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HP 2000 SERIES
~CONTRIBUTED LIBRARY
HEWLETT~ PACKARD

TIMI~-SH.ARED

BASICj2000
PROGI{,AM DOCUMENTATION

(800) EDUCATION

36000-91004

Printed in U.S.A. June 1974

HEWLETTffpACKARD

TIME-SHARED BASICj2000
CONTRIBUTED LIBRARY
HANDBOOK
VOLUME IV
(800) EDUCATION

The Hewlett-Packard Company makes no warranty, expressed or implied, and assumes no responsibility in
connection with the operation of the contributed pro.gram
material attached hereto.

HEWLETT-PACKARD. SOFTWARE CENTER. 11000 Wolfe Road, Cupertino, California 95014 Area Code 408257-7000 TWX 910-338-0221
36000-91004 6/74 Volume IV

Copyright Hewlett-Packard Company 1974

Printed in U.S.A.

CLASSIFICATION CODE CATEGORY
(Not all categories have programs. Please refer to the INDEX
to HP BASIC Program Library for available programs in HP BASIC)

100

DATA HANDLING (VOLUME II

101
102
183
10~

105
186
187
188
IA9
110
112
II~

200

TESTING, DEBUGGING AND PROGRAMMING AIDS

300

TRAC INr,

?~2

INSTRU~ENT T"ST
DISC/DRU~ EOUIPMENT TEST
MAGNETIC TAPE E~UIPMENT TE~T
ARAPHIC E~UIPMENT TEST
M~~ORY SEARCH AND DISPLAY
DUMP INr.
CORE STDRAr.F: TF:ST
CE~lRAL PROCF.SSING UNIT Tr.ST
RREA~ POINTS
DERW'Hli NG A IDS
PROGRAMMING AIDS
PAPER TAPE EQUIPMENT TF:ST
PUNCH CARD EQUIPMENT TEST
PRINTER EDUIPMrNT TEST
A/D - DIA EQUIPMENT TEST
TELECOM,",UNICATIONS EQUIPMENT TEST
SPFCIAL DEVICE EQUIPMENT TEST
DATA ACOIJlS IT ION SYSTE~S TEST

MATH AND NUMERICAL ANAL YSIS

3RI
1A2
3A3
3"'4
3"'5
3R6
3"'7
3A9
31'"
311
312
113
314
315
316
JI7
31R
319
400

4A~

4A9
41A
411
41?
413

700

(VOLUME

ST~TISTIC~

DISCRIM1N~NT

SOCIAL ANn REHAVIORAL SrlF.NO'S
r, FOP HYS IC 'i
GEr)LOr.y
nrEANor.R~PHY

(VOLUME

900

Itl

A IOI.Or,y
ASTRONOMY AND CF.L .. STIAL NAVIGATION
PETROLEUM ENGINEERING
HYDRAULIC ENr.INEERING
NUCLEAR ENl'llNEERING
ELECTRICAL F:NGINEERING
MECHANICAL ENGINEERING
CIVIL ENGINEERING
CHEMICAL ENGINEERING
AERONAUTICAL E-NGINEERING
STRUCTURAL F.NGINEERING
,)YSTE~ THEORY

MANAGEMENT SCIENCES AND OPERATIONS RESEARCH

(VOLUME III)

PERT
CRITICAL PATH ANALYSIS
OPTIMI7ATION PROGRA~S
LINEAR PROGRAMMINr.
DISCRETE SYSTEMS SIMULATION
CONTINUOUS SYSTEMS SIMULATION
FORECASTING TECHNIQUES
DYNAMIC PROGRAMMING

BUSINESS AND MANUFACTURING APPLICATIONS

(VOLUME JlI)

JOR RfPORTINr.
QUALITY ASSURANCE PERfORMANCE ANALYSIS
QUALITY ASSURANCE TESTING
NUMERICAL CONTROL
RILL OF MATERIALS
PAYROLL ACCOUNTING
WOR~-IN-PROCESS CONTROL
INVENTORY ANALYSIS
ACCOIJNTS PAY~RLE
SALES ~ORECASTING
ACCOUNTS RECEIVARLE
~INANCIAL ANALYSIS
INVESTMENT ANALYSIS
ECONOMIC AN~LYSIS
RlJDGETING PROG~AMS
BUSINESS INrORMATION SYSTE~S
AUSINESS SERVICES

EDUCATION

(VOLUME IV)

R01 MATHEMATICS (EDUCATION)
810 PROGRAMMING AND COMPUTER SCIENCE (EDUCATION)
820 ENGINEERING (EDUCATION)
830 ECONOMICS (EDUCATION)
833 SCIENCE (EDUCATION)
850 FINE ARTS (EDUCATION)
R60 SOCIAL SCIENCE (EDUCATION)
863 HISTORY (EDUCATION)
878 ENGLISH (EDUCATION)
871 rOREIGN LANGUAGES (EDUCATION)
872 READING (EDUCATION)
888 ,BUSINESS (EDUCATION)
885 EDUCATIONAL ADMINISTRATION
R9A VOCATIONAL (EDl/r;ATION)

Itl

UNIVARIATE AND ~ULTIVARIATE PARA~ET~IC
TIME SERIES ANALYSIS
ANALYSIS
Rr.GRESSION ANALYSIS
RANOO~ NUMRER GENER~TORS
PRORAAILITY DISTRIRIJTION SAMPL!N"
NON-PARAMF:TRIC STATISTICS
STATISTICS. GFNERAL
CORRELATION ANALYSIS
ANALYSIS OF V~RIANCE AND COVARIANrE
FACTOR ANALYSIS
SCALING
GENERAL PRDRARILITY

SCIFNCES

~F.DICAL

CHF:~IST~Y

7RI
7A2
7A3
7A4
7A5
7A6
7A7
7AR
7"'9
71A
711
712
713
714
716
717
71R

800

PHYC; ICC;

5A~

5A7
5AR
5A9
51R
511
512
513
514
515
516
517
SIR
519

6A2
"113
6A4
6AS
6A6
6A7
6RR
61A

(VOLUME III

SCIENTIFIC AND ENGINEERING APPLICATIONS

'>AI
5"?
SAl
""4

600

!'OATHEMATICS. GENERAL
EXTENDEO-PRF:CISION ARITHMETIC
COMPLEX ARITHMETIC
RCD/ASCII ARITHMETIC
ROOLEAN ALGERRA
FUNCTIONS. COMPUTATION OF
INTERPOLATION/EXTRAPOLATION
CURVE FITTING
NUMERICAL INTEGRATION
POLYNOMIALS AND POLYNO"'IAL E'lUATIONS
MATRIX OPERATIONS
EIGENVALIJES AND Elr,ENVECTORS
SYSTEMS OF LINEAR EOUATIONS
SYSTEMS OF NON-LINEAR EOUATIONS
INTEGRAL TRANS~ORMS
NUMERICAL OI~FERENTIATION
ORDIN~RY DIFFERENTIAL EOUATIONS
P~RTIAL DI~FERENTIAL EQUATIONS

PROBABILITY AND STATISTICS

4A1
4R?
4A1
4A4
4"'5
4R6
4A7

500

(VOLUME I)

~AI

?A)
2A4
2A5
2A6
2"'7
?AR
2R9
?IA
2I I
212
213
214
215
216
217
21R
219

SAS

EDITING
INrORMATION STORAGE AND .RETRIEVAL
TARLE HANDLING
CHARACTER/SYMBOL MANIPULATION
CODE/RADIX CONVERSION
DUPLICATION
SORTING AND MERGING
DATA HANDllNu UTiliTIES
MEDIA CONVERSION
'llE MANAGEMENT
SPECIAL rORMAT DATA TRANsrER
~lOT ROUTINES IN HP AASIC

UNCLASSIFIED

(VOLUME V)

GENERAL
Hewlett-Packard is a major designer and manufacturer of
electronia for measurement, analysis and computation.
HP customers ill science, industry, medicine, and education
know and apprE~ciate Hewlett-Packard's reputation for technical excellence, quality, and reliability.
Over 170 world-wide offices sell and service the products of
21 manufacturing facilities located in the United States,
Europe, and the! Far East.
THE HP 2000 CONTRIBUTED LIBRARY
Hewlett-Packard makes available to all users a wide variety
of computer programs through the HP 2000 Contributed
~ibrary.

Before writing a program for your particular application,
scan the list of contributed programs. (A complete Index of
contributed programs is available at your local HP sales
office). You may be able to use these programs without·
modification, or as a starting point for developing your own
special-purpose noftware.
The Contributed! Library collects, indexes and distributes
programs submitted by HP users throughout the world.
These programs :range from complex data communications
. packages to educ:ational games, and all are classified according to the functions they perform.
2000 BASIC
Programs written iri HP 2000 BASIC are documented in 5
volumes, plus additional user manuals for certain individual
programs.
2000 NON-BASIC
Programs writtel1l for the HP 2000 series computers in
FORTRAN, ALGOL, HP Assembly language, etc. are abstracted in the HP Program Catalog available from your
local HP sales office. This catalog contains a number of
programs for use with HP Time-Sharing systems, providing
conversion capabilities, diagnostics, etc.

Volume I

(100) DATA HANDLING
(200) TESTING, DEBUGGING AND PROGRAMMING AIDS

Volume II (300) MATH AND NUMERICAL ANALYSIS
(400) PROBABILITY AND STATISTICS
(500) SCIENTIFIC AND ENGINEERING
APPLICATIONS
Volume III (600) MANAGEMENT SCIENCES AND
OPERATIONS RESEARCH
(700) BUSINESS AND MANUFACTURING
APPLICATIONS
Volume IV (800) EDUCATION
Volume V (900) MISCELLANEOUS (GAMES)

**

** Plotting routines previously classified under 904 are
now found in Volume I under DATA HANDLING. This
leaves Volume V exclusively for GAMES.
ORDERING INFORMATION
Contact your local HP sales office for ordering information
of contributed software. Programs are available individually
on paper tape, or collectively, on magnetic tape. Documentation is provided in the 5 volumes of BASIC Handbooks,
and in some cases additional user manuals and classroom
supplementary materials are available. (See list"of Supplementary Documentation).
DOCUMENTATION
Volume I

HP 36000-91001 HP BASIC Program Library
(100,200)

Volume II HP 36000-91002 HP BASIC Program Library
(300,400,500 )
Volume III HP 36000-91003 HP BASIC Program Library
(600,700)
Volume IV HP 36000-91004 HP BASIC Program Library
(800)
Volume V HP 36000-91005 HP BASIC Program Library
(900) (GAMES)

NEW ORGANIZATION OF LIBRAR Y
Because of the rapid growth of library contributions, it has
been necessary tel place a new emphasis on including only
programs of very widespread usefulness. A Program Review
Committee screens new submittals to determine this particular feature. Also, a number of programs have been
purged from the library, where it was decided that a widespread applicatiol1 did not exist. You may elect to retain
the documentation or software for one of these programs;
however, HP will· not be reprinting or updating them.

SOFTWARE (HP 2000C'/F MAG TAPE DUMP)

The documentation for BASIC Library programs has been
completely reprinted and reorganized. There are five volumes available, and programs are arranged alphabetically,
by calling NAMe, within each major category.

*

*

HP 36000-10001 HP BASIC Contributed Software
(100,200)

*

HP 36000-10002 HP BASIC Contributed Software
(300,400,500)

*

HP 36000-10003 HP BASIC Contributed Software
(600,700)

*

HP 36000-10004 HP BASIC Contributed Software
(800)

*

HP 36000-10005 HP BASIC Contributed Software
(900) (GAMES)

800 BPI. (1600 BPI mag tapes are also available under
separate order number)

the HP Contrihuted Library on the Error Report form
supplied with lhis publication.

SUPPLEMENTARY DOCUMENTATION
FINDIT Users Manual
CTC1 Documentation
CTC2 Documentation
CTC3 Documentation
CTC4 Documentation
CTC5 Documentation
CTC6 Documentation
PILOT Users Manual
COBOL/2000 Primer
IDA
GRAZE (Student Manual)
(Teacher's Guide)
(Classroom Set)
CASE1
CASE2

36250, Option
36210, Option
36211, Option
36212, Option
36213, Option
36214, Option
36638, Option
5951-5660
5951-5664
5951-5606
5951-5653
5951-5654
5951-5655
5951-5661
5951-5662

000
000
000
000
000
000
000

RELATED INFORMATION
An active Educational Users' Group at HP invites inquiries.
Also, Hewlett-Packard offers a number of supported programs in Education Administration and Instruction. For
more information on'these activities, contact the Education
Marketing Department, Hewlett-Packard Company, 11000
Wolfe Road, Cupertino, California 95014.
There are a number of manuals and documents relating to
HP 2000 series Time-Sharing Systems that may be useful
to you:
LANGUAGE MANUALS:

UPDATES
The BASIC Library will be updated every 6 months. An
addendum is printed, containing all new and revised programs in loose-leaf, 3-hole punched format to be easily
added to your handbooks. A new Index is also published at
this time to announce the release of new addenda and provide a complete updated list of library programs. Additions
and revisions are flagged for your reference. Again, contact
your local HP sales office to order addenda or a new Index.

A Guide to HP Educational Basic (02116-91773)
HP BASIC (02116-9077)
2000F: Time-Shared BASIC Programmers' Guide (02000-900
OPERATING SYSTEM MANUALS:
2000F: Time-Shared BASIC Operator's Guide (02000-90074J
EDUCATIONAL APPLICATIONS MANUALS:
2000C/2000F System Operator Instructions for Educational
Application (02000-90046)

SYSTEMS SPECIFICATIONS
Library programs have been collected over a period of
years, and some of the earlier programs were written for a
"single terminal" BASIC system, or an early version of the
HP 2000 series Time-Share systems.
The chart below lists varying system features. In many cases
slight modifications in coding will allow a program to RUN
on systems other than the one for which it was originally
written. The Index listing all Library programs indicates
system compatibility for individual programs.
JOOU(,. ...

II)"'"

'rsP"<.!

2000C/2000F Instructional Management Facility and Instructional Dialogue Facility-Proctors Manual (02000-90047,
2000C/2000F Mathematics Drill and Practice ProgramProctors Manual (02000-90051)
2000C/2000F Instructional Dialogue Facility-Authors
Manual (02000-90055)
2000C/2000F IDF Author's Pocket Guide (02000-90076)
2000C/2000F Mathematics Drill and Practice ProgramTeachers Handbook (02000-90052)
COPYFL (02000-90032)
EDCALC (02000-90033)
Integer to String (02000-90035)

,..,mu'" Num_
at WC)I(hlfl!ecoUIi

P'oov'&mmebl.
~ <.1"('1'0"'

Date and Time (02000-90036)
2000C/2000F Introduction to Mathematics Drill and Practice (02000-90050)
2000C/2000F Mathematics Drill and Practice Curriculum
Guide (02000-90053)
Course Developers' Manual for IDF-! and IMF-1 (02000-9006'
Upshift (02000-90037)
Character Removal (02000-90038)
Key Word Search (02000-90039)
Downshift (02000-90040)

ERRORS IN CONTRIBUTED SOFTWARE
Every HP BASIC Program included in the Contributed
Library is checked by HP personnel and verified for accuracy with the sample RUN submitted. However, itis impractical to test programs under all circumstances, and HP
does not assume responsibility for errors in contributed
software. If you do encounter errors, please report them to

String Match with "Don't Cares" (02000-90041)
String to Number (02000-90042)
Student Response Analysis (02000-90043)
The preceding publications are available at nominal cost
through your local HP sales office.

VOLUME IV
CONTENTS
801 MATHEMATICS (EDUCATION)
NAME

TITLE

ALGIE
AREA
BASE
BISQAR
CADA II
CRVLEN
CVAREA
CXSYSS

BASIC ALGEBRA DRILL
COMPUTER-AUGMENTED CALCULUS TOPICS
BASE CONVERTER
SQUARING BINOMIALS
COMPUTER ASSISTED ARITHMETIC DRILL
COMPUTES LENGTH OF ANY CURVE
AREA UNDER CURVE
SOLVING SYSTEMS OF" COMPLEX LINEAR
EQUATIONS
COMPUTER-AUGMENTED CALCULUS TOPICS
COMPUTER-AUGMENTED CALCULUS TOPICS
OESJ< CALCULATOR SUBROUTINE
CAl IN SOLUTION OF" LINEAR F"IRST-ORDER
DIF"F"ERENTIAL EQUATIONS
X-Y AXIS SEGMENT PROGRAM
BASIC ARITHMETIC DRILL
INFINITE PRECISION MATH UTILITY PROGRAM
COMPUTER-AUGMENTED CALCULUS TOPICS
CLASSIC MATRIX OF" GAME THEORY
COMPUTER-AUGMENTED CALCULUS TOPICS
COMPUTER-AUGMENTED PHYSICS TOPICS
COMPUTER-AUGMENTED CALCULUS TOPICS
LIMIT OF (SIN X)/X
CONVERSATIONAL COMPUTER GENERATED
CALCULUS QUI Z
LOGIC EXAMINATION PROGRAMS
CALCULATES PI
POLYNOMIAL SUBTRACTION
NATURE OF" GRAPH OF A 2ND ORDER EQUATION
IN TWO VARIABLES
SOLVES PROPORTIONS
QUADRATIC EQUATION SOLVER
TRIGONOMETRIC SOLUTIONS OF TRIANGLES
UNION AND INTERSECTION OF SETS
PRACTICE WITH SIGNED NUMBERS
FINDS DERIVATIVES
F"INDS SQUARE ROOT
ARITHMETIC MEAN
AREA OF SURFACE OF" REVOLUTION
SOLVING SYSTEMS OF LINEAR EQUATIONS
DRILL IN MULTIPLICATION OF NUMBERS WITH
TRAI LI NG ZEROS
FACTORING QUADRATIC TRINOMIALS
TRUTH TABLES F"OR BOOLEAN EXPRESSIONS
MATHEMATICAL GAME OF" TWENTY QUESTIONS
VOLUME OF" SOLID OF REVOLUTION
GENERATES MATH WORJ1USIC :T~·rELVE TONE COMPOSITION PROGRA."'f
MUSIC2:TRIAD SOLVING PROGRA."'f
t1USIC5:FINDS DOtllNANT SEVENTHS

August 1976

36258A
36888-1612126
36276A
36259A

VOLUME IV
CONTENTS(Continue~
860 SOCIAL SCIENCE (EDUCATION)
NAME

TITLE

BALANC:TRADE AND PAYMENT BALANCES
BANK :SOLVES FINANCIAL PROBLEMS
CHARGE:CHARGE ACCOUNT SIMULATION
CONSMP:DEPRESSION/EQUILIBRIUM
ELECT :CAMPAIGN STRATEGY AND ELECTIONS
INQUIR:SOCIAL SCIENCE INQUIRY PACKAGE
POLICY:STUDENTS FORMULATE NATIONAL POLICY
POLSYS:SIMULATION OF CITY COUNCIL
PYRMID:BUILD A PYRAMID
:SURVEY ANALYSIS PROGRAM
SAP
STOCK :STOCK MARKET SIMULATION

PROGRAM
NUMBER

36328A
36329B
36604A
36330A
36798A
36888-18001
36649A
36640B
36888-18013
36843A
36331A

870 ENGLISH (EDUCATION)
VOCAB :CAI IN WORD USAGE

36880A

871 FOREIGN LANGUAGES (EDUCATION)
CARLOS:COMPUTER-ASSISTED REVIEW LESSONS ON
SYNTAX FOR SPANISH II

36175A

880 BUSINESS (EDUCATION)
:COMPUTER ORIENTED ACCOUNTING INTERACTIVE VERSION
BNKSIM:SIMULATES ONE YEAR'S DEPOSIT AND
WITHDRAWAL ACTIVITIES OF A SMALL BANK'
GSPMG :STANFORD PORTFOLIO MANAGEMENT GAME
LABOR :LABOR/MANAGEMENT BARGAINING

ATG

August 1976

36888-18032
36713A
36502A
36233A

VOLUME IV
CONTENTS (Continued)
885 EDUCATIONAL ADMINISTRATION
NAME

TITLE

ATTEND:ABSENTEE LISTING
AVERGl:AVERAGES AND CURVES GRADES
FREQ : BAR GRAPHS OF GRADES
GRADE :TEST GRADE FOR NUMBER OF QUESTIONS
MISSED
ITEMI :NUMBER FREQUENCIES
STAT :STATISTICAL ANALYSIS OF LAB DATA

August 1976

PROGRAM
NUMBER

36202A
36340B
36341A
36342A
36343A
36344A

HEWLETT-PACKARD SOFTWARE CENTER
DOCUMENTATION FORM FOR CONTRIBUTED BASIC PROGRAMS

TITLE
PROGRAM NAME

CLASSIFICATION CODE

SELECT UP TO FOUR CROSS REFERENCE WORDS FROM CROSS REFERENCE INDEX
DESCRIPTION

) Program

) Subroutine

(Please include the specific application of your program - i.e., how do you use it, or recommend its application.)

USER INSTRUCTIONS

If possible, please include 'I NSTRUCTIONS' as an option in your program. (Define the inputs requested by the program or subroutine.
List the files used, and the data format of each. List the maximum file size. If applicable, include algorithms used.)
NOTE ON SUBROUTINES: The following conventions have been adopted for stand-alone subroutines. Variable names should begin
with Z. When more than 10 variables are used, Z, ... Z9, list the other variable names under Special Considerations. Subroutine line
number should begin at 9000.

SYSTEM SPECIFICATIONS

SYltem;

SlOgl. Terminal Basic

Terminal:

Tlletype

I

) 2000B

2000A

I Mark Sense Card Reader

Note: Does this program use the BRK function?

)

Yes

2000C

) 2000E

)

2000C'/F

) Other

CRT
No

SPECIAL CONSIDERATIONS

List any special hardware requirements. subroutine variable names not beginning with a 'Z', accuracy limitations. literature references, etc.

CONTRIBUTOR'S NAME AND ORGANIZATION ADDRESS

TO BE PUBLISHED?

) yes

) no

DISCLAIMER
To the best of my knowledge this contributed program is free of any proprietary information and I hereby agree that HP may reproduce,
publish. and use it. and authorize others to do so without liability of any kind.

Signature _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

Date _ _ _ _ _ _ _ _ _ _ _ _ __

Attach a sample run including input data and resulting TTY output data. Send a paper tape, or whenever possible, please send program on
2ooOC/F dump tape, 10 8500.

Do you use this program for instructional purposes?
What age level are the students?
Plea58 briefly describe the course, and topics within the course.

ERROR REPORT FORM
(HP BASIC CONTRIBUTED)

.

.

Comment tully on an'., 50ftware "bugs" In the space provided and enclose any teleprinter output that may be useful in defining the problem.
A copy Will be forwarded to the contributor. A reply will be returned to the person who submits this report. Send completed report to:

Hewlett·Packard Company
HP Basic Users' Library

11000 Wolfe Road
Cupertino, California 95014

Submitted By

Oate

Organization Name

Program Name

Address

Order No.

City, State, Zip
Phone
Has software been modified by user?

NO

YES

(If YES, explain below)

Enclosed References:
TTY LOG

LISTING

Corrected Tape

Corrected LISTING

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BASIC
ALGIE

TITLE:

BASIC ALGEBRA DRILL

DESCRIPTION:

This program provides drill in elementary algebraic equations. Anyone
of four different types of equations may be chosen and the user may
elect to give himself a limited amount of time which he may specify
to respond to each problem. A session lasts until the user gets twenty
correct answers. A summary is printed at the end of the run.

INSTRUCTIONS:

The program asks for the user's name, type of problem desired, whether
the user wishes to time himself and if so how many seconds are to be
allowed for answers.

ACKNOWLEDGEMENTS:

Bi 11 Ja rosz
De Paul University

36851

ALGIE. Page 2
RUN
RUN
ALGIE
THIS IS A COMPUTER-ASSISTED DRILL IN BASIC ALGEBRA.
TO STOP PRACTICE BEFORE A SESSION IS COMPLETEI HOLD THE
CTRL KEY DOWNI HIT THE LETTER CI AND RETURN.
A SESSION LASTS UNTIL YOU GET 20 CORRECT ANSWERS.
ALL ANSWERS ARE POSITIVE OR NEGATIVE INTEGERS.
WHAT'S YOUR NAME?BILL JAROSZ
TYPE I FOR PR08LEMS
2 YOR PROBLEMS
3 YOR PROBLEMS
4 FOR PROBLEMS
WHICH DO YOU WANT14

OY
OY
OY
OF

THE
THE
THE
THE

YORMI
YORMI
YORMI
YORMI

3X-15
3X+5-20
2(X+4)-12
2(X-3)+4(X-7)--10

DO YOU WANT TO TIME YOURSELF (I-YES~O-NO)?1
HOW MANY SECONDS PER ANSWER130
2(Y-9)+3(Y-7)a -44
Ya-l
1(J-4)+3(J+I)a 35
J a9
I(Z-6)-4(Z+3)a
6
Z--8
I?0
TO TRY ANOTHER FUNCTION# RETYPE LINE 300# AND 'RUN'.
SEE INSTRUCTIONS FOR MORE DETAILS.
IF YOU ARE FINISHED#
TYPE 'I' AND 'RETURN' KEY AFTER THE PROGRAM STOPS.
DONE

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BASIC
CVAREA

TITLE:

AREA UNDER CURVE

DESCRIPTION:

By numerical methods. this program evaluates the definite integral of
f(x}. from x=a to x=b. by four different methods of successive approximation:

36620·

Rectangles (starting with f(a) as height)
II Rectangles (starting with f(a+h) as height}
III Trapezoids
IV Parabolas (Simpson1s Rule)
OBJECTIVES:

INSTRUCTIONS:

A.

Enhances comprehension of the analytic procedures for finding
the area under a curve.

B.

Dramatizes the limiting processes involved.

C.

Decreases the time needed for lengthy computations.

PRELIMINARY PREPARATION:
Prior to the computer run, diagrams should appear on the board. or
on the overhead projector screen to demonstrate the geometric significance of the computer output .

.,
StartiDg with
f(a) •• heilht

•

x
Inscribed leetanKular ApproxlaatloD

Continued on following page.

ACKNOWLEDGEMENTS:

Huntington Project
Polytechnic Institute of Brooklyn

r.VI\RLI\, Pdye ('

y. !(x)

y

Sta rting with
l(a + h) a. height

x

b

a

C1rcuma~r1bed Ie~tangular

Approxtm.t1on

DISCUSS ION:
This program m"y be run as an introduction to the problem ot finding the area under a curve.
In some classes. the consideration of Simpson's Rule may be omitted or briefly hinted at.
With the more mathematically talented classes, an explanation of this parabolic approximation should precede the running of the program.

y

z
&

Trapesoid Approximation

CVAREA, Page 3

RUN
CVAREA·
AREA UNDER A CURVE - INTEGRATION
THIS PROGRAM EVALUATES THE DEFINITE INTEGRAL OF FeX)
FROM X=A TO X=B BY FOUR METHODS OF NUMERICAL APPROXIMATION'
I
II
III
IV
AFTER THE PROGRAM

RECTANGLES eINITIAL HEIGHT OF FeX»
RECTANGLES eINITIAL HEIGHT OF FeX+H»
TRAPEZOIDS
PARABOLAS 

STOPS~

YOU MAY ENTER YOUR FUNCTION AS FOLLOWS,

1 GO TO 200
300 DEF FNYCX)= ••• CYOUR FUNCTION OF X) •••
RUN
FOR EXAMPLE~ TO FIND THE AREA UNDER THE CURVE Y=Xt3 YOU
WOULD TYPE,
1 GO TO 200
300 DEF FNYeX)=X'3
RUN
YOU MIGHT TRY THAT AS YOUR FIRST RUN.
END EACH LINE~ INCLUDING 'RUN'~ WITH THE 'RETURN' KEY.
DONE
1 GOTO 280.
300 DEF FNyeX)=X'3
RUN
CVAREA
WHAT ARE YOUR VALUES FOR A AND B (SMALLER
NUMBER 01F'
SUB I NTERVI~LS

I. SUM OF
RECTANGLES

16
32

153.181
1501. 11
.969.1 ..
2226.61
2361.22

6~

2~30.

.2
~

8

FIRST'A~B>?1~10

I I. SUM OF
RECTANGLES

I I I. SUM 0'TRAPEZOIDS

75

52"8.69

3000.9~

2

37~8.92

2625.05
2531. '!J7
2501.58
2501.11
2500.2 ..

2~99.15

3093.01
2188.55
26~.19

2570. ~8

WOULD YOU LIKE TO TRY NEW VALUES FOR A AND B

(I-YES~

•••••
TO USE A NEW FUNCTION YOU NEED ONLY RETYPE LINE 300
AND 'RUN',. SEE INSTRUCTIONS FOR MORE DETAILS.
IF YOU ARE FINISHED~ TYPE 'I' AND THE 'RETURN' KEY.

~99.

75
75
2~99. 75
2~99. 75
2~99.

2~99.

NOTE THAT SIMPSON'S RULE (IV) CONVERGES FASTEST.

DONE

I V. SUM OF
PARABOLAS

0-NO)?0

MATHEMATICS (EDUCATION)
CONTR I BUTE D. PROG RAM

(801)

BASIC
CXSYSS

TITLE:

SOLVING SYSTEMS OF COMPLEX LINEAR EQUATIONS

DESCRIPTION:

This program will solve systems like AX=V1, AX=V2, •• AX=V s where A is an m by
n matrix with complex coefficients of the form aij+I*(bijf+1/(cijf». where the
aij' bij' and Cij are real numbers, and f is a real number that can be varied
by the Dser. Tnt Vj are m-dimensiona1 vectors, with complex components of the
form v1j+I*wij being the i-th component of the j-th vector. X is an n-dimensiona1 ~ector. The XiS will be printed out for each different Vj and each
different value of f. The components of each vector X will in general be
complex numbers, and will be printed out in both rectangular and polar form.
If the system of equations is under-determined. the vectors of the null space
will also be printed out. These vectors will be orthonormalized, and their
elements will have their rectangular form and the argument of their polar
forms printed out.

INSTRUCTIONS:

Enter the above defined data as follows:
8900 DATA m, n, s
8901 DATA all ,b ll ,cll,a12,b12,c12'" ;a1n·,b1n,c1n,vn,w1l,·· .v 1s ,w ls
8902 DATA a21,b21,c21.a22.b22.c~2,···a2n.b2n.c2n,v21,w21.···v2s'w 2s

36262

89xx DATA am1 ,bml ,c ml ,a m2 ,bm2 .cm2 '· .• aron .bmn .cmn ' vml ,wm1 , •• vms ,wms
When you run the program you will be asked what frequencies for which you wish
the system solved. Enter the values of f, one per line. When you have entered
as many values as you wish, type a 999 to end input.

SPECIAL
CONSIDERATIONS:

ACKNOWLIEDGEMENTS:

I and J (capitalized) are used interchangeably for the square root of negative
one. The maximum values of m and n are ten each, and the maximum value of s
is five. These values may be increased by redimensioning in line 10.

Phi 11i P Short
Burnsville Senior High School

CXSYSS. Page 2

RUN
8900 DATA 2,,2,,2
8901 DATA 1,,3,,2,,5,,6,,-1,,-1,,1,,-3,,2
8902 DATA 1,,1,,1,,-1,,3,,1,,-2,,1,,2,,-2
RUN
CXSYSS
WHAT FREQUENCIES WOULD YOU LIKE THE SYSTEMS SOLVED FOR?
I
11
?2
14
1999
f"REQUENCY •
SOLUTIONS
SYSTEM ,

+ .560838
.J ARG = 2.17455
+ 4.43191E-02
.J ARG z .140102

-.386785
.314263

SYSTEM I

MOD

=

.68128
MOD • • 317372

2

1 .46011
-.936342

+-.717163
+ .457695

.J
.J

ARG z 5.82663
ARG • 2.68693

MOD • 1.62673
MOD • 1 .04222

•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
fREQUENCY.

2

SOLUTIONS
SYSTEM I

-.117966
1.24792

+-.500021
+-.298069

SYSTEM'

4.4807
ARG
ARG = 6.04872

MOD
MOD

.513748
1 .28302

2

.222502
-.383427

+ .212826
.J ARG • • 763175
+ 2.51306E-02
.J ARG. 3.07614

MOD • .3079
MOD = .38425

•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
fREQUENCY

=

4

SOLUTIONS
SYSTEM

I

CXSYSS. Page 3

-1.551121::: -02
.599648

SYSTEM ,

.114965
-.117335

.J
.J

+-.211818
+-.233392

ARG ··<4.31001
A~G z 5.91201

MOO
MOO

=

•

.224933
.643461

2

+ 9.12111£-02
+ 2.16664E-02

.J
.J

ARG
ARG

IE

.101949
3.02002

MOD = .150559
MOD K .178654

•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
DONE
8900 DATA 2.2.2
DT~ATA 1.1,0.3.5,0,1,-3.3.9
8901
8902 DATA -1.1.0.-5,3,0.3.1.2.1
RUN
CXSYSS
WHAT FREQUENCIES WOULD YOU LIKE THE SYSTEMS SOLVED FOR?
:

?1

: 7999
FREQUENCY

K

OF' NULL SPACE.

VECTOR

=

-.942809
.235782

VECTOR

ARG
3.38657
ARG • 8

2

-.235701

o

OF' NULL SPACE.

+ .942809
+-.235702

ARG:II; 1.81571
ARG • 4.71239

SOLUTIO'NS
SYSTIE:M ,

-5.55554E-02
-.333333

SYSn:M'

+-.111 111
+-.388889

2

.J
.J

=

ARG
4.24874
ARG. 4.00376

MOD = .1242,26
MOO K .512197

IS INCONSISTENT •

•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
DONE

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BASIC
DERSIN
36663

TITLE:

COMPUTER-AUGMENTED CALCULUS TOPICS

DESCRIPTION:

This program estimates the value of the derivative of SIN(X) for input
value of X.

INSTRUCTIONS:

The user is asked to input the value of X.

SPECIAL
CONSIDERATIONS:

This program is one of 7 which accompdny the Project Solo Module "ComputerAugmented Calculus Topics" of the Hewlett Packard Curriculum Series.
FOR INSTRUCTIONAL PURPOSES
Suitable Courses: Mathematics (Secondary, College); Elem. Computer Science
Student Background Required:

Calculus (can be concurrent); BASIC

The curricululll material listed below is available for classroom implementation of this program.
HP 5951-5611
HP 5951-5612

Computer-Augmented r.alculus Topics
Classroom Set (30 books)

For ordering information of curriculum material, contact:
Hewlett-Packard Computer Cw'ricullllll Pt'oj,:ct
Sc;entif;~ Press
1629 Channing Ave.
Palo Alto, California 94303

ACKNOWLEDGEMENTS:

August 1976

Project Solo
University of Pittsburgh

RUN

?ROGRAM TO ESTIMATE THE DERIVATIVE OF
SIN (X) FOR ANY VALUE OF X.
\¥HAT IS X'?-1
X :: -1

SIN (X)

.

-.841471

(SlN(X+H)-SIN(X»/H

H

.~~1

.581441
.497364
.544488
.5362196
.542733

-. a31
.0001
-.a001

.538826
.54121

•1
-.1
.01
-. J 1

.54~016

WHAT IS X721

x

=

a

SIN(X)

= '"
(SIN(X+H>-SIN(X»/H

H

.998334
.996334
.999963
.999963
1
1
1•
1•

•1
-.1
.31

-.::n
.~211

-.001
.001211
-.0001
\JHAT IS X'? 1

x

=

SIN ( X )

(SlN(X+H)-SlN(X»/H

H

.1
-.1
.2l1
-.(H

.2l31
-.2l01
.02101
-.3231
WHAT

= • 84 1 4 7 1

IS X.,

DO~';E

August 1976

.497364
.581441
.536064
.544466
.540018
.540733
.54012118
.538626

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BASIC
DERTIV
36662

TITLE:

COMPUTER-AUGMENTED CALCULUS TOPICS

I)ESCRIPTION:

This proqrolll computes a set of approxlmations to the derivative of a supplied function, for an input value of X, the independent variable.

INSTRUCTIONS:

The function to be studied must be supplied as line 330, in the form:
330 LET Y=f( X)
During the program run, you will be asked to input a value for X.

SPECIAL
CONSIDERATIONS:

This proqralll is one of 7 which accompany the Project Solo Computer Topics
entitled "Computer-Augmented Calculus Topics" of the Hewlett Packard
Curriculuill Series.
FOR INSTRUCTIONAL PURPOSES
Suitable Courses: Mathelllatics (Secondary, College); Elem. Computer Science
Student Backqround ReqlJirpd:

Elem. Calculus (can be concurrent); BASIC

The curriculum material 1 ist.ed below is available for classroom implementation of this program.
HP 5951-5611
HP 5951-5612

Computer-Auqmented Calculus Topics
Classroom Set (30 books)

For ordering information of curriculum material, contact:
Hewl ett-Packard Computer Cun; cuI UfTJ Pt'oject
Scientific Press
1629 Channing Ave.
Polo Alto, California 94303

ACKNOWLEDGEMENTS:

August 1976

Project Solo
University of Pittsburgh

RUN
JJ~

LEl

Y=~XP(X)

RUN
DERTIV

THIS PROGRA~ ~ILL CO~PUTE A SfT OF APPRoXr~ATION5
TO THE DERIVATIVE OF ANY FUNCTION Fex) ~HICH yau GIVE
IT FOR ANY VALUE YOU ASSIGN TO THE INDEPENDENT
VARIABLE X. PROVIDED THE FUNCTION HAS A DERIVATIVE
FOR THAT X.
FOR EACH X YOU ~ILL GET AS OUTPUT THE VALUES OF x
AND Fex>. AS ~ELL AS A SET OF APPROXIMATIONS TO
F'ex) FOR H= .1. -.1 • • 01. -.01 • • 001. -.001 •
• 0001. AND -.0001.

wHAT IS X?0
APPROXI~ATION

H

.1

1 .05111

-. I

.95162~

TO F'ex)

l.a0501
.99502R
1.0004
.999212
.0001
-.0001

X

=

.998914
1.00011

0

wHAT IS

Y

X?1

APPROXIMATION TO F'ex)

H

2.(o~5Ft84

•1
- •1

2.5R618
2.73194
2.70412

.00 I
-.001

2.1194
2.71102

,0001
-.0001

2.7132
2.11791

x
wHAT IS X?
DONE

August 1976

y

2.11828

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BASIC
DERTI V
36662

TITLE:

COMPUTER-AUGMENTED CALCULUS TOPICS

DESCR IPTION:

This program computes a set of approximations to the derivative of a supplied function, for an input value of X, the independent variable.

INSTRUCTIONS:

The function to be studied must be supplied as line 330, in the form:
330 LET Y=f(X)
During the program run, you will be asked to input a value for X.

SPECIAL
CONSIDERATIONS:

This proqram is one of 7 which accompany the Project Solo Computer Topics
entitled "Computer-Augmented Calculus Topics" of the Hewlett Packard
Curriculum Series.
FOR INSTRUCTIONAL PURPOSES
Suitable Courses: Mathematics (Secondary, College); Elem. Computer Science
Student Background Required:

Elem. Calculus (can be concurrent); BASIC

The curriculum material listed below is available for classroom implementation of this program.
HP 5951-5611
HP 5951-5612

Computer-Augmented Calculus Topics
Classroom Set (30 books)

For ordering information of curriculum material, contact:
HP Computer Curriculum Project
11000 Wolfe Road
Cupertino. California 95014

ACKNOWLEDGEMENTS:

Project Solo
University of Pittsburgh

DERTIV. Page 2

RUN
JJ~

LET

Y=~XP(X)

RUN
DERTIV

THIS PROGRA~ ~ILL CO~PUTE A SET OF APPROXJ~ATrONS
TO THE DERIVATIVE OF ANY FUNCTION F(X) ~HICH Y0U GJV~
IT FOR ANY VALUE YOU ASSIGN TO THE INDEPENDENT
VARIABLE X, PROVIDED THE FUNCTION HAS A DERIVATIVE
FOR THAT X.
FOR EACH X YOU WILL GET AS OUTPUT THE VALUES OF x
AND F(X)# AS WELL AS A SET OF APPROXIMATIONS TO
F'eX) FOR H= .1# -.1# .01, -.01# .001, -.001#
.0001, AND -.0001.

wHAT IS X?0
APPROXIMATION TO F'eX)

H
•1

1 .05171
.951624

- •J

1.00501
.99502R
1.0004
.999212
.998974
1 .00017

X

0

Y

wHAT IS X? 1
APPRO XIMATION TO F' e)()

H
•1
-. 1

2.A5F!84
2.5867R

.01
- .01

2.73194
2.70472

.001
-.001

2.7194
2.71702

.0001
-.0001

2.7132
2.71197

x
~HAT

DONE

Y
IS X?

2.71828

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BASIC
DES CAL
36674

TITLE:

DESK CALCULATOR SUBROUTINE

DESCRIPTION:

This routine simulates a desk calculator. It is designed to be appended
to an interactive proqram to give the user the ability to calculate needed
values in "direct mode", then return to the interactive program and continue. Access to the subroutine is g'enerally performed through a modification of INPUT statements,

INSTRUCTIONS:

The program requests the user to input: one number for unary operations.
two numbers for binary operations, and a three-letter mnemonic code for
the operation (e.g .• SQR for square root). Return to the main program is
achieved with the code EXT for Exit.
See REFLEC (HP 36672) as an example of appendlng DESCAL to an existing
program.
DESCAL may be used alone. or added to a program. DESCA~ is written as a
subroutine beginning at line 9000 and ending at line 9414. It also includes
line 9999 END. Total size is 7000 words.
To run DESCAL as a separate program, type:
GET- DESCAL
1 GOSUB 9000
2 STOP
RUN
To add DESCAL to an existing proqranl, load your program as you would
normally, then make these changes:
a)

No line number in your proqram can be 9000 or greater.
if necessary.

Renumber

b)

The END statement in your program should be changed to STOP.

c)

Provide access to DESCAL at the appropriate point(s) in your
program by insertinq GOSUB 9000 instructions (e.g .• new lines).

continued on following page

SPECIAL
CONSIDERATIONS:

This program was written to be used with some of the Project Solo
Computer Topics, a group of units in the Hewlett Packard Curriculum
Series.
Uses string variables X$(3) and Z$(60), dimensioned in the subreutine.

,ACKNOWLEDGEMENTS:

August 1976

People's Computer Company
Menlo Park. California

Suppose your program contains an interaction like:
100
110
120

PRINT "GIVE ME YOUR ANSWER"
INPUT A
(program continues here)

You could modify this interaction as follows:
100 PRINT "GIVE ME YOUR ANSWER, OR' TYPE 9000 FOR DESCAL."
110 INPUT A
112 IF A#9000 THEN 120
114 GOSUB 9000
116 GO TO 100
120 (program continues here)
NOTE:

9000 is used as the "flag" in line 112.
instead.
d)

Any number which is unlike the true answer may be used

DESCAL uses the following variables:
Numeric:

ZO, Zl, Z2

Subscripted:
String:

none

X$(3), Z$(60)

(Dlmension~

specified in line 9001)

You should avoid uSing any of these variable names anywhere else in your program.
When these four modifications have been completed, type
APPEND- DESCAL
RUN
Functions available
Function
Ex it
Clear
Exchange
Addition
Subtraction
Mu 1tip 1i ca t i on
Division
Power
Hypotenuse of a right triangle
Reciprocal
Negative
Exponentiation
Logarithm (natural)
Square root
Sine
Cosine
Tangent
Arctangent
Radians to degrees
Degree5 to radians

Abbreviation
EXT
CLR
EXC
ADD
SUB
MUL
DIV
POW
HYP
RCP
NEG
EXP
LOG
SQR
SIN
COS
TAN
ATN
RTD
DTR

NOTE :
a)

To select a function, type the abbreviation of the function.

b)

In the Result column above, "=" means

c)

Zl is the "1st number," and also accumulates the answer.
Z2 is the "2nd number."

August 1976

";5

replaced by".

Result
[return]
Zl=Z2=0
Zl"Z2
Zl=Z1+Z2
Z1=Z1-Z2
Zl=Zl*Z2
Zl=Zl/Z2
Zl =Zlt Z2
Zl=SQR(Zl*Zl+Z2*Z2)
Zl =1 /Zl
Zl =-Zl
Zl =etZ1
Zl=Ln(Zl)
Zl=SQR(Zl)
Zl =SIN( Zl)
Zl=COS(Zl)
Zl=TAN(Zl)
Zl=ATN(Zl)
Zl=Zl*57.2958
Zl=Zl/57.2958

DESCAL, Page 3

RUN

1
2
3
4

"MAIN pqOGqAM BEGINS."
GOST]8 9~~~
PRINT "MAIN PROGRAM ENOS."
STOfl'
~RIr,iT

RUN
DESCAL
-MAIN PROGRAM BEGINS.
CALCULATOR MODE.
CLEARED TO ZEftO
1ST NUMBER?J
FUNCTION?ADD
2ND NUMBER?5~
ADD= 53
FUNCTION?MUL
2ND NUMBE~n2
MUL= l~6
FUNCTION'?CLR
CLEARED TO ZEqO
1ST NUMBER?l44
FUNCTION?SQR
Seq- 12
FUNCTION?DIV
2ND NUMBER?J
DIVa 4
FUNCTIO:N?DIV
2ND NUM:SERHl
DIVISION BY ZERO IS UNDEFINED.
DIV= 4
FUNCT I 01~'? SIN
SIN=-.7'56803
FUNCTION?SQR
SeR OF NEGATIVE NUMBER IS UNDEFINED.
SQR=-.7S6S2J
FUNCTION1EXC
2ND NUMBER?l;'
EXCc 1a
FUNCTION?NEG
NEGc-U
FUNCT 1Otl1 EXT
EXIT.
MAIN PROGRAM ENOS.
DONE

MATHEMATICS (EDUCATION)
CONTRIBUTED

PROGRAM

(80i)

BASIC
DIFFEO

lid

IN SOLIJTJON OF LINEAR FIRST-OROfR DIFFFRENTlAL

36159

i(/lIAT IONS

DESCRtPTlON;'

rfis progranl solves a set of linear first-cwder
il:!ng the Runge-Kutta-Gill Algorithm.

differential equations

INSTRUCTIONS;

instnlr:ti(ln5 ann a sample run are included within the program.

SPf:CIAL
CONSIDERATIONS:

FOR INSTRUCTIONAL PURPOSES

ACKNOWLEDGEMENTS:

~ultdble Cours~s:

Differential equations and engineering courses.

Student Background Required:

General knowledge of differential equations.

Intended as a general purpose

progra~.

Anthony Q, Baxter
Un; vers; t.y of Vlrg in; a

DIFFEO,page2

RUN

RUN
01 FFEQ
FOURTH ORDER RUNGE-KUTTA-GILL INTEGRATION ALGORITHM
THE FOLLO~ING INFORMATION MUST BE SPECIFIED,
9900 DATA Tl#T2,N,H,NP
~HERE TI-INITIAL TIME
T2-FINAL TIME
N -NUMBER OF DIFFERENTIAL EQUATIONS
H -INTEGRATION STEP SIZE
NP-NUMBER OF CALCULATIONS BET~EEN PRINTINGS
(PRINTING AT,Tl#Tl+NP.H#Tl+2.NP*H, ••• #T2)
9901 DATA 
(IE. X(Tl) FOR 1ST. EQUATION,
X(TI) FOR THE 2ND. EQUATION,
ETC. }
THE EQUATIONS ~ILL BE ENTERED AS FOLLO~S,
8900 LET D(l}-FUNCTION OF (X(1},X(2), ••• ,XCN-I),X(N),T)
8901 LET D(2)-FUNC7ION OF (X(I},XC2}, ••• #XCN-1),XCN),T)
89 - -

• • ••

•••••••• ••

• ••••••••••••••••••••••••••

89-- LET DCN}-FUNCTION OF (X(1},XC2), ••• ,XCN-1),XCN),T)
WHERE X(1)-SOLUTION TO DCl) AT TIME T,
X(2)-SOLUTION TO D(2) AT TIME T,
ETC.
FOR EXAMPLE TO SOLVE, X'-2/Y
Y'--I/X
XC1}·Y(l)-1
ON THE INTERVAL [1,3) WITH STEP SIZE .0625
WE NEED ONLY SPECIFY THE FOLLOWING.
1. SPECIFY THE EQUATIONS
8900 LET DCI)-2/X(2}
8901 LET DC2>--I/XCI)
2. INTERVAL, , EQUATI ONS, STEP SI ZE, AND PRI NTI NG I NSTRUCTI ON S
9900 DATA 1,3, 2#
.0625, 8
3. INITIAL CONDITIONS
990 1 DA TAl, 1
DONE
8900 LET DCl)-2/Xl2)
8901 LET D(2)--1/X(1)
9900 DATA 1,3,2,.0625,8
9901 DATA 1,1
RUN
DIFFEQ
FOURTH ORDER RUNGE-KUTTA-GILL INTEGRATION ALGORITHM
SOLUTION ON THE INTERVAL. 1
3
SOLUTION TO BE PRINTED EVERY .5
TIME
1

gQUATI ON a
1

EQUATION. 2
1
.666667
.5

1.5

2.25

2
2.5

4

6.25

.4

3

9.

.333333

DONE

STEP SI ZEa .0625
UNITS

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

TITLE:
DESCRIPTION:

INSTRUCTIONS:

SPECIAL
CONSIDERA'TIONS:

ACKNOWLEI)GEMENTS:

x-v

AXIS SEGMENT PROGRAM

(801)

BASIC
DIMIS
36277

This program finds the distance. midpoint. and slope of a line on the
coordinate X-v axis. The line is determined by the two endpoints, Pl
and P2. The program is useful to users who do not want their answers
in decimal form. Fracti~ns are left as fractions but are reduced to
lowest terms. Square roots are left as square roots but are rationalized
as far as possible.

Run the program and input the coordinates of the two endpoints on the
X-V axis. After solving a problem it will ask for another.

The Aardvarkand Company Writing Team has designed programs to take up
an absolute minimum of computer storage and perform a maximum purpose.
The team encourages people to send good programs to Aardvark. As a
slight encouragement. the team will give anyone who sends a program
which is accepted a free "subscription" to the program handbook, and
include the contributor as a menDer of the writing team.

John C. Ridges
Aardvark and Company
2130 Bell Court
Lakewood. Colorado 80215

DIMIS. Page 2

RUN

RUN
DIMIS
INPUT Pl(Xl,Yl) AND P2CX2,Y2)?I,0,l,25
THE DISTANCE IS 25
THE MIDPOINT IS P(+l,+25/2)
THE SLOPE IS UNDEfINED
INPUT PICX1,Yl) AND P2CX2,Y2)?0,0,3,4
THE DISTANCE IS 5
THE MIDPOINT IS P(+3/2,+2)
THE SLOPE IS +4/3
INPUT PICX1,Yl> AND P2CX2,Y2)?28,4,93,2
THE DISTANCE IS SQR(4229)
THE MIDPOINT IS PC+121/2,+3)
THE SLOPE IS -2/65
INPUT PI(Xl,Yl) AND P2(X2,Y2)?6,3,2,1
THE DISTANCE IS 2*SQR(5)
THE MIDPOINT IS P(+.,+2)
THE SLOPE IS +1/2
INPUT PI (Xl ,YI) AND P2elect one ot the five functions by typing 100, 200,
300, 400 or 500, and then enterinq a vdlue for X.
The proqrdfl, provldes five opportur:iLies to see the values of the function,
the first derivatlve, and (he second derivative for input values of X.
After f i Vt" .d 1ues of X ha ve been eVd IUd t ed, the program asks the user to
type 1 (lY '2, rerresent i nq'

If

SPECIAL
CONSIDERATIONS:

ha~

I.

Enough infurmation

2.

Not enough infol'lilatioll
values of X.

Optl('ri

been obt.dlned.
hdS

tlepn nlltalned; let me try 5 more

I is ',elected, the proqram wlil begin again at the beginning.

This pl(,qr,tlll "I~ one of / which duonqldllY tne Project Solo Module "ComputerAugmenlt:d Crllculu~ Topics" of the Hewlett Packard Curriculum Series.
To chanqe the funct i OilS, retype 1 i nes
Functions drE in the form LET Y~f(X).
FOR INSTRUCTIONAL
Suitablt! Courses:

no,

390, 490, 580, and/or 680.

PURPO~ES

Mathematirs (Se,ondary, College); Elem. Computer Science

Student BaCkqround Requi,'ed:

Calculus \(an be concurrent); BASIC

The curriculum material Ibted below is available for classroom implementation of this program.
HP 5951-561J
HP 5951-5612

Computer-Augmented Calculus Topics
Classroom Set (30 hooks)

For ordering information of curriculum material, contact:

Hewlett-Packard Computer Curriculum Project
Scientific Press
1629 Channing Ave.
Palo Alto, California 94303
j~CKNOWLEDGEMENTS:

August 1976

Project Solo
University of Pittsburgh

GRAPH 1. p"(jf' 2

RUN
R'JN
GM?Hl

?LEASE TYPE THE CODE NUMBER <1031 203 1 30al 4031 533>
OF" THE FUNCTION THAT YOU ~ANT TO ~ORK YITH.
FUNCTION?123
TY?E A VALUE FOq x.
1-2
X = -2
Y = 4
02
01 :II -4
2
TY'PE A VALUE FO~ x.
1-1
X = -1
Y =
02
01
-2
2
TYPE A VALUE FO~ x.
13
X :II ~
Y :: 0
a
02 :II 2
01
TYPE A VALUE FOR x.
?1
X :II
Y :II
1
01
2
02 • 2
TYPE A VALUE FOR x.
12
Y
2
4
4
02
2
01
X •
IF YOU HAVE ENOUGH INFO~HATION ABOUT THIS FUNCTIONI
TY?E 1 ; FO~ HORE INFORMATION 1 TY?E 2
11
TO OBTAIN ANOTHER FUNCTION TYPE ITS COOE NUMBER
(l~al 2001 3001" 4001 OR 500). TO STO? THE PROGRAMI
PRESS CTRL/CI " THEN PRESS RETURN.
FUNCTION?4021
TYPE A VALUE FOR X

..

.
..

.

.
.

..

.

?-1~

x ..

-10
Y
.544022
01 • -.839072
02 •
TY?E A VALUE FOR X
1-2.5
X = -2.5
Y • -.598472
01 • -.801144
TY?E A VALUE FOR X
10
02. 3
01· 1 •
X = ~
Y""
TYPE A VALUE FOR X
12.5
X..
2.5
y.
.598472
01 :II -.8211144
TYPE A VALUE FOR X

-.544022
02..

.598472

02 • -.598472

?U?J

X.

10
y . -.544022
01· -.839071
02.
IF YOU HAVE ENOUGH INFORMATION ABOUT THIS FUNCTION 1
TYPE I; FOR MORE INfORMATIONI TYPE 2
11
TO OBTAIN ANOTHER FUNCTION TYPE ITS COOE NUMBER
(100~ 2001 3001 40"~ OR 500). TO STOP THE PROGRAMI
PRESS CTRL/CI THEN PRESS RETURN.
ruNCTION?
DONE

August 1976

.544~22

MATHEMATICS (EDUCATION)
CONTRIBUTED

PRO~RAM

(801)

BASIC
GRAPHl

TITLE:

COMPUTER-AUGMENTED CALCULUS TOPICS

DESCBIPTION:

This program is designed to provide infon"dtion to the student about
functions. The proqram prints values of f(X), d(f(x)), and d'(f(x)), given
f(X) and X. The student should graph the values and attempt to discover
what the nature of f(X) is.
.

36665

The program contains five different functions. on lines
220, 390, 490, 580, and 680
All functions are in the form Y=f(X).

INSTI~UCTIONS:

The user is asked to select one of the five functions by typing 100, 200.
300, 400 or 500, and then entering a value for X.
The program provides five opportunities to see the values of the function,
the first derivative, and the second derivative for input values of X.
After five values of X have been evaluated, the program asks the user to
type 1 or 2, representing:
1.

Enough information has been obtained.

2.

Not enough information has been obtained; let me try 5 more
values of X.

If option 1 is selected, the program will begin again at the beginning.

SPECIAL
CONSIDERATIONS:

This program is one of 7 which accompany tne Project Solo Module "ComputerAugmented Calculus Topics" of the Hewlett Packard Curriculum Series.
To change the func.tions, retype lines 220, 390, 490, 580. and/or 680.
Functions are in the form LET Y=f(X).
FOR INSTRUCTIONAL PURPOSES
Suitable Courses: Mathematics (Secondary, College); E1em. Computer Science
Student Background Required:

Calculus (can be concurrent); BASIC

The curriculum material listed below is available for classroom implementation of this program.
HP 5951-5611 Computer-Augmented Calculus Topics
HP 5951-5612 Classroom Set (30 books)
For ordering information of curriculum material, contact:
HP Computer Curriculum Project
11000 Wolfe Road
Cupertino California 95014

ACKNOWLEDGEMENTS:

Project Solo
University of Pittsburgh

GRAPH1, Page 2

RUN
RUN
GRAPH1

PLEASE TYPE THE CODE NUMBER <12121" 22121" 30eJ" 42121" 5321)
OF THE FUNCTION THAT YOU ~ANT TO ~ORK ~ITH.
FUNCTION11021
TYPE A VALUE FO~ X.
1-2
X .. -2
Y .. 4
01
02
-4
2
TY'PE A VALUE FOR X.
1-1
X =: -1
Y a
01
-2
02 a
2
TYPE A VALUE FOR X.
~

.

·

1~

X .. 21
V :0 21
21
01 a
02 =: 2
TYPE A VALUE FOR X.
11
X :0 1
Y :0
01
2
02
2
TYPE A VALUE FOR X.
12
X .. 2
Y • 4
01
02
2
4
IF YOU HAVE ENOUGH INFORMATION ABOUT THIS FUNCTION"
TYPE 1 ; FOR MORE INFORMATION" TY?E 2
'?1
TO OBTAIN ANOTHER FUNCTION TYPE ITS CODE NUMBER
(12121; 22121" 32121" 42121" OR 52121). TO STOP THE PROGRAM"
PRESS CTRL/C" THEN PRESS RETURN.
F'UNCTION'?42121
TYPE A VALUE FOR X
1-121
X .. -121
Y
.5442122
01 ~ -.8392172
02 II
TYPE A VALUE FOR X
1-2.5
x .. -2.5
Y • -.598472
01 • -.8211144
TY'PE A VALUE FOR X
121
V .. 3
X .. 21
02. 21
01
1•
TYPE A VALUE FOR X
12.5
X .. 2.5
V ..
.598472
01 .. -.8211144
TY'PE A VALUE FOR X
1121
X" 121
y . -.5442122
01. -.8392171
02"
IF YOU HAVE ENOUGH INFORMATION ABOUT THIS FUNCTION"
TYPE 1; FOR MORE INFORMATION" TY?E 2
11
TO OBTAIN ANOTHER FUNCTION TYPE ITS CODE NUMBER
(12121" 221eJ" 32121" 4321" OR 52121). TO STOP THE PROGRAM"
PRESS CTRL/C" THEN PRESS RETURN.
FUNCT ION'?
DONE

·
·

..

..

-.5442122
02·

.598472

.

02 .. -.598472
.5442122

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BASIC
GRAPH2
36666

TITLE:

COMPUTER-AUGMENTED CALCULUS TOPICS

DESCRiPtiON:

This program is designed to provide
For a selected f(X) and input value
the first and second derivatives of
values and attempt to discover what

INSTRUCTIONS:

The program contains five different functions, on lines 220, 390. 490.
580 and 680. All functions are in the form Y=f(X) .

information to students about functions.
of X, the program prints the values of
f(X). The student should graph the
f(X) is.

. The user is asked to select one of the five functions by typing 100. 200.
300, 400. or 500.
Then the program asks for a value for X, and the user has 5 opportunities
to input values of X, and obtain the values of the first and second derivative of the unknown f(X). After five values of X have been evaluated.
the program asks for an input of 1 or 2. representing:
1.
2.

Enough information has been obtained.
Not enough information has been obtained; let me try 5 more
values of X.

If option 1 is selected. another function may be selected.

SPECIAL
CONSIDERATIONS:

This program is one of 7 which accompany the Project Solo Module "ComputerAugmented Calculus Topics" of the Hewlett Packard Curriculum Series.
To change the functions, retype lines 220, 390, 490, 580, and/or 680.
Functions are in the form LET Y=f(X).
FOR INSTRUCTIONAL PURPOSES
Suitable Courses: Mathematics (Secondary, College); Elem. Computer Science
Stu~ent

Background Required:

Calculus (can be concurrent); BASIC

The curriculum material listed below is available for classroom implementation of this program.
HP 5951-5611
HP 5951-5612

Computer-Augmented Calculus Topics
Classroom Set (30 books)

For ordering information of curriculum material, contact:

Hewlett-Packard Computer Curriculum Project
Scientific Press
1629 Channing Ave.
Palo Alto, California 94303

ACKNOWLEDGEMENTS:

August 1976

Project Solo
University of Pittsburgh

GRAPH2. Page 2

RUN
RUN
GRAPH2

PLEASE TYPE THE CODE NUMBER (1~3~ 2~~~ 3~~~
OF THE FUNCTION THAT YOU WANT TO WO~K WITH.
FUNCTION12:2J0
TYPE A VALUE FOR x.
1-1
02. 2
X .. -1
01" -6
TYPE A VAL,UE FOR x.
10
02. 2
X"
0
01 • -4
TYPE A VALUE rOR X.
11
02. 2
X· 1
Of • -2
TYPE A VALUE FOR X.
15
02· 2
X"
5
01" 6
TYPE A VALUE FOR X.

4~0~

5~0)

X..
100
01"
196
02. 2
If YOU HAVE ENOUGH INFORMATION ABOUT THIS rUNCTION~
TYPE IJ FOR MORE INFORMATION~ TYPE 2
11
TO OBTAIN ANOTHER FUNCTION TYPE ITS COOE NUMBER
(la0~ 200~ 3~~~ 40~~ OR S~~). TO STOP THE PROGRAM~
PRESS CTRL/C~ THEN PRESS RETURN.
rUNCTION13~0

TYPE A VALUE rOR X.
1-1
x • -1
.367879
01
TYPE A VALUE ro:\ X.

·

1~

·

02

.

.367879

.

X • 0
02
01
TYPE A VALUE FOR X.
11
X •
1
01
2.71828
02 • 2.71828
TY'?E A VALUE rOR X.
1-10
01
4.53999E-0S
02
4.53999E-05
X • -10
TYPE A VALUE YOR X.
110
X· 10
01. 22026.5
02. 22026.5
IF YOU HAVE ENOUGH INFORMATION ABOUT THIS YUNCTION~
TYPE lJ FOR MORE IN"ORMATION~ TYPE 2
71
TO OBTAIN ANOTHER FUNCTION TYPE ITS CODE NUMBE~
(100~ 200~ 300~ 400~ OR 5~0). TO STOP THE PROGRAM~
PRESS CTRL/C~ THEN PRESS RETURN.
ruNCT ION1
DONE

·
·

August 1976

.

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BASIC
INTEGR
36667

TI'TLE:

COMPUTER-AUGMENTED CALCULUS TOPICS

DE:SCRIPTION:

This program computes an approximation to the definite integral of a
function over a supplied interval on the X-axis. using the trapezoidal
method of approximation.

INSTRUCTIONS:

The desired function is supplied as program line 250. in the form
250

LET Y=f( X)

During the run. the user is asked to input A and B. which are the lower
and upper bounds of the desired interval on the X-axis.
The program then asks the number of approximating trapezoids (N must be
greater than 0).
When the program has printed the resulting approximation. the user is
asked to select option 1. 2. or 3 which represent:
1.
2.
3.

SPECIAL
CONSIDERA nONS:

Change the number of approximating trapezoids.
Change A and B.
Terminate the program.

This program is one of 7 which accompany the Project Solo Module "ComputerAugmented Calculus Topics" of the Hewlett Packard Curriculum Series.
To change the function. line 250 must be retyped before running the program.
FOR INSTRUCTIONAL PURPOSES
Suitable Courses: Mathematics (Secondary. College): Elem. Computer Science
Student Background Required:

Calculus (can be concurrent); BASIC

The curriculum material listed below is available for classroom implementation of this program.
HP 5951-5611
HP 5951-5612

Computer-Augmented Calculus Topics
Classroom Set (30 books)

For ordering information of

curricul~m

material, contact:

Hewlett-Packard Computer Curriculum Project
Scientific Press
1629 Channing Ave.
Palo Alto, California 94303

ACKNOWLEDGEMENTS:

August 1976

Project Solo
University of Pittsburgh

rNTEGR.

PaC)e 2

RUN
250 LET
RUN
INTEGR

Y.X'2-2.~

THIS PROGRAM COM?UTES APP~OXIMATIONS TO THE
DEFINITE INTEGRAL OF THE FUNCTION WHICH YOU
SUPPLIED ON LINE 250~ OVER AN INTERVAL (A~B).
NO~ TYPE A VALUE FOR A?l
TYPE A VALUE OF B13
HOW MANY SUBINTERVALS DO YOU WANT

[A~B)

DIVIDED INT0716

THE INTERVAL IS (1
~ 3
].
THE NUMBER OF APPROXIMATING TRAPEZOIDS IS
THE APPROXIMATION IS ' ••••••• 671875
TY?E THE CHANGE CODE?l
HOW MANY SUBINTERVALS DO YOU WANT

[A~B]

••••••
DIVIDED INT01256

THE INTERVAL IS [1
~ 3
].
THE NUMBER OF APPROXIMATING TRAPEZOIDS IS
THE APPROXIMATION IS ••••••• 666687
TYPE THE CHANGE CODE?2
NOW TYPE A VALUE rOR A?-2
TYPE A VALUE OF B?2
HOW MANY SUBINTE~VALS DO YOU

~ANT

CA~B]

256

••••••
DIVIDED INT0732

THE INTERVAL IS [-2
~ 2
l.
THE NUMBER OF APPROXIMATING TRAPEZOIDS IS
THE APpqOXIMATION IS •••••• 5.34375

16

32

••••••

i~E

iHE CHANGE CODE?l
HOW MANY SUBINTERVALS 00 YOU VANT

THE INTEqVAL IS (-2
~
2
THE NUMBER OF APPROXIMATING

[A~BJ

].
i~APEZOIDS

THE APPROXIMATION IS •••••• 5.33594
TYPE THE CHANGE CODE?3
DONE

August 1976

DIVIDED INT0764

IS

64

••••••

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

TITLE:
DESCBIPTlON:

(801)

BASIC
LIMSIN

LIMIT OF (SIN X)/X

36622

sin x
This program demonstrates that the limit of x ,as x approaches 0,
equals 1, provided x is measured in radians. If x is measured in
degrees, the limit equals approximately .017.
OBJECTIVES:

INSTRUCTIONS:

sin x
x is approached.

A.

To demonstrate the manner by which the limit of

B.

To show that degree measure does not yield the same solution as
radian measure.

PRELIMINARY PREPARATION:
A.

Student - Knowledge of degree vs. radian measure

B.

Materials - None

DISCUSSION:
Following the computer type-out. the teacher will use the analytic
method to evaluate the limit. Prior to this discussion, the student
should be reminded of the area formulas for a triangle and for a
sector in terms of the central angle measured in radians. A geometric
diagram should be presented showing the sector lying between two triangles.
T

o

Bara. irZ .in ell iz2e ~ ir2 tan e
Circular Sector with Circum8cribed and Iaacrlbed triaDlle.

The teacher can mo<1ify the type-out by inserting: 195 GO TO 300.
This decreases the number of lines typed out to the final eleven
appearing on the program "run".

ACKNOWLEDGEMENTS:

Huntington Project
Polytechnic Institute of Brooklyn

LIMSIN, Page 2

RUN

RUN
LIMSIN
THIS PROGRAM DEMONSTRATES THAT THE LIMIT or
X)/XI
AS X APPROACHES 01 IS EQUAL TO I.
PROVIDED X IS MEASURED IN RADIANS.

rex) :: (SIN

SIN(X)
LIMIT

::

x

X-->0

WHEN X IS IN DEGREES.
X

IS

F'eX)

IS

WHEN
X

X

IS IN RADIANS.

IS

rex) IS

7~

1 • 1 I 1 liE - 02
I .17199E-02
1.23101E-02
.012879

70
65
60
55
50
45
40
35
30
25
20
15
10
5

1.39432 E-02
1.44338E-02
1.48937E-02
1.53209E-02
1.57135E-02
1 • 60697 E- 02
1.63879E-02
1.66667E-02
1.69047E-02
.017101
1.725"6E-02
1 • 736"8E-02
1 • 7 .. 311 £-82

1.5708
1.48353
1.39626
1.309
1.22173
1.13 .... 6
1.0472
.95993
.87266 ..
.'85398
.698131
.610865
.523598
.436332
.349066
.261799
• t 7 .. 533
8.7266 .. [-02
1.' "533£-02
.01578S
1.39626£-02
1.22113[-82
.810 .. 72
8.7266"[-03
6.98131E-03
5.23598[- 03
3."9066E-03
1.1"533E-03

.9999 ..9
.999959
.999968
.999975
.999982
.999987
.999992
.999996
.999998

• I

t .'''524E-02
1 . , 4526E-02
1.'''527E-82
1 • 7 "528£-82
.01, .. 53
1.'''531[-82
1.'''531E-12
1.7.532E-82
1.7"532£-02
1.7"533£-02

.09
• 08
.07
.06
.05
• 04
.03
.02
.01

1 • '''533E-02
1 • 7 "533[-02
1.7"533E-02
1.'''533E-02
1.7"533E-02
1 • 7 "533E- 82
1.7"533[-02
1.7"533E-02
1 • 7 "533E-82

1 • 57879£-03
1.39626£-03
1.22173£-03
1.0"728[-03
8.7266"[-0"
6.98131[-0"
5.23598£-0"
3. "9066£-04
1.7 .. 533E-0"

1•
1•

90
8~

80

.9
.8
.7
.6

.5
.4
.3

.2

DON[

I

.3~~E-02

• 63662
.61150"
• 785317
• 737913
.7691 .. 9
.798887
.82699"
.8533 .. 5
.811823
.900317
.920726
.938958
.95 .. 93
.96857
.919816
.988616
.99 ..931
.998731

1•

1•
1
1•
1
I
1

1•

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

TITLE:
DESCFUPTION:

CONVERSATIONAL COMPUTER GENERATED CALCULUS

QU~Z

(801)

BASIC
LINES
3670C

Conversational computer generated calculus quiz. Values are random so
the program can be used several times by a student.

INSTf~UCTIONS:

Conversational

ACKII\IOWlEDGEMENTS:

Babson College
Babson Park, Massachusetts

LINES. Page 2

RUN

RUN
LINES
TYPE ANSWER TO EACH QUESTIONITHEN PRESS RETURN KEY.
rRACTIONAL VALUES MUST 8E ENTERED IN DECIMAL rORM - ONE
DECIMAL PLACE IS O.K.
GIVEN THE POINTS (-3
I
7
)IAND (3
I
10
)1
WHAT IS THE SLOPE Or THE LINE PASSING THROUGH THESE POINTS1.S
CORRECT
WHAT IS THE SLOPE OF THE STRAIGHT LINE WHOSE EQUATION IS
Y - -1

X +

2

1-1

CORRECT
WHAT IS THE SLOPE Or THE LINE WHOSE EQUATION IS
6
X + -8
Y - -1
1.7
CORRECT
WHAT IS THE Y-INTERC£PT Or THE ABOVE LINE?1
:ORRECT
THE LINE L HAS EQUATION 9
X + -3
Y --7
WHAT IS THE VALUE Or x AT WHICH L CROSSES THE X-AXIS?-.7
CORRECT
WHAT IS THE VALUE pr Y AT WHICH L CROSSES THE Y-AXIS?2.3
CORRECT
GIVEN THAT THE POINT P IS ON L AND THAT THE X-COORDINATE
Or P 15-3
1
WHAT IS THE Y-COORDINATE Or P?-.6
CORRECT ANSWER IS-6.7
CONSIDER THE STRAIGHT LINE WHOSE EQUATIbN [5
Y ~ 10
X + 2
WHAT IS THE SLOPE Or A LINE PASSING THROUGH THE POINT
• 7
) WHICH IS PERPENDICULAR TO THE
P (4
GIVEN LINE?10
CORRECT ANSWER 15-.1
YOU HAVE ANSWERED 6
QUESTIONS CORRECTLY OUT Or A TOTAL Or
8 QUESTIONS.
YOU SHOULD PRACTICE A LITTLE MORE. RUN THE PROGRAM AGAIN
EITHER NOW OR ArTER REVIEWING THE MATERIAL.
DONE

MATHEMATICS (EDUCATION)
CONTRIBUTED PR"OGRAM

(801)

BASIC
LOGIC
36251

TITLE:

LJGIL lXAMINATION PROGRAMS (LOGIC1,2,3,4,5)

DE~;RIPTION:

These programs teach the basics of logic. At the end of each program, the
score and percent r;uht ;s printed. The package consists of five programs,
LOGICl, LOGIC2, LOGIC3, lOGIC4, and LOGICS.

INSTRUCTIONS:

Instructions are contained in the program ..

SPECIAL
CONSIDERATIONS:

ACKNOWLEDGEMENTS:

The Aardvark and Company Writing Team has designed programs to take up an
absolute minimum of computer storage and perform a maximum purpose. The
team encourages people to send good programs to Aardvark. As a slight
encouragement. the team will give anyone who sends a program which is
accepted a free "subscription" to the program handbook, and include the
contributor as a member of the writing team.

Aardvark and Company
2130 Bell Court
Lakewood. Colorado 80215

LOGIC, Page 2

RUN
RUN
LOGICl
IF PAUL PLAYS THEN THE TEAM WINS.
O.~.--

NOW ASSUME PAUL DOES NOT PLAY.
CAN WE CONCLUDE THE TEAM DOES NOT WIN?NO
CORRECT.
O.K.--

NOW ASSUME THE TEAM DOES NOT WIN.
CAN WE CONCLUDE PAUL DOES NOT PLAY?YES
CORRECT.
O.K.--

NOW ASSUME THE TEAM WINS.
CAN WE CONCLUDE PAUL PLAYS?YES
WRONG# THE CONCLUSION IS INVALID.
YOU DENIED THE ANTECEDENT.
O.K.--

NOW ASSUME PAUL PLAYS.
CAN WE CONCLUDE THE TEAM WINS?YES
CORRECT.

IF ABCD IS A SQUARE THEN IT HAS FOUR RIGHT ANGLES.
O.K.--

NOW ASSUME ABCD IS A SQUARE.
CAN WE CONCLUDE IT HAS FOUR RIGHT ANGLES?YES
CORRECT.
O.K.--

NOW ASSUME IT HAS FOUR RIGHT ANGLES.
CAN WE CONCLUDE ABCD IS A SQUARE?NO
CORRECT.
O.K.--

NOW ASSUME IT HASN'T FOUR RIGHT ANGLES.
CAN WE CONCLUDE ABCD IS NOT A SQUARE?YES
CORRECT.
O.K.--

NOW ASSUME ABCD IS NOT A SQUARE.
CAN WE CONCLUDE IT HASN'T FOUR RIGHT ANGLES?NO
CORRECT.

IF JOE STUDIES THEN HE PASSES THE COURSE.
O.K.--

NOW ASSUME HE PASSES THE COURSE.
C~N WE CONCLUDE JOE STUDIES?YES
WRONG. THE CONCLUSION IS INVALID.
YOU DENIED THF ANTECEOEN1.
O,K.--

NOW ASSUME JOE STUDIES.
CAN WE CONCLUDE HE PASSES THE
COHRECT.

COUk~E7YES

O.K.--

NOW ASSUME JOE DOESN'T STUDY.
CAN WE CONCLUDE HE FAILS THE COURSE?YES
WRONG. THE CONCLUSrON IS INVALID.
YOU AFFIRMED THE CONSEQUENT.

LOGIC, Page 3

O.K.-NOW ASSUME HE FAILS THE COURSE.
CAN ~E CONOLUDE JOE DOESN'T STUDY?YES
CORRECT.

IF A MAN IS PRESIDENT THEN HE IS AT LEAST 40.
O.K.-NOW ASSUME HE IS AT LEAST 40.
CAN WE CONCLUDE A MAN IS PRESIDENT?NO
CORRECT.
O·K.-NOW ASSUME A MAN IS PRESIDENT.
CAN WE CONCLUDE HE IS AT LEAST 40?YES
CORRECT.
O.K.-NOW ASSUME A MAN IS NOT PRESIDENT.
CAN WE CONCLUDE HE IS YOUNGER THAN 40?NO
CORRECT.
O.K.-NOW ASSUME HE IS YOUNGER THAN 40.
CAN WE CONCLUDE A MAN IS NOT PRESIDENT?YES
CORRECT.

IF

~

AND Y ARE BOTH POSITIVE THEN X.Y>0.

O.K.-NOW ASSUME X AND Y ARE NOT BOTH POSITIVE.
CAN WE CONCLUDE X*Y<=0?YES
WRONG, THE CONCLUSION IS INVALID.
YOU AFFIRMED THE CONSEQUENT.
O.K.-NOW ASSUME X AND Y ARE BOTH POSITIVE.
CAN WE CONCLUDE X.Y>0?YES
CORRECT.
O.K.-NOW ASSUME X.Y>0.
CAN WE CONCLUDE X AND Y ARE BOTH POSITIVE?NO
CORRECT.
O.K.-NOW ASSUME X.Y<=0.
CAN WE CONCLUDE X AND Y ARE NOT BOTH POSITIVE?YES
CORRECT.

IF THE WEATHER IS WINDY THEN THE BOAT SINKS.
O.K.-NOW ASSUME THE BOAT SINKS.
CAN WE CONCLUDE THE WEATHER IS WINDY?YES
WRONG, THE CONCLUSION IS INVALID.
YOU DENIED THE ANTECEDENT.
O.K.-NOW ASSUME THE WEATHER IS WINDY.
CAN WE CONCLUDE THE BOAT SINKS?YES
CORRECT.
O.K.-NOW ASSUME THE WEATHER IS CALM.
CAN WE CONCLUDE THE BOAT FLOATS?NO
CORRECT.

LOGIC, Page 4

O.K.-ASSJME THE BOAT FLOATS.
CAN ~E CONCLUDE THE ~EATHEk IS CALM?YES
CORRECT.
NO~

IF YOU RUN THIS PROGRAM THEN YOU LEARN SOMETHING.
O.K.-NOW ASSUME YOU LEARN SOMETHING.
CAN WE CONC~UDE YOU RUN THIS PkOGRAM?NO
CORRECT.
O.K.-NOW ASSUME YOU RUN THIS PROGRAM.
CAN WE CONCLUDE YOU lEARN SOMETHING?YES
CORRECT.
O.K.-NOW ASSUME YOU lEARN NOTHING.
CAN WE CONCLUDE YOU DON'T RUN THIS PROGRAM?YES
CORRECT.
O.K.-NOW ASSUME YOU DON'T RUN THIS PROGRAM.
CAN WE CONCLUDE YOU lEARN NOTHING?NO
CORRECT.
YOU ANSWERED 23
OUT Of 28
fINAL SCORE Of 82
%.

QUESTIONS CORRECTLY ·fOR A

DONE

If IT IS A WARM NIGHT OR I AM OVER MY COLD,
THEN I AM GOING TO THE GAME~
O.K. --- NOW ASSUME

AM NOT GOING TO THE GAME.

CAN WE CONCLUDE:
IT IS NOT.A WARM NI~HT OR I AM NOT OVER MY COLD?Y
CORRECT.
IT IS NOT A WARM NIGHT AND I AM NOT OVER MY COlD?Y
CORRECT.

If IT IS A WARM NIGHT ANO I AM OVER MY COLD,
THEN I AM GOING TO THE GAME.
O.K. --- NOW ASSUME I AM NOT GOING TO THE GAME.
CAN WE CONCLUDE:
IT IS A WARM NIGHT AND I AM NOT OVER MY COLD1N
CORRECT.
IT IS NOT A WARM NIGHT AND I AM OVER MY COLD1N
CORRECT.

If JOE ATTENDS CLASS OR HE STUDIES DILIGENTLY,
THEN HE PASSES THE COURSE.
O.K. --- NOW ASSUME HE fAILS THE COURSE.

LOGIC, Page 5

CAN WE CONCLUDE:
JOE DOES NOT ATTEND CLASS OR HE DOES NOT STUDY DILIGENTLY1Y
CORRECT.
JOE DOES NOT ATTEND CLASS OR HE STUDIES DILIGENTLY1N
CORRECT.

Ir JOE ATTENDS CLASS AND HE STUDIES DILIGENTLY,
THEN HE PASSES THE COURSE.
O.K. --- NOW ASSUME HE rAILS THE COURSE.
CAN WE CONCLUDE:
JOE ATTENDS CLASS AND HE DOES NOT STUDY DILIGENTLY?N
CORRECT.
JOE DOES NOT ATTEND CLASS AND HE STUDIES DILIGENTLY?N
CORRECT.

Ir GLEEBS ARE SEERY OR MODULS ARE TRUNE,
THEN rLORTZ ARE ARTIrERAKE.
O.K. --- NOW ASSUME rLORTZ ARE NOT ARTIrERAKE.
CAN WE CONCLUDE:
GLEEBS ARE NOT SEERY1N
WRONG --- GO BACK AND STUDY THE NEGATION OF A DISJUNCTION.
GLEEBS ARE NOT SEERY AND MODULS ARE NOT TRUNE?N
WRONG --- GO BACK AND STUDY THE NEGATION Or A DISJUNCTION.

Ir GLEEBS ARE SEERY AND MODULS ARE TRUNE,
THEN rLORTZ ARE ARTlrERAKE.
O.K. --- NOW ASSUME rLORTZ ARE NOT ARTlrERAKE.
CAN WE CONCLUDE:
GLEEBS ARE NOT SEERY AND MODULS ARE NOT TRUNE1N
CORRECT.
GlEEBS ARE NOT SEERY AND MODULS ARE TRUNE?N
CORRECT.

Ir EDGAR INHERRITS MONEY OR HE INVESTS WISELY,
THEN HE BECOMES WEALTHY.
O.K. --- NOW ASSUME HE DOES NOT BECOME WEALTHY.
CAN WE CONCLUDE:
HE DOES NOT INVES~ WISELY?Y
CORRECT.
EDGAR DOES NOT INHERIT MONEY OR HE DOES NOT INVEST WISELY?Y
CORRECT.

IF EDGAR INHERRITS MONEY AND HE INVESTS WISELY,
THfN HE BECOMES WEALTHY.
O.K. --- NOW ASSUME HE DOES NOT BECOME WEALTHY.
CAN WE CONCLUDE:
EDGAR DOES NOT INHERIT MONEY?N

LOGIC, Pdye 6

CORRECT.
EDGAR DOES NOT INHERIT MONEY AND HE INVESTS WISELY?N
CORRECT.
YOU ANSWERED 14
OUT OF 16
FINAL SCORE Of 87
%.
DONE

QUESTIO~S

CORRECTLY fOR A

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BASIC
PI

TITILE:

CALCULATES PI

DESCRIPTION:

This program computes the area of a circle and "pi" by using the areas
of inscribed and circumscribed regular polygons.

36623

OBJECTIVES:
As an introduction to the limit process and a method for approximating
"pill.

INSTRUCTIONS:

PRELIMINARY PREPARATION:
A.

Student - Students must know how to calcul~te the area of a circle
and a triangle using the formulas: A = ~R and A = 1/2bh.

