and has been reviewed. These programs are being converted to run in a new type of program graphics terminal with two integral minicomputers. This terminal will be the basis for small "stand alone" CAI systems offering static and dynamic graphics, random-access photographic slides, and front panel simulators. (MC)

Computer Assisted Synthesizer System (CASS), a portable music synthesizer system which can produce tones from ordinary paper and pencil graphs, was developed and its usefulness for music instruction evaluated in this study. After completion of a pilot study to determine the feasibility of developing CASS and to run a trail test period, 28 fifth and eighth grade students were randomly selected to be given instruction utilizing the system. Subjects received six weeks of instruction, and at the end of this period, they were compared with random samples of instrumental music students and with general music students from the same school. The results indicated that the CASS training was as effective as the study of conventional musical instruments. Because of some unexpected results with the general music students, it is considered that another variable, such as motivation, may be of importance in predicting the differential response to the three treatments. (The technical aspects of CASS are described in an appendix.) (Author/SH)

User-originated 16mm filmstrips for use with an IBM 1512 computer-controlled rear screen projector can be made at half the commercial cost. This report describes the procedures necessary for preparing, photographing, and processing either a black-and-white or color filmstrip for a computer-assisted instruction program. Master preparation, typography, artwork, and photographic techniques are reviewed in a step-by-step manner. (MC)

Six areas of computer use in undergraduate education, particularly in the fields of mathematics and physics, are discussed in these proceedings. The areas included are: the computational mode; computer graphics; the simulation mode; analog computing; computer-assisted instruction; and the current politics and management of college level computer installations. The participants generally concurred that aside from the high cost of hardware, the major problem is the lack of widely available textual materials that are computer oriented. The conference was held in 1970 and was attended by nearly 400 scientists and college level teachers. (MC)

QUE2 is a recently devised, natural language, questioning-answering program written in LISP1-5. It deals in simple, kernel sentences and employs the theory that the semantic content of a sentence is the set of relationships between conceptual objects (represented by the words in it), which the sentence and its structure imply. The data base of the program is an arbitrary list of simple kernel sentences. The lexicon is a list of pairs; the first element is the word itself, and the second element is its definition--the first element a relation and the second a list of all things which are in the given relation to the word being defined. The structure of the question is also a simple kernel sentence. Through a hierarchical set of functions, the program is capable of taking a kernel-sentence question and, based on its knowledge, providing a one-word answer (true, false, or don't know) accompanied by a copy of the internal semantic structure of the sentence, if any, from which the answer was deduced. The program's capabilities are not infinite, but further details could easily be added. Tables showing the data base, function truth tables, flow charts, and questions and answers are included along with a list of references. (VM)

An On-Line Modeling System (OLMS) which should be particularly useful to the biomedical community is described which utilizes a process called "overlaying" to simplify loading and executing programs. OLMS has been constructed and implemented as an interpreter; that is, a program that translates and then executes each source statement in sequence where these two operations follow each other in close time proximity. It has been written so that it can be run under the IBM S/360 and the PDP-10 operating systems, but has been implemented only on the PDP-10. OLMS operates from a command language that is executed interpretively through a set of closed subroutines. The user may run a job, save data, get data, and display data. While his program is running, he can access the whole memory. This report consists of a description of OLMS and programmer's reference manuals for both the OLMS graphical system and OLMS. (JY)

In an effort to gain an overview of the application of computer technology in education and training, to identify areas requiring additional research, and to identify potential application areas for use in technical training, field visits were made to representative military and civilian institutions which are using the computer in instructional programs. A review of the recent research literature and computer equipment manufacturers' technical data was also conducted. The primary focus of the study was on the terminal devices available for use in a training system and on the software required for effective use of a computer in a training environment. Several computer terminals used in computer assisted instruction (CAI) are discussed and computer-controlled audio presentation is described. Programing languages which have been used in CAI are categorized into four groups: general-purpose problem languages, extended problem languages, interactive terminal problem languages, and author-student problem-oriented languages. A typical language from each category is examined. On the basis of their survey, the authors make some suggestions regarding terminal devices, programing languages, and areas for further research. (JY)

The arrangement of this publication follows, as nearly as possible, the actual conference program. The seven sections represent the topics selected by the planning committee as areas of concentration. Each section includes a state-of-the-art paper and related talks and discussion. The topics covered are: the library of the future, file organization and conversion, file storage and access of bibliographic information; graphic storage techniques and applications, microforms, output printing for library mechanization; library communications and networks, automation of library systems; library systems analysis; and mathematical models and system design. Biographical data and a list of the conference participants are included. (AB)