B. Materials - Chalkboard. board compass. and straight edge.
DISCUSSION:
Ask students to find the area of a circle without using the formula.
The instructor may suggest to the class to inscribe and/or circumscribe an equilateral triangle. Have students compare the area of
their figures to that of the circle. Some students will suggest to
increase the number of sides and the instructor should suggest that
a regular hexagon be used for convenience of drawing. This can be
illustrated on the chalkboard for the class. Another comparison is
made between the areas and then the students will observe that to
obtain any satisfactory results. the number of sides must increase
greatly. At this moment the instructor should introduce this program and explain to the class that the program will increase the
number of sides of a regular polygon and compute the area of each
new figure. A table is printed giving the areas of both inscribed
and circumscribed regular polygons and also the number of sides for
each area. The students can readily see that the machine has eliminated the tedious calculations. Now. have the students calculate
the area of the circle using the formula and make a comparison of
results. thus. the students can observe that the areas of the polygons approach the area of the circle.

ACKNOWLEDGEMENTS:

Huntington Project
Polytechnic Institute of Brooklyn

PI, Page 2

RUN

RUN
PI
AREA

or

A CIRCLE USING INSCRIBED AND CIRCUMSCRIBED REGULAR POLYGONS •

•••••
WHAT IS THE RADIUS
I NSCRHBED
AREA
129.90 ..
259.801
300.

or

THE CIRCLE?10

CIRCUMSCRIBED
AREA
51'.61"

NUMBER OF
SIDES

3 .. 6. "1

3
6

321.539

12

INSCRIBED
% ERROR

CIRCUMSCRIBED
% ERROR

-58.65
-11.3
-".51

65 ...
10.21
2.35

HOW MANY SIDES DO YOU THINK ARE NEEDED TO APPROXIMATE
THE AREA OF THIS CIRCLE?I'I
313.952

II.

.13

-.01

WOULD YOU LIKE TO TRY ANOTHER NUMBER 0' SIDES CI-YES. I-NO)?I
HOW MANY SIDES bO YOU THINK ARE NEEDED TO APPROXIMATE
THE AREA OF THIS CIRCLE?IE'
THAT MANY SIDES IS VALID. BUT NOT NECESSARY 'OR A
6000 APPROXIMATION.
USE 1000. AS THE MAXIMUM NUMBER.
HOW MANY SIDES DO YOU THINK ARE NEEDED TO APPROXIMATE
THE AREA 0' THIS CIRCLE?I"00
31 ... 159

31 ... 159

I".'

•

o

WOULD YOU LIKE TO TRY ANOTHER NUMBER 0' SIDES (I-YES. '-NO)?0
WOU~D YOU LIKE TO TRY ANOTHER RADIUS CI-YES. '-NO)?I

•••••
WHAT IS THE RADIUS 0' THE CIRCLE?I'•••• '
ANY RADIUS WILL WORK. BUT USE A NUMBER LESS THAN I ••••
WHAT IS THE RADI US 0' THE CIRCLE"'"
INSCRHBED
AREA
1.29' .... E+I'
2.5'288E+16
2.99 ..10E+06

CIRCUMSCRIBED
AREA
5.18516[+1'
3 ... 5111E.06
3.20896E+06

NUMBER 0'
SIDES
3
6
12

INSCRIBED
I ERROR

CI RCUMSCR I8ED
% ERROR

- 58.65
-11.3
- ... 51

'5."
11.21
2.35

HOW MANY SIDES DO YOU THINK ARE NEEDED TO APPROXIMATE
THE AREA 0' THIS CIRCLE?I ••••
3.13531 E•• 6

3. 13531 E+I6

1.00.

o

WOULD YOU LIKE TO TRY ANOTHER NUMBER OF SIDES CI-YES. 0-NO)?I
WOULD YOU LIKE TO TRY ANOTHER RADIUS CI-YES. I-NO>?I

•••••
DONE

•

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BA"SIC
POL SUB

TITLE:

POLYNOMIAL SUBTRACTION

DESCRIPTION:

This program presents the
through four which are to
coefficient of the answer
At the end of the list he

INSTRUCTIONS:

Directions to the student are included in the program on an optional basis.
The student is asked to subtract polynomial No.2 from polynomial No.1.
After each question mark, the coefficients of the answer are typed, starting
with the coefficient of the highest degree term and going in descending order.
If a coefficient is zero, a zero must be typed in for it.

SPECIAL
CONSIDERATIONS:

FOR INSTRUCTIONAL PURPOSES
Suitable Courses: Algebra I and as a review in Algebra II
Student Background Required: Familiarity with polynomial subtraction
Application: This program i~ best used as a drill for makeup with those
students who have difficulty remembering the rules for subtraction of
signed numbers.

ACKNOWLEDGEMENTS:

Michael Bolduan
Clackamas High School

36239

student with a list"of polynomials of degree one
be subtracted in pairs. The student types in the
and is then told whether or not he is correct.
is told what percent he got right.

POL SUB • Pdge 2

RUN
RUN··

POLSUB
DO YOU WANT DIRECTIONS1YES
NOW LET'S SUBTRACT SOME POLYNOMIALS. WHEN YOU ARE ASKED FOR
YOUR ANSWER YOU ARE TO SUBTRACT POLYNOMIAL NO.2 FROM
POLYNOMIAL NO.1. AFTER EACH QUESTION MARK YOU ARE TO TYPE IN
THE COEFFICIENTS OF YOUR ANSWER STARTING WITH THE COEFFICIENT
OF THE HIGHEST DEGREE TERM AND GOING IN DESCENDING ORDER.
IF A COEFFICIDIT IS ZEllO .. YOU MUST TYPE IN A ZERO '''OR IT·~
AFTER EACH COEFFICIENT BE SURE TO HIT THE 'RETURN' KEY •..
HERE WE GO. GOOD LUCKI
HOW MANY PROBLEMS DO YOU WANT TO TRY13
HERE ARE THE POLYNOMIALS'
-3

*X +

3"

ANSWER PLEASE.
138
131

SORRy .. VRONGI
HERE ARE THE POL.YNOMIALS I
8

*Xt 3

34

-Xt 3

• I

• 1

*Xt 2

*x.

28

+ I

+ "

ANSWER PLEASE.
1-26
19
11

123
RIGHT!
HERE ARE THE POLYNOMIAL.S.
1

_Xt 2

+ 44

_Xt 2

+ 22

-X + -9

.

-x

+

4

ANSWER PLEASE.
19

122
1 -14

5 OMY .. WRONG I
YOU DID 3
SUBTRACTIONS AND GOT
RIGHT. THIS
1 S 3'3.3333
PER CENT CORRECT.
I THINK YOU'D BETTER RE-STUDY THE RULES FOR SUBTRACTION
AND THEN TR' ME AGAIN. I'LL BE WAITING. BYE I

DONE

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BASIC
QUAOT

TITLE:
DESCRIPTION:

QUADT: Nature of Graph ofAx2+Bxy+Cy2+0x+EY+F=O

36335

This program determines the nature of the graph ofAx2~Bxy+Cy2+0x+EY+F=O.
after the operator inputs the six constants (A, B, C, 0; E, F). Limiting
cases, such as point or a line, are separated from the general cases so
that the computer type-out gives the exact nature of the graph.
OBJECTIVE:
To permit exploration of the properties of the second-degree equation.

INSTRUCTIONS:

PRELIMINARY PREPARATION:
A.

Student - should have a reasonable knowledge of conic section,
second-degree equations in two unknowns, invariant functions of the
coefficients under transformations, etc.

B.

Materials - An overhead projector along with a transparency of the
flow chart would be desirable.

DISCUSSION:
Before running the program, the teacher should discuss the general form
of a second-degree equation in two variables, the functions of the
coefficients used in the program, and the implications of the flow chart.
The discussion of the flow chart for this program enhances the understanding
of the problem.
The type-out serves as a check on student.s' efforts in identifying
second-degree equations.

ACKNOWl.EDGEMENTS:

Hunti ngton Project.
Polytechnic Institute of Brooklyn

QUADT, page 2

RUN

RUN
QUADT
THIS PROGRAM DETERMINES THE NATURE OF THE GRAPH OFa
A*Xt2+B*X*Y+C*Yt2+D*X+E*Y+Y-0
ENTER YOUR CONSTANTS IN THE ORDER LISTED ABOVE.
15,,8 .. 5,,0,,0 .. 0
THE GRAPH OF YOUR EQUATION IS A SINGLE POINT.

ENTER YOUR CONSTANTS IN THE ORDER LISTED ABOVE.
15 .. 8 .. 5,,0 .. 0 .. 36

THERE IS NO REAL LOCUS FOR YOUR EQUATION.
ANOTHER RUN (I-YES,

0~NO>

I

71

ENTER YOUR CONSTANTS IN THE ORDER LISTED ABOVE.
10,,50- .. 0 .. 0 .. 0,,9
THE GRAPH OF YOUR EQUATION IS A HYPERBOLA.
ANOTHER RUN (I-YES .. 0-NO)

I

11

ENTER YOUR CONSTANTS IN THE ORDER LISTED ABOVE.
11,,0,1,,0,,-16,,-16
THE GRAPH OF YOUR EQUATION IS A CIRCLE.
ANOTHER RUN (I-YES .. 0-NO>

I

71

ENTER YOUR CONSTANTS IN THE ORDER LISTED ABOVE.
10 .. 0 .. 0,,5 .. -10,6
THE GRAPH OF YOUR EQUATION IS A SINGLE STRAIGHT LINE.
ANOTHER RUN (I-YES .. 0-NO>

I

11

ENTER YOUR CONSTANTS IN THE ORDER LISTED ABOVE.
71 .. 0,,0 .. 6 .. 0,-4
THE GRAPH OF YOUR EQUATION CONSISTS OF 2 PARALLEL LINES.

ANOTHER RUN (I-YES. 0-NO>

I

11

ENTER YOUR CONSTANTS IN THE ORDER LISTED ABOVE.
11 .. 0.0.6",1.-4
THE GRAPH OF YOUR EQUATION IS A PARABOLA.

ANOTHER RUN (I-YES. 0-NO>
DONE

I

10

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

TITLE: .

RATIO: Solves Proportions

DESCRIPTION:

This program solves a proportion of the type A/B
D can be unknown.

(801)

BASIC
RATIO
36336

= C/D.

A. B. C. or

OBJECT IVES:

INSTRUCTIONS:

A.

To teach the student(s) the relationships in a proportion.

B.

To aid in teaching the solution of proportions.

PRELIMINARY PREPARATION:
A.

Student - no particular preparation necessary

B.

Materials - see discussion

DISCUSSION:
The student is given the opportunity to see any number of solutions to
proportions. The program then asks a series of questions designed to allow
the student to discover that in a proportion. the product of the means
equals the product of the extremes. The program can be used either with
individual students or with an entire class depending upon the availability
of equipment to display the output. The running time varies. depending
upon the number of proportions you wish to solve. In 10 to 15 minutes. the
program can be run with about 100 proportion problems. Included in this
time is a built-in variable pause for observation of the tabulated results.
Another value of using this program is that the teacher can easily handle
nu~bers in proportions that heretofore were too difficult.

ACKNOWLEDGEMENTS:

Huntington Project
Polytechnic Institute of Brooklyn

RATIO, page 2

RUN
RUN
RATIO
THIS PROGRAM SOLVES FOR THE UNKNOWN IN THE PROPORTION
A/B AS C/O. USE A ZERO AS A DUMMY VALUE FOR THE UNKNOWN.
HOW MANY PROPORTIONS DO YOU WISH TO SOLVE1~
WHAT ARE THE VALUES FOR A.B.C.D?3.4.6.0
3

/ 4

AS

6

/

8

WHAT ARE THE VALUES FOR A.B.C.D?I.10.5.50
YOU FORGOT TO INPUT A ZERO FOR YOUR
UNKNOWN. TRY AGAIN.?I.U'.0.5e
/

10

AS

5

/ 50

WHAT ARE THE VALUES FOR A.B.C.D?5.15.72.e
5

/ IS

AS

72

/ 216

WHAT ARE THE VALUES FOR A.B.C,D?6.e,3,39
6

/ 78

AS

3

/ 39

TAKE A GOOD LOOK AT THE PROPORTIONS. THE TWO MIDDLE
POSITION NUMBERS ARE CALLED THE 'MEANS', THE TWO
END POSITION NUMBERS ARE CALLED THE '£~TREM£S'.
LOOK AT THE 'MEANS' AND THE 'EXTREMES'
SEE IF
YOU CAN rIND SOME KIND OF RELATIONSHIP BETWEEN THEM.
WHEN YOU THINK yOU HAVE 'OUND A RELATIONSHIP BETWEEN
THE 'MEANS' AND THE 'EXTREMES', TYPE I AND HIT THE RETURN KEY.
11

DID yOU SEE THAT IF YOU MULTIPLY THE 'MEANS'
AND MULTIPLY THE 'EXTREMES', THE PRODOCTS A~E EQUAL?
IN THE LAST PROPORTION 78
X3
EQUALS 6
X 39
CHECK THE OTHERS. TOO. WHEN YOU ARE READY TO CONTINUE.
TYPE 1 AND HIT THE RETURN KEY.
11

IF YOU WISH TO USE THIS PROGRAM AGAIN TYPE 1.

18

DONE

IF NOT TYPE 0

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BASIC
ROOTS2

TITLE:

QUADRATIC EQUATION SOLVER

DESCRIPTION:

This program describes the nat~re of the roots of a quadratic equation;
and finds the roots whethe~ real or complex.

36625

OBJECTIVES:

INSTRUCTIONS:

A.

To familiarize the student with quadratic function.

B.

To review and drill exercise ... to study the nature of roots.

C.

To emphasize that roots of f(x) = 0 are the same as x-intercepts
of f(x) = y.

D.

To impress the student with geometric interpretation(s) of the
nature of roots.

E.

To provide "lead-in" material for the introduction of further
study of-the real number line, the real cartesian plane, complex
numbers, quadratic inequalities, etc.

PRELIMINARY PREPARATION:
A.

Student - The teacher can use the program to introduce the
students to the quadratic formula, to conclude discussion of
the quadratic formula ... or both.

B. Materials - None
DISCUSSION:
The program uses the "discriminant" to determine the nature of the
roots of the quadratic equation. Regardless of the nature of the
roots, the student is asked to graph y = F(x), and to compare his
graph with the kind of roots he finds for a specific F(x) = O. He
should be impressed with the picture, and he should understand
(ultimately) the reasonableness and validity of the analytic methods
presented in class.

ACKNOWLEDGEMENTS:

Huntington Project
Polytechnic Institute of Brooklyn

ROOTS2, Page 2

RUN

RUN
ROOTS2
THIS PROGRAM HANDLES ALL THE POSSIBLE CASES or SOLUTION OrTHE EQUATION
A • X

t

2

+

B. X

TYPE IN YOUR VALUES rOR

A~

C

+
B~

0

AND C

I

11~2~3

DISCRIMINANT IS LESS THAN ZERO~ SO ROOTS ARE IMAGINARY.
THEY ARE OF THE rORM I P+I.Q ~ P-!.Q ~ WHERE I
pa-l
Q- I.~l~l

•••
00 YOU WANT ANOTHER RUN (0 - NO •

- YES )

TYPE IN YOUR VALUES FOR

I

A~.B~

AND C

I

11

11.7~3

DISCRIMINANT IS GREATER THAN ZERO. SO ROOTS ARE REAL.
ROOTS ARE Xl AND X2 •
XI --.~S8619
X2 --6.5~138

•••
DO YOU WANT ANOTHER RUN (8 • NO •

- YES )

TYPE IN YOUR VALUES rOR A. B. AND C

I

I

11

11.6.9

DISCRIMINANT IS EUQAL TO ZERO. SO ROOTS ARE EQUAL. X --3

•••
00

YOU WANT ANOTHER RUN (. -

NO •

TYPE IN YOUR VALUES FOR A. B. AND C

- YES )
I

I

1I

12.8.'

DISCRIMINANT IS GREATER THAN ZERO. SO ROOTS ARE REAL.
ROOTS ARE Xl AND X2 •
XI .-1
X2 --3

•••
DO YOU WANT ANOTHER RUN (8 - NO • I • YES )
DONE

I

10

I

MATHEMATICS (EDUCATION)
CONTRIBUTED P·ROGRAM

(801)

BASIC
SAT
36182

TITLE:

TRIGONOMETRI.C SOLUTIONS OF TRIANGLES

DESCRIPTION:

The program is a compilation of several programs which solve' for the
remaining parts of a triangle given three parts. The program uses the
Law of Sines, the Law of Tangents, and the Half-Angle Formulas. The
user must know the given information.

INSTRUCTIONS:

Instructions are included in the program and input is conversational.

SPECIAL
CONSIDERA'TlONS:

ACKNOWLE[)GEMENTS:

If this is used with the Educational system on a single terminal the
program is too long unless the matrix package is deleted.

Robert Watson/William Smith
Haddonfield Memorial High School

SAT,

page

4

RUN
RUN
SAT
THIS PROGRAM WIL.l. SOl.VE ANY TRIANGl.E GIVENJ
(l)AAS (2)SSA (3)SAS (4)ASA (5)SSS
WHEN ENTERING ANGl.ESI ENTER THE DEGREES AND MINUTES
SEPERATED BY A COMMAJI.E. 36150 FOR 36 DEG50MIN AND 2610FOR 26 DEGREES.
THE ORDER THE PARTS ARE ENTERED IS IMPORTANT!
Pl.EASE INPUT THE NUMBER CORRESPONDING TO YOUR PROB1.EM.
13
ENTER THE TWO SIDES AND 'THE INCl.UDED ANG1.E. IN THAT ORDERI
17191601"
THIS IS AN ACUTE TRIANGl.E.
SIDES
ANGL:ES
MI,NUTES
DEGREES
,47
47.a2
A- 7
AI72
12;98
B- 9
BlCl" .
C- 8-18535
Pl.EASE INPUT THE NUMBER CORRESPONDING TO YOUR PROB1.EM.
14
INPUT THE TWO ANGl.ES AND THEN THE INCl.UDED SIDE.
1481311751111284.8
THIS IS AN ACUTETRIANGl.E.
ANGL:ES
SIDES
DEGREES
MINUTES
31
A- 256.453
48
56
17.99
B- 284~8
Bl11
C- 33a;944
75
ClPl.EASE INPUT THE NUMBER CORRESPONDING TO YOUR PROBLEM.
12
INPUT THE TWO SIDES AND THEN THE ANGl.E OPPOSITE THE SECOND SIDE.
1 18.25
1126.43156116
THERE IS ONl.Y ONE TRIANGl.E FORMED.
THIS IS AN ACUTE TRIANG1.E.
SIDES
ANGUS
MINUTES
DEGREES
2.8
A- 18.25
35
AI16
B- 26~43
56
Bl41.19
C- 31~7726
88
C1Pl.EASE INPUT THE NUMBER CORRESPONDING TO YOUR PROBL:£M.
15
ENTER THE THREE SIDESI

6"

DIVIDE BY ZERO - WARNING ON1.Y

IN l.lNE 506"

UNDERFl.OW - WARNING ONl.Y IN l.INE 506"
THIS IS AN OBTUSE TRIANGl.E.
SIDES
ANGL.ES
MINUTES
DEGREES
o
o
A- 2
AI"
B- 3
180
Cl"
C- 5
Pl.EASE INPUT ,THE NUMBER CORRESPONDING TO YOUR PROBL.EM.
15
ENTER THE THREE SIDES!

"

OBTUSE TRIANGL.E.
ANGL.ES
SIDES
MINUTES
DEGREES
57.3
A- 2
28
AI46
34~05
B- 3
BI28~65
C- 4
CI1"4
PL.EASE INPUT THE NU~BER CORRESPONDING TO YOUR PROBL.EM.
11
INPUT THE TWO ANGl.ES AND THEN THE SIDE OPPOSITE THE SECOND SIDE.
139146#81#54136.92
THIS IS AN ACUTE TRIANGLE.
SIDES
ANGLES
MINUTES
.DEGREES
46
A- 23.8543
39
AI53.99
B- 36.92
81
Bl19;99
C- 31.7399
58
ClP1.EASE INPUT THE NUMBER CORRESPONDING TO YOUR PROBL:EM.
?

·DONE

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BASIC
SETS

TITLE:

SETS: Union and Intersection of Sets

DESCRIPTION:

This orogram finds the intersection and union of any two numerical sets.

36337

OBJECTIVES:

INSTRUC'nONS:

A.

To motivate students to find the union and intersection of any two
sets.

B.

To learn the logic involved in finding the union and intersection:

PRELIMINARY PREPARATION:
A.

Student - no soec;al preparation necessary.

B.

Materials - see discussion

DISCUSSION:
This pr09ram may be used with individuals, small 9roups, or class-size
groups. The elements of the two sets are entered as per i nstructi ons.
Incidently, one or both of the sets may be empty. The computer then
types back the elements in the union and intersection. The speed with
which the computer operates enables the students to see a great many
examples, givinq them the opportunity to make discoveries about what is
the uni on and what is an i ntersecti on of two sets. The teacher may use
the flow chart that follows to explain the logic behind finding the
union and intersection.
It is suggested that when used with large qroups, a supplementary device
be used to disolay output.

ACKNOWLEDGEMENTS:

HuntinQton Project
Polytechnic Institute of Brooklyn

SETS, page 2

RUN
RUN
SETS
THIS PROGRAM FINDS THE UNION AND INTERSECTION OF ANY TWO
NUMER ICAL SETS.
HOW.MANY ELEMENTS IN THE 'IRST SET15
THESE ARE - CKIT THE RETURN KEY AFTER ENTERING EACH ELEMENT?2
1~

16
18
11.

HOW MANY ELEMENTS IN THE SECOND SET16
THESE ARE.
11

12

1.
13

15
16

THE INTERSECTION CONTAINS 2
TME UNION CONTAINS I
2

6

3

00 YOU WANT ANOTHDR RUN CI-YES • • -NO) •
DONE

1.

6

8

I.

MATHEMATICS (EDUCATION)
CONTRIBUTED

TITLE:
DESCRIPTION:

PRACTICE WITH SIGNED NUMBERS

PROGRAM

(801)

BASIC
SIPRAC
36238

This program presents the student with a random number of problems dealing
with addition, subtraction, or multiplication of signed numbers. The student has a set amount of time in which to answer before the next problem
;s posed. (As written this time is set to 5 seconds). At the end of his
list he is told the number correct, the percent correct, and the problems
. which he missed.

INSTRUCTIONS:

Instructions are included on an optional basis within the program. The
student is asked his "lucky" number and told how many problems will be
stated. The time constant is set in line 20 (variable K).

SPECIAL
CONSIDERATIONS:

FOR INSTRUCTIONAL PURPOSES
Suitable Courses: Algebra I or General Mathematics
Student Background Required: Knowledge of the sign rules for addition,
subtraction and multiplication of signed numbers.
Application: This program provides good drill on an individual basis
(since each student gets a list of different problems and of different
length.. The time constant may be adjusted to make this a challenge for
even the best students or a success experience for the slower ones.

ACKNOWLEDGEMENTS:

Mi chae 1 Bo 1duan
Clackamas High School

!:)

I PRAC. P,lge 2

RUN
RUN
S I PRAC
SIGNED NUMBER MANIPULATION PRACTICE •••••••
DO YOU' WANT DIRECTIONS1YES
IN THIS PROGRAM YOU WILL BE PRACTICING ADDITION~SUBTRACTION~
AND MULTIPLICATION OF SIGNED NUMBERS • YOU WILL HAVE
5
SECONDS AFTER THE PROBLEM IS STATED IN WHICH TO
TYPE IN YOUR ANSWER. (MULTIPLICATION WILL BE SHOWN
BY USING AN 'X'.
WHAT'S YOUR LUCKY NUMBER18
YOU'LL BE DOING 10
PROBLEMS. GOOD LUCK!!
NO.
1
1
-9
NO. 2
a
17
TOO LATE! TRY THE NEXT
NO. 3
I
8
NO. 4
I
-8
TOO 1..ATEI TRY THE NEXT
NO. 5
11
NO. 6
-18
NO. 7
14
NO. 8
I
-7
TOO LATE! TRY THE NEXT
NO. 9
19
NO.
14
10

14
+
X -19
ONE.
X
11
16
ONE.
8
X
12
+ -4
X
14
ONE.
X
10
+
0

as
-88
-2
-6

-II

-

-19&
-14

HERE'S HOW YOU DIDI
YOU GOT 6
RIGHT OUT OF 10
TH I S IS 60
PERCENT •
YOU MISSED THE FOLLOWING PROBLEMSI
NO • 2
NO • 4
NO • 6
NO • 8
CORRECT YOUR ERRORS AND TURN IN YOUR PAPER TOR CREDIT.
DONE
GET-SIPRAC
RUN
S IPRAC
SIGNED NUMBER MANIPULATION PRACTICE •••••••
DO YOU WANT DIRECTIONS?NO
WHAT'S YOUR LUCKY NUKBER?5
PROBLEMS. GOOD LUCKI!
YOU'LL BE DOING 5
5
NO.
1
NO. 2
-1
TOO LATE! TRY THE NEXT
NO. 3
19
NO.
16
NO. 5
-1

•

.-

HERE'S HOW YOU

X

8
19

-41

+

7

X

18
7

-26
--2
-·7

ONE.

OII~.1

YOU GOT 4
RIGHT OUT OF 5
THIS IS 80
PERCENT.
YOU MISSED THE YOLLOWING PROBLEMS,
'NO. 2
CORRECT YOUR ERRORS AND TURN IN YOUR PAPER TOR CREDIT.
DONE

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BASIC
SLOPE

TITLE: .

FINDS DERIVATIVES

DESCRIPTION:

This program considers a function which is differentiable at x=a.
and at all points in the interval [a.a+1J. The value of the derivative
at x=a is approximated through secant slopes.

36626

OBJECTIVES:

INSTRUCTIONS:

A.

The preliminary discussion of the method whereby the machine
solves the problem enhances the students· comprehension of the
techniques. These techniques are then used in developing the
ana lyti c method for fi ndi ng the s.lope of the tangent li ne.

B.

The type-out of successive approximations to the tangent slope
clarifies and dramatizes the nature of the limiting processes.

C.

Time-saving factor through the elimination of lengthy computations.

PRELIMINARY PREPARATION:
A.

Materials - The diagram below may be shown to the students on a
blackboard. or an overhead projector. to explain the computations
geometrically.
(continued on following page)

ACKNOWLEDGEMENTS:

Huntington Project
Polytechnic Institute of Brooklyn

SLOPE. Page 2

Hath
SLOA:

y

Tan,ent
(Limidni Case)

____-+________~______~~--~~~--------------------x

DISCUSSION:
The use of the computer and the attendant discussion of the program dramatically
introdu~es the idea of differentiation.

SLOPE. Page 3

RUN

RUN
SLOPE
SECANT SLOPE OF A CURVE - THE DERIVATIVE
THIS PROGRAM CONSIDERS A FUNCTION OF X (Y-F(X»
WHICH IS
DIFFERENTIABLE AT X=A AND AT ALL POINTS IN THE INTERVA~
CA.A+l). THE VALUE Of THE DERIVATIVE AT X-A IS
APPROXIMATED THROUGH SECANT S~OPES.
AFTER THE PROGRAM STOPS. TYPE IN THE FOL~OWINGI
CEND EACH ~INE. INC~UDING 'RUN'. WITH A 'CARRIAGE RETURN')
1 GO TO 300
300 DEY fNYCX) ••••• CYOUR fUNCTION Of X) ••••
RUN
EXAMP~E. TO FIND THE S~OPE
WOU~D TYPE AS FO~~OWSI

FOR
YOU

OF THE EQUATION Y.X t 3

I GO TO 300
300 DEF FNYCX).Xt3
RUN
YOU MIGHT TRY THAT AS YOUR FIRST RUN.
FOR SUBSEQUENT RUNS. YOU NEED ONLY CHANGE
A NEW FUNCTION. FO~~OWED BY 'RUN'.

~INE

300 fOR

DONE
I GOTO 300
300 DEF FNYCX)=Xt3
RUN
S~OPE

FOR WHAT

VA~UE

OF A IS THE

S~OPE

TO BE EVALUATED?2

'CHANGE IN X' IS THE DISTANCE FROM 'A'. AND 'CHANGE IN Y'
IS THE DISTANCE FROM 'fCA)' UPON WHICH THE S~OPE IS CA~CU~ATED.
CHANGE IN X
1/
1/
1/
1/
1/
1/
1/
1/
1/
1/
1/
1/

I
2
~

8
16
32
6~

128
256
512
182~
28~8

CHANGE IN Y
19
7.625
3.39062
1.5957
.773682
.38089
.188969
9 • ~ 1 1 62 E- 82
4t.69666E-82
2. 3 ~68~E- 82
1.1 72 ~5E-82
5.86128E-83

SECANT

S~OPE

19
15.25
13.5625
12.7656
12.3789
12.1885
12.89~
12.8~69
12.823~

12.8117
12 •• 859
12 •• 839

I

CHANGE IN SL.OPE

- ------ -NO PREVIOUS

19.7368
11.0656
5.87558
3.82938
1.53834t
.775178
.389688
• 19~553
9 • 7 ~6 59 E- 82
~.87885E-82

1.62681 E-82

•••••
DO YOU WISH TO USE A DIFFERENT VA~UE OF XCI-YES. 8-N8)?8
TO CHANGE YOUR FUNCTION SEE THE INSTRUCTIONS.
IF YOU ~RE fINISHED. TYPE 't·. AND THE 'RETURN' KEY
AfTER THE PROGRAM STOPS.
DONE

VA~UE

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BASIC.
SQRT

TITLE:

FINDS SQUARE ROOT

DESCRIPTION:

This program finds the square root of counting numbers up to five
decimal places.

36627

OBJECTIVES:

INSTRUCTIONS:

A.

To demonstrate and familiarize the students with square roots.

B.

The method utilizes "pinching" J'[ between the endpoints of
smaller and smaller domains.

PRELIMINARY PREPARATION:
A.

Student - 1) The definition of square root as the inverse operation
of squaring. and 2) Drill in estimating square roots to the nearest
tenth. hundredth, etc.

B.

Materials - None

DISCUSSION:
This program provides an "introduction to· and a "review of" evolution
and involution. Limiting the neighborhood of Jrto find successively
closer approximations of the square root of a number, demonstrates to
the student that he is able to determine the square root to any degree.
I

,

The program may be effectively utilized for introducing the limiting
process.

ACKNOWLEDGEMENTS:

Huntington Project
Polytechnic Institute of Brooklyn

SQRT.

Pil!JP

2

RUN

RUN
SQRT

PROGRAM rINDS SQUARE ROOT Or ANY POSITIVE NUMBER
BY 'PI NCHI NG' I T WI THI N A SMALLER AND SMAL.LER INTERVAL •
. WHAT IS THE NUMBER WHOSE SQUARE ROOT YOU S[[K15 ..
LOWER LIMIT
0

5 ...

7.02
7.3 ....
7.3 ....
7.3 ..832
7.3 .. 8 .. 3
1.3<48<41

UPPER LIMIT
c
c
c
c
c
c
c
c

SQ.RT.
SQ.RT.
SQ.RT.
SQ.RT.
SQ.RT.
SQ.RT.
SQ.RT.
SQ.RT.

Or 5<4
Or 5 ..

OF"
OF"
0'
OF"
OF"
0'

5 ..
5 ..
5<4
5<4
5"
5<4

5<4
10.8
7.56
7.398
7.3 ..9 ..
7.3<4886
7.34-48
7.3<48.7

c
c
<
c
c
c
c
c

APPROXIMATION NOW CORRECT TO AN ACCURACY 0' .S101
YOU MAY USE EITHER 7.3<48<47
OR 7.3<48<47
AS TH[ SQUARE ROOT 0' 5 ..
WANT TO TRY ANOTHER NUMBER (I-YES" '-NO)

I

11

WHAT is THE NUMBER WHOSE SQUARE ROOT YOU SEEK139
LOWER LIMIT
0
3.9
6.2 ..
6.2"
6.2<439
6.2 .... 68
6.2 .. 5
6.2 .. 5

UPPER LIMIT
c
c
c
c
c
c
c
c

SQ.RT.
SQ.RT.
SQ.RT.
SQ.RT.
SQ.RT.
SQ.RT.
SQ.RT.
SQ.RT.

OF" 39
39
39
Or 39
OF" 39
OF' 39
Or 39
Or 39

0'
Or

39
1.8
6.63
6.279
6.2<478
6.2<4501
6.2 .. 513
6.2<45

c
c
c
c
c
c
c
c

APPROXIMATION NOW CORRECT TO AN ACCURACY OF' .1101
YOU MAY USE EITHER 6.2<45
OR 6.2 .. 5
AS THE SQUARE ROOT Or 39
WANT TO TRY ANOTHER NUMBER (I-YES, I-NO)
DONE

I

11

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BASIC
STATAL

TITl.E:

ARITHMETIC MEAN

DESCRIPTION:

This program finds the average (arithmetic mean). median. and standard
deviation of up to one hundred numbers.

3662~

OBJECTIVES:

INSTRUCTIONS:

A.

To familiarize the student with the concepts of arithmetic mean
(average). median. and standard deviation of a group of numbers.

B.

To impress him with the speed and accuracy of the computer as a
calculating device.

C.

To provide teachers with handy means of computing averages.

PRELIMINARY PREPARATION:
A.

Student - "Arithmetic mean". "average". "median". and "standar'd
deviation" must be well-defined.

B.

Materials - None

DISCUSSION:
Given N terms. "A(l). A(2) ..... A(N-1). A(N)". students will have
learned the average of these N terms is "A(1)+A(2)+ ... A(N-1)+A(N)".
N

The program prints out the median value of the user's data when
there is an odd number of data values. ,When there is an even number.
the median value printed is the average between the N/2 and the
(N+2)/2 terms.
The program serves as an excellent vehicle for drill in division and
addition. and helps strengthen the concept of arithmetic mean (average).
This program is useful in demonstrating a simple "loop" routine for
students interested in programming.

ACKNOWLEDGEMENTS:

Huntington Project
Polytechnic Institute of Brooklyn

STATAL, Page 2

RUN
RUN
STATAL
MEAN~

MEDIAN~

AND DEVIATION OF A SET OF NUMBERS.

ENTER YOUR NUMBERS IN DATA STATEMENTS ON LINES
1000 - 2000. FOR EXAMPLE~ YOU MIGHT TYPE I
Ieee DATA

ETC. (YOUR DATA GOES HERE)

1~2~3~~

WHEN YOUR DATA HAS BEEN

TYPE.

ENTERED~

I

I GO TO 3ee
RUN
THEN RELAX WHILE THE MACHINE GRINDS OUT THE ANSWERS.
!F A 'SUBSCRIPT ERROR'
ARRAY IN LINE 295.

APPEARS~

INCREASE THE SIZE 0' THE

WARNING -- THE NUMBER 9999 IS USED AS AN INTERNAL DATA
VALUE. IF' THIS VALUE IS ONE Oli YOUR DATA VALUES~ SIMPLY
RE-TYPE LINES 999 AND 2e01 WITH A COMMON DATA VALUE WHICH
YOU WILL NOT USE.
DONE
1000
1

RUN
STATAL

DATA 2~~~182~112.2~198~10.31~~169.18~38
GOTO 300

THESE ARE YOUR NUMBERS
2~~

182

112

2

I

198

10

314

THESE ARE YOUR NUMBERS (HI GHEST TO LOWEST)
31

~

2~4

198

182

169

NUMBER OF VALUES IS Ie
SUM Oli THE VALUES IS 1287
THE MEAN VALUE IS 128.7
THE MEDIAN VALUE IS 140.5
THE STANDARD DEVIATION IS
F'OR ANOTHER

le0e -

112

38

169

18

38

Ie

2

I

18

209.5~1

RUN~ RE-ENTER DATA ON LINES
TA~ING CARE TO ELIMINATE OLD

DATA
BY TYPING THOSE LINE NUMBERS WHICH YOU DO NOT USE AGAIN,
THEN TYPE 'RUN'.
DONE

2eee~

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BASIC
SURFAC

TITLE:

SURFAC: Area of Surface of Revolution

DESCRIPTION:

This program approximates the area of a surface of revolution, by computing
lateral areas of frustrums of cones of revolution.

36338

OBJECTIVES:

INSTRUCTIONS:

A.

The saving of time in computations.

B.

The speedy demonstration of limiting processes.

C.

The focusing of attention upon those processes neeced to develop the
analytic approach.

PRELIMINARY PREPARATION:
Before running this program. the lateral area of a frustrum of a cone should
be discussed. Many students in the Advanced Placement Program have not
taken a course in Solid Geometry and may be unfamiliar with the rormula:
Lateral Area

='rf

1 (rl + r2)

Frustrum of a Cone
Whether or not this formula is derived in class will depend on the amount
of time available. Most likely it will merely be stated; students who
have not taken Solid Geometry may be asked to look up the derivation on
their own.

ACKNOWLEDGEMENTS:

Hunt; ngton Project
Polytechnic Institut~ of Brooklyn

SURFAC. J,Jagc 2

RUN

RUN
SURP'AC
AREA OF A SURFACE OF REVOLUTION
THIS PROGRAM APPROXIMATES THE AREA OF A SURFACE OF
REVOLUTION BY COMPUTING LATERAL AREAS OF FRUSTUMS OF CONES
OF REVOLUTION. TYPE IN YOUR FUNCTION OF X (Y·F(X»,
WHOSE GRAPH WILL BE ROTATED ABOUT THE X AXIS, AS FOLLOWSI
1 GO TO 200
300 DE' ,NY
IF
conditional
IFF
biconditional
5
Note that OR and XOR have the same priority, these are evaluated left to
right. All operators except NOT are binary operators and are placed between
two quantities. Negation is indicated by an apostrophe (prime ?) following
the quantity. Parentheses may be used at will to change the order of evaluation. Blanks in the expression are ignored.
I

SPEC:IAL
CONSIDERATIONS:

Very little syntax checking is done. The prngram will try to'evaluate any
expression that is entered. It will only give an error message if it is
impossible to evaluate the expression. Thus the user must take care that
his expression is correct, otherwise the resultant truth table may not re~
flect his wishes.
Up to 26 separat variables are
26
truth table of 2 = 67,108,864
table would take about 10 years
use of any of the 26 letters is
he wishes to use.
Continued on following page.

ACKNOWLEDGEMENTS:

Lawrence E. Turner. Jr.
Pacific Union College

allowed. However, this would produce a
lines if all 26 variables were used. This
to print on a conventional teletype! The
to increase the user's choice of which ones
'

SPECIAL CONSIDERATIONS: continued

FOR INSTRUCTIONAL PURPOSES
Suitable Courses: Introductory Programming. Elementary Logic. Boolean Algebra
Student Background Required:

Elementary concepts of logic or Boolean Algebra

This program was specifically written for a course in introductory programming. One to two
lectures are devoted to number systems and the elementary Boolean operators of: NOT. AND.
anq OR. Applications to circuit analysis and logic problems are illustrated both in the
lectures and ;n the homework assignments. Typically the student would reduce a set of
english statements to a Boolean expression and then evaluate the truth table for the
result. The text in use is Introduction to Com uters and Com uter Science. by Richard
C. Dorf (Boyd and Fraser Publlshlng Co .• San ranC1SCO. 972
In writing the program the operators: XOR. IF, and IFF were added to the above. Thus
the program contains the commonly used Boolean operators and is applicable to elementary
logic courses.
The program can quickly produce truth tables for very elaborate Boolean expressions,
and may be used to reduce the tedious evaluations or as a check on the results. In
addition many theorems that two expressions are equal may be easily checked by producing
the truth tables for the two expressions and comparing them.

RUN

RUN
TRUTH
TRUTH
'BEAUTY IS TRUTH, TRUTH BEAUTY--THAT IS ALL
YE ~NOW ON EARTH, AND ALL YE NEED TO ~NOW.
KEATS
INSTRUCTIONS ?YES
THIS PROGRAM PRODUCES TRUTH TABLES fOR BOOLEAN EXPRESSIONS.
ANY SINGLE LETTER MAY BE USED AS A VARIABLE.
THE BOOLEAN OPERATORS ARE:
PRIORITY SYMBOL MNEMONIC DESCRIPTION
1

&

2

,•

3
3
4

•

5

NOT
AND
OR
XOR
If
Iff

NEGATION (UNARY OPERATOR)
CONJUNCTION
DISJUNCTION
EXCLUSIVE OR
CONDITIONAL
BICONDITIONAL

WITHIN A PRIORITY GROUP EVALUATION IS LErT TO RIGHT.
ALL OPERATORS EXCEPT 'NOT' ARE BINARY AND ARE PLACED BETWEEN VARIABLES.
NEGATION IS INDICATED BY AN APOSTROPHE fOLLOWING THE QUANTITY.
PARENTHESIS MAY BE USED AT WILL TO CHANGE THE ORDER Of EVALUATION.

EXP=?f&S'.CC'·H&r)'

f&B'·(C'·H&f)'
f S C H

EXP

-------------0
0
0
0
0
0
0
0
I

0 A 0
0 A 1
A 1 0
0 1 1
1.

A A

I
I

0 I
I 0

1 I

A
0
I
I

0
0

I

0 0 1
1 0
0 1 1
I 0 0
I 0 I
1
0

1 0

1 I

I

0 0 0

EXPa?
DONE

1

1
1

0
0
1

0

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BASIC
TWOUES
36130

TITLE:

MATHEMATICAL GAME OF TWENTY QUESTIONS

DESCRIPTION:

TWQUES challenges the student to a game of mathematical twenty questions.
The student must try to outwit the machine in finding out what number the
machine is "thinking of." He cOlTlllunicates his guess by one of three
assertions: the number is greater than. less than, or equal to a certain
number.
The program encourages students to develop a strategy for narrowing the
range of possibilities and enhances his understanding of the" number-line.

INSTRUCTIONS:

SPECIAL.
CONSIDIERATIONS:

TWQUES is initially set for a range of 0 to 100. but this may be changed
at the discretion of the teacher by altering the value of Z in line 100.

FOR INSTRUCTIONAL PURPOSES
Suitable Courses: General Math. Elementary Arithmetic
1. Used to supplement Hewlett-Packard drill and practice program
2. Used to supplenent any arithmetic class
REFERENCES:

Ti m Aa rons on
ACKNOWLEDGEMENTS:

John Holt's book. HOW CHILDREN FAIL. has a lucid description
of the use of this game in a class situation.

Woodrow Wilson High School/San Francisco

TWOUES, page 2

RUN

RUN
TWQUES

TWENTY QUESTIONS
I'M THINKING OF A NUMBER
BETWEEN 1
AND lS0
TRY TO GUESS MY NUMBER •••••••
YOU MAY ASK ME I F MY NUMBER I S
GREATER OR LESS THAN OR EQUAL TO SOME NUMBER
TYPE IN > ORc OR • AND YOUR GUESS
FOR EXAMPLE# IF YOU THINK THAT
MY NUMBER IS GREATER THAN 73# YOU WOULD

TYPE

>73

(THO.

HIT THE RETURN

KEY)

UP. UP# AND AWAy •••••••••••
YOUR GUESS
>50 NO ••• YOU NOW HAVE 19
QUESTIONS LEFT
YOUR GUESS
>25 NO ••• YOU NOW HAVE 18
QUESTIONS LEFT
YOUR GUESS
>12 NO ••• YOU NOW HAVE 17
QUESTIONS LEFT
YOUR GUESS
>6 YES ••• YOU NOW HAVE 16
QUESTIONS LEFT
YOUR GUESS
>9 NO ••• YOU NOW HAVE 15
QUESTIONS LEFT
YOUR GUESS
YOU GOT IT l I . t l l I
-7
00 YOU WANT ANOTHER TRY?NO
SO LONG# AND THANKS FOR THE GAME

... ..

, ,

DONE

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BASIC
VOLSOL

TITLE:

VOLSOL: Volume of Solid of Revolution

DESCRIPTION:

Through the use of cylindrical discs. the program approximates the volume
of a solid of revolution generated by rotating about the x-axis the area
bounded by y=f(x). the x-axis. and the vertical lines x-a and x=b.

36339

OBJECTIVES:
To help the student understand the analytic procedures and to appreciate
the nature of the limiting process.
INSTRUCTIONS:

PRELIMINARY PREPARATION:
The class should be reminded of the formula for the volume of a cylfnder.
and the way in which a cylinder is generated by r~tatin9 a rectangle about
one of its sides.
DISCUSSION:
It would be desirable to make use of an overhead projector transparency
to display the cylindrical discs generated.

y

y = f(x)

Rotated about the
x-axis

x

Approximation of Volume of Revolution by Cylindrical Discs

ACKNOWLEDGEMENTS:

Hunti ngton Project
Polytechnic Institute of Brooklyn

VOLSOL, page 2

RUN
RUN
VOLSOL
VOLUME

or

A SOLID

or

REVOLUTION

THIS PROGRAM USES CYLINDRICAL DISCS TO APPROXIMATE
THE VOLUME or A SOLID OF REVOLUTION. THE SOLID IS GENERATED BY ROTATING AB THE X-AXIS THE AREA BOUNDED BY
YzF(X), THE LINES X-A AND X.B~ AND THE X-AXIS.
TO INPUT YOUR FUNCTION OF X CY.FCX»

TYPE AS YOLLOWS.

I GO TO 288
228 DEF YNYCX) ••• ,.CYOUR 'UNCTION 0' X) ••••
RUN
'OR EXAMP, TO USE THE 'UNCTION Y.Xf2 YOU WOULD TYPE.
1 GO TO 280
220 DE' 'NYCX)-Xf2
RUN
YOU MIGHT TRY THAT AS YOUR 'IRST EXAMPLE.
END EACH LINE, INCLUDING 'RUN', WITH THE 'RETURN' KEY.
DONE
I GO TO 200
220 DE' ,NYCX)=Xt2
RUN
VOL SOL

WHAT ARE YOUR VALUES FOR A AND B (SMALLER FIRST. A, B)10.5
NUMBER 0,
CYLINDERS

-------_.
I

2

•8

16
32
6.
128
256
512

SUM OY
CYLINDER VOLUMES

---------------e
306.796
939.562
1•• 8.95
1669 •• 8
1813.29
1887.59
1925.34
1944.37
1953.92

I CHANGE

------- .

IN SUM
.;

NO PREV. VALUE. OR IT WAS ZERO
NO PREV. VALUE. OR IT WAS ZERO
216.25
4'.1'71
1'.167
8·61439
•• 09763
1.9999.
.988143
.491114

WOULD YOU LIKE TO TRY YOUR OWN 'NUMBER OF CYLINDERS' CI-YES. 0-NO)?0

•••••
WOULD YOU LIKE TO TRY NEW VALUES OF A AND B CI-YES. 0-NO)?0
TO USE A NEW FUNCTION YOU NEED ONLY RETYPE.LINE 220 AND
'RUN'. SEE INSTRUCTIONS FOR MORE DETAILS.
tF YOU ARE FINISHED. TYPE 'I' AND THE 'RETURN' KEY.
DONE

MATHEMATICS (EDUCATION)
CONTRIBUTED PROGRAM

(801)

BASIC
WKSHT

36m

TITLE:

GENERATES MATH WORKSHEETS

DESCRIPTION:

Program generates a worksheet on basic math operations· (addition, subtraction. multiplication. or division) of a specified level of difficulty
(determined by the maximum number of digits 1n each of the two numbers
with which the operation 1s to be perfonned). Spacing on the worksheet
is such that it may be duplicated using ditto masters and run on
8 1/2" x 11" paper.

INSTRUCTIONS:

Teacher will be asked to input four types of information before the worksheet is generated:
1. Type of problem (addition. subtraction. multiplication. or division).
2. Maximum number of digits desired in each number (1.2. or 3).
3. N~mber of problems on the worksheet (up to 25).
4. Choice of whether answers are to be printed at the bottom of the page
for student reference or whether additional blank print lines are to
be inserted (so that when the answers are printed on the teletype roll.
they will be positioned too low to be included on an 8 1/211 x 11"
page. but will be available for teacher reference).
Subtraction problems with negative differences will not be generated.
Division problems involving division by zero will not be generated.
The two numbers with which the operation is to be performed will always
De positive inteQers.

SPECIAL
CONSIDERATIONS:

ACKNOWLEDGEMENTS:

INSTRUCTIONAL PURPOSES
Suitable Courses: Basic mathematics in junior or senior high school. or
mathematics for elementary grades.
This program can be used whenever the teacher wishes to have several sets
of problems available that are similar in type and difficulty. This
allows for much more individualizing of instruction. The teacher has the
option (at the time that he originally generates the worksheets) of making
the problem answers available to the students if he wishes to.
FO~

Donald E. Gettinger
Stillwater Senior High School

WKSHT, page 2

RUN
RUN

WKSHT
TYPE 1 FOR ADDITION, 2 FOR SUBTRACTION, 3 FOR
MULTIPLICATION AND 0\ FOR DIVISION.
10\
TYPE A 1, 2, OR 3 FOR THE NUMBER OF DIGITS DESIRED
IN EACH NUMBER.
HOW MANY DIGITS DO YOU WANT PER NUMBER1 1,2, OR 313
HOW MANY PROBLEMS 00 YOU WANT ON THI S WORKSHEET?
PLEASE NO MORE THAN 2S I
118
TYPE A 1 IF YOU WANT THE ANSWERS PRINTED AT THE
BOTTOM OF THE WORKSHEET OR A a I' ANSWERS ARE. TO BE
PRINTED SEPARATELY. 1 OR 811

MATH PROBLDS
621

/ 215

• ?

2

886

/ 7Se\

• ?

3

0\33

/ 81

• ?

0\

193

/ 739

• ?

S

876

/ S0S

• ?

6

0\46

/ 331

• ?

7

912

/ 283

• ?

8

117

/ 791

• ?

9

866

/ 883

•

10

328

/ 372

ANSWERS
Sh88837
1
5.34568
6
1.34743
.147910\
DONE

'1

• 1

4

.26116.-

9

.939929

2
7

1.17587

3
5

1.73'-65

18

.88172

3.22261

8

PROGRAM AND COMPUTER SCIENCE (EDUCATION) (810)
CONTRIBUTED PROGRAM

BASIC
CLEARS
36888-18025

TI~TLE:

CWF SUSPRflGRAM

DESCRIPTION:

CLEARS is one of a series of user-written subprograms that extend the
capabilities of Hewlett-Packard's licensed instructional product: Course
Writing Facility (CWF). For more information about CWF, users should
consult the Course Writing Facility Reference Manual, part number 2438390001.
Sometimes an author would like to fill a buffer full with one repeated
character. Perhaps he wishes to clear a buffer with spaces so that he
can check buffer contents without interference from previous contents. or
perhaps he is building up I buffer using variable length loads. In
the latter case, if the buffer has previously been filled with "end of
buffer" characters (EC) there will always be an "eob" at the end of the
message in the buffer.
The CWF author can simply invoke this sub-program with a call of the
form "fn /clearb".

INSTRUCTIONS:

CALLING FORMAT
fn /c1 earb/bn ,n
bn - a buffer from bO to b5 (default bO)
n - any character, as well as NC (line feed).
(end of buffer), or Oc (carriage return)
(default = spaces).

£:

SAMPLE CALLS
fn /clearb
fn /clearb/b2,*
fn /clearb/b4
fn /clearb/b5,E c
The last statement would cause buffer 5 to be filled with end of buffer
characters (E ) in positions 0 through 97.
COURSE FACILITIES AFFECTED
This sub-program fills positions 0 through 97 of any buffer (bO - b5)
with the specified character, and places a carriage return (OC) and an eob
(Ec) into positions 98 and 99.
SPECIAL
CONSIDERATIONS:

ACKNOWLEDGEMENTS:

HP 24383A, Course Writing Facility must be present in the system for this
subprogram to RUN.

Jutta Kernke
Hewlett Packard

VO~ me.n.ta..ti.on

Va..te 3/75

PROGRAMMING AND COMPUTER SCIENCE CEDUCATImn (810)
CONTRIBUTED PROGRAM

BASIC
CLEARF
36888-18026

TITLE:

CWF SUBPROGRAM

DESCRIPTION:

CLEARF is one of a series of user-written sub-programs that extend the
capabilities of Hewlett-Packard's licensed instructional product:
Course Writing Facility (CWF). For more information about CWF, users
should consult the Course Writing Facility Reference Manual, part number
24383-90001.
When a 'CWF author invokes this sub-program with a call of the form "fn
"fn /clearf", various course facilities can be set to zero (all counters,
all the switches, and/or all the parameters) or to blanks (all the buffers)
on one operation.

INSTRUCTIONS:

CALLING FORMAT
f n· / c1ea rf / n

n2
34 S67-

an integer from 1 to 7 such that
counters set to ~
buffers set to blanks
switches set to p
parameters set to j
reset counters and switches
reset counters, switches and buffers
reset all four

COURSE FACILITIES AFFECTED
This function resets the facilities as specified
SAMPLE CALL
fn /clearf/6
The above statement would cause all counters and switches to be reset to
Ot and all buffers to be filled with blanks.

SPECIAL
CONSIDERATIONS:

HP 24383A, Course Writing Facility must be present in the system for this
subprogram to run.

ACKNOWLEDGEMENTS:

Jutta Kernke
Hewlett Packard

VOaLmen.ta..tc:on Va.te 3/75

PROGRAMMING AND COMPUTER SCIENCE (EDUCATION) (810)

BASIC

CONTRIBUTED PROGRAM

LENGTH
36888-18024

TITI.E:

CWF SUBPROGRAM

DESCRIPTION:

LENGTH is one of a series of user-written sub-programs that extend the
capabilities of Hewlett-Packard1s licensed instructional product: Course
Writing Facility (CWF). For more information about CWF. users should
consult the Course Writing Facility Reference Manual. part number 2438390001.
When an author wishes to find the position of the first "end of buffer"
character (EC) in a buffer, he can invoke this sub-program by simply
calling fn /length. This function then returns the lIeob position in a
counter. If no lIend of buffer character is found, 100 is returned in
the counter.
ll

ll

INSTRUCTIONS:

CALLING FORMAT
fn /length/cn/bn
cn - a counter from cO to
c30 (no default)
bn - a buffer from bO to
b5 (default bO)
SAMPLE CALLS
fn /l ength/ c2/ b3
fn /length/c1
COURSE FACILITIES AFFECTED
The first statement would return in C2 the position of the first lIend of
buffer character in B3. The second statement would return the first "eob
in BO in C1; since no buffer is specified, the default is BO.
ll

SPE:CIAL
CONSIDERATIONS:

ACKNOWLEDGEMENTS:

HP 24383A, Course Writing Facility must be present in the system for this
subprogram to RUN.

Jutta Kernke
Hewlett Packard

ll

VOQ4 me.n.ta.tum Vate. 3/15

PROGRAr1f1ING

A:~D

COMPUTER SCIENCE (EDUCATION) (310)

CONTRIBUTED

PROGRAM

BASIC
PTUD .
36888-18016

TITLE:

PILOT TUTORIAL

DESCRIPTION:

This is the fourth program in the'PILOT tutorial series.
in PILOT to 'teach the syntax and usage of PILOT.

It is written

This portion discusses the DEMAND and the COMPUTE statements.

INSTRUCTIONS:

This program is stored on 3 files named P-TUD1, P-TUD2, P-TUD3 for use on
the HP 2000E systems and is stored on 1 file named PTUD for the 2000
series system.
The scratch file should be at least three records.

SPECIAL
CONSI DERATIONS:

on 2000E:

P-TUD1,48
P-TUD2,48
. P-TUD3 ,48

on 2000 Series System:

ACKNOWLEDGEMENTS:

August 1976

PTUD,70

Lawrence E. Turner
Department of Physics and Computer Science
Pacific Union College

PTUI), Page 2

RUN
CRE-SCRf.S
GET-l)ILGTF
RUiJ
PILOTF
NAME OF PILOT PROGRA'1 ?PTUD
NAt-'lE OF SCRATCH FILE

?SCR

?RUN
PILOT

HI!

I AM READY TO GO AGAIN .. HOW ABOUT YOU??

CONSIDER THIS SECTION OF A PROGRAM:
NAME TWO STATES BORDERING ON CALIFORNIA ?OREGON .. ARIZONA
VERY GOOD!
THIS PROGRAM TAKES A TOTAL OF 8 STATEMENTS (INCLUDING A NEGATIVE RETORT
WHICH YOU DID NOT GET SINCE YOU ANSWERED CORRECTLY).
IT ALSO TAKES
INTO ACCOUNT ANY COMBINATION OF THE THREE POSSIBLE STATES!
WHAT STATEMENT IS NECESSARY FOR THIS ?DEMAND
EXCELLENT .. I CAN TELL YOU DID YOUR HOMEWORK!
LET'S LOOK AT A LISTING OF THE PROGRAM.
7~~0 T:NAME T~O STATES BORDERING ON CALIFORNIA +
7010 A:
7~20 M:ARIZON .. AZ
7030 M:NEVAD .. NV
7040 M:OREG .. OR
7050 .0:2
7060 Y:VERY GOOD!
707~ N:NOPE.

THE HEART OF THIS IS STATEMENT 7050 .. THE DEMAND STATEMENT.
WHAT DO STATEMENTS 7020 .. 7030 .. AND 7040 DO ?MATCH
YES .. THEY CHECK FOR THE POSSIBLE CORRECT STATES. NOW IF STATEMENT 7050
~ERE LEFT OUT .. THEN WHAT RESPONSE WOULD SET THE MATCH FLAG TO THE 'YES'
STATE ? R"O REGON
EXACTLY! ONLY 'OREGON' ~OULD INITIATE 'VERY GOOD!'. WHAT THE DEMAND
STATEMENT DOES IS TO CHANGE THE MATCH FLAG TO 'YES' IF TWO OR MORE OF
THE EXECUTED MATCH STATEMENTS S"INCE THE LAST EXECUTED ANSWER STATEMENT
HAVE BEEN SUCCESSFUL .. OTHER~ISE IT IS SET TO 'NO'!
WHAT OTHER PILOT STATEMENTS CAN CHANGE THE MATCH FLAG ?ANS~ER
CORRECT .. BUT YOU FORGOT ONE.
BOTH THE ANS~ER AND THE MATCH CAN ALSO
SET THE MATCH FLAG.
IF STATEMENT 7050 ~ERE TO READ '7050 .0:1' .. THEN HOW MANY CORRECT
STATES WOULD HAVE TO BE ENTERED IN ORDER TO GET 'VERY GOOD!' ?1
EXACTLY! THE INTEGER OBJECT OF THE DEMAND STATEMENT (IN THIS CASE 1)
TELLS HOW MANY EXECUTED MATCH STATEMENTS MUST BE SUCCESSFUL SO THAT THE
'Y' CONDITION STATEMENTS ~ILL BE EXECUTED.
CONSIDER:
7050
7060
7070
7080
7090

T:YOU GOT +
.0:1
Y:ONE+
.0:2
Y:.. TWO+
71~0 .0:3
7 1 1 ~ Y:.. TH REE+
7120 .0: 1
7 1 30 Y: 0 F" TH EM !
7140 N:NOT EVEN ONE!
August 1976

PTUD, Page 3

TRY IT!
N,~E TIlO STATES BORDERING ON CALIFORNIA ?OREGON"ARIZONA
YOU GOT ONE" TlJO OF THEM!

TRY

I T AGAIN!
NAME T\JO STATES BORDERING ON CALIFORNIA ?ARIZONA"NEVADA
YOU GOT ONE" T\JO OF THEM!

TRY

IT AGAIN!
NAME T'vlO STATES BORDERING ON CALIFORNIA ?ARIZONA"NEVADA"OREGON
YOU GOT ONE" T\JO" THREE OF THEM!

ONE !10RE TIME.
N,~ME TlJO STATES BORDERING ON CALIFORNIA ?ARIZONA"NEVADA"OREGON
YOU GOT ONE" TlJO" THREE OF THEM!

THER:::: ARE" OF COURSE"
STATEMENT.
CONSIDER:

713513
713613
713713
71380
7090
7100
7110
71213
71313
71413

MANY VARIATIONS MADE POSSIBLE BY THE DEMAND

.0:3
Y:VERY" VERY GOOD!
JY:*NEXT
.0:2
Y:CORRECT!
JY:*NEXT

YOU GOT ALL THREE!

.0: 1
Y:YOU DID GET ONE RI GHT.
N:YOU DIDN'T EVEN GET ONE!
*NEXT R:

1NHY ))0 YOU THINK THE JUMP STATEMENTS ARE NECESSARY??
?
IF .D: 3 IS SATISFIED" SO IS .0:2, AND .D: I!!
THUS IF THREE ARE FOUND"
THEN YOU MUST BRANCH AROUND THE SECTIONS THAT CHECK FOR T\JO AND ONE.
NOTE THAT THE DEMAND STATEMENT CHECKS FOR 'AT LEAST'.
IT DOES NOT
CHEC}{ FO R ' EXACTLY' •
OK" \!THAT DO YOU THINK .0: 13 SETS THE MATCH FLAG TO ?
??YES
RIGHT ON!
SINCE IN ALL CASES A1 LEAST ZERO MATCH STATEMENTS HAVE BEEN
SATI SF! ED" .0: 13 AL\JAYS' SETS THE MATCH FLAG TO 'YES'.
THI SIS A 'NAY OF
,FORCING THE MATCH FLAG I RREGARDLESS OF PREVIOUS MATCHES.
AN EXAMPLE:

35613
35713
35813
35913
361313
36113
36213
36313
36413
36513
36613
36713

T:CAN YOU NAME THE CLOSEST STAR TO

THE EARTH +

A:
M:YES"OF COURS"RIGHT"CERTAIN"SURE"Y
Y:OK" lJHAT IS IT +
*STAR AY:
M:SUN"SOL
Y:VERY GOOD!
JY:*NEXT
T:NO \JAY" HERE'S A HINT:
YOU ONLY SEE IT DURING THE DAY.
T:NO\J TRY IT +

.0:13
J:*STAR

IF S1"ATEMENT 36613 \JERE MI SSING,,' lJOULD *STAR AY: BE EXECUTED AFTER THE.
JUMP CJ:*STAR) ?NO
THAT"S RIGHT!
IN FACT" THERE \JOULD BE NO \JAY TO GET OUT OF THE LOOP! !
ACTUJ\LLY THERE ARE PERHAPS OTHER \JAYS OF ACHIEVING THIS SAME RESULT
WITHOUT RESORTING TO THE .0:13" BUT AT TIMES IT IS CONVENIENT.,
THERE: IS ONE FURTHER POINT TO CONSIDER.
IF THERE ARE TOO MANY
ALTERNATIVES IN A MATCH OBJECT TO FIT ON ONE LINE" THEN HOW DO YOU
'CONTINUE' A MATCH??
? CONDI TI ON
ACTUJlLLY" BY THE USE OF AN 'N' CONDITION YOU CAN 'CONTINUE' AS LONG AS
YOU ~1I SHe
THE GlUESTION TO BE ANSWERED IS:
DOES THIS AFFECT THE FUNCTION OF THE
DEMAND STATEMENT?
1NHAT DO YOU THINK ?NO
RI GHT!
IT DOES \JORK PROPERLY IF YOU THINK OF THE 'NO OR MORE
STATE~ENTS 'CONTINUED' TOGETHER AS A SINGLE MATCH STATEMENT.
AT THE
MOST THERE \JILL BE ONE SUCCESSFUL MATCH AMONG THEM.
TO SEE THIS" EXAM:
August 1976

4070
4080
4090
4100
4110
4120
4130
4140
4150
4160

T:NAME A DIGIT AND A COLOR.
A:
M:ZER~ONE,TWO~THRE~FOUR~FIVE
MN:SIX~SEVEN~EIGHT~NINE

M:BLUE~RED~GREEN,ORANGE~GREY
MN:PINK~BLACK~PURPLE~VIOLET

MN:YELLOW~WHITE~8ROWN

.0:2
Y:GROOVY!
N:I GIVE UP!

IF 'TWO' IS TYPED IN, HOW MANY SUCCESSFUL MATCH STATEMENTS WILL
EXECUTED BEFORE 4140 ?1
CORRECT. ONLY NUMBER 4090 WILL BE SUCCESSFUL, IN FACT 4100 WILL NEVER
BE EXECUTED!
NOW WHAT IF 'NINE AND RED' ?2
RIGHT.
BOTH 4100 AND 4110 ARE SUCCESSFUL. NUMBER 4090 IS EXECUTED BUT
FAILS.
4120 AND 4130 ARE NOT EVEN EXECUTED.
IF 'NOTHING' IS TYPED IN ?0
OK, THEY ALL WILL BE EXECUTED, BUT NONE SUCCESSFULLY.
NOTICE THAT EACH SET OF 'CONTINUED' MATCH STATEMENTS ACTS LIKE ONLY ONE
STATEMENT AS FAR AS BOTH THE MATCH FLAG AND THE DEMAND STATEMENT.
WHAT DO YOU THINK IS THE MAXIMUM NUMBER OF SUCCESSFUL MATCHES THAT CAN
BE 'DEMANDED' ?99
I GUESS YOU REALLY DID YOUR HOMEWORK! THE LARGEST ALLO~ED OBJECT OF A
DEMAND STATEMENT IS 99. THUS YOU CAN HAVE UP TO 99 MATCHES TO BE
'DEMANDED'!
IT IS RARE THAT YOU WILL EVER NEED THIS MANY FOR A VERY
SIMPLE REASON.
WHAT IS THE LONGEST RESPONSE ALLOWED BY PILOT ?72
CLOSE!
EXACTLY!
UP TO 72 CHARACTERS MAY BE TYPED IN AT ANY TIME.
THIS IS THE MOST THAT PILOT CAN CHECK FOR POSSIBLE MATCHES AT ANY ONE
TIME.
THAT COMPLETES EVERYTHING THERE IS TO KNOW ABOUT DEMAND! YOU NOW KNOW
(OR HAllE BEEN EXPOSED TO) MOST OF THE PILOT LANGUAGE STATEMENTS. YOU
CAN CAUSE THE COMPUTER TO PRINT OUR STUFF, ASK QUESTIONS, MATCH THE
RESPONSE, MAKE APPROPRIATE COMMENTS, JUMP, AND NOW DEMAND.
THERE ARE
ONLY THREE MORE THINGS TO KNOW AND YOU WILL BE AN EXPERT!
THESE ARE:
HOW TO MODIFY THE VALUE OF A NUMERIC VARIABLE, SUBROUTINE JUMPING~ AND
A MORE Po\"ERFUL MATCH STATEMENT.
LET'S REVIEW WHAT YOU KNOW ABOUT NUMERIC VARIABLES. FIRST HOW MANY
DIFFERENT NUMERIC VARIABLES ARE THERE ?26
PRECISELY!
WHAT PILOT STATEMENT(S) CAN MODIFY THE VALUE STORED IN A NUMERIC
VARIABLE ?DONT KNOW
SO FAR WE HAVE ONLY DISCUSSED HOW THE ANSWER STATEMENT CAN MODIFY THE
VALUE OF A VARIABLE •.
WHAT PART OF AN ANSWER STATEMENT ALLOW.S THI S ? AFTER THE COLON
BEAUTIFUL! AND WHAT SPECIAL SYMBOL SIGNIFIES A NUMERIC VARIABLE ?I
OF COURSE!
NAME TWO WAYS IN WHICH A NUMERIC VARIABLE MAY BE USED.
?MATCH AND TYPE
WELL, YOU GOT ONE.
THE FIRST WAY WE STUDIED WAS TO OUTPUT THE VALUE IN
A TYPE STATEMENT. THE SECOND WAS IN A CONDITION. HERE IS A PART OF A
PROGRAM TO ILLUSTRATE:
4520
4530
4540
4550
4560
4570
4580

T:WHAT IS YOUR AGE +
*PLEASE A:IA
TB:GIMME A NUMBER!
JB:*PLEASE
T(A<=0):WHAT? A NEGATIVE NUMBER!
T(A>150):A FOSSIL IF I EVER SAW ONE!
T:ARE YOU REALLY IA YEARS OLD???

WHAT DOES THE CONDITION 'B' DO ?DONT KNOW
I ALMOST FEEL LIKE GIVING UP ON YOU!
THE STATEMENTS WITH A 'B'
CONDITION ARE EXECUTED ONLY IF NO VALID NUMBER WERE ENTERED. IT ALLOW-S
TESTING OR CHECKING FOR A NUMBER IN THE RESPONSE.
SOMETIMES IT IS DESIRED TO MODIFY THE VALUE OF A NUMERIC VARIABLE OTHER
THAN IN AN ANSWER STATEMENT.
THERE ARE THREE PILOT STATE.'1EN·TS THAT DO
THIS. THE FIRS~ AND MOST POWERFUL IS THE COMPUTE STATEMENT. WHAT DO
YOU THINK IS THE INSTRUCTION FOR THE COMPUTE STATEMENT ?C
AHA, YOU ARE TOO TRI CKY!
THE INSTRUCTION FOR THoE COMPUTE STATEMENT IS
SIMPLY A 'C'.
LET'S LOOK AT A FEW EXAMPLE COMPUTE STATEMENTS:
August 1976

PTUD, Page 5

73513
81213
83213
913413
94513

C:A=5
CY:B=A+32*X
C(Z>3):S=T*C2+N)
C:H=K
C:N=N+l

THE OBJECT OF THE COMPUTE STATEMENT BEGINS WITH WHAT ?CHARACTER
OH MY ACHING HEADS! WILL YOU WAKE UP??
THE FIRST THING IN THE COMPUTE
OBJECT IS A NUMERIC VARIABLE.
IT IS THE ONE WHOSE VALUE IS TO BE
MODI FI ED.
WHAT IS THE NUMERIC VARIABLE THAT IS TO BE MODIFIED IN STATEMENT 83213
.ABOVE ? S
ALRIGHT~ THE VARIABLE S WILL BE MODIFIED WHEN 83213 IS EXECUTED.
WHAT IS THE NEXT ITEM IN ALL COMPUTE STATEMENT AFTER THE LEADING
NUMERIC VARIABLE ?=
GOOD.
ALL COMPUTE STATEMENTS MUST HAVE AN EQUALS SIGN (=). THE PART
TO THE RIGHT OF THE EQUALS SIGN IS VERY GENERALLY TERMED AN ARITHMETIC
EXPRESSION OR SIMPLY EXPRESSION.
C:=
THIS IS HOW YOU WOULD DIAGRAM A GENERAL COMPUTE STATEMENT. THE '<>'
SURROUND A SINGLE SYNTACTICAL PILOT ENTITY.
I HAVE LEFT OFF THE·
STATEMENT NUMBER AND ANY OPTIONAL LABEL OR CONDITION~ THEY ARE MOST
CERTAINLY ALLOWED. WHERE DOES THE CONDITION GO??
?

August 1976

••
•

Vocu me.nta..tion Vate 3/75

PROGRAMMING AND COMPUTER SCIENCE (EDUCATION) (810)
CONTRIBUTED PROGRAM

BASIC
PTUE
36888-18017

TITLE:

PILOT TUTORIAL

DESCRIPTION:

This is the fifth and last program in the tutorial series in PILOT to
teach the elements of the PILOT language.
This program deals with additional usage of the COMPUTE statement, the
INTEGER FUNCTION, the RANDOM NUMBER FUNCTION, USE and END, and the
extended MATCH.

U"STRUCTIONS:

This program is stored in 3 files: P-TUE1, P-TUE2, P-TUE3 for the
HP 2000E system and on the one file PTUE for the HP 2000E series system.
The scratch file should be at least 2 records in length.

SlPECIAL
CONSIDERATIONS:

2000E:

P-TUE1,

48~

P-TUE2, 48; P-TUE3, 48

2000 Series System; PTUE, 70

ACKNOWLEDGEMENTS:

August 1976

Lawrence E. Turner, Jr.
Department of Physics and Computer Science
Pacific Union College

PTUE, Page 2

RUN
CRE-SCR,5
GET-PILOTF
RUN
PILOTF
NAME OF PILOT PROG~~ ?PTUE
NAME OF SCRATCH FILE ?SCR

?RUN
PILOT

GREETINGSI
FINISHED.
PILOT!

THIS IS THE FINAL PROGRAM IN THIS SERIES. YOU ARE ALMOST
I HOPE THIS IS JUST A BEGINNING OF YOUR USAGE OF

ACTUALLY~

LAST TIME WE DISCUSSED THE COMPUTE STATEMENT AND AT LEAST ONE EXAMPLE
OF HOW IT COULD BE USED.
00 YOU REMEMBER THAT USE ?YES
VERY GOOD~ WHAT IS IT ?
??FORGOT
.
WELL~ WHAT I HAD IN MIND WAS THE USE AS A COUNTER.
AS IN:
1730 C:M=M+l
2960 CY: P=P+ 1
4110 CCX<17):D~D+l
BESIDES THE COMPUTE STATEMENT~ WHAT PILOT STATEMENT CAN MODIFY THE
VALUE OF A NUMERIC VARIABLE ?ANSWER STATEMENT
RIGHT ONI
SO FAR WE HAVE ONLY EXAMINED THE ANSWER STATEMENT. THIS
ALLOWS A QUESTION WHICH ASKS FOR A NUMERIC RESPONSE.
THE COMPUTE STATEMENT MAY BE USED IN CONJUNCTION WITH THIS TO HELP
EXTRACT THE INTENDED RESPONSE MORE ACCURATELY.
CONSIDER:
6310
6320
6330
6340
6350
6360
6370

T:HOW MANY DAYS IN ONE WEEK +
A:ID
M:SEVEN
CY: D== 7
TCD==7):EXACTLYr +
T(DI7):SORRY~ +
T:TH~RE ARE SEVEN DAYS IN ONE WEEK.

TJliAT I S THE PURPOSE OF STATEMENTS 6330 AND 6340??
?TO ALLOW FOR NUMERIC 1 AND ALPHABETIC SEVEN
RIGHT~ THEY CATCH THE RIGHT RESPONSE IF THE PERSON HAPPENED TO TYPE
'SEVEN' INSTEAD OF '7'. BOTH ARE CORRECT.
LET'S EXECUTE THIS PROGRAM.
HOW MANY DAYS IN ONE wtEK ?7
EXACTLY I THERE ARE SEVEN DAYS IN ONE WEEK.
NOW TRY IT AND ENTER 'SEVEN' SPELLED OUT.
HOW MANY DAYS IN ONE WEEK ?SEVEN
EXACTLY! THERE ARE SEVEN DAYS IN ONE WEEK.
OFTEN ONE ONLY WISHES THAT THE RESPONSE BE CLOSE TO THE CORRECT
ANSWER. AGAIN THE COMPUTE STATEMENT TO THE RESCUEI
8400 T:HOW MANY CENTIMETERS IN ONE INCH +
8410 A:IX
THE CORRECT ANSWER IS 2. 54; HO'.VEVER~ TO. BE CONSIDERED CORRECT YOU MI GHT.
ALLOW ANY NUMBER BETWEEN 2.5 AND 2.58. THIS WOULD ALLOW ANY RESPONSE
THAT IS WITHIN ~"04 o'F THE CORRECT ANSWER TO BE COUNTED. A VERY SIMPLE
WAY IS TO COMPUTE THE DIFFERENCE BETWEEN THE CORRECT ANSWER AND THE
RESPONSE.
HOW WOULD YOU 00 THIS ?C:D==2.54-X
I BELl EVE THAT I S CORRECT I A COMPUTE STATEMENT THAT LOOKS LIKE THI S
SHOULD 00 THE TRICK:
August 1976

PTUE, Page 3
84'20 C: D=2.s4-X
IF' THE RESPONSE IS:
'2.5' WHAT IS STORED IN 0 ? .e4
EXACTLY!
0 HAS 0.04 STORED IN IT.
SINCE 2.5 IS AN ALLCWED 'CORRECT
ANSWER'" HOW WOULD YOU CAUSE THE APPROPRIATE MESSAGE TO BE TYPED OUT??
?C:~~T(D<=0.e4):CORRECT!

GOOD.' BY USING 0 IN A CONDITION ON A TYPE STATEMENT YOU CAN PRINT ,THEi
CONSIDER:
CORRECT RETORT.
8400
8410
8420
8440
8450

T:HOW MANY CENTIMETERS IN ONE INCH ,+
A:#X
C:D=2.54-X
TCD<=0.04):VERY GOOD!
TCD>0.04):NOT QUITE.

THI SIS COOL FOR GUESSES LESS THAN 2.54" BUT WHAT WOUl.D BE PRI NTED IF
'S7' WERE ENTERED 1VERY GOOD!
~(ACTl.Y!
NOW IS '57' A 'CORRECT RESPONSE' 1NO
OF' COURSE NOT" THUS WE HAVE A BUG TO FIX!!
WHAT WE REALl.Y WANT IS THE
ABSOLUTE DIFFERENCE FOR D.
SO IF D IS l.ESS THAN ZERO" WE WANT TO
CHANGE ITS SIGN.
THIS CAN BE DONE WITH ONE PIl.OT STATEMENT:
8430 C( D<0) :
~[AT IS THE CORRECT OBJECT 1D=-D
VERY GOOD!
THUS OUR PROGRAM BECOMES:

84e0
8410
842e
8430
8440
8450

T:HOW MANY CENTIMETERS IN ONE INCH +
A:IX
C:D=2.s4-X
C(D<0):D=-D
TCD<=e.04):VERY GOOD!
TeD>0.04):NOT QUITE.

EXCEPT FOR INTEGER RESPONSES IT IS BEST TO GO THROUGH SOMETHING l.IKE
TIn S FOR NUMERI C RESPONSES" EVEN FOR SI MPl.E DECIMAl. NUMBERS.
THE
COMPUTER CANNOT REPRESENT MOST DECIMALS EXACTl.Y" HENCE SOMETHING l.IKE:
73.2e Tex=.!>: ••• MAY NEVER BE EXECUTED EVEN IF '0.1' HAS BEEN
PREVIOUSl.Y STORED IN X.
SOMEWHERE" PERHAPS IN THE SEVENTH DECIMAL
PLACE" X MAY DIFFER SLIGHTl.Y FROM 0!1" AND THE TEST WIl.l. FAIl..
ANOTHER USEFUL WAY TO MODIFY THE VALUE OF A NUMERIC VARiABl.E IS TO
REPLACE I T WI TH THE GREATEST INTEGER LESS THAN OR EQUAL TO THE ORI GI NAL
NUMBER.
FOR 4.7" WHAT IS THIS INTEGER ?4
RIGHT ON!
HOW ABOUT 0.247 10
BEAUTIFUL!
OK" TRY 6.0e ?6
GOOD.
AND -2.7 1-3
EXCELLENT!
FINALl.Y" -7.ee 1-7
PERFECT!
NOTE THAT FOR POSITIVE NUMBERS THIS GREATEST INTEGER FUNCTION
IS EQUIVALENT TO JUST THROWING AWAY ANY DECIMAL PORTIONJHOWEVER" THIS
SII:iPLE-MINDED DESCRIPTION IS NOT ADEQUATE FOR NEGATIVE NUMBERS.
THIS OPERATION IS DIFFICULT" .IF NOT' IMPOSSIBl.E:" TO DO WITH THE COMMON
ARI THMETI C OPERATORS AS ALl.OWED IN THE COMPUTE 'STATEMENT" YET I TIS
SU.F'FICIENTl.Y USEFUL TO BE INCl.UDED IN THE PIl.OT l.ANGUAGE.
ANEW INSTRUCTION IS USED" WHAT DO YOU THINK IT IS 11
TH.,~T I S A GOOD GUESS" BUT THE INTEGER FUNCTION CREALLY THE GREATEST
IN'rEGER THAT I S LESS THAN 0 R EQUAL TO) IS DESI GNATED BY THE EXTENDED
INSTRUCTION '.1'.
EXAMPl.ES AREs
3710 .1 :'x
4290 .I:S
6660 .IeX>9):X
WHJ~T ARE THE OBJECTS OF THESE INTEGER FUNCTION STATEMENTS 1NUMERIC VARIa
NUMERIC VARIABLES
EXACTLY!
THE OBJECT IS A SINGl.E NUMERI C VARIABl.E.
I TS VALUE
IMl'1EDIATEl.Y BEFORE THE EXECUTION OF THE STATEMENT IS REPl.ACED BY THE
GRl~ATEST INTEGER THAT IS LESS THAN OR EQUAL TO IT.
TO SEE A POSSIBLE USE" CONSIDER:

August 1976

PTUE, Page 4

3250
3260
3270
32803290

T:THREE IS WHAT PERCENT OF 24 +
IP
.I:P
TCP=12):EXCELLENT!
TCPI12):NOPE.
/~:

WHAT IS THE SMALLEST NUMBER FOR WHICH 'EXCELLENT' WILL BE PRINTED 112
RIGHT ON!
HERE THE CORRECT ANSWER IS 12.5~ BUT ANYTHING FROM 12 UP TO (BUT NOT
INCLUDING) 13 IS ACCEPTABLE.
THE.I VERY EASILY SETS UP THE RANGE.
A MORE IMPORTANT USE IS FOR ROUNDING.
THE INTEGER FUNCTION AS GIVEN
DOES NOT-ROUND~ IT MERELY TRUNCATES.
ROUNDING CAN BE ACHIEVED IN QUITE
A STRAIGHTFORWARD MANNER BY:
4560 C:X=X+.5
4570 .I:X
WHAT WILL BE STORED IN X IF IT PREVIOUSLY HAD 4.00 14
EXACTLY.
HOW ABOUT 4.6 ?5
COOL!
OK~ TRY -2.1 7-2
RI GHT!
AND WHAT DOES -5.7 BECOME ?-5
MY~ MY~ NO.
-5.7 + 0.5 IS -5.2 WHICH BECOMES -6.
NOTE THAT THE vTAY THE INTEGER FUNCTION IS DEFI NED MAKES THE ROUNDI NG
OPERATION WORK FOR BOTH POSITIVE AND NEGATIVE VALUES.
IF IT SIMPLY
DISCARDED THE DECIMAL PART~ THEN THERE WOULD HAVE TO BE SPECIAL TESTS
AND HASSELING TO DO THE ROUNDING.
YOU CAN ROUND TO ANY POINT YOU WISH.
CONSIDER THE FOLLOWING TO ROUND
TO THE NEAREST HUNDRETH (PENNY1?):
731121 C:Q=Q*112l0+.5
732121 .r: Q
733121 C:Q=Q/lr2l0
OK~

IF Q ORIGINALLY CONTAINS

•

•
•

August 1976

3.14159~

WHAT IS THE NEW VALUE 1

Vocume.ttta..U.on. Va..te. 3/75

PROGRAMMING AND COMPUTER SCIENCE (EDUCATION)
CONTRIBUTED'PROGRAM

(810)

BASIC
STDATA
36888.:.18027

TITILE:

CWF SUBPROGRAM

DESCRIPTION:

STDATA is one of a series of user-written sub-programs that extend the
capabilities of Hewlett Packard's licensed instructional product: Course
~Jriting Facility (CWF).
For more information about CWF, users should
consult the Course Writing Facility Reference Manual, Part no. 24383-90001.
When a CWF author invokes this sub-program with a call of the form
IIfn /stdata", certain data from the'student's record are made available
in the CWF buffer, b5. The data include the student's name, number, user
group, and date of registration, as well as the time he has spent on the
course and the time of his last sign-on. These data may be used directly
by the author to print out messages to the student, or to affect the
logical flow of the course for each individual student.