This paper provides a review of computer typesetting in the United Kingdom with an emphasis on the use of data originating from a computer rather than from a printing environment. It explains the need for an alternative to the computer line-printer when large amounts of data are being processed, and the effect of new techniques on the printing industry. A selection of current and potential applications is reported under sectional headings to illustrate the range and volume of possible development. The use of data banks to provide a source of copy for the production of varied publications is dealt with, and an estimate of future trends is offered. (Author)

Contained in this bibliography are 312 references as they related to general principles and problems of information display, man-computer interaction, present and possible future display equipment, ergonomic aspects of display design, and current and potential applications, especially to information processing. (Author/MM)

A graphics terminal designed for use as a remote computer input/output terminal is described. Although the terminal is intended for use in teaching applications, it has several features which make it useful in many other computer terminal applications. These features include: a 10-inch square plasma display panel, permanent storage of information on the display screen without flicker, self-contained character and line generators, an optional random-access audio response unit, and a random-access slide projector. The terminal can send and receive data on voice grade telephone circuits. The unit has a character-writing speed of 180 characters per second and the capability of displaying up to 2048 characters on the screen. It has a line-drawing speed of more than 600 inches per second and a character repertoire of 256 characters. The operating modes of the terminal, including commands, are explained, as are possible sources of and the output word format for terminal-generated data. (JK)

The TUTOR logic-building language to be used with the PLATO (Programmed Logic for Automated Teaching Operations) system is explained in this manual. TUTOR is designed to transcend the difficulties of FORTRAN for a computer-based educational system utilizing graphical screen displays. The language consists of about seventy words or "commands" which can be used in various combinations to produce the desired effect. It was designed specifically for use by lesson authors lacking prior knowledge of and experience with computers. Although authors are able to write parts of useful lessons after approximately one hour of introduction to TUTOR, the ultimate complexity and flexibility of TUTOR lessons is limited largely by the ingenuity and experience of lesson authors. A sample TUTOR program which allows the student to construct geometric shapes on his television screen demonstrates how a TUTOR lesson appears to the student. A complete description of the structure and elements of the language is presented, as well as a description of methods for inputting lessons and obtaining output. The manual is intended to be used as a textbook by the beginning lesson author and as a reference tool by the experienced TUTOR user. (JY)

The boundaries of knowledge and performance capabilities of instructional films are extending outward, but largely in directions that are somewhat neglected in the professional literature. The use of instructional films is expanding rapidly in volume. Miniaturization of film and projection equipment has been developed, functions of films in instruction are being redefined. Theoretical foundations are emerging in promising directions. Research is advancing at a snail's pace in directions other than classical learning. Logistical organization of film supply is being decentralized, and "media man" is in a transitional stage. (Author)

Three examples of how the computer terminal can be used to provide the kind of "pictorial" information that makes graphs such a valuable aid in the teaching of quantitatively oriented subjects are presented. In the first example the graph is part of the "frame" of information presented to a student in a tutorial which reviews trigonometric functions and their graphical descriptions. The second example shows how professionally prepared "packages" can be useful, especially when the primary activity of the user is not concerned with computing as such. The third module, prepared by Project Solo, lists a sample program which includes the essential tools necessary to produce good graphs, but which itself produces a rather poor graph. The problems at the end of the module require putting these tools together with some ingenuity to produce a better graph. (JY)

The bibliography contains 308 abstracts of unclassified Rand studies dealing with various aspects of computing technology. The studies selected have all been issued during the period January 1963 through August 1971. The intention is to revise the bibliography at periodic intervals to incorporate new publications. Both subject and author indexes are provided. (Author/MM)

Several plotter programs written by 11th and 12th grade mathematics students are presented, along with two examples illustrating how a student can contribute to non-computer courses using knowledge gained from Project Solo. A curriculum module called "Enumeration" is presented which illustrates a computer-oriented approach to a typical topic in mathematics. (JY)

Several student-authored computer programs are presented which do advanced plot routines. They are remarkable in that they are able to plot a function expressed in polar coordinates on a teletype. Some plot routines developed by the Project Solo staff are also presented. They are designed to be used with a Hewlett Packard 7200 A plotter connected to a teletype. (JY)

The 1500 System allows only a restricted number of dictionary-graphic areas in core. To solve the practical problems thereof, the Division of Educational Research Services at the University of Alberta attempted to use a universal dot dictionary, but this solution was not feasible for two reasons: Coursewriter input cannot exceed 250 characters per statement and a dot dictionary is a combersome solution for authors. An emphasis therefore was put on developing the Macro-Graphic System. This system has two most important features. They are: 1) any graphic display can be set up on the CRT without the need for dictionary core-areas as set up in the 1500 System; 2) it is easier for an author to learn to use this system than it is for him to master the existing 1500 dictionary graphic system. In addition, more courses can be supported simultaneously on this system. A Coursewriter course, called DRAW, along with two special purpose functions DRAWX and DRAWY have been developed to prepare macro-graphics. (CH)