INSTRUCTIONS:

CALLING FORMAT
fn /stdata
COURSE FACILITIES AFFECTED
Counter 30 (c30) will contain the student number
Buffer 5 (b5) will contain the following:
Starting

~ositicn

length

0
9

9
22
3

31
34
42
50
58

13

71

22

8
8
8

contents
student number
student's last name
user group
data of registration: MM/DD/YY
today's date: MM/DD/YY
time of sign on: hh-mm xx (AM, PM, N, M)
time on course up to last sign off
(hh hrs nvn min)
student's first name

The student's last name will never exceed a maximum of 20 characters and
will be filled with blanks to a total of 22 characters; all 22 characters
will be filled with blanks for a demo student. The last character in the
name is followed by a control E, e.g., SMITHEC. This causes printing to
stop at the end of the student's name, for example, "ld b5,7l,22/bl" loads
22 characters into bl, but "ty bl" then prints only up to the EC.
Continued on following page.
SPECIAL
CONSI DERA TIONS:
ACKNOWLEDGEMENTS:

HP 24383A, Course Writing Facility must be present in the system for this
subprogram to RUN.
Jutta Kernke
Hewlett Packard

STDATA, Page 2
INSTRUCTIONS continued
Similar remarks apply to the student1s first name
SAMPLE

fn
ld
ty
ty
ty

CALL

/stdata
b5,7l,22/bl
How are you today,
bl
7

SAMPLE RUN

How are you today, John?

PROGRAMMING AND COMPUTER SCIENCE (EDUCATION)
CON:rRIBUTED PROGRAM

(810)

BASIC
STOP

T/Tl.E:

MATH CALCULATOR PACKAGE

DESCRIPTION:

STOP is a hypothetical STOred Program digital computer having a very
simple machine language--.--The STOP program in the TIES Time-Share library
simulates STOP. allowing users to write programs in a simple machine
language.

36208

The op codes are:
~l
LOAD - Clears the contents of the accumulator and brings to it
the number stored in the location specified by the storage
address.
02 ADD - Adds to the accumulator the number stored in the specified
locati on.
~3
SUBTRACT - Subtracts from the accumulator the number stored
in the specified location.
.
04 MULTIPLY - Multiplies the number in the accumulator by the
number in the specified location.
05 UIVIDE - Divides the number in the .accumulator by the number
in the specified location, keeping only the guotient in the
accumulator.
~6
STORE - Stores the accumulator contents in the specified
location.
07 PRINT (cr) - Prints the number contained in the specified
location and returns the carriage. It will not print a number
directly from the accumulator.
~8
BRANCH ON NEGATIVE - If the accumulator ;s negative. sends
control to the specified location and continues execution with
the instruction found there.
09 HALT - Stops execution of a program. The address portion of a
halt instruction is ignored by the system. Use any 3 digits.
10 JUMP - Sends control unconditionally to the specified address
and continues execution with the instruction found there.
11
PRINT - Prints the number contained in the specified locatio~.
does not return the carri age. It wi 11 not pri nt a number
directly from the accumulator.
12
DIVIDE - Divides the number in the accumulator by the number
in the specified location. keeping only the remainder in the
accumulator.
15
BRANCH ON ZERO - If the accumulator is zero. sends control to
the specified location and continues execution with the instruction found there.
17 PRINT FROM ACCUMULATOR - Prints the number contained in the
accumulator. Operand should be 000 since no address is
referred to.
INSTRUCTIONS:

SPECIAL
CONSIDERATIONS:

ACI(NOWLEDGEMENTS:

August 1976

See Attached

Stdtement 20 dilllen<;ions Art'dy A at sao tr; dCCol;lodate the HP 2000E. The
uray may be I'f'-d imens i oned to 1000 to a 11 ow HP 2000 Seri es users to write
longer STOP programs.

TIES
St. Paul, Minnesota

STOP, Page 2

INSTRUCTIONS:
To enter a program in the STOP language:
After the system prints "BEGIN TYPING IN YOUR PROGRAM AND DATA STATEMENTS. ", enter each
statement as in the following exampl e:
~0l.~1200 (carriage" return)
The first three digits are the address where the instruction or datum (01200) will be stored.
After your program and data are entered, type an E indicating the end of your entries.
The system will print "TYPE" TO RUN, 1 TO EDIT, 2 TO LIST, 3 TO STEP." Typing a 1 at this
point allows you to re-enter any statements you wish to correct or to add new statements.
You need to terminate your editing by typing an E. (See below for options 2 and 3)
When you type a 0 to run. you will be asked to enter the starting address of the program.
Touching the RETURN button after entering the address will cause the program to be executed.
Other Options
LIST:

This will give a list of addresses and their contents. You must be prepared to type on
request the beginning and ending addresses of the list you wish printed.

STEP:

This will allow you to execute your program one step at a time. You will first enter the
starting address as in the RUN option. As each step is executed. the teletype will print the
address of the instruction executed and the contents of the accumulator after execution. Typing
a 3 and carriage return will cause the system to execute the next instruction in the same
manner. Typing a " and carriage return will cause the rest of' the program to be executed
from that point on. Typing a 1 will send control back to the original four-option statement.

SPECIAL CONSIDERATIONS:
An introduction to STOP and its language is found in Computers - Theory and Uses. written by
Vincent S. Darnowski and published by the National SClence Teachers Association, NEA, 1201 Sixteenth
Street N.W., Washington, D.C. 20036. The cost is $24.00 for 30 copies. The book was written as a
text for introducing junior high school students to computers and their implications. Students
studying this text can enhance their understanding of computers by writing and running machine
language programs from any TIES Time-Sharing terminal.
Storage addresses must be integers greater than" and less than 1000.
must be integers between -99999 and 99999 inclusive.

Instructions and data words

Program or data statements can be corrected by retyping the statement. This can be done at any
time during the entering of your program. or at other times when a system message gives you the option.
New statements can be added at those same times.
STOP will execute instructions in sequence by address, starting with whatever address you specify and
ending when a HALT command is reached. Hence, you must not leave any addresses undefined in the
range of your program.
Since a datum and an instruction are each represented by a 5 digit integer. they appear the same
to the computer. Therefor~. programs and data must be stored in separate areas predetermined
by you when you assign storage locations.

August 1976

STOP, Pa<1e 3

RUN

RUN
STOP
TYPE AN 'E' TO INDICATE YOU HAVE FINISHED INPUTTING.
BEGIN TYPING IN YOUR
S TOP
PROGRAM.
11UJI,,11188
1882" 11108
1883"" 71 0"
1004,,111"8
10"5",,9""8
1
"2345
1E
TYPE" TO RUN" 1 TO EDIT" 2 TO LIST" 3 TO STEP.
12

U,,,,,

INPUT THE STARTING AND ENDING ADDRESSES FOR THE LISTING.
1 "" I" "" 5

001" Ill""
002,,111"8
""3,,"71"0
"04, 111 "e
""5,,8988"

TYPE 8 TO RUN" 1 TO EDIT, 2 TO LIST" 3 TO STEP.
18
INPUT THE STARTING ADDRESS.
1881

2345
2345

2345
HALT

TYPE 8 TO RUN,

82345

TO EDIT, 2 TO LIST, 3 TO STEP.

1

DONE
RUN
STOP
TYPE AN 'E' TO INDICATE YOU HAVE FINISHED INPUTTING.
BEGIN TYPING IN YOUR
1001,,01401
1002,,02'''''2
1883" 17"e"
1004:'89""0
1 401:' 8ee,,, 3
1402:'08632

S TOP

PROGRAM.

1

11E

TYPE 0 TO RUN, 1 TO EDIT, 2 TO LIST, 3 TO STEP.
10
INPUT THE STARTING ADDRESS.
leel
08635
HALT

TYPE 0 TO RUN" I TO EDIT" 2 TO LIST" 3 TO STEP.
?

11
DONE

PROGRAMMING AND COMPUTER SCIENCE (EDUCATION)
CONTRIBUTED-PROGRAM

(810)

BASIC
STPAL

TITLE:

STOP MACHINE AND ASSEMBLY LANGUAGE SIMULATOR'

DESCRIPTION:

STPAL consists of 4 programs named STPAL, STPAL1, STPAL2, and STPAL3.

36765

STOP is a hypotheticdl, electronic, stored-progrdm. sequential, digital
computer designed specifically to aid in teaching computer concepts. (It
is not difficult to simulate STOP on many existing computer.) The STPAL
system consists of a machine language translator and an assembly language
translator. The two languages are SML (extended" STOP simulated Machine
Language) and SAL (STOP simulated Assembly Language).
The STOP system has had two predecessors. the most influential being a
similar system developed at Illinois Institute of Technology with Computers - Theory and Uses by Vincent S. Darnowski as an initial impetus in
this project. The second more recent influence is An Instructional Manual
for CARDIAC by Hagelberger and ~inqerman distributed and published by the
Bell System for use in the classroom. CARDIAC consists of a cardboard
"computer" with a small set of operations. The STOP system anq CARDIAC
are easily made compatible with HP Time-Sharing BASIC.

INSTRUCTIONS:

The STOP system begins by requesting "PROGRAM FILE NAME ?". The operator
responds with the name of the file to be used to store the program or the
file containing the program, if a previously written program is to be reRUN. If the file is not available. STPAL will tell the operator how to
open it and halt. It is necessary to type RUN after opening the file and
re-enter the file name. The system will then print "TYPE YES IF THIS IS
AN ASSEMBLY PROGRAM?". The operator responds with YES or NO. If NO is
the response, STPAL types "ENTER MACHINE LANGUAGE STATEMENTS". The operator begins to enter statements according to the SML rules. After the
operator enters a statement with a 000 address. execution of the machine
language program begins.
After a HALT is encountered. the STPAL system asks "DO YOU WISH TO CORRECT
THE MACHINE LANGUAGE PROGRAM?". The operator answers YES or NO. If no
corrections are to be made. STPAL returns to the PROGRAM FILE NAME? request.
The operator enters a new file name to run another program or //STOP to
terminate.
continued on following page

ACKNOWLEDGEMENTS:

Normdn Thompson
TIES

STPAL, Page 2

INSTRUCTIONS continued
7he machine language version can be corrected by typing in the address and the instruction to go at that
address. To end corrections, ehe operator types a 000 address, and the program begins executing as before.
If an assembly language program is indicated. STPAL types:
BEGINNING ASSEMBLY
TYPE 0 FOR NEW PROGRAM, 1 FOR REASSEMBLE OLD PROGRAM?
If an old program, the program statements will be read from the fil~ requested earlier. then compiled and
executed. If a new program. STPAL will request assembly statements. write them to the file, then. after
an END statement is encountered. compile and execute the program. After execution of either an old or
new assemb1 y program. the system will type:
DO YOU WISH TO CORRECT THE MACHINE LANGUAGE PROGRAM?

and the operator should proceed as above.
I.

SML - A Machine Language
1.

Instruction WORD FORMAT
Each SML instruction is 5 decimal digits long. The first two (high order) digits form the
operation code while the low order three digits form the operand~ .The operation code (op-code)
specifies the operation to be performed. (See Section III.) The operand varies in function
from operation to operation. The various uses ·are: a. Location of data; b. Location of next
instruction to be executed; c. The data itself; d. Additional information necessary in the
instruction execution.

2.

Statement Format
SML recognizes two basic types of statements. program statements and comment statements. The
comment statement must have an asterisk in column 1. Then the rest of the line will be taken
as a comment for documentation purposes. Program statements have the following format:
Co1s.
Col.
COL

Col.
Col.

1-3
4

5

6-10
11-72

Address of the computer word to be stored.
Blank
Either blank or a +. -. N. or *
Computer Word
Any convnent

Blank is the only non-numeric character allowed in Cols. 1-3 and 6-10 inclusive and will be
assumed to be zero. A + or - in Col. 5 assumes the computer word is a data word with the associated sign. An * in Col. 5 indicates indirect addressing. A # in Col. 5 indicates that
operand (Col. 8-10) is the data itself. This is generally referred to as a literal operand.
3.

II.

Instruction Execution
SML instructions are executed in numerical order by location. A branch instruction (or transfer instruction) may alter the normal order of execution. The last statement written must have
location 000 and contain in the operand portion (Cols. 8-10) the location of the first instruction to be executed.

SAL - An Assembly Language
SAL recognizes three basic types of statements:
statements.
1.

program statements, pseudo-operations, and comment

Program Statement
Program statements are translated into equivalent SML statements and stored.
lowing format:
Col.
Col.
2-3
Cols. 5-7
8
Col.
Cols. 9-10
Cols. 11-72

They have the fol-

Any control character but generally AC. (Super script "C" indicates a control
character which is done by pressing CTRL and the character simultaneously.)
Label field
Operation field
An * or part of operand field
Operand
Any comment

If Col. 1 has an * (asterisk) the entire line is taken as a comment statement. The label field
contain a unique symbolic label of either lor 2 alpha-numeric characters. The first character must be alphabetic (A-L) but the second character may be alphabetic, numeric or blank. The
label mdY not be SO or -TR since thec;e are reserved words used in the 1inkage to the square root
and trig ~ubroutines respectively.' The operation field must contain a valid SAL mnemonic operdtion code. (See 'Section III.) The oJ)erand may contain a symbolic label as defined above.
Also the operand may contain a literal 1, 2 or 3 digit right justified number. If this is so,
the value used by the instruction is not the content of the location specified but the number
itself. (For example, ADD100 would add the number 100 to the content of the accumulator, not
the content of location 100.)
-

IlIdy

STI'AI • PMlt' 3

IN~TRucrION5

continued

Indirect addressinq lS indicdted by an asterisk lrl Column 8. When indirect addressing is sf)ecified, the orerand portion (Col. g-lO of the assembled SML instrl,Jction) is replaced by the of)eranJ
portion of the location indicated. If indirect addressing is specified by the new effective
instruction, another indirect addressing cycle is taken. Indirect addressing may only be specified 10 levels deep.
It should be noted that the four fields of a SAL statement correspond to the four fields of SML
statement even to essentially the same columns.
Pseudo-operations
Pseudo-operations, unlike normal operations in program statements, are not assembled into SML
instructions, but are used to communicate with the assembler. In general', they have the same
format as program statements.

2.

III.

a.

ORG
The pseudo-operation ORG (origin) sets the location counter at the value of the operand.
The operand must be right justified 1-3 digit non negative number in Columns 8-10.

b.

END
The pseudo-operation END signals the end of the assembly program execution. An unconditional branch to the location specified by the operand ;s generated in location 000.
The specified location will be the first statement to be executed by the assembled SML
program.

c.

OS
The pseudo-operation OS (define storage) is used to reserve the number of storage
locations specified by the operand. The format of the operand is the same as that for
the ORG pseudo-operation.

d.

Define constant + and -.
Either the pseudo-operation + or the pseudo-operation - may be used to reserve one
location of storage using the signed word content as the defined constant. The sign
must appear in Column 5 and the word must be a 5 digit number right justified in
Columns 6-10. The define constant may be used for constants in integer range -99,999
to 99,999.

The valid SML operation codes and their SAL equivalents are listed below.
OP-CODE

MNEMONIC

00
01
02
04
05

REA
LOA
ADD
SUB
MUL
DVQ

06

STO

07
08

PRT
BQN

09
10
II
If'

HLT
UCR
PSC
DVR

13
15

Nap
lAC
BOl

16

BOP

17

PAD

1H

BSA

19
21

RTC
SCR
SNR

n

SNL

?3

RAL

03

14

?O

FUNCTIONS
Allows one number to be read into the location specified by the operand.
Load the accumulator with the word specified by the operand.
Add to the accumulator the word specified by the operand.
Subtract from the accumulator the word specified by the operand.
Multiply the content of the accumulator by the word specified by the operand.
Divide the content of the accumulator by the word specified by the operand
and store the quotient in the accumulator.
Store the content of accumulator in the location specified by the operand.
(The content of the accumul ator is n.ot altered.)
Print the content of the location specified by the operand.'
Branch to the location specified by the operand if the content of the accumulator is negative.
Halt execution. Control returns to a system command. 2 (Operand is ignored.)
Branch to the location specified by the operand.
Print the word specified by the operand and suppress the carriage return. 1
Divide the content of the accumulator by the word specified by the operand
and store the remainder in the accumulator.
No operation execufid.· (Operand is ignored)
Zero the accumulator. (Operand is ignored)
Branch to the location specified by the operand if the content of the accumulator is zero.
Branch to the location specified by the operand if the content of the accumulator is positive.
Print the content of the accumulator inserting a decimal point the number of
places from right specified by the operand. l ,3
Store the address of the (current) instruction plus one in the location
specified by the operand and branch to the address specified by the operand
plus one. 4 (Appendix III)
Return the carriage. (Skips a line)
Suppress the carriage. 1 (Operand ignored)
Shift the content of the accumulator right the number of decimal places
specified by the operand.
Shift the content of the accumulator left the number of decimal places
specified by the operand.
Allows up to 10 numbers to be read into the 10 consecutive locations beginning with the location specified by the operand. 4

STPAl. Page 4

iNSTRUCTION continued
OP-COOE

MNEMONIC

24

PCl

FUNCTIONS
Print the number of locations spectfied by the accumulator beginning with the
location specified by the operand. S

Notes:
1.

2.
3.
4.

5.
IV.

The print operations simulate a typewriter with an automatic carriage return (unless the
carriage return ;s suppressed). PRT and PAD must be follQwed by SCR if so desired while PSC
will suppress the automatic carriage ret~rn.
The system will always respond "TYPE YES IF THIS IS AN ASSEMBLY PROGRAM". If the answer is NO
the system will expect a SML program. if YES a SAL program.
The PAD (17) operation is used to print a number with a decimal point. For example, to print
the value of PI(n) the content of the accumulator must be 31416 and then the operation PAD04
would be written and 3.1416 would be printed.
The RAL (23) operation allows up to 70 characters to be read from an input line. The format
must be Col. 1 s1gn, ·Col. 2-6 numeric, and Col. 7 COITllla and so on across the line until the
number of items desired is included.
The PCL (24) operation allows memory to be dumped from 001 by loading the accumulator with the
number locations desired and executing PCL00.

Subroutines
1.

A subroutine is a sub-ordinate part of a computer program written to do some routine or operation.
The linkage to a subroutine requires that the location of the subroutine be known; the location
of the return address be Known~ and the location of the fields operated upon be known. In SAL
the BSA (18) instruction is used to link to subroutines whether the subroutine is a library (See
2 and 3 below) or programmer created subroutine.

2.

Linkage to the library subroutine for the square root is:
Col. 2345678910
SSA SQ
NU OS 001
RT OS 001
NU must be loaded with the number whose square root is to be found. The square root subroutine
will place in RT the root of the absolute value of NU (truncated to two decimal places but multipl ied by a factor of 100).

3.

Linkage to trigonometric subroutine is as follows:
Col. 2345678910
SSA TR
AA OS 001

S8 OS

eel

SS must contain a parameter that indicates the values to be found while AA is the value to be operated upon.
Parameter
1
2

3
4
S

6

7
8

Unit of Input
Degrees
Degrees
Radians
Radians
Degrees
Radians
Degrees
Radians

Function
SIN
COS
SIN
COS
SIN
COS
SIN
ARCTAN
ARCTAN

Stored
BS
SS
SS
BS
AA
SS
AA

SB
SB

If SS is less than or equal to 6, AA is an angle in degrees or radians. If AA is in degrees.
it must be in the range ~180.00 and two decimal places are assumed. If AA is in radians. it
must be in the range +3.1416 and 4 decimal places are assumed. For these values of BS all
results are truncated-to 4 decimal places and multiplied by 10,000. Note that SS is always
replaced by an answer and for options 5 and 6 both AA and SS are replaced by answers. If BS
is 7 or 8, AA must be a number in the range +99.999 and 3 decimal places are assumed. If the
output is in degrees. the results are truncated to two decimal places and multiplied by 100.
If the output is in radians. the results are truncated' to 4 decimal places and multiplied by
10,000.

STPAL,

RUN

RUN
STPAL
PROGRAM FILE NAME?ROBIN
TYPE eRE-ROBIN, 2 (RE~~URN), TIIEN TYPE RUN

DONE
RUN
STPAL
PROGRAM FILE NAME1PROGFL

TYPE YES Ir THIS IS AN ASSEMBLY PROGRAM
1NO\
NO
ENTER MACHINE LANGUAGE STATEMENTS
1001
\
081 '81081
1 002
06020
10213
07020
18841 01028
1005 02020
1006 86020
1001 '213513
1008
08003
10219
09000
10021
108211

BEGINNING EXECUTION

I

2
41.

8
16
32
641
128
256
512

HALT ENCOUNTERE[). EXECUTION COMPLETE.
NUMBER or STATEMENTS EXECUTED 63
DO YOU WISH TO CORRECT THE MACHINE LANGUAGE PROGRAM?NO
PROGRAM FILE NAME?rILEI

TYPE YES IF THIS
1YES

IS AN ASSEMBLY PROGRAM

BEGINNING ASSEMBLY
TYPE 21 FOR NEW PROGRAM.
LOC

OPADD

081
802
003
o t 1 +003141
012.23001
013
211001
0141
15022
015
041001
016
041882
011
214181 I
018
11881
8 19
11882
828
17882

August 1976

LAB
R
H

OP OPER
OS 001
OS 081
OS 008

PI +883 I 41
GO' RAL R
LOA R
BOZ EX
MUL R
MUL H
MUl. PI
PSC R
PSC H
PAD 02

FOR RE-ASSEMBLE OLD PROGRAM.?I

PaCJ'~

~,

STPAL, Page 6

02 I
10012
UCB GO
022 09000
EX HLT 00
000
10012
END GO
ASSEMBLY COMPLETE. BEGINNING EXECUTION

INPUT DATA. fORMAT SXXXXX.ETC.
1+00005.+00002
5
2
157
?+00000
HALT ENCOUNTERED.
EXECUTION COMPLETE.
NUMBER Of STAtEMENTS EXECUTED 14
DO YOU WISH TO CORRECT THE MACHINE LANGUAGE PROGRAM1YES
000 ADDRESS STILL LAST STATEMENT.
START EDITING.
1011 +00031
?020
17001
1000
10012
BEGINNING EXECUTION

INPUT DATA. fORMAT SXXXXX.ETC.
?+00005.+00002
5
2
155
?00000
HAL T ENCOUNTERED.
EXECUTION COMPLETE.
NUMBER Of STATEMENTS EXECUTED 14
DO YOU WISH TO CORRECT THE MACHINE LANGUAGE PROGRAM?NO
PROGRAM fILE NAME?//STOP
DONE

August \976

PROGRAMMING AND COt'.PUTER SCIENCE (EDUCATION)
CONTRIBUTED PROGRAM

TIITLE:
DESCRIPTION:

INSTRUCTIONS:

(810)

BASIC
TM
36743

TURING MACHINE

This package is a complete "Turing Machine" simulator, which may be used.
in theoretical computer studies.
It is assummed that the user understands Turing Machines at least
abstractly. These instructions describe a system designed to give one
practical experience in the programming of Turing Machines.
The system consists of 5 pr0grams: TM, TMZNEW, TMZIN, TMZLST and
TMZRUN. Three files must be created: TQUIN, 5 records, TTAPE. 2 records.
and TWORM, 2 records.
The system is activated by "getting" arid "runlling" a program named TM.
The computer will prompt with "TMC?" wnich stands for Turing Machine
Command. The user will type a command as outlined in "COMMANDS".
Commands may be entered as a complete word or as a two letter abbreviation. To terminate execution, respond with J CC in tile usual ",:I'1er.
Anytime the system is !JJ!!!~i1Jl orU_~~ti!l..9, execution
Illerely depressinq the break key. Tyr.ing "RilN" will
system. The system should be tenlllndted U!lly under
conditione,. To lw Illor-e specific, thl' urlly c:ollul'dnds
lnterrulJted are:
LQ

RU

NR

may be terllliniited by
re-activate the
one of the above
\Jhich should be

FR

All vital informatiurl IS stored IT' the
leave and return later.

U:>('l-'S

disc files so that he may

Error messages and diagnostics an_~ at d IIllnillllJIIL The system is constructed to be "self-recoverinq". This 1I1eans that nothing the user
tYlJes will cause the systenl to fail. If something invalid happens,
the system will either ignore it or type an error message. The standard error message is the word "GOOF" clccoilipanled by bells. This usually
happens when an invalid command is entered. Other possible error messaqes are described under the commands with which they are associated.
continued on followinq page.

SPECIAL
CONSIDERATIONS:

For an excellent introduction to Turing Machines, see Baer*. The
notation and design of the present system reflects the more complete
treatment given in Minsky*.
*Baer,R. (1972), Tl1~~.9.i~a~..YJJl~.
Mi nsky, M. (1967).

~.9~~t.~..!j~ __

Ha 11.

ACKNOWLEDGEMENTS:

August 1976

Ted Park
Pacific Union College

Addison-Wesley.

.f _i_Q_i~_~. _~_n_(J .nfi nHe

Mach i nes .. Prent i ce-

TM. Page 2

INSTRUCTIONS continued
COMMANDS:
ERASE" - ER
PROMPTS
None
DESCRIPTION
This command causes the quintuples to be erased.
responds wi th "QUINTUPLES ERASED".

Upon completion of the operation. the computer

ERRORS
None
NEWTAPE - NT
PROMPTS
None
DESCRIPTION
This command causes the tape to be erased.
responds wi th "TAPE ERASED".

Upon completion of the operations. the computer

ERRORS
None
TAPE - TA
PROMPTS
"1ST CHARACTER POSITION" -- User is to input a number to indicate where the new infonnation is
to begin.
"TMT?" -- (stands for Turing Machine Tape)
User is to input information to be stored on the tape.
DESCRIPTION
This command allows one to enter meaningful information on the tape. When typing-in information.
the user may use as many lines as are necessary. The input is terminated by the character "/".
If the user types J characters. then J positions of the tape will be overlaid beginning with the
position indicated as "1ST CHARACTER POSITION".
ERRORS
Due to the nature of the implementation. the tape has a finite length. If the user specifies a
"1ST CHARACTER POSITION" outside the boundary of the tape. the computer will reprompt. If at
any time the user inputs more characters than the tape can contain. the computer types "OUT OF.
STORAGE -- GOOF". Any time an invalid character is encountered "GOOF" is printed. (Valid characters are 0-9. A-Z.) In the case of ~ error the characters up to the goof are stored on the
tape and control is returned to the main program.
QUINTUPLES - QU
PROMPTS
"TMQ?" -- (stands for Turing Machi ne Quintupl e')
The user is to input a valid quintuple or the character "/".
DESCR! PTION
This command allows one to enter quintuples (program steps) into the system and to modify existing quintuples. Quintuples may be entered free-field but must contain exactly 3 or 7 nonblank characters. Character meanings are as follows with allowed values:
1.2
3
4,5
6

7

PRESENT STATE
PRESENT SYMBOL
NEW STATE
NEW SYMBOL
TAPE DIRECTION

(00-99 )

(0-9.A-ZtS)
(00-99)
(0-9.A-Z.$)
(L.C.R)

There must be only one quintuple present for each unique pattern
(These three characters are used much like the statement numbers
quintuple will delete any previous quintuple with the same first
new one. Typing only the first three characters will delete the
exists.

of the first three characters.
in BASIC.) Typing-in any
three characters and enter the
corresponding quintuple if it

In this system. the "haTt" corrrnand is anything which has the new state equal to the old state
and has a tape di rection of "center".
Instead of the nonnal alphanumeric symbols, the "$" may be used as a "present symbol" or a "new
symbol". Its meaning is indicated by the following t~ble:
present symbol -- ."whatever is on the tape"
new symbol -- "whatever the present symbol was"

August 1976

PROGRAMMING

A~O

CCMPUTER SCIENCE (EDUCATION)
CONTRIBUTED PROGRAM

(810)

BASIC
TM
36743

TIITLE:

11Jled
in theoreticdl computer studies.

II\1STRUCTIONS:

It i'> c\..,"UIIIIIIPd that thp user understands Turing Machines at least
dl>'>lrdctly. The'ie instructions describe d system designed to give one
pracl ical cxper'ience in the ~roqralllrniny of Turing Machines.
The system consists of ~ programs: TM, TM*NEW, TM*IN, TM*LST and
TM*RUN. Three tiles must be opened: TQUIN, 5 records, TTAPE, 2 records,
and TWORM, 2 records.
The system is activated by "getting" and "running" a program named TM.
The computer wi 11 prompt with "TMC?" which stands for Turing Machine
Command. The user wi 11 type a cOlTYlland as out 1 i ned in" COMMANDS" .
COlllmands may be entered dS a cOlllplete word or as a two letter abbreviatiOn. To terllIindte exec.ution, rt:!spond with a CC in the usual manner.
Anytil~le the systefll is r~~~.i.~.9. or 1Ls.tlnji, execution
Illerely dppressinll thp break key. Typing '''RUN'' will
systeill. lhe systelll should be terminated 9~ under
condition". To be IIlon~ specific. the only commands
interrupted are:

LQ

RU

NR

may be terminated by
re-activate the
one of the above
which should be

FR,

All vital information is stored in the user's disc files so that he may
leave and return later.
Error messagps and diagnostics are at a mlnlmum. The system is constructed to be "self-recoverinq". This means that nothing the user
types will cause the system to fail. If something invalid happens.
the ,>y<; telll wi 11 ei ther ignore it or type an error message. The s tandard error message is the word "GOOF" accompanied by bells. This IIsud11y
happens when an invalid command is entered. Other possible error messages are described under the commands with which they are associated.
continued on following page.

SPECIAL
CONSIDERATIONS:

For dn eXLellent introduction to Turing Machines. see 8aer*. The
notation and design of the present system reflects the more complete
tredtment given in Min,>ky*.
*Baer,R. (1972). ,The Digital Vil1.i~~.
Minsky.M. (1967), Computation:
Ha 11.

ACKNOWLEDGEMENTS:

Ted Park
Pacific Union College

Addison-Wesl'ey.

Finite and Infinite Machines.

Prentice-

TM. Page 2

INSTRUCTIONS (ontinued
COMMANDS;
ERASE - ER

PROMPTS
None
DESCRI PTION
This command causes the quintuples to be erased.
responds with "QUINTUPLES ERASED".

Upon completion of the operation. the computer

ERRORS
None
NEWTAPE - NT
PROMPTS
None
DESCR I PT ION
This command causes the tape to be erased.
responds wi th "TAPE ERASED".

Upon completion of the operations. the computer

ERRORS
None
TAPE - TA
PROMPTS
"1ST CHARACTER POSITION" -- User is to input a number to indicate where the new information is
to begin.
"TMT?" -- (stands for Tur; ng Machi ne Tape)
User is to input information to be stored on the tape.
DESCRIPTION
This command allows one to enter meaningful information on the tape. When typing-in information.
the user may use as many lines as are necessary. The input is terminated by the character "/".
If the user types J characters, then J positions of the tape will be overlaid beginning with the
position indicated as "1ST CHARACTER POSITION".
ERRORS
Due to the nature of the implementation, the tape has a finite length. If the user specifies a
"1ST CHARACTER POSITION" outside the boundary of the tape, the computer will reprompt. If at
any time the user inputs more characters than the tape can contain, the computer types "OUT OF
STORAGE -- GOOF". Any time an invalid character is encountered "GOOF" is printed. (Valid characters are 0-9, A-I.) In the case of ~ error the characters up to the goof are stored on the
tape and control is returned to the main program.
QUINTUPLES - QU
PROMPTS
"TMQ?" -- (stands for Turing Machine Quintuple) .
The user is to input a valid quintuple or the character "/".
DEseRl PTION
This command allows one to enter quintuples (program steps) into the system and to modify existing quintuples. Quintuples may be entered free-field but must contain exactly 3 or 7 nonblank characters. Character meanings are as follows with allowed values:
1.2
3
4,5
6
7

PRESENT STATE
PRESENT SYMBOL
NEW STATE
NEW SYMBOL
TAPE DIRECTION

(00-99)
(O-9.A-I,S)
(00-99 )
(O-9.A-I,S)
(L,C,R)

There must be only one quintuple present for each unique pattern
(These three characters are used much like the statement numbers
quintuple will delete any previous quintuple with the same first
new one. Typing only the first three characters will delete the
exists.

of the first three characters.
in BASIC.) Typing-in any
three characters and enter the
corresponding quintuple if it

In this system, the "halt" command is anything which has the new state equal to the old state
and has a tape di rection of "center".
Instead of the normal alphanumeric symbols. the U$" may be used as a "present symbol U or a "new
symbol". Its meaning is indicated by the following table:
present symbol -- "whatever is on the tape"
new symbol -- "whatever the present symbol was"

TM,

IN~TRUCTIONS

Pa~e

3

continued

When executing the ~rogram, the system tries to satisfy all the specific cases first.
tation is tried only as a last resort.

The $ no-

ERRORS
Goofs are ~aused by the following conditions: quintuples not 3 or 7 characters long, any parameter out of range. program space full. The last error also causes the computer to type "OUT OF
STORAGE" .
LIST TAPl - LT
PROMPTS
"1ST CHARACTER POSITION" -- User must respond with a number indicating where listing is to beqin.
"LAST CHARACTER POSITION"

User must respond with a number indicating where listing is to end.

DESCRIPTION
This command allows the user to look at the contents of the tape.
i~ printed.

Indicated portion of the tape

ERRORS
Any number specified which is outside the range of the tape will be ignored and the computer will
reprompt.
LIST - LQ
PROMPTS
None
OESCR! PTION
This corrmand allows the user to look at the qunituples (program steps).
sorted, then printed.

The quintuples are

ERRORS
None
PUNCH - PU
PROMPTS
INone
OESCR I PT ION
This corrmand is the same as the LIST command except that a leader and trailer are punched.
i~ also punched as the last quintuple to facilitate future read-in.

A "/"

It is the responsibility of the user to turn the punch on and off at the appropriate times.
ERRORS
None
RUN - RU
PROMPTS
"INITIAL STATE" -- User must type the state number with which he wishes to start.
"INITIAL TAPE POSITION" -- User must type the tape pOSition where proceSSing is to begin.
O[SCRIPTION
Tb!', ronundnd cause') the computer to execute the quintuples with a given tape. The quintuples are
I['xecuted and a trace is suppl ied by the computer. Each quintuple is printed with a copy of the
trtp~ as it appears after the quintuple has acted.
The current tape position is also indicated.
The whole tape is noT-printed; just the indicat.ed character and 10 characters of context on either
5ide.
lRROR')
Control is returned to the main program if a null program or tape is specified. The computer
r't>prompts when invalid numbers are given for "INITIAL STATE" or "INITIAL TAPE POSITION". (Valid
range for tape position is from 10 to 10 from the end of the tape.) A goof is generated when a
real state-tape configuration finds no counterpart in the list of quintuples or when a ~ape runs
out.
NORUN - NR
f.'ROMPT~

"INITIAL STATE" -- User must type the state number with which he wishes to start.
"INITIAL TAPE POSITION" -- User must type the tape position where processing is to begin.
Of

'-,l~R

I P r ION
lhis command causes the computer to execute the quintuples with a given tape.
executed but no trace is given.

The quintuples are

TM, Page 4

INSTRUCTIONS continued
ERRORS
Control i~ returned to the main program if a null program or
reprompts when invalid numbers are given for "INITIAL STATE"
(Valid range for tape position is from 10 to 10 from the end
when a real state-tape configuration finds no counterpart in
tape runs out.

tape is specified. The computer
or "INITIAL TAPE POSITION".
of the tape.) A goof is generated
the list of quintuples or when a

MODI FI CATIONS:
The maximum number of quintuples and the maximum length of the tape may also be changed.
for doing the indicated modifications follow:
1.

Two procedures

CHANGE NUMBER OF QUINTUPLES
Change the common statement in each program. Array Q is where the quintuples are stored.
There must be 3 entries fo~ each quintuple. (Thus the standard option allows for 100
quintuples.)
In the mainline, change the variable Q to be the new maximum number allowed.
File TQUIN will have to be changed.
allowed.

2.

It takes approximately 1 record for each 20 quintuples

CHANGE LENGTH 'OF TAPE
Change variable T in the mainline to be one less than the new maximum tape length.
Files TTAPE and TWORM will have to be changed.
allowed.

RUN

RUN
T:>S

TMC?ERASE
QUINTUPLES ERASED
TMC?NEWTAPE
TAPE ERASED
TMC?QUINTUPLES
TMQ?3IA02Al..
TMQ?31S01SR
TMQ'?3203J1L
TM ~ 13 2 I 02 a L
TMQ?32A34IL
TMQ?0JA04AL
TM~?33S03SL

TMQ?04S34SC
TMQ?/
TMC?LIST
31 A 02
31 S :211
02 a 03
02 1 32
1212 A 04
03 A 1214
33 S 03
34 S 1214

A
S
I
3

I
A
s
S

1..

R
L
L
1..

L
L
C

TMC'?TAPE
1ST CHARACTER
TMT?AA101IAAI

°OSITIO~?18

TMC?LlSTTAt:lE
1ST CHARACTE~ POSITION?la
LAST CHARACTER POSITION?S3
•••••••• AAI

a llAA ••••••.••• • -•••••••••••••••

TMC?RUN
IN I T IAL STATE11
INITIAL TA~E POSITION?23
QUINTUPLES---

TAOE-------------------

It takes 1 record for each 64 characters

TM, Page 5

•••

01
01

01
211
~1

02

02
O2
2J3
O3
04

STAnT
211 S
~
01 S
S
~ I
S
~ 1 S
S
212 A
A
~2 21
1
I
02 121
~
2J3 1
S
03 S
A"
04 A

•••

S

s

"4

S

• ••••••• AA 1
• •••••• AA I 2J
• ••••• AA 10
• •••• AA 1121 1
•••• AAI2J I I A
••••• AAI4' 1 1
• ••••• AA 1121 1
• •••••• AA 1 2J
• ••••••• AA
• •••••••• A A
A
A

l{

R

R
R
L
L
L
L
L
L

··.........
.........

C

011AA •••••
1 1AA ••••••
1 AA •••••••
AA ••••••••
A •••••••••
AA ••••••••
2JAA •••••••
2J2JAA ••••••
1 ~~AA •••••
I I 02)AA ••••
AI12JI2IAA •••
AII2J2JAA •••

23
21
22
23
24
23
22
21
22J
19
18
18

TMC?
DONE

GET-T~

RUN
T:1

T:-1C?ER
QIJ 1 NT'JPLE 5

ERAS ED

T:1C ?NT
TAT>E EI:tA5ED

Tt /"

TMC?00Y2J2JXQ
GOOf
"!"MC?r;)'J
TM'.l?2J0Y20XR
TMQ,?0,,12)IXR
TMQ'?0:U00SQ
TM'H 4' I El0 2BL
TM'.l ? 121 I X0 I I R
TMQ?2IY211R
TMf,l?i2l1 5.2) 1 SR
TMQ?a2~dnA!\
TMQ?~2,2)2SL

TMQ?a3Xa/~YR

T:-1r:l? aH 2)3S R
TMQ?0412151R
TM'n 2J4E1a SDL
;Mt;!,?2J4h~4S!\

T~';I'?12I51216Y.L

TMr.l?I2IS)(07XR
T:-1Q?0SBa9BL
TXr;)?21S1.0SSR
TMfJ?216ya3YR
TXf,l?12I6!;;'SSL
T:-1r.l?217112l6XL
T:-1r;)?~7El088L

T"1'~?~7!.12I7SQ

T:-iQ? 2)

8[\~

BAR

T:1t;j?~ U~!SL

TM~?~9YI~YL

T:-1:J '? ~ 91; 2l 9 S L
TMr.l? 1 Mll P'C
T1'l';)?l~YIINC

T>1r;)? 1 ,H 10SL
T:-1rJ?ll!.lISC
T"1';P I

"

I

I

I

\
I

I

!

/tIP/;

r

I.

•

'< .'

TM. Paqe 6

TMC7L.Q
"00 1
~ 1 X
li"!! Y
a:?J X
~"s

0:?J S

01

02 3

8

01 X
01 Y

S
212 A
~2 S
03 X
03 S
214 1
04 B
04 S
~1

05 1
05 B
05 X

2S S

06
216
07
07

Y

S
1

B

al

a1
01
03
02
04

~\
R

1
I

S
A
S
Y

~

R
R
R

1.
R

aJ S

R

~5

R

218
04
06
09

07
05
33
06
36
38

I

L.

1
B
S
X
B
X

S
Y

S
X

B

1.
R

1.
L.
R
R
R

1.
1.
1.

07 S

27 S

R

218 A

R

~8 S
09 Y

08 A
08 S
10 Y

09 I

39 I

1.
I..
I..

10 A l l J)
10 Y 11 N
10 S
13 I

C
C

11 S

C

11 I

L.

TMC?TA
1ST CHARACTER J)OSITION?20
TMT7AI1111BI
TMC?FR
INITIAl. STATE?3
INITIAl. TAJ)E POSITION?23
~>5,\tIN~'oeS

STOP

(08.;; CI.'$

,-y

O/J£

De. MOIU.

tree "" Rl'IJ(l.)

RUN
TM.RUN
TMC71.T
1ST CHARACTER POSITION715
LAST CHARACTER POSITION?30
••••• AI1111B ••••
TMC?QU
TMQ?08A03AR
TMQ?I
TMC?I..Q
00 1 01
00 Y 210
00· I
03
01 B 02
01 X 01
'Jl Y 01
01 S 01
02 A 33
132 S 02
03 X 04
03 S 133
04 1 05
0" B 08
04 S 04
05 I
06
05 8 09
05 X 07
05 I
05

}

X
X

R
R

S

R

B
1
1

I..
R
R
R
R
I..
R

I

A
S

Y
S
I

B
S
X
B
X
I

R

R
I..
R
I..
I..
R
R

'tv, NTUr .... e;-s

TM, Page 7

J6 y
06 S

~3

n

~7

06 X

L
L
L

1
07 B

37 S
36 A
08 S
39 y
~9

y
216 S.

06 B
07 S
2121 A
218 S

10 y

S

39 S

10 A
10 y

11 N

l'~

11 ?

S

l~

S

II S

II

·s

R
~

+-

~'- ~v'

i.J .'T L

£ '" i {~'y

L
L
L
C
C
L
C

TMC?F'~

INIT IAL STj~TE?0
INITIAL TA1=»E ?OS IT ION?20
~~- .......... ",-."",--"

~

.s Ec:.t)N~~

3.:

• • • • ••• • • • • • • • • • • '.,' ~XX lB •••••••••••••••••••••••••••••••••••••••••••••
TMC?NT
TA?E E~ASE1:>

5

IS

N:,(\;/E

~

TMC?TA
1ST CHARAC'rER ?OSITION?30
TMT?Allll B
TMT?I
TMC?F'R
INITIAL STATE?0
INITIAL TAPE POSITION?30

••••••••••••••••••••••••••••• ~l B ••••••••••••••••••••••••••••••••••••
TMC?
DONE

Jf

IS

t/c.'f,j.
-

{'£ .He

Va Cll me.nta..t.i.o yt Va.:te 3 /15

PROGRAM,lIt'~G

AND COMPUTER SCIENCE (EDUCATIO;n (Slo)

CONTRIBUTED

TIITLE:

'

DESCRIPTION:

PROGRAM

BASIC

GRAPHICS UTILITY PROGRAMS

TRANl
36888-18038

There are 3 programs in this project: TRAN1, PLOTl and PLOT2. These
three programs support the publication Computer Grarhics: Three .
Dimensional Projections: Theory, Programs and Examp es, by Herbert D.
Peckham published by the Hewlett-Packard Computer Curriculum Project,
order number 5951-5601, price $5.50.
For further information contact:
Hewlett-Packard Computer-Based Educational Materials
Scientific Press
1629 Channing Avenue
Palo Alto, Ca 84303

INSTRUCTIONS:

SPECIAL
CONSID ERA TI ONS:

,ACKNOWLEDGEMENTS:

August 1976

User's Instructions are in the publication.

TRANl is the general capability program. PLOTl requires a HP 7200 or
7202 plotter and PLOT2 requires a 4010 or 4012 Tektronix Graphics terminal
and the Hewlett-Packard Primary Graphics Software (HP 203l1A) See
HP sales representative for details.

HERB PECKHAM
GAVILAN COLLEGE

PROGRAMMING AND COMPUTER SCIENCE (EDUCATION)
CONTRIBUTED PROGRAM

(810)

BASIC
TUTOR

TITLE:

TUTflR SERI ES BAS I C LANGUAGE PROGRM1 C()LJDSE

DESCRIPTION:

This series of 25 individual prOGrams (named TUT0l. TUT02 . . . TUT25)
provides conversational instructions to a student new to computer
proaramminq in the Time-Shared BASIC Lannuaqe.

INSTRUCTIONS:

"GET" the first nrOQram,
that prOQram.

TlJT~l.

36139

Further instructions are included within

Because of the extensive lennth of the 25 nrOGrams, only representative
"RUiIS" are printed and no listinns.

SPECIAL
CONSIDERATIONS:

FOR INSTRUCTIONAL PURPOSES
Student Backnround Required:

REFERENCES:

ACKNOWLEDGEMENTS:

August 1976

rIo nronrammina exoerience is required.
However, some knowledae of alqebra is
needed.

The student should have available the HP reference manuals
to Time-Shared BASIC.

TUiOk, PLlge 2

RUN

RtJ I'J
TIITAI
TO THE HEWLFTT-PACKARD TIS SYSTEM. WE WILL
THY TO TEACH YOII ENOlle;H ABOIIT THF SYSTEI'1 IN THIS SITTING FOR
YOIT TO BE ABLF. TO WRITE YOIIR OWN COMPtlTER PROe;RAMS

WELCO~E

BFFORE YE CAN WRITE A PROe;RAI'1 WE NEED TO RF.VIEW THE SYMBOLS
AliA I LABLE
(I)

+

(2 )
(3 )
(4 )

(5 )
(~

I

..
( )

)

AF"TER THE 1 BELOW TYPE THE NIIMBER OF YOllR ANSWER
WHICH OF THF.

SYI'1BOL~

IS

"~EO

F"OR ADDITION?I

1';000

WH IC H SYI'1ROL IS IISED FOR StlBTRAC T I ON12
R Ie;HT
WHICH SYMBOL IS tlSF:D FOR DIVISION?3
1';000 F"OR YOII. NOW .. THE NF:XT ONE IS TRICKY.
WHICH SYMBOL IS "SED FOR M"LTIPLICATIOhl?4
I1F:RY 1';000 .. IF 'x' WF:RF. lISED FOR MIJLTIPLY .. IT COULD BE
CONFlISED WITH THF VARIABLE 'X'. LETS PRACTICE A LITTLEs
HOW P'I"CH I S 2"3?~
SI'RE
HOW "'''CH IS 3*4+7114
SORRY .. LOOK Ae;AIN
HOW Mil CHIS 3 * 4 +7 ? I 9
R Ie; I-'T YOII ARE
HOW MilCH IS 3.<1 +5)12?9
e;ooo
THAT LEAIIES , WHICH IS OHR \lAY TO INDICATE SQUARES .. CtJBES
F:TC ... SlICH AS )('2 FOR 'X SQUARED' OR X.X .. Y'3 FOR ty CITBED
nH Y*Y*Y ETC.
YOU CAN E"EN DEF INE YOtlR O\IN .. BtlT THESE WILL BE COVERED
If\l ANOTHER LESSON. WE'LL U~E SQR(SQtlARE ROOT) IN OUR
COP'lINO F.XAMPLE TO e;IVE YO" THE IDEA. LET'S ASSUME
YO" WA,,'T TO COMPOSE A PROGRAP'I TO COMPUTE RADIUS VECTORS
(THF. SQIIARE ROOT OF THE SUP'I 0' THE SQUARES OF THE
THREE COMPONENTS). THIS PRORLEP'I \IILL BE A SEQUENCE OF
STATE"'EI'JTS TO TEl.L THE COP'lPtJTER IJHAT TO 00.
00 YOtl THINK THE STATEMENTS SHOIILO BE NlIMBERED.
(I) CONC;ECtJTI\1ELY (1 .. ? .. 3 ETC.)
(?) INCRF.MENTALLY (19 .. 2A .. ~9 ETC.)
0 ) ANY SF.QIlENCE FOR IT DOESN'T MATTER
II

21

*

*

(21

>II

0

*
*

(21
(21

+

+
+

*

+

+
+

>II

(21

*

(21

+

*

(21

(21

0
(21
121

(21

0

*
*
*
*
*

*

*

>II

(21

+
+
+

+
+

*

121
(21

+

*

+
+

*

+

>II

(21
(21
(21
(21
(21
(21

21
(21
(21
(21
(21
(21
(21
(21

*
*

*

*

*

*

>II

0

DONE

+

+
+
+

*

+

+
+
+

*

+

*
*

+

*

+
+
+

>II

*

PROGRAM OPTIONS AT THIS POINT INCLUDE THE FOLLOWING
(I> CHANGE RUN-TIME PARAMETERS ONLY AND RUN UNDER
THE PREVIOUS OUTPUT OPTION.
(2) CHANGE BLOCK PARAMETERS, RUN-TIME PARAMETERS
AND OUTPUT FORMAT FOR NEXT RUN.
NOTE:BLOCK INTERCONNECTIONS MAY NOT BE ALTERED!
(3) TERMINATE RUN.
WHICH IS YOU CHOICE 13

+

*
*+

(21

(21

+
+

+
+
+

*

(21

+

*
*
*+

(21

121

+
+
+
+

+

(21

121

+

+

>II

(21

+

-+<

*

>II

(21

(21

+

+

*

+

ENGINEERING (EDUCATION)
CONTRIBUTED PROGRAM

(820)

BASIC
COMPLX

TITLE:

CAl IN ALGEBRA OF COMPLEX

DESCRIPTION:

CO'1PLX offers computer aided practice in the alqebra of comolex numbers.
Several different types of problems are offered.

INSTRUCTIONS:

Instructions and definitions of the types of problems available are included
within the program.

SPECIAL
CONSICIERATIONS:

NU~1BERS

FOR INSTRUCTIONAL PURPOSES
Suitable Courses: Any course in AC circuit analysis
Student Backqround Required:
numbers

ACKNOWLEDGEMENTS:

36153

Dr. Clifford M. Siegel
University of Virginia

Some knowledge of the algebra of complex

RUN

RUN
COMPLX

FOR INSTRUCTIONS TYPE 1,

OTHER~ISE

0.

? 1

COMPUTER AIDED PRACTICE IN ALGEBRA OF COMPLEX NUMBERS
AS USED IN A.C. CIRCUITS;
PREPARED BY C.M.SIEGEL
AND E. DIXON" JUNE 30 .. 1970.
CREV. 12/20/70)
SELECT THE KIND OF PROBLEM FROM THIS LIST.
1. INTRODUCTION- SLIDE RULE INSTRUCTION" RECTANGULAR
TO POLAR CONVERSION.
2.
CONVERT RECTANGULAR TO POLAR
3. FIND RECIPROCAL
4.
CONVERT POLAR TO RECTANGULAR FORM
5. FIND R_X_G_B
6. FIND COMPLEX POWER
99.
FINI SHED
EXPECTED ANSWERS WILL BE SHOWN IN ( 1.
WHI CH KIND?
11

FOR z· 85
, 35
WHAT IS ITS POLAR FORM?
FIND IT VIA THE FOLLOWING STEPS.
FIND THE SHORT-SIDE VALUE ON THE SLIDE RULE D-SCALE.
PUT THE HAIR LINE THERE. WHAT IS THAT NUMBER?
135

MOVE THE SLIDE(NOT THE HAIR LINE) SO THAT THE
RIGHT. OR LEFT.END OF THE S_T AND ST SCALES LIES OVER
THE LONG SIDE VALUE ON THE D-SCALE. c. THE WRONG
CHOICE OF END WILL NOT LEAVE THE S.T AND ST SCALES
BENEATH THE HAIR LINE.)
WHAT IS THAT NUMBER?
?85
O.K.
OBTAIN THE ANGLE FROM THE READING ON THE T(OR ST) SCALE
BENEATH THE HAIR LINE.
WHAT IS THE ANGLE(DEGREES)1
(SHOW REGARD FOR THE PROPER QUADRANT; CHOSE ANGLE
BETWEEN -160 AND +180>
124.4

YOU ARE NOT WITHIN 1.11
TRY THE ANGLE AGAIN.
?22.4
TRY (S)
CORRECT IN 2
(22.31501

OR MORE DEGREES

)

MOVE THE SLIDE UNTIL THAT SAME READING CON THE T SCALE)
APPEARS ON THE S-SCALE, BENEATH THE HAIR LINE
(' IF RATIO, SHORT-SIDE/LONG-SIDE_ IS < .1 USE THE ST
SCALE. NO SLIDE MOVEMENT NEEDED.)
ONE END OF THE S.T OR ST SCALES SHOULD NOW LIE
OVER THE HYPOTENUSE-VALUE ON THE D-SCALE
THE MAGNITUDE EQUALS?
192

CORRECT IN
( 91.9239

TRY (S)

1

]

WHICH KIND1
12

FORZ
31~
- J 11
WHAT IS ITS POLAR FORM1
WHAT IS THE ANGLECDEGREES)?
- 1172
#-5600
MICROMHOS
 .. INCREMENT (S) 1
7900, -40,
160,
20
CONTINUE7
11
RPM
-360
-180
0
180
360
540
720
900
1080
1260
14<40

TORQUE
WATTS IN
233.345
18528.7
263.653
19565.7
301.586
20816.5
3<48.923
22279.3
404.756
23762.7
452.172
24253.7
400.405
·19562.7
0
531.536
-544.738
-19985.5
-645.239
-20587.9
-552.822
- 14836.1

CURRENT
H.P. OUT
180.571
-15.9943
177.78
-9.0359
173.682
167.255
"11.9582
156.271
27.7435
135.358
46.<490<4
91.264
54.8906
13.3727
0·
103.093
-112.015
159.096
-154.795
180.666
-151.57

P.F.
WATTS LOSS
.403982
22505.9
.433289
21812.6
• 471868
20816.5
.52443
19305.7
.598665
16863.8
.7.05442
12693.1
.843909
5913.24
.156488
531.536
-.763228
7868.93
-.509473
17904.4
-.323302
22854.4

VARS IN
EFFICIENCY
41955.9
-.214654
40697.2
-.11484
38895 •
0
36172.2
.13347
31794.
.290324
24368.
.476654
12<436.3
.697729
3354.81

"16919.2
.717498
34772.5
.534858
43424.7
.393629

INDMTR, page 3

CONTINUE1
?1
OPERATING CONDITIONS.
VOLTS(LINE-TO-NEUTRALJ RMS), F (CPS)?
125Ja .. 60
BASE SPEED (RPM) .. START (I), STOP (I) .. lNCREMENT (I)?
1900 .. 99, 100.. .25
CONTINUE?·
11
RPM
891
893.25
895.5
897.75
900

TORQUE
WATTS IN
30.2503
1827.57
22.7526
150Ja.93
15.2107
1181.34
7.6257
856.837
0
531.536

CURRENT
H.P. OUT
15.0489
5.13184
lJa.Ja582
3.86962
13.9738
2.59346
13.6083
1.30347
13.3727
0

P.F.
WATTS LOSS
.478118
551.45
.489798
542.687
.332834
536.433
.247892
532.788
.156488
531.536

CONTINUE?
?8
TYPE 1 IF YOU WANT TO PUT IN MACHINE PARAMETERS ..
2 IF YOU WANT TO PUT IN TEST DATA.. OR
99 IF YOU ARE FINISHED.
?2
BLOCKED-ROTOR QUANTITIES.
TORQUECFT-LBS) .. WATTS IN .. VOLTS IN .. CURRENT IN?
?301.586 .. 20816.5, 254 .... - 173.682

VARS IN
EFFICIENCY
3357.22
.69826
3349.85
.639395
3346.97
.545912
3348.61
.378286
3354.81

•

FREQ(CPS) .. NO. OF PHASES .. NO. OF POLES?
?60.. 3, 8
NO-LOAD QUANTITIES.
SLIPCRPM) .. WATTS IN .. VOLTS IN .. CURRENT IN?
?2.25 .. 856.837 .. 254 .. 13.6083
CONTINUE?
?1

.

RESULT OF SUCCESSIVE ITERATIONS FOLLOWS,
Rl

R2

R3

LI-M
.240617
1.7Ja809E-03
.2Ja9809
1.73659E-03
.2Ja9961
1.73744E-03
.249992
1.73745E-03
.2Ja9997
1.73745E-03

M

Ll

.46332
5.14449E-02
.458743
.049382
.459788
4.91252E-02
.459966
.049081
.459995
.049074

132.035
.053193
131.481
5.11186E-82
131.932
5.08627E-02
131.986
5.08184E-02
131.996
5.08115E-02

Xl AND X2

X3

.659814

19.3943

.65468

18.6166

.655

18.5198

.655003

18.5031

.655005

18.5005

IF YOU WANT TO CONTINUE THE ITERATION .. TYPE 2
IF YOU ARE READY FOR CALCULATION OF BEHAVIOR.. TYPE 1
11
OPERATING CONDITIONS.
VOLTS(LINE-TO-NEUTRALJ RMS), F CCPS)?
?254 .. 60
BASE SPEED (RPM) .. START
1900 .. 80.. 100, 5
CONTINUE?
11
RPM
720
765
810
855

TORQUE
WATTS IN
400.406
19562.8
343.695
16443.4
258.621
12185.9
142.781
6789.65

(I) ..

STOP (I), INCREMENT (I)?

CURRENT
H.P. OUT
91.2646
54.8907
74.0015
50.061
53.7291
39.8854
31.1161
23.2435

P.F.
WATTS LOSS
.843906
5913.27
.874818
3994.91
.892922
2267.7
.859069
1009.77

VARS IN
EFFICIENCY
12436.5
.697728
9105.93
.757851
6144.13
.813908
4045.49
.851278

INDMTR, page 4

o

900

CONTINUE1

531.55

13.3724

e

.156495
531.55

199
TYPE 1 IT YOU WANT TO PUT IN MACHINE PARAMETERS,

a IF YOU WANT TO PUT IN TEST DATA, OR

99 IF YOU ARE FINISHED.
199

DONE

3354.73

"

ENGINEERING (EDUCATION)
CONTRIBUT'ED

PROGRAM

TITLE:

llGlNVALUES AND llGLNVECTORS OF A REAL SYMMETRIC MATRIX

DESCRIPTION:

Usin~

INSTRUCTIONS:

Instructions are included within the program.

SPECIAL
CONSIIDERATIONS:

FOR INSTRUCTIONAL PURPOSES

BASIC
JACOBI
36167

the Jacobi rotation method, this program calculates eigenvalues
and ci yenvector".> of areal sYlllmetri c matri x.

Sui tab 1e Courses:

ACKI\IOWLEDGEMENTS:

(820)

Quantum

Dr. Avery Catlin
University of Virginia

~1echani

cs

JACOBI, pay" 2

RUN

RUN
JACOBI
TYPE 1 IF YOU WANT INSTRUCTIONS, OTHERWISE 011
THIS PROGRAM USES THE JACOBI ATI ON MErnOD TO CALCULATE
THE EIGENVALUES AND EIGENVECTORS OF A REAL SYMMETRIC
MATRIX. TYPE RUN AND WHEN ASKED, SUPPLY THE FOLLOWING
INFORMATIONI
1. REQUIRED ACCURACY OF THE EIGENVALUES.

(NORMALLY lE-6 FOR THE H-P COMPUTER)
2. THE ORDER OF THE MATRIX.
(A SINGLE NUMBER SINCE THE MATRIX

~UST

BE SQUARE)

3. THE MATRIX ELEMENTS BY ROW.
(START AT ROW 1, COLUMN 1 AND SEPARATE THE ELEMENTS
BY COMMAS. WHEN YOU REACH THE END OF A TYPED LINE,
PUSH THE RETURN KEY. THE COMPUTER WILL ADVANCE THE
PAPER AND PRINT 11 IF MORE DATA IS NEEDED.)
NOW TYPE RUN AGAIN.
DONE
RUN

JACOBI
TYPE

IF YOU WANT INSTRUCTIONS, OTHERWISE 010

WHAT IS REQUIRED RELATIVE ACCURACY OF EIGENVALUES11E-6
WHAT IS ORDER OF MATRIX13
WHAT ARE THE MATRIX ELEMENTS11,2,3,2,2,2,3,:::
115
FINAL THRESHOLD V5EI GENVALUES
-.9~5668

1.0748
7.87086
EIGENVECTORS
.870996
-.379706
-.311752
.163801
.822692
-.5~~377
.~63179
.~23085

.778758
DONE

~.082~8E-07

ENGINEERING (EDUCATION)
CONTRIBUTED

FOR~1

TITLE:

PLOTS SINGLE VARIABLE IN POLAR

DESCRIPTION:

Plots

INSTRUCTIONS:

Instructions are included within the orogram.

SPECIAL
CONSIDERATIONS:

Suitable Courses:

d

PROGRAM

(820)

BASIC
POLAR
36155

flJnction of a c;;nqle vdrinble in noldl' forlll.

.
4

FOR INSTRUCTIONAL PURPOSES
Engineerin9

Student Backqround Required: Knowledge of elementary trigonometry and the
polar form for plotting functions.

ACKNOWLEDGEMENTS:

John H. Fi kus
University of Virginia

POLAR, page 2

RUN
RUN

POLAR
THIS PROGRAM PLOTS FUNCTIONS IN POLAR FORM.
TO USE IT TYPE I
89 •• DET FNRCO).cYOUR FUNCTION>
99 •• DATA cINCR>,cRADIUS>.cNUMBER>
RUIl

WHERE.cINCR> IS THE DESIRED INCREMENT IN DEGREES
BETVED THZ POINTS. cRADIUS> I S THE LARGEST VALUE or
THE RADIAL DISPLACEMENT FROM 11IE ORIGIN TO BE PLOTTED
AaD cNUMBER> IS THE NUMBER or '36' DEGREE' PLOTTIMe
SWEEPS DESIRED CrOR ROST PROBLEMS 1 IS SUFFICIENT).
A 600D INITIAL CHOICE FOR cINCR> AND cNUMBER> ARE
'I" AND 'I' RESPECTIVELY, rOR cRADIUS> TRY TO CHOOSE
A VALUE SUCH THAT MOST OF THE FUNCTION WILL FIT ON
11IE PLOTTING rIELD. IN OTHER WORDS Ir P'NRCI).SINCO)
THEN 1.ET cRAnIUS •• l.
THE USER MAY .EED TO ADJUST THE VALUES or c I MCR>
cRADIUS> OR cNUMBER> TO OBTAIN THE BEST REPRESENTATION
or THE FUNCTIO..
.
DONE
8911 DEF 1WRCO).1-COS(3.0)
99.1 DATA a.5.2.1

RUM

POLAR

C89.)
I
I
1
I
I
I •
I.
I.

••
•

• •••••

•• •
•
•
••
•
•
•
•

•

..
••
••
..

•• • • •• • •

•

•1
•1
•1
.1

....1
•••
....1•••

• ••1

C18.)·----------.--------.----- •••••
•

• • •1

•• • • •• • •

.1
•1
.1
•1

..
•--------·-----·---------c,
••
•• )
•••
..
•

•

•

*•
•

•1*

1.

•

1 •
I.

•
•

I.. ..
I
I
I

(270)

DOME

••

•

•••• •

ENGINEERING (EDUCATION)
CONTRIBUTED PROGRAM

(820)

BASIC
SOLVER
36149

TITLE:

SOLVES CO'1PLEX SI'1ULTANEOUS EQUATIONS

DESCRIPTION:

SOLVER solves ~imultaneous equations havinq complex coefficients and complex
driving functions. where the imaqinary part of the root is frequency
dependent. SOLVER also plots a qraoh for the last variable and steps the
frequency in 1-2-4-8 decades.

INSTRUCTIONS:

Instructions are included within the program.

SPECIAL
CONSIDERATIONS:

FOR INSTRUCTIONAL PURPOSES
Suitable Courses: Electrical Science I and II
Student Background Required: Engineerinq college level courses in circuit
analysis. No proqramming knowledge required. Some
knowledge of simultaneous equations with complex
coefficients.

ACKNOWLEDGEMENTS:

Edward T. Di xon
University of Virginia

SOLVER, page 2

RUN
RUN

SOLVER
DO YOU WANT I NSTRUCTI ONS1
1YES
SOLVER SOLVES N SIMULANEOUS EQUATIONS HAVING COMPLEX
COEFFICIENTS AND COMPLEX DRIVING SOURCES. WHERE THE
IMAGINARY PART OF THE ROOT IS FREQUENCY DEPENDANT.
SOLVER ALSO PLOTS A GRAPH FOR THE LAST VARABLE AND
STEPS THE FREQUENCY IN 1-2-~-8 DECADES.
THE FREQUENCY PART MAY CONTAIN A LINEAR PART AND
A INVARSE PART. THE DATA IS FED AS FOLLOWS.
9900
9901
99-99--

DATA 
DATA 
ETC.
DATA 

FOR EXAMPLE TO SOLVE.
C3+(2W-l/~W)J)Vl+

C-2+(0+1/W)J)V2- 1+2J

(1+(3W)J>Vl + (1+(2/W)J)V2- -2+0J
NOTE W STANDS FOR OMEGA
THE DATA STATEMENTS WOULD BE.
9900
9901
9902
9903
9914

DATA
DATA
DATA
DATA
DATA

3.2.-4
-2.0.1
1.3.0
1.0 •• 5
l.2.-2.e

THE DATA LINES SHOULD BE NUMBERED FROM 9900
THROUGH 9997
IF NO LINEAR OR INVERSE PARTS OF A COEFFICIENT EXIST
THEN ENTER ZERO'S
DONE
9900
9901
9902
9903
990~

DATA
DATA
DATA
DATA
DATA

3.2.-4
-2.0.1
1.3.0
1.0 •• 5
1.2.-2.0

RUN
SOLVER
WOULD YOU LIKE TO COMPUTE SOME SPECIFIC VALUES OF Fl
lNO
WHAT IS YOUR VALUE FOR Fl AND F21
111.40
DO YOU ONLY WANT TO SEE THE GRAPHl
lNO
FREQ
10

VAR NO

REAL

IMAG

ANGLE

MAG

1
2

6.12632E-03
-.742909

7.347~0E-03

- .87292

1.1~626

-139.601

1
2

2.00899E-03
- .873983

3.02370E-03

3.63026E-03

-.746~86

56.3993
-139 .~99

1

9.99637E-04
-.874497

-.7~8251

~.0S616E-03

56.~92

20
1.1~939

~0

2

GRAPH FOLLOWS

1.50197E-03

1.80~21E-03

1.15092

S6.3S~2

-139

.~49

SOLVER, page 3

FREQ

1.146

•
DONE

VARABLE NO. 2
1.147

1.149

•

1.15

•

ENGINEERING (EDUCATION)
CONTRIBUTED PROGRAM

(820)

BASIC
UNITS
36157

TITLE:

CAl IN INTERPRETATION JF EE UNITS

DESCRIIPTION:

UNIiS offers computer aided practice in choosing new units to avoid large
positive or negative powers of 10.

INSTRUICTIONS:

Instructions are included within the program.

SPECIAl.
CONSIDERATIONS:

FOR INSTRUCTIONAL PURPOSES
Suitable Courses:

ACKNOWLEDGEMENTS:

Electrical Engineering at any level.

Dr. Clifford M. Siegel and Edward D. Dixon
University of Virginia

UNITS, page 2

RUN
RUN
UNITS

A PROGRAM FOR COMPUTER AIDED PRACTICE IN CHOOSING
NEW UNITS TO AVOID LARGE - OR + PO~ERS OF 10J
PREPARED BY C.M. SIEGEL AND E. DIXON~ JULY 1~1970
IF AT ANY TIME YOU ~ANT A NE~ SET OF C AND L
ANS~ER QUESTIONS WITH ANY NEGATIVE NUMBER

UNITS~


AS C~OSE AS POSSIB~E TO POTENTIA~ OUTPUT (Q) IN CONSTANT DOLLARSI
AND TO DETERMINE FROM THE ECONOMY'S PERFORMANCE THE VA~UES OF
CERTAIN MULTIPLIERS AND PROPENSITIES.
YOU BEGIN THE FIRST YEAR WITH A SCORE OF 1000. EACH YEAR YOU
LOSE THE ABSOLUTE VALUE OF THE DIFFERENCE BETWEEN Y AND Q.
YOU CAN CONTROL GOVERNMENT EXPENDITURES (G) AND TAXES (T)
FOR EACH YEAR BY TYPING IN VA~UES FOR THE CHANGES IN G AND T
AS REQUESTED. IF THERE IS NO CHANGE TYPE A ZERO.
YOU WI~~ BE
GIVEN A~L VA~UES INCLUDING INVESTMENT (1)1 CONSUMPTION (C)I
AND DISPOSAB~E INCOME (D).
WHEN REQUESTED TO DO 501 TYPE IN THE
SEPARATED ~Y A COMMA.

VA~UES

TYPE YOUR NAME -1ANON
ANON
GNP ACCOUNTS
Q. 610
ya 600
0- 550
G= 25

YEAR 0
C= 520
T- 50

C:HANGE IN GIT1210
CHECK YOUR WORK. ANY CHANGES?

n=YESI0=NO)

A,NON
Q.

628.3

0- 570

GNP ACCOUNTS
Y= 620
G~ 27

YEAR 1
C= 538
T= 50

OF G AND T

1= 55
SCORE- 1000
11?0
1= 55

SCORE= 991.7

CHANGE IN GI T1
DONE
RUN
GMCR02
MCR02 MAY REQUIRE AN HOUR OR MORE TO PLAY CAREFUL~Y.
IF YOU THINK THAT YOU MAY POSSIBLY WISH TO PLAY IT
IN MORE THAN ONE SITTINGI OR MAY WISH TO STOP TO THINK
BEFORE CONTINUINGI YOU SHOU~D CREATE A FI~E TO STORE
THE DATA GENERATED BY YOUR ECONOMY.
Au~ust

1976

t

Page 3

GMCR01, Page 4

DO YOU WANT THE FLEXIBILITY TO STOP THE GAME AND RETURN
LATER
? YES
WHEN THE PROGRAM STOPS# TYPE
200 FILES DATA2
'!=A+B.D(T) WHERE T-NUMBER OF THE QUARTER.
ENTER CHANGES IN G#T -13#QJ
CHECK YOUR VALUES. CHANGES 1 <1-YES# QJ-NO> 1110
ANON
Q. 616. 1
D- 58QJ

GNP ACCOUNTS
Y= 63QJ
G- 28

QUARTER
C- 547
T- 50

1- 55
SCORE- 14986.1

ANON
Q- 622.261
0- 580

GNP ACCOUNTS
Y- 630
G- 28

QUARTER 2
C- 5147
T- 50

1- 55
SCORE- 4978.36

ANON
Q- 628.484
0- 580

GNP ACCOUNTS
Y- 63a
G- 28

QUARTER 3
C- 547
T- sa

1- 55
SCORE- 4976.814

ANON
Q- 634.168
0- 580

GNP ACCOUNTS
Y- 6Ja
G- 28

QUARTER 4
C- 541
T - 50

1- 55
SCORE- 4972.08

ENTER CHANGES IN G#T -1
DONE

August 1976

ECONOMICS (EDUCATION)
co N T R I BU TED

ECONOMIC POLICY GAME
CRIPTlON:

P ROG R AM

(830)

BASIC
GMCR05
36521

GMCROS and GMCR06 simulate the complexities of a dynamic economy and the
problems inherent in the use of fiscal and monetary policy to pursue the
goals of economic stability and growth.
In GMCR05 a student will control fiscal policy and monetary policy and will
have an eight period history of a hypothetical economy which was generated
by a fairly realistic model of the U.S. economy. For succeeding periods
the economy will be influenced by past policy decisions. From the ninth
period on, each student makes independent policy decisions, thus his economy
will run a separate course.
The emphasis in this g~me is on combining a number of policy ~ools (government spending, the marginal tax rate, and the money supplX) to reach specified national economic goals. The goals are defined by a "welfare function"
which expresses mathematically the relative weight the policy maker gives to
various economic indicators of well-being. Scoring well in this game requires
giving thought to what the welfare function really means in terms of policy.
The computer reports each year's economic data after policy decisions have
been decided upon and implemented. In particular, prices and unemployment
are reported, their behavior is important to welfare. Since GNP components
are stated in "real" (deflated) terms, actual output (Y) cannot exceed potential output (Q). If aggregate demand is excessively great, it is met not
by added output, but by inventory decumulation -- and this information is
reported.
A student who has played GMCROS will have faced manY.of the problems economists
and government policy makers face. In GMCR06 the student still faces the unemployment-inflation dilemma. However, he must also be aware that the policy
tools used to control the domestic economy have significant effects on exports,
imports, and international capital flows, i.e., the balance of payments.
Should the student now encounter a severe balance of payments deficit he must
either deflate his economy or suffer the international consequences specified
at the beginning of GMCR06.
.
In this model of the economy, exports are dependent upon the level of GNP and
upon the inflation rate, imports depend upon disposable income. Capital inflows vary with the domestic interest rate. Again the student should study
the economic history before "beginning.
No goals are prescribed for the student
he must attempt to achieve the economic
The game continues for twenty "years".
national relations during this period.
consequently, policy decisions..

rRUCTIONS:

See Page 2

(NOWLEDGEMENTS:

Graduate School of Business
Stanford University

in GMCR06. Rather, as policy maker,
goals which he considers important.
Various changes will occur in interThey affect exports and imports and,
.

GMCR05. Page 2

INSTRUCTIONS:
The game is played in three ten-period
widely differing policies.

s~~sions

each having a different welfare function which requires

For the first ten periods the objective is to maximize a welfare function of the form W= (C)·6 (1)·2
(G)·2 - U - (PC)3. Note that the inflation rate (PC) is weighted much more heavily than unemployment
(U) •

For the second ten periods the welfare function is W= (C)·4 (1)·2 ,(G)·4 - u3 - PC. Now unemployment
is weighted more heavily than inflation.
For the final ten periods the welfare fu~ction is W• Q - u2 - (PC)2. Both unemployment a"nd inflation
are weighted equally.
Clues for Good Policy Making
To achieve policy objectives students might find the following guidelines helpful.
1.

Interpret the goal. What does it mean to maximize the given welfare function? What variables
in the economy should the student be trying to affect by his policy decisions?

2.

Formulate ideas about how the economy functions. What factors are likely to be important
determinants of the variables that he wants to influence? "How will changes in the policy
variables influence these target variables?

3.

Test ideas against available information contained in the accompanying table. Do these ideas
explain most of the economy's behavior in past periods? Do the data sugges~ alternative
explanations as to how the economy functions?

GMCR05--ECONOMIC DATA FOR PREVIOUS YEARS
Year

Q

-7

5G!l.0
58ij.4
601;.9

-6
-5
-4
-3

630.6
652 ~ 2

-/:

673.6

-1

695.1

0

117.6

303.5

521.0
576.4

313.9
341.3

583.1
620.7

292.2
335.3
3ij9.4

673.6
692.8
651.6

39d.9
378.5

D

G

TI

104. !i

92.0

.30

110.0

315.0

75.0

115.1

92.0
107.0

.30
.30
.40
.3!1

116.3
137.9
193.2
177.2

326.5
357.0
302.4
350.3

86.5
87.5
93.1

.30
.30

16~.l

410.5
421.0
398.4

C

500.0

128. ",
124.0
118.4
117.2
126.9
106.1

167.0
167.0
167.0
1G7.0
167.0

.30

167.8
1!)S. 5

78.1

101.0
103.-9
97.7

H

R

125.6
135.6
150.6

3.9

1.0

3.3
3.1

150.6
150.6
170.6
170.6
170.6

3.3
4.0
4.2

.997
.995
1.013

5.0
4.7

1.021
1.042
1.149
1.214

PC

U

IN

0.0
-0.3

6.5

O.CI

6.3
4.3
5. a
4. I

0.0
0.0
0.0
0.0

2.5

15.5

2.6
5.5

0.0
0.0

-0.2
1.8
0.7
2.1
10.3
5.7

Definitions

Q = Potential Net National Product
Y = Net National Product
C • Consumption Expenditures
I = Net Private Investment
G s Government Purchases of Goods
and Services
TI = Marginal Income Tax Rate
T a Tax Receipts
D = Disposable Personal Income

E = Corporate Retained Earnings
M= Money Supply
R = Rate of Interest (percentage)
P = Index of Price Level
PC = Yearly Rate of Price Change (~ercentage)
U = Unemployment Rate (percentage)
IN = Inventory Disinvestment
W= Welfare for Current Year
W+ = Sum of Welfare since Year Zero

GMCROS Page 3
t

.~rRUCT IONS :.

(continued)

GMCR06 - Economic Data for Previous Years
YearQ

Y
C
I
G
TI

T
D
E
M
R

P
PC
U
IN
EX
1M
K

BoP
BoP+

-7
569.0
500.0
303.5
104.5
92.0
.30
110.0
315.0
75.0
125.6
3.9
1.0
0.0
6.5
0.0
40.0
28.4
-1.2
10.4
1u.4

-6
588.4
521.0
313.9
115. 1

92.0
.30
116.3
326.5
78.1
135.6
3.3
9.997
-0.3
6.3
0.0
41. 3
29.4
-2.9
9.0
19.4

-5
608.9
576.4
341.3
128.1
107.0
.30
132.9
357.0
86.5
150.6
3.1
0.995
-0.2
4.3
0.0
42.1
32.1
-3.6
6.4
25.8

-4
630.6
583.1
292.2
124.0
167.0
.40
193.2
302.4
87.5
150.6
3.3
1.013
1.8
5.0
0.0
36.3
27.2
-2.9
6.2
32.0

-3
652.2
620.7
335.3
118.4
167.0
.35
177.2
350.3
93.1
150.6
4.0
1.021
0.7
4.1
0.0
40.3
31. 5
- LO

7.8
39.8

-2
673.6
673.6
389.4
117.2
167.0
.30.
162.1
410.5
101. 0
170.6
4.2
1.042
2. 1
2.5
15.5
37.2
36.9
-0.6
-0.3
39.5

-1
695.1
692.8
398.9
126.9
167.0
.30
167.8
421.0
103.9
170.6
5.0
1. 149
10.3
2.6
0.0
12.9
37.9
0.0
-25.0
14.5

0
717.6
651.6
378.5
106.1
167.0
.30
155.5
398.4
97.7
170.6
4.7
1.·214
5.7
5.5
0.0
25.9
35.9
-0.1
-10.1
4.4

Definitions
Q = Potential Net National Product

Y=
CI =
G•

Net National Product
Consumption Expenditures
Net Private Investment
Government Purchases of Goods
and Servi ces
TI • Marginal Income Tax Rate
T - Tax Receipts
o = Disposable Personal Income
R • Rate of Interest (percentage)

August 1976

P = Index of Price Level
PC = Yearly Rate of Pri ce Cha,'lge (percentage)
U = Unemployment Rate (percentage)
IN = Inventory Disinvestment
W= Welfare for Current Year
W+ = Sum of Welfare since Year Zero
EX = Exports
1M = Imports
K = Capital Inflows
BoP = Balance cf Payments
BoP+ = Balance of Payments since Year 0

GMCR05) Page 4

RUN
RUN

GMCROS
MCROS MAY REQUIRE AN HOUR OR MORE TO PLAY CAREFULLY.
IF YOU THINK THAT YOU MAY POSSIBLY WISH TO PLAY IT
IN MORE THAN ONE SITTING~ OR MAY WISH TO STOP TO THINK
BEFORE CONTINUING~ YOU SHOULD CREATE A FILE TO STORE
THE DATA GENERATED BY YOUR ECONOMY.
DO YOU WANT THE FLEXIBILITY TO STOP THE GAME AND RETURN
LATER
'? YES
WHEN THE PROGRAM

STOPS~

TYPE

200 FILES DATAS
\ I.: L -11/\' 1'/\ I I ,

1

RUN-200
THE PROGRAM WILL NOW STOP TO ALLOW YOU TO TYPE IN THESE LINES.
TYPE IN THE LINES AFTER THE COMPUTER PRINTS 'DONE'.
DONE
200 FILES DATAS
l

'HI:-OATA5, 1

RUN-200
GMCROS
IF YOU DESIRE TO STOP THIS PROGRAM DURING EXECUTION~
YOU MAY DO SO BY TYPING '9999' WHEN THE CHANGE IN M IS
REQUESTED.
YOU MAY THEN-LOGOFF AND RESUME MCROS IN THE
YEAR THAT YOU STOP.
INSTRUCTIONS FOR RESUMING WILL BE
GIVEN WHEN YOU STOP.
MCR05 DEALS WITH DESIGNING POLICY STRATEGIES TO MEET DIFFERENT
ECONOMIC GOALS. YOU WILL BE GIVEN INFORMATION ON MAJOR ECONOMIC
VARIABLES INCLUDING THE RATE OF UNEMPLOYMENT (U) AND THE RATE OF
INf~TION (PC). YOU SHOULD HAVE STUDIED THE PAST PERFORMANCE OF
THE ECONOMY PR%OR TO THE BEGINNING OF THE GAME. YOU WILL CONTROL
THE MONEY SUPPLY (M). GOVERNMENT EXPENDITURES (G)~ AND THE
MARGINAL TAX RATE (Tl). WHEN YOU ARE REQUESTED TO DO SO TYPE IN
T HE CHANGES IN H~ G~ ANO T 1. IF THERE IS NO CHAN'GE A ZERO MUST
BE TYPED.
YOUR OBJECTIVE IN MCROS IS TO MAXIMIZE A fUNCTION
WHICH IS DEFINED IN TERMS OF WELfARE (W).
THE NATIONS

W~LfARE

.6

W·(C

)(1

FUNCTION FOR YEARS 1 THROUGH 10 15

.2.2
3
)(G
)-U-PC

NOTICE THAT CONSUMPTION IS VALUED RATHER HIGHLY~ AND INFLATION
IS REGARDED MUCH MORE SERIOUSLY THAN UNEMPLOYMENT. YOU ARE TO
MAXIMIZE THE SUM OF WELFARE (W.) OVER THE NEXT 10 YEARS.
TYPE YOUR NAME

.

ANON
Q
717.645
Tl- .3
1.21428
p W- 0
ENTER
ENTER
ENTER
CHECK

GNP
Y •
T
R •
W.-

.

ACCOUNTS
651.61 1
155.'483
4.69452
0

CHANGE IN M CHANGE IN G CHANGE IN Tl YOUR WORK. ANY

ANON

-

738.808
Tl- .3
1.21653
p W • 242.536
Q

-?ANON

August 1976

70
10
10
CHANGES ?

GN? ACCOUNTS
651.a83
Y T
155.325
R - 4.57a59
W.- 242.536

.

YEAR 0
C • 378.547
D - 398.386
PC- 5.67608

--

G
167
M • 17a.6
IN- 0

-

M

106.063
I
97.7416
E
U • 5.53652

-

(I-YES~a.NO).10

YEAR 1
378.286
398.a96
D
PC- .18S1a8
C

-

105.797
E - 97.6624
U - 6.41838

.

G • 167
pa.6
IN- 0

GMCR05. Paqe 5

ENTER CHAN~E IN'M 19999
YOUR DATA HAS BEEN STORED IN A FILE DESIGNATED DATAS.
TQi RESTART CALL MCROS ·AND TYPE
2!:,10 FILES DATAS
RUN-2500
DONE
RUN
GP.!CR06
MC:R06 MAY REQUIRE AN HOUR OR MORE TO. PLAY CAREFULLY.
IF" YQU THINK THAT YOU MAY POSSIBLY WISH TO PLAY IT
HI MQRE THAN QNE SITTING .. OR MAY WISH TO STOP TO. THINK
BEFORE CONTI NU I NG .. YDU SHDULD CREATE A F'l LE TO STDRE
THE DATA GENERATED BY YOUR ECDNOMY.
DO YDU WANT THE FLEXIBILITY TO. STDP THE GAME AND RETURN
LATER
?YES
WHEN THE PRDGRAM STO?S .. TYPE
2~.21

F,I LES DATA6

RUN-200
THE PRDGRAM WILL NDW STDP TO ALLOW YOU TO TYPE IN THESE LINES.
TYPE IN THE LINES AfTER THE COMPUTER PRINTS 'DONE'.
DONE
2el0 fILES DATA6
RUN-200
GMCRQ6
IF yo.U DESIRE TO. STo.P THIS PRo.GRAM DURING EXECUTIo.N,
YOU MAY DO. So. BY TYPING '9999' WHEN THE CHANGE IN M IS
REQUESTED. YQU MAY THEN LQGQFf AND RESUME MCRQ6 IN THE
YEAR THAT YQU STOP.
INSTRUCTIQNS FDR RESUMING WILL BE
GIVEN WHEN YQU STQP.
MCRQ6 DEALS WITH DESIGNING PQLICY STRATEGIES TO. MEET
YOUR ECQNQMIC GQALS. YQU WILL BE GIVEN INFQRMATIQN
QN MAJQR ECQNQMIC VARIABLES INCLUDING CURRENT EXPQRTS (EX) ..
IMPQRTS OM) .. AND SHQRT TERM CAPITAL INFLQWS (K). THE
BALANCE QF PAYMENTS IN THE CURRENT YEAR (BQP> AND THE
TOTAL DQLLAR CLAIMS DN QTHER NATIQNS FRQM YEAR -7 (BQP+)
ARE ALSO. REPQRTED.
YO'U KAY SET YQUR QWN O-BJECT IVES IN MCR06. NQTE THAT YQU
MUST BE CQNCERNED WITH THE BALANCE QF PAYMENTS AND FQREIGN·
T~~DE IN ADDITIQN TO. UNEMPLQYMENT AND INFLATIQN.
BE CAREFUL
TOI HAKE YQUR DBJECTIVES REALISTIC .. FOR SHOULD THE BALANCE
QF PAYMENTS FALL BELQW -20 IN ANY YEAR .. ALL MEMBERS QF THE
IMF WILL REVALUE THEIR CURRENCiES UPWARDS.
YOU SHQULD HAVE STUDIED THE PAST PERFQRMANCE QF THE ECQNQMY
PRIOR TO. THE BEGINNING QF THE GAME. YQU WILL tQNTRQL THE
MO'NEY SUPPLY (M) .. GQVERNMENT EXPENOITURES (G)" AND THE
MARGINAL TAX RATE (Tl). WHEN YQU ARE REQUESTED TO. DO. So. ..
TYPE IN THE CHANGES IN M.. G.. AND Tl. IF THERE IS NO. CHANGE
A ZERO. MUST BE TYPED.
TYPE YQUR NAME
ANION
Q = 717.645
Tl= .3
P :: 1 .21428
EX- 25.932
BOP+= 4.45499

AU~Il~t

1976

-1ANQN
GNP
Y =
T =
R =
IM=

ACCQUNTS
651.611
155.483
4.69452
35.856

YEAR 0
378.547
D
398.386
PC= 5.67608
K = .009
C

I = 106.063
E = 97.7416
U = 5.53652
BOP=-10.014

G = 167
M = 170.6
IN: 0

GMCK05. Page 6

ENTER
EWTER
ENTER
CHECK

CHANGE IN M CHANGE 1M G CHANGE IN Tl YOUR WORK. ANY

ANON
Q - 738.898

Tl- .3
P - 1.21653
EX- 42.4663
BOP.- 19.9"83

11
11
71
CHANGES _7

GNP ACCOUNTS
651 .183
Y - 155.325
T - 4.57159
R 1M- 35.8286

(I-YES~9-NO).79

YEAR 1
C - 378.286
D - 398."96
PC- .185118
K --.184391

-

195.797
1
E - 97.6624
U - 6.41838
BOP- 6.45334

ENTER CHANGE IN M 1999~
YOUR DATA HAS BEEN STORED IN A YILE DESIGNATED DATA6.
TO RESTART CALL MCR06 AND TYPE
2511 FILES DATA6
RUN-25""
DONE

AU~lIst

1976

G - 167
17".6
M
IN-

"

VOCllme.nta..tum Va.te. 3/75

ECONOMICS (EDUCATION) (830)
CONTRIBUTED PROGRAM

TITLE:
DESCRIPTION:

BASIC

FEDERAL GOVERNMENT STABILIZATION POLICY

STABIL
36888-18023

. STABIL is a simulation which explores the process of federal government
actions to stabilize the economy. A computer serves as a model of the
U.S. economy. This model reports its current state of health by printing
out economic indicators. Students act as economic advisors who must
implement new stabilization policy by manipulating eight economic policy
variables. The objective is to stabilize the economy within eight quarters
given an initial condition of.excessive expansion or recession.
OBJECTIVES:
Students will learn:
a) to judge the general condition of the economy by analyzing six key
economic indicators.
b) the impact of eight different economic policy changes upon the economy
c) about the interrelated nature of economic indicators
d) about the difficulty of "fine-timing" an economy to achieve acceptable
levels of unemployment and inflation.
Grade level:
9 - 12

INSTRUCTIONS:

SPE:CIAL
CONSIDERATIONS:

ACKNOWLEDGEMENTS:

August 1976

This program is to be used with the following publication: STABIL
Economics Simulation (HP 5951-7390)
For further information contact:
Hewlett-Packard Computer-Based Educational Materials
Scientific Press
1629 Channing Avenue
Pa~o Alto, Ca 94303

FOR INSTRUCTIONAL PURPOSES
Suitable Courses: Economics &Social Science, Grades 9-12

Mike Crook
West Jr. High School

STABI L, Page 2

RUN
RUN
STABIL
*****STABIL*****

ARE YOU STARTING(l)~ OR CONTINUING ANOTHER GAMECS)?1
00 YOU WANT INSTRUCTIONS?YES
YOUR GOAL IS TO USE THE ECONOMIC TOOLS A~AILABLE
TO ACHIEVE A SITUATION OF CONTROLLED EXPANSION IN
THE ECONOMY WITHIN 8 QUARTERS. THIS IDEAL SITUATION
WILL BE ACHIEVED WHEN THE ECONOMIC INDICATORS HA~E
THE FOLLOWING ~ALUES:
GNP GROWTH
IS%
UNEMPLOYMENT RATE 4%
INFLATION RATE
4%
WAGE GROWTH
6%
PROFIT RATE
10%
INTEREST RATE
7%
(FOR A VALUE TO BE ACCEPTABLE~ IT MUST BE WITHIN
1/2 OF A PERCENT OF THE ABOVE FIGURE).
AT THE PRESENT TIME THE ECONOMY IS
IN A STATE OF RAPID INFLATION AS THE ECONOMIC
INDICATORS CLEARLY SHOW.

QUARTER 1
, ': '
TOO FAST
GNP GROWTH:
16
UNEMPLOYMENT RATE:
2
%
TOO LOW?
INFLATION RATE:
12
%
TOO HIGH
WAGE RATE GROWTH:
10
%
TOO HIGH
PROFIT RATE:
15
%
TOO HIGH
INTEREST RATE:
9
%
TOO HIGH
WILL YOU INPUT STABILIZATION DECISIONS NOW(I) OR LATER(0)?1
DO YOU WANT A LISTING OF THE ECONOMIC POLICIES?YES
YOU MAY USE ONE OR SE~ERAL OF THE FOLLOWING POLICY
ACTIONS (TOOLS) TO ACHI E~E CONTROLLED EXPANS'ION.
FISCAL POLICIES
1.
2.
3.
4.

CHANGE
CHANGE
CHANGE
CHANGE

FEDERAL
FEDERAL
FEDERAL
FEDERAL

SPENDING -10% OR +10%
BUDGET FOR JOB RETRAINING -50% OR +50%
TAXES ON INDIVIDUALS -10% OR +10%
TAXES ON BUSINESSES.:. [0% OR +10%

MONETARY PO L ICY
5.

CHANGE MONEY SUPPLY

-un

OR +10%

DISCRETIONARY POLICIES
6.
7.
8.

IMPOSE PRICE CONTROLS FOR THIS QUARTER
IMPOSE WAGE CONTROLS FOR THIS QUARTER
IMPOSE PRICE~ WAGE~ AND INTEREST RATE FREEZE FOR THIS QUARTER

August 197h

Vo cu me.n:t.a.t.i.o YL Va.te 3 / 75

ECONOf1 I CS (EDUC\TI O~D (330)
CONTRIBUTED

PROGRAM

BASIC
USECON
36888-18031

TITLE:

TESTING ECONOMIC HYPOTHESES

DESCRIPTION:

This simulation supports the Hewlett-Packard Computer Curriculum Project
publication, Testin Economic H otheses, an Economic Polic Model
(HP 5951-7378 by Loren J. Dunham. The publication will be available in
late spring, 1975. For further information contact:
Hewlett-Packard Computer-Based Educational Materials
Scientific Press
1629 Channing Avenue
Palo Alto, Ca 94303

August 1976

INSTRUCTIONS:

See publication HP 5951-7378.

ACKNOWLEDGEMENTS:

Loren C. Dunham
Fairmont, Minnesota

560"31

USECON, Page 2

RUN

RUN

USECON
THE U.S. ECONOMY: ITS YOUR DECISION!
CONSULT YOUR LAB BOOK FOR DIRECTIONS.
YES=1 AND NO=QI.
DO YOU VANT TO INPUT INITIAL VALUES? 1
IN WHAT YEAR ARE YOU STARTING? 1974
PERSONAL CONSUMPTION
PRIVATE INVESTMENT
GOVERNMENT SPENDING

FOR ALL

RESPONSES~

?55Q1
1259
1299

ACTUAL GNP
POTENTIAL GNP

**********

185Q1

INFLATION ALERT!

YOU MAY ASSUME A MULTIPLIER OF

**********

2.5

ENTER YOUR POLICY DECISIONS IN BILLIONS OF DOLLARS OR
PERCENTS. BE SURE TO INDICATE DIRECTION OF CHANGE.BY A
+ OR -.
(FORMAT FOR PERCENTS: ENTER 2.1% AS 2.1.)
FISCAL ACTION
GOVERNMENT SPENDING:
?QI
PERSONAL TAXES COLLECTED:
BUSINESS TAXES CO~LECTED:

?QI
1Q1

MONETARY ACTION
RESERVE

RE~UIREMENT

01 SCOUN,T RATE

(%):

(%):

11

1 1

NET OPEN MARKET PURCHASES:

?-3

**********
YEAR:
PERSONAL CONSUMPTION
PRIVATE INVESTMENT
GOVERNMENT SPENDING

544.8
21177.1
2Q1117

ACTUAL GNP

952 .

POTENTIAL GNP

884

DO YOU WANT TO CONTINUE?117
DONE

Allgust 1976

1975

**********

SCIENCE (EDUCATION)
CONTRIBUTED PROGRAM

(833)

BASIC
ALERA

OF ERROR

TITLE:

PR~PAGATION

DESCRIPTION:

This program computes the resultant precision of a qua-ntity computed from
imprecise measured quantities.

INSTRUCTIONS:

Instructions are contained in the program.

36603

The program will compute the propagation of error through a series of
binary operations. These are the familiar arithmetic operators. The
input consists of three possible categories:
1. Convnands
REStore, clears all variables,
LISt,
lists all non-empty variables and their values.
only the first three characters are needed.
2. Single letter
This allows entering a value and an absolute precision directly
into the given variable.
3. Operation
The operation is of the form: VoV, where V is any alphabetic
character, the accumulator I, or a single digit integer. The
absolute precision of the integers is zero. The operator, 0,
is one of the following:
+ add
- subtract
* multiply
/ divide
t
exponentiation
store
I n a11 cases except = (s tore L the resu lt is put into the
accumulator, N. This may be used in subsequent operations.
If the variable referenced does not have a previously defined
value, the program automatically requests a value and absolute
precision.
I

SPECIAL
CONSI DERATIONS:

The formulas for the error propagation are based on a geometric sum as
described in Introduction to the Theory of Error by Yardley Beers (Addison-Wesley Publishing Co., 1957). Thus the. resultant precision is an
estimate of the actual precision of the computed quantity assuming that
the errors in the measured quantities are irdependent. rather than an
upper limit.
Continued on following page.

ACKNOWLEDGEMENTS:

I

Lawrence E. Turner, Jr.
Pacific Union College

ALERA, Page 2

SPECIAL CONSIDERATIONS: continued
FOR INSTRUCTIONAL PURPOSES
Suitable Courses: General Physics Laboratory
Student Background Required:

Discussion of f)recision dnd propagdLion of error.

In most laboratory situations the final result is computed from a set of measurements. It is
important for the student to be able to estimate or determine the precision of each measurement. From this the precision of the result may be computed. It is also very important for
the student to understand how the error in his initial data affects the result. To determine
this, one performs a standard propagation of error analysis. However. this can be quite
tedious, especially if the expression involves both sums and multiplies. One has to convert
from relative to absolute precision and back.
Most students are so discouraged by the arithmetic in an analysis of error that they lose any
benefit from the process. They rebel about doinn the proper analYSis. It was for this reason
that the program was written. The computer is a good tool to do messy arithmetic.
In practice the students are introduced to the concept of error analysis and perform several
calculations by hand. Thereafter. it is assumed that they have learned the concept, and the
computer is allowed to help do the calculations.
RUN
RUN
ALERA
ALGEBRAIC ERROR ANALYSIS
INSTRUCTIONS. ?YES
THIS PROGRAM COMPUTES THE RESULTANT
IT IS RESTRICTED TO A SERIES or BINARY
WHERE 'V' IS ANY ALPHABETIC CHARACTER.
THE ABSOLUTE PRECISION Or THE INTEGERS

PRECISION Or A QUANTITY.
OPERATIONS or THE rORM: VOV
','. ~R A SINGLE DIGIT INTEGER.
IS ZERO.

'0' IS ONE or THE rOLLOWING OPERATORS
+
ADD
SUBTRACT
•
MULTIPLY
I
DIVIDE
EXPONENTIATE
STORE
IN ALL CASES EXCEPT '='. THE RESULT IS RETURNED IN ','.
THIS MAY BE USED IN SUBSEQUENT OPERATIONS.
TYPING A SINGLE VARIABLE ALLOWS ENTERING ITS VALUE DIRECTLY
OTHERWISE. THE )ROGRAM WILL ASK rOR ALL VALUES NEEDED
THERE ARE TWO COMMANDS:
RESTORE. CLEARS ALL VARIABLES
LIST.
LISTS ALL NON-EMPTY VARIABLES
I N I TI AL I ZED

?P
ENTER:

P, DP

?3ol41~9.0

ENTER:

R, DR

112.1

?R'2

,

144

0'

24

0,11::

.166661

,

.1152.389

01

75.3982

Oil'

.166667

0'

301.593

0'1'

.166667

?A::I

STORED
::

,

1809.56

1S=,
STORED

,

::

1LI S
?

DONE

452.389
3.1.11159
12
1809.56
1809.56

DA
DP
DR
OS
0'

75.J9tl
0
1
301.59:::
301.593

SCIENCE (EDUCATION)
CONTRIBUTED PROGRAM

(833)

BASIC
ATOM

TITLE:

OERIVES THE ELECTRONIC CONFIGURATION OF ANY ELEMENT

DESCRIPTION:

This progralll dervies the electronic configuration of any element accqrding
to the atomic orbital theory.

INSTR:UCTIONS:

Type in the atomic number of the element to be analyzed when required.

ACKNI)WLEDGEMENTS:

Babson Co 11 ege
Babson Park. Massachusetts

36705

RUN

RUN
ATOM

THIS PROGRAM DERIVES THE ELECTRONIC CONrIGURATION or ANY
ELEMENT ACCORDING TO THE ATOMIC ORBITAL THEORY.

WHAT IS THE ATOMIC NUMBER or YOUR ELEMENT?16
THE ELECTRONIC CONrIGURATION lSI
IS 2
2S 2
2P 6
JS 2
JP

~

DO YOU WANT ME TO DO ANOTHER ELEMENT?YES
WHAT IS THE ATOMIC NUMBER or YOUR ELEMENT?I
THE ELECTRONIC CONrlGURATION lSI
lSI

DO YOU WANT ME TO DO ANOTHER ELEMENT?YES
WHAT IS THE ATOMIC NUMBER or YOUR ELEMENT?12
THE ELECTRONIC CONrIGURATION lSI
IS 2
2S 2
2P 6
JS 2

DO YOU WANT ME TO DO ANOTHER ELEMENT?NO
DONE

SCIENCE (EDUCATION)
CONTRIBUTED PROGRAM

(833)

BASIC

TITLE:

CALCULATES ATOMIC WEIGHT

DESCRIPTION:

This program wi1l ca1cu1ate the atomic weight (atomic mass) of an
e1ement from the t abundance of each isotope of the element. The
X abundance may be found in the chemistrY,handbook.

AT-WT
36613

OBJECTIVES:
To show that the atomic weight is an average weight and not the
weight of any particular atom.

INSTRUCTIONS:

PRELIMINARY PREPARATION:
A.

Student - The student should have an introductory understanding
of atomic weight. mass number. and isotopes.

B.

Materials - A che~istry handbook from which mass numbers and %
abundances may be obtained is necessary.

DISCUSSION:
It is usually difficult to get the point across that the atomic weight
is an average weight and not the weight of any particular atom. This
point can be made rather easily if the calculations for atomic weight
are examined. This program will enable the teacher. in a few minutes
during his discussion. to do a large number of calculations. This is
particularly impressive when the teacher uses %data that is significant to 5-6 figures. and thus produces an atomic weight as accurate
as those given in most tables.
If the teacher is interested .1n discussing prograrrming with his
students. this program is a good one to use. It has the advantage
of being short. but still containing a number of interesting prograrrming techniques.

ACKNOWLEDGEMENTS:

Huntington Project
Polytechnic Institute of Brooklyn

J\TWT. Piiqe

?

HUN
RUN
ATWT
THIS PROGRAM WILL CALCULATE THE ATOM"IC WEIGHT (ATOMIC MASS)
THE PERCENT ABUNDANCE Or EACH ISOTOPE.
PERCENT
ABUNDANCES MAY BE rOUND IN THE CHEMISTRY HANDBOOK.
~ROM

HOW MANY ISOTOPES DOES THE ELEMENT HAVE 11
INPUT THE MASS NUMBER AND THE PERCENT ABUNDANCE rOR
ISOTOPES.
EACH O~ THE 1
ISOTOPE
ISOTOPE
ISOTOPE
!SOTOPE
ISOTOPE
ISOTOPE
ISOTOPE

NO.
NO.
NO.
NO.
NO.
NO.
NO.

1
2
3
4

S

6
1

1196,,-15
1198,,10
?199,,16.9
1200" 1 -23. I
?201" 13.2
1202,,29.8
?204" 6.8

ATOMIC WEIGHT (ATOMIC MASS) IS 200.525
ANOTHER RUN (laYES" 0-NO> 10
DONE

SCIENCE (EDUCATION)
CONTRIBUTED PROGRAM

(833)

BASIC
AVOGA

TITLE:

AVOGADRO'S NUMBER

DESCRIPTION:

A class presentation designed to calculate Avogadro's number. by using
the molecular weight of a compound and dividing by the combined actual
weight of the total numbers of neutrons and protons in a single
molecule.

36614

OBJ ECTI VES :
To show by calculation. the value of Avogadro's number, and to reinforce the concept of Avogadro's hypothesis.

INSTRUCTIONS:

PRELIMINARY PREPARATION:
A.

Student - The student must be familiar with atomic structure.
atomic mass, nuclear particles, and isotopes.

B.

Materials - None

DISCUSSION:
A.

Operational Suggestions
The pres~ntation of this program can be titi1ized to occupy one
forty-five minute teaching period, even though the actual running
time is approximately~ 10 minutes.

B.

Suggested Follow-up
The occurrence of built-in error, due to the use of average atomic
weights, generally provokes discussion as to the reasons for the
error.

ACKNOWLEDGEMENTS:

Huntington Project
Polytechnic Institute of Brooklyn

AVOGA. Page 2

RUN

RUN
AVOGA
IF INSTRUCTIONS

DESIRED~

TYPE

I~

IF

NOT~

TYPE 0?1

THIS PROGRAM WILL CALCULATE AVOGADRO'S NUMBER BY USING
ANY PURE GASEOUS ELEMENT OR BINARY COMPOUND.
THIS VALUE WILL BE CALCULATED BY USING THE MASS IN GRAMS
OF THE NEUTRON~ WHICH IS I 1~67~38E-2~
'AND THE MASS OF THE PROTON~ WHICH IS , 1.67206E-24
YOU MUST SUPPLY THE ATOMIC NUMBER AND THE ATOMIC WEIGHT OF
INPUT EACH ELEMENT USED. CARRY DIGITS UP TO 6 PLACES IF YOU
WISH. WHEN THE MACHINE AS~S (?) INPUT THE ATOMIC NUMBER
AND THE ATOMIIC WEIGHT OF THE FIRST ELEMENT~ THEN THE
ATOMIC NUMBER AND THE ATOMIC WEIGHT OF THE SECOND IN THE
FORM A.B~C.D. Ir USING SINGLE ELEMENTS. BE SURE TO
PUT IN 0 rOR VALUES C AND D•

•••••••••••••••
NOW INPUT THE VALUES rOR YOUR COMPOUND
?6~12.0012.8.15.999~

INPUT THE NUMBER or ATOMS FOR EACH ELEMENT.
( C02 WO UL D BEl. 2 ) I ? 1~ 2
••• THE NUMBER OF PARTICLES PER MOLE or THIS GAS IS 5.97650£+23
WOULD YOU ,LI KE TO TRY ANOTHER PROBLEM ?
TYPE 1 Ir YES. TYPE 0 Ir NO 11

•••••••••••••••
NOW INPUT THE VALUES rOR YOUR COMPOUND
18.15.99~.0.0

INPUT THE NUMBER or ATOMS rOR EACH ELEMENT.
(C02 WOULD BE 1~2)
112~0
••• THE NUMBER or PARTICLES PER MOLE or THIS GAS IS 5.97650E+23
WOULD YOU LIKE TO TRY ANOTHER PROBLEM 1
TYPE 1 Ir YES~ TYPE 0 Ir NO 10
DONE

SCIENCE (EDUCATION) -(833)
CONTRIBUTED PROGRAM

BASIC
BFIELD

TITLE:

BFIELD: Magnetic Field Picture

DESCRIPTION:

Student may visualize the effects of current on the magnetic field
produced about a single conductor. The student may also explore the
fields produced by the current f10w in two parallel wires. The current
in the two wires may be chosen in the same direction or in opposite directions.

36312

OBJECTIVES:
To acquaint student with the magnetic fields produced by current carrying
conductors.
INSTRUCTIONS:

PRELIMINARY PREPARATION:
A.

Student - Prior preparation involving currents and fields.

B.

Materials - None

DISCUSSION:
Student may qualitatively explore the effects of currents on the
production of magnetic fields by successively increasing or decreasing
the current. The resulting magnetic field is printed out showing the
relative magnitude of the field in relation to the position of the
current.
The student may also view the magnetic field due to two currents in
the same or opposite direction.
This program may also be used to introduce groups to the field concept.
In addition, minor modification of the program will produce a series of
plots which will demonstrate an expanding field resulting from an
increasing current.

ACKNOWLEDGEMENTS:

Hunti ngton Project
Polytechnic Institute of Brooklyn

BFIELD, page 2

RUN
RUN
BFIELD
THIS PROGRAM WILL PERMIT YOU TO EXPLORE THE MAGNETIC FIELD
ABOUT A CURRENT DIRECTED INTO THE PAGE AS A FUNCTION OF THE
CURRENT MAGNITUDE.
WHAT WILL BE YOUR INITIAL CURRENT (SELECT POSITIVE VALUES
BETWEEN I AND 8 AMPERES).
ENTER YOUR VALUE OF CtJRRENT76
THE MAGNITUDE OF THE FIELD DECREASES YROM 9 TO 0.
9 IS THE HIGHEST POSSIBLE YIELD STRENGTH" AND"
(W-HICH MEANS A ZERO FIELD) THE LOWEST.
METERS
METERS
1 .2

1•I
I

.9
.8
•7
•6
•5
.4

.3
•2
.1

o
- .1

-.2
-.3
-.4
-.5
-.6
-.7
-.8
-.9
-I
-1 .1
-I .2

I .2
-I .2
-.6
"
.+ ••••••••• + • • • • • • • • • + ••••••••• + ••••••••• +.
2222222222222222222222222
22222222222222222222222222222
222222222222
222222222222
2222222222
2222222222
• 22222222
3333333333333
22222222 •
333333
333333
22222222 •
• 22222222
.222222
3333 444444444 3333
222222 •
.22222
3333 44
555 - 44 3333
22222 •
.2222
333 44 55 66666, 55 44 333
2222 •
.2222
33 44 5 67 888 76 5 44 33
2222 •
.222
333 44 56 9
9
65 44 333
222 •
33 4 5
9
9
5 4 33
222 •
• 222
.222
33 4 56 8
+
8 65 4
33
222.
.222
33 4 5
9
9
5 4 33
222.
.222
333 44 56 9
9
65 44 333
222.
.2222
33 44 5 67 888 76 5 44 33
2222.
.2222
333 44 55 66666 55 44 333
2222.
.22222
3333 44
555
44 3333
22222.
.222222
3333 444444444 3333
222222.
.22222222
333333
333333
22222~22.
• 22222222
3333333333333
22222222.
2222222222
2222222222
,222222222222
222222222222
22222222222222222222222222222
2222222222222222222222222
.+ • • • • • • • • • + ••••••••• + • • • • • • • • • + •••••••••••

SELECT A DIFFERENT CURRENT.
ENTER YOUR VALUE OF CtJRRENT?3
METERS
-1 .2

METERS
I .2
I •I
1

.9
•8
•7
•6
•5
.4
.3

.2
.1

"

- .1

-.2
-.3
-.4
-.5

-.6
-.7
-.8
-.9
-I
-I .1
-I .2

-.6

"

1 .2

."+ ••••••••• + ••••••••• + •• -••••••• + ••••••••• + •

• 11111111111111111111111111111111111111111 •
.11111111111111111111111111111111111111111 •
.11111111111111111111111111111111111111111.
• I 1 1 1 I I 1 1 'I 1 I 1 1 1 1 1 1
I I I I I 11111 I 1I I I 11 •
.1111111111111
1111111111111 •
.1111111111
222
1111111111 •
.111111111
2222222222222
111111111 •
.11111111
222222
222222
11111111 •
2222
3333333 2222
1 1 I 1 11 I •
• I I 1I I I I
.1 1 1 1 1 I
222
33 44444 33 222
11111I •
.1 11 I I
222
3 4 56665 4 3 222
11 III •
• I 1111
222 334 6
6 433 222
11 11 1 •
.1 1 11 I
222 3 45
+
54 3 222
I 1I I 1•
.1 I 1 1 1
222 334 6
6 433 222
III II •
•I I 111
222
3 4 56665 4 3 222
111I I •
.111111
222
33 44444 33 222
111111.
.1111111
2222
3333333 2222
1111111.
.11111111
222222
222222
11111111.
.111111111
2222222222222
111111111.
.1 1 1 I 1 I 1 I 1 1
222
1I I I 11I 11I •
.1 I 1 I I 1 I I I I 1 1 1
I I 1111111111I •
1I I 1I 11I I 111I 111I •
• 1 I 1 1 I 11 1 1 1 I I 1 1 I 1 1
.11111111111111111111111111111111111111111.
.11111111111111111111111111111111111111111 •
.11111111111111111111111111111111111111111 •
.+ • • • • • • • • • • • • • • • • • • • + • • • • • • • • • + ••••••••• +.

BFIElD.

WOULD YOU LIKE TO TRY TWO DIFFERENT CURRENTS AT THE SAME
TIME  TO ~ORM A REACTION BRIDGE TO C 12.
THE REACTIONS. OCCURRING IN STELLAR INTERIORS.
AR E I HE 4 + HE 4 • BE 8 J TH EN.. BE 8 + HE 4\ : C 12.
WITHOUT THIS BRIDGE THERE WOULD BE NO ELEMENTS
HEAVIER THAN HELIUM IN THE UNIVERSE. BERYLLIUM 8
WAS THE ~LICKERING GATE THAT LED TO SOLID PLANETS
AND CARBON'CHAINS AND LI~E IN THE UNIVERSE.
SHORT-LIVED ISOTOPE.
HE

4\

HE 4\ IS A VERY STABLE ISOTOPE. AND THERE~ORE
THE END POINT O~ MANY NUCLEAR REACTIONS .. AND
THE END'POINT O~ THIS GAME.
END O~ GAME
DO YOU WANT A
1NO

~INAL

DISPLAY

DONE

RUN
BOLA
HOW MANY PLAYERS.

0 ..

71

I S TH I SAT ES T
7YES
WHAT Z .

75

WHAT N
17
B
12
WHAT NUCLEAR
70

~EACTION

1 ..

OR

2

BOLA. Page 3
C

12

SHORT-LIVED ISOTOPE.
BE

8

.SHORT-LIVED ISOTOPE.
HE

<4

o 11 NOT INCLUDED IN GAME ROUTE.
YOU WENT TO HELIUM <4 TOO SOON
GAME LOST
END Of' GAME
DO YOU WANT A F'INAL DISPLAY
?YES
OXYGEN ( 0)

0

0

0

0

0

NITROGEN eN)

0

0

0

0

0

0

0

CARBON (Cl

0

0

BORON

0

0

(S)

BERYLLIUM (B.E)

0

0

LITH I UM (L I )

0

0

0

0

0

HEL I UM (HE)
DONE

RUN
BOLA
HOW MANY PLAYERS, 0, I, OR 2
?2

IS THIS A TEST
?NO
LI

1

PLAYER
WHAT NUCLEAR REACTION
?2

B
PLAYER

10

1

WHAT NUCLEAR REACTION
?I

C

13

PLAYER 2
WHAT NUCLEAR REACTION
19

C

104

PLAYER 2
WHAT NUCLEAR REACTI ON
10 .

0

0

PLAYER 1 'S SCORE IN MEVe 1.21
PLAYER 2'S SCORE IN MEV= 8.36
N

1~

ISOTOPE COUNT- 5
TRANSITIONS MADE=
DO YOU WANT A
?NO
N

~

CHEC~LIST

DISPLAY

I~

PLAYER 1
WHAT NUCLEAR REACTION
1

DONE

RUN
BOLA
HOW MANY

PLAYERS~

0~

1~

OR 2

?1

IS THIS A TEST
1NO

LI

7

WHAT NUCLEAR REACTION
12

B

10

WHAT NUCLEAR REACTION
?5
9
B
SHORT-LIVED ISOTOPE.
BE

8

SHORT-LIVED ISOTOPE.
HE

~

o

17 NOT INCLUDED IN GAME ROUTE.
YOU WENT TO HELIUM ~ TOO SOON
GAME LOST

END OF' GAME
DO VOU WANT A F'INAL DISPLAY
?YES
OXYGEN

o

(0)

NI TROGEN (N >

o

CARBON  OF THE
ALCOHOL IN THE SECOND BEAKER?100,70
THE FINAL TEMPERATURE OF THE MIXTURE IS

DEGREES.

60

HOW MANY CALORIES WERE INVOLVED IN CHANGING THE TEMP OF
THE FIRST BEAKER FROM 58
TO 60
DEGREES?611
YOU'RE CLOSE ENOUGH. THE CORRECT ANSWER IS

600

CALORIES.

HOW MANY CALORIES WERE INVOLVED IN CHANGING THE TEMP OF
THE SECOND BEAK~R FROM 70
TO 61
'DEGREES?788
YOU'RE MORE THAN 3 PERCENT OFF. YOU SHOULD HAVE SAID
680
CALORIES.

DONE

SCIENCE (EDUCATION)
CONTRIBUTED PROGRAM

(833)

BASIC
CHARG
36621

~XPERIMFNT

TITLE::

MILLIKI\N") OIL-Of{UP

DESCRIPTION:

This siniuldtion of d modern version of the Millikan Oil Drop Experiment is
designed to d<>l1lonstratf' to the student the existence of a discrete unit of
electrical charge. CHARG' (which· was originally named CHARGE) was developed
by the Huntington II Project at the State University of New York under the
direction of Ludwig Braun. This work was partially supported by the National Science Foundation. Grant GW-5883.

INSTRUCTIONS:

The computer will request a new voltage or an option change by printing out
" V = X? ", where X is the old voltage. After the question mark, you may
either type in a new voltage between -1000 and +1000 volts. type in the old
voltaqe aqain, or enter one of the following code numb~rs for an option to
be performed.
2000 - to request calculation of charge for a drop with velocity
3000 - to request a new batch of drops
4000 - to end the program

SPECIAL
CONSIDERATIONS:

The Huntington II Project recommends that for use of this program in the classroom it ;s necessary to obtain the following publications from Program Library.
Digital Equipment Corporation, Maynard, Massachusetts 01754.

Student Workbook
Teachers Guide
Resource Handbook

ACKNOWLEDGEMENTS:

=0

Huntington II Project
State University of New York

$ .30
.30
.50

CHARG t Page 2

RUN
RUN
CHARG
MILLIKAN OIL ORO? EXPERIMENT
INSTRUCTIONS

(I-YES~

a-NO)11

INSTRUCTIONS -- AFTER EACH QUESTION

MARK~

(V~

7)~

YOU MAY,

TYPE IN VOLTAGE BETWEEN -la30 AND 1000 (IN ORDER TO MAKE
THE VELOCITY PRINTED OUT AS CLOSE TO ZERO AS POSSIBLE)I
REQUEST CALCULATION OF CHARGE FOR STOPPED DROP (TYPE IN 2000)~
REQUEST NEW BATCH OF DROPS CTYPE IN 3000)1
OR END THE PROGRAM CTYPE IN 4000).
NO ELECTRIC FIELD
3

2

DROP,

4

VELOCITY
(METERS/SEC)
( X
Ut-6 )
V· 0
V· 100
V· 150
V· 151
V- 160
Vz 158
Va 157

-29.9

-30.3

-30.5

-30.3

-U.9

-11.5

-16.4

-30.3

-1 .5

-2 al

-9.3

-30.3

-1 .3

-1.9

-9.2

-30.3

.1&

-.2

-7.9

-30.3

•1

-.6

-8.2

-33.3

-.1

-.8

-8.4

-30.3

0

-.7

-6.3

-30.3

1100
1150
7151
1160
7158
1157
1157.5

V- IS 7.5

72003

CAl.CUl.AT ION FOR WHICH DROP? 1
IS 6.52

CHARGE ON DROP
V· 157.5
V· 164
V- 162
V- 161

X 10'-19 COUl.OMBS.

1164
1 .2

.6

-7.4

-30.3

.8

.2

-7.7

-30.3

.6

0

-7.6

-33.3

1162
7161
72000

CAl.CULATION FOR WHICH DROP?2
IS 6.37

CHARGE ON DROP 2
V· 161

v-

200

X

10,-19 COULOMBS.

7200
6

7.3

12.8

12

-2.3

-33.3

1 .2

-30.3

?225

CHARG. Page 3

V= 225
V= 220
V· 216

?220
11.8

Ilol

.5

-30.3

11 01

10.3

0

-30.3

?216
?20013

CALCULATION FOR WHICH DROP?3
CHARGE ONI DROP 3

V· 216

V= 175
V= 165
V= 1613
V= 161
V. 159

X

10'-19 COULOMBS.

7313013

DROP,

V· 216

IS 4.75

7

6

5

8

10.6

-313.3

-.2

2.9

-313.3

-5.9

-5.t

-313.3

-7.3

-6.5

•1

-30.3

-8.1

-7.2

.2

-313.3

-7.9

-7.1

- .1

-313.3

"- 8.2

-7.4

13

-313.3

-801

-7.3

.7

?175
?165
?1613
? 161
?159
7159.5

V· 159.5

12131313

CALCULAT 1 ON FOR WHICH DROP?5
IS 6.43

CHARGE ON DROP 5

V= 159.5
V=

22~

V= 217

-313.3

.4

1 .3

113.8

-313.3

13

.9

7217
72131313

CHARGE ON ORO? 7

V· 213
V= 211

113'-19 COULOMBS.

?2213
1 1 .4

CALCULAT 1. ON FOR WHICH

V= 217

X

DRO~77

IS 4.73

X

113'-19 COULOMBS.

?213
Hlol

-313.3

-.6

.3

9.7

-313.3

-.9

0

1211
120130

CALCU"LATION FOR WHICH DROP?8
CHARGE ON DROP 8

V= 8
DONE

?4~130

IS 128.28

X 10'-19 COULOMBS.

SCIENCE (EDUCATION)
CONTRIBUTED PROGRAM

(833)

BASIC
CHEM

TITLE:

SELF-CORRECTING CHEMISTRY TEST

OEseR IPTION:

This program generates a self-correcting Chemistry test. Ten questions
are asked on the ideal gas law, then one mass problem (considered harder
than the rest) is asked. This is followed by ten more gas law problems
of a different type. The test is scored as follows: full value is
given for a correct, answer on the first try~ if the first answer is
within three of the correct answer, the student is given a second try
for half value. Each section is valued at ten points. The sectional
mark is given after each section, with the total correct out of thirty
given at the end.

INSTRUCTIONS:

This program is almost completely self explanatory, therefore no
instructions are needed. If any difficulty should arise, the user
should be able to modify the program to suit his own particular needs.

SPECIAL
CONSIDERATIONS:

36295

This program will run on any 8K or larger HP computer, however if the
8K configuration is used, the matrix package of the BASIC interperter
must be deleted. This is because program "CHEM" requires more storage
than what is available when the matrix package is retained.
FOR INSTRUCTIONAL PURPOSES
Suitable Courses: Chemistry.
Student Background Required:

ACKNOWLEDGEMENTS:

Basic High School Chemistry

Paul M. Dunphy
Nova Scotia Eastern Institute of Technology

CHEM. Page 2

RUN

RUN
CHEM

THERE ARE 3 PARTS 1 PART
IS ON THE IDEAL GAS LAW#
PART 2 IS A MASS PROBLEM. AND PART 3 IS
ALSO ON THE IDEAL GAS LAW.
DIRECTIONSZ WHEN THE COMPUTER ASKS rOR THE ANSWER. TYPE IT
IN# THEN PUSH 'RETURN'.
USE THE rOLLOWING rORMULA TO CALCULATE THE ANSWERS rOR PARTS
1 AND 31 V2=Vl.(PI/P2).(T2/Tl). AT S.T.P •• Pl=760 MM HG AND
Tl=273 DEGREES KELVIN.
YOUR MARK OUT OF 30 WILL BE GIVEN AT THE END.
VALUES: PART 1---10 QUESTIONS-l POINT EACH.
PART 2---1 QUESTION-10 POINTS.
PART 3---10 QUESTIONS-l POINT EACH.
PART 1

••••••••••••••••
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
1
• I F A 453 ML SAMPLE or AN IDEAL GAS IS COLLECTED AT S.T.P.
DEGREES KELVIN WHAT WILL
AND SUBJECTED TO 75i MM HG AND 285
ITS FINAL VOLUME BE
1479
CORRECT------~ POINT

......... ............................•...............................
~

2
oIF A 453 ML SAMPLE or AN IDEAL GAS IS COLLECTED AT S.T.P.
DEGREES KELVIN WHAT WILL
AND SUBJECTED TO 751 MM HG AND 287
ITS FINAL VOLUME BE
1482
CLOSE. YOU ARE WITHIN 3 MLS. TRY AGAIN.
?481
CORRECT ON YOUR SECOND TRY------1/2 POINT

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

3
.IF A 454 ML SAMPLE or AN IDEAL GAS IS COLLECTED AT S.T.P.
AND SUBJECTED TO 75~ MM HG AND 295
DEGREES KELVIN WHAT WILL
ITS FINAL VOLUME BE
141941
CORRECT------l POINT

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

..
• IF A 457 ML SAMPLE OF AN IDEAL GAS' IS COLLECTED AT S.T.P.
AND SUBJECTED TO 757 MM HG AND 298
DEGREES KELVIN WHAT WILL
ITS FINAL VOLUME BE
?500
CORRECT------l PcrINT

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

5
oIF A 461 ML SAMPLE OF AN IDEAL GAS IS COLLECTED AT S.T.P.
AND SUBJECTED TO 760 MM HG AND 299
DEGREES KELVIN WHAT WILL
ITS FINAL VOLUME BE
1504
CORRECT------l POINT

... .....................................•..........•..............•..
~

6
• IF A 470
ML SAMPLE OF AN IDEAL GAS IS COLLECTED AT S.T.P.
AND SUBJECTED TO 762 MM HG AND 305
DEGREES KELVIN WHAT WILL
ITS FINAL VOLUME BE
?523
CORRECT------l POINT

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

7
oIF A 470 ML SAMPLE OF AN IDEAL GAS IS COLLECTED AT S.T.P.
AND SUBJECTED TO 770 MM HG AND 313 . DEGREES KELV IN WHAT WILL
ITS FINAL VOLUME 8E
?531
CORRECT------l POINT

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

CHE~1.

8
• If A ~73 ML SAMPLE Of AN IDEAL GAS IS COLLECTED AT S.T.P.
DEGREES KELVIN WHAT WILL
AND SUBJECTED TO 776 MM HG AND 320
ITS fINAL VOLUME BE

... ..................................................................
?5~3

CORRECT------I POINT
~

9
.If A ~78 ML SAMPLE Of AN IDEAL GAS IS COLLECTED AT S.T.P.
AND SUBJECTED TO 778 MM HG AND 326
DEGREES KELVIN WHAT WILL
ITS fINAL VOLUME BE
?556
CLOSE. YOU ARE WITHIN 3 MLS. TRY AGAIN.
1557
CORRECT ON YOUR SECOND TRY------1/2 POINT

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

18
.If A ~81
ML SAMPLE Of AN IDEAL GAS IS COLLECTED AT S.T.P.
AND SUBJECTED TO 781 MM HG AND 332
DEGREES KELVIN WHAT WILL
ITS fINAL VOLUME BE
1569
CORRECT------l POINT

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
9
POINTS OUT Of 10
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
YOU HAVE NOW COMPLETED PART I. If YOU WISH TO TRY IT

AGAIN WITH THE SAME VALUES. TYPE'2'. If YOU WANT TO
TRY IT AGA1N WITH DIffERENT VALUES. TYPE'I'. If YOU
WANT TO PROCEED WITH THE REST Of THE TEST.TYPE'8'.
If YOU DON'T WANT TO DO ANY MORE.TYPE'3'.
18
••••• END Of PART 1 •••••

............... ..........................................•..•...•.•.•
~

PART 2

••••••••••••••••••
REACTION.

IN THE fOLLOWING
NAOH+HCL->NACL+H20CSODIUM HYDROXIDE +HYDROCHLORIC
ACID YIELDS SODIUM CHLORIDE AND WATER). HOW MUCH
SODIUM HYDROXIDECIN GRAMS) IS NEEDED TO PRODUCE
~78 GRAMS Of SODIUM CHLORIDE?
ATOMIC WEIGHTS, I. SODIUM-22.98
2. CHLORINE-35.~5
3. HYDROGEN-l.8879
~. OXYGEN-15.99
HOW MANY Gf;~AMS
1685
YOU ARE WITHIN 18 GRAMS. TRY AGAIN FOR 1/2 VALUE.
1683
SORRY. YOU ARE WRONG AGAIN. CORRECT ANSWER IS 686

GRAMS·

••••• END OF PART 2 •••••

...........' .......................................................•...
YOU HAVE NOW COMPLETED PART 2. TO CONTINUE.TYPE'8'.
TO END HERE.TYPE'.'.·
18

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
PART 3
••••••••••••••••••

THE FOLLOWING TEST IS THE SAME AS IN PART 1
EXCEPT THAT THE GAS IS NOT COLLECTED AT S.T.P

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
I
.IF A
ML SAMPLE Of GAS IS COLLECTED AT 753 MM HG AND
3~2

376 DEGREES KELVIN. THEN SUBJECTDD TO 739
AND 238 DEGREES KELVIN
WHAT WILL ITS fINAL VOLUME BE
1213
CORRECT------l POINT

MM HG

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

Page 3

CHEM, Page 4

.If A 3~J ML SAMPLE Of GAS IS COLLECTED AT 760
DEGREES KELVIN. THEN SUBJECTDD TO 7~6 MM HG
AND 233 DEGREES KELVIN
~HAT ~ILL ITS fINAL VOLUME BE
2

MM HG AND

383

??l2

CORRECT------l POINT

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
3
.If A 348 ML"SAMPLE Of GAS IS COLLECTED AT 761 MM HG AND

385 DEGREES KELVIN. THEN SUBJECTDD TO 749
AND 233 DEGREES KELVIN
WHAT WILL ITS fINAL VOLUME BE

MM HG

1213

CORRECT------l POINT

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
4
.If A 350 ML SAMPLE Of GAS IS COLLECTED AT 764 MM HG AND

385 DEGREES KELVIN. THEN SUBJECTDD TO 757
AND 236 DEGREES KELVIN
~HAT WILL ITS FINAL VOLUME BE

MM HG

1219

CLOSE. YOU ARE WITHIN 3 MLS. TRY AGAIN.
1218

SORRY. YOU ARE WRONG AGAIN. THE CORRECT ANSWER IS 216

MLS •

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
5
.IF A 350 ML SAMPLE OF GAS IS COLLECTED AT 768 MM HG AND

393 DEGREES KELVIN. THEN SUBJECTDD TO 765
AND 243 DEGREES KELVIN
WHAT WILL ITS FINAL VOLUME BE

MM HG

1226

WRONG. THE CORRECT ANSWER IS 217

MLS

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
6
.IF A 359 ML SAMPLE OF GAS IS COLLECTED AT 777 MM HG AND

402 DEGREES KELVIN. THEN SUBJECTDD TO 774
AND 244 DEGREES KELVIN
~HAT ~JLL ITS FINAL VOLUME BE

MM HG

...... ...............................................................
1218

CORRECT------I POINT
~

.IF A 362 ML SAMPLE OF GAS IS COLLECTED AT 778
DEGREES KELVIN. THEN SUBJECTDD TO 778 MM HG
AND 245 DEGREES KELVIN
WHAT WILL ITS FINAL VOLUME BE
7
404

MM HG AND

1219

CORRECT------I POINT

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
8
.IF A 366 ML SAMPLE OF GAS IS COLLECTED AT 779 MM HG AND

406 DEGREES KELVIN. THEN SUBJECTDD TO 787
AND 252 DEGREES KELVIN
WHAT WILL ITS FINAL VOLUME BE
1224
CORRECT------l POINT

MM HG

407 DEGREES KELVIN. THEN SUBJECTDD TO 791
AND 255 DEGREES KELVIN
~HAT WILL ITS fINAL VOLUME BE
12J0
CORRECT------l POINT

MM HG

412 DEGREES KELVIN. THEN SUBJECTDD TO 796
AND 264 DEGREES KELVIN
WHAT WILL ITS FINAL VOLUME BE
1238
CORRECT------l POINT

MM HG

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
9
.IF A 373 ML SAMPLE OF GAS IS COLLECTED AT 779 MM HG AND

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
10
.IF A 379 ML SAMPLE OF GAS IS COLLECTED AT 781 MM HG AND

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
8
POINTS OUT OF 10
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
YOUR MARK IS 17

OUT OF 3e •

•••••••••• THE END ••••••••••
DONE

SCIENCE (EDUCATION)
CONTRIBUTED P'ROGRAM

(833)

BASI'C
CHEMl

TITLE;

CAl IN CHEMISTRY

DESCRIPTION:

This package includes four programs. CHEM1. CHEM2, INPUT and TEACH.
Also included are 3 exercise files. EX1. EX2 and EX3. CHEMl is a general
CAl program which conducts exercises requiring the user to respond with
alphanumeric short answers. CHEM2 is similar to CHEMl except that the
response may contain different parts or terms separated by '+'. Each
part of the user's response is checked separately. Only one multiple term
answer is correct.

INSTRUCTIONS:

36878

Both programs are very simi"ar except for one significant difference.
CHEMl is designed to accept one short answer in response to a question.
CHEM2 is designed to accept one answer. but this answer of multiple
parts is the only one that is acceptable. For example, in the identification of elements and compounds (CHEM1). the compound HCl may be identified as hydrogen chloride or hydrochloric acid. Both are correct. On
the other hand. in chemical reactions there may be many products. (CHEM2)
CH4 + 202 --- C02 +2H20
The second program (CHEM2) breaks the response into the various parts of
the answer: C02 and 2H20. Then it compares each against the various
parts of the correct answer.
None of the questions and answers are retained in the programs but are
saved separately in an Exercise file. The user selects the exercise he
wishes to work on when either program is run.
The Exercise File
An exercise may have levels of difficulty (or levels corresponding to
different aspects of the .same topic). If the exercise is multi-level,
the computer will request the user to specify the level he wishes to
work on. Afterwards, only questions from that level will be used in
the exercise.
In some instances. it is advantageous to be able to interchange the
questions and answers. For example. in the identification of elements
and compounds. the user is able to specify whether he wants the symbol or
the name of the substance to be given as the questions to which he will
respond the reverse. This capability is referred to throughout as the
'order option'. If the exercise allows the order opt,ion, then the user
is requested to specify the order.
CONTINUED ON NEXT PAGE.

SPECIAL
CONSIDERATIONS:

ACKNOWLEDGEMENTS:

When running the program do NOT interrupt the normal course of execution.
If you must halt the program type 'STOP' in response to a question in
the exercise. The program will then exit in the quickest way possible.
The teacher's record is written in the last part of the program. so if
you stop it before it reaches that portion of the program, there will
be no record of your wor,k.

J. Glenn Allan

University of Lethbridge
Alberta, Canada

CHEM1, Page 2
INSTRUCTIONS:

Continued.

Any exercise file may contain 128 records which is space for approximately 250 or 300 questions.
J~J21~Lation

The initialization routine consists of a series of questions which the computer asks the user. First. the
user must give his name and the name of the exercise he wishes to work on. At the beginning of the exercise
file. the levels and the order option are specified. If the file is multi-level. the computer requests the
level. If the order option is available, it is also asked, Once this information is supplied the exercise
is ready to begin.
Main Exercise
If the user fails to respond the correct answer. the computer prints the correct answer and types over the
answer until it is illegible. Then the computer selects another question and continues the exercise.
R~_t_e2.~

When all the questions in the main exercise (that level) have been exhausted. the computer automatically
begins the·retest. The computer searches all the questions to find those that were missed and asks
them again. Now the user only has one chance to get the question right.

After the retest, the computer calculates the scores on both the IOdin exercise and retest and prints them
for the user. It then writes all pertinent information about the user and his performance on a record
file for the instructor's use. The program then stops.
The Record File and the Teacher's Program
In the initialization, the user gives infornlation which is stored.
below:

The information on the user is listed

Users Name
The Exercise
Level
Order (if any)
Date
Time (start and finish)
Elapsed Run Time
Number of Questions in Main Exercise and Retest
Scores on Main Exercise and Retest
There is a record file called RECl on which this information is stored.
user.

This file must be opened by the

To start the program type 'RUN' and then wait for instructions. First will come the 'STUDENT INFORMATION'.
When the computer types 'YOUR NAME: ?'. type your name in the following way. DO NOT USE ANY COMMAS!
EXAMPLE:
If your name happens to be John D. Smith. type your last name first followed by your first and middle
initials.
YOUR NAME : ? SMITHJD
The computer will then ask 'TOPIC: ?' to which you must respond the name of the exercise your wish to
work on.
There may be an option available to you in respect to which order you want the questions presented. If
it is a French vocabulary exercise. you may have to option of having the question be either the English
or the French word to which you will respond the other. If such an option is available. the next thing that
will appear is the question 'ORDER'. The options will be printed in brackets. You must then type one or
the other option. It might appear like this:
ORDER [FRENCH OR ENGLISH] :?

FRENCH

Some exercises may be multi-level. That is, you have the choice of working on different levels of difficulty or, depending on the arrangement of the exercise. on different aspects of the same topic. If
this option is available to you, the next line the computer will type will be 'LEVEL -- (1 to 4) --?'.
This means that there' are four (4) levels in the exercise. You must now select a level number by typing
either 1,2,3 or 4. You should not use anything but a whole number. If the levels denote difficulty. the
easiest level will be levelland the most difficult will be level 4.

CHEM1, Page 3
INST~UCTIONS:

EXAMPLl:

Continupd.

LEVEL--(l to 6)--?

6

With the above example, you have selected the most difficult level.
A list of legal conmands which you may use will now be printed for you. These commands can be
used at any time during the Main Exercise in response to a question. Here is the list of those conmands
WRONG,END,STOP,LEVEL.SCORE.TIME.NUMBER,ORDER.RTIME,REPEAT.IDENT
Each command is explained below:

For every question in the Main Exercise you have 3 tries at the correct answer. If a question appears
to which you don't have the slightest idea what the answer is. just type 'WRONG'. The remainder
of your tries will be skipped. The computer will score you incorrect on the question and inmediately
proceed to the next question. If there is a chance that you might get the answer don't use this command.
END
If you wish to end the main exercise before you have exhausted all the questions, type 'END'. This
will tell the computer that YOll don't wish to continue in the main exercise routine but wish to
start finishing up (RETEST).
The computer will then proceed to retest you on all the questions you Inissed in the Main Exercise.
You have only one chance at each question. At the end of the retest, your sc?re on the Main Exercise
as well dS your score on the retpst will be given.
If you exhaust the questions without typing 'END', the computer will automatically go into the retest.
STOP
A time may arise when you must stop the program inmediately during the Main Exercise or the Retest.
In response to a question, type 'STOP' and the program will finish up as soon as possible. If you
stop the program by some other means, the record of your work wlll not be written.

Perhaps you are working on a multi-level exercise. You find that the level is eithe~ too difficult
or too easy. You may change the level during the Main Exercise by typing 'LEVEL' in response to a
question. The computer w'ill write your present score on your record and then ask you for your 'NEW
LEVEL --?'. Type the number (integer, please) of the new level and the exercise will begin again.
If you have incorrectly asked for a level which does not ~xist, the computer will tell you so and ask
you again. If the exercise is not multi-level, the computer will tell you so and the exercise ,will
resume where you left off.

If you are curious about your score while you are working on the Main Exercise, type 'SCORE' in response
to a question. The computer will give it to you. It will then resume with the next question.

By typing 'TIME', the computer will tell you the time at which you started the program and the present
time. If you don't have a watch, this is one way to find out if you are late to y.our next class.
The computer will then resume with the next question.

The number of questions in the exercise (all levels), the number of questions infue present level,
and the number of questions that have been asked to date can be found by typing 'NUMBER' in response
to a question. Like above, the computer will then restate the present question.
ORDER
If the order option is dvailable (Remember the French-to-English example?), you may change it in the
middle of the Main Exercise just as you can the level by typing 'ORDER'. Your present score will
be recordE'd on your record and then the computer will request the new order. Then the Main Exercise
will begin again. If the order option is not available, the computer will state that and resume the
Main Exprcise where you left off. If you mistype the new order or give an order not allowed, it will
ask you to repeat it.
August] 976

CHEMl, Page 4

INSTRUCTIONS:

Continued.

RTIME
The elarsed running time will be printed for you if you type 'RTIME' in response to a question. This is
the amount of time the computer has spend in executing the program. The program takes over a second of run
time to get started. The run time required to process your answers will be very small in comparison.

Sometimes the ribbons on these. machines get worn. Perhaps you can't read part of the question for one
reason or another. You don't have to make a stab in the dark. Type 'REPEAT' and the computer will repeat
the question.

The program command 'lDENT' can be used in place of a response.

The following infonnation will be given:

EXAMPLE:
NAME: SMITHJD
TOPIC: ELEMENTS
ORDER: SYMBOL
LEVEL: 3
# OF QUESTIONS ASKED: 12
SCORE: 83:~
BEGAN AT 09:39:27
TIME IS 09:45:25
ELAPSED TIME (RUN): 1.568 (to nearest 1/64 or a second)
After the IDENT information is given. the program will repeat the present question.

RUN
('I

+

o
OUT OF 0
OVERFLOW - WARNING ONLY
OVERFLOW - WARNING ONLY
1.7014IE+38
I

2H20?SCORE
IN LINE 1870
IN LINE 1870

QIlEST. ' I

:2NA(S>

BEGAN AT: 24
TIME NO\ii' lSI

MIN. II
27
MIN.

QUEST. ,

,2NA(S> + 2H20?NtlMBER

+

2H20?TIME
HRS. 105 DAYS.
11
HRS. 105 DAYS.

TOTAL , OF QUEST IONS : 47
, OF QUESTIONS IN LEVEL. 4
I OF QUESTIONS ASKED I I

6

QUEST. , I
:2NA(S> + 2H20?ORDER
ORDER CAN'T BE CHANGED -- SORRY
:2NA(S>. 2H20?RTIME
QUEST. , I
ELAPSED RUN TIME : 3
QUEST. I I
:2NA(S>

+

MIN.
2H20?IDENT

NAME , .JONES .. HD
TOPIC,
.4
ORDER I NONE
LEVEL,
4
I OF QUESTIONS ASKED
SCORE I 100
BEGAN AT I 24
MIN. II
HRS. 105
DAYS.
T I ME I S I . 27M IN. 1 I
HRS. 105
DAY S •
ELAPSED HUN TIME ' 3
MIN.

Au~ust

1976

(HI M 1. Pdqe }~

(.;IllEST. 1 I
r?NA(S>", 2H201WRONr.
(OHRECT ANSWEH -- ••••••••• A ••••••••••••••• G>
(~IIEST.
1.2
IlN(S)'" 2H"'(AQ)?ZN"'2(AQ)
TRY AGAIN?H2(G)
TRY AGAIN?LN"'2(AQ) ... H2(G)
QIJEST. 1 3
12NH3(G)'" HEAT1N2(G) ... 3H2(G)
QUEST. 1 4
IN2 + 2H2012NA+(AQ) +

QUEST. I
CORRECT

20~OH-(AQ>

+ H2(G)

THE DRILL IS OVER
MAIN DRILL
REORILLs

CORRECT OIlT OF

5

CORRECT OUT OF 1

GOODBYE
DONE

GET-TEACH
RIIN
TEACH
NAMEs
START TIMEs
END TIMEs
TOPIC:
ORDER:
LEVELl
MAIN DRILL
OF Q'S:
to SCORE
NAME:
START TIMEI
END TIMEr
TOP IC :
ORDERI
LEVELl
MAIN DI-ULL
1 OF Q'S,
S SCORE
RETEST
OF Q' S I
to SC ORF.

,

,

JONES"HD
s 11
24
s 11
26
4
NONE
1
I

0
JONES"HD
24
I
11
3H
4

NONE
4
h

a3
1
100

SCORING IS FINISHED.
DONE

August 1976

s 105
s 105

I

II

I
105
r 105

6

FOR SCORE OF 83
FOR SCORE OF 100

S

SC I ENCE (EDUCAT ION)
CONTRIBUTED PROGRAM

TITLE:
DESCRIPTION:

(833)

BASIC

CLIMATE TEACHING PROGRAM

CLIMAT
36760

There are 10 prografll~ in this package: CL1Z1, CL1Z2, CL2Z1, CL2Z2,
CL3Z1. CL3Z2, CL4Z1, CL5Z1 and CL5z2. They form a series of con-

versational teaching programs on climate classification, adapted from
Dartmouth College1s Kiewit Computation Center programs CLIMAT-l through
CLIMAT-S. Programs use temperature and rainfall data from well-known
locations in the world and ask the user to give the geographical locations of the stations. Koppen symbols are used extensively.

INSTRUCTIONS:

The programs are completely conversational. The user accesses each of
the five main programs (i.e., CL1-l, CL2-l, etc.). Chaining is automatic
to the second program of each of the five main programs.
Create file SeRA 10 records long.

SPECIAL
CONSIDERATIONS:

,ACKNOWLEDGEMENTS:

August 1976

FOR INSTRUCTIONAL PURPOSES:
Suitable courses: Courses requiring knowledge of climate classification
Student background required: University level Geography

Harry Lilleniit
University of Lethbridge, Canada

CL:"1AT, Page 2

RUN
CKL~-,';(,Rr\ ,'ll)

Gi:r'-,'Ll:: 1
CL I >:i.
HI~ 1 AM CALLED MISS TELETYPE - WHAT WOULD YOU LIKE ME TO CALL
YOI/,?PETE
HELLO ~ PETE I WELC OME TO THE ,WORLD OF C OMPIITER ASS I STED
INST~UCTI0N. TOGETHER W~ WILL LEARN THE LOGIC OF LOCATING A SET
OF CLIMATE DATA ON THE GLOBE AND ALSO LEARN TO IDENTIFY THE
APPROPIATE KOPPEN SYMBOLS.
IN THE FOLLOWING CLIMATE DATA MONTHLY AVERAGE TEMPERATURES
AND THE MONTHLY AVERAGE RAINFALL FOR A SPECIFIC STATION ARE
GIVEN IN FAHRENHEIT AND INCHES. I WILL ASK A NUMBER OF QUESTIONS
ABOUT THE DATA AND YOU WILL PLEASE ANSWER IN YOUR OWN WORDS.
IF YOU DON'T UNDERSTAND OR NEED HELP - JUST LET ME KNOW.
YOU ARE LIMITED TO A SINGLE LINE FOR EACH ANSWERIII!

TEMPERATURE THEN RAINFALL BY MONTHS
M.

A. ,

S. ,

O. ,

D.

J.~

F•I

M.

17 ~

18,

42,
55, 631
69,
34~
21
59" 48"
28"
66"
2.6" 2.3, 3.2" 3.4, 3.5" 3.6, 3. I" 3.1, 2.7, 2.6

2.6, 2 '. 3 I

~

A"

~

J"

J"

N"

YEARLY AVERAGE TEMP. 4301 DEGREES F.
YEARLY RAINFALL TOTAL 35.6 INCHES
STIJDY VERY CAREF'ULLY THE TEMPERATURE RANGE - NOTE THE MONTHS
OF' MAXIMUM AND OF MINIMUM READINGS. THIS IS A REAL PLACE.
IN WHICH HEMISPHERE IS THE STATION

LOCATED?NORTH~RN

GOOD - YOU KNEW BECAUSE JAN. IS COLD WHILE JULY IS QUITE WARM
NOW TELL ME ABOIJT THE RELATIVE LATITUDE WITHIN THE N. HEMISPHERE
?60
WHAT I REALLY WANT TO KNOW IS THIS. IS THE STATION IN THE
POLAR,
MID-LATITUDE OR EQUATORIAL REGION
?MID-LAT
VERY GOOD" PETE. YOl] KNEW BECAUSE OF THE QUITE LARGE TEMP.
RANGE AND WARM SUMMERS - MARKED SEASONALITY.
WITHIN THIS
MID-LATITUDE REGION IS THE STATION CLOSER TO THE POLEWARD OR TO
THE EQUATORIAL INF'LUENCE?POLE
PETE, YOU ARE DOING WELL. YOU KNEW BECAUSE WINTERS ARE COLD AND
SUMMERS NOT REALLY HOT.
BY THE WAY, ARE THE TERMS 'SUMMER'
AND 'WINTER' CLEAR IN YOUR MIND? PLEASE WRITE A DEfINITION Of
THE TERM 'SUMMER'
?Jl1NE,JIlLY~Al1G

A WORKING DEfINITION fOR OUR liSE MIGHT BEl 'THAT HALF OF THE
Y~AR WHEN THE NOONDAY RAYS Of THE SUN MOST NEARLY APPROACH
THE VERTICAL - OR .. MORE ROUGHLY" THE WARMEST HALF' Of THE YEAR.
IN CHICAGO .. ROME AND SHANGHAI THE SUMMER HALf Of THE YEAR
EXTENDS fROM APRIL THROUGH SEPTEMBER.
IN gUENOS AIRES .. JOHANNESBURG AND MELBOIIRNE SUMMER HALF Of
THE YEAR EXTEND510CTOBER THRt} MARCH
PERfECT .. PETE. I GUESS YOU REALLY DO UNDERSTAND THE TERMS
NOW BACK TO THE ORIGINAL PROBLEM; OUR STATION IS:
NORTHERN HEMISPHERE
UPPER MID-LAT ITUDES
FROM YOUR KNOWLEDGE Of THE WORLD MAP YOU KNOW THAr A LARGE
CONTINENT IS INVOLVED.
PLEASE COMMENT ON THE RELATIVE LOC~TION ON THIS CONTINENT
Of OUR STATION
1COAST

August J 976

CLIMAT, Page 3
TOIJCHE - MARINE INfL~JENCE IS INDICATED BY THE RAINfALL PATTERN
HOW.EVER" YOU FORGOT TO TELL ME WHICH COAST
? WEST
AT A WEST COAST LOCATION IN THE MID-LATITlJDES THE RAINFALL
ALWAYS SHOWS A MARKED CONCENTRATION IN THE WINTER MONTHS
IS THIS THE CASE AT OIJR STATION?
TRY AGAIN
lEAST
EXCELLENT .. PETE. I ASSIIME YOll CHOSE AN EAST COAST LOCATION
BECAUSE OF THE FAIRLY HIGH RAINFALL AND ITS EVEN DISTRIBUTION
FROM SEASON TO SEASON.
AS YOU STUDY THE MAP YOIl WILL REALIZE THAT YOU HAVE LIMITED
THE POSSIBLE LOCATION OF OUR STATION TO NORTHEASTERN NORTH
AMERICA OR NORTHEASTERN ASIA.
WHICH OF THESE IS CORRECT
?NORTH ~~MERICA
I ASSUME THAT YOIJ CHOSE NORTH AMERICA 8ECAIJSE OF THE LACK OF
MONSOON RHYTHM IN THE RAINFALL PATTERN. IF I'M RIGHT,PETE
YOU ARE DOING BRILLIANTLY.
NOW LET"S TRY GETTING THE CORRECT KOPPEN CLASSIFICATION
FOR THE STATION THE DATA FOR WHICH APPEARED ABOVE
IS THE STATION HUMID OR ARID
? HUM 1 S .. [)
HUMID CLIMATES (IN THE KOPPEN SYSTEM> ARE:
'A' (ALL MONTHS ABOVE 64.4 F.>
'C' (ALL MONTHS WARMER THAN 26.6 F. >
'0' (AT LEAST ONE MONTH ~ELOW 26.6 F.>
'E' tALL MONTHS 50 F. OR COLDER)
WHCIH IS THE CORRECT FIRST LETTER IN THIS CASE?D
GOOD - CLEARLY OUR STATION HAS A S£VERE WINTER WITH TEMPS.
WELL BEL.OW 26.6 DEGREES BlIT WITH SOMMER TEMPS. ABOVE SO F.
SECOND L.ETTER CHOICES REFER TO THE RAINFALL PATTERN:
'S' (SUMMER DROUGHT)
'W' (WINTER DROUGHT)
'F' (HIIMID ALL YEAR WITH NO MARKED DROUGHT)
WHICH OF THESE CHOICES 8EST FITS OUR STATION?F
FINE .. PETE - YOU CHOSE 'F' BECAUSE OF THE VERY EVEN
DISTRIBUTION OF THE RAINFALL AND THE LACK OF A' MARKED DRY SEASON
THIRD LETTER CHOICES REFER TO TEMPERATURE EXTREMES:
THIRD LETTER POSSIBILITIES FOR '0' CLIMATES ARE:
'~~ ,
(AT LEAST ONE MONTH WARMER THA~ 71.6 F.)
'81 ' (>3 MONTHS WARMER THAN 50 F. NONE ABOVE 71.6 F.)
'e • «4 MONTHS WARMER THAN 50 F.)
'I) ,
(AT LEAST I MONTH COLDER THAN -36.4 F.)
WHICH OF THESE IS MOST APPROPRIATE18
EXCELLENT .. JULY .. THE WARMEST 'MONTH .. IS COOLER THAN 71.6 F. AND
THERE ARE MORE THAN THREE MONTHS WARMER THAN 50 F.
NOW .. PETE, YOU KNOW THE CLIMATE IS
'~F8'
YOU AL~O KNOW THAT THE LOCATION IS:
NOqTHERN HEMISPHERE
UPPER MID-LATITIJDE5
NEAR THE EAST COAST
AND IN
NORTH AMERICA
NOW .. ALL THAT IS LEFT IS TO NAME THE TOWN(OR CITY> AND THE
STATE (OR PROVINCE>!
lNOVA SCOTIA .. CANADA
'-'ELL .. MY MAP SAYS THAT YOJlR GUESS IS NOT BAD - BUT JULY
TEMPS. AT NOVA SCOTIA, CANADA WOULD BE A BIT COOLER
T HAN AT OlJ~ STAT ION.
MOVE SOIJTH.
lBOSTON, MASS

August 1976

CL H-1AT. Page 4
B05TON~ MASS IS SOUTH Of OUR STATION 8Y AB0\,'C 150 MILES.
fIND A PLACE: FtJ~THER TO THE NORTH.
7HANOVER~ NEW HAMPSHIRE

PERFECT - THAT WASN'T HARD WAS IT!
SO LONG fOR NOW.PETE. PLEASE GIVE ME A CALL AGAIN - SOON
DONE

(,,;T-(~L5Z1

IdJN

( 'L5Z1

HELLO AND WELCOME TO THE 5TH L€SSON ON CLIMATOLOGY
YOII KNOW WHO I AM dllT 1 DON'T KNO',J WHt) YOU ARE. WHAT MAY
1 CALL YOU1PETE
H~LLO. PETE. 1 WILL GIVl:: YOII. SOME INfORMATION AND THEN ASK
A QIIESTION OR TWO. Yon RESPOND B~IEfLY ANI.) IN YOU"t OWN WORDS.

IN THE FOLLOWING CLIMATE DATA MONTMLY AVERA~E TEMPERATU"tES
AND THE MONTHLY AVERAGE RAINFALL FOR A SPECIfIC STATION ARE
GIVEN IN fAHRENHEIT AND INCHES. YOIl WILL ANSWER A N'Jl"'lijER Of
QllESTlONS A90IlT THIS STATION AND OTHER PLACES WITH SIMILAR
IF' YOIJ ARE STUCK ON THE
RAINFALL AND TEMPERATURE PATTERNS.
ANSWJ:::~ TO A QllESTION~ JUST TELL ME OR ASK fOR HELP.
J.

~

f ••

M.

~

A ••

M.

~

J ••

J.

~

A••

S ••

O••

D.

N••

74.
74.
70. 64. 58. 54. 52. 54 ..
57. 61. 67. 71
0.7. 0.8. I ~ 0 • 1 .7. 2.7. :3 • I • 2.6. 2.q. 2. I. I .7. 1 • 1 • 0.9
YEARLY A'JERAGE TEMP. 60.5 DEGREES F.
RAINfALL TOTAL 20.8 INCHES

YEA~LY

STlJDY VE~Y CAREFULLY THE TEMPERATUKE RANGE - NOTE THE MONTH
Of MINIMIIM TEMP. AND THE PERIOD OF MAXIMIJM TEMP. NOTt
AL50 TriE SEASONAL DISTRIBUTION Of RAINfALL. THIS IS A REAL
PLACE. AT AN ELEVATION Of LESS THAN 500 fEET.
DO YOU JUDGE THIS STATION TO BE NORTH OR SOUTH Of THE
7S0UTH

EQUATO~

RIGHT - 811T THAT WASN'T HARD - NOW GIVE ME THE APPROXIMATE
LATITllDE OF THE STATION.
(PLEASE USE DIGITS ONLY>
740
YOU ARE IN THE BALL PARK - THE STATION IS INDEED BETWEEN 30
AND 40 SOIJTH LAT.
IN THIS CASE IT IS AT ALMOST EXACTLY
35 DEGREES. PETE. YOU ARE DOING WELL SO FAR.
WHICH OF THE fOLLOWING AMERICAN CITIES IS THE BEST ANALOGUE
TO TH1:: STATION GIVEN ABOVE?
ATLANTA .. EL PASO. OR SANTA 8AR~ARA
7SANTA BAR~ARA
EXCELLENT .. PETE. THIS IS CLEARLY A WEST COAST LOCATION.
NOW. PETE~ IF' YOU WERE TO T~KE A SWIM IN THE OCEAN AT OUR
5TATION YOU WOtlLD DISCOVE~ THE WATER TEMPERATURE TO BE
RELATIVELY

THE PREVAILING WIND AT OUR STATION IS FROM WHICH DIRECTION
,?WE5T
YES .. FROM WEST .. NO~THWEST OR SOUTHWEST.
WELL DEFINED BELT OF THE WESTERLIES.

THIS IS THE QUITE

WITHIN THE wt:STERLIES LOCAL LOW PRESSURE CENTERS MIGRATE FROM
WEST TO EAST AND CAUSE PRECIPITATION.
THESE ARE KNOWN AS
'?DONT KNOW
A REGION OF LOW ATMOSPHERIC PRESSURE SOMETIMES CALLED A
DEPRESSION IS MORE OFTEN KNOWN AS A (
>1
?HELP
A REGION OF LOW ATMOSPHERIC PRESSURE SOMETIMES CALLED A
DEPRESSION IS MORE OF'TEN KNOWN AS A (
>1
?FRONT
IT IS EA,SY TO SEE THAT YOtl .. PETE KNOW YOUR CONtROLS
CYCLONIC STORMS ARE IMPORTANT DURING THE WINTE~ .. BIJT ..
BY CONTR.AST .. O!IRING THE SUMMER THE WIND IS LIGHT AND VARIABLE
WITH A CPMPONENT PARALLEL TO THE SHORE. THE PATHS OF' CYCLONIC
STO~MS ARE THEN WELL POLEWARD OF THIS STATION.
NOW PETE .. PLEASE TELL ME THE KOPPEN SYMBOLS FOR THIS
STATION
(TYPE 'HELP' IF YOU NEED IT>
'?HELP
HINTS - HtlMID CLIMATE .. QUITE WARM .. MARKED SUMMER DROUGHT
TRY THE FIRST LETTER AT LEAST.
'?C
'C' IS THE CORRECT FIRST LETTER.
SECOND LETTER: 'S'(SUMME5:t DRY>"

'W'(WINTE~

DRY> ..

'F'(WET>

THIRD LETTER CHOICES ARE:
'A' (AT LEAST ONE MONTH ABOVE 71.6 F.>
'B' (> 3 MONTHS ABOVE 50 F ... NONE ABOVE 71.6>
'C' « 4 MONTHS ABOVE 50 >
OIJR STATION IS 'CSA' - MEDITERRANEAN.
BY F'AR THE LARGEST AND MOST SIGNIFICANT AREA OF THIS CLIMATE
IS IN EUROPE WHERE IT EXTENDS FROM LISBON TO BEIRUT AND FROM
CASABLANCA TO MARSEILLE.
PETE .. I WOULD LIKE YOU TO DESCRIBE THE NATURAL VEGETATION OF
THE MEDITERRANEAN AREA IN YOUR OWN WORDS.
(YOU MAY USE UP
TO A FULL LINE>
?PALM TREES .. DATES .. FIGS .. BROAD LEAFED TROPICALS
I THINK THAT YOU HAVE NAMED SOME CO~MON PLANTS. 1 WANT A
MORE GENERAL DESCRIPTION OF THE VEGETATION. TRY AGAIN.
? LOW VEGETAT IONS.... SUCCULENTS THAT CAN WITHSTAND DROl!GHT
YOU HAVE THE RIGHT IDEA. NATURAL VEGETATION IS DROUGHT
RESISTANT; A MIXTURE OF' SHORT .. WIDELY SPACED TREES .. MANY
SHRUBS AND SOME GRASS. OFTEN CALLED CHAPARRAL.
NOW .. WITHOUT NAMING CROPS .. PLEASE CHARACTERIZE MEDITERRANEAN
AGRICULTURE.

'?AREA IS HILLY .. REQUIRES TERRACING .. SHORT SEASON
1 AM SORRY BUT 1 DON'T UNDERSTAND YOUR ANSWER. HAVE YOU
MISSPELLED AN IMPT. WORD? PLEAS CHECK AND REPHRASE YOUR
ANSWER.
?wOULD NEED IRRIGATION IN SUMMER

CL IMAT, Page 6

NOT ~AO - INTENSIVE FAHMING WITH WINTErt GRAINS,ORCHARDS,
AND VEGETABLES; OFTEN IN TWO STORY COMBINATION, AND WITH
SOME IRRIGATION IS COMMON.
WHAT SPECIFIC CROPS WOI/LD YOII EXPl::CT TO FIND IN SUCH AN AREA
?FIGS, DT-ATES, GRAPES
GRAPES, OLIVES, FIGS, WINTER WHEAT, ~ARLEY, CITRUS,NUTS,
VEGETABLES AND OAK CORK ARE COMMON.PETE YOU ARE RIGHT.
WHAT ARE SOME IMPORTANT CHARACTERISTICS OF ANIMAL HUSBANDRY
IN THIS CLIMATIC REGION
?SMALL FARMS FOR ANIMALS, NOT MilCH GRAZING
I AM SORRY BUT I DON'T tlNDERSTAND YOtlR ANSWER. HAVE YOU
MISSPELLED AN IMPT. WORD? PLEAS CHECK AND REPHRASE YOUR
ANSWER.
?A FEW GOATS AND SHEEP
GOOD TRY - MANY SHEEP AND GOATS SHARE THE DRY GRASSES OF
OVERGRAZED SLOPES WITH A FEW CATTLE AND DONKEYS.
THE ORIGINAL DATA WAS FOR ADELAIDE, AUSTRALIA.
THE RAINFALL AND TEMPERATURE PATTERNS AT THAT LOCATION ARE
TYPICAL OF ANY OF THE FIVE AREAS OF 'MEDITERRANEAN' CLIMATE
SCATTERED THROlJGHOUT THE WORLD.
I HAD FUN - HOPE YOU DID TOO.
DONE

GOOD

~YE,PETE.

SCIENCE (EDUCATION)
CONTRIBUTED PROGRAM

(833)

BASIC
CLOUDS
36325

TITLE:

CLOUDS: Cloud Formation

DESCRIPTION:

This program tests student ability to solve problems related to the
formation of cumuliform clouds (i.e. L.C.L., temperature at various
altitudes). In Phase I of the program students enter the variables and
unknowns of previously assigned problems. The computer checks the
students' answers and supplies the correct answers if an error is
detected.
When Phase I is completed the computer automatically presents a group of
new problems for the student to solve and check at the machine.
OBJECT IVES:
The program attempts to reinforce and apply the following concepts:

INSTRUCTIONS:

A.

There is a specific rate at which temperature erops in a rising parcel
of unsaturated air.

B.

Once air becomes saturated and condensation begins, the lapse rate
decreases due to the release of latent heat of vaporization.

C.

The base level of a cloud (LCL), and temperatures within it can
be calculated from ground level data.

PRELIMINARY PREPARATION:
A.

Student - Stud-ents should be familiar with the terms and values of
the dry and wet adiabatic lapse rates, normal lapse rate, and the
formula for calculating the Lifting-Condensation Level.

B.

Materials - Printed sets of problems with the following variables and
unknowns:
1. Air temperature on the ground.
2. Dew point on the ground.
3. Temperature at the base of the cloud.
4. The elevation, in feet, of the base of the cloud (LCL).

Continued on following page.

ACKNOWLEDGEMENTS:

Hunti ngton Project
Polytechnic Institute of Brooklyn

CLOUOS, Pdl!t: ')

DISCUSSION:
This program is designed for average students. Individuals should be pennitted to go to the computer
to check any problem or groups of problems whenever the machine is free. The teacher in the lesson
acts solely as a resource person to help those students unable to arrive at correct responses because
of conceptual errors - not mechanical errors.
To speed the lesson. Phase II of the program may be omitted entirely. by procedure 1, or from early
runs by procedure 2.
Procedure
Erase lines 1560 - 1810. 1760 - 1800.
and change line 1520 to read:
If p~ 1 then 2060.'

Procedure 2
Change line 152Q to read:
If P> 1 then 2060.
When you are ready to use Phase II merely
retype line 1520 as originally listed.

RUN

RUN
CLOIJDS
CLOUD NINE
STRONG CONVECTION CURRENTS ARE CAUSING ADIABATIC
COOLING OF AIR WHERE YOU ARE AND ARE RESPONSIBLE FOR THE
FORMATION OF A CLOUD. BOTH THE DRY AND THE MOIST -ADIABATIC
CAS WELL AS THE NORMAL LAPSE RATES) ARE CONSIDERED IN THIS
PROGRAM.
LEGEND
......
I-THE
2-THE
3-THE
4-THE

TEMPERATURE ON THE GROUND
DEW POINT TEMPERATURE ON THE GROUND
TEMPERATURE AT THE BASE OF THE CLOUD
ELEVATIONI IN FEETI OF THE CLOUD BASE

CHOOSE ANY TWO OF THE ABOVE VARIABLES AND SELECT VALUES FOR
THEM. TYPE THEM IN AS.
VARIABLE CODE IVALUEI VARIABLE CODE IVALUE ••• CE.G. 1150 1 2130)

OKAY I TYPE IN YOUR CALCULATED VALUE FOR
THE TEMPERATURE AT THE BASE OF THE CLOUD
FOLLOWED BY A COMMA I AND THEN TYPE IN YOUR VALUE FOR
THE ELEVATIONI IN FEETI OF THE CLOUD BASE
?30"9 1 2000

VERY GOOD.

VERY I VERY GOOD.

DO YOH HAVE ANY OTHER PROBLEMS YOU WOULD LIKE TO TRY1
 71

DECAY2, page 3

WHAT IS THE HALF-LIFEI INITIAL NUMBER OF PARTICLES IN THE
SAMPLEI TOTAL ELAPSED TIME FOR DECAYI AND THE
INCREMENT OF ELAPSED TIME?1016.02E231100110
HALF-LIFED 10
INITIAL NO. OF PARTICLES= 6.02000E+23
TOTAL TIME- 100 INCREMENT- 10
TIME

PARTICLES

e

6.02000E+23
3.01014E+23
1.50514E+23
7.52606E+22
3.76321E+22
1.88169E+22
9.40891E+21
4.70468E+21
2.35245E+21
1.17628E+21
5.88168E+20

PART. LOSS

---------

10
20
30
40
50
60
70
80
90
100

0
3.00986E+23
1.50500E+23
7.52536E+22
3.76285E+22
1.88152£+22
9.40803E+21
4.70423E+21
2.35223E+21
1.17617E+21
5.88112E+20

DO YOU WANT THE ABOVE DATA GRAPHED?

(I-YES~

TOTAL PART. LOSS
0
3.00986E+23
4.51486E+23
5.26739£+23
5.64368E+23
5.83183E+23
5.92591E+23
5.97295E+23
5.99648E+23
6.00824E+23
6.01412E+23

0-NO)?2~1

MASS (OR PARTICLES) REMAINING

o
6.02000E+23
TIME

o

10
20
30
40
50
60
70
80
90
100

1---------1---------1---------1---------1---------1
II
I

•

•

1

•

•

1 •
I.

I.
I.
I.
I.
1•

••••••••••
WHAT IS YOUR CHOICE13
DO YOU WANT TO WORK WITH PIRTICLES OR MASS? (ANSWER 1 FOR
PARTICLES OR 2 FOR MASS) 12
WHAT IS THE HALF-LIFEI INITIAL MASS OF SAMPLEITOTAL
ELAPSED TIME FOR DECAY I AND.THE INCREMENT OF
ELAPSED TIME11511001150115
HALF-LIFE- 15
TIME
0
15
30
45
60
75
90
105
120
135
150

INITIAL MASS- 100
MASS
100
50.0024
25.0024
12.5018
6.25118
3.1~574

1.56294
.781508
.390772
.195395
9.77024E-02

TOTAL TIME- 150

MASS LOSS
0
49.9976
25.
12.5006
6.25059
3.12544
1.5628
.781434
.390735
.195371
.097693

INCREMENT- 15

TOTAL MASS LOSS
0
49.9976
74.9976
87.4982
93.7488
96.8743
98.4371
99.2185
99.6092
99.8046
99.9023

DO YOU WANT THE ABOVE DATA GRAPHED? (I-YES, 0-NO)?1

OECA Y2, page 4

MASS (lIfP';

it.

Everything follows automati-

c ctlly.

SPECIAL
CONSIDERATIONS:

This prugralll will rrin! gat'hage it pXE'cllted on a teletype terminal. It
IIIlJSt he used with d tet"milIaI with c.ursor" addressing capabilities. This
IJresent version uses the subrout1ne FAZEL (HP 36786) which provides the
proper control for a Hazeltine 2000 tenninal. Any similar subroutine with
the proper entry pOints designed for a diffet"ent tenninal could easily
replace thp current one. This would allow the program to be used on any
terminal with similar featul"eS as thr. Ila!pltine.
fOR INSTRUCTIONAL PURPOSES
Courses: Beqinninq Astronolny

~iuitable

Student

Bac~Qround

Required;

~one

,his proqralll can be used to illustt",ite to heqinning astronomy students the
time sequence of events in a solar pclipse. It was written to be more
entertainin~ than educational since the amount of potential learning
in this program 1S probahly quite IIlinilll<'11.
This prO'lrdll1 also makes an interest.ing dfll1lonstration of the capabilities
of a tel"ndnal with cursor" addressinq capahility.

ACKNOWLEDGEMENTS:

Lawrence E. Turner
Pilc.ific Union College

SCIENCE (EDUCATION)
CONTRIBUTED PROGRAM

(833)

BASIC
DROS

TitLE:

DROS:

henetic Characteristics

DESCRIPTION:

This nrogram determines the genetic characteristics of the offspring of a
oair of Drosonhila flies with srecified traits. A game aporoach is used
involving the entire class, in which the students can select different
genotyoes.

36300

OBJECTIVES:
To show the student:

INSTRUCTIONS:

A.

The result of MEIOSIS and the effect of random assortment.

B.

That various genetic recombinations occur in sex cells and in genotypes
of offspri nq.

C.

That if enough trials are run, Mendelian ratios are verified.

D.

That he can simulate different genotypic conditions and determine the
probability of the phenotyoic outcome.

PRELIMINARY PREPARATION:
A.

Student - An understanding of the concepts in the comouter orogram
GAMGN. A833-36302 in Volume IV.

B.

It is best to use DROS as soon as possible after GAMGN.

Materials - Eioht containers orouoed in two sets of four and labeled
A, B, C, D. Designate one of" the qroup of four as male chromosomes, and the
other as female. Into each container, nlace two slips of oaper, one
marked 1 and the other, 2.·
Before beginning the pro9ram have a student:
1.

Take out one slio of oaoer from each of the containers of the male
group and mark the desiqnation on the chalk board. For instance:

2.

Take out one slip from each container of the female group and do
the same as with the male oroup.

A1. B2, C2. 01;

Decide what the phenotype would be by discussing it in class.
You will run the program usino the information you hove on the chalk board.
It will give you the correct phenotype. See how the class' answer compares
with the computer's.
DISCUSSION: See attached.

ACKNOWLEDGEMENTS:

August 1976

Hunti ngton Project
Polytechnic Institute of Brooklyn

OROS. page '2

INSTRUCTIONS:

continued

DISCUSSION:
A.

Operational Suggestions
1.
2.
3.

B.

Student level - average
This program can be used on a classroom basis.
Pitfalls to avoid - See that the students run the program several times and keep a record of
each run. This is necessary to show the various possible combinations that can occur, and
their frequencies.

Fo 11 ow-up
After the pronram has been run:
1.

2.

3.

Get
the
a)
b)
c)

as many runs as poss; ble so that percentages can be determi ned for each phenotype of
offspring.
Determine the total number of offspring. Each run represents 1 offspring. Count them.
Determine the total number of offspring which lived.
Determine each phenotype and show that a ratio exists between dominant and recessive
traits. (This shoulq follow typical Mendelian ratios)
Elicit from the students:
a} What was their role in the game? (The students conduct meiosis by randomly selecting the
~enotype of each gamete.)
b} (When using a small number of runs) Why did the Mendelian ratios not hold true?

RUN

RUN
DROS
THIS PROGRAM IS DESIGNED TO GIVE THE GENETIC RESULTANT TRAITS
OF OFFSPRING WHOSE PARENTAGE WAS DISCUSSED IN PROGRAM 'GAMGN'
ARE YOU READY? HERE WE GO.
FOR THE SPERM

WHAT IS 'A'? 12
WHAT IS '8 '11
WHAT IS 'C'11
WHA TIS ' 0 ' 1 1
OFFSPRING HAS NORMAL WINGS
AND 15 RED EYED.
CELL~

LET'S TRY THIS SEVERAL TIMES AND SEE THE RESULTS WE GET
OVER SEVERAL TRIALS. KEEP A RECORD.
SHALL WE TRY AGAINl IF YES TYPE 1~ IF NO TYPE 0.
11
FOR THE SPERM CELL~ WHAT IS 'A'? t~di;ii~·~T' RlfNs .
:-

P-rogram

.";.'

_.', .,..J.

,:d

·\J2!"l'1V1C,\ •. ;~~

SPECIAL
CONSIDERATIONS:

For Instructional Programs:

ACKNOWLEDGEMENTS:

Dr. Robert J. Bennett· :
Bergen COlTlllun i ty Co 11 ege '

IV .•..

~.I>."r..,;{..,t.~,"

Science. Physics courses. Introduction to
relativity theory.

EINDIS. Page 2
RUN

RUN
EINDIS
ENTER YOUR HEIGHT IN INCHESIYOUR WEIGHT IN LBS'IAND
YOUR AGE IN YEARS.
1701 I 75 .. 37
YOUR IDENTICAL TWIN FLIES PAST IN A ROCKET SHIP. CHOOSE
HIS SPEED AS A I OF THE SPEED OF LIGHT(BETWEEN 0 AND 100).
150
FOR A SPEED OF 50
I OF LIGHTIWHICH IS
MILLION MPH ..
METERS/SEC AND 329.5
YOU

149.896

MILLION

TWIN'S APPEARANCE

70
INCHES
60.6218
79.5455
KGMS.
91.8512
37
YEARS
32.0429
YOUR TWIN IS ALSO TILTED BY
OF-FIELD ROTATION

INCHES
KGMS.
YEARS
26.5206

- LENGTH CONTRACTION
- MASS-ENERGY INCREASE
- TIME DILATION
DEGREES .. DUE TO DEPTH-

FOR EARTH'S GRAVITY FIELD TO PRODUCE AN EQUIVALENT SPACETIME DISTORTION WOULD REQUIRE THE EARTH'S DIAMETER TO BE
180.942
MILLION TIMES SMALLER THAN IT ISIOR THE MASS 180.942
MILLION
TIMES BIGGER THAN ACTUAL.
YOUR ANTI-MATTER TWIN COULD BE CREATED BY THE COLLISION OF
2 GAMMA-RAYS EACH HAVING 7.15909
BILLION BILLION JOULES OF
ENERGY .. WHICH EQUALS 1883,97
MILLION TONS OF TNT OR
37.6794
H-BOMBS (PAIR PRODUCTION).
IF YOU 'LY OFF IN THE ROCKET'S OPPOSITE DIRECTION AT THE
SAME SPEED .. 50
I OF C .. YOU BOTH WILL SEPARATE AT"
80
I 0' C (RELATIVISTIC VELOCITY ADDITION>.
WHEN THE PURPLE ROCKET IS MOVING AWAY .. IT APPEARS
RED
(RED SHIFT)
WHEN THE PURPLE ROCKET IS PASSING YOU .. IT APPEARS
BLUE
(RED SHIFT)
OF COURSE YOU APPEAR THE SAME WAY TO YOUR TWINI AFTER
ALL .. HE IS A RELATIVE II
DONE

RUN
EINDIS
ENTER YOUR HEIGHT IN INCHES .. YOUR WEIGHT IN LBS ... AND
YOUR AGE IN YEARS.
170" 175,,37
YOUR IDENTICAL TWIN FLIES PAST IN A ROCKET SHIP. CHOOSE
HIS SPEED AS A I OF THE SPEED OF LIGHT(BETWEEN 0 AND 100).
1100
YOUR IDENTICAL TWIN FLIES PAST IN A ROCKET SHIP. CHOOSE
HIS SPEED AS A I OF THE SPEED OF LIGHT(BETWEEN 0 AND 100).
199
FOR A SPEED OF 99
I OF LIGHT .. WHICH IS
MILLION MPHI
METERS/SEC AND 652,41
YOU

296.794

MILLION

TWIN'S APPEARANCE

70
INCHES
9.87471
79.5455
KGMS.
563.883
37
YEARS
5.21949
YOUR TWIN IS ALSO TILTED BY
OF-FIELD ROTATION

INCHES
KGMS.
YEA'RS
44.6373

- LENGTH CONTRACTION
- MASS-ENERGY INCREASE
- TIME DILATION
DEGREES .. DUE TO DEPTH-

EINDIS, Page 3
FOR EARTH'S GRAVITY FIELD TO PRODUCE AN EQUIVALENT SPACETIME DISTORTION WOULD ,REQUIRE THE EARTH'S D1AMETER TO BE
709.365
MILLION TIMES SMALLER THAN IT IS~OR THE MASS 709.365
MILLION
TIMES BIGGER THAN ACTUAL.
YOUR ANTI-MATTER TWIN COULD BE CREATED BY THE COLLISION OF
2 GAMMA-RAYS EACH HAVING 7.15909
BILLION BILLION JOULES OF
ENERGY~WHICH EQUALS
1883.97
MILLION TONS OF TNT OR
37.6794
H-BOMBS (PAIR PRODUCTION).
IF YOU FLY OFF IN THE ROCKET'S OPPOSITE DIRECTION AT THE
SAME SIPEED~ 99
I OF C~YOU BOTH WILL SEPARATE AT
99.9949
I OF C (RELATIVISTIC VELOCITY ADDITION).
WHEN THE PURPLE ROCKET IS MOVING AWAY~ IT APPEARS
INVISIBLE-INFRARED!
(LARGE RED SHIFT)
WHEN THE PURPLE ROCKET IS PASSING YOU~ IT APPEARS
I~VISIBLE-INrRARED!
(LARGE RED SHIFT)
OF COURSE YOU APPEAR THE SAME WAY TO YOUR TWIN; AFTER
ALL~ HE IS A RELATIVE II
DONE

SCIENCE (EDUCATION)
CONTRIBUTED PROGRAM

(833)

BASIC
ELMENT

TITLE:
DESCRIPTION:

INSTRUCTIIONS:

SPECIAL
CONSIDERATIONS:

DRILL ON SYMBOLS FOR CHEMICAL ELEMENTS

36267

Th 1s program prov 1des 'drl1l and pract 1ce in the nami ng of ch~mi ca 1
symbols for a given chemical element. The user is allotted 5 seconds
for a correct response to a given element name. The cycle is repeated
ten times followed by a summary of his performance.
.

User types in hi~ name. He is asked to input the symbols for the
elements. Example: CR for CHROMIUM. Five seconds are provided to
answer. The cycle repeats ten times.

X~.

wh i ch is set in 11 ne 2". is how many elements a're stored in the
DATA statements. N~, assigned in line 25, assigns the number of problems,
and T" in line 30 sets the time limit for the responses. To add more
elements, use DATA statements, with the format
XXXX DATA "ELEMENT", "SYMBOL", "ELEMENT", ETC ••••
FOR INSTRUCTIONAL PURPOSES:
Suitable Courses: Chemistry
Student Background Required:

ACKNOWLEDGEMENTS:

Phillip Short
Burnsville Senior High School

Knowledge of elements and their symbols.

I:IMENT. Page i

RUN

RUN
El..MDlT

NAMING ELEMENTS
WHAT IS YOUR NAME?PHILLIP SHORT
WHAT IS THE SYMBOL FOR LITHIUM ?
LN

NO. YOU ARE WRONG
THE ANSWER IS LI
WHAT IS THE SYMBQL FOR NEON ?
NE
CORRECT I I
WHAT IS THE SYMBOL FOR IRIDIUM?
IR
CORRECT I I
WHAT IS THE SYMBOL FOR HYDROGEN ?
H

CORRECT I I
WHAT IS THE SYMBOL FOR
GE
CORRECT I I

GERM~IUM

WHAT IS THE SYMBOL FOR
NI
CORRECT I I

~ICKEL

?

?

WHAT IS THE SYMBOL FOR KRYPTON ?
KR
CORRECT II
WHAT IS THE SYMBOL FOR TIN 1
T

YOU ARE TOO SLOW.
THE ANSWER IS SN
WHAT IS THE SYMBOL FOR BORON ?
B

YOU ARE TOO SL01l(.
THE AN SWER IS B" . •
WHAT IS THE SYMBOL FOR BROMINE?
BR
CORRECT I I
-.-.-.-.-.-.-.-.-.-.~.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-. -.-

PijILLIP SHORT
YOU GOT

7

RIGHT.

YOU WERE TOO SLOW
YOU WERE WRONG

2

TIMES.
TIMES •

• a._.a._ ••. a.a-a-a_a __ .a_= ___ =_a.a·_._-a __ ·c.=.a_=_a.a __ •
DONE

SCIENCE (EDUCATION)
CONTRIBUTED PROGRAM

(833)

BASIC
. EMPIR

TITLE:

CALCULATES EMPIRICAL FORMULAS

DESCRIPTION:

A classroom demonstration designed to calculate the empirical formulae
from atomic mass (atomic weight) and percent composition.

36615

OBJECTIVES:

INSTRUCTIONS:

A.

To distinguish between molecular and empirical formulae.

B.

To illustrate the law of multiple proportions.

C.

To emphasize the unity of the atom when writing chemical formulae.

D.

To demonstrate the importance of accurate calculation with empirical
formulae problems.

PRELIMINARY PREPARATION:
A.

Student - The student should have some experience in writing
chemical formulae and calculating percent composition from
chemical formulae. An understanding of significant figures
would also add to the value of the lesson.

B.

Materials - None

DISCUSSION:
In this program the atomic number is used for identification only
and has no part in the actual calculations.
The student generally has difficulty understanding the function of
the ratio in calculating empirical formulae. This program is designed
to emphasize that function.
The importance of significant figures
The students' tendency to approximate
questionable value. In this program,
for the same compound with figures of
an empirical formulae closer to whole

ACKNOWLEDGEMENTS:

Huntington Project
Polytechnic Institute of Brooklyn

could also be illustrated.
generally results in numbers of
by using a series of calculations
progressively greater accuracy,
numbers will be obtained.

EMPIR, Page 2

RUN
RUN
EMPIR
THIS PROGRAM WILL F"IND THE EMPIRICAL fORMULA fOR
ANY COMPOUND CONTAINING UP TO fIVE DIffERENT ELEMENTS
WHEN INfORMATION IS REQUESTED. TYPE IN THE ATOMIC
NUMBER. THE ATOMIC WEIGHT. AND THE PCT COMPOSITION BY
WEIGHT IN THAT ORDERJ fOR EXAMPLE. IN THE COMPOUND S02.
THE DATA WOULD BE ENTERED AS FOLLOWS. 16.32.50 FOR
.SULFUR AND 8.16.50 FOR OXYGEN.
HOW MANY ELEMENTS DOES YOUR UNKNOWN COMPOUND CONTAI N12
ENTER THE ATOMIC NUMBER. THE ATOMIC WEIGHT. AND THE
PCT COMPOSITION FOR EACH OF THE ELEMENTS IN YOUR COMPOUND.
BE SURE TO ENTER ONE SET OF NUMBERS FOR EACH QUESTION MARK.
1
2
ATOMIC
NUMBER
26
8

126.55.9.69.96
18.16.30.04
PCT.
COMP.
69.96
3".04

INI TIAL
RATIO
1
1.5

RATIO*2
2
3

RATIO*3
3
4.5

TO FIND THE EMPIRICAL FORMULA LOCATE THE FIRST RATIO
COLUMN IN WHICH ALL OF THE NUMBERS MOST CLOSELY APPROXIMATE
A WHOL E NUMB ER •
IF YOU WOULD LIKE TO TRY AGAIN TYPE 1. IF NOT TYPE 0.11
HOW MANY ELEMENTS DOES YOUR UNKNOWN COMPOUND CONTAIN1J
ENTER THE ATOMIC NUMBER. THE ATOMIC WEIGHT. AND THE
PCT COMPOSITION FOR EACH OF THE ELEMENTS IN YOUR COMPOUND.
BE SURE TO ENTER ONE SET OF NUMBERS FOR EACH QUESTION MARK.
1
2
3
ATOMIC
NUMBER

11.1.2
116.32.32.1
18.16.65.3
PCT.
COMP.

I NI TI AL
RATIO

RATIO*2

1

2

2

3.9

16
8

32.1
65.3

1
4

2

IF YOU WOULD LIKE TO TRY AGAIN TYPE

8
I.

If NOT TYPE 0.11

HOW MANY ELEMENTS DOES YOUR UNKNOWN COMPOUND CONTAIN11
THE EMPIRICAL FORMULA FOR A COMPOUND THAT CONTAINS ONLY
A SINGLE ELEMENT IS STRAIGHTFORWARD.
IF YOU WOULD LIKE TO TRY AGAIN TYPE 1. If NOT TYPE 0.10
DONE

RATIO*3
5.9
3
12

SCIENCE (EDUCATION)
CONTRIBUTED PROGRAM

(833)

BASIC
EQUILl

TITLE:

EQUIL1/EQUIL2: Equilibrium Systems

DESCRIPTION:

This program calculates the effects of concentration changes in the
equilibrium systems 2HI: H2 + 12 andPC1 S • PC13~ C1 .
2
OBJECT IVES:

INSTRUCTIONS:

A.

To show that an equilibrium system is a dynamic one.

B.

To illustrate and reinforce Le Chateliers principle.

C.

An exercise in the interpretation of experimental data.

D.

The significance of the Equilibrium constants.

36308

PRELIMINARY PREPARATION:
A.

Studeht - The student should have been made aware of "reversible"
reactions, equilibrium systems and Le Chateliers principle.

B.

Materials - none

DISCUSSION:
These two programs can be used as classroom demonstrations to illustrate
the effect of varying the concentration of one of the products of a system
at Equilibrium. The results are given not only as a table, but also
graphically, since it was found that students have less trouble recognizing
trends when they can be illustrated.
The equilibrium constant can also be changed to show its effect on the
equilibrium system.
As always, the teacher should have run the program he wishes to use prior
to its classroom presentation since the choice of constants will determine
the slope of the curves.
NOTE: The vertical axis (horizontai on the output) is labeled in percent
of maximum y.value.

ACKNOWLEDGEMENTS:

Huntington Project
Polytechnic Institute of Brooklyn

EQUILl. Pag,! 2

RUN

RUN
EQUILI
THIS PROGRAM WILL INVESTIGATE THE EQUILIBRIUM SYSTEM
2H I ;: H2 + 12
WHAT IS THE EQUILIBRIUM CONSTANT?5
WHAT IS THE INITIAL CONCENTRATION OF HI?2
WOULD YOU LIKE THE RESULTS PLOTTED (I). TABULATED (2)
OR BOT~ (3) (TYPE THE APPROPRIATE NUMBER)?3
INIT. 12

EQUIL. H2

EQUIL. 12

EQUIL. HI

INIT. HI

INIT. HI

INIT. HI

INIT. HI

.292893
.177124
.129171
.102084
8·45242E-02
7.21726E-02
6.29959E-02
5.59025E-02
.058252
4.56438E-02
4.18119E-02
3.8576IE-02
3.58057E-02
3.34072E-02
.031311
2.94628E-02

.292893
1·17712
2.12917
3.10208
4.08452
5.072:,7
6.063
7.0559
8.85025
9·04564
10·0418
11.0386
12.0358
13.0334
14.0313
15.0295

.414214
.645751
.741658
.795832
.830952
.855b55
.874008
.888195
.899496
.908712
.916376
.922848
.928389
.933186
.937378
.941074

8
I

2
3
4

5
6
7

8
9

10
II

12
13
14
15

AI (EQUIL. H2)/(INIT. HI)
BI ([QUIL. I2)/CINIT. HI>
C I ( EQU I L. HI) / ( I NIT. HI)
INIT. 12
INIT. HI

o
I

2
3
4

5
6
7

8
9

18
II

12
13
14
15

MAXIMUM IS
MAXIMUM IS
MAXIMUM IS

A - B - C

o

25
50
75
100
1---------1---------1---------1---------1
IB
C
A

I B
I

A

B

I
I

B

I
I
I

A
A
A

e

A

C
C

BA

I

I
I
I

C

A

A

A
A
A

I

A

I
I

A
A

I

A

e

B
B

B

e

e
e

C

B
B

C
C

B

B

•••••
WOULD YOU LIKE ANOTHER RUN CI-YES. 0-NO)?0
DONE

.292893
15.0295
.941014

B
B

e
C
B e

Be

I

OF MAXIMUM -

EQUILl, Page 3

RUN
RUN
EQUIL2
THIS PROGRAM WILL INVESTIGATE THE EQUILIBRIUM SYSTEM

= PCL3

PCL5

+ CL2

WHAT IS THE EQUILIBRIUM CONSTANT?74
WHAT IS THE INITIAL CONCENTRATION Or PCL5?10
WOULD YOU LIKE THE RESULTS PLOTTED (I). TABULATED (2)
OR 80TH (3) (TYPE THE APPROPRIATE NUMBER)?3
INIT. CL2

EQUIL. PCL3

EQUIL. CL2

EQUIL. PCL5

INIT. PCL5

INIT. PCL5

INIT. PCL5

INIT. PCL5

.237534
.064971
3.50864E-02
2.38872E-02
1.80836E-02
1.45426E-02
1.21589E-02
1.04456E-02
9. I 5527E-03
8.14819E-03
7.34043E-03
6.67858,£-03
6.12545E-03
5.65815E-03
5.25570E-03
4.90761E-03

.237534
1.06497
2.03509
3.02389
4.01808
5.01454
6.01216
7.01045
8.00916
9.00815
10.0073
11.0067
12.0061
13.8057
14.0053
15.0049

.762466
.935029
.964914
.976113
.981916
.985457
.987841
.989554
.990845
.991852
.99266
.993321
.993875
.994342
.994744
.995092

o
I

2
3
4

5
6
7

8
9

10
II

12
13
14
15 .

AI (EQUIL. PCL3)/(INIT. PCL5)
BI (EQUIL. CL2)/(INIT. PCL5)
Ca (EQUIL. PCL5)/(INIT. PCL5)
INIT. CL2
INIT. PCL5

o

o
I

2
3

I

5

50

75

B

A

C

C

~

I
A B C
I A B C
I A B C

6

I A

7

I A B C

8

I A

9

IA
IA
IA
IA
IA
IA
IA

10
I I

12
13
14
15

8

C
8

C

B

C
8

•••••
WOULD YOU LIKE ANOTHER RUN (I-YES. 0-NO)?0
DONE

100

1---------1---------1---------1---------1
IB
C
A

I

4

A - B - C

25

.237534
15.8849
.995092

MAXIMUM IS
MAXIMUM IS
MAXIMUM IS

8
8

8
B

C
C
C
C
C

BC

I

or

MAXIMUM

SCIENCE (EDUCATION) (833)
CONTRIBUTED PROGRAM

BASIC
EVOlU
36301

TITLE:

EVOlU: Natural Selection Experiment

DESCRIPTION:

A population of dark and light pepper moths are studied over a period of
30 years. The student selects the year and direction of environmental
changes which favors one or the other. The concept of natural selection
in evolution is developed.
OBJECTIVES:
To show the student that:

INSTRUCTIONS:

A.

The mutation rate within a population for a specific trait can be
stable for a period of time, or can change. The success of the
progeny exhibiting this variation is dependent upon environmental
conditions.

B.

Progeny exhibiting an hereditary trait do not necessarily reach
maturity, because of the influence of environment.

C.

Evolution depends upon mutation, heredity, and environmental pressures.

PRELIMINARY PREPARATION:
A.

Student - An understanding of the followin9 terms: 1) mutation rate,
2) speCles, 3) environmental chan~e, 4) population.

B.

Materials - 1) Specimens showing color variations within any species
(optional); and 2) Ditto of the list of assumptions presented in this
pro~ram (optional). Assumptions are listed below.

DISCUSSION: See following page.

ACKNOWLEDGEMENTS:

Hunti ngton Project
.
Polytechnic Institute of Brooklyn

EVOLU, page 2

DISCUSSION:
A.

Operational Suggestions
1. Student level - average
2. Group size - Work in small groups of five or less". Remaining students may be engaged in a
"
related activity.
3. Assumptions - Prior to running the program, the students should be told to assume the following:
a) The environment initially favors the light moths.
b) At first, brown moths are produced, but because of environmental pressures they do not
reach maturity.
c) The total population in the area cannot exceed the initial number of moths, because this is
the maximum number of moths the environment can support.
4. Each group of students should run the program at least two times, varying the environmental
pressure; once favoring the dark moths and once favoring the light.
5. You might have the runs of different groups of students reflect different mutation rates.
6. Supervision of the number of program runs per group is necessary since they are not automatically
cut off.

B.

Suggested Follow-up
These questions may be used to initiate discussion:
1. Why does the mutation rate remain constant? Does it always remain constant under natural
conditions? Explain your reasons.
2. Assuming constant environmental conditions, how does changing the mutation rate affect the
"
population? Why?
3. How does changing the mutation rate affect the dark m0th population when environmental pressures
favor these moths? Why?
4. What environmental pressures could favor the dark moths? (industrial exnansion, predators which
favor the light or dark moths) (The classic case of the pepper moths and the industrial revolution
in England could be discussed at this point.)
5. What possible role might pollutants play in altering a mutation rate? What other factors could
affect a mutation rate?
6. Is evolution a slow or fast process? Explain your answer.
7. Why do a few white moths always remain in the population, even though the environment favors the
dark moths?
8. What is natural selection? What is its role in evolution?
9. Make a list of all factors important to evolution.

RUN

RUN
EVOLU
EVOLUTION

~TUDY

WITHIN A LARGE POPULATION OF PEPPER MOTHS .. THERE ARE A FEW
INDIVIDUALS WHICH SHOW UP DARKER IN COLOR THAN THE NORMAL
LIGHT COLORED MOTHS BECAUSE OF MUTATIONS.
YOU ARE GOING TO STUDY THIS POPULATION OF PEPPER MOTHS FOR 30
YEARS AND SEE WHAT HAPPENS TO THE NUMBER OF DARK MOTHS WHEN
YOU ALTER ENVIRONMENTAL CONDITIONS.
SELECT A MUTATION RAT£ VALUE BETWEEN 1 AND 10. THE
HIGHER THE NUMBER .. THE HIGHER THE MUTATION RATE IS .. AND THUS
THERE ARE MORE DARK MOTHS IN OUR POPULATION.
'19

HOW MANY LIGHT COLORED MOTHS ARE THERE IN THE AREA?
SELECT A NUMBER BETWEEN 1000 AND 1000000 ?65789
YOU HAVE THE POWER TO CHANGE THE ENVIRONMENT.
AT WHAT POINT IN OUR THIRTY YEAR PERIOD DO YOU WANT
TO IMPLEMENT YOUR POWER? SELECT A YEAR FROM 3 THROUGH 10.
15

IS THE ENVIRONMENTAL CHANGE GOING TO FAVOR
LIGHT MOTHS CTYPE 1) OR ~ARK MOTHS (TYPE 2)12
HOW DO YOU WISH TO SEE THE RESULTS?
'-TABLE ONLY .. e-GRAPH ONLY .. 0-BOTH70
FOR A MUTATION RATE OF 9

EVOlU, page 3

YEAR
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

DARK MOTHS
0
0
0
0
5921
11309
16212
20674
24734
28429
31791
34851.
37635.
40169.
42475.
44573.
46482.
48220.
49801.
51240.
52549.
53741.
54825.
55812.
56710.
57527.
58271.
58948.
59564.
60124.

LIGHT MOTHS

----- ----65789.
65789.
65789.
65789.
59868.
54480.
49577.
45115.
41055.
37360.
33998.
30938
28154
25620
23314
21216
19307
17569
15988
14549
13240
120"48
10964
9977
9079
8262
7518
6841
6225
5665

D-OARK MOTHS
L-LIGHT MOTHS,
VALUES GRAPHED AS PERCENTAGE OF POPULATION.

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

108
0
1---------1---------1---------1---------1---------1
L
10
L
ID
L
ID
L
10
L
I D
L
0
I
L
0
I
L
D
I
L
D
I
L
0
I
DL
I
L D
I
0
L
I
D
L
I
D
L
I
D
L
I
D
L
I
0
L
I
D
1.
L
0
L
I
0
L
I
D
L
I
0
L
I
0
L
I
0
L
I
D
L
I
D
L
I
D
L
I
0
I L
0
I L

DO YOU WANT TO RUN THIS PROGRAM AGAIN ( l-YES,0-NO>?0
DONE

SCIENCE (EDUCATION)
CONTRIBUTED PROGRAM

(833)

BASIC
GAMGN

TITLE:

GAMGN: Process of Gametogenesis

DESCRIPTION:

A review of the process of gametogenesis. applying it to the concept of
dominant-recessive traits.

36302

OBJECTIVES:
A.

To reinforce the meaning of the terms random assortment. meiotic
divisions. monoploid. and diploid.

B.

To allow the student to make decisions based upon knowledge gained
in the program. thus causing the students to think.

C.
INSTRUCTIONS:

.To review and reinforce both spermatogenesis and oogenesis.

PRELIMINARY PREPARATION:
A.

Student
1.

2.

3.

Students should be familiar with all phases of meiosis.
Genetics should have been introduced so that the student understands
the implications of gene action. dominance and recessiveness.
homologous and non-homologous chromosomes.
Programming and machine kr.owledge. Keep in mind that for this
program the students ;hould be given time to try to determine what
genetic traits are represented by the chromosome designation shown
in the program.

= A1A2. B1B2. C1C2. 0102

normal wing - red eye
nonna lwi n9 - white eye
vestigial wing
lethal gene
red eye
white eye
normal wing
vestigial wing
non lethal gene
lethal gene carrier
lethal (dies)
B.

Materials - none necessary

Continued on following page.

ACKNOWLEDGEMENTS:

Hunti ngton Project
Polytechni~ Institute of Brooklyn

= A1A2.
= A1Al.
= A1A2.
B1B2
B2B2
= A1A2
= A1A1
C2C2
C1C2
= C1Cl

B2B2. C1C2. 0102
B1B2. C1C2. 0102
B1B2. C1Cl. 0102

or B1Bl
(recessive)
or A2A2
(recessive)
(recessive)

GAMGN. page 2

DISCUSSION:
A.

Operational Suggestions
1.
2.
3.
4.
5.

B.

Student level - average to above average ability
If the student is confused alert him to the fact that chromosomes are letters and the number
following the letter represents genes. Similar letters indicate homologous chromosomes.
(see program)
Read the program ahead of time to make sure your students are familiar with the terms used in
the program.
If the students are thrown off the machine see that they review with the teacher the concept of
gametogenesis before continuing with the program.
Ideally, students should work individually. If this is not possible, then work in groups of
5 or less. Allow one group at a time at the computer while the remaining groups are engaged
in a related activity.

Suggested Follow-up
To maximize the
1.

valu~

of this program, it is strongly suggested that the teacher:

Elicit from the students:
What are the gene locations for the various genetic traits (eye color, wing normalcy, lethality)?
Which is recessive? Which is dominant? Why is there no chance that the offspring will have the
exact chromosomal composition of the father?

2.

Ask the following questions, based on the information given. as lead-ins to discussion or as
a homework assignment.
(a)

What is a polar body? How does the formation of polar bodies increase the survival chance
of the egg cell?
How is random assortment responsible for genetic trait variations?
Why is it possible for all offspring to have the same traits without variations?

ARTICULATION INTO NEXT AREA TO BE COVERED:
This program can lead directly into the topic of genetics. A second program, DROS A833-36300, appearing
in the manual, should follow. It demonstrates, with a game, the random recombinations of the chromosomes
in offspring, showing all possible combinations and, if repeated often enough, Mendelian ratios.

RUN

RUN
GAMGN
THE rOLLOWING DIAGRAMS ARE REPRESENTATIONS Or PRIMARY SEX
CELLS. CHROMOSOMES ARE REPRESENTED 8Y LETTERS.
PRIMARY OOCYTE

PRIMARY SPERMATOCYTE
( At A2

( A3 A4

8t 82

( 83 84

8Y TYPING IN A NUM8ER.WHAT IS THE DIPLOID NUM8ER Or
CHROMOSOMES rOR THIS ORGANISM?4
SO YOU SEE THAT AI + A2. rOR EXAMPLE, ARE PAIRS Or HOMOLOGOUS
CHROMOSOMES. IT IS ESSENTIAL THAT ArTER rERTILIZATION, Ir THE
DIPLOID CONDITION IS TO 8E RETAINED THAT WE HAVE SOME MEANS Or
PLACING ONLY ONE A AND ONE 8 CHROMOSOME IN THE SPERM AND ONLY
ONE A AND ONE 8 CHROMOSOME IN THE EGG. THIS INVOLVES MEIOSIS·
LOOK AT THE PRIMARY SPERMATOCYTE ABOVE.
DURING THE rIRST STAGE Or MEIOSIS. THE MALE SEX CELL
SHOULD APPEAR AS IT IS IN ONE Or THE rOLLOWING DIAGRAMS.
3

2

-c-At--. AI------ - --At--- -A2---- ---------A
A2A2
8t8t
8282

4

5

----------.
---------A2
)

AI

)

81

82

8

81 82

)

---------- ---------- ---------- ---------- .---------

GAMGN, page 3

WHICH DIAGRAM MOST CLOSELY REPRESENTS THIS MEIOTIC STAGE 11
O.K._ NOW WE CAN MOVE ALONG. MEIOTIC DIVISION OCCURS AND
WE GET TWO SECONDARY SPERMATOCYTES FROM EACH PRIMARY
SPERMATOCYTE AND ONE SECONDARY OOCYTE FROM EACH PRIMARY
OOCYTE. EACH SPERMATOCYTE CONTAINS THE FOLLOWING CHROMOSOMESI
AI A2- Bl B2.
EACH OOCYTE HAS A3 A4_ B3 B4·
THE REASON WHY ONLY ONE OOCYTE IS PRODUCED lSI
l)THE OOCYTE DOES NOT UNDERGO DIVISION.
2)THE OOCYTE DIVIDES AFTER FERTILIZATION.
3)A POLAR BODY IS FORMED.
4)THERE IS AN ERROR IN THE COMPUTER.
WHICH NUMBER WOULD REPRESENT THE CORRECT ANSWER13
CORRECT.
NOW LET'S MOVE TO THE FINAL STAGE IN WHICH
WE WILL END UP WITH 4 MONOPLOIDCHAPLOID) SPERM--I)AlBI
2)A2B2 3)AIB2 4)A2Bl AND ONE OVUM--I )A3B3 OR 2)A4B4
OR 3)A3B4 OR 4)A4B3
WHAT IS THE POSSIBILITY THAT THE OFFSPRING WILL HAVE
THE SAME CHROMOSOMAL COMPOSITION AS THE FATHER?
PRINT ONE OF THE FOLLOWING NUMBERS.
1 ) 50 CHANCE
2 )NO CHANCE
-3) 100 CHANCE
4)YOU CAN'T TELL FROM THE INFORMATION GIVEN
12
GOOD THINKING.
I HOPE YOU HAVE A FAIRLY GOOD IDEA OF SEVERAL PRINCIPLES
INVOLVED_ PARTICULARLY RANDOM ASSORTMENT.
NOW LET'S SEE IF WE CAN USE THESE IDEAS TO DETERMINE WHAT
OCCURS IN A POPULATION. WE WILL USE AS OUR ORGANISM THE FRUIT
FLY. DROSOPHILA_ WHICH HAS 8 AS THE DIPLOID NUMBER OF
CHROMOSOMES. THE FOLLOWING WILL REPRESENT CERTAIN CONDITIONS
IN FRUIT FLIES:
NORMAL WING-RED EYE=AIA2_ BIB2. CIC2- 0102
NORMAL WING-WHITE EYE=AIA2_ B2B2. CIC2- 0102
VESTIGIAL ~JNG=AIAI_ BIB2_ CIC2. 0102
LETHAL GENE=AIA2. BlB2. CICI. 0102
SUPPOSE WE CROSS THE NORMAL RED EYED WITH THE NORMAL
EYED FRUIT FLY. WHAT COULD THE OFFSPRING LOOK LIKE? LOOK AT
THE GENOTYPES CAREFULLY AND SEE IF YOU CAN PICK OUT THE
DIFFERENT GENE COMBINATIONS. THEN MAKE ALL POSSIBLE CROSSES.
AT A'LATER DATE. WE WILL SEE HOW I. THE COMPUTER_ CAN
SOLVE THIS PROBLEM FOR YOU.
BUT FIRST. TAKE THIS SHEE~ BACK TO YOUR SEATS AND WORK ON IT.
DONE

SCIENCE (EDUCATION)
CONTRIBUTED PROGRAM

(833)

BASIC
GENEl

TITLE:

GWETICS SIMULATION

DESCRIPTION:

GENEl is a simulation of the inheritance of genetic traits demonstrating
the statistical nature of the Mendelian Laws.

36642

GENEl was developed by the Huntington II Project at the Polytechnic
Institute of Brooklyn under the direction of L. Braun. This work was
partially supported by the National Science Foundation. Grant GW-5883.

INSTRUCTIONS:

SPECIAL
CONSIDERATIONS:

The user specifies the dominant and recessive traits to be studied. The
user is then asked to enter the genotypes of the female parent and the
male parent (the genotype of each parent is entered on 2 separate lines).
After specifying the number of offspring to be studied, the simulation
takes place and a detailed report of the offspring may be generated.

The Huntington II Pr0ject recommends that for use of this program in the
classroom it is necessary to obtain the following publications from
Program Library, Oigital Equipment Corporation, Maynard, Massachusetts
01754.

Student Workbook
Teactlers Guide
Resource Handbook

ACKNOWLEDGEMENTS:

$ .30
.30
.50

Huntington II Project
State University of New York

RUN

RUN
GENEI
WHAT ARE ,THE TWO TRAITS TO BE STUDIED?
DOMINANT TRAIT?BROWN
RECESSIVE TRAIT?BLUE

••••••
GENOTYPE
??BLUE

O~

~EMALE

PARENT?BROWN

GENOTYPE
??BLE-UE

O~

MALE PARENT?8LUE

HOW MANY

O~~SPRING

DO YOU WANT TO STUDY?25

DETAILED REPORT eYES OR NO)?YES

O~~SPRING

NO.

------GENOTYPE-----GENE I
GENE 2

PHENOTYPE

=================================================
BROWN
BROWN
BROWN
BROWN
BLUE
BROWN
BLUE
BLUE
BLUE
BROWN
BROWN
BROWN
BLUE
BROWN
BROWN
BROWN
BROWN
BROWN
BLUE
BROWN
BROWN
BROWN
BLUE
BROWN
BLUE
BROWN

1

2
3
4

S
6

7
8
9

10
II
12
13
14
15
16

17
18
19
20
21
22
23
24.
25

BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE

'-

••••••••••••
GENOTYPE RATIO
PHENOTYPE RATIO

""""""
WANT ANOTHER

: 2.125
2.125

"

:

I

RUN eYES OR NO)?YES

••••••
GENOTYPE or rEMALE PARENT?BROWN
??BLUE
GENOTYPE or MALE PARENT?BROWN
??BLUE'
HOW MANY orFSPRING DO YOU WANT TO STUDY?15
DETAILED REPORT (YES OR NO)?YES

BROWN
BROWN
BLUE
BROWN
BLUE
BLUE
BLUE
BROWN
BROWN
BROWN
BLUE
BROWN
BROWN
BROWN
BROWN
BROWN
BLUE
BROWN
BROWN
BROWN
BLUE
BROWN
BLUE
BROWN

GENE1. Page 3

OFFSPR)Nli NO.

------fa.NIIIYf'F-,--,-I
(,rNI:: :-!

IHFNOIO'~

Gr.:N~_

BLUE"
BLUF
BHOWN
BROWN
BROWN
BROWN
BLUE
BLUE
BROWN
BROWN
BROWN
BLUE
BROWN
BLUE
BROWN

I
2

3
4
5
6
1

8
9
10
II
12
13
14
15

HLIIE

Hl UE

HI

""""""

..... '.
WANT

J~NOTHER

GENOTYPE OF
??BLUE

RUN lYE.:,

FEMAL!~

UH

N(J)?',I .

PM : 10

SCIENCE (EDUCATION)
CONTRIBUTED PROGRAM

TITLE:
DESCRIPTION:

(833)

BASIC

KINET: Kinetic Reaction

KINET
36309

, A class room presentation designed to calculate equilibrium concentrations
and graph the progress (concentration vs. time) from initiation to
equilibrium for the general reaction A ~ P.
OBJECTIVES:

INSTRUCTIONS:

A.

An understanding of Equilibrium

B.

The significance of the magnitude of the Equilibrium constant.

C.

The relationship of the rate constant to-the point of equilibrium.

PRELIMINARY PREPARATION:
A.

B.

Student
1.

The distinction between initial and equilibrium concentration
should be made very clear.

2.

The meaning of the terms "Rate constant" and "Equilibrium
constant".

Materials - none

DISCUSSION:
To insure the success of this program in a teaching situation, the teacher
should run the program prior to its use in the classroom. This is necessary
to insure that the choice of constants illustrates the point to be made
and the amount of classroom time be kept to a minimum.
By varying the equilibrium constant it is possible to move the point of
equilibrium on the concentration axis, and show the relative concentrations
of product and reactant as a function of the value of the equilibrium
constant.
The effect of different rate constants on the time it takes to attain
equilibrium can also be shown. The point at which the two curves approach
a straight line is the point of equilibriulTI (if the two curves intersect
a dot is used as the point).
In this program, time is plotted in ten equal steps from initiation of
the reaction to equilibrium. The time to attain equilibrium is different
depending on the constant used. It should be pOinted out that whiTe the
point of equilibrium on the graph may appear to be at the same spot. the
units of time are changing, thus the point on the graph is different.

ACKNOWLEDGEMENTS:

Hunti ngton Project
Polytechnic Institute of Brooklyn

KINET, page L

RUN
RUN.
KINET
FOR THE EQUILIBRIUM PROBLEMS YOU ARE ABOUT TO 00# THE
DATA MAY BE PRESENTED IN THE FOLLOWING MANNERI
(INDICATE YOUR CHOICE BY NUMBER>
CHOICE
CHOICE
CHOICE
CHOICE

1 • TABLE OF DATA
2 • GRAPH OF DATA
3 • TABLE AND GRAPH OF DATA
4 c END PROGRAM

WHAT IS YOUR CHOICE73
LET F • THE FORWARD RATE CONSTANT
LET K • THE EQUILIBRIUM CONSTANT FOR THE REACTION A =P
TYPE IN THE CONSTANTS F AND K IN THAT ORDER.
15.1

••••••••••••••••••••••••••••••
LET Al • ORIGINAL CONCENTRATION (' A
LET A • PERCENT CONCENTRATION OF A (A/Al.100>
LET P • PERCENT CONCENTRATION OF P 

10 DONE SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC LENSES TITLE: SOLVES LENS PROBLEMS DESCRIPTION: The focal length. object distance. image distance. image size. or object size. may be calculated if sufficient information is entered by the student. 36630 OBJECTIVES: liNSTRUCTIONS: A. To solve for focal length of a lens from laboratory data. B. To check image position and size from lab data. C. To solve lens problems. PRELIMINARY PREPARATION: A. Student - Data from a lens experiment. B. Materials - None DISCUSSION: If this program is used in conjunction with a lens laboratory. the student may check his calculations of focal length. He may also check his image size and position from known object size and position. ACKNOWLEDGEMENTS~ Huntington Project Polytechnic Institute of Brooklyn lENSES. Page 2 RUN RUN LENSES THIS PROGRAM MAY BE USED TO SOLVE LENS PROBLEMS. IN THE ORDER GIVEN ENTER THE VALUES FOR THE FOLLOWINGr FOCAL LENGTH~ OBJECT DISTANCE. SIZE~ IMAGE SIZE. IMAG~ DISTANCE~ INPUT 0 CZERO) FOR UNI HOW MANY DOSES OF PREVENTIVE DRUGS, FOR THOSE HEALTHY, DO YOU WANT TO ORDER PER YEAR11000 FOR THIS TREATMENT: YEAR 1 11 YEAR 2 11 YEAR 3 11 YEAR 4 11 YEAR 5 11 COST OF THIS TREATMENT: $ 3600 TOTAL MONEY ALREADY ALLOCATED FOR 5 YEARS $ 2.01360E+06 MALAR, Page 3 USING .YOUR PLAN. YEAR NO. SICK o 24963 23658 23721 23761 23586 23625 1 2 3 4 5 NO. DEATHS DUE TO MALARIA 981 905 935 955 869 888 OVER YOUR 5 YEAR TREATMENT PROGRAM 4552 DEATHS DUE TO MALARIA HAVE BEEN RECORDED DO YOU WISH AN EVALUAtION (l=YES, 0=NO>70 DO YOU WANT TO (I> TAKE THE NEXT FIVE YEARS OR (2) START OVER OR (3) END. TYPE NUMB~R73 DONE RUN MALAR DO YOU REQUIRE INSTRUCTIONS TOR MALAR le YOU MAY USE MALAR EITHER WITH A BUDGET (VERSION I> OR WITHOUT A BUDGET (VERSION 2). VERSION NUMBER72 YOUR OBJECTIVE IS TO MINI"'IZE MALARIA FOR THE NEXT FIVE YE.ARS. (HOSPITALS> HOW MANY FIELD HOSPITALS DO YOU INTEND TO US~1200 FOR THIS TREATMENTI INDICATE YEARS TO BE USED BY TYPING, AFTER THE YEAR, I-YES OR 0-NO YEAR 1 11 YEAR 2 11 YEAR 3 11 YEAR 4 10 YEAR 5 10 COST OF' THIS TREATMENT. S 1.20000E+06 TOTAL 1-1ONEY ALREADY ALLOCATED FOR 5 YEARS S 1.20000E+06 (DRUGS FOR SICK) HOW MANY FULL TREATMENTS OF DRUGS FOR THE ILL, SHOULD BE ORDERED PER YEAR71000 FOR THIS TREATMENT I YEAR 1. 11 YEAR 2 11 YEAR 3 11 YEAR 4 10 YEAR 5 10 COST OF THIS TREATMENTI S 6000 TOTAL MONEY ALREADY ALLOCATED FOR 5 YEARS S 1.20600E+06 (MOSQUI TOES) WHAT PERCENTAGE OF MOSQUITO.ES DO YOU WANT TO E,LIMINATE160 WHAT PESTICIDE WILL YOU USE I-DDT 2-MALATHION 3-PROPOXUR 11 FOR THIS TREATMENTI 'YEAR 1 11 YEAR 2 11 YEAR 3 11 YEAR 4 10 YEAR 5 10 COST OF THIS TREATMENT: S 135000. TOTAL fjl!ONEY ALREADY ALLOCATED FOR 5 YEARS S 1.34100E+06 (PREVENTIVE DRUGS) MALAR, Page 4 HOW MANY DOSES OF PREVENTIVE DRUGS~ FOR THOSE HEALTHY~ DO YOU WANT TO ORDER PER YEAR 1 1000 FOR THIS TREATMENT. YEAR 1 11 YEAR 2 11 YEAR 3 11 YEAR 4 10 YEAR 5 10 COST OF THIS TREATMENT. S 2160 TOTAL MONEY ALREADY ALLOCATED FOR 5 YEARS S 1.34316E+06 US I NG YOUR PLAN. YEAR NO. SICK o 1 2 3 4 5 24963 11730 11793 11833 24900 24939 NO. DEATHS DUE TO MALARIA 981 433 455 469 949 969 OVER YOUR 5 YEAR TREATMENT PROGRAM 3275 DEATHS DUE TO MALARIA HAVE BEEN RECORDED DO YOU WISH AN EVALUATION (l=YES, 0-N0>10 DO YOU WANT TO (1) TAKE THE NEXT FIVE YEARS OR (2) START OVER OR (3) END. TYPE NUMBER13 DONE RUN MALAR DO YOU REQUIRE INSTRUCTIONS FOR MALAR (I-YES, 0=NO)?0 YOU MAY USE MALAR EITHER WITH A BUDGET (VERSION 1) OR WITHOUT A BUDGET (VERSION 2). VERSION NUMBER11 YOUR OBJECTIVE IS TO MINIMIZE MALARIA FOR THE NEXT 5 YEARS~ WITH A TOTAL FUND OF 500 THOUSAND DOLLARS (HOSPITALS) HOW MANY FIELD HOSPITALS DO YOU INTEND TO USE10 (DRUGS FOR SICK) HOW MANY FULL TREATMENTS OF DRUGS FOR THE ILL~ SHOULD BE ORDERED PER YEAR17500 FOR THIS TREATMENT. INDICATE YEARS TO BE USED BY TYPING, AFTER THE YEAR, I-YES OR 0-NO YEAR 1 11 YEAR 2 11 YEAR 3 11 YEAR 4 11 YEAR 5 11 COST OF THIS TREATMENT. S 75000. THIS LEAVES A BALANCE OF 425000. DOLLARS (MOSQUITOES> WHAT PERCENTAGE OF MOSQUITOES DO YOU WANT TO ELIMINATE1100 WHAT PESTICIDE WILL YOU USE I-DDT . 2-MALATHION 3=PROPOXUR 13 FOR THIS TREATMENT' YEAR 1 11 YEAR 2. 11 YEAR 3 11 YEAR 4 11 YEAR 5 11 COST OF THIS TREATMENT. S 3.18750£+06 ·MALAR. Page 5 YOUR LAST ITEM OVERSPENT YOUR BUDGET RESET THIS EXPENDITURE SO IT'S WITHIN THE S 425000. REMAINING WHAT PERCENTAGE OF MOSQUITOES DO YOU WANT TO ELIMINATE?!00 WHAT PESTICIDE WILL YOU USE I=DDT 2~MALATHION 3=PROPOXUR 11 FOR THIS TREATMENT: YEAR 1 11 YEAR 2 11 YEAR 3 11 YEAR 4 11 YEAR 5 11 COST OF THIS TREATMENT: S 375000. THI S LEJWES A BALANCE OF 50000. DOLLARS (PREVENTIVE DRUGS) HOW MANY DOSES OF PREVENTIVE DRUGS .. FOR THOSE HEALTHY ~I DO YOU WANT TO ORDER PER YEAR112000 FOR THIS TREATMENT: YEAR 1 11 YEAR 2 11 YEAR 3 11 YEAR 4 11 YEAR 5 11 COST OF THIS TREATMENT: $ 43200. THI S LEAVES A BALANCE OF 6800 USING YOUR PLAN: YEAR NO. SICK o 1 2 3 4 5 25047 700 706 694 691 703 DOLLARS NO. DEATHS DUE TO MALARIA 1024 8 9 6 5 8 OVER YOUR 5 YEAR TREATMENT PROGRAM 36 DEATHS DUE TO MALARIA HAVE BEEN RECORDED DO YOU WISH AN EVALUATION (I=YES .. 0=NO>11 TOTAL COST PROGRAM ------- DRUG TREAT MOSQ SPRAY PREVENT :PRUG 493200. COST 75000. 375000. 43200. DOLLARS YEARS 5 5 5 SURPLUS IJRDERINGr 14205 TREATMENTS OF DRUGS FOR SICK UNUSED OF THESE 6505 DOSES ARE STILL USABLE DO YOU ~ANT TO (1). TAKE THE NEXT FIVE YEARS OR (2) START OVER OR (3) END. TYPE NUMBER13 DONE EFFECTIVENESS (PCT· ) ------------------85 80 7.2 SCiENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC MASSO TITLlE: MASSO: Mass Defect DESCRIPTION: A classroom presentation that could be used to calculate mass defect and give the answer in terms of usable energy (kw-hr. of electricity). 36310 t OBJECT IVES: INSTRUCTIONS: A. To calculate and explain mass defect. B. To introduce the concept of binding energy. C. Conversion of mass to energy. (atomic power) PRELIMINARY PREPARATION: A. Student - The student should have an understanding of nuclear particles. and the law of conservation of mass and energy. B. Materials - The teacher should make available a table of isotopes that lists the actual mas',. (Handbook of Chemistry and Physics Chemical Rubber Company) t DISCUSSION: It should be noted that the masses used here include the electrons. The very small difference which would be obtained if the bare nuclear mass were known is negligible for the purpose of this calculation. Time permitting. it would be beneficial to have the student investigate the conversion of atomic mass units (AMU) to calories and kilowatt-hours in order to recognize the significance of the units and the magnitude of the numbers involved. ACKNOWLEDGEMENTS: Hunti ngton Project Polytechnic Institute of Brooklyn MASSD, page 2 RUN RUN MASSO THIS PROGRAM IS DESIGNED TO INVESTIGATE MASS DEFECT WHICH OF THE ELEMENTS WOULD YOU LIKE TO CONSIDER? REMEMBER ~E ARE DEALING WITH A SINGLE ATOM. THEREFORE IN ADDITION TO THE ATOMIC NUMBER WE ARE GOING TO NEED THE ACTUAL MASS (IN AMU) AND THE MASS NUMBER OF THE ISOTOPE YOU WANT TO WORK WITH. . WHEN THE MACHINE TYPES A QUESTION MARK (?> TYPE IN YOUR ANSWER THEN HIT RETURN KEY. USE NUMBERS OF UP TO SIX SIGNIFICANT FIGURES. ROUND IF NECESSARY TO 6 DIGITS. IN THE VALUES FOR MASS DEFECT. THE ATOMIC NUMBER IS ?~ THE ACTUAL MASS IS ?15.9949 THE MASS NUMBER IS ?16 THE SUM OF THE MASS OF THE 8 PROTUNS ANL THE 8 NEUTRONS PLUS THE WEIGHT OF THE 8 ELECTRONS IS THE CALCULLATED MASS· CALCULATED MASS 16·132 ACTUAL MASS MASS DEFECT 15.9949 = ·1371 THE MASS DEFECT IN TERMS OF ENERGY IS THE EQUIVALENT OF 2936 X 10'9 CAL. PER MOLE OF THIS SUBSTANCE. OR 184 X IAt9 CAL. PER GRAM. IF WE DIVIDE THIS BINDING ENERGY BY THE NUMBER Of PARTICLES IN THE NlJCLEUS. WE GET A RATIO KNOWN AS THE BINDING ENERGY PER NUCLEON. WHICH IS A MEASURE OF THE STABILITY OF THE NUCLEUS. THE MORE 'BINDING' PER NUCLEON. THE MORE STABLE IS THE NUCLEUS. THE BINDING ENERGY PER NUCLEON IS : 1.27614E-05 ERGS. PER NUCLEON. OR 3.04112E-13 CAL. PER NUC •• WHICH IS MORE COMMONLY EXPRESSED AS AA0 MEV. THE AMOUNT OF ENERGY (BINDING ENERGY> CONTAINED IN ONE GRAM OF THIS SUBSTANCE WOIJLD BE SUFFICIENT TO SUPPLY ALL THE ELECTRICAL NEEDS IN AN AVERAGE ONE FAMILY HOUSE USING 15 KW-HRS. PER DAY FOR A PERIOD OF 14245 DAYS OR 39 YEARS. IF YOU WOULD LIKE TO RUN ANOTHER PROBLEM TYPE IN IF NOT TYPE IN 0. ?A ••••••••••••••• DONE I. SCIENCE (EDUCATION) CONTRIBUTED PROGRAM TI.TLE: DESCRIPTION: (833) BASIC MEMBR DIFFUSION EXPERIMENT 36611 This program simulates an experiment on diffusion. Membrane charateristics are "observed by the student, and means of transport across membranes identified. II OBJECTIVES: INSTRUCTIONS: A. To provide background for understanding of transport of materials across living membranes. B. To evaluate and reinforce an understanding of conditions under which diffusion. osmosis. and active transport take place. C. To help in the understanding of solution concentrations. PRELIMINARY PREPARATION: A. Student - exposed to the meaning of diffusion. osmosis. active transport. and semipermeable; should understand the need for energy expenditure in active transport; and have observed or performed the iodine test for starch. B. Materials - a prepared ditto of questions to be answered by students as a homework assignment or for classroom discussion. DISCUSSION: A. Operational Suggestions 1. Student level - this program has been effective with average and above average students. 2. An incorrect answer results in the students being instructed to return to their seats. correct their answer. and give a reason for its correctness. A correct answer is immediately reinforced. Continued on following page. ACKNOWLEDGEMENTS: Huntington Project Polytechnic Institute of Brooklyn MEMBR, Page 2 . DISCUSSION: continued 3. 4. The class is grouped. A maximum of 5 per group is recommended. The groups sequentially run the program until completion, or they are sent away from the machine by an incorrect answer. The other groups may be engaged in performance of the same experiment being "done" by the computer, or in a related activity. Interruption of an actual experiment, as a group goes to the computer, should not affect the results. When the program is to be used with more than one class, it is suggested that the data line in the program (see list) be changed. Since this is a simple change to make, it can be made between groups within a class. This prevents their memorization and/or transmission to other groups and classes. Examples follow: or or 140 140 140 140 DATA10,11,12,13,14 may be changed to: DATA1,2,3,4,S DATA4,2,6,9,l DATA20,30,40,50,60 Any combination of numbers may be inserted. There must be a total of five, however, since the student is asked to respond to five questions. It has been found that extensive discussion preceeds the answering of each question on the computer, and in the writing of the rationalizations. This is certainly desirable. B. Suggested Follow-up Questions which may be used for discussion, or given as a homework assignment: 1. 2. 3. 4. 5. 6. 7. What happens to the concentration of water within the membrane as the glucose diffuses out? Why? What observations indicated that the iodine has moved into the "cell"? Why couldn't the same observations be made outside of the membrane? What changes in observations would you expect if the cellophane had not been permeable? Can materials diffuse through a semipermeable membrane in both directions at the same time? What is meant by equilibrium? Under what conditions is a cell in complete equilibrium with its environment? (When it is dead.) MEMBR. Page 3 RUN RUN MEMBR CELL MEMBRANES AN IMPORTANT fUNCTION Of, CELL MEMBRANES IS TO CONTROL THE PASSAGE Of MATERIAL INTO AND OUT Of CELLS. THIS PROGRAM GOES INTO THE MEANS BY WHICH THIS PROCESS TAKES PLACE. IN THIS EXPERIMENT A STARCH AND GLUCOSE SOLUTION WAS PLACED WITHIN A PIECE Of CELLOPHANE TUBING. CELLOPHANE IS POROUS ENOUGH TO PERMIT THE PASSAGE Of SOME SMALLER MOLECULES THROUGH IT. THEREfORE# A CLOSED Off PIECE Of TUBING CAN REPRESENT A CELL. AfTER THE STARCH AND GLUCOSE SOLUTION WAS PLACED INTO THE TUBING# THE END WAS TIED Off AND THE 'CELL' PLACED IN A BEAKER Of WATER TO WHICH A fEW DROPS Of IODINE HAD BEEN ADDEO. LET LET 10 II REPRESENT THE OUTSIDE Of THE MEMBRANE REPRESENT THE INSIDE Of THE MEMBRANE WHERE IS THE CONCENTRATION Of GLUCOSE THE GREATEST? I 1 THAT IS CORRECT. WHERE IS THE CONCENTRATION Of STARCH THE GREATEST? 11 RIGHT. WHERE IS THE CONCENTRATION Of IODINE THE GREATEST?10 WOW! WHAT A SUPERIOR MIND YOU HAVE# OR IS IT JUST LUCKY GUESSING? WHERE IS THE CONCENTRATION Of WATER THE GREATEST?10 YES. If THE MEMBRANE WERE THE OUTER LIMITS Of A LIVING CELL# WHICH Of THE PROCESSES BELOW WOULD ACCOUNT fOR THE MOVEMENT Of GLUCOSE OUT Of THE CELL? LET OSMOSIS = 12 LET ACTIVE TRANSPORT LET DIFFUSION = I~ 13 ?14 CORRECT. THE GLUCOSE DIfFUSED fROM AN AREA Of HIGHER TO ONE Of LOWER CONC'ENTRATION. WHICH PROCESS WOULD ACCOUNT FOR THE MOVEMENT Of THE WATER OUT Of THE CELL? 13 CONCENTI~ATION RIGHT. THE CONCENTRATION Of WATER IS GREATER OUTSIDE Of THE CELL THAN INSIDE. ACTIVE TRANSPORT WOULD ACCOUNT FOR MOVEMENT AGAINST DIFFUSION. WHICH PROCESS WOULD EXPLAIN THE TRANSPORT Of WATER INTO THE CELL?12 YES# OSMOSIS IS DIFfUSION Of WATER THROUGH A SEMIPERMEABLE MEMBRANE. If THE IODINE OUTSIDE Of THE CELL HAD TURNED BLAC~# WHAT PROCESS WOULD HAVE CAUSED IT?13 YES. SINCE STARCH MOLECULES ARE RELATI VELY LARGE# THE CELl. WOULD HAVE TO EXPEND ENERGY TO MOVE THEM ACROSS THE MEMBRANE# EVEN WHEN THE STARCH CONCENTRATION IS GREATER INSI.DE THE CELL. CONGRATULATIONS. ••• DONE YOU HAVE SCORED 100. END Of PROGRAM ~EEP UP THE GOOD WORK. ••• SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC MKSl 36671 TITLE: COMPUTER-AUGMENTED PHYSICS TOPICS (MKS UNITS) DESCRIPTION: This program provides practice in converting from English units to MKS units of physical measurement. The student is asked to answer questions, and perform one conversion calculation, using Desk Calculator mode if desired. INSTRUCTIONS: To access the calculator mode, the student types 999999 in answer to question(s) requiring calculation. For all other questions. factual data (self-explanatory) is requested. and the program calculates the conversions. See DESCAL (HP 36674) in Volume IV for instructions for using the Calculator Mode. APPEND - DESCAl before RUNning program. SPECIAL CONSIDERATIONS: This program accompanies the Project Solo Module "Computer-Augmented Physics Topics" of the Hewlett Packard Curriculum Series. FOR INSTRUCTIONAL PURPOSES Suitable Courses: Physics (Secondary level) Student Background Required: MKS units of measurements (may be concurrent) The curriculum material listed below is available for classroom implementation of this program. HP 5951-5648 Computer-Auqmented Physics HP 5951-5649 Computer-Augmented Physics HP 5951-5650 Computer-Augmented Physics student books and Topics (student text) Topics (problem solutions) Topics (classroom set - 30 1 problem solutions) For ordering information of curriculum material, contact: Hewlett-Packard Computer Curriculum Project Scientific Press 1629 Channing Ave. Palo Alto, California 94303 ACKNOWLEDGEMENTS: August 1976 Project Solo· University of Pittsburgh RUN APPEND-DESCAL RllN :1K51 IN THIS LESSO~J YO') "-'ILL GAIN SOME J='A:1ILIARITY THE MK5 SYSTE:1 OJ=' ~NITS. TO USE THE CALCULATO~ MOOE (LATER ON) TYPE 999999. ~ITH '.'HAT IS YOU:1 VEIGHT IN POIJNDS?125 THEqEJ='ORE YOUq WEIGHT IS 556.816 NEVTONS. YOUR MASS IS 56.8182 KILOGRAMS. 1JHILE I'M STI~L BEING ?ERSONALI HO~ LONG DOES IT TAKE YOU TO GET TO SCHOOL? GI'lE YO'J~ TIME IN MINUTES. 125 THAT IS 150~ SECONDS. ~ELLI I GUESS THAT ISN'T TOO DADI NO~ LET'S CONSIDER DISTANCES HOW J='AR DO YOU LIVE FROM SCHOOL? ALLO~ 10 SLOCKS PER ~lLE AND ?nINT YOun ANS~En IN SLOCKSI ?~5 THAT IS A DISTANCE OJ=' 5632.7 METERSI YOUR AVERAGE SPEED ON THE ~AY TO SCHOOL IS 3.75514 M/SEC. HOW 00 YOU GET TO SCHOOL? INDICATE SY 1 J='Oq VALKINGI 2 FOq BUSI 3 FOR CARl 4 FOR BICYCLE AND 5 FOq OTHEq?3 THE SPEED LI~IT IN THE CITY IS 25 MPH. WHAT IS THIS S~EED ExoqESSED IN METEP.S PER SECOND? 1999999 CALCULATOR MODE. CLEARED TO ZERO 1ST NUMBER?25 f"TJNCT 1 ON1MTJL 2ND NUMBE1?528(J :-nJLs 1320~0. F"TJNCTION?DIV 2ND NTJMSER?36~0 DIV= 36.6667 r-UNCTION1DIV 2ND NUMBER?3.281 DIVs 1101755 F"TJNCT I ON1 EXT EXIT. ? II .1 7S5 YOU HAVE JUST C;ALCULATED 'JHAT YOUR MAXIMUM SPEED SHOULD HAVE BEEN. DO YOU EXCEED ANY SPEED LIMITS CI-YESI 2-NO)10 RIGHT! HOPE Yon HAD A GOOD TIME WITH THIS LITTLE PROGRAM. YOU HAVE COooERATED TO THE FULLEST (I THINK). TRY THE NEXT LESSON (MKS2). PEACE AND FAREWELL. DONE August \,:)70 SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC MKS2 36673 TITLE: COMPUTER-AUGMENTED PHYSICS TOPICS (MKS UNITS) DESCRIPTION: This proqri:llll follows MKSl in learning sequence, and provides further pt'actice in conversion fr'OIlI English units to MKS units of physical llleasurement, using the Desk Calculatol' lllode if desired. INSTRUCTIONS: There are two kinds of problems in this tutorial: 1. Convert ma.;;') in Kg. 2. Convert distdnce in Illiles to distance in meters. to weight in Newtons. The student may atteillpt as lllany of each kind as he or she desires. To access the Calculator mode (which allows the student to perforlll the necessary calculations, then return to the INPUT (answer) line in the pr09ri:llll), the student enters 999999 as the-answer. See DESCAL (HP 36674) in Volume IV for instructions in using the calculator mode. APPEND - OF,SCAl twfOt'e RliNninq the proqt'alll. SPECIAL CONSIDERATIONS: Th i s proqrdlll ac(oillpan i es the Pro.if:'c t So 10 Modu 1e "Computer-Augillented Physics Topics" of the Hewlett Packard CurriculUlll Series. FOR INSTRllCTIONAL PURPOSES Suitable Courses: Physics (secondary) Student Backrp'ound Requit'ed: MKS units of measurement (mdy be. concurrent) The curricululll Illaterial listed below is available for classroom implelllent.ltion of 1111') proqt'aill. HP sqr)I-S64}; HP S%l-564<.J HP 595l-56,)() COlllputer-Auqlllented Physics Topics (student text) Cl)lllputer-Auqlllented PhySiCS TopiCS (problem solutions) COlllputer-Augmented Physics Topics (·classroom set - 30 student books and 1 problem solutions) For orJcrin(j infot'lilation of curr'icululll Illdterial, contacti Hewlett-Packard Computer Curriculum Project Scientific Press 1629 Channing Ave. Palo Alto, California 94303 ACKNOWLEDGEMENTS: August 1976 Project Solo University of Pittsburqh MKS2, Page 2 RUN APPEND-DESCAL RUN MKS2 AND SO WE CONTINUE WITH THE MKS SYSTEM OT UNITS. REMEMBER-- 999999 TOR CALCULATOR MODE. IT A CAR HAS A MASS OT 1000 KILOGRAMS, WHAT IS ITS WEIGHT IN NEVTONS?9800 VERY GOOD. NOW TRY THIS ONE. WHAT IS THE WEIGHT OF AN OBJECT v.HICH HAS A MASS or 7085 KILOGRAMS? ?999999 CALCULATO~ MODE. CLEARED TO ZERO 1ST NUMBER? 7085 FUNCTION?MUL 2ND NUMBER?9.8 I'IUL- 69433. fUNCTION?EXT EXIT. ?69433. GOOD. SOON YOU'LL BE AN EXPERT. WOULD YOU LIKE TO TRY ANOTHER CONVERSION OF MASS TO WEIGHT? ?a OK, THEN, TRY SOME DISTANCESI HOW MANY METERS ARE THERE IN A MILE? ?999999 CALCULATOR MODE. CLEARED TO ZERO 1ST NUMBER15280 FUNCTION?DIV 2ND NUMBER?3.281 DIV- 16a9.27 FUNCT ION? EXT EXIT. HOW MANY METERS A~E THERE IN A MILE? ?1609.27 O.K. YOU ARE GETTING THE IDEA. GO TO THE DESK CALCULATOR MODE AND CALCULATE EACH OF THE rOLLOWING DISTANCES IN METERS 670a MILES 8:U0 MILES 4430 MIL.ES 7200 MILES CALCULATOR MODE. CLEARED TO ZERO 1ST NUMBER?670a FUNCTION?MUL 2ND NU~BER?1609.27 MUL- 1.07d2IE+37 F'UNCTION?CLR Cl.EARED TO ZERO 1ST NUMBER18033 FUNCTION?MUL 2ND NUMBER?1609.27 MUL- 1.28742E+07 F'UNCTION?CLR CLEARED TO ZERO 1ST NUMBER?4400 fUNCTION?MUL 2ND NUMBER?16a9.27 MUL- 7.08079E+06 F'UNCTION?CLR CLEARED TO ZERO 1ST NUMf3ER?72aa TUNCTION?MUL 2ND NUMBER?1609.27 MU~- 1.15867E+07 F'UNCTION?EXT EXIT. August 1976 MKS2, Page 3 INPUT YOUR FOUR ANSWERS: 71.07821E+~711.28742E+0717.08079E+0611.15867E+07 CONGRATULATIONS I SEE YOU LATER. DONE SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC MOLAR TITLE: ACID-BASE TITRATION . DESCRIPTION: This program will calculate molarity by using data obtained from an acid-base titration. 36616 OBJECTIVES: To provide the teacher and the student with a molarity calculator to be used where either finds it applicable~ INSTRUCTIONS: PRELIMINARY PREPARATION: A. Student - This program can be used with students who have had no preliminary preparation or those with extensive preparation. B. Materials -.None DISCUSSION: It should be noted that normality ;s no longer in the New York State syllabus. It thus becomes necessary to teac~ titration calculations _ in the molarity systems by way of moles of H reacted vs. moles of OH reacted, a much preferred method. This program does just that. This program may be used in lab, as check on homework problems. and for tutorial work. The teacher may also wish to show the logic of programs in general by using this very elementary program. The teacher need only take the list and explain it line by line to enhance the students' understanding. The equation used to solve the problems is: Moles H+ = Moles OHV volume in liters n = subscript of the H+ or OH- ACKNOWLEDGEMENTS: Huntington Project Polytechnic Institute of Brooklyn ;'10LAR. Page 2 RUN GET-MOLAR RUN MOLAR THIS PROGRAM IS DESIGNED TO CALCULATE THE UNKNOWN MOLARITY IN AN ACID-BASE TITRATION. WHAT IS THE SUBSCRIPT Of THE H+ IN THE ACID fORMULA~ AND THE SUBSCRIPT Of THE OH- IN THE BASE fORMULA?2~1 He MANY ML Of ACID~ AND HOW MANY ML Of BASE WERE USED?19.7~10.0 IS THE KNOWN MOLARITY fOR THE ACID OR THE BASE? ANSWER 1 fOR ACID OR 2 fOR BASE?l WHAT IS THE MOLARITY Of THE ACID?5.5 ANSWER: THE BASE IS 21.67 M. DO YOU WANT TO WORK ANOTHER PROBLEM? OR 0 fOR NO?I ANSWER 1 fOR YES ••••••••••••••• WHAT IS THE SUBSCRIPT Of THE H+ IN THE ACID fORMULA~ AND THE SUBSCRIPT Of THE OH- IN THE BASE fORMULA?3~1 HOW MANY ML or ACID~ AND HOW MANY ML Of BASE WERE USED?0~29.3 IS THE KNOWN MOLARITY fOR THE ACID OR THE BASE? ANSWER I fOR ACID OR 2 fOR BASE?I WHAT IS THE MOLARITY Of THE ACID?2.0 ANSWER: THE BASE IS 0 M. DO YOU WANT TO WORK ANOTHER PROBLEM? OR 0 fOR NO?I ANSWER 1 fOR YES ••••••••••••••• WHAT IS THE SUBSCRIPT Of THE H+ IN THE ACID fORMULA~ AND THE SUBSCRIPT Of THE OH- IN THE BASE fORMULA?2~1 HOW MANY ML Of ACID~ AND HOW MANY ML Of BASE WERE USED?15.0~24.1 IS THE KNOWN MOLARITY fOR THE ACID OR THE BASE? ANSWER I FOR ACID OR 2 FOR BASE?2 WHAT IS THE MOLARITY Of THE BASE?I.5 ANSWERs THE ACID IS 1.24 M. DO YOU WANT TO WORK ANOTHER PROBLEM? OR f/J fOR NO?f/J ••••••••••••••• DONE BYE 851 MINUTES Of TERMINAL TIME ANSWER I fOR YES SCIENCE (EDUCATION) CONTR I BUTEO PROGRAM (833) BASIC NEWTN2 TITLE: NEWTN2: Newtons 2nd Law DESCRIPTION: A problematic situation is presented to the student which requires repeated applications of Newton's 2nd law. By selecting various angles and forces, the operator can observe the resulting motion produced. To successfully complete the program. the student must complete a specified displacement within ten attempts. 36316 OBJECTIVES: To aid in the development of skills in applying the equations of motion. INSTRUCTIONS: PRELIMINARY PREPARATION: A. Student - ~n awareness of Newton's 2nd law is required. In addition. some familiarity of force components (resolution of vectors) is necessary. B. Materials - Graph paper is helpful to students with below-to-average abil i ty. DISCUSS ION: A. Operational Suggestions This program was designed for operation by individual students or small groups, but the program may be used with a class as a "lead-in" demonstration of forces and vectors. The presentatio~ is also helpful in describing two dimensional motlon under the influence of a constant external force. When executed by small groups of average students, it has been noted that programs of this type stimulate discussions and involvement for those participating. B. Suggested Follow-up The student is confronted with a situation which requires that he overcome a given force (the wind), in moving a boat across a channel 10 Km. wide. The magnitude of the force produced by the wind on the boat varies with each "run", but the direction of the vector is always southwest, i.e. 45 deg. with respect to the direction EAST. The student may vary his paddling force (limited to values less than 200 Newtons), and direction at intervals during his displacement. After each choice of variables, he is given his position, as well as the resulting speed and direction of the boat. A certificate is presented for successful completion of the task. ACKNOWLEDGEMENTS: Huntington Project Polytechnic Institute of Brooklyn NEWTN2. page £ RUN RUN NEWTN2 HINT. GRAPH PAPER IS HELPFUL IN RUNNING THIS PROGRAM. F' MA SPEED~ ••• YOU'RE TRYING TO ESCAPE FROM DEVIL'S ISLAND ON A SMALL BOAT •. DEVIL'S ISLAND IS LOCATED AT COORDINATES (0~0). TO SUCCEED~ YOU MUST REACH A CHANNEL 50 METERS WIDE AND 10000 METERS DUE EAST~ AT ABOUT (10000~0). IN ADDITION~ YOU MUST GET THERE IN FIVE MINUTES OR LESS OR SUFFER RECAPTURE --- (HEH~HEH~HEH--) WHAT DO YOU WEIGH (IN POUNDS)7170 YOUR SITUATHON IS AS FOLLOWSz THE WIND IS BLOWING FROM THE NORTHE8ST e45 DEGREES) EXERTING A FORCE OF 120 NEWTON'S ON YOUR BOAT. YOU MAY PADDLE WITH ANY FORCE IN THE EASTWARD DIRECTION (ZERO DEGREES IS EAST) TO ACCELERATE YOUR BOAT ACROSS THE BAY AND THUS REACH THE OPPOSITE SHORE (AND FREEDOM). (NOTE. THE MASS OF THE BOAT WITH YOU ABOARD IS 177 KILOGRAMS). WITH WHAT FORCE (IN NEWTONS) AND DIRECTION (IN DEGREES) WILL YOU PADDLE715e~25 vex)= 8 X= 127 VeY)·-4 Y=-57 WANT TO CHANGE FORCE OR DIRECTION el=YES~ 0=NO) a 10 T- 1 X= 507 Y=-229 V(X)= 17 WANT TO CHANGE FORCE OR DIRECTION (I=YES~ 0=NO) I V(Y)·-8 11 WITH WHAT FORCE (IN NEWTONS> AND DIRECTION (IN DEGREES> WILL YOU PADDLE7150~15 Ta 1.5 X= 1163 Y=-577 V(X>= 27 V(Y)=-16 WANT TO CHANGE FORCE OR DIRECTION (I=YES~ 0=NO) I 71 WITH WHAT FORCE (IN NEWTONS) AND DIRECTION (IN DEGREES) WILL YOU PADDLE7150~8 T- 2 X= 2128 Y=-1211 V(X)= 37 V(Y)=-27 WANT TO CHANGE 'FORCE OR DIRECTION (l=YES~ 0=NO) I 10 T. 2.5 X= 3410 Y.-2176 VeX)· 48 WANT TO T- 3 Cf~NGE FORCE OR DIRECTION (I=YES~ 0=NO) I 70 x- 5011 Y=-3472 V(X>= 59 WANT TO CHANGE FORCE OR DIRECTION (l=YES~ VeY)=-38 V AND DIRECTION (IN DEGREES> WILL YOU PADDLE7150~3 T- 3.5 X= 6932 Y=-5132 V(X>= 69 V=-62 WANT TO CHANGE FORCE OR DIRECTION (I=YES~ 0=NO> • 71 WITH WHAT FORCE AND DIRECTION =-64 WANT TO CHANGE FORCE OR DIRECTION (I=YES~ 0=NO) I 71 WITH WHAT FORCE (IN NEWTONS) AND DIRECTION (IN DEGREES) WILL YOU PADDLE7150125 . T- 4 , 5 . X= 11559 Y=-8990 V(X)= 85 V(Y)=-68 YOU HAVE REACHED THE OPPOSITE SHOREI BUT ARE-B990 METERS OFF COURSE. ALL THAT WORK FOR NOTHING! YOU'RE LOST IN THE SWAMPS FOREVER; GOODBYE. SEE IF YOU CAN IMPROVE YOUR ABILITY LATER. DONE Sflf"CE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC NZYM2 36304 TITl,E: NZYM2: Enzyme Reattion Rate DESCRIPTION: An extension of NZYMC A833-36303 which permits the student t.o examine the effect on reaction rate with continuous changes in environlll:'ptal factors. OBJECTIVES: In addition to reinforcing the concept that reaction rate is governed by pH. temperature. and enzyme concentration; the program can be used to: A. Introduce the idea of controlled experimentation where two factors are kept constant and a third is permitted to vary. B. Develop the idea of plotting experimental data to generate a family of curves as illustrated below. Concentration 50~ _L..----t=35 . _ _ - - - t=30 Reaction rate Reaction rate : - - - - t=25 t=20 .J..---_t=15 <----_t=10 I pH=6 ~_-_ I Concentration INSTRUCTIONS: See following page. ACKNOWLEDGEMENTS: Huntington Project Polytechnic Institute of Brooklyn NZYM2. page 2 INSTRUCTIONS: PRELIMINARY PREPARATION: A. Student - Same as NZYMC. It might also be helpful if the student has been exposed previously to an actual experimental demonstration in which the change of reaction rate with one or more factors is visually displayed. The rate of bubble formation when one of the reactant products is a gas for example, might serve as one practical ill~stration of variation of reaction rate with temperature. B. Materials - none DISCUSSION: A. Operational Suggestions 1. 2. B. Average students should work as part of a group; above-average students could be permitted to work alone. For group effort acti vi ty, it woul d be i nstructi ve to use three di fferent groups, each of which holds a different factor constant while the other two factors are a11 owed to vary. Suggested Follow-up 1. 2. 3. 4. Each group should be required to plot their data, on a board, if possible, so the whole class can see the results. Families of curves should be discussed. Equivalent points on each data set should"be compared; e.g. is reaction rate the same when pH is 4, temperature is 25 0 C and concentration is 50%, regardless of which factor is held constant and the others allowed to vary? Introduce the concepts of interpolation between curves and again check comparable points on each set. Indicate that the maximum reaction rate obtained is the same regardless of the technique used to reach maximum. RUN RUN NZYM2 THIS PROGRAM WILL ENABLE YOU TO SEE THE EFFECTS ON THE RATE OF REACTION WITHIN A SYSTEM CONTROLLED BY ENZYMES. THE REACTION RATE WILL VARY AS THE ENVIRONMENTAL CONDITIONS VARY. THESE CONDITIONS, PH, CONCENTRATION OF ENZYMES, AND TEMPERATURE, IN A NATURAL SITUATION ARE NEVER CONSTANT. LET'S SEE WHAT CONTROLS THIS RATE IN THESE SYSTEMS. THE FOLLOWING ARE THE LIMITS WITHIN WHICH EACH OF OUR ENVIRONMENTAL CONDITIONS CAN VARY. I)PH----------BETWEEN 4 AND 19 2>ENZ. CONC.--BETWEEN 19 AND 100 PERCENT 3)TEMP.-------BETWEEN 5 AND 47 DEGREES C. I AM GOING TO PRINT A '?'. YOU MUST THEN TYPE A NUMBER FOR PH, CONC., AND TEMP. (IN THAT ORDER), WHICH FALLS WITHIN EACH ~IMIT STATED (SEE ABOVE.) 14,19,5 PH CONC. TEMP. REACTION RATE 10 5 .95 NOTE THE REACTION RATE WITH THE THREE VALUES WHICH YOU SELECTED TO PROVIDE A BASIS FOR JUDGEMENT OF REACTION RATE, CHOOSE ANOTHER SET OF VALUES FOR PH, CONC., AND TEMP. ( SEE LIM ITS AB OVE) • 17,18,5 PH CONC. TEMP. REACTION RATE 7 10 5 4.5 IS THE RESULT A HIGHER OR LOWER REACTION RATE? IS THE HIGHEST VALUE OBTAINED A MAXIMUM VALUE? DO YOU WANT TO TRY ANOTHER SET OF VALUES (TYPE 'I') OR WOULD YOU PREFER A MORE ORGANIZED ~PPROACH TO DETERMINE MAXIMUM REACTION RATE (TYPE '2') ?2 NZYM2, page 3 WE ARE NOW GOING TO PERFORM AN EXPERIMENT IN WHICH YOU ARE TO TYPE IN THE VALUES FOR PH~ CONC. AND TEMP. AS YOU DID BEFORE. HOWEVER~NOW YOU ABE GOING TO BE ABLE TO CHOO~E THE FACTOR WHICH WILL VARY. THE OTHER TWO FACTORS WILL REMAIN CONSTANT. (USE DIFFERENT NUMERICAL VALUES FOR EACH FACTOR.) TO OBTAIN THE MOST SIGNIFICANr DATA~'START THE' EXPERIMENT USING LOW NUMERICAL VALUES FOR EACH FACTOR. I AM GOING TO PRINT A '1'. YOU MUST THEN TYPE A NUMBER FOR PHI AND TEMP. (IN THAT ORDER)~ WHICH FALLS WITHIN EACH LIMIT STATED (SEE ABOVE.) CONC.~ ?2 1120~5 AT LEAST ONE OF THE VARIABLES DOES NOT LIE WITHIN THE PRESCRI.BED LIMITS. SEE LIMITS ABOVE AND TRY AGAIN. 14~20~5 TYPE THE NUMBER WHICH IS TO BE VARIED. 120 PH CONG. TEMP. REACTION RATE 4 20 5 .1 4 30 5 4 40 5 4 4 4 4 4 4 50 60 70 80 90 100 5 5 5 5 5 5 .13 .16 .17 .19 .19 .2 .2 .2 YOU NOW HAVE A SET OF VALUES FOR REACTION RATE AS ONE OF THE GOVERNING FACTORS IS VARIED AND THE OTHER TWO ARE HELD CONSTANT. DOES THE REACTION RATE HAVE A MAXIMUM VALUE? IS THIS THE MAXIMUM POSSIBLE REACTION RATE? TO DETERMINE THISI USE THE SAME INITIAL VALUE FOR THE VARYING FACTOR I BUT THIS TIME TYPE IN DIFFERENT VALUES FOR THE CONSTANT FACTORS. IF YOU WANT ANOTHER SET OF VALUES FOR REACTION RATE1TYPE 'I' IF YOU ARE SATISFIED THAT YOU KNOW THE VALUES FOR EACH FACTuR'S ~XlMUM REACTION RATE THEN TYPE '2'" 12 DONE SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC NZYMC TITLE: NZYMC: Enzymatic Reaction Rates DESCRIPTION: This program covers enzymatic reaction rates. and conveys the idea that enzyme reactions are dependent upon environmental factors such as pH. temperature. and the concentrati on o'f the enzymes. A s imul ated experimental situation is created. whereby the student works with one parameter at a time and can vary the degree of the enzyme reactivity. 36303 OBJECTIVES: The program presents the students with the following concepts: INSTRUCTIONS: A. Enzymatic reaction rates are dependent upon environmental factors; (these include pH. temperature. concentration of enzymes. and substrate) B. The value of graphing to help in the interpretation of data; C. The meani ng of the term "1 i mit i ng factor"; D. Different enzymes may vary in degree of reactivity and thereby affect react ion rates; E. Enzymes are not used uP. but can take part in additional reactions. PRELIMINARY PREPARATION: A. Student - The student should have some understanding of these terms: pH. substrate. enzyme. and chemical reaction. He should know that there is a substrate-enzyme interactlon. and that enzymes act as catalytic agents •. therefore. more than one reaction can take place with one molecule of the enzyme over a period of time. B. Materials - graph paper. transparencies of the following plots. and on~ of the three together for simultaneous viewing. (optional) Continued on following page. ACKNOWLEDGEMENTS: Hunti ngton Project . Polytechnic Institute of Brooklyn NZYMC, page 2 £Ji ~ 0 .-l Enz. Cone. TemE' at and °Etimum ~ u III QI g:: r ....0 RATES OF ACTIVITY WHEN VARYING ENZYME CONCENTRATION !:: 0 1 pH and Te~. at 0Etimum u III Ql pH u III Ql g:: .... 0 1 Ql ~ ~ I 2 ~ 't ~ " 1 " , '0" IZ 13 14 EH and Enz. Cone. at °Etimum ~ g:: ~ o .~ ....0 Ql ~ ~ TEMPERATURE ~ 0 .-l +J ~ o 10 20 30 40 .so ~ 70 80 90 100 Enzyme Concentration (in percentage) 0 S 10 15 20 Z5 JO " I#(J H ~ 5'5 Temperature (Ceg. C.) DISCUSSION: A. Operational Suggestions 1. Student level - Average to above average ability 2. The student should use all three limiting factors presented in the computer program. 3. Students' graphs should be checked before proceeding with the follow-up question. 4. Students work in groups of 5 or less. Allow one group at a time at the computer while the remaining groups are engaged in a related activity. For Example: Food testing with hydrogen peroxide for catalase activity. B. Suggested Follow-up To maximize the value of this program, it is strongly suggested that the teacher: 1. Elicit from the students: What represents maximum and minimum reaction rate for pH, temperature, and enzyme concentration? (Use appropriate transparencies or chalkboard) 2. Ask the following guestions, based on the plotted graphs, as lead-ins to discussion or as a homework assignment. (a) At what point do'most reactions tak-e place with regard to pH, enzyme concentration, and temperature? (This and subsequent questions are intended to bring up the ideas of optimal pH, temperature, and enzyme concentration.) (b) Why is death caused when pH rises or falls beyond a certain point in a system? (c) Why does the concentration of enzymes reach a point and then no increase in reactions take place? (d) What ~s normal body temperature? What relationship is there between reaction rate and body temperature? High fever? Freezing temperature? (Note: 40 deg. C. is 104 deg. F., which is higher than normal.) (e) Suppose the pH of a system is 7, enzyme concentration is 90. and temperature is 0 degrees. What is the reaction rate? Why? * (f) Suppose the temperature is 37 deg. C., enzyme concentration is 30, and pH is 14. What is the reaction rate? Why? * (g) What is meant by limiting factors? * Student must examine all three graphs before reaching a conclusion. NZYMC, page 3 RUN RUN NZYMC THIS PROGRAM IS DESIGNED TO SHOW THAT ENZYME ACTION IS RELATED TO CERTAIN LIMITING rACTORS. THESE rACTORS INCLUDE PH. THE CONCENTRATION or ENZYMES. AND TEMPERATURE. IN THIS PROGRAM WE ASSUME THAT TWO or THE THREE rACTORS ARE CONSTANTS AND WILL CHANGE ONLY ONE AT A TIME. WE ALSO ASSUME THAT EACH rACTOR WORKS INDEPENDENTLY. ALTHOUGH THIS IS NOT TRUE IN NATURE. YOU HAVE A CHOICE or THE rOLLOWING LIMITING rACTORSa I)PH 2)CONCENTRATION or ENZYMES 3)TEMPERATURE WHICH NUMBER DO YOU WISH 11 ••• PH ••• HOW REACTIVE AN ENZYME ARE YOU WORKING WITH? USE A VALUE or rROM 1 eNOT VERY REACTIVE) TO 10 eVERY REACTIVE). 17.5 PH VALUE -------1 REACTION RATE 11.25 30 56.25 90 138.75 157.5 138.75 90 56.25 30 11.25 3.75 0 2 3 4 5 6 7 8 9 10 11 12 13 14 50 0 100 150 200 1---------1---------1---------1---------1 ------------0 I· 1* 1 J J • • • I J J 1 I 1 I. I· I· • • • • • • DO YOU WISH ANOTHER RUN? Ir YES. PRINT 1 J Ir NO. PRINT 0. 1 I YOU HAVE A CHOICE or THE rOLLOWING LIMITING rACTORS: 2)CONCENTRATION or ENZYMES l>PH 3 >TEMPERATURE WHICH NUMBER DO YOU WISH ?2 ••• CONCENTRATION or ENZYMES ••• HERE WE MUST ASSUME THAT THE SUBSTRATE IS ALWAYS surrICIENT. HOW REACTIVE AN ENZYME ARE YOU WORKING WITH? USE A VALUE or rROM I (NOT VE~Y REACTIVE) TO 10 eVERY REACTIVE). ?7.5 ENZYME CONC. 10 20 30 40 50 60 70 80 90 100 REACTION RATE o 33.75 . 61.5 101.25 135 151.5 157.5 151.~ 151.5 151.5 o 50 100 150 I • 1 1 1 I I I I I • • • • • • • • DO YOU WISH ANOTHER RUN? Ir YES. PRINT lJ Ir NO. PRINT e. 11 YOU HAVE A CHOICE or THE fOLLOWING LIMITING rACTORSI I )PH 2)CONCENTRATION WHICH NUMBER DO YOU WISH ?3 200 1---------1---------1---------1---------1 I. or ENZYMES 3 >TEMPERATURE NZYMC, page 4 --- TEMPERATURE ••• HOW REACTIVE AN ENZYME ARE YOU WORKING WITH? USE A VALUE OF F"ROM I (NOT VERY REACTIVE> TO 10 eVERY REACTIVE). n.s DEGREES C. REACTION RATE o o 5 11.25 22.5 41.25 63.75 86.25 112.5 10 15 20 25 30 35 o 1• ~s 127.5 37.5 I I 50 o ,. - • • . • • • • YES. PR I NT lJ IF NO. STUDY THE GRAPHS AND TABLES. AND TRY TO FIGURE OUT WHAT'S HAPPENING HERE. DONE I 50 1- 1 ~6.25 DO YOU WISH ANOTHER RUN? I f 100 I. I I I I I ~0 50 200 1---------1---------1---------1---------1 PR INT 0. °f0 SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC ORBIT 36121 TITlIE: INTEGRATlS EQUATIONS OF MOTION DESCRIPTION: This program integrates the equations of Illotion for an-object moving under the influence of a force that varies as 1 rn INSTRUCTIONS: Initial conditions are nut in the DATA statement in line 1410. data is in the order in which it occurs: (a) (b) (c) (d) (e) (f) (g) The Exponent N in the force 1d\'.J Initial X position Initial Y position Inilidl X velocity Initial Y velocity Computing time increment Time limit Typical values are shown in the listinQ. The proqram qives relative information only. It is intended to show the shapes of orbits. SPECIAL CONSIDERATIONS: FOR INSTRUCTI0NAL PURPOSES Suitable Courses: Any Physics courses, hiQh school level up. Student Backqround Requi red: The prOQrdlll can be used by hi qh nhysics stude·nts without becoming involved mathematical description. College ohysics would probably be inte~ested in the method school in the students used. The proqramshould be used to teach students about two dimensional motion under various force laws. Certainly inverse square law (n=2) examples should be studied. Let the students eXfJeriment with other exponents. If a plotter is available, the proqram can be easily modified to produce a qraohic output. ACKNOWLEDGEMENTS: Herbert D. Peckham Gavilan Junior Colleqe ORBIT, page 2 RUN RUN ORBIT 1 .995004 .980067 .955336 .921061 .877583 • 825336 • 764842 • 696707 • 62161 • 540302 • 453596 .362358 .267499 .169967 .070737 -2.91997£-02 -.128845 -.227202 -.32329 -.416147 -.504846 -.588501 -.666276 - .737394 -.801143 -.856888 -.904071 -.942221 -.978956 -.98999 -.999132 - .998291 -.987476 -.966793 -.936451 -.896752 - .848093 -.790959 -.725923 - .653634 DON£ 0 9.98334£-02 .198669 .29552 .389418 • 479425 .564642 .644217 .717356 .783326 .84147 .891207 .932038 .963557 .985449 , .997494 .999572 .991663 .973846 .946298 .909295 .863207 .808494 .745702 .67546 .598468 .515497 .427375 .334983 .239244 .141114 4.15747£-02 -5.83803£-02 -.157752 -.255547 -.35079 -.442527 -.529842 -.611863 -.687771 -.756807 1• 1• 1• 1• 1• 1• 1• .999999 .999999 .999999 .999999 .999999 .999999 .999999 .999998 .999998 .999998 .999998 .999998 .999998 .999998 .999997 .999997 .999997 .999997 .999997 .999997 .999997 .999997 .999997 .999997 .999997 .999997 .999997 .999997 .999997 .999997 SCIENCE (EDUCATION) CONTRIBUTED PROGRAM TITLE: DESCRIPTION: TEACHES STRAIGHT ALKANE NOMENCLATURE AND NAMING OF ORGANIC ALKANES BAsIC ORGl 36826 There are 2 programs in this package: ORGl and ORG2. ORGl teaches a student how to recognize a hydrocarbon, find carbon to hydrogen ratio,. and name straight chain alkanes of up to 20 carbons in length. ORG2 is a sequel to ORG1, and teaches a student how to name branched chain alkanes of up to 20 carbons. Should be followed by ISOMER (HP 36261) for practice drill. . INSTRUCTIONS: Program is inter-active. SPECIAL CONSIDERATIONS: FOR INSTRUCTIONAL PURPOSES. Suitable Courses: Just GET and RUN program. Advanced or organic chemistry. Student Background Required: ACKNOWLEDGEMENTS: (833) Richard C. Adams Pleasant Hill High School Knowledge of chemical symbols, pre-algebra. ORG1, Page 2 RUN RUN ORG! THIS IS A PROGRAM FOR TEACHING YOU HOW TO NAME ORGANIC CHEMICALS OF VARIOUS TYPES. NOW SINCE I'VE TOLD YOU WHAT THIS PROGRAM IS ABOUT, WHAT IS YOUR NAME? ?RICHARD LET'S GET STARTED THEN. HELLO,' RICHARD. CARBON COMPOUNDS MAKE UP QUITE A LARGE PART OF OUR WORLD. I (A COMPUTER) AM NOT MADE OF CARBON BUT YOU ARE, RICHARD. THE CHEMISTRY OF CARBON COMPOUNDS IS CALLED 'ORGANIC CHEMISTRY'. ONE FACET OF THIS LARGE AREA OF STUDY IS 'HYDROCARBONS.' HYDROCARBONS ARE CHEMICAL COMPOUNDS WHICH CONTAIN CARBON AND HYDROGEN ATOMS ONLY. WHICH OF THE COMPOUNDS BELOW DO YOU THINK IS A HYDROCARBON? (THIS IS ALSO CALLED 2-METHYL HEPTANE) C I C -C -C -C -C -C -C I C I C 6,6,8, I O-TETRAMETHYL-4, 8-DIETHYL-4-PROPYL UNDECANE HEY, YOU'VE BEEN AT THIS FOR II THAT'S LONG ENOUGH FOR ANYONE. GOOD-BYE, RICHARD OTIS DONE MINUTES, RICHARD. Vocume.nt.a.tion Vate. 3/15 SCIENCE (EDUCATION) (833) CONTRIBUTED PROGRAM BASIC ORG3 TITLE: HYDROCARBON CLASSES OF ALKENES AND ALKYNES DESCRIPTION: There are two programs in this package: ORG3 and ORG4. They continue a series of nomenclature programs for chemistry instruction. INSTRUCTIONS: ACKNOWLEDGEMENTS: This program is inter-active. Richard C. Adams Pleasant Hill High School Pleasant Hill. Oregon Just Get and RUN program. 36888-18010 ORG3, Page 2 RU:~ RUN ORG3 HELLO A~AIN~ OTIS HERE. AND 'ORG2' SUCCESSFULLY?YES HA~E YOU DONE 'ORGI' GOODI THEN WE CAN GET STARTED ON THIS ONE THEN. SAYI IS THIS ROY?NO SORRY I I THOUGHT IT WAS. YOU TYPE AN AWFUL LOT LIKE HIM. WHO ARE YOU??RICHARD OHI RICHARD! HOW DID 1 THINK THAT IT WAS ROY? OH ~ELLI RICHARDI THIS PROGRAM WILL TEACH YOU HOW TO NAMS A SECOND GROUP OF HYDROCARBONS CALLED 'ALKENES' ALKENES HA~JE A DOUBLE BOND (-C=C-) IN THEM AS 'JELL AS SINGLE BONDS (-C-C-). WHICH ONE OF THESE DO YOU THINK IS AN ALKENE? H H H H H HC-C-C-CH H H H H H H HC-C=C-CH H H H H HCH H I H HC-C-CH H I H HCH H 3. 1• ?3 NO . . IT IS 'JIERD BUT DOESN'T HAVE A DOUBLE BOND. WHICH ONE IS THE ALKENE?2 THAT'S RIGHTI RICHARD. 12 IS THE ONE! NOTICE THAT BOTH CARBONS ON EITHER SIDE OF TaE DOUBLE BOND HAD TO GIVE UP A HYDROGEN. A CARBON ATOM HAS FOUR 'HANDS' WITH 'JHICH TO HOLD ONTO THINGS AND IF IT USES T~O OF THESE TO HOLD ONTO ANOTHER CARBON ATOMI IT JUST HAS TO GIVE UP HOLDING ONTO A HYDROGEN. THIS MAKES THE GRO~P FORMULA SUCH THAT IF THERE ARE 'N' CARBONSI THERE WILL BE '2N' HYDROGENS. NOW THAT YOU KNOW ABOUT THE HYDROGENS . . I'M GOING TO STOP PRINTING THEM BECAUSE THAT WASTES SPACE. NAMING ALKENES IS NOT VERY MUCH DIFFER~~T FROM NAMING ALKANES. THE DIFFERENCE IS THEY END IN '~ENE' INSTEAD OF '-ANE'. THUS: C=C 1 S 'ETHENE' AND C-C=C IS 'PROPENE' WHAT WOULD YOU CALL THIS? - C-C-C=C ?PENTANE SOMETHING'S NOT RIGHT. TRY AGAIN. WHAT'S THAT NAME AGAIN?BUTANE NO . . ALKENES END IN '-ENE'. TRY IT AGAIN. WHAT'S THAT NAME AGAIN?BUTENE RIGHT ONI RICHARD! ? HOWEVERI NOTICE THAT WITH BUTENE WE RUN INTO A NAMING PROBLEM. I'LL ILLUSTRATE WITH HEXENE: C=C-C-c-C-C C-c=C-C-c-C C-c-c=c-c-c ORG3, Page 3 THESE A,RE DI F'F'ERENT COMPOUNDS WH I CH REACT DI F'F'ERENTLY AND SO HAVE TO BE NAMED DIF'F'ERENTLY. THE LEF'T ONE IS 'I-HEXENE' BECAUSE TH& DOUBLE BOND COMES AF'TER THE F'IRST ('1-') CARBON. THE ONE ON THE F'AR RIGHT IS '3-HEXENE' WHAT WOULD YOU CALL THE MIDDLE ONE?4-HEXANE YOU MADE SOME MI STA.t{E" RI CHARD. TRY IT AGAI N. WHAT'S THE NAME14-HEXENE YOU COUNTED F'ROM THE WRONG END. ONE MORE TIME WHAT'S THE NAME?2-HEXANE ALKENES END IN '-ENE'" NOT '-ANE ' • TRY IT AGAIN. WHAT'S THE NAME?2-HEXENE HEY" RICHARD" YOU GOT THAT ONE RIGHT! O.K. YOU CAN SEE IT'S NOT SO DIF'PICULT. THE NUMBER SPOT POR THE DOUBLE BOND IS THE LAST THING YOU HAVE IN MORE COMPLICATED COM?OUNDS. C I C C I I C-C-C-C=C-C-C I C 5,,5-DIMETHYL-3-ETHYL-3-HEPTENE YOU NUMBER PROI'1 THE END WHI CH GI 'JES YOU THE LOWEST NUMBER POR THE DOUBLE BOND. NOW YOU TRY THIS ONE. WHAT IS THE NAME Of: C C C ,I I I C-C-C-C-C-C-C=C-C I I C C I I C C ? 4" 6" 8 -l~ETHYL- 5,7- ETHYL- 2-NONENE YOU fORGOT TO TELL HO~ MANY METHYLS ETC. REMEMBER THE 'DI-" TRI-" TETRA- ETC.' STUPP? TRY AGAIN. WHAT IS THE NAME AGAIN? ?4,,6,,8-'TRIMETHYL-S .. 7-ETHYL-2-NON?:NE YOU MADE SOME SORT OP ERROR" RICHARD. TRY AGAIN WHAT IS THE NAME AGAIN? ? 2" 4" 6-'fRIMETHYL- 3" 5-ETHYL-7-NONENE YOU MADE SOME SORT OP ERROR" RICHARD. TRY AGAIN WHAT IS THE NAME AGAIN? ?2"416-'TRIMETHYL-3,,S-DIETHYL-7-NO~EE-NE YOU NUMBERED PROM THE ~RONG END. TRY AGAIN. WHAT IS THE NAME AGAIN? WELL" I KNOW I', WAS COM?LI CATED" RI CHARD. THE AN SWER IS 4,,6,,8-'rRIMETHYL-S .. 7-DI ETHYL-2-NONENE' BECAUSE THERE ARE THREE ('TRI-') METHYLS O~ CARBONS 14,,6,,8. THEN THERE ARE TWO(' DI -') ETHYLS ON CARBONS IS ~ 7 .. AND THE DOUBLE BOND C'-ENE') IS ON CARBON 12 OP A STRING OP CARB()NS NI~E MEMB?:RS LONG ('NONA'). I WELL" THAT'S THE END OP THIS LESSON" RICHARD. WHEN YOU'RE READY POR ORG4" MAX::: SURE YOU R:::'JIE'J JqGl" ORG2" MID ORG3 AND HAVE THEM '.JITH YOU ',JHILE YOU DO THE NEXT PROGRAl'1. GOOD-BY::: PO~ NO'J!!!!!I OTIS DONE ORG3, Page 4 RUN ORG4 THI S PROGRAM I S THE FOURTH IN THE ORGANI C NOMENCLATURE SERIES. HAVE YOU ALREADY DONE ORGIIORG21 AND ORG3?YES GOODI THIS PROGRAM WILL BE A LITTLE SHORTER SINCE YOU ALREADY KNOW QUITE A BIT ABOUT NAMING. JUST SO WE CAN CONTINUE ON A FIRST NAME BASI SI COULD YOU TELL ME YOUR NAME PLEASE? RI CHrlRD THANKS~ RICHARD. I'M SORRY I HAVE TO ASK EACH TIME BUT DO YOU THINK I LIKE IT HEREI WORKING ALL DAY LONG, ~~JER GETTING OUT TO SEE PEOPLE. I EVEN HAVE TO ASK THEM WHO THEY ARE, SINCE I CAN'T SEE OR HEAR ON THIS CRUMMY MACHINE. HOW WOULD YOU LIKE TO HAVE TO EXPRESS ALL YOUR FEELINGS AND EMOTIONS THROUGH A LOUSY TYPE~RITER? HAVE SOME SYMPATHY, PLEASE!! WELL .. I GUESS IT'S TIME 1 STOP INDULGING IN SELF-PITY AND GET STARTED WITH YOUR LESSON. ACTUALLY .. RICHARD .. YOU'RE NOT TOO BAD. YOU SHOULD SEE SOME OF THE STUPID IDIOTS I GET AT THIS TELETYPE. YOT] WOULDN'T BELIE'JE HOW MANY TIMES HAVE TO TELL THEM THE ANSWER! HERE GOES! THIS LESS IS ABOUT THE THIRD MAJOR GROUP OF HYDROCARBONS .. THE ALKYNES. ALKYNES HAVE A TRIPLE BOND. HEY! ! ! ! ! I JUST LOOKED AND I DON'T HAVE A TRI PLE BOND SIGN ON MY KEYBOARD. I '~JE GOT SINGLE BOUDS (-C-C-) AND DOUBLE BONDS (-C=C-) BUT NO TRIPLE. I GUESS I'LL USE AN 'E' IT'S GOT THREE HORIZONTAL LINES AT LSAST. IT'LL LOOK LIKE THIS (-C-CEC-C-) O.K.? THE NAMING IS QUITE REGULAR .. MUCH LIKE THE ALKENES EXCEPT THAT ALKYNES' NAMES ALL END IN '-YNE' INSTEAD OF '-ENE' OR '-ANE'. FOR INSTANCE: HCECH 15 ETHYNE H AND HC-CECH H 15 PROPYNE H H AND HC-C-CECH H H I 5 BUTYNE I'M GOING TO LEAVE OFF THE HYDROGENS NOW BUT WHAT'S THIS/ C-C-C-CEC-C ? 4 HEXENE YOU'RE DOING SOMETHING WRONG. TRY AGAIN .. RICHARD. WHAT' S TH~T NA:-1E N01J?4 HEXYNE YOU MADE TWO ER~ORSI RICHARD. YOU FORGOT THE HYPHEN AND NUMBERED PWM THE lJRONG END. TRY IT AGAIN. WHAT'S THAT NAME NOW?2-HEXYNE THAT'S RI GHT I RI CHARD! 51 X CARBONS I TIS! YOU CAN ALSO HAVE MIXTURES OF DOUBLE AND TRIPLE BONDS. I'LL SHOW YOU AN EXA;1PLE OF SUCH. HERE.. C I C C C I I I C-C=C-C-C-C=C-CEC I C IS 41618-TRU1ETHYL-6-ETHYL-3.17-DIENE-I-NONYNE. NOTICE THAT THE NUMBERING IS FROM THE END WHICH ~ILL GI VE THE TRI PLE BOND THE L01..JEST N'Y1BER. '.J"riEN YOU :-iA'} E A DO UaLE SOND '11 TH A PU PLE .. THE DOUBLE 90ND IS :-J']MBERED .. AND CALhED '-ENE-'. WHEN YOU HAVE MORE THAN O~E.I IT'S '-DIENE-' OR '-TRIENE-' OR '-TETRAENE-'.IETC. ORG3, Page 5 IlHEN YOU'VE HAD TIME TO EXAMINE THAT NAi1E .. TYPE 'GO' AND CONTINUE WITH THE LESSON. ?GO GEE .. RICHARD.. YOU ONLY TOOK I MINUTES TO LOOK AT THAT. PRETTY CONDIFENT .. ARE~'T YOU? WELL .. IF YOU'RE SO GOOD .. TRY THIS ONE WHY DONT YOU. WHAT'S THI51 C I C C I I C=C-C=C-C-CEC-C=C-C-C I I I C C C I C I C ?2 .. 5 .. 8-METHYL-9-ETHYL-4-PRO?YL-l .. 3 .. 9-TRIENE-6-m~E~DECYNE I KNO~ IT'S EASY TO MAKE A ~lSTAKE. TRY IT AGAIN .. RICHARD. ~iAT WAS THAT HORRENDOUS NAME AGAIN? ? 2 .. 5 .. 8 -TRI ,'1ETHYL-9 - ETHYL-4-?RO PYL- I .. 3 .. 8-TRI ENE- 6-UNDECYN::: YOU COUNTED FROt1 TH::: 'JRONG END. THE TRI PLE BOND GETS THE THE LO'.JEST NUr18ER. TRY AGAIN. WHAT WAS THAT HORRENDO:JS Nt\I'1E AGAI N? ?4 .. 7 .. 10-METHYL-3-ETHYL-8-PROPYL-3 .. 8 .. 10-TRIENE-5-UNDECYNE YOU CO:Jr~TED THE '-ENS'S BUT FORGOT TO TELL ME HO~ MANY METHYLS. DO IT NOW. WHAT WAS THAT HORr.tENDO:JS NA.I'tE AGAIN? ?4 .. 7 .. 10-TRIMETHYL-3-ETHYL-S-PROPYL-3 .. 8 .. 10-TRIENE-5-UNDECYN::: HEY.. RI CHARD .. YOU GOT THAT RI GHT - - - - AND ON OIIJLY TRY NUMBER 4 AT THAT! !!!!!! WELL .. RICHARD .. THAT'S THE END OF THE HYDROCA~BONS. LATER LESSONS WILL BE CONCE~NED WITH NAMING ALKYL HALIDES .. ALCOHOLS .. ALDEHYDES AND KETONES .. ETHERS .. ACIDS .. ~~D ESTERS. THE OTHERS ARE MUCH EASIE~ .. ONCE YOU'VE BEEN THROUGH THE HYDRO CAl=lBON S. SAY .• RI CHARD.. I F YOU'RE HAVING TROUBLE .. ASK THE CHEMISTRY TEACHER. IF YOU'RE D8ING FINE SO FAR .. YOU CAN TRY THE LATER PROGRAMS AS YOU NEED THEM. THE NEXT ONE .. 'ORG5' I S ON ALKYL HALl DES AND I S A SHORT ONE. ** •• **.COlIJGRATULATIONS ON COMING THIS FAR •••• DONE Vocu men.taUon Vate 3/75 SCIENCE (EDUCATION) (833) CONJRIBUTED PROGRAM BASIC ORGS 36888-1S0ll TITLE: TEACHES NOMENCLATURE OF ALKYL HALIDES AND ALCHOLS DESCRIPTION: There are 2 programs in this package: ORGS and ORG6. These are the fifth and sixth programs in the organic nomenclature tutorial .series, teaching naming of alkyl halides and alcohols. The program should be proceeded by ORG1, ORG2, ORG3, ORG4. Should be followed by ORGCHE (HP 36646) for practice drill. INSTRUCTIONS: Program is interactive and self-explanatory. Just GET and RUN. SPECIAL CONSIDERATIONS: FOR INSTRUCTIONAL PURPOSES Suitable Courses: . Advanced or Organic Chemistry. Student Background Required: ACKNOWLEDGEMENTS: Richard C. Adams Pleasant Hill High School ORGl to ORG4 ORG5, Page 2 RUN RUN ORGS HI THERE! THIS 1 S THE FIFTH. PROGRAM ON NAMING ORGANIC HAVE YOU DONE ORGl"2,3,, AND' 4?NO ' MOLECULES. NO? COME BACK WHEN YOU HAUE I!!I DONE RUN ORGS HI THERE! THIS IS THE FIFTH PROGRAM ON N~~ING ORGANIC MOLECULES. HAVE YOU DONE ORGl"2,,3,, AND 4?YES GOOD! NOW" I'M OTIS" AS YOU REMEMBER. BUT I DON'T KNOW WHO YOU ARE. WHO IS THIS?RICHARD GLAD TO HAUE YOU BACK" RICHARD. THIS LESSON WILL TEACH YOU HOW TO NAME COMPOUNDS WITH 'HALOGENS' (F"CL"BR"I) IN THE:1. THE NAMES ARE PRETTY EASY. WHEN YOU SEE AN F" FLUORINE" IN A COMPOUND" IT'S CALLED 'FLUORO'. CHLORINE BECOMES 'CHLORO' SAY" RICHARD" WHAT DO YOU THINK BROMINE'S CALLED?BROMINE NO .. WHEN BROMINE IS IN A CO!1POUND" IT HAS TO END IN '0'. NOW" WHAT'S THAT NAME AGAIN?BROMINO NO" RICHARD" YOU GET RID OF THE '-INE' flND PUT ON AN '0'. NOW" WHAT'S THAT NAME AGAIN?BROMO RIGHT YOU ARE" RICHARD NOW WHAT WOULD YOU CALL 'IODINE' IN A COMPOUND?IODO THAT'S CORRECT" RICHARD! NOW LET'S SEE HOW YOU USE THESE HALOGENS TO MAKE 'ALKYL HALIDES.' YOU USE THEM JUST LIKE METHYLS OR ETHYLS. THEY HAVE A LOWER PRIORITY IN NUMBERING THAN ANY OF THOSE OTHER GROUPS AND SO ARE NAMED FIRST" IN THE ORDER F"CL"BR"I. HERE" I'LL SHOW YOU A SIMPLE EXAMPLE AND THEN A COMPLEX ONE: F C-C-C-c-C IS 4-FLUO RO - 2-METHYLPENTAN E C C CL AND ! I-C-C=C-C=C-C-C-C=C I I F BR C C C IS 8-FLUORO-4-CHLORO-6-BROMO-9 .. 9-DIIODO-2,,4-DIMETHYL -3-ETHYL-l" 5" 7-NONATRI ENE AS YOU CAN SEE" IF YO"U HAVE MO RE THAN ONE OF A HALOGEN" YOU SAY SO \tilTH THE 'DI"TRI"TETRA"ETC.' YOU LEARNED FOR METHYLS AND THE OTHER GROUPS IN PREVIOUS LESSONS. NOTICE ALSO THAT HALOGENS COME BEFORE METHYLS IN THE ORDER OF FLUORO" CHLORO" BROMO" AND 1000. ORG5, Page 3 N01J. YOU TRY ONE! CL F C=C-C-C-C-C-C-F I C C F ! C ? I., 3-FLUORO- 5- CHLO RO WELL., YOU 01 ON 'T GET I TALL RI GHT BUT YOU AT LEAST GOT TRY AGAIN., RICHARD. ?1.,1,3-FLUORO-5-CHLORO-2-METHYL-4-ETHYL-6-HEPTENE HOLD IT!! YOU'RE NUMBERING FROM THE WRONG END! TRY AGAIN., RICHARD. ?5.,7,7-FLUORO-3-CHLORO-6-METHYL-4-ETHYL-I-0CTENE WELL., YOU DIDN'T GET IT ALL RIGHT BUT YOU AT LEAST GOT -3-CHLORO-6-METHYL-4-ETHYL TRY AGAIN, RICHARD. ? 5., 7, 7-'TRI FLUO RO - 3- CHLORO- 6-METHYL-4-ETHYL- I-HEPTENE GOSH! THAT'S RIGHT, RICHARD! GOOD FOR YOU! 1JELL, RICHARD, THAT'S THE ALKYL HALIDES. ORG6., ~rE TAKE UP AN INTOXI CATING SUBJECT ******************* A L C 0 H 0 L S CHEERS! NEXT., IN ********************* OTIS DONE RUN ORG6 HE~ KIDDIES!!!! IT'S THAT HAPPY TIME AGAIN I!I!! THAT'S RIGHT - - IT'S ** UNCLE OTIS TIME ** I SO SIT RIGHT DOWN IN FRONT OF YOUR TELETYPE RIGHT IN YOUR. LIVING ROOM IN YOUR ROMPERS AND SEE WHAT GOOD OLD UNCLE OTIS HAS IN HIS BAG OF TRICKS FOR GOOD LITTLE GIRLS AND BOYS. HEY - - YOU ARE A MEMBER OF THE UNCLE OTIS ORG FAN CLUB AREN'T YOU? I MEAN., YOU HAVE DONE ORG 1,2.,3,4., AND 5 ALREADY? HAVE YOU1YES PROVE IT! WHAT'S YOUR NAME (NO NEED FOR THE SECRET DECODER RING PASSWORD THIS TIMEr)1RICHARD AH, RICHARD. H~., YOU MADE '5TH DEGREE ORGANIST' RECENLY DIDN'T YOU? AS YOU REMEMBER LAST TIME., GOOD OLD UNCLE OTIS HAD JUST FUUSHED TELLING YOU ALL ABOUT ALKYL HALIDES AND PROMISED TO GO OiN TO ALCOHOLS. YOU KNOW WHAT ALCOHOL I S., DON'T YOU, RICHARD? THAT'S THE BAD SMELLING LIUUID THAT MAKES DADDY SAY NASTY TI~INGS ABOUT YOUR UNCLE OTTO AT FAMILY REUNIONS. WELL YOU'LL SURE HAVE A SURPRISE FOR HIM! THAT'S JUST ONE ALGOHOL OUT OF THOUSANDS. BUT THE REST ARE EVEN MORE POISONOUS., SO DON'T GET YOUR HOPES OF BEING A 'SECRET TIPPLER' UP TOO HIGH. ALCOHOLS REMIND YOU KIND OF HYDROXIDES IN INORGANIC ~EY ALL HAVE AN '-OH' GROUP., CALLED 'THE ALCOHOLIC CHEMISTRY. GROUP' "NO., THAT ISN'T A BUNCH OF PEOPLE AT A HOLLYWOOD PARTY!) ORG5, Page 4 HERE ARE SOME ORGANI C COMPOUNDS: C o C C-C-O -C-C-C C=C-C C-C-OH \H I. , , C=O II ! C-C-C 2. 3. 4. C WHICH ONE OF THESE DO YOU THINX IS AN ALCOHOL? I NO, THAT'S AN ETHER. WE'LL TALK ABOUT THAT ONE LATER. NOW, LOOK FOR THAT '-OH' GR~UP. WHICH ONE OF THESE DO YOU THINK IS AN ALCOHOL?2 THAT'S NOT IT! THAT'S AN ALDEHYDE. LOOK FOR THE '-OH'. WHICH ONE OF THESE DO YOU THINK IS AN ALCOHOL?3 THAT'S RIGHTI RICHARDI AND THAT ALCOHOL IS THE DRINKING KIND TOO! NOWI HOW DO WE NAME THEM? FIRST, THE WORD 'ALCOHOL'I ITSELF, LIKE SO MANY THAT BEGIN WITH 'AL~" COMES FROM THE ARABIC. THE ARABS CALLED THESE THINGS 'AL KHOL' WHICH MEANS 'THE DUST'I BECAUSE THEY SEEMED TO EVAPORATE AND BLOW AWAY LIKE DUST. EUROPEANS FIND A 'KH' lIARD TO PRONOUNCE WITHOUT SOUNDING AS IF THEY'RE ABOUT TO SPIT, SO IT WAS SOFTENED TO 'ALCOHOL'. IN MEMORY OF THAT ORIGINAL WORD, ALL ALCOHOL NAMES END IN '-OL.' HEREI I'LL SHOtol YOU: C-C-OH IS ETHANOL C-C-C-OH IS PROPANOL AND C-C-C-C-OH IS BUTANOL NOTICE YOU TAKE THE WORD (ETHANI PROPAN, BUTAN) THAT CORRESPONDS TO THE NUMBER OF CARBONS AND THEN ADD '-OLe ON THE END, NOW YOU TRY ONE. C-C-C-C-C-C-C-OH WHAT'S THAT ALCOHOL'S NAME?HEPTANE YOU GOT THE RIGHT NUMBER OF CARBONSI BUT ALCOHOLS END IN '-OL' WHAT'S THAT ALCOHOL'S NAME1HEPTANOL THAT'S RIGHTI RICHARD! GOOD FOR YOU. NOW HERE'S A PROBLEM. WE RUN INTO ISOMERS AGAIN. THAT '-OH' GROUP CAN BE PUT IN QUITE A LOT OF PLACES. I'LL GIVE YOU AN EXAMPLE OR TWO ORG5. Page 5 OH OH I OH ! C-C-C-C-C-C C-C-C-C-C-C I. C-C-C-C-C-C C-C-C-C-C-C-OH 2. 4. NOW, HOW TO NAME THEM. NUMBERS 2 AND 4 ARE BOTH CALLED 'I-HEXANOL' BECAUSE THEY HAVE SIX CARBONS C'HEXAN') AND THE ALCGHOLIC GROUP (OH) IS ON THE FIRST CARBON. 13 IS CALLED '3-HEXANOL' BECAUSE THE GROUP ISON THE THIRD CARBON. WHAT WOULD YOU CALL ALCOHOL 1115-HEXANOL YOU COUNTED FROM THE WRONG END, RICHARD. WHAT WOULD YO~ CALL ALCOHOL II?2-HEPTANOL TRY LOOKING AT THE EXAMPLES AND COUNTING AGAIN. WHAT WOULD YOU CALL ALCOHOL II?2-HEXA~OL YOU GOT THAT RIGHT, RICHARD! WELL, THAT'S A90UT IT FOR THIS LESSON. OH, BY THE WAY, ALCOHOLS CAN HAVe: SU3STI TUTED 51 DE GRO:JPS AND DJU3LE BONDS AND THE WHOLE MESS. LIKE THIS ONE: C F ! C-C-C-C=C-C-C-C-OH !! !! C C I BR ! C IS 3-FLUORO-I-BROMO-I,2-DIIODO-4,6-DIMETHYL-5-ETHYL-4-EN~-I-OCTANOL CGRUESOME, ISN'T IT?) CO~1E BACK WHEN YO:J'RE FULLY RECOVERED AND WE'LL TALK ABOUT 'ALDEHYDES' AND 'KETONES' IN ORG7. SAME TIME. SAl~E CHA.~NEL.. SAME BAD JOKES. o TIS, YOUR LOVING UNCLE DONE SCIENCE (EDUCATION) CO'NTRIBUTED (833) PROGRAM·BASIC ORGCHE TITLE: DRILL ON ORGANIC COMPOUND NOMENCLATURE DESCRIPTION: This program generates organic compounds of 10 d;fferent types, prints out representations of them, and names them. INSTRUCTIONS: 36646 The user may select one of the following options: 1. Drill on any of the following in random order. 2. Drill on alkanes. 3. Drill on alkenes. 4. Drill on alkynes. 5. Drill on alkylhalides. 6. Drill on alcohols. 7. Drill on ethers. 8. Drill on organic acids. 9. Dri 11 on amines ('secondary only). 10. Drill on ketones. 11. Drill on aldehydes. He then chooses how many representat i ,Jr,'. r(.. be printed (maximum of 10). The symbols f, - are used to rert·- ;!!,t single bonds, =, N'to represent double bonds, * to represent tl'ipit' bonds. All hydrogen atoms have been omitted, except in hydroxyl radicals. SPECIAL CONSIDERATIONS: The longest carbon chain to be considered is of length 10., i.e., a decane, decene, etc. LIterature reference: Benfey, Otto Theodorp The Names and Structures of Organic Compounds. New York: John Wiley and Sons, Inc., 1966. FOR INSTRUCTIONAL PURPOSES Suitable Courses: Organic Chemistry The program can be used for testing ana for extrd drill. The student may fold the output on the first starred line so the names of the compounds aren't visible. He then names the organic crnnpounds, and compares his answers with the computer output. ACKNOWLEDGEMENTS: Phillip J. Short Burnsville Sr. High School ORGCHE. Page 2 RUN RUN ORGCHE DRILL ON ORGANIC NOMENCLATURE THE CODES ARE a I) AL~ANES 2) AL~ENES 3) AL~YNES 4) HALOGEN SUBSTITUTIONS ALCOHOLS ETHERS ORGANI C ACIDS AMI NES S) 6) 7> 8) 9) 10) 0) ~ETONES ALDEHY DES ANY COMBINATION OF THE ABOVE WHAT CODE a 10 HOW MANY a 110 t_- BOTH REPRESENT SINGLE BONDS. 1.= BOTH REPRESENT DOUBLE BONDS, AND. IS USED TO REPRESENT A TRIPLE BOND. ( 1 OH OH C - C - C - C - C ( 2 C - 0 - C - C - C ( 3 C - C - C - C - C - 0 - ( c - c - c - c - c - 4 ,0 C C -C-C -C - C C C ( 5 CL C C - C - C - C - C - C - C C C - C ORGCHE, Page 3 C 6 BR BR c - F' C - C - C - C - C BR C ( 7 OH c - C OH C - C - C - C - C - C - C - C - C C C C C OH ( 8 OH C c - C - C - C - C C OH C 9 OH c - C - C - C - C - C - C - C - C - C = 0 c c C C C C C C 10 ( -C- C ,0 C - C C C C C C - C - C - C - C C C C C -C-C ••••••••••••••••••••••••• F'OLD UNDER ••••••••••••••••••••••••••••••• C I 1# 4-PENTANEDIOL C 2 METHYLPROPYL ETHER 3 PENTYLHEP1YL ETHER C 4 5 C 6 3-METHYL-3-ETHYL-2-PENTANONE 6-CHLORO-I-F'LUORO-216-DIMETHYLHEPTANE 1#214-TRIBROMO-5-F'LUORO-2-IODO-4-METHYLHEX~NE t1RGLHE. Page 4 ( 8 2.~-DIMETHYL-l.I-PENTANEDIOL ( 9 2.9-DIMETHYL-1-ETHYL-S-BUTYLDECANOIC ACID ( 4-METHYL-4.S.S.8-TETRAETHYL-3-DECANONE 10 •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• DONE RUN ORGCHE DRILL ON ORGANIC NOMENCLATURE THE CODES AR E I 1) 2) 3) ~) S) 6) 1) 8) 9) 10) 0) ALI • HY?OTHESIS • ---> • NEW OBSERVATIONS • • • • • • • •••••••••• * •• *. •••••••••••••• •••••••••••••••••••• \ / •••••••••• • +<-- • MODIFY.• <----• • •••••••••• \ / 00 '/ \ \ / THEY AGREE? < NO > I \ \ / \ / \ I f YES SCIENTIFIC METHOD I ••••••••••••••••••••••••• • • ••••••••••••••••••••••••• • • • ON TO BECOME A THEORY • WHAT PURPOSE DOES 'MODIFY' SE~VE 7CHANGE THE HY?OTH~SlS RIGHTI THE HY?OTHESIS MUST ACCURATELY ACCOUNT FOR ALL THE OBSERVATIONS (INCLUDING THE NEW ONESf)1 SO IT MUST BE CORRECTED. IF IT IS SO INCOMPLETE THAT IT MUST BE DISCARDED AND A NEW ONE TRIEDI THEN SO 9E OK~ August 1976 PZHYP. Page 3 IT! ONE SHOULD NOT HANG ONTO OBSOLETE CONCEPTS JUST BECAUSE THEY ARE· THERE! IY AYTER REPEATED TESTING# THE HYPOTHESIS CORRECTLY PREDICTS ALL NEW OBSERVATIONS# IT BECO~ES A THEORY. AND IF A THEORY IS OF SUFFICIENT GENERALITY AND DESCRIBES THE NATURAL PHENOMENA ACCURATELY, IT MAY BE ELEVATED TO WHAT STATUS ?I DON'T KNO~ WELL, IT MAY BECOME A SCIENTIFIC LAW! BOTH SCIENTIFIC THEORIES AND LAWS MUST HAVE OTHER t;lUALITIES SUCH ASs GENERALITY" SIMPLICITY" AND BEAUTY. THESE QUALITIES ARE SOMETIMES DIFFICULT TO DEFINE PRECISELY. WE ARE MORE CONCERNED HERE WITH THE INTERACTION BETWEEN OBSERVATION AND HYPOTHE:SIS" SO SUCH CONSIDERATIONS NEED NOT WORRY YOU! AS A SIMPLE EXAMPLE, LET US CONSIDER A SEQUENCE OF LETTERS AS OUR INITIAL OBSERVATION, NAMELYa T T F F SSE WE SUSP'ECT THAT THESE ARE PART OF A MORE GENERAL PATTERN. THE FIRST STEP IS TO DESCRIBE THE OBSERVATIONS. HOW WOULD YOU DESCRIBE THEM?? OK" A VERY SIMPLE WAY CAT LEAST FOR A SMALL SET OF DATAl) 15 TO ?UT IT IN A TABLE, NUMBER I DATUM -------+-----1 T 2 3 T F 4 F 5 6 S S 7 E THIS IS A TYPE OF HYPOTHESIS. ANOTHER SIMILIAR OBSERVATIONS THAT IS ALSO A HYPOTHESIS IS: ~AY OF DESCRIBING THE THE SEQUENCE IS FORMED FROM PAIRS OF LETTERS MADE UP OF 'T'" 'F', 'S' IN ORDER, AND IS ENDED WITH A SINGLE 'E'. WHAT BAD FEATURE DO THESE TWO HYPOTHESES HAVE?? ?NO EX?LANATION OR cREDICTION VERY GOOD PETE! THEY DESCRIBE THE OBSERVATIONS VERY WELL, BUT THERE IS NO PROVISION FOR OREDICTING ANY NEW OBSERVATIONS. SUCH A HycOTHESIS IS TERMED 'AD HOC', THIS IS A LATIN TERM MEANING "FOR THIS CASE ONLY". THERE IS NO WAY TO TEST THIS TyrE OF HYPOTHESIS. LET'S TRY AND PREDICT THE NEXT LETTER IN THE SEQUENCE! T T F F SSE , WHAT LETTER DO YOU THINK REPLACES THE PERIOD 1E THAT IS MOST LOGICAL. THE SEQUENCE WOULD THEN LOOK: T T F F SSE 'E' CAREFULLY STATE IN WORDS THE HYPOTHESIS THAT LEADS TO THIS ?REDICTION. (KEEP IT TO ONE LINE OR LESS" SORRYI) ?SEQUENCE IS DOIJBLE LETTERS BEGIN WITH T AND F" GO FORwARD IN ALPHABET REMEMBER THAT THE FINAL 'E' IS ONLY A PREDICTION" IT HAS NOT YET BEEN OBSERVED. NO'V PETE" '..THAT I S THE NEXT STE? I N THE. I Nt;lTJ I RY PROCESS?? ?TEST IT OK" LET'S GO AND TRY TO OBSERVE THE NEXT LETTER! AFTER MUCH E~ERIMENTATION WE FIND: T T F F SSE N 'WHOOPS, NATURE I S NOT AL'JAYS EASY TO PIN DO'.m I THE NEiJ DATUM DOES NOT AGREE IJ I TH YOUR PRE[)'I CT ION. THUS WE MUST MOD IFY THE HyoOTHES IS, » » » I MUST ASSURE YOU THAT THE SEt;lUENCE OF LETTERS DOES FOLLOW A DEFINITE PATTERN. THEY ARE NOT JUST ANY RANDOM CHOICES! I I BELIEVE IN BEING ORDERLYI August 1976 « ~< « PZHYP, Page 4 VE COULD STILL SIMPLY TOR~ AN AD HOC HYPOTHESIS~ BUT WE A~E INTERESTED IN DETERMINING THE BIG PICTURE. WE WANT TO BE ABLE TO PREDICT THE NEXT L.ETTER ( S ) I fROM THIS POINT IT GETS MUCH ~ORE DIT'ICUL.T. MANY PEOPLE ARE STUMPED HERE. HOWEVER~ ~ETE SINCE YOU ARE A SPANISH MAJOR~ 1 AM CON'IDENT THAT YOU WILL ~E~CEIVE THE PATTE~N AND DEDUCE THE NEXT LETTER! T T f f SSE N • WHAT IS THE NEXT LETTER ?DON'T WHAT IS YOU~ HYPOTHESIS?? 1LOST IT WELL~ KM~NOW OK~ I DON'T QUITE BUY YOUR HYPOTHESISJ HOWEVER~ A MOST LOGICAL DEDUCTION WOULD BE A 'T'. THE HYPOTHESIS IS THEN& THE SE~UENCE OT LETTERS IS TORMED BY THE 'IRST LETTER or THE NAME or THE INTEGERS (IN ENGLISHI)~ STARTING WITH TWO. THUS THE SEQUENCE WOULD BEl T T f f SSE N 'T' WITH THE 'T' COMING fqOM 'TEN'. AGAIN~ WHAT MUST WE DO NEXT?? '?TEST 1T THAT'S RIGHT PETE! L.ET'S TRY AND OBSERVE THE NEXT LETTER~ AND IT lSI 'Z'III THUS WE HAVEl T T f f SSE N Z • DON'T BE TOO DISCOURAGED. HYPOTHESIS A SMAL.L AMOUNT. YOU NEED ONLY TO MODITY YOUR IT IS BASICALLY CORRECTI ACTUAL.LY~ LET ME ENCOURAGE YOUR BASIC HYPOTHESIS. IF THE SEQUENCE IS RELATED TO THE INTEGERS~ THEN IT SHOULD ALSO PREDICT A CHARACTER PRECEEDING THE fIRST 'T'. WHAT SHOULD IT BE 10 THAT IS VERY GOOD PETE! WE SHOULD FIND AN '0' WHICH COMES FROM 'ONE' PRECEEDING THE 'T' F~O~ 'TWO'. INOEED~ IT YOU LOOK IN THE RIGHT PLACE~ YOU DO OBSERVEI OTT T T SSE N Z • YOUR BASIC HYPOTHESIS THAT THESE L.ETTERS ARE RELATED TO THE ENGLISH NAMES OF THE INTEGE~S IS STnENGTHENED~ AT LEAST ro~ THE FIRST NINE! HO~EVER~ IT MUST ALSO EXPLAIN WHY 'TEN' BECOMES A 'Z'. NOW~ HOW IS THE NUMBER TEN DIFTERENT 'RaMI ONEI TWO~ THREE~ • • • ~ AND NINE?? ?2 DIGITS Of COURSEI 'TEN' HAS TWO DIGITS INSTEAD 0' JUST ONEI THUS~ l~ --> ONE ZE~O PETE~ DO YOT] SEE '..'HE~E THE 'Z' COMES TROM? EXPLAINS THIS?? NOW~ WHAT H'n'lOTHESIS ?FIRST Z INDICATES fIRST 2-DIGIT NUMBER WITH 1 ZERO AND 'JHAT LETTEq IS NEXT (,~E:=>LAC ING THE 'OER I 00) 1 E 'ELEllEN' IS THE NEXT I DON'T THINK THAT fOLL.O,..,5 FRO;.! THE HYPOTHESIS. NTJMBE~ 1N THE 15 E!:lIIENC E: II --> ONe: ONE! SO ',JE SHOULD GET AN 'a'!! OTT r f 5 5 E N Z '0' AND SUl1E ENOUGH~ '0' 1$ THE NEXT LETTe:~~ AND NATURE IN A RA~E MOMENT Or GENEROSITY EASILY l1EVEALS THAT ~HE ONE AfTER THAT IS A 'T'! SOl , • • 0 T T f f SSE N Z aT. THUS oun HYPOTHESIS IS CONFIR~ED WITH NO FURTHER MODIFICATION. THE SE!:lUENCE IS FORMED FqOM THE ENGLISH NAMES OF THE INTEGERS. IN EACH CASE THE CHARACTER IS THE 'IRST LETTER OF THE DIGIT IN THE ~NIT'S ?LACE. August 1976 PZHYP, Page 5 COULD YOU NOV STATE THAT-THE HYPOTHESIS IS A THEORY ?YES NO .. NOt I IT IS STILL A LONG 'JAY FROM BECOMING A THEORY. IT MAY FAIL ON THE 13-TH CHARACTER (MAYBE THE CHARACTER IS REALLY A 'L' FOR 'BAD LUC~:'r). WE WOULD HOPE THAT NATURE ISN'T THAT CAPRICIOUS AND IS REALLY -SIMPLE AND LOGICAL WITH VERY FEW EXCEPTIONS! ~O .. BY THE WAY .. VE HAVE DEVELOPED SEVERAL DIFFERENT HYPOTHESES. ORIGINAL SET OF DATA .. ON OUR T T F F SSE ARE ANY OF THESE HYPOTHESES INCORRECT 0 NOT RECOGNIZE THAT AS A SCI ENCE MAJORI BUT I AM GLAD YOU ARE INTERESTED IN LEARNING SOMETHING ABOUT STARS. ~ELLI. ASTRONOMERS TODAY ARE PERHAPS NOT QUiTE SO ROMANTIC AS THE ANCIENTS. INSTEAD OF BEING CONTENT TO MERELY DESCRIBE THE MAGICAL QUALITIES OF THE STARSI THEY LIKE TO WRITE DOWN NUMBERS. OK VALERIEI ~HAT IS A CATEGORY OF STELLAR BRIGHTNESS CALLED?? ? LUMENS August 1976 prl,l.\S, Page 3 HMMM~ IT IS THE MAGNITUDE SYSTEM. ACTUALLY THIS WAS DEVELOPED NOT BY A MODEFtN ASTRONOMER BUT BY HIPPARCHUS IN THE SECOND CENTURY B.C.! HE GROUPED THE STARS INTO SIX CATEGORIES. WHAT DO YOU THINK IS THE MAGNITUDE OF THE BRIGHTEST STARS 1DONT KNOW THE BRIGHTEST STARS ARE ABOUT FIRST MAGNITUDE. WHAT ABOUT THE DIMMEST STARS VISIBLE WITH THE UNAIDED EYE 1TENTH ON A CLEAR NIGHT SIXTH MAGNITUDE IS ABOUT THE DIMMEST THAT YOU CAN SEE WITH YOUR NAKED EYE. THE t-IAGNITUDE SYSTEM IS RATHER STRANGE IN ONE RESPECT IN THAT IT IS BACKWARDS! THE BRIGHTER THE STARI THE SMALLER THE MAGNITUDE. I TIS ALSO STRANGE I N ANOTHER RESPECT. WHAT DO YOU THINK THI"s I S1 1 1GIVE: UP THIS IS A HARD QUESTIONI AND YOU SHOULD NOT FEEL BADLY FOR NOT GETTING IT RIGHT. THE ~IAGNITUDE SCALE IS A MULTIPLICATIVE OR LOGARITHMIC SCALE. (NOW DON'" LET THE BIG WORDS SCARE YOU!) THAT lSI A STAR BRIGHTER THAN ANOTHER BY ONE MAGNITUDE IS REALLY ABOUT 2.5 TIMES AS BRIGHT. TWO MAGNITUDES DIFFERENCE CORRESPONDS TO 2.5*2.5 6.25 TIMES IN BRIGHTNESS. ACTUJlLLLY .. 5 MAGNITUDES DIFFERENCE IS EXACTLY A FACTOR OF 100. SO THE RATIO FOR 1 MAGNITUDE IS THE FIFTH ROOT OF 130 .. WHICH IS APPROXIMATELY: MAGNITUDE DIFFERENCE IS 2.51188 6431 TIMES IN BRIGHTNESS IF YOU 11ULTIPLY THIS NUMBER BY ITSELF 5 TIMES~ YOU OBTAIN 100. TRY IT!! WELL VALERIE~ HOW MANY TIMES BRIGHTER IS THE BRIGHTEST STAR THAT YOU CAN SEE WI TH YOUR NAKED EYE TO THE DIMMEST ONE 1100 EXCELLENT VALERIE! LET ME DISPLAY THIS IN A TABLE FORM: DIFFERENCE IN MAGNITUDE 0.0 0.5 0.75 1.0 1.5 2.0 2.5 3.0 4.0 5.0 6.0 10.0 RATIO OF BRIGHTNESS 1 1.6 2 2.5 4 6.3 . 10 16 40 100 251 101000 WHICH IS BRIGHTER~ A 4 MAGNITUDE STAR OR A 1.5 MAGNITUDE STAR 11.5 BY WHAT FACTOR IS IT BRIGHTER 110 VERY GOOD VALERIE! WI TH TELESCOPES THE RANGE OF .OBSERVED MAGNI TUDES I S INCREASED. MUCH DIMMER STARS MAYBE SEEN. DO THESE STARS HAVE A SMALLER OR LARGER MAGNITUDE ?LARGER OF COURSE! THE TELESCOPES CAN SEE STARS WITH MUCH LARGER MAGNITUDES. WITH THE 200 INCH HALE TELESCOPE ON MT. PALOMAR ASTRONOMERS CAN DETECT PHOTOGRAPHICALLY STARS WITH A MAGNITUDE OF ABOUT +23. HOW MANY TIMES DIMMER IS A STAR OF THIS MAGNITUDE THAN A TYPICAL VISUAL STAR OF MAGNITUDE .. SAY .. +3 ?DONT KNOW THIS IS A BIT DIFFICULT. SO LET'S CONSIDER IT .IN STEPS. FIRST .. WHAT IS. THE DIFFERENCE IN MAGNITUDES ?20 FINE. HOW MANY MULTIPLES OF 5 IS THIS ?4 EXACTLY! NOW .. EACH MAGNITUDE DIFFERENCE OF 5 CORRESPONDS TO WHAT FACTOR IN BRIGHTNESS ?100 GOOD! EACH 5 MAGNITUDES MEANS EXACTLY A FACTOR OF 100 IN BRIGHTNESS. SO WHAT IS THE BRIGHTNESS FACTOR FOR 20 MAGNITUDES (OR 4 OF THE 'FIVES')?? ? 20 .... 400 WELL~ IT IS NOT SIMPLY 4*100! BUT I SUPPOSE THAT IS NOT TOO ILLOGICAL. THE CORRECT ANSWER IS 100 MILLION OR 100 .. 000 .. 000 WHICH COMES FROM MULTIPLYING 100 BY ITSELF 4 TIMES~ THAT IS .. 100*100*100*100 = 103,,000 .. 000. August 1976 P~1AG, Page 4 LET'S CONTINUE OUR TABLE. BRIGHTNESS RATIO MAGNITUDE DIFFERENCE 1.. 000 .. 000 : 100 .. 000,,000 : 1 10 .. 000 .. 000 .. 000 : 1 NOTE THE MULTI PLI CATIVE EFFECT IN THE BRI GHTNESS ,RATIO. BRIGHTNESSES MULTIPLY MAGNITUDES ADD SO FAR WE HAVE BEEN DISCUSSING STARS AS THEY APPEAR TO US AND THEIR MAGNITUDES. THIS MAGNITUDE IS KNOWN AS THE APPARENT MAGNITUDE OF THE STAR. IF A STAR WERE 100 TIMES BRIGHTER THAN A FIRST MAGNITUDE STAR .. THEN WHAT WOULD BE ITS MAGNITUDE ?1 I DON'T GET THAT ANSWER. THE BRIGHTER STARS HAVE SMALLER MAGNITUDES .. EVEN POSSIBLY NEGATIVE. THUS SUCH A STAR WdULD HAVE AN APPARENT MAGNITUDE OF 1 - 5 = -4. THE SUN IS THE BRIGHTEST OF ALL! IT HAS AN APPARENT MAGNITUDE OF -26.5! WHY DOES THE SUN APPEAR SO BRIGHT ?BECUASE IT IS CLOSE OF COURSE .. YOU'RE NOBODY'S FOOL VALERIE! IT IS ONLY BECAUSE WE ARE SO CLOSE TO THE SUN THAT ITS APPARENT MAGNITUDE IS SO NEGATIVE. CONSIDER A DISPLAY OF APPARENT MAGNITUDE AND COMMON OBJECTS: +20 +15 +10 M A G N I T U D E + 5 0 - 5 -10 -15 + + + + + + + + + + + + + + + + + -20 + -25 + + + 200" 200" PHOTOGRAPHIC LIMIT VISUAL LIMIT 6" TELESCOPE LIMIT BINOCULAR LIMIT NAKED-EYE LIMIT BRIGHTEST STAR JUPITER (AT BRIGHTEST) VENUS (AT BRIGHTEST) FULL MOON SUN WHY IS THE PHOTOGRAPHIC LIMIT GREATER THAN THE VISUAL LIMIT?? ?DONT KNOW PHOTOGRAPHIC PLATES CAN COLLECT LIGHT FOR MANY MINUTES OR EVEN HOURS LONGER TH~V THE EYE" HENCE ONE CAN DETECT PHOTOGRAPHICALLY MUCH DIMMER STARS. THE DISTANCE AN OBJECT IS FROM THE EARTH HAS A LARGE EFFECT ON THE APPARENT MAGNITUDE. OX VALERIE" THEN LET US CONSIDER DISTANCES FOR A TIME. WHAT UNI T DO YOU THINK l.oTOULD BE USEFUL IN MEASURING AND EXPRESSI NG STELLAR DISTANCES ?LIGHTYEARS THAT IS A GOOD UNIT .. BUT THE ONE ASTRONOMERS USE MOST OFTEN IS THE PARSEC .. WHICH IS ABOUT 3.26 LIGHT YEARS. THE TE&~ COMES FROM 'PARALL~~ SECOND' WHICH IS USED IN DETERMINING DISTANCES TO STARS BY TRIGONOMETRIC PARALLAX. eBUT THAT IS ANOTHER STORY!) WHAT I S THE 01 STANCE ( IN PARSECS) TO THE NEAREST STAR TO OUR OWN GOOD OL' SUN? • • • August 1976 SCIENCE (EDUCATION) CONTRIBUTED PROGRAM TITLE: PHOSYN: Photosynthesis Experiment DESCRIPTION: Th~s (833) BASIC PHOSYN 35305 program investigates changes in the rate of photosynthesis when carbon dioxide concentr.ation and light intensity are varied. OBJECTIVES: INSTRUCTIONS: A. To permit the student to see the effects of varying two of the factors of the photosynthetic reaction. B. To reinforce the concept of the fundamental importance of the process of photosynthesis. C. To lead the student to develop ideas for increasing a plant's food output by manipulating factors involved in photosynthesis. D. To learn or practice graphing. E. To learn the concept of controlled experimentation. F. Analysis and interpretation of data. PRELIMINARY PREPARATION: A. Student - An understanding of the photosynthetic process. B. Materials - graph paper DISCUSSION: A. Operational Suggestions 1. 2. Student level - average Pitfalls to avoid a. If the student is not familiar with decimals. allow him to use integers for graphing "b. The computer levels off at a light intensity of 12. If a student selects all of his light intensity values above 11. a straight line of asterisks will appear on the graph. c. Remind students that the computer plotted graph is to be viewed sideways. (see run) 3. Students work in groups of 5 or less. Allow one group at a time at the computer while the remaining groups are engaged in a related activity. Continued on following page. ACKNOWLEDGEMENTS: Hunti ngton Project Polytechnic Institute of Brooklyn PHOSYN, page 2 DISCUSSION continued 8. Suggested Follow-up The students, after running the program, are expected to graph the results obtained from varying the carbon dioxide concentration. Elicit from the student: 1. 2. 3. 4. What happens to the rate of photosynthesis as: a. The carbon dioxide concentration increases? b. The intensity of the light increases? How might you increase the size of tomatoes gro~n in a greenhouse? What, if any, limitations are there to this type of increase? What is apt to happen to the world's food supply if the an,uunt of carbon dioxide or the light intensity was reduced by one-half? Compare your graph with the graph made on the computer. Point out similarities and differences. Explain them. RUN RUN PHOSYN HELLO. BY NOW YOU SHOULD KNOW ~ROM YOUR LECTURES WHAT PHOTOSYNTHESIS IS. THIS LABORATORY WILL ENABLE YOU TO CONDUCT EXPERIMENTS ON THE COMPUTER WHICH WOULD NOT BE PRACTICAL DURING CLASS TIME. SINCE ALL O~ OUR rOOD COMES rROM PLANTS~ LET'S rIND OUT HOW CHANGING THE AMOUNT O~ CARBON DIOXIDE OR THE INTENSITY Or LIGHT WILL AFFECT THE PLANT'S RATE Or PHOTOSYNTHESIS~ MEASURED IN MICROGRAMS OF GLUCOSE PRODUCED PER DAY. LET'S BEGIN WITH CHANGING THE LIGHT INTENSITY. YOU WILL VARY THIS BY SELECTING INTEGER VALUES IN THE RANGE Or o TO 30 (THE UNITS ~OR LIGHT INTENSITY ARE IN ERGS/SEC/SQ.CM> BY VARYING ONLY ONE fACTOR AT A TIME~ WE ARE CONDUCTING A CONTROLLED EXPERIMENT. WE WILL ASSUME THAT OUR PLANT HAS ALL Or THE CARBON DIOXIDE~ WATER AND CHLOROPHYLL THAT IT NEEDS. YOU SHOULD CHOOSE BETWEEN rIVE AND TEN LIGHT INTENSITY VALUES. TYPE IN ONLY ONE VALUE ArTER EACH QUESTION MARK. BY TYPING IN 100~ NO MORE QUESTION MARKS WILL APPEAR AND THE PROGRAM WILL CONTINUE. (NOTEI 'RP' MEANS RATE Of PHOTHSYNTHESIS> LfGHT INTENSITYCLI)?2 RP= 45 CLI>115 RP= 121 CLI>?7 RP= 99 (LI>?29 RP= 125 CLJ)?20 RP= 124 CLI)?4~5 RP= 84 CLI)?6 RP= 92 CLI>?1 I RP= I 14 CL I)? 12 RP= 116 CLI>?10 RP= III PHOSYN, paSle 3 I • TABLE ONLY, 2 LIGHT INTENSITY = BOTH?3 ONLY, 3 RATE OF' PHOTOSYNTHESIS 44.81 83.8 92 98.51 1 11 - 42 114-12 116-29 J28-52 123-52 124-8 2 5 6 7 18 II 12 15 28 29 LIGHT INTENSITY = PLOT RATE OF' PHOTOSYNTHESIS 8 25 50 15 J00 125 1----1----1----1----1----1 J J 2 . 5 6 1 II • I I I JI • • • I 10 II 12 J J IJ • • • I 15 20 II I I I J J J I I • • I J I I 29 II • O.K- LET'S NOW VARY THE AMOUNT OF CARBON DIOXIDE IN THE ATMOSPHERE SURROUNDING OUR PLANT. THIS TIME ASSUME OUR PLANT HAS ALL THE LIGHT. WATER AND CHLOROPHYLL THAT IT NEEDS. LET THE VALUES YOU SELECT F'OR THE CARBON DIOXIDE CONCENTRATION BE F'OR TWO DECIMAL PLACES ONLY. AND IN THE RANGE OF' e TO .30 UNITS F'OR C02 CONC. ARE CUBIC CENTIMETERS PER LITER OF' AIR. AS BEF'ORE. I WILL TYPE IN A '1' AND THEN YOU TYPE IN THE CARBON DIOXIDE CONe. AVAILABLE TO THE PLANT. THIS TIME YOU MUST CHOOSE TEN DIF'fERENT VALUES. REMEMBER RP = RATE OF' PHOTOSYNTHESIS. PHOSYN, page 4 CARBON DIOXIDE CONC.(C02)?10 RP= 118 (C02)?20 RP= 125 (C02>?30 RP= 125 (C02)?15 RP= 124 (C02)?05 RP= 9. I 10 NOW BY PLOTTING THE WAVELENGTH VS. THE MEASURED CURRENT. (AVERAGE OF THREE TRIALS). THE PHOTOELECTRIC EFFECT AS DESCRIBED BY EINSTEIN WILL BECOME APPARENT. THANK YOU. DONE SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC PHOTON TITLE: PHOTON: Energy Level Problem DESCRIPTION: The student fires 15 shots, from a photon gun, at a mythical gaseous element with 4 randomly-selected energy levels. After each shot, the computer prints out the energies of photons, if any. emitted by the gas. The student is to construct an energy level 'diagram for the element from a knowledge of the energies of the photons emitted. 36318 OBJECTIVES: To promote a better understanding of how energy levels are determined from a knowledge of the emissions of excited atoms. INSTRUCTIONS: PRELIMINARY PREPARATION: A. Student - It is desirable that he have run BOHR, A833-363l3, in Volume IV but it is not a necessity. B. Materials - none DISCUSSION: The computer randomly selects 4 energy levels for the element. energies range between lxlO- 19 and l5xlO- 19 joules. The The energies of the students' 15 shots are picked at random, but cover the range from 1 to 15. Whenever one of the photons shot by the student is capable of exciting the atom all of the possible photon emissions from that excited state are printed. By examining the photons emitted as a result of the 15 shots the student can construct an energy-level diagram of the element and account for each photon. ACKNOWLEDGEMENTS: August 1976 Huntington Project Polytechnic Institute of Brooklyn PHOTON, page 2 RUN RUN PHOTON IMAGINE THAT YOU HAVE A PHOTON GUN THAT FIRES PHOTONS WITH RANDOMLY SELECTED ENERGIES. yOU WANT TO FIND SOME OF THE ENERGY LEVELS OF A GAS THAT YOU HAVE ISOLATED FROM A SAMPLE OF MOON ROCK. yOU WILL 00 IT BY FIRING PHOTONS INTO THE GAS AND MEASURING THE ENERGIES OF PHOTONS EMITTED BY THE GAS. THE GAS WILL EMIT ONLY IF THE PHOTON YOU FIRED IS CAPABLE OF EXCITING ITS ATOMS TO HIGHER ENERGY STATES. TO FIRE A BURST OF SINGLE ENERGY PHOTONS INTO THE GAS TYPE 1 TO CEASE· FIRING PHOTONS T~E 0 YOU HAVE 15 SHOTS TO DETERMINE THE ENERGY LEVELS. SHOT NUMBER ENERGY OF EMITTED PHOTONS (E-19 JOULES) FIRE'!?! .. FIRE!!?t 2 FIRE!!?t FIRE! ! ? t FIRE!!?l 2 FIRE!!?1 7 .. 5 7 .. 3 6 15 9 7 '" FIRE!!? 8 " "9 3 it 7 0 8 " " FIRE! '?1 FIRE! , ? FIRE!!? FIRE!!?1 FIRE!!?I 5 9 !0 11 0 " 12 0 13 " 1<4 0 15 0 FIRE!!?I FIRE! !? ??I FIRE! ! ? I FIND THE ENERGy'LEVELS OF OUR ELEMENT - MYSTERIUM AND ACCOUNT FOR EACH OF THE EMITTED PHOTONS BY' DRAWING AN ENERGY LEVEL DIAGRAM AND SHOWING WHICH TRANSITIONS GIVE RISE TO THE PHOTONS. DONE Au~ust 1976 3 2 11 5 3 SCIENCE (EDUCATION) CONTRIBUTED PROGRAM TITLE: DESCRIPTION: PH.POH.PCT. DISSOCIATION (833) BASIC PHPOH 36617 A class presentation designed to calculate pH. pOH. and percent dissociation of weak monoprotic acids. using the quadratic equations for rigorous solutions. OBJECTIVES: INSTRUCTIONS: A. To illustrate the relationships between the magnitude of the Ka value, and the strength of the acid. B. To show the' relationship between pOH and pH. PRELIMINARY PREPARATION: A. Student - The distinction between weak and strong acids should have been covered. The student should also be aware of the role hydrogen ion concentration plays in acid-base calculations. and the effect it has on hydroxide ion concentration. DISSUSSION: This program can be used in different ways. depending upon the ability level of the group. ACKNOWLEDGEMENTS: 1. With groups of average abilities, it is used primarily as a calculator. to solve large numbers of problems in a minimum amount of time. 2. In above average groups, the program listing was used as a device to illustrate theory. The entire lesson consists of an extensive step-wise explanation of the program list. In these classes all students were familiar with the Basic programming language. Some calculations built into the program (lines 41-43) are not part of the normal curriculum, but are necessary to solve the problem as the product_y{ the Ka value and the concentration approaches 1 x 10 . Huntington Project Polytechnic Institute of Brooklyn PHPOH, Page 2 RUN RUN PHPOH THIS PROGRAM WILL FIND THE PH# POH# AND PCT DISSOCIATION FOR ANY WEAK MONOPROTIC ACID. KA OF ACID :?IE-5 MOLAR CONCENTRATION OF ACID =11 PH: 2.5 POH= 11.5 PCT. DISSOCIATION= .315128 ANY MORE PROBLEMS <1=YES, 0=NO)?) KA OF ACID =?IE-3 MOLAR CONCENTRATION OF ACID =?2 PH= 1.35 POH= 12.65 PCT. DISSOCIATION= 2.21121 ANY MORE PROBLEMS CI=YES, 0=NO)?1 KA OF ACID =?IE-10 MOLAR CONCENTRATION OF ACID =?1 PH= 5 POH= 9 PCT. DISSOCIATION= 9.99895E-04 ANY MORE PROBLEMS Cl=YES, 0=NO)?1 - KA OF" AC I 0 :: 11 E- 1 5 MOLAR CONCENTRATION OF ACID =12 PH= 6.96 POH= 7.04 ANY MORE PROBLEMS CI=YES. 0=NO)10 DONE PCT. DISSOCIATION= 9.12871E-07 VOa.Lme.nta.tion Va.te. 3/15 SCIENCE (EDUCATION) (833) CONTRIBUTED PROGRAM TITl.E: INTERACTIVE METHODS FOR SELECTED TOPICS IN PHYSICS AND w\THEMATICS BASIC PHYTOP 36888-18044 DESCRIPTION: A series of programs developed as part of the Colorado Schools Computing Science Curriculum Development Project (supported by NSF grants GW-6S17 and GW-7091). The programs are described in the text: Interactive Methods For Selected Topics in Physics and Mathematics Using Computer Programs. The programs are: l. PLOTl (Named "PLOT" in Textbook) Enables user to correlate an equation to the shape of its graph. 2. GRAPH (Named "GRAPHS" in Textbook) Helps users determine a mathematical equation from data using experimental plotting. 3. MODEQ Program which assists in developing the mathematical relationship of data collected in an experiment. 4. ZOOMIE Pilot a transport machine or design and pilot such a machine. 5. BLINKY Experiment determining straight light motion of a flying object. 6. BPLOT Graphs BLINKY data. 7. MECHAN Six part problem involving a space ship passing by a space station. The ship ejects a capsule to dock with the station. 8. NTRCPT Simulates investigation of a foreign body with a space probe. 9. CENTRI Investigates the effect of applying a force on a mass. 10. FORCE 11. FIELDS Demonstrates the effect of a uniform force on the motion of a mass. Gives magnitude of gravitational potential energy at a point for plotting. 12. FIELDT Generates a temperature field 13. FIELDV Simulates an isolated gravitational field and an experiment to map it. 14. FIELDF Practice in mapping vector fields lS. FIELDE Simulation of an exploring it. 16. SAMPLE Sample space experiments. ele~tric DESCRIPTION continued on following page ACKNOWLEDGEMENTS: Accessed through SLINKY. COLORADO SCHOOLS COMPUTING SCIENCE CURRICULUM DEVELOPMENT PROJECT field and procedure for PHYTOP - Page 2 DESCRIPTION continued 17. PRINC More sample space experiments. 18. PROBAB Probability experiments. 19. UNION Investigate formulas useful in solving probability problems. 20. CONDI Explores definition for conditional probability. 21. PASCL Investigates PASCAL·s triangles. 22; BINOH Investigates Binomial Experiments and binomial probability distribution. 23. QUIZ Post-test on the probability programs. 24. UNIVRS Simulates a satellite orbiting about a central mass. 25. KEPl Plots orbits with different eccentricities. 26. ORBECC Plots an orbit for which the eccentricity can be calculated. 27. MASGO Assists in finding a mathematical relationship between the orbital speed and the radius of a circular orbit for a unit mass orbiting a central mass. 28. CIRMO Investigates circular motion. 29. BLOWS A series of activities which demonstrate the effect of a central . force acting on a mass moving with uniform speed. 30. KEP2 Simulates a mass moving in an elliptical orbit. INSTRUCTIONS Order "Interactive Methods for Selected Topics in Physics and Mathematics" from: Computer Curriculum Project Hewlett-Packard Company 11000 Wolfe Road Cupertino, California 95014 Price is $3.95 per copy ($3.00 per book for 10 or more). SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC PLANK TITLE: PLANK: A Photoelectric Simulation DESCRIPTION: This proqram simulates an experiment to determine Plank's constant, threshold frequency, and work function of a metal. 36~50 OBJECTI VES: INSTRUCTIONS: A. To enable the student to do an experiment on the computer that he is not likely to be able to do in a hiqh-school laboratory. B. A better understandinq of the ~hotoelectric effect. PRELIrlINARY PREPARATION: A. Student 1. 2. B. He should have read and studied about threshold frequency, cut-off potential, and know (schematically) how the experimental apparatus used in such an experiment works. It is desirable that he have run PHOTEL A833-363l7 in Volume IV - though not a necessity. Materials - Graph paper DISCUSSION: The student may choose one of the five metals in the proqram, the intensity of the x-rays used, and the number of different x-ray frequencies he would. like to use. The computer then randomly chooses an x-ray frequency, and prints it for the student to see. The student enters voltaqes to be used as retardinq potentials in the simulated tube and the comouter orints a current for each potential entered until the current is zero when the cut-off potential is reached. A new frequency x-ray is then used and the student aqain tries to find the correct notential for cut-off. Finally, a table of frequencies and cut-off potentials are printed and an assiqnment qiven (plot a qraph and answer questions). The student may then run the prooram aoain with a different intensity and the same metal, or he may chanqe the metal and intensity. ACKNOWLEDGEMENTS: August 1976 Hunti ngton Project Polytechnic Institute of Brooklyn PLAN K, paye 2 RUN RUN PLANK IN THIS EXPERIMENT YOU WILL BE GIVEN THE FREQUENCY O~ THE X-RAYS BEING USED AND YOU ARE TO DETERMINE THE VOLTAGE SETTING (RETARDING POTENTIAL) NECESSARY TO CAUSE THE COLLECTOR CURRENT TO DECREASE TO ZERO. ~IRST CHOOSE THE METAL YOU WISH TO USE SENSITIVE SUR~ACE. t 2 BISMUTH. SILVER~ 3 CADMIUM~ 4 ~OR YOUR PHOTO- LEAD~ 5 PLATINUM WHICH METAL DO YOU CHOOSE?4 WHAT INTENSITY O~ X-RAYS WILL YOU USE (FROM t TO 5)73 H.OW MANY DI~~ERENT X-RAY FREQUENCIES WOULD YOU LIKE TO USE TO RADIATE yOUR SAMPLE (FROM 5 TO 8)11 THE X-RAY ~REQUENCY IS 9.45 [IS VOLTAGES HIGHER THAN CUT o~r WILL GIVE CURRENT READINGS ZERO SO TRY LOW[R ONES. I'LL NOTI~Y YOU or CUT OrF. FIND THE CUT OFF (STOPPING) VOLTAGE. V:a739 V=?26 1=0 1=9 V=?6 Vc?t6 1=9 V=?39 Vr:712 V-?56 1=0 1=0 V=?6 1=0 V=?9 1=0 V=? 100 I=~ V=?0 1= 6~ .~323 E- 6 1= 69."989 E- 6 1 = 60. "9 95 E-6 Ie 6"."856 £-6 V=1J I "9 V=7-10 V-?-109 V·7-12 August 1976 O~ PLANK, V:71 1:-31.0269 E-6 III 13.9936 E-6 V=72 V=?3 1=0 V=72.2 1= 9.41514 E-6 1= 4.19161 E-6 V=72.4 V=?2.6 CUT orr 1=0 THE X-RAY rREQUENCY IS 9.89 EIS riND THE CUT orr (STOPPING) VOLTAGE. V=?5 1=1 V=72 V=7t 1= 32.9316 E-6 1= 46.496 E-6 1= 19.3168 E-6 1= 5.84818 E-6 1= 1·19148 E-6 V=?3 V=74 V=?4.3 V=74.5 CUT orr 1=1 THE X-RAY rREQUENCY IS 17.65 EI5 riND THE CUT orr (STOPPING) VOLTAGE. V=?11 J= 32.1368 E-6 J= 31.418 E-6 1= 25.5541 E-6 1= 11.3469 E-6 V=?18 V-?21 V=726 V=?45 1=1 V=?40 V=?35 V=?35.4 I-e I- 2.56914 E-6 1= 1.93469 E-6 1= 1.41114 E-6 1= .956199 E-6 V=?35.1 V=?36 V=?36.9 V=?36.5 I=e CUT OFr I=e THE X-RAY rREQUENCY JS 11 EI5 rIND THE CUT orr (STOPPING) VOLTAGE. V=?36 I -I V=?31 V=?31 V=?34 I- 6.85519 E-6 III 5.1843 E-6 1=1 V=?33 1= 1.56898 E-6 pa~ 3. PLAN K, page 4 V-733,".5 1= .689666 E-6 1= .3018413 E-6 V=?33.7 V-733.9 CUT OFF 1=0 THE X-RAY FREQU£NC Y IS 12.04 E15 FIND THE CUT OFF eSTOPPING) VOLTAGE. V=?20 1-0 V-?2S 1=0 V=?29 1=0 V-?31 1-0 V=?IS 1-0 V=?18 1-0 V=?3S 1=0 V=?40 1=0 V=?J3 1=0 V=?37 1=0 V=722 1=0 V=?24J 1=0 V=726 1=0 V:?28 1:0 V:712 1= 6.02932 E-6 1= 1.53507 E-6 V=?13 V=?t3·6 1=0 V=?t3.4 CUT OFF 1=0 THE X-RAY FREQUENCY IS 10.68 EIS FIND THE CUT OFF VOLTAGE· V=?10 1=0 V=712 1=0 V-?14 1=0 V=?6 E-6 III 13.2536 V=?S.9 1=0 V=?7·9 1=0 Va?7 I: 5.475 E-6 I: 3.94767 E-6 1= 1·56603 E-6 V=?7.2 V=?1.5 V=?7.7 CUT OFF 1=0 THE X-RAY FREQUENCY IS 15.25 EI5 PLAN K, page 5 FIND THE CUT OFF (STOPPING) VOLTAGE. V=?33 V=?30 V=?3S V=?25 V=?26 V=?27 V=?26.6 1=0 1=0 1=0 1= 3.69909 E-6 1= 1.42204 E-6 1=0 CUT OFF X-RAY FREQUENCY EIS F'PS --------9.45 '·89 17.65 I7 12.04 10.68 15·25 1=0 CUT OFF VOLTAGE VOLTS ------2.6 4.5 36.5 33.9 13.4 7.7 26".6 PLOT A GRAPH OF' CUT OFF VOLTAGES (Y AXIS) VS. FREQUENCY WHAT IS THE MEANING OF THE POINT AT WHICH THE EXTRAPOLATED GRAPH INTERCEPTS THE VOLTAGE AXIS? WHAT IS THE LOWEST F'REQUENCY THAT WILL CAUSE EMISSION OF PHOTOELECTRONS F'ROM THIS METAL? REMEMBER THAT THE RETARDING POTENTIAL APPLIED BETWEEN THE EMITTER AND THE COLLECTOR AT CUT OFF, EXPRESSED IN ELECTRON VOLTS, IS EQUAL TO THE KINETIC ENERGY OF THE FASTEST ELECTRONS ESCAPING FROM THE EMITTER. F'IND THE SLOPE OF THE GRAPH BUT EXPRESS THE STOPPING POTENTIAL IN JOULES. WHAT IS THE VALUE OF THE SLOPE OF THE GRAPH AND WHAT SPECIAL NAME IS GIVEN TO THIS CONSTANT? THE SAME METAL WITH A DIFFERENT INTENSITY IS WORTH INVESTIGATING. WHEN YOU DO THIS EXPLAIN THE MEANING OF ITS GRAPH WHEN COMPARED TO THE PREVIOUS ONE. YOU MAY ALSO WISH TO TRY A DIFFERENT METAL AND EXPLAIN THE MEANING OF' ITS GRAPH WHEN COMPARED TO YOUR OTHER ONES, OR COMPARED WITH THOSE OF ANOTHER STUDENT. 00 YOU WISH TO TRY A DIFFE~ENT INTENSITY OR A DIFF'ERENT ~ :TAL (I=YES, 0=NO) I ?0 DONE SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC . POLUT 36639 TITLE: WATER DESCRIPTION: POLUT is a simulation designed tu expand understanding of the problems associated with the mdnagement of our water resources. The effects of several variables on the quality of d water resource can be studied. POLUTIOI~ SII~ULAT lON POLUT was developed by the Huntington II Project at the Polytechnic Institute of Brooklyn under the direction of L. Braun. This work was partially supported by the ~ational Science Foundation, Grant GW-5883. INSTRUCTIONS; SPECIAL CONSIDERATIONS: . The user A. G. C. D. 1S dsked to specify the following characteristics: The kind of body of Wdter. The water temperature in degrees fahrenheit. The kind of waste dumped ill t (i the \oJater'. The rtlte of dumping of waste, in parts per million (PPM) per day. type of treatment of the waste. The £. The simulution takes place and the user Illay specify output in either: a graph, d tab 1e, 'or both. The HUllti ngton I I Project I eCOllllllends that for use of thi s program in the classroolll it is necessary to obtilln the following publications from Progralll Library, Digital Iquiplllent Corporation, Maynard, Massachusetts 017~4. Student Workbook Teachers Guide Resource Handbook ACKNOWLEDGEMENTS: $ .30 Huntington II Project State University of New York .30 .50 POLUT, Page 2 RUN RUN POLUT ~ATER POLLUTION STUDY INSTRUCTIONS (I=YES. 0=NO)?1 IN THIS STUDY YOU CAN _SPECI~Y THE ~OLLO~ING CHARACTERISTICS: A. THE KINO O~ BODY Or WATER: I. LARGE POND 2. LARGE LAKE 3. LOW-MOVING RIVER ~. rAST-MOVING RIVER B. THE WATER TEMPERATURE IN DEGREES ~AHRENHEIT: . C. THE KIND O~ WASTE DUMPED INTO THE WATER: I. INDUSTRIAL 2. SEWAGE D. THE RATE O~ DUMPING Of WASTE. IN PARTS PER MILLION (PPM)/DAY. E. THE TYPE Or TREATMENT Of THE WASTE: 0. NONE I. PRIMARY (SEDIMENTATION OR PASSAGE THROUGH rlNE SCREENS TO REMOVE GROSS SOLIDS) 2. SECONDARY (SAND rlLTERS OR THE ACTIVATED SLUDGE METHOD TO REMOVE DISSOLVED AND COLLOIDAL ORGANI C MATTER) ••••••••••• BODY Or WATER?4 WATER TEMPERATURE?60 KIND Or WASTE?I DUMPING RATE?10 TYPE Or TREATMENT?0 ~O YOU WANTz A GRAPHC I), A TA8LE(2), OR BOTH(3)?) 0 ••• 0XYGEN-SCALE •••• 5 ••• 0XYGEN-SCALE ••• 10 ••• 0XYGEN-SCALE ••• 15 0 •• WASTE.10 •• SCALE.20 •• WASTE.30 •• SCALE.40 •• WASTE.50 •• SCALE.60 DAY 0 1 I I 2 I 3 I ~ 5 I I 6 I 7 I 8 9 I 10 11 12 13 14 15 1---------1---------1---------1---------1---------1---------1 W 0 W 0 W 0 W 0 0 0 0 0 I I I I I I I' 16 I 17 18 I I 0 WO 0 W 0 0 0 0 0 0 0 0 W W W W W W W \oJ W \oJ W \oJ \oJ THE WASTE CONTENT AND OXYGEN CONTENT WILL REMAIN AT THESE LEVELS UNTIL ONE Of THE VARIABLES CHANGES. POLUT I Page 3 ANOTHER RUN 1.12627E+09 GEN. +1+++++++++++++++++++++++++++++++++++++.+++++++++++1+++ + + + + + 2 + + + + 4 + + + + 6 + + + + 8 + + + + .... 10 '" '" ~ ---_._------------ + ANOTHER RUN? {YES=l, NO=0)?1 WHICH POPULATION MODEL? (II 21 OR J ) ' TYPE IN NUMBER?2 P(0)=?2 REPRO RATE=?7.5 TIME UNIT PER GENERATION?1 CARRYING CAPACITY?500000 NO. OF GENERATIONS?20 OUTPUT DESIRED: I=TABLEI 2=GRAPH, 3=AOTH?2 POP, Page 3 <-- POPULATION --> o 677402. GEN. +1+++++++++++++++++++++++++++++++++++++++++++++++++1+++ o 6 C + + + + + + + + + + + + + + C C C C + 8 + + + + + 10 + + + 12 14 + + + + + + +. + 16 18 20 + + + + + + + + + + + ANOTHER RUN? (YES=l# NO=0)?1 WHICH POPULATION MODEL? (1# 2# OR 3). TYPE IN. NUMBER13 P(0)-?2 REPRO RATE-?7.S TIME UNIT PER GENERATION?1 CARRYING CAPACITY?S00000 AT WHAT PO P. DO LOW DENSITY EFfECTS FIRST BEGIN?100 NO. OF GENERATIONS?10 OUTPUT DESIREDa 1=TABLE# 2=GRAPH# 3=BOTH?3 GEN. TIME POP. o o 2 1 1 2 2 1 o POPULATION DIED OUT <-- POPULATION --> 2 GEN. +1+++++++++++++++++++++++++++++++++++++++++++++++++1+++ o 2 + + + + + OUT ANOTHER RUN? (YES=l# NO=0)?1 WHICH POPULATION MODEL? (1# 2# OR 3). TYPE IN NUMBER?3 POP Page 4 P(0)=?5 REPRO RATE=?7.5 TIME UNIT PER GENERATION11 CARRYING CAPACITY?~00000 AT iyHAT PO P. DO LOW DENSITY EFFECTS FIRST 8EGIN1100 NO. OF GENERATIONS?10 OUTPUT DESIRED: I=TABLEI 2=GRAPHI 3 s 80TH?1 GEN. TIME 0 1 2 3 4 5 6 7 8 9 0 I 2 3 4 5 6 7 8 9 10 10 POP. 5 -5 5 5 5 5 5 5 5 5 5 ANOTHER RUN? (YES=ll NO-9)?1 WHICH POPULATION MODEL? (11 21 OR 3>. TYPE IN NUMBER13 P(0)=?6 REPRO RATE=17.5 TIME UNIT PER GENERATION?1 CARRYING CAPACITY?599000 AT WHAT PO P. DO LOW DENSITY EFFECTS FIRST 8EGIN?100 NO. OF GENERATIONS?10 OUTPUT DESIRED: I=TA8LEI 2-GRAPHI 3-130TH?1 GEN. TIME 0 0 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 ANOTHER RUN? (YES=ll NO=0>?0 DONE POP. 6 7 10 19 62 393 2943 21812 149825. 614375. 387493. SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC PRCNT 36311 TITLE: PRCNT: Percent DESCRIPTION: This program is designed to calculate the percent composition (by weight) of a compound that may contain up to 5 elements. The program also contains a detailed sample calculation which ;s optional. Compo~ition OBJ~CTIVES : A. For the students who are famlliar with percentage, this program may be used as a self-teaching device to show how this concept applies to a chemical situation. B. The program may be used as a calculator to: 1) 2) 3) 4) C. INSTRUCTIONS: Illustrate the Law of Multiple Proportions Illustrate the Law of Definite Proportions Work out percent water of hydration, percent sulfate, nitrate, etc. (see discussion) Check homework problems. class problems, lab problems. etc. The program may be used as a tutorial device for students having diffi cu lty. PRELIMINARY PREPARATION: A. Student - The student should at least have an understanding of the concept of percentage. The teacher may al~o wish to discuss how this concept applies to chemical compounds. B. Materials - none. DISCUSSION: This program makes it possible for the teacher to spend very little time in class on percent composition and still have the student receive ample instruction and drill on the topic. This is possible since the program may be used in a number of situations such as teaching. selfteaching, and tutorial. It should be brought to the students' attention that %water of hydration. % sulfate. % nitrate. etc .• may be calculated by treating the groups of atoms as a single element when entering data. ACKNOWLEDGEMENTS: .Hunt i ngton Proj ect Polytechnic Institute of Brooklyn PRCN T. paqe 2 RUN RUN PRCNT THIS PROGRAM IS DESIGNED TO CALCULATE THE PERCENT COMPOSITION BY WEIGHT Of A COMPOUND THAT MAY CONTAIN FROM 2 TO 5 ELEMENTS. DO YOU WANT TO SEE A SAMPLE CALCULATION? ANSWER I fOR YES OR 0 fOR NO?I EXAMPLE I THE PERCENT COMPOSITION Of SULfURIC ACID LET WI = ATOMfC WEIGHT Of HYDROGEN LET AI = THE NO. Of HYDROGEN ATOMS IN THE fORMULA LET W2 = THE ATOMIC WEIGHT Of SULfUR LET A2 = THE NO. Of SULfUR ATOMS IN THE fORMULA LET Wl = THE ATOMIC WEIGHT Of OXYGEN LET A3 = THE NO. Of OXYGEN ATOMS IN THE. fORMULA Y= Y= Y= Y= fORMULA WEIGHT Of SULfURIC ACID (WI.AI) + (W2.A2> + (1.008.2> + (32.064.1) + (15.999.4> 98.076 PERCENT H PERCENT H PERCENT H PERCENT S PERCENT S PERCENT S (WI·AI/Y>*100 (1·008·2/98·076>·100 2.0~5 (W2·A2/Y>·100 (32.064·1/98.076>.100 32.693 PERCENT 0 = .100 PERCENT 0 (15.999.4/98.076).100 PERCENT 0 = 65.2514 DO yOU WANT TO DO A PROBLEM ANSWER I fOR YES OR 0 (ZERO> fOR NO?I WHAT IS THE NUMBER Of ELEMENTS IN THE fORMULA?3 TYPE (THE ATOMIC WEIGHT.NO. Of ATOMS) fOR EACH ELEMENT. ONE ELEMENT TO A LINE. ?12.011.12 ?1.008.22 ?15.999.11 •••••••••••••••••••••••••••••• fORMULA WEIGHT = 342.297 ATOMIC WEIGHT 12·011 1·008 15.999 NO. OF ATOMS 12 22 II PERCENT COMPOSITION 42·1073 6.41858 51 .4141 •••••••••••••••••••••••••••••• DO YOU WANT TO DO ANOTHER PROBLEM? ANSWER I fOR YES OR 0 (ZERO) FOR NO?0 DONE SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC PRJTL TITLE: PROJECfILE MOTION DESCRIPTION: By entering the firing angle and initial speed, the computer calculates the coordinates, vertical and horizontal velocities, and speed of a projectile for equal time intervals. 36631 OBJECTIVES: To show the independence of the horizontal and vertical velocities of a projectile, and to facilitate the plotting of its path by eliminating tedious calculations. INSTRUCTIONS: PRELIMINARY PREPARATION: A. Student - Knowledge of motion at constant velocity and at constant acceleration; and the vector nature. of velocity and acceleration. B. Materials - graph paper DISCUSSION: The student enters an an91e and all initial sre~d of a projectile. A table of time, X and Y coordinates, horizontal and vertical velocities, and speed of the projectile is printed. The student may then plot a graph of the position of the projectile, and draw vectors at each coordinate point to show the vertical and horizontal components of its velocity. AC~~NOWLEDGEMENTS: Huntington Project Polytechnic Institute of Brooklyn' PRJTL. Page 2 RUN RUN PRJTL SUPPOSE YOU ARE GOING TO fIRE A PROJECTILE INTO THE AIR. IF YOU ENTER A VALUE fOR ANGLE Of ELEVATION AND INITIAL VELOCITY_ THE RANGE AND HEIGHT WILL BE EVALUATED. ENTER YOUR INFORMATION IN THE fORM A,V AfTER THE QUESTION MARK. (REMEMBER. THE ANGLE IS IN DEGREES AND THE INITIAL VELOCITY IS IN METERS/SECOND.) WHAT ARE YOUR VALUES?30_200 THE TOTAL fLIGHT TIME WAS 20.3943 SECONDS THE RANGE WAS 3532.4 METERS THE MAXIMUM HEIGHT WAS 509.858 METERS BECAUSE THERE IS NO fRICTION, THE HORIZONTAL VELOCITY IS CONSTANT. HORIZONTAL VELOCITY = 173.~05 THE fOLLOWING ARE POINTS ON THE CURVE AT VARIOUS TIME INTERVALS TIME 0 I .85403 3.70806 5.56209 7.41611 9.27014 11.1242 12.9782 14.8322 16.6863 18.5403 20.39"'3 X-COORD Y-COORD ------- ------- 0 321.127 642.254 963.382 1284.51 1605.64 1926.76 2241.89 2569.02 2890.14 321 1.27 3532.4 0 168.548 303.386 40 .... 515 471.934 505.6 ...... 505.643 471.934 404.514 303.385 168.547 0 VERTICAL VELOC I TY -------100. 81.8181 63.6363 45 .... 545 21.2121 9.09091 -9.0909 -21.2121 -45.4545 -63.6363 -81.8181 -99.9999 THE ANGLE AT WHICH YOU fIRED THE PROJECTILE DOES NOT YIELD THE MAXIMUM RANGE_ WHAT ANGLE DOES?45 45 DEGREES GIVES THE MAXIMUM RANGE Of 4071.65 WOULD YOU LIKE ANOTHER RUN WITH DIffERENT A AND V? ( 1 =YES_ 0=NO) : 10 DONE I SPEED 200 191.551 18 .... 525 119.01 175.339 173.4 ...... 173 ....... 4 115.339 119.01 18 .... 525 191.557 200 SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC TITLE: REFLCT: Least Time Principle and Light DESCRIPTION: An analogy is given for a light-ray reflected from a plane surface to demonstrate the 11east-time" principle and its relationship to the reflection laws of light. REFLCT 36319 OBJECTIVES: To demonstrate the consequences of the 11east-time" principle. INSTRUCTIONS: PRELIMINARY PREPARATION: A. Student - Should be familiar with the reflection laws of light. B. Materials - graph paper. DISCUSSION: -Given points P1 and P2 and the line 1, the student can vary the point P3 to note the effects on angles P and Q and their relationship to the time required to traverse the path P1P3P2' The program is presented as a game in which a horse (lightray) must complete a journey within a specified time. The student is limited to seven choices of P3 to complete the task. After a successful journey, the student may vary the point P2 to further establish the principle of least time. This program has been extremely helpful in developing the least-time concept and its relationship to the laws of reflection. It is applicable to a classroom situation as well as small study groups. ACKNOWLEDGEMENTS: Huntington Project Polytechnic Institute of Brooklyn REFLCT. page 2 RUN RUN REfLCT YOU ARE CAHPING OUT WEST IN COORDINATE NATIONAL PARK ON ORDINATE MOUNTAIN~ LOCATED 10 MILES NORTH Of THE DESERTED TOWN Of ORIGIN~ WHICH IS CONVENIENTLY LOCATED AT (0~0) ON THE LOCAL MAP. A CALAMITY STRIKES! THE NEAREST HELP IS AT THE BAR 3ea30 RANCH~ LOCATEP AT COORDINATES (30.30). TO &ET THERE~ YOU MUST RIDE AN OLD HORSE (NAMED LIGHTRAY) WHO a A) WILL ONLY WALK 5 MILES PER HOUR B) WILL CEASE TO WALK (AND EXIST) AYTER 10 HOURS C) MUST HAVE A DRINK OY WATER SOMEWHERE ALONG THE ABSCISSA RIVER~ WHICH (IY YOU HAVEN'T GUESSED) RUNS ALONG THE ABSCISSA IN COORDINATE PARK HERE IS YOUR PROBLEMa YOU MUST PICK A SPOT (fROM 0 TO 38> ALONG THE ABSCISSA RIVER DURING THE TRIP TO GIVE LIGHTRAY A DRINK~ AND STILL MAKE IT TO THE BAR 30138 WITHIN THE TIME ALLOWED. LIGHTRAY~ USING HORSE 'SENSE. KNOWS ALL THE ANGLES. SO WE WILL GI VE THEM TO YOU~ TOO. WHERE WILL LIGHTRAY STOP fOR A DRINK?7 ANGLE APPROACHING RIVER IS 55 DEGREES. ANGLE LEAVING RIVER IS 53 DEGREES. WHERE WILL LIGHTRAY STOP fOR A DRINK?25 ANGLE APPROACHING RIVER IS 89 DEGREES. ANGLE LEAVING RIVER IS ~5 DEGREES. HEY - THIS TRIP TAKES LONGER! YOU HAVE A DEAD HORSE ON YOUR HANDS. TRY AGAIN. WHERE WIL~ LIGHTRAY STOP fOR A DRINK?6 ANGLE APPROACHING RIVER IS 59 DEGREES. ANGLE LEAVING RIVER IS 51 DEGREES. WELL, YOU ARE CLOSER THAN LAST TIME. KEEP AN EYE ON THOSE ANGLES, THOUGH. LET'S GO BACK rOR ANOTHER HORSE. WHERE WILL LIGHTRAY STOP rOR A DRINK?8 ANGlE APPROACHING RIVER IS 51 DEGREES. ANGLE LEAVING RIVER IS 5~ DEGREES. WELL~ YOU ARE CLOSER THAN LAST TIME. KEEP AN EYE ON THOSE ANGLES~ THOUGH; LET'S GO BACK YOR ANOTHER HORSE. WHERE WILL LIGHTRAY STOP fOR A DRINK?7~4 ANGLE APPROACHING RIVER IS 53 DEGREES. ANGLE LEAVING RIVER IS S3 DEGREES. NICE WORK. yOU MADE IT. THE TRIP TOOK ABOUT 10.0001 HOURS. YOU CAN SEE THAT USING HORSE SENSE~ LIGHTRAY KNOWS THAT THE ANGLES HAVE TO BE EQUAL or RErLECTION fOR A MINIMUM TIME TRIP. IY YOU WANT TO MOVE THE RANCH~ TYPE 1 If YOU WANT TO SEE SOMETHING ELSE~ TYPE 2 If YOU WANT TO QUIT~ TYPE 3 12 TIME fOR AN ACTUAL LIGHTRAY TO COMPLETE THE TRIP ISs 2.75.55E-0. SECONDS. THANK YOU rOR PLAYING. DONE (83~) SCIENCE (EDUCATION) CONTRIBUTED PROGRAM BASIC REFLEC 36672 'TITLE: CDMPUTER-AUGMENTE~ DESCRIPTION: This program provides practice in using the formulas for images formed by mirrors with circular surfaces, as given in the module, Computer-Augmented Physics Topics (Optics, Part 3) of the Hewlett Packard Curriculum Series. Some algebraic tranformation of the given formulas may be necessary for calculating the answers. . PHYSICS TOPICS (OPTICS) This program uses Calculator Mode as a student option in answering questions. INSTRUCTIONS: Problems are of two general types: 1. Given focal length, object height, and object distance, calculate image distance and image height. 2. Given image distance and object distance, calculate focal length. In either case, the student is also asked to specify whether the image formed is real or virtual. To enter Calculator mode' b0fore entering answer), the student types 999999 as the answer. APPEND - DESCAL before RUNning the program. See DESCAL (HP 36674) in Volume IV for instructions in using the calculator mode. SPECIAL CONSIDERATIONS: FOR INSTRUCTIONAL PURPOSES Suitable Courses: Physics (secondary) Student Background Required: A1qebra, formulas for circular mirrors (concurrent) The curriculum material listed below is available for classroom implementation of this program. HP 5951-5648 Computer-Augmented Physics Topics (student text) HP 5951-5649 Computer-Augmented Physics Topics (problem solutions) HP 5951-5650 Computer-Augmented Physics .Topics (classroom set - 30 student books and 1 problem solutions) For ordering information of curriculum material, contact: Hewlett-Packard Computer Curriculum Project Scientific Press 1629 Channing Ave. Palo Alto, California 94303 ACKNOWLEDGEMENTS: August 1976 Project Solo University of Pittsburgh RErLEC. Pd(J€ 2 RUN APJ)ENO-DESCAL REFLEC RUN THIS PROGRAM ~Il..l.. OEAL ~lTH THE PHYSICS OF CURVED MIRRORS. THE FORMULAS WHICH YOU ~ILL NEEO MAY BE FOUNO IN THE MOOULE. REMEMBER -- TYPE 999999 FOR CALCULATOR MOOE. CM. THE FOCAL LENGTH Of A CURVEO MIRROR IS rOUND TO BE 6.6 CM HIGH IS PLACED 5.3 CM A~AY FROM AN OBJECT 1.4 THE MIRROR. TYPE IN THE IMAGE DISTANCE fROM THE MIRROR IN CM. OISTANCE-?999999 CALCULATOR MODE. CLEARED TO ZERO 1ST NUMBER?5.3 Jl'UNCT ION? RC P RCP- .188679 FUNCTION1Cl..R CLEARED TO ZERO 1ST NUMBER?6.6 F'UNCTION1RCP RCP- .151515 F'UNCTION1SUB 2ND NUMBER?188679 SUB--J.71639E-02 F'UNCTION?RCP RCPa-26.9079 F'UNCTION?EXT EXIT. , DISTANCE:s?-26.91 GOOD F'OR YOU. NOW TYPE IN THE HEIGHT OF THE IMAGE (HI) IN CM. HEIGHTa?999999 CALCULATOR MODE. CLEARED TO ZERO 1ST NUMBER? 1.4 F'UNCTION?MUL 2ND NUMBER?-26.9079 MUL"'-37.6711 FUNCTION1DIV 2ND NUMBER?S.J DIV:s-7.1~775 FUNCTION?EXT EXIT. HEIGHT .. 1-7.10775 GOOO. YOU'RE RIGHT. IS THE IMAGE REAL OR VIRTUAL RIGHT ON' (I.REAl..~ 0 a VIRTUAl..)10 DO YOU WANT TO TRY ANOTHER PROBLEM LIKE THIS ONE (0-NO~ I-YES>?0 OK, THEN, HOW ABOUT THIS ONE? THE IMAGE OF' AN OBJECT PLACED 4.74 CM AWAY FROM A CURVED MIRROR IS F'OUND TO BE LOCATED 6.17 CM A~AY FROM THE MIRROR. INPUT THE FOCAL LENGTH OF' THE MIRROR. F'OCAL LENGTH • 1999999 CALCULATOR MODE. CLEARED TO ZERO 1ST NUMBER14.74 FUNCTION1ADD 2ND NUMBER16.17 ADD- 10.91 August 1976 REFLEC. Page 3 F'UNCTION1CLR CLEARED TO ZERO 1ST NUMBER?4.74 F'UNCTION?MUL 2ND NUMBER?6.17 MULa 29.2458 F'UNCTION?DIV 2ND NUM8ER?I~.91 DIV. 2.68064 rUNCTION?EXT EXIT. rOCAL LENGTH" 12.681 RlGHT •• GOOD IS THE IMAGE REAL on VIRTUAL (1=REALI 0=VIRTUAL)?1 RIGHT ONI DO YOU WANT TO TRY ANOTHER PROBLEM LIKE THlS ONE C0-NOI I=YES)?0 SO LONGI THEN. TRY THE NEXT PROGRAMI REF'nAC. AU REVOIR DONE SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC REFRAC 36669 TITLE: COMPUTER-AUGMENTED PHYSICS TOPICS (OPTICS) DESCRIPTION: This program provides practice in using the formulas for refraction through plan~ surfaces and thin lenses given in the module. Computer-Augmented Physics Topics of the Hewlett Packard Curriculum Series. The program . INSTRUCTIONS: us~s Calculator Mode as a student option in answering questions. There are two types of problems: 1. Given the angle of incidence and the angle of refraction (in degrees) of light incident on a plane surface. calculate the index of refraction. and identify the material from a table of indices of refraction given in t~e module. 2. Given the two radii of the opposing surfaces of a thin lens. and the indei of refraction of the material of the lens. calculate the focal length. To enter the Calculator Mode while answering a question. the student types 999999 as the answer. SPECIAL CONSIDERATIONS: Complete instructions for the Calculator Mode are given in a separate module. Examples of its use in this program are given in the curriculum material 1isted below. HP 5951-5648 Computer-Augmented Physics Topics (student text) HP 5951-5649 Computer-Augmented Physics Topics (problem solutions) HP 5951-5650 Computer-Augmented Physics Topics (classroom set - 30 student books and 1 problem solutions) For ordering information of curriculum material. contact: Hewl ett-Pa'ckard Computer Curri cul um Project Scientific Press 1629 Channing Ave. Palo Alto, California 94303 FOR INSTRUCTIONAL PURPOSES Suitable Courses: Physics .(optics) Student Background Required: ACKNOWLEDGEMENTS: August 1976 Project Solo University of Pittsburqh Algebra, Snell's law, "lensmaker's formula" (concurrent) RfrRAC, Paqe 2 RUN APPEND-DESCAL RUN REFRAC THIS PROGRAM WILL DEAL WITH REFRACTION AND THE PHYSICS OF THIN LENSES. THE FORMULAS THAT YOU WILL NEED MAY BE FOUND IN THE MODULE. REMEMBER--999999 FOR CALCULATOR MODE. LIGHT TRAVELING THROUGH A VACUUM (Nt-I) IS INCIDENT ON AN OBJECT AT AN ANGLE OF 23.88 DEGREES, AND IS REFRACTED TO AN ANGLE OF 11.11 DEGREES. TJHAT IS THE INDEX or REFRACTION CN2) 0' THE MATERIAL? N2 .. 1999999 CALCULATOR MODE. CLEARED TO ZERO 1ST NUMBER?ll.ll FUNCTION?DTR DTR- .193906 FUNCTION?SIN SIN- .19269j F'UNCTION1CLR CLEARED TO ZERO 1ST NUM8ER?23.t:S8 F'UNCTION'?DTR DTR ... 416785 F'UNCTION1SIN SIN- .404822 FTJNCT I ON1 0 I V 2ND NUMBER1.192693 DIVa 2.10087 FUNCTION?EXT EXIT. N2 - 12.10 EXCELLENT- YOU'RE RIGHT REFER TO THE MODULE. T~E IN THE NUMBER 0' THE MATERIAL. 113 RIGHT YOU ARE. WOULD YOU LIKE TO TRY ANOTHER LIKE THIS (I-YES, aaNO)?a USING THE 'LENSMAKER"S 'ORMULA." CALCULATE THE F'OCAL LENGTH 0' A THIN LENS MADE F'ROM GLASS. (N-t.S). I ' THE RADII OF' THE OPPOSING SUR'ACES ARE 2 AND 3.5 FOCAL LENGTH (CM) .. 7999999 CALCULATOR MODE. CLEARED TO ZERO 1ST N UM8 ER 73 • 5 rUNCTrON7RCP RCP • • 28571 ~ rUNCT I ON7ADD 2ND NUMRER?S ADD- .78511~ FI.JNC 11 ON1MUL 2ND NUM8ER7. 5 IIWL- .392851 'UNC1I0N1RCP RCP. 2.5~5~5 'UNCTION7EXT EXIT. 'OCAL LENGTH (CM) - 72.55 GOOD YOU ARE CORRECT August 1976 CM. REFRAC, Page 3 HOW ABOUT ANOTHER ONE LIKE THIS C0~NO. J=YES), 10 OK. NOW TRY YOUR HAND AT WRITING A PROGRAM TO COMPLETE THE TABLE IN PART 3 or THE MODULE. DONE SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC SLITS 36351 TITLE: SLITS: Youngs Double Slit Experiment DESCRIPTION: Younq's Double Slit Experiment is silllltlaterl by the COlllputer to nermit greaier exploration of the influence of wavelength and slit-separation on the interference pattern. (This is a f)lottinCl proqralll.) OBJECTIVES: To determine. qualitatively. the effects of slip-separation. inter-screen spacing distance (d) and wavelenqth (w). in alterinq the location of the maxima and minima of the intensity bands of liqht. - INSTRUCTIONS: PRELI~INARY P~EPARATION: A. Student - An instruction sheet 1S helnflJl in leadinq Hie student throuqh a 10Qica1 apnroach. It 1S also recollllilended that students understand the superposition of waves hefore executinCl this program. B. Materials - none. DISr.u~SION: A. Operational Suggestions 1. 2. B. The objectives of this rroqram are best dccolllr1isherl with small qroups (3 to 4 students) to nerlllit discussion and develoflfllent of ~deas concerning the re1ationshirs involved. The pl"ogram has worked well ~~ith hiClh1Y-ll1otiv,lted students and has often led into detailed discussions of n~I'lted topics. However. it has been found to be reldtive1y ineffectual with poorly-motivated students. SUQges ted Fo 11 ow- up This program permits the exp1()ration of the parameters involved in double-slit interference ratterns without the reC]uirefT10nt of extensive eCJui pment and/or set-ups. It is recollllllended that thi s s i mul ated experiment be employed after the student has famillari7ed himself \vith the normal lab experiment. To enhance the operation of this prOClram. it is further recommended that an instruction sheet (see attachment) be constructed to enable efficient exploration of this phenomenon. By vC!ryin9 the slit-senaration (d). the student can observe the effects by noting the relative separat10ns between adjacent maxima. In a similar manner, changes effectuated by the .various wave1enClths can also be noteri. ACKNOWLEDGEMENTS: Hunti nqton Project State University of New York RUN RUN SLI TS YOUNG'S DOUBLE SLIT EXPERIMENT L = 2 METERS = W o ANGSTROMS 6000 .5 MILL IMETERS DISTANCE (MM'S FROM CENTER) - ,26 .\ - .24 -.22 -.2 - • 18 -.)6 - .14 - .12 -.1 - .08 -.06 ~; :,---------- . ~ ............ •. • ................ • -.94 • -........... - .02. ............) ••••••••••• ~ •••••••• 0 • ••• INTENS_ITY • ••••• • 02 • • 94 • ~~ .96 • 08 .. ~ .14 ,)6 .18 ,. • .-"""" • .............- ........- .\ · ............... .2 • 22 .--..... .--..... .............. .\ ABOVE IS AN ILLUSTRATIVE RUN WITH PRE-DETERMINED VALUES FOR WAVELENGTH (W). DISTANCE'BETWEEN SLITS AND SCREEN CL). AND SLIT SEPARATION - CENTER TO CENTER (0). NOW YOU MAY VARY THESE PARAMETERS. ONE AT A TIME • ••••• WHAT IS THE NEW SLIT SEPARATION (D) IN MILLIMETERS?1 L = 2 METERS W = 6909 ----. .---.----. DISTANCE (MM'S FROM CENTER) -.26 - .24 -.22 -.2 - .18 -.16 - .14 -.12 -.1 -.98 -.96 -.04 · · o = ANGSTROMS .--..... .---. ~. --...... ____• ~ • ~. .--..... • •____ - .02. .--..... •••••••••••••••••••• 0 •••• INTENSITY •• ~ • • 92 • • 0~ • 06 .08 •I .12 • I4 .16 • 18 •2 .22 ____• .---• • ---.----.--..... . .· .. .--- --------- •·.~ · ~ -----.--- • I MILLIMETERS SL ITS. Page 3 WOULD YOU LIME TO TRY ANOTHER VALUE OF 0 (I-YES .. 0-NO>?1 WHAT IS iHE NEW SLIT SEPARATION (0) IN MILLIMETERS?25 L a 2 METERS W = 6000 ANGSTROMS D MILLIMETERS DISTANCE (MM'S FROM CENTER) •.• 26 ".2 ~ •.• 22 •.• 2 •.• 18 •.• 16 I : \ .'-.'-. .' . "-"'- ..• I" .. • 12 •• • 1 ' •• • 08 .. • 06 .. • e~ .".". \ • ..• B2 I •••••••••••••••••••• O•••• INTENSITY ••••••• •0 2 . , .0~ ~ .06 ./ .08 ..-'" •I .12 .1 ~ .~ .16 // .18 • / • •2 .22 •r .2.. .~ ..-'" ./ WOULD YOU LIME TO TRY ANOTHER VALUE OF D (I-YES .. 0-NO)?0 ••••• WHAT IS THE NEW WAVELENGTH (W) IN ANGSTROMS?3000 L -= 2 METERS W = 3000 ANGS TROMS .- • I ~ .. • 12 ··.1 MIL LIM ETER S ----. .---. . --- DISTANCE CMM'S FROM CENTER) ..• 26 ,-.2 .. .•• 22 .• • 2 .•• 18 .•• I 6 D • ......--- ..,.--- • • _______ • ____ • .........--- "-.B8 ..---- -.06 -.0.. .----- . ---. - .02 • ----- • • • • • • • • • • • • • • • • _ •••• 0 •••• I NTENS I TY •• ~ • • 02 • _____ • .12 ---- • 16 ..----- .2 • 22 • 2<4 .--- • .-------• • 0" ::: • I .~ :---.. • • 1<4 .18 • ----. • ...---. .~-- ---. WOULD YOU LIKE TO TRY ANOTHER VALUE OF W (I-YES .. 0-N0)?1 WHAT IS THE NEW WAVELENGTH (W) IN ANGSTROMS?15000 A WAVELENGTH OF 15000 IS INFRARED LIGHT AND NOT VISIBLE. THE INTERFERENC~ PATTERN WILL BE VISIBLE USING DETECTORS ONLY. TRY ANOTHER WAVELENGTH. SLITS, Paqe 4 WHAT IS THE NEW WAVELENGTH L = METERS 2 = W IN (~) ANGSTROMS~6980 ANGS TROMS 6900 DISTANCE (MM'S fROM CENTER) - .26 -.2 - .18 - .16 -.1'- • 12 - •I -.08 -.06 / ./~ .;* .-----• ............... . D .5 MILLIMETERS • ·.'.""-."-..... ............... '----" -.02. • •••••••••••••••••••• O•••• INTENSITY •••••• \ .02 .1 .0~ ~ .............. .06 • 08 • 1 • 12 • I ~ • :0 ............... '.~ • / .·'* • '-..... WOULD YOU LI~E ./ ~. ----. ~. TO TRY ANOTHER VALUE Of W (I-YES. 0-N0)?0 ••••• WHAT IS THE NEW DISTANCE fROM SLITS TO SCREEN (L) IN METERS?5 L = METERS 5 W = 6000 ANGSTROMS D .5 DISTANCE (MM'S fROM CENTER) - .26 -.2 ~ -.22 -.2 .••\ '-"-. ".""-. -018 -016 - • I ""-. ~ -012 - • I "'- ."• "*'-'. -.08 -.06 - .0~ • - .02. 'T •••••••••••••••••••• 0 •••• IN TENS I TY •••• • • T .02 • 04 I .06 // • :~8 • 12 / • • 1.- ./~ 016 018 ~2 .22 .2.WOULD YOU ••••• LI~E • ~ • ./ , ./ TO TRY ANOTHER VALUE Of L (I-YES. 0-NO)?0 MILLIMETERS SL ITS. Page 5 YOU WILL NOW BE GIVEN A LIGHT SOURCE or UNKNOWN WAVELENGTH. YOU WILL SPEClry THE SLIT SEPARATION CO). AND THE DISTANCE rROM SLITS .TO SCREEN CL). WHAT IS THE NEW SLIT SEPARATION CD) IN MILLIMETERS?5 ~HAT IS THE NEW DISTANCE rROM SLITS TO SCREEN CL) IN METERS1~ . L • ... METERS o= W = 1 ANGSTROMS MILLIMETERS .5 DISTANCE CMM'S rROM CENTER) r -.22 -.2 - .18 - .16 - • I'" - .12 I .'., . ."• '.'.". - ·1 -.08 "*"*'. \ -.02. T ••••••••••.•••••••••• O•••• INTENSITY ••••••• •0 2 . ~ I . / .08 ./ •I .. 2 .1 ... .16 .18 • ./ /*'" ./ ./ • /* .* / I WOULD YOU LIKE A PLOT rOR OTHER VALUES or 0 AND L CI-YES. 0-NO)?0 WHAT DO YOU THINK THE UNKNOWN WAVELENGTH CW) IS16000 PRETTY· GOODf THE WAVELENGTH WAS 6000 ANGSTROMS. WOULD YOU LIKE TO TRY ANOTHER UNKNOWN WAVELENGTHCI-YES. 0-NO)?0 ••••• WOULD YOU LIKE A PLOT WITH YOUR OWN VALUES rOR WAVELENGTH CW), SLIT SEPARATION CD), AND DISTANCE rROM SLITS TO SCREEN CL) CI-YES, 0-NO)?1 WHAT IS THE NEW WAVELENGTH CW) IN ANGSTROHS15500 WHAT IS THE NEW SLIT SEPARATION CD) IN MILLIMETERS?15 WHAT IS THE NEW DISTANCE rROM SLITS TO SCREEN CL) IN METERS?3 L • 3 METERS W = 5500 ANGSTROMS o = .15 MILLIMETERS SLITS, Page 6 DISTANCE CMMoS ~ROM CENTER> -.26 - ................ • .2~ - .22 '. -.2 - .18 -.16 ___ • ~./ • -.I~ • • ---- - 012 .,/' ~, -.1 -.08 • •_____ -.06 • .~ • -.0~ - .02. "--. •••••••••••••••••••• 0 •••• I NT E. S I TY ••••• "/ • •0 2 . • 0~ • 06 • ..~ .08 .. ." ---... .---..... .-/ •1 .12 •I4 .16 .18 •2 .22 10 •••••••••• DONE ............... •"- ./ ANOTHER ONE CI-YES. 0-NO> HOPE YOU HAD ............- • • .--- ~UN! SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC SNELL TITLE: SNELL: Snell DE~RIPTION: Snell's law is presented pictorially by plotting the path of a light ray as it crosses a boundary separating two different media. IS Law 36320 OBJECT! VES: To permit students to "see" the refraction of light, including the case when the critical angle is exceeded and reflection occurs. INSTRUCTIONS: PRELIMINARY PREPARATION: A. Student - The terms associated ''lith Snell's law, such as refraction, media, normals, etc., must be presented prior to the running of this program. B. ~1aterials - No additional supolies or materials are necessary. DISCUSSION: Snell IS law can be investigated indeoendently by students by altering the angle of incidence, and/or the indices of refraction. The pictorial presentation is especially beneficial to students with reading problems, since the concepts implied by the mathematical relationships are presented hueristically. In addition, the critical an9le may be anproached and exceeded, in the special case where n2 (second medium) is less than nl (initial medium). Queries are included as part of the program to reinforce the concepts. The program is well suited for small qroups or individuals, but may be utilized for large group presentation without program modification. ACKNOWLEDGEMENTS: Huntington Project Polytechnic Institute of Brooklyn SNELL, page 2 RUN RUN SNELL ---REFRACTION OF LIGHT--THIS PROGRAM WILL HELP YOU VISUALIZE THE REFRACTION 0' LIGHT 'S IT CROSSES A BOUNDARY SEPARATING TWO DIFFERENT MEDIATHE DIAGRAM BELOW SHOWS LIGHT INCIDENT TO THE BOUNDARY AT ~5 DEGREES. THE INDICES OF REFRACTION ARE NI-I.e AND N2-t.5 RESPECTIVELY. N •• • • • • •• MEDIUM I. NI= 1 •• ----------------.--------------------------------•• MEDIUM 2. N2= 1.5 • • . • , .• • • • • WHAT DO yOU THINK THE ANGLE OF REFRACTION IS1J0 yOU ARE WITHIN Ie PERCENT. THE ANGLE OF REFRACTION. A2= 28·126 DO YOU WANT TO CONTINUE CI=YES. e=NO) I 11 NOW VOU CAN CHANGE THE INCIDENT ANGLE. THE REFRACTIVE INDICDS WILL REMAIN AS Nt=J.e AND N2=t.5. REMEMBER. ONLY POSITIVE ANGLES BETWEEN e AND ge DEGREES ARE PERMISSIBLE ENTRIES. SO. WHAT ANGLE DO YOU WANT160 N • • • • MEDIUM I. Nlz I •• ----------------.--------------------------------•• MEDIUM 2. N2= 1.5 • • • • • • • • • WHAT DO yOU THINK THE ANGLE OF REFRACTI9N IS1J5 YOU ARE WITHIN Ie PERCENT. THE ANGLE OF REFRACTION. A2= J5.26~ DO YOU WANT TO CONTINUE (I=YES. 0=NO) 1J SNELL, page 3 NOW SPECIrY NEW VALUES rOR Nt. N2. AND AHGLE I. SEPARATE WITH COMMAS. OKAY. WHAT VALUES?I.S.2.S".IS H • • • • •• • •• •• MEDIUM 1. HI= I.S •• ----------------.--------------------------------•• MEDIUM 2. N2 2.S •• •• •• • • • • • • • • a WHAT DO YOU THINK THE ANGLE Or RErRACTION IS?9 YOU ARE WITHIN 10 PERCENT. THE ANGLE Or RErRACTION. A2= 8.93. DO YOU WANT TO CONTINUE (I=YES. 0 a HO) DONE t ?0 SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC SPACE 36321 TITL.E: SPACE: Spacecraft Orbi ts DESCRIPTlON: The effects of speed on orbita 1 moti on can be demons trated by ·i ncrementa lly alterinq the tanqential velocity of an orbitting spacecraft. Limitinq cases are includ~d, i.e. exceedina the escaoe velocity and/o~ crashing into the earth. OBJECTIVES: To demonstrate the effects of speed on orbital motion. INSTRUCTIONS: PRELIMINARY PREPARATION: A. Student - Student should be familiar with circular motion, central forces, and have some knowledge of conic sections. B. Materials - None DISCUSSION: Orbital motlOn is described in terms of the eccentricity (E) of ·the orbit, the period (T), and the maximum and nnnimum tanqential velocities. The student selects the initial aooqee and perigee (in miles) to define the orhi t. After describing the initial orbit the limiting chanaes required to produce circular and parabolic orbits are qiven, as well as the changes re1uired to produce an orbit that will be tanqent to the earth's surface. The speed at the apogee and perigee is given and the student may alter either of these values (+ or -) incrementally. The new orbit will again be described in terms of E, T, and the velocities. ACKNOWLEDGEMENTS: Huntington Project Polytechnic Institute of Brooklyn SPACE, page 2 RUN RUN SPACE SPACECRAFT ORBITS WHAT IS THE MINIMUM AND MAXIMUM ALTITUDE OF THE SPACECRAFT ABOVE THE SURFACE OF THE EARTH IN MILES1150,230 THE ECCENTRICITY OF THE ORBIT IS 9.64088E-03 THE VELOCITY AT THE PERIGEE IS THE VELOCITY AT THE APOGEE IS THE PERIOD OF THE ORBIT IS FEET/SECOND. 25593.4 FEET/SECOND. 25104.6 90.5043 MINUTES. ADDING A VELOCITY INCREMENT TO THE PERIGEE OF 10427.9 FT/SEC WOULD RESULT IN A PARABOLIC ORBIT-- CAUSING THE SPACECRAFT TO FLY OFF INTO SPACE. A CHANGE OF -122.488 FT/SEC WOULD PRODUCE A CIRCULAR ORBIT •. HOWEVER, A VELOCITY INCREMENT OF -360.375 FT/SEC WOULD PRODUCE AN ORBIT THAT wOULD BE TANGENT TO THE EARTH'S SURFACE. ADDING A VELOCITY INCREMENT TO THE APOGEE OF 10571. FT/SEC WOULD RESULT IN A PARABOLIC ORBIT-- CAUSING THE SPACECRAFT TO FLY OFF INTO SPACE. A CHANGE OF 121.895 FT/SEC WOULD PRODUCE A CIRCULAR ORBIT. HOWEVER, A VELOCITY INCREMENT OF -236.695 FT/SEC WOULD PRODUCE AN ORBIT THAT WOULD BE TANGENT TO THE EARTH'S SURFACE. 00 YOU WANT TO ADD A VELOCITY INCREMENT AT THE PERIBEE(TYPE 1) OR AT THE APOGEE(TYPE 2) 11 WHAT VELOCITY INCREMENT IS TO BE ADDED1-250 THE NEW ORBIT IS ELLIPTICAL WITH AN EBCENTRICITY OF 9.98735E-03 THE POINT WHERE THE VELOCITY INCREMENT WAS ADDEO CORRESPONDS TO THE APOGEE OF THE NEW ORBIT THE PERIGEE OF THE NEW ORBIT IN MILES IS 68.7358 THE VELOCITY AT THE PERIGEE IS THE PERIOD OF THE NEW ORBIT IS 25854.7 87.8788 FT/SEC. MINUTES • ••••• BASED ON YOUR ORIGINAL ALTITUDES OF 150 AND 230 WOULD YOU LIKE TO TRY DIFFERENT VELOCITY INCREMENTS (I-YES, 0-N0)10 MILES WOULD YOU LIKE TO RUN THE PROGRAM AGAIN CI-YES, 0-NO)10 ••••• DONE SCIENCE (EDUCATION) CONTRIBUTED PROGRAM TITLE: DESCRIPTION: (833) BASIC SPCTRA OPTICAL ABSORPTION SPECTRA SIMULATION. 36184 2-SPECIES EQUILIBRIUM MIXTURES This program computes and plots simulated optical absorption spectra for up to five equilibrium mixtures of a system of two interconvertible' chemical species. The output resembles the recorder output of an infrared. visible. pr ultraviolet spectrophotometer. The program simply assigns a Gaussian curve to each of the two species. The two curves have their maxima separated by an arbitrary amount (variable Dl in the program) and are assigned arbitrary relative amplitudes (variable C1 in the program). The composite spectrum is taken to be the sum of the two curves. with each weighted by the mole fraction of the respective species. The lIlole fractions of one species (species IAI) are input by the student at execution time. The program can produce as many as five superimposed spectra. in Wh1Ch case the "isosbestic point" is quite evident. Each spectrum is plotted using an identifying digit as the plotting character. INSTRUCTIONS: SPECIAL CONSIDERATIONS: At execution time. the student inputs: 1. The number of spectra to be run (1-5) 2. The mole fraction (concentration) of species IAI for each spectrum. The relative spacing '( A max) and relative amplitudes (extinction coefficients) of the two absorption peaks can be changed by changing the respective data 1n line 210. This might necessitate a change in the plot scaling data in lines 102 and 112. FOR INSTRUCTIONAL PURPOSES Suitable Courses: Analytical Chemistry. Physical Chemistry Student Background Required: 'Students should be acquainted with theory and operation of an optical spectrometer. as we 11 as with the concept of chemi ca 1 equi li bri um. This program is used to supplement laboratory experiments involving spectra of equilibrium mixtu,"es in solutinn. such as the determination of the pK of an acid-base 1ndicator. The program can be used before or after the actual experiment to give students a better feel for the ;dealized spectra of such systems. Program parameters (D1 and Cl) can be adjusted by the instructor to make the simulated spectra more closely resemble thQse of the system being studiec. The phenomenon of the isosbestic ~o;nt (the common intersection of all the spectra generated when the total concl'ntration of the chemical species is kept constant) is very easily dic;c"ss~d in terms of this program. Examination of the simple model used :line 280) shows that this special point arises because one curve is weighted by Mwhile the other is weighted by l-M. Such weighting leads to the common intersection which is the isosbestic point. The M. l-M coeffieients exactly correspond. of course. to the mole fraction relationship which exists in an equllibrium mixture of two interconvertible species. ACKNOWLEDGEMENTS: Leonard Jay Soltzberg Simmons College SPCTRA. page 2 RUN RUN SPCTRA NUMBER OF SPECTRA <5 MAX.)?5 ENTER MOLE FRACTION OF COMPONENT 'A' FOR EACH SPECTRUM MOLE FRACTION OF 'A' UI.filfil ?fil.25 19.59 ?fil.75 ? I • Glfil SPECTRUM' 1 2 3 4 5 ....................................................................... •x .x .x .x .x • X5 .XX .XX5 .12X5 .12 345 • 1 234 5 •1 2 3 4 5 4 5 2 3 •1 2 4 5 3 •1 4 2 3 •1 2 3 •1 2 3 •1 2 3 • 1 4 2 3 • 1 5 2 3 4 •1 5 1 2 3 1 2 3 4 5 1234 5 Xl 5 43 21 2 5 4 3 5 4 3 2 5 4 3 .5 4 .5 .5 .5 .5 .5 4 .5 4 .5 .5 4 .5 3 .5 2 3 .5 4 3 2 .5 " 3 2 1 .54 32 1 .54Xl "" " 5 5 5 5 5 " ·· " " "" 1 2 1 2 3 3 2 3 "" " 2 2 3 3 2 2 3 2 3 2 3 3 2 2 1 1 • XXI .XX .X .X .X .X .X .X .X .X ....................................................................... DONE CONTRIBUTED PROGRAM BASIC STERL 36641 TITLE: FLY POPUU\TlUll COIHROL DESCRIPTION: This progralll is ?0 DONE 1.00000E+06 SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC STOICH TITLE: MASS VOLUME DESCR IPTION: This program solves mass-mass, mass-volume, and volume-volume problems. The input may be in grams and/or moles and the output will be in grams, moles and/or liters. 36618 OBJECTIVES: To provide the teacher and the student with a stoichiometry calculator to be used where either finds it applicable. INSTRUCTIONS: PRELIMINARY PREPARATION: A. Student - The student must have an introduction to stoichiometry. B. Matec1~~ - None DISCUSSION: Some of the situations where this program is useful: ACKNOWLEDGEMENTS: A. In Class 1. Enables teJcher to cover a large number of problems without using time to do calculations. 2. Can be used in conjunction with a problem exercise in class so teacher can go around and give individual help. B. Outside of Class 1. Tutorial Work. 2. Students can chec~ homework problems during study periods or after school. Huntlngton Project Polytechnic Institute of Brooklyn STorCH, Page 2 RUN RUN STOICH DO YOU WISH TO SKIP THE INSTRUCTIONS? 1 FOR YES ,0 FOR NO?0 THIS PROGRAM IS DESIGNED TO SOLVE: 1. MASS-MASS PROBLEMS 2. MASS-VOLUME PROBLEMS J. VOLUME-VOLUME PROBLEMS SOME GENERAL INSTRUCTIONS FOR USING THE PROGRAM WILL BE HELPFUL AT THIS TIME. 1. IF' TWO PIECES OF' DATA ARE REQUESTED, BE SURE TO GIVE THEM IN THE ORDER REQUESTED AND SEPARATE THEM WITH A COMMA. 2. THE BALANCED EQUATION IS THE FIRST THING NEEDED WITH EACH TYPE OF' PROBLEM SO HAVE IT ~REPARED. J. THE F'ORMULA WEIGHTS ARE NEEDED NEXT SO HAVE THEM PREPARED. PICK THE TYPE OF' CALCULATION YOU DESIRE BY ANSWERING THE F'OLLOWING QUESTION WITH A 1,2, OR 3, 1 FOR MASS-MASS CALCULATIONS 2 FOR MASS-VOLUME CALCULATIONS 3 F'OR VOLUME-VOLUME CALCULATIONS WHAT IS THE NUMBER OF' YOUR CHOICE?l ••••••••••••••• PROVIDE THE F'OLLOWING DATA FOR THIS MASS-MASS PROBLEM, HOW MANY MOLES OF' KNOWN COMPOUND AND UNKNOWN COMPOUND ARE SHOWN IN THE BALANCED CHEMICAL EQUATION?l,. WHAT IS THE F'ORMULA WEIGHT OF THE KNOWN COMPOUND AND THE UNKNOWN COMPOUND ?100,56 WHAT MASS, IN GRAMS, OF THE KNOWN COMPOUND IS INVOLVED IN THE CHEMICAL REACTION? IF THI~ INF'ORMATION IS AVAILABLE IN MOLES ANSWER ZERO (0) AND WAIT F'OR THE NEXT QUESTION?50.0 ANSWERS •••••••••••••••••••• 5 MOLES OF' UNKN. CPD • •••••••••••••••••• 28 GRAMS OF' UNKN. CPD • ••••••••••••••• DO YOU WISH TO SOLVE ANOTHER PROBLEM? ANSWER. F'OR M-M, 2 F'OR M-V, 3 F'OR V-V, AND ZERO (0) TO END THE PROGRAM.?2 ••••••••••••••• PROVIDE THE F'OLLOWING DATA FOR THIS MASS-VOLUME PROBLEMI HOW MANY MOLES OF' KNOWN COMPOUND AND UNKNOWN COMPOUND ARE SHOWN IN THE BALANCED EQUATION?2,2 WHAT IS THE F'ORMULA WEIGHT OF THE KNOWN COMPOUND AND THE UNKNOWN COMPOUND?18,2 WHAT MASS, IN GRAMS, OF' THE KNOWN COMPOUND IS INVOLVED IN THE CHEMICAL REACTION? IF ONLY VOLUME IS KNOWN ANSWER ZERO (0) AND WAIT F'OR THE NEXT QUESTION?20.0 ANSWERS ••••••••••••••••••••••••••••• 1.11111 MOLES OF' UNKN. GAS •••••••••••••••••••••••••••• 2 •• 8889 LITERS OF' UNKN. GAS ••••••••••••••• DO YOU WISH TO SOLVE ANOTHER PROBLEM? ANSWER I F'OR M-M, 2 FOR M-V , 3 FOR V-V, AND ZERO (0) TO END THE PROGRAM.?3 ••••••••••••••• PROVIDE THE F'OLLOWING DATA F'OR THIS VOLUME-VOLUME PROBLEM. HOW MANY MOLES KNOWN GAS AND UNKNOWN GAS ARE SHOWN IN THE BALANCED EQUATION?I.3,3 WHAT IS THE VOLUME IN LITERS OF THE KNOWN GAS INVOLVED IN THE CHEMICAL REACTION? (VOLUME MUST BE AT STP.)?146 ANSWERs ••••••••••••••••••••••••••••• 336.923 LITERS OF' UNKN. GAS ••••••••••••••• STOICH. Page 3 DO YOU WISH TO SOLVE ANOTHER PROBLEM? ANSWER I FOR M-M~ 2 FOR M-V~ J FOR V-V~ AND ZERO (0) TO END THE PROGRAM.?1 ••••••••••••••• PROVIDE THE FOLLOWING DATA FOR THIS MASS-MASS PROBLEM: HOW MANY MOLES OF KNOWN COMPOUND AND UNKNOWN COMPOlM\JD ARE SHOWN IN THE BALANCED CHEMICAL EQUATION?I~1 WHAT IS THE FORMULA WEIGHT O~ THE KNOWN COMPOUND AND THE UNKNOWN COMPOUND ?S6~14 WHAT MASS~ IN GRAMS~ OF THE KNOWN COMPOUND IS INVOLVED IN THE CHEMICAL REACTION? IF THIS INFORMATION IS AVAILABLE IN MOLES ANSWER ZERO (0) AND WAIT FOR THE NEXT QUESTION?0 HOW MANY MOLES OF KNOWN COMPOUND WERE INVOLVED IN THE CHEMICAL REACTION?2.9 ANSWERS: •••••••••••••••••• 2.9 MOLES OF UNKN. CPD. •••••••••••••••••• 214.6 GRAMS OF lM\JKN. CPO • ••••••••••••••• DO YOU WISH TO SOLVE ANOTHER PROBLEM? ANSWER I FOR M-M~ 2 FOR M-V~ J FOR V-V~ AND ZERO (0) TO END THE PROGRAM.?2 ••••••••••••••• PROVIDE THE FOLLOWING DATA FOR THIS MASS-VOLUME PROBLEM: HOW MANY MOLES OF KNOWN COMPOUND AND UNKNOWN COMPOUND ARE SHOWN IN THE BALANCED EQUATION?I~2 WHAT IS THE FORMULA WEIGHT OF THE KNOWN COMPOUND AND THE UNKNOWN COMPOUND?2~2J WHAT MASS~ IN GRAMS~ OF THE KNOWN COMPOUND IS INVOLVED IN THE CHEMICAL REACTION? IF ONLY VOLUME IS KNOWN ANSWER ZERO (0) AND WAIT FOR THE NEXT QUESTION?0 WHAT IS THE VOLUME~ IN LITERS~ OF THE KNOWN GAS INVOLVED IN THE CHEMICAL REACTION? (VOLUME MUST BE AT STP)?212 ANSWERS' •••••••••••••••••••• 18.9286 MOLES OF UNKN. CPO • •••••••••••••••••••• 4JS.JS1 GRAMS OF UNKN. CPO • ••••••••••••••• DO YOU WISH TO SOLVE ANOTHER PROBLEM? ANSWER 1 FOR M-M, 2 FOR M-V~ J FOR V-V~ AND ZERO (0) TO END THE PROGRAM.?0 ••••••••••••••• DONE Vocumen.:t.a.tion Vate. 3/75 SCIENCE (EDUCATION) (833) CONTRIBUTED PROGRAM BASIC TITER 36888-18006 TITLE: SIMULATES TITRATION OF A BASE BY AN ACID DESCR IPTION: This program simulates a titration with clues to neutralization progress by color and hints on addition amounts. Has facility for proper end point. small overrun. and gross overshooting of endpoint. INSTRUCTIONS: Program is interactive and self-explanatory. SPECIAL CONSIDERATIONS: For instructional purposes: Suitable Courses: First year chemistry Student background required: ACKNOWLEDGEMENTS: Just GET and RUN. Richard C. Adams Pleasant Hill High School Pleasant Hill. Oregon 97401 Algebra. Descriptive Chemistry. TITER, Page 2 RUN RUN TITER WELLI HERE YOU ARE - THE ONE WHO DIDN'T GET TO TITRATE THE BASE WITH THE ACID. YOU MISSED OUT ON ALL THE FUN OF SPILLING ACID ON YOURSELF ~~D BREAKING A BURETTE ($12.95) OR MAYBE JUST A PIPETTE ($4.95). A.~YWAYI YOU'RE GOING TO GET TO HAVE SOME OF THAT FUN A.~D DO AN ELECTRONIC TITRATION. YO~ JUST HAVE TO TELL ME WHAT STRENGTH ACID YO~ WANT TO USE (SOMEWHERE LESS THAN 1 MOLAR IS NI CE) AND HOW MUCH BASE YOU WANT TO TITRATE. WE'LL BE USING A RED INOICATORI PHENOLPHTHALEIN (FEE NO THAY LEE IN> WHICH IS A PRETTY REDDISHMAGENTA COLOR IN BASEl SO YOU'LL BE SHOOTING FOR A CLEAR SOLUTION AT NEUTRALITY. LET'S G~T STARTED! WHAT MOLARITY OF ACID DO YOU WANT TO USE??2 FINE. NOWI HOW MANY MILLILITERS OF BASE DO YOU WANT TO USE?5 O.K. START OFF WITH A VOLUME OF ACID (iN MILLILITERS> AND I'LL TRY TO TELL YOU HOW THE CO~O~'S COMING ALONG. ML? 1 YOU'VE HAttOLY ADDED ANY AT ALL! DO MORE N::XT TIME. YOU'VE ADDED 1 ML OF ACID SO FAR. ML?3 BOY! THAT'S NOT VERY MUCH EllEN YET. I DIDN'T SEE ANY COLOR CHANGE. TRY MORE NEXT TIME. REALLY! ML OF ACID SO FAR. YOU'VE ADDED 4 ML?3 THAT'S STILL NOT VERY GOOD. YOU'VE ADDED 7 ML OF ACID sO FAR. ML?2 HEY! IT CLEARED IN ONE SPOT JUST FOR A SECO~D! YOU'VE ADDED 9 ML OF ACID SO FAR. I'lL? 3 HEY! IT CLEARED IN O~E SPOT JUST FOR A SECOND! ML OF ACID SO FAR. YOU'VE ADDED 12 ML?3 THE CLEAttING LASTED A LITTLE LONGER THIS TIriE! YOU'VE ADDED 15 ML OF ACtO SO FAR. Ml?2 THE CLEAR AREA KEEPS GETTING A lITTLE LARGER BEFORE IT TURNS BACK TO ALL RED. KEEP GOING! YOU'VE ADDED 17 Ml OF ACID SO FAR. Ml?1 YOU'RE GAINING ON IT. YOU'D BETTER NOT ADD TOO MUCH AT A TIME - - YOU'RE 85% THERE NOW! YOU'VE ADDED 18 ML OF ACID SO FAR. Ml?l THE CO~OR'S BEGINNING TO FADE NOW! YO~'VE ADDED 19 ML OF ACID SO FAR. til? 1 THAT'S IT IT'S CLEAR!!! CONGRATULATIONS!!!! O.K.I YOU HAD 5 Ml OF BASE AND YO~ ADDED 20 ML OF YOUR ACIDI WHICH WAS .2 MO~AR. SO 20 TI MES; .2 HAS TO EQUAL 5 TIMES THE BASE'S l10LAR1 TY. 1 GET .8 FOR THE ~OLARITY OF THE BASE. THANKS FOR T I TRATI NG 1,.11 TH ME DONE - HE SAID ACIDLY VoaLmenta.tion Va.te. 3/75 SCIENCE (EDUCATION) (833) CONTRIBUTED PROGRAM BASIC TRIVIA 36888-18012 TIITLE: TRIVIAL OR COMMON NAME QUIZ FOR CHEMISTRY STUDENTS DESCRIPTION: This program is a simple drill on the common names of selected familiar substances. It includes the formula and chemical names as well. The student is asked between 10 and 16 questions at a time after which his wrong responses are reviewed and the correct answers are given. There are s'ix types of questions that are asked - each of which is asked once in a random order for the first six questions presented. From the seventh question on they are chosen at random. being slightly biased toward the two types involving the common name and the chemical name (#2 ). The six types of questions are: 1. 2. 3. 4. 5. 6. Give Give Give Give Give Give common name ask formula common name ask chemical name formula ask common name formula ask chemical name chemical name ask common name chemical name ask formula For any questions that are answered incorrectly, the correct answers are written onto a file and read back as a study list at the end of the session. The option to go through the drill again is then offered (with different questions and order). INSTRUCTIONS: The program requires string inputs depending upon the question asked. If the correct answer is not known to a question the user may type A ? or simply return (or anything else for that matter). and the program will continue with the next question. All responses are timed input. There is one file used by this program called TRIVIF. It is a one record file, or the first record of a file. The information is written onto it three strings at a time. SPECIAL CONSIDERATIONS: The Data Base is easily changed. Simply add Data Statements and increase the value of N accordingly (line #900). If it is desired to use two records of the file or to increase the number of questions asked before the review is given, change the test of W~ in line # 1070 to - 1070 if W~>510 then 1170 -. The program was designed to use only the first record of a semipermanent student record file as a scratch pad, and so will not overflow into the second record, thereby protecting the contents of the file beginning with reco.rd two. This feature is transparent whether used or not. FOR INSTRUCTIONAL PURPOSES Suitable Courses: Basic Chemistry ACKNOWLEDGEMENTS: John R. Wilson Contra Costa Community College TRIVIA, Page 2 RUN OPE-TRIVIF'II RUN TRIVIA INSTRUCTIONS F'OR THIS TRIVIAL NAME QUIZ: ALWAYS PUT PARENTHESIS () AROUND THE F'OLLOWING THIS IS IMPORTANT IN ORDER FOR ME TO UNDERSTAND YOUR IF YOU DON'T KNOW THE ANSWERI TYPE ? OR PRESS H20 S04 OH F'Ofu~ULAS. RETURN. WHAT 15 THE COMMON NAME OF' CALCIUM CARBONATE?:CA;COT\ CALCITE YES! ALSO THE F'ORMULA IS CAC03. 2 NOI ~HAT 3 N0 CO~MON NAME OF' NACOH)?:5ALT IT IS CALLED LYE. WHAT IS THE 1 4 IS THE F'ORMULA OF' MAGNESIUM SULF'ATE HEPTAHYDRATE? :MG( SOLd 2{H20) THE CORRECT ANSWER IS MG(S04)7(H20). lNHAT 15 THE CHEMI CAL NAME OF' NAHC03?:50DIUM 8ICAR80NATE YES! ALSO THE COMMON NAME IS BAKING SODA. 5 WHAT IS THE FORMULA OF VINEGAR?:HC2H302 NOI THE CORRECT ANSWER IS HC2H302. WHAT I S THE CHEMI CAL NAt1E OF' 6 QUICKSIL~ER?:MERCURY YES! ALSO THE F'ORMULA IS HG. 7 WHAT IS THE COMMON NAME OF NA2(B407) 10CH20)?:BORAX YES! ALSO THE CHEMICAL NA11E IS 500111;1 TETRABORATE DECAHYDRATE. 8 WHAT I S THE CHEMI CAL NAi1E OF AL203?:ALUMINUM OXIDE YES! ALSO THE COMMON NAME IS ALUMINA. 9 YES I 10 WHAT IS THE CHEMICAL NAME OF' P80? : LEAD OXI DE BUT IT IS MORE CORRECT TO SAY LEAD(II) OXIDE. CO~MON NAME OF' POTASSI ;;:1 HYDROGEN TARTRATE?: CREA.'1 OF' TARTAR YES! ALSO THE F'ORMULA IS KHC4H406. WHAT IS THE :-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-:-=-=-=-:-=-:-=-=-=-:-:-=-=-=-:-:-= RI GHT. YOU GOT 3 :;, W~ONG. TO SLO'.J. STUDY LIST: LYE NACOH) = SODIUM HYDROXIDE EPSOM SALTS = MGCS04)7(H20) = ~AGNESIUM SULF~TS HtPTAHYDRATE ~INEGAR = HC2H302 = AC~TIC ACID = -=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=---=-=-=-=-=-=-=-=-=-=-=-:-=-=-:-=- WILL WAIT 24 SECONDS F'OR YOU TO STUDY THIS LIST ••• PRESS CR IF' YOU DON'T WANT TO WAIT. DO YOU WANT TO CONTINUE THIS DRILL ?NO DONE CONTRIBUTED PROGRAM BASIC USPOP 36802 TITLE: HUMAN POPULATION PROJECTION DESCRIPTION: USPOP is a highly flexible human population Iliodel. The student can investigate the effects of fertility, age of mother at birth of child, sex ratio of the offspring 'and age-dependent mortal ity on population size and structure. Through use of 1970 census data, held in DATA statements, the student need enter only a few of the required inputs. If the student or teacher wishes to model situations other than that collected in the DATA statements, all or some of the required inputs may have to be changed. INSTRUCTIONS: USPOP uses simulation techniques as a stimulus to learning in the teaching of many key demographic concepts involving population growth and age distribution. Students play the role of demographers projecting future population trends. The STUDENT MANUAL (See "SPECIAL CONSIDERATIONS") Ie leads the student through~les-or-five investigations, each involving a single concept. The following concepts are ~xplored: INVESTIGATION #1: Effect of fertility on population growth. is seen to have a major impact on population growth. Fertility INVEST IGATION #2: Effec.t lit time of birth of first child on the population-growth rate. Surprisingly, delaying the birth of the first child can slow populatioll Ijrowth, even if the total number of offspring remains constant. INVESTIGATION #3: Effect of reducing infant mortality. Reducing infant mortallty to the lowest level realistically possible is seen to have only d minor impact on future population size. INVESTIGATIONS #4 and ~5: Explordtion of factors affecting age distribution in ~ population. Again fertil ity is seen as the major factor. Mortality is important, but it ha~ only a secondary effect on age dlstribution in the population. SPECIAL CONSIDERATIONS: The Huntington II Project rec.onm~nds that for use of this program in the classrooms it is necessary to obtain the following publications from Program Library, Digital Equipment Corporation, Maynard, Massachusetts, 01754. Student Workbook Teachers Guide Resource Handbook ACIKNOWLEDGEMENTS: S.30 $.30 $.50 Huntington II Project State University of New York U5POP. Page 2 RUN RUN US~OP DO O~ ~OU WANt MEPO~rS 1) EVErlY 5 YEAR INTERVAL 2) SELECfED YEARS?l YEAR AT SfA~f OF P~OJECTION?1970 (1-~ES .. 0-N")?1 DO 'tOU ASSUME STANDAitD FE,UILlf't WILL FERTILlf't (1) STA~ AT 2.~5 TO A NEW LEVEL11 Orl (2) CHANGE SLOWL't DO 'tOU ASSUME STANDAHO BI~TH DISTRIBufION (1-YES .. 0-NO)10 PCT. 'ER'rILI T't OCCUI'U~G IN FEMALES AGES' - 1~ 130 10 15 19 1~0 20 25 30 35 2~ 39 130 10 10 10 ~0 4~?0 29 3~ 45 AND 0l.DER10 DO 'tOU ASSUME STANDArlD SEX rlATIO (1='tES,0=N0>11 DO YOU ASSUME STANDARD MORTAl. I T1' (I =YES .. 0=NO >11 DO YOU ASSUME STANDARD PO~Ul.ATION <1=YES .. 0=NO)?1 REPORTI1>SHORT 2)l.ONG 3>GrlAPH 4>CHANGE ASSUMPTIONS 5)END?1 YEAR 1970 POP= 204.8 MIl.l.ION FEtHIl.ITY 2.45 POpE 218.8 MILLION FEaTIl.ITY 2.45 POP· 233.6 MILLION FERTIl.IT1' 2.45 POP= 247 POP'" 260.3 MILLION FERTILITY 2.45 POP= 274.9 MILl.ION FERTIl.ITY 2.45 POP· 291 REPORT.?l YEAR 1975 REPOaT.?l YEAR 198~ REPORT.?l YEAR 1985 MILLION FERTIl.ITY 2.45 REPORT.?1 YEAR 1990 REPORTI11 YEAR 1995 REPORT.?1 YEAR 2000 FERTIl.ITY 2.45 MILLION REPORT.?5 ANOTHER PROJECTION Cl"'YES .. 0-NO>?0 DONE RUN USPOP DO YOU WANT REPORTS I> EVERY 5 YEAR OR 2) SELECTED YEARS12 INTE~VAL YEAR AT START "OF PROJECTION?1975 DO YOU ASSUME STANDARD FERTILITY Cl=YES .. 0-N0)?0 FERTILITY IN 1975 ?2.06 OR (2) CHANGE Sl.OWl.Y WILL FERTILITY (1) STAY AT 2.06 TO A NEW LEVEL?2 WHAT FERTILITY WIl.L 8E STABl.E?1 13 .5 HOW MANY DECADES UNTIL FERTILITY REAC HES 1 USPOP, Page DO YOU ASSUME STANDAliD BIR.TH DISTliIBUTION n"YES .. 0"NO)?0 PCT. FERTILITY OCCURING IN FEMALES AGES. 11 - 14 1.5 15 - 19 ? 20 20 - 24 140 25 - 29 120 3" 34 11" 35 - 39 15 41 - 44 14.5 45 AND OLDE~10 DO YOU ASSUME STANDARD SEX RATIO (1-YES .. 0-NO)10 PERCENT FEMALE BIRTHS130 DO YOU ASSUME STANDARD MORTALITY (I-YES .. 0-NO)?1 CKANGE IN MORTALITY OCCURING IN FEMALES GROUPS 'TROM AGE .. TO AGE)1, .. 4 GROUP CUaRENT NEW VALUE DEATH/IIII I - 4 17.8 111 CHANGE IN MORTALITY OCCUHING IN MALES GROUPS 'FROM AGE .. TO AGE)11 .. 4 GROUP CURRENT NEW VALUE DEATH/1000 22.5 114 - 4 DO YOU CHANGE GROUPS CHANGE GROUPS GROUP 15 20 25 30 ASSUME STANDARD POPULATION IN FEMALE POPULATION (FROM AGE .. TO AGE)?0 .. 0 IN MALE POPULATION (FROM AGE .. TO AGE)?15 .. 34 CURRENT NEW VALUE POPULATION MILLIONS ?8 - 19 9.8 - 24 8.6 - 29 6.8 - 34 5.7 REPORTa:l)SHORT 2)LONG 3)GAAPH 4>CHANGE ASSUMPTIONS 5)END?2 YEAR 19'75 MILLION POP= 192.4 AGES FEMALES <-MILLIONS-> MALES 8.7 8.4 0 - 4 9.7 10.1 5 - 9 10.2 10.5 14 10 9.4 8 19 15 4.3 8.5 20 - 24 6.9 3.4 25 - 29 2.8 5.8 31 - 34 5.7 5.5 35 - 39 5.8 601 40 - 44 6.2 5.9 45 - 49 5.7 5.3 51 - 54 5.2 4.7 59 55 4.6 68 4 - 64 3.7 3 65 69 2.3 3.2 70 - 74 4.6 2.9 75 AND OVER YEAR FOH NEXT REPORT? 1985 -- - FERTILITY 2.06 PCT. TOTAL 8.9 10.3 10.8 9 6.6 5.3 4.4 5.8 6.1 6.3 5.7 5.1 4.5 3.5 2.9 3.9 REPORT.ir 1 YEAR 1985 POP.. 206.5 YEAR FOR NEXT REPORT?1995 MILLION , FERTILITY 1.75714 MILLION FERTILITY 1.45429 MILLION FERTILITY 1.15143 REPORTlirl YEAR 1995 POPa 217.4 YEAR FOR NEXT REPORT?2005 REPORT I 'jr 1 YEAR 2805 POP- 215.8 YEAR FOR NEXT REPORT?2015 REPORTI'j~2 U5POP, Page 4 MILLION YEAR 2015 POP- 205.8 AGES FEMALES <-MIL.LIONS-> MAL.ES 1 .6 3.8 0 - 4 9 2 4.5 5 2.7 5.9 10 14 3.7 8.3 15 19 4.7 10.3 20 - 24 5.3 11.3 25 - 29 5.4 11.4. 30 - 34 5.2 10.9 35 - 39 8.8 8.8 40 - 44 9.9 9.7 45 - 49 9.7 10 50 - 54 8.9 6.9 55 - 59 7.6 3.4 60 - 64 5.7 2.3 65 69 1.4 4.2 70 - 74 4.1 5.6 7S AND OVER YEAR FOR NEXT REPORT?2025 --- - FElt TI L I l'Y 1 • PCT. TOTAL 2.6 3.2 4.2 5.8 7.3 8 8.2 7.8 8.6 9.5 9.5 7.7 5.4 3.9 2.7 4.7 REPORT.?1 YEAR 2025 POP· 189.3 YEAR FOR NEXT REPORT?2035 MIL.L.ION FERTILITY 1. MIL.LION FERTILITY 1. MIL.LION FERTILITY 1. REPORT'?1 YEAR 2035 POP- 165.7 YEAR FOR NEXT REPORT?2045 REPORT.?1 YEAR 2045 POP- 138.1 YEAR FOR NEXT REPORT?2055 REPORT.?1 YEAR 2055 POP- 113 MIL.L.ION YEAR FOR NEXT REPORT12300 FERTIL.ITY 1 • REPORT I 72 MIL.L.ION YEAR 2308 POP- 27.9 AGES FEMALES <-MIL.L.IONS-> MAL.ES .4 .2 e - 4 .6 .3 5 - 9 .7 .4 14 10 .8 .5 15 19 .9 .6 20 - 24 .7 1 25 - 29 .8 lel 30 - 34 1 .1 .9 35 - 39 1 .1 .9 40 - 44 1 .1 .9 45 - 49 1• 1 .9 50 - 54 1 .1 .9 55 - 59 .9 1 64 60 .8 .8 65 - 69 .6 .7 74 70 .9 1.3 75 AND OVER YEAR FOR NEXT REPORT?3000 -- - - REPORTI15 ANOTHER PROJECTION (I-YES, 0-NO>?0 DONE FERTIL.ITY 1 • PCT. TOTAL 2.5 3.3 4.1 5 5.7 6.5 7.3 7.5 7.6 7.7 7.6 7.5 7.1 6.3 5.2 8.3 SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC VFI ElD TITLE: VFIELD: Potential Field Picture DESCRIPTION: This program plots a picture of the relative potential field strengths of regions surroundinq two point charges. 36322 OBJECTIVES: To qive the student a feel for how the electric potential field is alt~red by changing the positions of two point charges. INSTRUCTIONS: PRELI~INARY PREPARATION: A. Student - The concept of electric potential for a point charge should be understood, as well as equipotential lines and potential hills or' swe 11 s. B. Materials - none needed DISCUSSlf)N: One run of thi~ program requires much timet so it is not advised for use with a whole class. Individual students or small groups will derive the greatest benefitt or t alternativelYt the teacher may make several runs before class and display the resulting plots during a clas£ discussion. The coordinate plane occupied by the charges is 30 x 30. NOTE: ACKN()WLEDGEMENTS: The numbers in the nlots indicate relative field strengths. Huntinaton Project Polytechnic Institute of Brooklyn VFIE LD, pa~e 2 RUN RUN VFIEL.D THIS PROGRAM PLOTS A PICTURE OF THE RELATIVE ELECTRICAL POTENTIAL FIELD STRENGTHS IN THE REGION SURROUNDING TWO POINT CHARGES. THE CHARGES ARE IN A COORDINATE PLANE 30 BY 30. THE CHARGES MAY HAVE ANY VALUE WHOSE MAGNITUDE IS LESS THAN 10 , AND MAY BE ANYWHERE BETWEEN o AND 30 ON THE X AND Y AXES. THE MAGNITUDE OF THE FIELD DECREASES FROM 9 TO 1, 0, A TO J THAT IS, 9 TO 1 IS A POSITIVE POTENTIAL, 0 IS ROUGHLY 0, AND A--l, e--2, ••• J--9. (THERE IS NO 'I'.) WHAT VALUES OF CHARGES 00 YOU WISH TO STUDY? TO STUDY ONLY ONE CHARGE, MAKE THE SECOND CHARGE 0. ENTER TWO VALUES OF CHARGE I 710,-3.5 WHERE SHALL THE FIRST CHARGE BE LOCATED715,15 WHERE SHALL THE SECOND CHARGE BE LOCATED715,25 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 '7 6 5 4 3 2 1 o .0 6 12 18 24 30 • • 1---------1---------1---------1---------1---------1* • 000000000000000000000 • • 000000000000000000000 * • 000000 AAA 000000 • • 00000 AABBBAA 00000 * * 111 000 A CDEDC A 000 111 * • 1111111111111 000 ABO - DBA 000 1111111111111 * *1111111111111111 00 ABDEDBA 00 1111111111111111. *11 1 11 1 1111111111111 00 AAA 00 11111 1111111111111 1* *1111111111111111111 1111 111 111111111111111111 11 * .111111111111111 111111111111111* .111111111111 i222222 2222222 I111111111Jl* .1111111111 22222 333 444 333 22222 1111111111* .111111111 2222 33 4455 6 5544 33 2222 111111111* .11111111 2222 33 45 89998 54 33 2222 11111111* *11111111 2222 3 4 79 97 4 3 2222 11111111* .1111111 2222 33 4568 + 8654 33 2222 1111111* .1111111 2222 33 45679 97654 33 2222 1111111. *1111111 2222 334456789 981654433 2222 1111111* *1111111 22222 33 445566666554~ 33 22222 1111111* .11111111 22222 333 444 444 333 22222 11111111* .11111111 22222 3333 3333 22222 11111111* .111111111 222222 333333333 222222 111111111* *1111111111 22222222 22222222 1111111111* *11111111111 2222222222222222222 11111111111* *1111111111111 222222222222222 1111111111111* .111111111111111 2 111111111111111* .111111111111111111 111111111111111111. .111111111111111111111111111111111111111111111111111* .111111111111111111111111111111111111111111111111111* .111111111111111111111111111111111111111111111111111* .111111111111111111111111111111111111111111111111111 • • 1---------1---------1---------1---------1---------1* DO YOU WISH TO VIEW ANOTHER PLOT DONE (I~YES, 0-NO> I 70 SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC VLOCTY TITLE: VLOCTY: Instantaneous Velocity DESCRIPTION: A graph bf distance vs. time is olotted for a body acceleratinq at lm/sec/se~. The averaqe velocity is found for a point on the graph several times using V average =(d 2 - d L'(T2 -T l ) as (T,) -T ) gets smaller l l and smaller. ~ 36323 fhe program prints the instantaneous velocity at the points and allows the student to change some of the parameters involved. OBJECTIVES: To aid the student in understandin(l the meaninq of instantaneous velocity and takinq a limit. INSTRUCTIONS: PRELIMINARY PREPARATION: A. Student - should know the definitlCHls veloclty B. ~1ater1als ljf dverJlle and inst.antaneous - none DISCUSSION: ----A good tutorial program olteachinq airl Student should realize that the slope of the line drawn between the points dl, T1, and d2, T2 is the averilqe velocity. As tile second point is nlcH.lr. to oppr'oach the first, the slone of this line approache~ the value of the slope of the tangent line drawn to the first point - which is caned the instantaneous velocity. The student may then channe the acceleration, time at which he wants to know the averaQe speed, and the time ir,ti,t"vcll, delta T. ACKNOWLEDGEMENTS: Huntington Project Polytechnic Institute of Brooklyn VLOCTY, page 2 RUN RUN VLOCTY AVERAGE AND INSTANTANEOUS VELOCITY THIS PROGRAM CONSIDERS DISTANCE AS A ;UNCTION 0; TIME, D-F(T). IT WILL CALCULATE THE AVERAGE VELOCITY DURING THE TIME INTERVAL TI,T2 BY EVALUATING D AT THOSE TIMES GIVING DJ AND 02. THE RESULT 0; C02-Dl)/(T2-Tl) YIELDS TH[ AVERAGE VELOCITY. AS T2 IS BROUGHT CLOSER AND CLOSER TO TI THE RESULTANT AVERAGE VELOCITY WILL APROACH THE INSTANTANEOUS VELOC ITY AT T I·. AFTER THE PROGRAM STOPS, TYPE IN THE ;OLLOWING, (END £ACH LINE, INCLUDING ·RUN·. WITH THE ·RETURN· KEY) 1 GO TO 388 311 DE; ;NDCT)· •••• CYOUR ;UNCTION 0; TIME) •••• RUN . FOR EXAMPLE, TO USE THE EQUATION D=A*T*T WITH A=1 YOU WOULD TYPE AS FOLLOWS, 1 GO TO 3"0 3e" DE; ;ND(T)~I*T*T RUN YOU MIGHT TRY THAT AS YOUR ;IRST RUN. FOR SUBSEQUENT RUNS. YOU NEED ONLY CHANGE LINE 300 FOR A NEW 'UNCTION, ;OLLOWED BY ·RUN·. DONE I GO TO 30" 30" DE; ;HO(T)=I*T.T RUN VLOCTY ••••• WHAT ARE YOUR VALUES 0; TI AND T2 (SMALLER ;IRST. Tl.T2)15.50 THE DISTAHCE TRAVELED DURING THE INTERVAL IS THE AVERA6E VELOCITY IS 55 2415 WOULD yOU LIKE TO CHANGE T2 (I-YES. 0-NO)11 WHAT IS YOU NEW VALVE FOR T2 (T2 MUST 8E GREATER THAN TI)1105 THE DISTANCE TRAVELED DURING THE INTERVAL IS THE AVERA6E VELOCITY IS 110 11000 WOULD YOU LIKE TO CHANGE T2 CI-YES. 0-NO)?0 NOW WATCH THE AVERAGE VELOCITY AS T2 APPROACHES Tl. TI. 01 5 = 25 T2 T2-TI (02-01 )/(T2-TI ) 02 D2-DI 105 11025 3025 900 306.25 126.562 66.0156 43.06.64 33.4229 29.0588 26.9913 25.9861 2'5.4901 I 1000 3000 815 281.25 101.562 41.0156 18·0664 8·42285 4.05884 1.99121 .986099 .490665 55 38 17.5 11.25 8.125 6.5625 5.78125 5.39862 5.19531 5.09766 5.04883 100 50 25 12.5 6.25 3.125 1.5625 .78125 .390625 .195312 9.76562E-02 4·8828IE-02 1 10 60 35 22·5 I 6~2 5 13-125 II - 5625 10. 1812 10.3906 10·1953 10-0917 10·0488 VLOCTY, page 3 T2 T2-TI 02 2.44141E-02 .012207 6·10352E-03 3.05176E-03 1.52588E-03 7.62939E-04 25.2447 25.1222 25.0611 25.0305 25.0153 25.0076 02-01 (02-01 )/(T2-TI ) 5.024'41 5.01221 5.0061 5.00305 5.00153 5.00076 .244736 .122219 6.10733E-82 3.05252E-02 1 • 52626E-02 7.62939E-03 NOTE THAT THE AVERAGE VELOCITY CHANGES VERY LITTLE AS T2 APPROACHES Tl. T2 CAN NEVER EQUAL Tl SINCE (D2-DI)/(T2-Tl) WOULD THEN RESULT IN A DIVISION BY ZERO • ••••• WOULD YOU LIKE TO TRY DI~~ERENT VALUES O~ TI AND T2 (I-YES, 0-NO)?0 TO CHANGE YOUR ~UNCTION SEE THE INSTRUCTIONS. I~ YOU ARE ~INISHED, TYPE 'I', AND THE 'RETURN' KEY A~TER THE PROGRAM STOPS. DONE 10.0244 10.0122 .1.1163 ..,.0025 10.0025 10 SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (831) BASIC WATER I TITLE: WATERI: Water Budget Problem Check DESCRIPTION: This is a tutorial program which takes a student through the step-by-step calculations of a water budget, checks the correctn~ss of his responses, and indicates the location of his errors. In difficult parts of the budget instructions, clues are given before the student is asked to re-calcuJate his work. 36326 OBJECTIVES: This program is designed to: INSTRUICTIONS: A. Enable students to "visualize" an areas' climate in tenns of its moisture patterns of usage, storage, recharge, and deficit. B. Illustrate the relationship of deficit and surplus in light of growing seasons for crops, watering of lawns, the need for irrigation, and the occurrence of floods. C. Develop the skills necessary for the successful completion of a water budget. PRELIMINARY PREPARATION: A. Student - Students should understand the following terms: potential evapotranspiration. actual evapotranspiration. deficit, and surplus. The concept of a change in value of a number ( -ST or 'delta'-ST) should al50 have been covered. B. Materials - Ditto sheets containing water budget tables should be available for each class member. A sample table follows: Continued on following page. ACKNOWLEDGEMENTS: Hun t i ngton Project Polytechnic Institute of Brooklyn WATER1, page 2 wAHR BUOGET FU/{: Progress code no. J F M A M J J A S 0 N 0 P PE PPE ST 6 ST AE 0 S A set of water budget graphs should also be available if the teacher wishes to have his classes complete the graph in addition to the water budget. See: Investigating the Earth, Teacher's Guide, Part 1. P. 402 of the Earth Science Curriculum Project. DISCUSS ION: This program is applicable to individual or small group (5 or less) instruction, and is designed for average students. The progress code number assigned to the student indicates to the program the extent to which the student has progressed through the program. These numbers should be chosen according to the following table: Progress Code # 0-10 11- 20 21-30 31-40 41-50 51-60 61-70 Stage of Calculation of Water Budget Introductory infonnation Student is read.¥ for "P-PE" section of program ready for "ST" section of program ready for " -ST" section of program ready for "A. E." section of program ready for 110 section of program ready for "5" section of program 11 Each student may work on a different water budget by entering a unique set of data in lines 43 and 44. Line 42 also may be changed to indicate the region whose water budget is under study. This program should be used in conjunction with program WATER2 A833-36327. WATER1, page 3 RUN RUN WATERI WHAT IS YOUR PROGRESS CODE NUMBER?5 WATER BtlDGET FOR RtlTLAND"VT.: ===============~==.============================= Pr 57 48 88 56 63 80 74 90 86 86 92 PEr o 0 8 0 ~lOW" 0 28 75 114 133 114 78 RETURN TO YOUR SEATS AND SEPARATELY WORK OUT YOUR VALUES FOR, 'P-PE' AND'STORAGE'. RETURN ONLY AFTER YOUR TEACHER HAS CHECKED YOUR WORK AND GIVEN YOU A NEW PROGRESS CODE NUMBER I DONE 41 SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (833) BASIC WATER2 TITLE: "WATER2: Water Budget DESCRIPTION: This program pr'ints out a completed water budget. It may be used by a teacher to quickly calculate a series of water budgets he plans to use or it may be employed with more advanced students to check out an entire budget in one run. 36327 OBJECTIVES: INSTRUCTIONS: A. To free teachers from the time-consuming task of calculating a number of practice water budgets. B. To allow students a rapid means of verifying budgets the.v have been aSSigned for practice and drill. PRELIMINARY PREPARATION: A. Student - Students should be completely familiar with the concepts of evapotranspiration. water surplus. water storage. and water deficit. B. Materials - A ditto of water budget tables as shown below: WATER BUDGET FOR' J F M A M P PE P- PE -- f--'--f-. ST .6ST AE 0 S Continued on ACKNOWLEDGEMENTS: ~ollowing page. Huntington Project Polytechnic Institute of Brooklyn J J A S 0 N D WATER2, page 2 DISCUSS ION: To place a particular water budget in the program: 1. Call up the program by name. 2. Type the precipitation data on line 120, the P.E. data on line 130 and the title of the budget on line 110. example: 110 PRINT "Water BudQet for N.Y .• N.Y.:" 120 DATA 89, 86. 98. 86. 84. 85, 113. 08. 88. 82. 85 130 DATA 12. 4.0, Rfi, 125, 14Q, l1?, Q4, 55, 22, 2 3. Type "RUW The complete water budget will print out. them in correctly.) (Check the value for P and PE to make sure you have typed To add other budgets repeat steps 2 and 3 until all budgets have been completed. Additional P and PE data for other regions can be found in Investigating the Earth, Teacher's Guide, Part 1, pages 392-397. This program may be used in conjunction with WATER1 A833-36326. RUN PRINT "WATER BUDGET FOR ANCHORAGE .. ALASJ12 2140 FACTQR ( 1 •• 6 OR 0 TO QUI 1>1 0 1- 40 .. 2- 40" 3= 100 .. 4= 00 YOU WANT A PL.OT1YES -2 .. 5- 8 .. 6=5000 MCMAN, Page 4 (XXX) SYSTOLIC/DIASTOLIC PRESSURES - MM HG (.l HEART RATE - BEATS/MIN TIME 0 20 40 60 60 100 120 140 160 160 200 220 240 250 SECS • 2 XXXXXXXXXXXXXXXXXX XXXXXXXXX.XXX 4 XXXXXXXX.XXX 6 XXXXXXXX.XXXX 6 XXXXXXXXXX. xx 10 XXXXXXXXXX.XXX 12 XXXXXXXXXX.XX 14 XXXXXXXXXXX.X 16 XXXXXXXXXXXX. 16 XXXXXXXXXXX. 20 XXXXXXXXXXXXX • 22 XXXXXXXXXXXXX. 24 XXXXXXXXXXXXX • 26 XXXXXXXXXXXX 28 XXXXXXXXXXXXX 30 XXXXXXXXXXXXX 32 XXXXXXXXXXXX 34 XXXXXXXXXXXXX 36 XXXXXXXXXXXXX 36 XXXXXXXXXXXXX 40 XXXXXXXXXXXXX • 42 XXXXXXXXXXXXX 44 XXXXXXXXXXXXXX • 46 XXXXXXXXXXXXX • 46 XXXXXXXXXXXXX • 59 XXXXXXXXXXXXX. 52 XXXXXXXXXXXXX • 54 XXXXXXXXXXXXX • 56 XXXXXXXXXXXXX • 58 XXXXXXXXXXXXX • 69 »> MY HEART IS POUNDING ARTERIAL (AORTIC) PRESSURE 5YSTOLIC~115.6 DIASTOLIC= 66.9 MEAN= 64.5 MM HG CENTRAL VENOUS (RIGHT ATRIAL) PRESSURE= 3.2 MM HG MEAN CAPILLARY PRESSURE~ 12.2 MM HG CARDIAC OUTPUT19.2 L/MIN STROKE VOLUME~ 81.9 ML/BEAT HEART RATE=124.4 BEATS/MIN ARTERIAL RESISTANCE= 7.4 VENOUS RESISTANCE~ 0.9 MM HG/L/MIN CARDIAC CONTRACTILITY~ 2.0 L/MIN/MM HG FINAL VALUES FOR THIS RUN WERE: I. ARTERIAL RESISTANC!~ 40 I OF NORMAL 2. VENOUS RESISTANCE- 49 I OF NORMAL 3. CARDIAC CONTRACTILITY- 199 I OF NORMAL 4. MEAN INTRATHORACIC PRESSURE= -2.9 MM HG 5. LIMITING CARDIAC INPUT PRESSURE= 8.0 MM HG 6. BLOOD VOLUME- 5099 ML DO YOU WANT TO CHANGE ANY OF THESE FACTORS?NO DO YOU WANT TO CHANGE THE OPERATION OF THE SYSTEMIC ARTERIAL BAROCEPTORS1YES DO YOU WANT TO CUT THE BUFFER NERVES AND PUT THE B.P. STABILIZING SYSTEM PERMANENTLY OUT OF ACTION?YES YOU HAVE CUT THE BUFFER NERVES DO YOU WANT A PLOT?YES MCMAN, Page 5 (XXX) SYSTOLI C/DIASTOLI C PRESSURES - MM HG TIME 0 20 40 60 80 100 120 140 SECS • 62 XXXXXXXXXXXXX • 64 XXXXXXXXXXXXX 66 XXXXXXXXXXXXX • 68 XXXXXXXXXXXXX • 70 XXXXXXXXXXXXX 72 XXXXXXXXXXXXX 74 XXXXXXXXXXXXX 76 XXXXXXXXXXXXX 78 XXXXXXXXXXXXX 80 XXXXXXXXXXXXX 82 XXXXXXXXXXXXX 84 XXXXXXXXXXXXX 86 XXXXXXXXXXXXX 88 XXXXXXXXXXXXX 90 XXXXXXXXXXXXXX 92 XXXXXXXXXXXXX 94 XXXXXXXXXXXXX 96 XXXXXXXXXXXXX 98 XXXXXXXXXXXXXX 100 XXXXXXXXXXXXXX 102 XXXXXXXXXXXXX 104 XXXXXXXXXXXXX 106 XXXXXXXXXXXXX 108 XXXXXXXXXXXXX 110 XXXXXXXXXXXX 112 XXXXXXXXXXXXXX 114 XXXXXXXXXXXXXX 116 XXXXXXXXXXXXX 118 XXXXXXXXXXXXX 120 XXXXXXXXXXXXX (.) ·HEART RATE - BEATS/MIN 160 180 200 220 240 260 MY HEART IS POUNDING ARTERIAL (AORTIC) PRESSURE SYSTOLIC=135.1 DIASTOLIC= 86.9 MEAN= 103.0 MM HG CENTRAL VENOUS (RIGHT ATRIAL) PRESSURE= 2.8 MM HG MEAN CAPILLARY PRESSURE= 13.0 MM HG CARDIAC OUTPUT= 11.6 L/MIN STROKE VOLUME= 68.7 ML/BEAT HEART RATE=168.8 BEATS/MIN ARTERIAL. RESISTANCE= 8.0 VENOUS RESISTANCE= 0.9 MM HG/l./MIN CARDIAC CONTRACTILITY= 2.4 L/MIN/MM HG »> F'INAL VALUES FOR THIS RUN WERE: I. ARTE:RIAL RESISTANCE= 40 % OF NORMAL 2. VENOUS RESISTANCE= 40 % OF' NORMAL 3. CARDIAC CONTRACTILITY= 100 % OF NORMAl. 4. MEAN INTRATHORACIC PRESSURE= -2.0 MM HG 5. LIMI'TING CARDIAC INPUT PRESSURE= 8.0 MM HG 6. BLOOD VOl.UME= 5000 ML DO YOU l/ANT TO CHANGE ANY OF' THESE F'ACTORS?NO DO YOU 111ANT TO CONTINUE?NO DONE FINE ARTS (EDUCATIO~) CONTRIBUTED PROGRAM (850) BASIC KEYSIG 36258 TITLE: GIVES MAJOR SCALES DESCRIPTION: This program prints out the major scale of any musical key that is requested or all of them at once. They are printed on a staff with keysignature. and at the bottom of each measure abbreviation of the key is printed. INSTRUCTIONS: To get all of the major scales printed, just type "ALL" at the question mark. To get one or more of the scales just type the letter of that scale (A through G). Then type an "N" if it is natural. an "S" if it is sharp, or an "F" if it is flat. You may continue this procedure on the same line for up to 36 keys. There is no need to separate the keys by any type of character. SPECIAL CONSIDE:RATIONS: ACKNOWLEDGEMENTS: "The Aardvark and Company Writing Team has designed programs to take up an absolute minimum of computer storage and perform a maximum purpose. The team encourages people to send good programs to Aardvark. As a slight encouragement. the team will give anyone who sends a program which is accepted a free "subscription" to the program handbook, and 1ncludethe contributor as a member of the writing team. Aardvark and Company 2130 Bell Court Lakewood, Colorado 80215 • KEYSIG. Paqe 2 RUN RUN KEYSIG ?CNCF'BF'AF' o -----------------,-----------------!-----------------!--------------0-6 6 6 0 -----------------!----6------------!--------------------6-------0---6 0 ---------------0-!-6-------------0-!-6---------------6--------0~----060 060 ----~--------0---!-----6-------0---!--------------0-- --~-------------0! 6 0 0 -----------0-----!-----------0-----!------------0-------------------0 0 0 -0- -0 - -0- o CN CF' SF' AF VccumeJLta.t..(.on VtLtt. 3/75 FINE ARTS (EDUCATION) (850) CONTRIBUTED PROGRAM BASIC MUSIC 36888-18028 TITLE: TWELVE TONE COMPOSITION PROGRAM DESCRIPTION: The program produces simple 12 tone compositions. Values given to various elements of the composition (pitch, time value, etc.) are determined by random processes. The user interacts with the program by assigning probabilities to the random elements. MUSIC is designed primarily to illustrate how random elements and probabilities may be used in composition and how a computer may be used to aid in the selection of random elements. INSTRUCTIONS: 'Order 36888-90028, $5.00 for complete documentation. SPECIAL CONSIDERATIONS: The program uses four data files, each 4 records long, to store intermediate results. These files are named V1, V2, V3, V4 in statement 320 of the program. This statement may have to be changed under certain circumstances. See section "Data Files" p. 15 of the manual for more details. In any case the four files must exit on a read-write basis in order for the program to run. CRE-Vl,4 CRE-V2,4 CRE-V3,4 CRE-V4,4 The program is used as part of a third year course in electronic music for composition majors. It presupposes some knowledge of twelve tone composition technique. ACKNOWLEDGEMENTS: AUgliSl 1976 Bill Jarosz and Joann Preston De Paul University MU SIC, Page 2 RUN RUN MUSIC TWELVE - TONE COMPOSITION PROGRAM 11/28/72 VERSION ~O. OF MEASURES (16 MAX.)?6 SIGNATURE=X/4~ (X=9 MAX.)?3 ~O. OF VOICES (4 MAX.)?2 CHOOSE PROBABILITIES FOR OCTAVES (1=YES~0=N0)?0 CHOOSE PROBABILITIES FOR TIME VALUES (1=YES~0=NO)?0 CHOOSE PROBABILITIES FROM 0 TO 1 FOR REST IN VOICE(S) \TO I CE 1 ?0 10 VOICE 2 INPUT YOUR OWN 12-TONE ROW Cl=YES~0=NO)?0 TIME 12 TONE ROW C F AI CI B o G A E 01 GI EACH NOTE PRINTOUT SHOWS NOTES~ OCTA\TES~ " NO. OF BEATS '110 ICE 1 C 1 .5 E 2 2 3.5 2 B 3 4 C 2 3 A B CI2 .5 o 011 1.5 o 1 .5 AI2 3.5 F 1 1 F 3 2 Fil 2.5 \TO I CE 2 3 GI3 3 G 2 2.5 CI3 3 DONE 320 FILES HIGH~MIOl0IMIDl2~LOW OPE-HI GH ... 2 OP'E-MI 0 l0~ 2 OPE-MIOl2~2 2 DATA DATA DATA DATA OPE";LOW~ 5000 5010 5020 5039 0~0 ... l~0~0~1~0~0 . . 1 0~1~0~0~.9~.1~9~.9~.l .1~.9 ... 0~.1~.9~0~0~1 ... 0 1~0~0 ... 1~0~0~l~0~0 RUN MUSIC TWELVE - TONE COMPOSITION PROGRAM 11/28/72 VERSION OF MEASURES (16 MAX.) 1 S SIGNATURE=X/4~ (X=9 MAX.)?4 ~O. OF VOICES (4 MAX.)14 CHOOSE PROBABILITIES FOR OCTAVES (I=YES~0.N0)11 CHOOSE PROBABILITIES FOR TIME VALUES (I=YES~0=NO)?0 CHOOSE PROBABILITIES FROM 0 TO 1 FOR REST IN VOICECS> \TOICE 1 1.1 !JOI CE 2 ?• 1 VOL CE 3 1.1 \TO I CE 4 ?•1 INPUT YOUR OWN l2-TONE ROW (I=YES~0.NO)?0 ~O. TIME 12 TONE 'ROW DI A o AI B FI E G F" CI C GI EACH NOTE PRINTOUT SHOWS August 1976 NOTES~ OCTAVES~ NO. OF BEATS MUSIC, Page 3 VOICE 1 013 1.5 C 3 .. 5 CI3 1.5 B 3 2 F 3 4 o 2.5 1.5' I 2.5 2 CI3 .5 3 013 2.5 GI3 1 F 3 .5 R 2 FI3 B 3 AI3 C 3 B 3 G 3 2.5 G 2 2.5 1.5 R 0 2 3.5 A 2 1 012 o 2 2.5 AI2 G 2 2.5 C 2 2 F 2 2 FI2 CI2 1.5 G 2 1 1.5 R A 2 2 Gil 1.5 E 2 E 2 1.5 B I 4 R I Gil 3.5 A 1 I .5 Gil A 1 B I E I F 3 o 3 AI3 F 3 .5 I 3.5 .5 VOICE 2 A 2 3.5 R 1.5 012 1.5 012 2.5 " VOICE 3 AI2 3.5 C 2 " G 2 1 R 2 VOl CE " E I 1.5 Fll 3 Cil 1 R DONE 1.5 " 1.5 .5 .5 2 " AI2 2.5 o 1 1 .5 E 1 4 FII 2.5 Fl. 2.5 FINE ARTS (EDUCATION) CONTRIBUTED PROGRAM (850) BASIC MUSIC2 36276 TITLE: TRIAD SOLVING PROGRAM DESCRIPTION: This program prints major, minor, di.minished, or augmented triads on a staff . INSTRUCTIONS: The instructions are self-explanatory. However, concerning the output "6" is the symbol for a flat, and "#" is the symbol for a sharp. SPECIAL CONSIDERATIONS: ACKNOWLEDGEMENTS: - The Aardvark and Company Writing Team has designed programs to take up an absolute minimum of computer storage and perform a maximum purpose. The team encourages people to send good programs to Aardvark. As a slight encouragement, the team will give anyone who sends a program which is accepted a free "subscription" to the program handbook, and include the contributor as a member of the writing team. John. C. Ridges Aardvark and Company 2130 Be 11 Court Lakewood, Colorado 80215 MUSIC 2. Page 2 RUN RUN MUSIC2 THIS PROGRAM PRINTS TRIADS ON A STAFF. M-MAJOR N-MINOR A-AUGMENTED D=DIMINISHED N-NATURAL F-'LAT S-SHARP EACH TRIAD HAS 3 LETTERS EXAMPLE. A'A-A FLAT AUGMENTED THE NUMBER OF TRIADS MUST BE BETWEEN AND 30 EXAMPLEi AFNDNMGSD WHAT TRIADS DO YOU WANT?AFAAFNDNMGSD o 60 -------------------0---o 60 -------------------0---60 60 0 ------------------'0---'0 o DONE FINE ARTS (EDUCATION) CONTRIBUTED PROGRAM (850) BASIC MUSICS 36259 TITLE: FINDS DOMINANT SEVENTHS DESCRIPTION: This proqram finds the dominant INSTRUCTIONS: Run the proqram. Input the keys you want (\18 INTERVAL BETWEEN PAYMENTS (MONTHS)?1 TERM OF THE LOAN (YEARS)?2 DO YOU WISH TO SEE THE TOTALS ONLY TABLE - CI-YES. 0-NO)?0 PERIOD OUTSTANDING PRINCIPAL AT BEGINNING OF PERIOD I 3000 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 32 2767.87 2650.64 2532.63 2413.83 TOTALS 288~. 2294.2~ 2173.85 2852.66 1930.66 1807.85 1684.22 1559.77 1434.49 1308.37 1181.41 1053.61 924.95 795.44 665.06 533.81 401 .69 268.69 134.8 INSTEAD OF THE ENTIRE INTEREST DUE AT END OF PERIOD 20 19.23 18.45 17.,67 16.88 16.09 15.29 1~. 49 13.68 12.87 12.05 11.23 10.4 9.56 8.72 7.88 7.02 6.17 5.3 4.43 3.56 2.68 1 .79 .9 --------------256.34 PRINCIPAL REPAI D AT END OF PER 100 115.68 116.45 117.23 118.01 118.8 119.59 120.39 121019 122 122.81 123.63 124.45 125.28 126.12 126.96 127.8 128.66 129.51 130.38 131.25 132.12 133 133.89 134.78 ------------3000 BANK. Paqe 3 YOUR MONTHLY PAYMENT IS $ 135.68 AND TOTALS $ .3256.3~ ••••• WOULD YOU LII?1 WHICH PROBLEM WOULD YOU LII150 .. 20 .. 30 GRANT - STRATEGY (3 NUMBERS .. 10 <= 1 c- bO .. TOTAL • 100)120 .. 50 .. 30 THE RESULT OF YOUR STRATEGY ISa SEYMOUR 47.5 S GRANT 52.5 I THE VOTE FOR THE TWO SEYMOUR 47.3 GRANT 52.7 MA~OR I CANDIDATES IN THE ACTUAL ELECTION WASs I I ANOTHER RUN1NO QONE GET-ELECT2 RUN ELECT2 ELECT2 HISTORICAL ELECTIONS - 20TH CENTURY NEED INSTRUCTIONS?YES ELECT. Page 3 YOUR GOAL WILL BE TO CHOOSE THE OPTIMUM STRATEGY FOR CANDIDATES IN AN HISTORICAL ELECTION. EACH CANDIDATE'S STRATEGY VECTOR CONSISTS Of' 3 NUMBERS. THE FIRST REPRESENTS THE AMOUNT OF EMPHASIS TO BE PLACED ON THE CANDIDATE'S IMAGE" THE SECOND REPRESENTS THE AMO,UNT Of' EMPHA51 S ON PARTY Af" I L I,AT I ON" AND THE TH I RD I S THE AMOUNT OF EMPHAS I S ON CAMPAION ISStlES. EACH OF THESE NUMBERS IS BETWEEN 10 AND 80" WITH A HIGHER NUMBER REPRE'SENT ING MORE EMPHAS IS. ,THE TOTAL 0' EACH STRATEGY VECTOR MUST EQUAL 1001 THE COMPUTER WILL FIRST ASK 'ELECTION YEAR?' CHOOSE THE YEAR FROM THE FOLLOWING LISTI 1920 19'28 1932 1948 1952 1960 1968 ELECTION YEAR11948 ELECTION OF 1948 PARTY DEMOCRAT REPIIBLICAN CANDIDATE TRUMAN DEVEY TRUMAN - STRATEGY (3 NUMBERS" 10 <= 1 <& bO. TOTAL = 100>720.50.,30 DEWEY - STRATEGY <3 NIIMBERS., 10 <= I <- bO, TOTAL = 100)130.,40.,30 THE RESIILT OF' YOUR STRATEGY I S I 1 TRUMAN 55 1 DEWEY 45 THE VOTE FOR THE TWO MAJOR CANDIDATES IN THE ACTIIAL ELECTION WAS: 52.4 TRUMAN 1 47.6 1 DEWEY ANOTHER RUN?NO DONE GET-El.ECT3 RUN El.ECT3 PERil RES UNITS R"D1300,300 INPUT FACTORS (l=YES, 0~NO)?0 INPUT MATRIX (I=YES, 0=NO)?0 HEDIA DISTORTIONI R - 6 PC 0-4 PC Al.l.OC RESOURCES - MIN. 20 PC FOR EACH AREA - TO IMAGE, PARTY, AND ISSUES Al.l.Oe. R (MAX I I 300 Al.Loe. D (MAX .. 30~ )11110,60",100 )7 60, I 110, 1 00 TO HEl.P IMAGE STRESS EX?, ASIL, OR PEaS R- HAS 140 UNITS - ALLoe.?1I0,50,50 NO EQUAL ALLOCATIONS! ALLOC.?40,49,51 D - HAS 60 UNITS - ALLOC.110"30,,,20 NO ALLOC < 20 PCI ALl.OC.?12,30,,18 TO PUBl.ICIZE ISSUES STRESS ECO, DOMEST, OR FOR POL R - HAS 100 UNITS - ALLOC.130,31,39 D - HAS 100 UNITS - ALLOC.139,,30,31 UPDATE, TURNOUT I IMPROVING R IS NOT STRESSING R IS NOT 47 PC IMAGE, AND D IS RIGHT ISSUEa AND 0 IS tLU.T, Page 4 D HAS A DECIDED ADVANTAGE' IN IMAGE D HAS A SLIGHT ADVANTAGE ~ITH ISSUES o HAS CHOSEN COHRECT ISSUE AND IMAGE AND THIS SHOULD HELP HIM TURNOUT HINDEHS H THE LATEST POLL SHOWS 0 LEADING WITH 52.3 AND HIS OPPONENT ~ITH 47.6 PC 3.a3 F~C 1.2a .47S CTRS 0 MATI CELL 1 CE1.1. 2 CE1.1. 3 CELL. CE1.L. 5 CELL 6 CE1.L 7 CEL.1. a CELL 9 " 1 .06 PC OF THE VOTE 3.15 2 .04 0 1 3 2 3 3 4 3 " 2 DONE RUN ELECT3 PER12 RES UNITS R,D1350,310 INPUT FACTORS (I=YES, 0=NO)11 FAC11.22.3.23,1,2,1,1,3.15,4.22,.475,.06,.04 CTRS10,1.0,1 INPUT MATRIX (I~YES, 0~NO)11 CELL, 1 71 CELL 2 13 CELL 3 12 CEL.L 4 13 CELL 5 13 CELL 6 74 CELL 1 73 CELL a 14 CELL 9 72 MEDIA DISTORTION: R - 6 PC 0-" PC ALLOC RESOURCES - MIN. 20 PC FOR EACH AREA - TO IMAGE, PARTY, AND ISSUES ALLOC. R (MAX • 350 ALLOC. 0 (MAX • 310 )1150,100,100 >110,130.110 TO HELP IMAGE STRESS EXP, ABIL, OR PERS R - HAS 150 UNITS - ALLOC.130,40,80 D - HAS 70 UNITS - ALLOC.130.25,15 TO PUBLICIZE ISSUES STRESS ECO, DOMEST. OR FOR POL R - HAS 100 UNITS - ALLOC.150,30,20 D - HAS 110 UNITS - ALLOC.129.50,31 UPDATE TURNOUT,· IMPROVING R IS NOT STRESSING R IS AND 50 PC IMAGEa AND D IS NOT RIGHT ISSUE: D IS NOT D HAS A DECIDED ADVANTAGE IN IMAGE NO ONE HAS ADVANTAGE WITH ISSUES TUriNOUT HAS NO EFFECT ELECT, Paqe S THE LATEST POLL SHOWS D LEADING WITH 51.2 PC AND HIS OPPONENT WITH 48.7 FAC .98 .5 CTRS lit MATI CELL 1 CELL e CELL 3 CELL .CELL 5 CELL 6 CELL 7 CELL 8 CELL 9 DONE 2 2.99 .06 0 .04 lit 1 3 2 3 3 II 3 /I 3 PC OF THE VOTE 3.85 3.98 Vomme.nt.a.Uon Va.:te. 3/75 SOCIAL SCIEIICE (t.lJUCATImn (850) CONTRIBUTED TITLE: PROGRAM SOCIAL· SCIENCE INQUIRY PACKAGE BASIC INQUIR 36888- 18001 DESCRIPTION: There "are 2 programs in this package: INQUIR and II~QUIRH. INQUIR is a social science data analysis package which allows the user to create and modify data files and perform a number of statistics on that data including frequencies, both means and standard deviations, crosstabs with chi square, degrees of freedom and gamma. Data can be recoded and statistics done on subpopulations as well. INSTRUCTIONS: Order HP 5951-7389 INQUIR Reference Manual. This package is the software package for the following curriculum packages to be published by Hewlett-Packard's Computer Curriculum Project. Title Political Awareness - HP 5951-7382 by Jim Hessler Analyzing Crime - HP 5951-7380 by Justin Green INQUIR Reference Manual -' HP 5951-7389, by Don Holznagel For further information contact: Hewlett-Packard Computer-Based Educational Materials Scientific Press 1629 Channing Avenue Palo Alto, Calif. 94303 ACKNOWLEDGEMENTS: August 1976 Don Holznagel Dan Kl assen SOCIAL SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (860) BASIC POLICY TITLE: STUDENTS FORMULATE NATIONAL POLICY DESCRIPTION: POLICY is a simulation of the interest. group process. Specifically, it focuses attention on the impact these interest groups have on the kind of public policy the government enacts. INSTRUCTIONS: Players of this simulation become members of one of six interest groups: Business, Labor, Civil Rights, Military, Internationalists and Nationalists. Each group has a set of goals which reflects the interests of similar groups in real life. The object of the game for each group is to maxililize its own set of goals. This 1S accomplished by organizing support for policies so as to secure their adoption, and by opposing the adoption of policies which are unfavorable to their group. Each interest group has a certain number of "influence points" which it can use to support or oppose proposdl~. Policies are considerea "adopted by government" when they have accumulated a predetermined number of positive influence points dnd "rejected by the government" when they have acculllulated a predetermined number of negative influence points. SPECIAL CONSIDERATIONS: The Huntington 11 Pru,iect recollllllends that for use of this program in the classt'uUlli it is necessary to obtnin the following publications from. Progralli Library, Digital lquipmcl]j i'orporation, Maynard, r~assachusetts 01754. Student Workbook Teachers Guide Resource Handbook ACKNOWLEDGEMENTS: 36649 $ .30 Huntington II Project State Un;vers1ty of New York .30 .50 POLICY. Page 2 RUN RUN POLICY HOW MANY PERIODS73 INITIAL AMOUNTS: INDICATOR lal 102 103 104 105 106 107 108 109 110 CURRENTLY 976.5 197 80 18.2 3 82 54 3 140 4.5 III 25 112 8.2 30 116.3 113 114 115 11"6 117 118 .1NCREASE 142 5568 20 o BUSINE5S TOTAL POINTS REMAINING: MAXIMUM MINUS POINTS INPUT POLICY NO'IPOINTS 10a 50 74140 73120 71510 TOTAL POINTS REMAINING: MAXIMUM MINUS POINTS : INPUT POLICY NO'IPOINTS 40 40 761 -20 71416 71510 TOTAL POINTS REMAINING: MAXIMUM MINUS POINTS : INPUT POLICY NO'IPOINTS 14 14 17110 781-20 TOTAL POINTS REMAINING: MAXIMUM MINUS POINTS : INoUT POLICY NOolPOINTS 4 4 LABOR TOTAL POINTS REMAINING s MAXIMUM MINUS POINTS INoUT POLICY NO'IPOINTS 100 50 74160 7411 71510 TOTAL POINTS REMAINING: MAXIMUM MINUS POINTS INPUT POLICY NO'IPOINTS 77139 39 39 PCT. INC. POL! CY, Page 3 CIVIL :RIGHTS TOTAL POINTS REMAINING' MAXIMUIM MINUS POINTS , INPUT POLICY NO.~POINTS. I~~ S~ Ml LITARY TOTAL POINTS REMAINING: MAXIMUM MINUS POINTS INPUT POLICY NO.~POINTS 100 S~ 114,-SIa 112,-3 TOTAL POINTS REMAINING, MAXIMUM MINUS POINTS : INPUT POLICY NO.~POINTS S~ ~ NATIONALISTS TOTA~ POINTS REMAINlNG: MAXIMUM MINUS POINTS , INPUT POLICY NO.~POINTS 100 50 INTERNATIONALISTS TOTAL POINTS REMAINING' MAXIMUM MINUS POINTS IN?UT POLICY NO.~POINTS 100 5~ 111 ~ 94 ?lS,0 TOTAL POINTS REMAINING: MAXIMUM MINUS POINTS INPUT POLICY NO.~POINTS PASSED, 6 6 4 END OF' PERIOD I INDICATOR 101 102 l1li3 l1li4 l1li5 1116 1117 108 189 110 II1 112 113 CURRENTLY 39.~5 201 4 81 18.01 2.7 82 54 3.03 140 4.5 24.75 U.2 33 12~.9S 114 115 116 6570.24 117 20 118 BUSINES,S INCREASE Ul15.56 156 oJ 9 o 1 -.19 -.31 o o .03 o o -.25 2 3 4.65 14019 1002.24 o o PCT. INC. 3.99 2.03 1.25 -1 .05 -U.34 o o 1 o o -1 24.39 10 3.99 9.99 18 o o POLICY. Page 4 TOTAL POINTS REMAINING: MAXIMUM MINUS oOINTS IN~UT POLICY NO • .,POINTS 12121 521 ? 13 .. 1 el3 LABOR TOTAL POINTS REMAINING: MAXIMUM MINUS POINTS : INPUT POLICY NO • .,POINTS 1021 50 CIVIL RIGHTS TOTAL POINTS REMAINING: MAXIMUM MINUS POINTS INPUT POLICY NO • .,POINTS 1021 50 MILITARY TOTAL POINTS REMAINING: MAXIMUM MINUS POINTS INPUT POLICY NO.rPOINTS 1021 50 15 .. 11321 NATIONALISTS TOTAL POINTS REMAINING: MAXIMUM MINUS POINTS INPUT POLICY NO ... POINTS 15.,-421 ?15.,0 TOTAL POINTS REMAINING: MAXIMUM MINUS POINTS INPUT POLICY NO • .,POINTS 1021 50 60 10 INTERNATIONALISTS TOTAL POINTS REMAINING MAXIMUM MINUS POINTS INPUT POLICY NO ... POINTS 1210 521 121 .. 0 PASSED: 5 13 END OF' PERIOD 2 INDICATOR 101 1212 1213 1214 105 106 107 108 1219 110 III 112 113 114 115 116 117 118 CURRENTLY 12137.56 2214 821 .19 17.83 2.42 68 58 3.216 1421 4.39 24.7 9.2 321 116.95 171 .61 65221.24 221 21 INCREASE 22 3 -.81 -019 -.27 6 4 .213 21 -oil -.05 -1 -3 -4 15.61 -521 21 21 PCT. INC. 2.16 1.49 -1 -1.216 -10 7.31 7.4 .99 21 -2.45 -.21 -9.81 -9.1 -3.31 9.99 -.77 21 21 POLICY, Page 5 310DATA .1037.56 I 204 315DATA 58 I 3.0603 320DATA 30 I 116.952 DONE I I I 80.19 140 I 4.4 171.82 I 17.8378 I I 6520.24 I 2.43 24.7 I I I 20 I 9.2 0 88 SOCIAL SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (860) BASIC POLSYS 36640 TITLE: SIMULATION OF CITY COUNCIL DESCRIPTION: This program is a simulation atte1dpting to duplicate the processes which individuals and groups undergo when they attempt to influence "City Hall". POLSYS was developed by the Huntington II Project at the Polytechnic Institute of Brooklyn under the direction of L. Braun. This ~ork was partially supported by the National Science Foundation, Grant GW-5883. INSTRUCTIONS: SPECIAL CONSIDERATIONS: The users assume the role of citizens engaged in political actiVity. An issue is presented, and the teams enter values for publicity (PBU). knowledge (KU), and support (SU) according to the roles played. The strategy used by the teams is evaluated and decisions made. The Huntington II Project recommends that for use of this program in the classroom it is nec.essary to obtain the folluwing publications from Program Library, Digital Equipment Corporation, Maynard, Massachusetts 01754. Student Workbook Teachers Guide Resource Handbook ACKNOWLEDGEMENTS: $ .30 .30 .50 Huntington II Project State University of New York POLSYS, Paqe 2 RUN RUN POLSYS ENTER ISSUE NUMBER ?1 ENTER ROUND? 1 TEAM 1 CPRO) TOTAL RES.JPUBLICITY(PBU).SUPPORT(SU).KNOWLEDGECKU)?820.310.57 TEAM 2 (CON) TOTAL RES. JPUBL IC I TY CPBUl. SUPPORT(SUl. KNOWLEDGEC KU>? 680.400.53 TEAM 1 (PRO) REMAINING RESOUHCES (PBU.SU.KU> 820 319 57 ~BU RES. TO BE USED1220 PBU PBU PBU X X X PBU ?50 SU ? 14 KU ?10 SU RES. TO BE USED? 150 SU SU SU X· X X PBU?2 50 SU ?50 KU?2 5 KU RES. TO BE USED?30 KU KU KU X X X PBU ?100 SU ?20 KU ?10 TEAM 2 (CON) REMAINING RESOURCES (PBU.SU,I ?1 HOW MUCH DO YOU ~ANT TO INCREASE THE NU~BER Of FO~EMEN ?0 HO~ MANY HOURS f1UST THE SLAVES 1.YORt{ DAILY ?8 HOW MUCH ~ILL YOU SPEND ON fOOD NEXT YEAR ?g800 3 YEAR 190675. STON::;S SLAVES STARiTED SLAVES DIED OF SLAVES ESCA?ED YO"J HA'JE NJ~ 20 OVE~~ORK 10200 METRES 3246 0 0 '.JOTHERS AN:J 682 GOLD RINGS ANY CH~~GES TO IJOqKING CONDITIONS (I Oq 0) ?I H01.Y MUCH DO YOU 1.YANT TO INCREASE THE NU~BE~ Of HOW l'1ANY HOTJRS MUS T TH E SLA'JE S 'NORK DAl LY ? 9 HO~ MUCH WILL YOU SPEND ON fOOD NEXT YEAR ?800 4 fORE~EN YEAQ 201148. STONES SLAVES SU~R'JED SLA'JES 01 :::0 OF SLAVES ESCAoED YOU HA'lE NO~ 22 O~JERWORK 1743 :ETRES 8457 0 0 1.JORKERS AND 82 GOLD RINGS ANY CHA:-JGES TO ~ORKING CONDITIONS (lOR 0> ?I ~UCH DO YOU ~ANT TO INCREASE THE NU~BER O~ HO~ MANY H01J!1S MUST THE SLA1!ES '.JORt{ DAILY? 10 H01.Y MUCH WILL YOU SPEND ON fOJD NEXT YEAq ?80 HO~ fO~EMEN ALL ~O ~:{Er~s 01 ED OF STAq'JAT ION YOUR PYRAl'1 10 HAS NO'" 201 148. STON ES AND 22 YOUR SUCCESSOR ~ILL INHERIT THE RE~AINING 2 GO~D DOES O~ YOU:~ SUCCESSOq I"rANT TO BUILD A PYRA:-1ID (I 11111111111 PYRA:-11 D or MENKAURA 1 PYRA:-11D OF ~ENKAlJRA 2 DOt-JE ?0 I I 40 22 ?0 METRES O~ HEI GHT RIN3S 0) ?0 3 SOCIAL SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (860) BASIC SAP TITLE: SURVEY ANALYSIS PROGRAM DESCRIPTION: The sample survey is one of the most valuable tools used by the social scientist to learn more about the world around him. Americans are constaDtly being exposed to the results of survey research. The Gallup and Harris polls continually report the popularity of public figures. and advertising bombards individuals with the results of one surveyor another: In order to be able to critically evaluate the results of such surveys, or in order to undertake similar studies of one's own, it is necessary for a person to understand the elements of survey design, sampling procedures, and statistical analysis of results. It is also important to have a sense of the nature and limitations of generalizations that are based on sample· survey data. One effective means by which students can achieve such an understanding is actual participation in a survey research project from start to finish. This unit is designed to facilitate such an experience, both for the teacher and the student. INSTRUCTIONS: What the Program Will 00 36843 After you have entered your data, you can have the computer do several things with it. The computer will: 1. Compute the mean and standard deviation for any variable. (With OPTIONS 1 through 5 you have a Recode Option.) 2. Construct a table of observed frequencies for any two variables. compute chi square, degrees of freedom (df), and allow the user to calculate the correlation coefficient gamma if desired. 3. Construct a table of observed frequencies by row percentages for any two variables. 4. Construct a table of observed frequencies by column percentages for any two variables. 5. Construct a table of expected frequencies for any two variables. 6. Stop the program. SPECIAL CONSIDERATIONS: The Huntington II Project recommends that for use of this program in the classroom it is necessary to obtain the following publications from Program Library, Digital Equipment Corporation,' Maynard, Massachusetts 01754. Student Workbook Teachers Guide Resource Handbook ACKNOWLEDGEMENTS: $ .30 .30 .50 Huntington II Project State University of New York SAP. Page 2 RUN RUN SAP SURVEY ANALYSIS PROGRAM HOW MANY VARIABLES13 OPTION 11 VARIABLEl1 NUMBER OF VALUES TO BE RECODED FOR VARIABLE RANGE OF VAR. 10 11.4 NO. VALUE 24 24 24 24 I 2 3 4 TOTAL 96 MEAN • ·S. D• • 2.5 1 .1 OPTION 12 VARIABLES 11.2 NUMBER OF VALUES TO BE RECODED FOR VARIABLE NUMBER OF VALUES TO BE RECODED FOR VARIABLE RANGE OF VAR. RANGE OF VAR. 10 2 10 2 10 11.4 11.2 I 2 OBSERVED FREQUENCIES (ROWa VAR. 1 • COLUMNa VAR. 2 TOTALS 2 I I 13 24 2 13 11 24 3 14 10 24 4 10 14 24 TOTALS 46 96 46 CHI SQUARE- 1 .7 OF- 3 CALCULATE GAMMA(l=YES. 0=NO) 1 1 .03 GAMMA • OPTION 11 VARIABLE?2 NUMBER OF VALUES TO BE RECODED FOR VARIABLE RANGE OF VAR. VALUE 1 2 TOTAL MEAN • S.D. • NO. 46 46 96 1.5 .5 2 11.2 SAP t Page 3 OPTION '11 VARIABLE13 NUMBER OF VALUES TO BE RECODED FOR VARIABLE RANGE OF VAR. VALUE 1 3 3 10 ?1~2 NO. 51 2 laS TOTAL 96 MEAN S.D. - 1.5 .5 OPTION '12 VARIABLES 11,,3 NUMBER OF VALUES TO BE RECODED FOR VARIABLE NUMBER OF VALUES TO BE RECODED FOR VARIABLE ?9 3 ?0 2 ?0 NUMBER OF VALUES TO BE RECODED FOR VARIABLE . 3 19 RANGE OF VAR. RANGE OF VAR. 1 3 11 .Ia 11~2 OBSERVED FREQUENCIES CROWl VAR. 1 "COLUMN. VAR. 2 3 TOTALS 13 21a 24 2 13 11 3 13 11 14 10 24 TOTALS 96 45 51 CHI SQUARE- .8 DF- 3 CALCULATE GAMMAC1.YES~ 0-NO)?1 GAMMA - -.13 OPTION 13 VARIABLE:5 12,,3 NUMBER OF VALUES TO BE RECODED FOR VARIABLE RANGE OF VAR. RANGE OF VAR. 2 3 11,,2 11,,2 OBSERVED FREQUENCIES BY ROW PERCENTAGES CROW. VAR. 2 ~ COLUMN. VAR. 3 ) 2 72.9 e OPTION 1·4 TOTALS 100 100 ~AP, Paqf 4 VARIABLES 12,3 NUMBER OF VALUES TO BE RECODED FOR VARIA8LE 2 ?0 NUMBER OF VALUES TO BE RECODED FOR VARIA8LE 3 10 VARIABLES 12,3 NUMBER OF VALUES TO BE RECODED FOR VARIABLE 2 10 NUMBER OF VALUES TO BE RECODED FOR VARIABLE 3 10 RANGE OF VAR. RANGE OF VAR. 11,2 11,2 2 3 OBSERVED FREQUEM::IES BY COLUMN PERCENTAGES ) CROWa VAR. 2 , COLUMNa VAR. 3 2 2 68.6 28.9 31.4 71 .1 TOTALS 100 100 OPTION 15 RANGE OF VAR. RANGE OF VAR. 11,2 112 2 3 EXPECTED FREQUENCIES , COLUMNa VAR. CROWa VAR. 2 2 25.5 2 3 TOTALS 22.5 48 22.5 48 TOTALS 51 45 96 OPTION ?1 VARIABLE? 1 NUMBER OF VALUES TO BE RECODED FOR VARIABLE RECODED NEW VALUE?1 OLD VALUE11 OLD VALUE12 NUMBER OF VALUES TO BE RECODED FOR VARIABLE RECODED NEW VALUE12 OLD VALUE13 OLD VALUE?4 NUMBER OF VALUES TO BE RECODED FOR VARIABLE RANGE OF VAR. VALUE NO. 48 48 1 2 TOTAL MEAN • S.D. • 96 1 .5 .5 11,2 12 11~2 10 SAP, Page 5 OPTION 11 VARIABLE? 1 NUMBER OF VALUES TO BE RECODED FOR VARIABLE RECODED NEW VALUE? 1 OLD VALUE? 1 OLD VALUE?2 OLD VALUE13 NUMBER OF VALUES TO BE RECODED FOR VARIABLE RECODED' NEW VALUE? 2 OLD VALUE?/I NUMBER OF VALUES TO BE RECODED FOR VARIABLE NO. VALUE 1 72 2 TOTAL 2/1 96 . MEAN • S.D. 1 .3 .11 OPTION 16 DONE 13 ?1 ?0 SOCIAL SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (860) BASIC STOCK 36331 TITLE:' STOCK: Stock Market Simulation DESCRIPTION: . This program simulates the stock market. Each student is given $10 1 000 with which he may buy and/or sell shares in five fictitious issues. OBJECTIVES: A. B. C. INSTRUCTIONS: To give the student a simple understanding of the operations of the stock market. To motivate the student to reinforce his basic arithmetic skills. To give an example of the use of everyday mathematics and economics in everyday life. PRELIMINARY PREPARATION: A. Student - no special preparation B. Materials - possibly graph paper DISCUSSION: This program can be used as a good motivation device in the teaching of ba~ic stock-market concepts. and the basic mathematical skills involved. The computer ~tarts each student with $10.000, and allows him to buy and/or sell shares. Precautionary tests are included for the student who tries to purchase more shares than he has money for, or to sell more shares than he actually owns. The rrogram continues for as many trading days as the student desires. The stock values rise and fallon a semi-random basis. On each trading day all stocks undergo a small random price change. a trend change (based on a random trend). and the possibility--on a random basis--of a large price change. The structure of the formula is: new price=old price + (trend x old price) + (small random price change) + (possible large price change) The trend is a random number between -.1 and +.1. It remains constant for a random number of days. at which time the trend is changed randomly. The trend affects all stocks equally. and attempts to simulate general market trends. The small random change ranges between -3 and +3 points. It occurs every day to every stock. The possible large price change is either +10 or -10 points. The + and - changes each occur at random day intervals. and to random stocks. That is. there may be no large change on some trading days. only a +10 change on others. a -10 change on still others and both large and small changes on others. In all large-change cases the change affects only one random stock when it occurs. l l Because of the random generation of stock values and their fluctuations the program does not exactly simulate,the real market. It does. however. provide a simplified view of what does happen. and familiarizes the student with the basic functions involved. This should be explained to the students. along with some real causes of stock-market fluctuations. l Graph paper might be used to plot the daily stock values and the exchange average. In this way. the trend will become evident. ACKNOWLEDGEMENTS: Huntington Project Polytechnic Institute of Brooklyn STOCK, page 2 RUN RUN STOCK THE STOCK MARKET DO YOU WANT THE INSTRUCTIONS 11 WHAT IS YOUR TRANSACTION IN IBM? RC~?8 LBcJ?I ABCt-18 CBS?8 •••••••••• STOCK IBM RCA lBJ ABC CBS END OF DAY'S TRADING PRICE/SHARE 163.25 166 267.5 242 167.25 HOLDINGS 5 18 5 8 8 NEW YORK STOCK EXCHANGE AVERAGE, TOTAL STOCK ASSETS ARE TOTAL CASH ASSETS ARE TOTAL ASSETS ARE VALUE 816.25 1668 1331.5 8 " 281.2 NET CHANGEa NET CHANGE 2.5 5.5 4.5 6.15 1 .5 4.15 S 3813.75 S 9889.75 s 13623.5 DO YOU WISH TO CONTINUE eYES-TYPE II NO-TYPE 8>11 WHAT IS YOUR TRANSACTION IN IBM?" RCA1& lBcJ?& ABCt8 CBS?& •••••••••• STOCK IBM RCA lBcJ ABC CBS END OF DAY'S TRADING PR ICE/SHARE 169.15 172 274.75 246.25 178.25 HOLDINGS .5 1& '; TOTAL STOCK ASSETS ARE TOTAL CASH ASSETS ARE TOTAL ASSETS ARE e e 8 & NEW YORK STOCK EXCHANGE AVERAGEt VALUE 848.15 112& 1373.75 286.6 NET CHANGE. s 3942.5 S 9889.75 S 13752.2 DO YOU WISH TO CONTINUE eYES-TYPE 11 NO-TYPE I>?I WHAT IS YOUR TRANSACTION IN IBM?8 RCA?" LBJ1+5 ABC?8 CBS?& •••••••••• END OF DAY'S TRADING NET CHANGE 6.5 6 7.25 4.25 3 5.4 STOCK, page 8 STOCK IBM RCA PRICE/SHARE 173.75 185 283.25 252.5 173.5 LBJ ABC CBS HOLDINGS 5 19 19 9 8 NEW YORK STOCK EXCHANGE AVERAGEs TOTAL STOCK ASSETS ARE TOTAL CASH ASSETS ARE TOTAL ASSETS ARE VALUE 868.75 1859 2832.5 8 8 213.6 NET CHANGEI NET CHANGE 4 13 8.5 6.25 3.25 7 S 5551.25 S 8422.26 S 13973.5 DO YOU WISH TO CONTINUE (YES-TYPE II NO-TYPE 8)11 WHAT IS YOUR TRANSACTION IN IBM?8 RCA?+5 LBJ1'9 ABC?9 CBS?9 •••••••••• STOCK IBM RCA END OF DAY'S TRADING PRICE/SHARE 178.5 169.75 255.5 229.75 148.75 LBJ ABC CBS HOLDINGS 5 15 19 9 8 NEW YORK STOCK EXCHANGE AVERAGE, TOTAL STOCK ASSETS ARE TOTAL CASH ASSETS ARE TOTAL ASSETS ARE VALUE 852.5 2546.25 2555 8 8 . NET CHANGE -3.25 -15.25 -27.75 -22.75 -24.75 NET CHANGEI -18.75 194.85 S 5953.75 S 7488.81 S 13441.8 DO YOU VISH TO CONTINUE (YES-TYPE II NO-TYPE 8)11 WHAT IS YOUR TRANSACTION IN IBM?8 RCA?8 LBJ?9 ABC18 CBS?8 •••••••••• STOCK IBM END OF DAY'S TRADING PRICE/SHARE 153.75 156.75 234.25 217.75 133 RCA LB.J ABC CBS HOLDINGS 5 15 18 TOTAL STOCK ASSETS ARE TOTAL CASH ASSETS ARE TOTAL ASSETS ARE 8 8 8 8 NEW YORK STOCK EXCHANGE AVERAGEs VALUE 768.75 2351 .25 2342.5 179.1 NET CHANGEs -15.75 S 5462.5 S 7488.81 S 12959.5 DO YOU WISH TO CONTINUE (YES-TYPE II NO-TYPE 9)11 WHAT IS YOUR TRANSACTION IN 18Ml-5 RCA1-15 LBJ? -I e ABC?9 CBS?0 •••••••••• END OF DAY'S TRADING NET CHANGE -16.75 -13 -21 .25 -12 -15.75 STOCK, page 9 STott< IBM RCA LBJ ABC CBS PRICE/SHARE 143 139.25 215.25 200 121 .5 HOLDINGS 0 B B 9 9 NEW YORK STOCK EXCHANGE AVERAGE. TOTAL STOCK ASSETS ARE TOTAL CASH ASSETS ARE TOTAL ASSETS ARE STOCK IBM RCA LBJ ABC CBS PRICE/SHARE 127.75 123.75 195.75 182.15 11" .25 TOTAL STOCK ASSETS ARE TOTAL CASH ASSETS ARE TOTAL ASSETS ARE LBJ ABC CBS NO-TYPE 9)?1 VALUE B B B " I " 148.15 NET CHANGE -15.25 -15.5 -19.5 -17.25 -11.25 NET CHANGEI -15.15 S B S 12895.9 S 12895.9 I~ NO-TYPE 1>?1 END OF DAY'S TRADING PRICE/SHARE 114.15 4.25 176.5 167.15 lB3 I' HOLDINGS " 0 1 B B NEW YORK STOCK EXCHANGE AVERAGE I TOTAL STOCK ASSETS ARE TOTAL CASH ASSETS ARE TOTAL ASSETS ARE VAl.UE 1 " " 1 B 133.25 END OF DAY'S TRADING 1~ NET CHANGE -23 -9.5 -19.25 -15 -7.25 NET CHANGE. -14.8 S I S 12895.9 S 12895.9 DO YOU WISH TO CONTINUE ?1 WHAT IS YOUR TRANSACTION IN IBM?9 RCA?8 LBJ?" ABC?" CBS?8 •••••••••• STOCK IBM RCA LBJ ABC CBS END OF DAY'S TRADING PR ICE/SHARE 86.75 89 129.25 156.5 84.5 HOLDINGS 18 18 10 18 10 NEW YORK STOCK EXCHANGE AVERAGE: TOTAL STOCK ASSETS ARE TOTAL CASH ASSETS ARE TOTAL ASSETS ARE STOCK IBM RCA LBJ ABC C8S NET CHANGE: -1.3 1~ NO-TYPE 9)?1 END OF DAY'S TRADING PRICE/SHARE 87.5 79.5 129 157.75 81 .75 HOLDINGS 19 10 1" 19 .9 NEW YORK STOCK EXCHANGE AVERAGE. TOTAL STOCK ASSETS ARE TOTAL CASH ASSETS ARE TOTAL ASSETS ARE 107.1 VALUE 875 795 1298 1577.5 817.5 S 5355 S 7146.45 S 12581.4 END OF DAY'S TRADING NET CHANGE .75 -9.5 -.25 1 .25 -2.75 NET CHANGE: -2.1 DO YOU WISH TO CONTINUE 11 WHAT IS YOUR TRANSACTION IN IBM?0 RCA?" LBJ?0 ABC70 CBS?0 ********** STOCK IBM RCA LBJ ABC CBS END OF DAY'S TRADING PR ICE/SHARE 83.25 79.75 136 1115.25 80 HOLDINGS 10 10 10 10 .0 NEW YORK STOCK EXCHANGE AVERAGE. TOTAL STOCK ASSETS ARE TOTAL CASH ASSETS ARE TOTAL ASSETS ARE 104.85 VA1.UE 832.5 797.5 1360 11152.5 808 NET CHANGE. NET CHANGE -3 -.25 7.75 -.5 -1.25 .55 S 5242.5 S 7146.45 S 12388.9 DO YOU WISH TO CONTINUE ?1 WHAT IS YOVR TRANSACTION IN IBM?0 RCA?0 LBJ?0 ABC?0 CBS?0 ********** STOCK IBM RCA LBJ ABC CBS END OF DAY'S TRADING PRICE/SHARE 82.75 79.25 134.25 144.25 79.75 H01.DINGS 10 Ie 18 Ie 10 NEW YORK STOCK EXCHANGE AVERAGE: TOTAL STOCK ASSETS ARE TOTAL CASH ASSETS ARE TOTAL ASSETS ARE S 104.05 S 5282.5 12348.9 o CBS?8 END OF DAY'S TRADING . NET CHANGE -.5 -.5 -1.75 -1 -.25 NET CHANGE. -.8 S 7146.45 DO YOU WISH TO CONTINUE ?1 STOCK, page 14 STOCK IBM RCA LBJ ABC CBS PR ICE/SHARE 79.5 78.75 127.5 138.25 78 HOLDINGS 19 19 10 10 10 NEW YORK STOCK EXCHANGE AVERAGE. TOTAL STOCK ASSETS ARE TOTAL CASH ASSETS ARE TOTAL ASSETS ARE 109.4 VALUE 795 787.5 1275 1382.5 780 NET CHANGE -3.25 -.5 -6~75 -6 -1 .75 NET CHANGE. -3.65 S 5828 S 7146.45 S 12166.4 DO YOU WISH TO CONTINUE (YES-TYPE I, NO-TYPE 8)11 WHAT IS YOUR TRANSACTION IN IBH19 RCA 18 LBJ18 ABC?" CBS18 •••••••••• STOCK IBH RCA LBJ ABC CBS END OF DAY'S TRADING PRICE/SHARE 75 72.75 118.5 134.75 64 HOLDINGS 10 10 10 18 10 NEW YORK STOCK EXCHANGE AVERAGE. TOTAL STOCK ASSETS ARE TOTAL CASH ASSETS ARE TOTAL ASSETS ARE 93 VALUE 758 727.5 1185 1347.5 640 NET CHANGE I -7.4 S 4658 S 7146.45 S 11796.4 DO YOU VISH TO CONTINUE eYES-TYPE 1, NO-TYPE 0>?0 HOPE YOU HAD FUN" DONE NET CHANGE -4.5 -6 -9 -3.5 -14 SOCIAL SCIENCE (EDUCATION) CONTRIBUTED PROGRAM (860) BASIC WHEELS TITLE: AUTO PURCHASE AND MAINTENANCE SIMULATION DESCRIPTION: WHEELS simulation model is designed to provide students with a simulated experience in purchasing and maintaining a car successfully for one year. It may be used with an entire class. as an individual student assignment. or an out-of-class activity. Experiences include the purchase of a car. the selection of a method of financing, the choice of insurance. and a provision for tracking expenses. The computer randomly assigns accidents. major repairs, unexpected events and calculates expenses. INSTRUCTIONS: 36187 Hewlett-Packard does not have documentation for this package but users instructions are contained in literature distributed by Paul S. Amidon &Associates, Inc., 5408 Chicago Avenue South, Minneapolis, Minnesota. It is distributed in two packages: teacher's manual sets of student roles participant manuals Activity sheet tablet Sample Set 1 teacher's manual set of student roles participant manual Activity sheet tablet 3 35 SPECIAL CONSIDERATIONS: Copyright to the instructional materials are held by Paul S. Amidon &Associates, Inc. INSTRUCTIONAL PURPOSES The program is useful in High school business courses, economics classes, or indiv;-dual assignment. No student background required. The program is very effective for teaching private budgeting. installment purchasing or monetary responsibility. A teacher would utilize the materials and programs as a class unit or as an activity for individual students to do in conjunction with class activity. ACKNOWLEDGEMENTS: Paul S. Amidon &Associates. Inc. l~HEELS, Page 2 RUN RUN WHEELS CODE? A"UcT"Oc TYPE MONTH NUMBER 1-1211 WELCOME TO THE QUICKIE COMPUTER CAR CHOOSING PARLOR ••••••••••••••••••••••••••••••••••••••••••••••••••• SO YOU WANT TO BUY A CAR. WELL~ MAYBE I CAN HELP YOU TO MAKE A GOOD CHOICE. DO YOU NEED INSTRUCTIONS? TYPE 1 FOR YES~ 0 FOR NO.11 YOU SHOULD HAVE BEEN GIVEN A ROLE NUMBER FROM 1 TO 15 AND ALSO A CAR. DESCRIPTION SHEET. WHEN I ASK YOU~ ENTER YOUR ROLE NUMBER FOLLOWED BY A COMMA AND THEN THE CAR NUMBER OF YOUR CHOICE. ENTER ROLE NUM8ER~ COMMA AND CAR CHOICE NOW. 18~21 ROLE NUMBER 8 CAR NUMBER 21 REPORT FOR MONTH NUMBER 1 YOU DROVE 997 MILES THIS MONTH. RUNNING EXPENSES (GAS~ OIL~ WEAR~ ETC.) AMOUNT TO S 72 MAJOR REPAIRS REPORT •••••••••••••••••• NO MAJOR REPAIR·S THIS MONTH. ACCIDENT REPORT •••••••• •••••• NO ACCIDENTS.THANK GOODNESS. UNEXPECTED EVENTS •••••••••••••••• YOU HAVE ENCOUNTERED EVENT NUMBER ••••••••••••••••••• 29 CHECK TO SEE WHAT HAPPENED. TRY HARDER NEXT MONTH. GOOD-BYE FOR NOW. TYPE MONTH NUMBER 1-1212 ENTER ROLE NUMBER~ COMMA AND CAR CHOICE NOW. ?8~21 ROLE NUMBERS CAR NUMBER 21 REPORT FOR MONTH NUMBER 2 YOU DROVE 970 MILES THIS MONTH. RUNNING EXPENSES (GAS~ OIL~ WEAR~ ETC.) AMOUNT TO S 70 MAJOR REPAIRS REPORT ••••• ••••••• •••••• NOTHING NEEDS FIXING. THINGS O.K. THIS MONTH. ACCIDENT REPORT •••••••• •••••• NO ACCIDENTS.THANK GOODNESS. UNEXPECTED EVENTS •••••••••••••••• YOU HAVE ENCOUNTERED EVENT NUMBER ••••••••••••••••••• 8 CHECK TO SEE WHAT HAPPENED. TRY HARDER NEXT MONTH. GOOD-BYE FOR NOW. I~HEELS, Pag~ TYPE MONTH NUMBER 1-1213 ENTER ROLE NUMBER~ COMMA AND CAR CHOICE NOW. 18~21 ROLE NUMBER 8 CAR NUMBER 21 REPORT FOR MONTH NUMBER 3 YOU D:ROVE 83e . MILES THIS MONTH. RUNNING EXPENSES (GAS~ OIL~ WEAR~ ETC.) AMOUNT TO S 6e MAJOR REPAIRS REPORT •••••••••••••••••• TRANSMISSION ON BUM. BILL AMOUNTS TO S 182 ACCIDENT REPORT •••••••• •••••• IT MUST BE YOUR CAREFUL DRIVING OR LUCK. NO ACCIDENTS. UNEXPECTED EVENTS •••••••••• •••••• NONE THIS MONTH TRY HARDER NEXT MONTH. GOOD-BYE FOR NOW. TYPE MONTH NUMBER 1-1214 ENTER ROLE NUMBER~ COMMA AND CAR CHOICE NOW. 18 1 21 ROLE NUMBER 8 CAR NUMBER 21 REPORT rOR MONTH NUMBER 4 YOU DROVE 835 MILES THIS MONTH. RUNNING EXPENSES CGASI OIL I WEAR I ETC.) AMOUNT TO S 6e MAJOR REPAIRS REPORT ••••• ••••••• •••••• NO MAJOR REPAIRS THIS MONTH. ACCIDENT REPORT •••••••••••••• YOU HAD AN ACCIDENT WITH DAMAGE S 126 YOUR INSURANCE RATE GOES UP 25 PER CENT UNEXPECTED EVENTS •••••••••••••••• YOU HAVE ENCOUNTERED EVENT NUMBER ••••••••••••••••••• 8 CHECK 'TO SEE WHAT HAPPENED. TRY HARDER NEXT MONTH. GOOD-BYE rOR NOW. TYPE MONTH NUMBER 1-121 DONE 3 V00,4 me.nta.tum Va.te. 3/75 HIS10RY (EDUCATION) (863) CONTRIBUTED TITLE: DESCRIPTION: PROGRAM BASIC TIME SERIES ANALYSIS GROWTH & DEVELOPMENT OF U,S. 1790-1860 36888-18033 TSAP There are 4 programs and 1 file in this package: TSAP, TSAP1, TSAP2, TSAP3 and TSAPF. These programs, all accessed through TSAP, allow students to do time series analysis of a data base (TSAPF) which contains information on all the states of the U.S. INSTRUCTIONS: The program was written to support the publication, The Growth and Development of the United States, 1790-1860 by John G. Kolp published by the Hewlett-Packard Computer Curriculum Project, (HP 5951-7381) For further information contact: Hewlett-Packard Computer-Based Educational Materials Scientific Press 1629 Channing Avenue Palo Alto, Calif. 94303 The publication is needed for complete user instruction. SPECIAL CONSIDERATIONS: ACKNOWLEDGEMENTS: August 1976 FOR INSTRUCTIONAL PURPOSES Suitable Courses: High School and College American History Courses. John G. Kelp University of Iowa TSAP, Page 2 RUN RUN TSAP TIME SERIES ANALYSIS PACKAGE DO YOU NEED INSTRUCTIONS?YES THIS PROGRAM ALLOWS YOU TO RETRIEVE AND/OR ANALIZE DATA CONCERNING THE U.S. FOR THE PERIOD 1790 THRU 1860. THE DATA IS STORED INTERNALLY IN THE COMPUTER. LET'S IMAGINE THE FILE LOOKS LIKE THE FOLLOWING OUTLINE: I. US DATA A. STATE (STATE) 1. GEORGIA B. YEARS (YEARS) 1. 1790 C. TOTAL POPULATION (TOTPOP) -I. 55 (IN 100 THOUSANDS) D. NUMBER OF SLAVES (SLAVES) 1. 550 (IN 10 THOUSANDS> E. NUMBER OF FREE BLACKS (BLACKS) 1. 66 (IN THOUSANDS> F. PERCENTAGE OF POPULATION FOREIGN BORN (FORBOR) 1. 0 n850-1860 ONLY) G. PERCENTAGE POPULATION LIVING IN URBAN AREAS (URBAN) -1. 10 H. AVERAGE ACRES PER FARM (FARMS) 1. 0 (1850-1860 ONLY) I. LAND SALES-PREVIOUS DECADE (LAND) 1. 0 (1820-1860 ONLY) J. MILES OF RAILROAD (RAILS) 1. 0 (1850-1860 ONLY) K. VALUE OF MANUFACTURING (MANFT) I. 0 (1810~1840~1850~1860) L. VALUE OF IMPORTS (IMPORT) M. VALUE OF EXPORTS (EXPORT) N. PERCENT OF US TOBACCO PRODUCTION (TOBAC) O. PERCENT OF US COTTON PRODUCTION (COTTON) P. PERCENT OF US CORN PRODUCTION (CORN) Q. SECTION OF COUNTRY (SECTN) 1. NORTH 2. SOUTH THIS PARTICULAR OUTLINE REPRESENTS ONE RECORD - GEORGIA IN THE YEAR 1790. THERE ARE RECORDS FOR GEORGIA FOR THE YEARS 1790 THRU 1860, AS WELL AS RECORDS ON OTHER STATES FOR THE SAME YEARS. THIS COLLECTION OF RECORDS MAKES UP A FILE. STATE, YEAR, SLAVES ARE WHAT IS KNOWN AS VARIABLES. INSTEAD OF ALWAYS HAVING TO SPELL THEM OUT SUCH AS 'TOTAL POPULATION' ~ I'LL MAKE IT EASY FOR YOU. YOU CAN REFERENCE A VARIABLE BY USING 'TOTPOP' OR 'MANFT'. THESE VARIABLE NAMES ARE INCLUDED IN THE PARENTHSES IN THE ABOVE LIST. SO, WHENEVER YOU ARE ASKED FOR THE NAME OF A VARIABLE~ BE SURE TO RESPOND WITH ONE OF THOSE LISTED ABOVE. 'DATA SELECTION CRITERION' ALLOWS YOU TO 'PINPOINT' THE DATA YOU WISH TO ANALYZE.- YOU HAVE THE CHOICE OF SELECTING A PARTICULAR STATE~ YEAR~ OR SECTION OF THE COUNTRY. STATE=NEWJERSEY~ YEARS=1828~ SECTN=IARE EXAMPLES OF HOW TO ENTER YOUR DATA SELECTIONS. IF YOU WISH TO ANALYZE THE ENTI RE FI·LE, SIMPLY TYPE IN NONE AS THE DATA SELECTION CRITERION. ' WE CAN ALSO PERFORM ONE 'MULTIPLE CRITERION' SELECTION. YOU CAN SELECT ON SECTN AND YEARS IN ONE STATEMENT. BUT IT MUST READ SECTN=? AND YEARS=???? IN PRECISELY THAT ORDER AND FORMAT. NOW I'LL LIST THE AVAILABLE COMMANDS. THEY ARE: August 1976 RETRIEVE PLOT CORRELATE MEAN AND QUIT TO STOP COMMAND? QUI T DONE ENGLISH (EDUCATION) (870) CONTRIBUTED PROGRAM BASIC VOCAB 36880 TITLE: CAl IN WORD USAGE DESCRIPTION: This package contains 4 CAl programs in En~lish word usage. FLASH assists in word recollection and spelling; GROOT is a drill in the use of greek roots; PREF1X is a drill in the uSe of prefixes; and VOCAB assists in the learning of synonyms. INSTRUCTIONS: FLASH A word is read from the DATA list. is printed and is blacked out illlnediately after which the user must type in that word. The program is ready to run with 19 words. Present DATA statements run from statement 500 through to statement 540 in steps of 10. More words may be added between statements 540 and 9000. Each word consists of one string in a DATA statement consisting of that word. GROOT A list of greek roots is given after which a word or phrase is printed. The user is called upon to enter the greek root which is defined by that word or phrase. The program is ready to run with 20 greek roots. Present DATA statements run from statement 460 through to 510 in steps of 10. More greek roots may be added between statements 510 and 9000. Each prefix consists of two strings in DATA statements. The first string is the greek root and the second is the word or phrase which corresponds to or defi nes that greek root. For examp1 e, 460 DATA"ASTRON","STAR" PREFl! A list of prefixes is given after which a word or phrase is printed. The user is called upon to enter the prefix which is defined by that word or phrase. Continued on next page. SPECIAL CONSIDERATIONS: ACKNOWLEDGEMENTS: . New data for each of the 4 programs may be added or existing data modified. There are two things to note: as long as the words (or prefixes or sentences) are added or deleted in the correct manner the program will automatically compute the number of words (or prefexes or sentences) and hence the user can use as many as he wishes; also a randomness feature has been incorporated so that the order in which the words are printed out will vary from run to run. University of Lethbridge Alberta. Canada VQCAB. Page 2 INSTRUCTIONS: Continued. The program is ready to run wjth 18 prefixes. Present DATA statements run from statement 480 through to 550 in steps of 10. More prefixes may be added between statements 550 and 9000. Each prefix consists of two strings in DATA statements. The first string is the prefix and the second is the word or phrase which corresponds to or defines that prefix. For example, 480 DATA"PRE-","BEFORE" VOCAB The sentence is given with one word marked. Then a list of words follows from which the user is required to pick a synonym to the marked word: The program is ready to run with 15 sentences. Present DATA statements run from statement 350 through to statement 790 in steps of 10. More sentences may be added between statements 790 and 9000. Each question consists of 3 strings and a number in DATA statements. The first two strings are the sentence (there must be two), the third string is the list of answers and the number is the number of the correct answer. For example, 350 DATA"WHEN THE NEWS CAME/RADIANT/" 360 DATA"FACES REPLACED GLOOMY ONES" 370 DATA"l FROWNING 2 OVERHEATED 3 LONG 4 SHINING", 4 RUN R"N FLASH WELCOME TO THE PROGRAM CALLED 'FLASH'. THIS PROGRAM IS DESIGNED TO HELP WITH THE RECALL OF WORDS. A WORD WILL 8E TYPED AND YOU WILL ~E CALLED "PON TO TYPE BACK THAT WORD. READY •••• liB I •• I lUI 151!u~ I lUI K WHAT WAS THE WORD?PRINCIPAL CORRECT DBIIU!lIIKBKKK156 WHAT WAS THE WORD?IRRITATING CORRECT DlnU'.IUJ~I5!II!151 WHAT WAS THE WORD?AFFECT CORRECT 15151111! II! IUUl 15 II 15 WHAT WAS THE WORD?ELICIT CORRECT 111 •• 151111"111151515151 WHAT WAS THE WORD?CONTEMPTIBLE CORRECT 1IIIIIBII•• "!!!!!!11 WHAT WAS THE WORD?IMMIGRANT CORRECT 111111511511!IKKK~!!15 WHAT ~AS THE WORD?IMPLIED CORRECT _111111 1511 liB ." IUUUl K WHAT WAS THE WORD?COMPLIMENTS INCORRECT ••• THE CORRECT ANSWER IS: COMPLEMENTS IlUBIIIBI5KBI5!I5IUI WHAT WAS THE WORD?FEASIBLE CORRECT VQCAB, Page 3 . . . . IIIBIUI.KKKKK WHAT WAS THE WORD?STATIONERY CORRECT D ••• K 1l11U11l 11111 WHAT WAS THE,WORD7VENAL CORRECT BIlUSIBallllKKIlKIl WHAT WAS THE WORD?UOCATION CORREC" . . . . .B•• KKIlIlKIlIl WHAT WAS THE WORD?CREDIBLE CORRECT _.B.. SBBSIUUIIl WHAT WAS THE WORD7ADVISED CORRECT' a . . . . . . .BIIIIIIIIl WHAT WAS THE WORD? INGENIOIJS CORRECT ••••• 11 •• 11 •• 1111111 WHAT WAS THE WORD?EXCEEDINGLY CORRECT . . . . . . . . IIIlIlIlKIlIl WHAT WAS THE WORD10RDNANCE INCORR;CT ••• THE CORRECT ANSWER IS: ORDINANCE II••• B'IlKBBSSIi BIU'i WHAT WAS THE WORD?IININTERESTED CORRECT .nBBBBKI5BIlIUnUI WHAT WAS THE lJORD1COllNSEL CORRECT BU.SIlS.aIlIlBKIlIl WHAT WAS THE WORD?PRACTICABLE CORRECT OllT OF 20 Y01J GOT 18 CORRECT. THAT IS 90 PERCENT. YOII GOT COMPLEMENTS INCORRECT. YOll GOT ORDINANCE INCORRECT. DONE GET-GROOT RUN GROOT HI, I'M GLAD YOII LIKE THIS WAY OF LEARNING, TOO WHAT IS YOUR NAME ?7SAM THESE GREEK ROOTS ARE FOliNO IN MANY SCIENTIFIC TERMS. YOU WILL BE ASKED TO GIVE A ONE WORD MEANING FOR EACH ROOT. 10 POINTS FOR EACH CO~RECT ANSWER. THE COMPlJTER WILL KEEP SCORE. GOOD LUCK, SAM ASTRON AUTOS· BIOS CHRONOS DECA DEMOS GE GRAPHO LITHOS METRO~ MONOS ORTHOS PHILOS PHONE POLYS SCOPOS TELE THERMA Z.OON ANTHROPOS VOCAB. Page 4 WHICH PREFIX MEANS HEAT '?THERMA VERY £lOOD .. YOIIR ANSWER IS CORRECT .. SAM WHICH PREFIX MEANS WRITE '?PHILOS SORRY .. YOtl MISSED THAT ONE .. SAM .. THE RIGHT ANSWER IS .. GRAPHO WHICH PREFIX MEANS TIME '?CHRONOS VERY GOOD" YOtlR ANSWER IS CORRECT .. SAM \/HICH PREFIX MEANS MEASI1RE '?METRON VERY GOOD" YOIIR ANSWER IS CORRECT" SAM \/HICH PREFIX MEANS LIFE '?BIOS . VERY GOOD" YOIIR ANS'fIER IS CORRECT" SAM WHICH PREFIX MEANS ANIMAL ?ZOON VERY GOOD .. YOtlR ANSWER IS CORRECT .. SAM \/HICH PREFIX MEANS SELF ? AUT as VERY GOOD" YOUR ANSWER IS CORRECT .. SAM WHICH PREFIX MEANS MANY 1POLYS VERY GOOD" YOIIR ANSWER IS CORRECT .. SAM WHICH PREFIX MEANS STAR '?ASTRON VERY GOOD .. YOlIR ANSWER IS CORRECT .. SAM WHICH PREFIX MEANS PEOPLE '?ANTHROPOS SORRY .. YOII MISSED THAT ONE .. SAM .. THE RIGHT ANSWER IS .. DEMOS WHICH PREFIX MEANS TEN 1DECA VERY GOOD" YOIJR ANSWER IS CORRECT .. SAM WHICH PREFIX MEANS STONE '?GE SORRY .. YO" MISSED T·HAT ONE .. SAM .. THE RIGHT ANSWER IS .. LITHOS WHICH PREFIX MEANS ONE ?MONOS VERY GOOD .. YOUR ANS'fIER IS CORRECT .. SAM WHICH PREFIX MEANS SOIlND '?PHONE VERY GOOD .. YOIIR ANSWER IS CORRECT .. SAM WHICH PREFIX MEANS EARTH '?GE VERY GOOD" YOIJR ANSWER IS CORRECT .. SAM WHICH PREFIX MEANS FAR 1TELE VERY GOOD" YOUR ANSWER IS CORRECT .. SAM WHICH PREFIX MEANS MAN '?PHILOS ./ SORRY .. YOU MISSED THAT ONE .. SAM .. THE RIGHT ANSWER IS .. ANTHROPOS WHICH PREFIX MEANS WATCHER '?SCOPOS VERY GOOD .. YOUR ANSWER IS CORRECT .. WHICH PREFIX MEANS RIGHT '?ORTHOS VERY GOOD .. YOtlR ANSWER IS CORRECT .. WHICH PREFIX MEANS LOVING '?PHILOS VERY GOOD .. YOUR ANSWER IS CORRECT .. YOIJR SCORE IS 16 aliT OF 20 DONE SAM SAM SAM CORRECT OR 80 I. VDCAB, Page 5 GET-PREFIX RlJN PREFIX HI.,J'M GLAD YOII LIKE THIS WAY OF LEARNING~TOO. DID YOtl KNOW THAT THE PREFIXES THAT YOU WILL LEARN IN THIS PROGRAM WILL GIVE YO" KEYS TO UNLOCK THE MEANINGS or O\1EQ 14~000 COMMONLY lISED WORDS? WHAT 1<; YOIIR FIRST NAME? ?KIMBERLY IN THIS PROGRAM YOII "'ILL BE ASKED TO GlUE A ONE WORD MEANING F'OREACH PREFIX THAT YOll ARE ASKED TO DEF' 1 NE. YOII '" 1 LL RECE I VE ·10 PO HolT S FOR EACH CORRECT ANSWER. THE COMPIITER WILL KEEP SCORE. GOOD L"CK~KIMHERLY PREDEMONOINTERlINRETRANSPRONONEPIMISOBEXDISINCOMSlIt3ADWHICH PREFIX MEANS AGAIN OR BACK ?RE 50QRYI YO" MISSED THAT ONE~ KIMBERLY~ THE RIGHT ANSWER IS .. RE'-'HICH PREFIX MEANS lIPON OR OVER ?COMSORRY~ YOU MISSED THAT ONE .. KIMBERLY .. THE HIGHT ANSWER IS .. EPIWHICH PREF'IX MEANS DOWN ?DEVERY GOOD .. YOUR ANSWER IS CORRECT" KIMBERLY WHICH PREFIX MEANS TOGETHER OR WITH ?COMVERY GOODI YOUR ANSWER IS CORRECTI KIMBERLY WHICH PREFIX MEANS BETWEEN 1INTERVERY GOOD .. YOITR ANSWER IS CORRECT" KIMBERLY WHICH PREF'IX MEANS APART OR NOT ?NONSORRYI YOU MISSED THAT ONEI KIMBERLYI THE RIGHT ANSWER IS" DISWHICH PREFIX MEANS NOT OR ABSENSE OF SOMETHING ?NONVERY GOOD .. YOUR ANSWER IS CORRECT .. KIM8ERLY WHICH PREFIX MEANS ACROSS OR BEHIND ?TRANSVERY GOOD .. YOUR ANSWER IS CORRECT .. KIMBERLY WHICH PREFIX MEANS BEHING OR AGAINST 10BVERY GOOD .. YOUR ANSWER IS CORRECT .. KIMBERLY WHICH PREFIX MEANS NOT OR INTENSIFIES A VERB ?tJNVERY GOOD .. YOUR ANSWER 15 CORRECT .. KIMBERLY WHICH PREF'IX MEANS BEFORE 1PREVERY GOOD .. YOUR ANSWER IS CORRECT .. KIMBERLY WHICH PREFIX MEANS OUT ?EXVERY GOOD .. YOUR ANSWER IS CORRECT .. KIMBERLY WHICH PREFIX MEANS ONE 1MONOVERY GOOD .. YOUR ANSWER IS CORRECT .. KIMBERLY WHICH PREFIX MEANS WRONG '"15- VERY GOOD .. YOUR ANSWER 15 CORRECT .. KIMBERLY VflCA[l, Page 6 WH IC H PRD" I X MEANS fiNDER ?5f18- VERY GOOD~ YOUR ANSWER IS CORRECT~ KIMBERLY WHICH PREFIX MEANS INTO OR NOT ?INVERY GOOD~ YOllR ANSWER IS CORRECT~ KIMBERLY WHICH PREFIX MEANS IN FAVOR OF OR FORWARD ?PROVERY GOOD, YOUR ANSWER IS CORRECT, KIMBERLY WHICH PREFIX MEANS TO OR TOWARD 1ADVERY GOODI YOUR ANSWER IS CORRECT, KIMBERLY YOUR SCORE IS 15 OllT OF 18 WHICH IS 83.3333 YOtl COlJLD PRACTICE A LITTLE MORE KIMBERLY I. DONE GET-VOCAS RIJN VOCAB IN THIS EXCERCISE YOll WILL FIRST 8E GIVEN A SENTENCE WITH ONE OF THE WORDS SEPARATED FROM THE REST BY I MARKS. AFTER THAT YOIl WILL BE GIVEN FOIlR WORDS. YOU ARE TO TYPE IN THE MIMBER OF THE WORD THAT IS NEAREST IN MEANING TO THE WORD IN THE SENTENCE. A NEW SET OF SENTENCES WAS ENTERED INTO THE COMPUTER ON TIJESDAY J1ILY 22~ 1969 WHEN THE NEWS CAME I RADIANT I FACES REPLACED GLOOMY ONES. I FROWNING 2 OVERHEATED 3 LONG 4 SHINING 14 CORRECT I COMPASSION I FOR THE LESS FORTIfNATE IS ONE MARK OF A GENTLEMAN. I ENVY 2 DISLIKE 3 SYMPATHY 4 SCORN 13 CORRECT SINCE THEY ALREADY OWNED TWO TELEVISION SETS~ THE SET THEY WON WAS I SlJPERFLlJ01lS I . 1 WELCOME 2 MORE THAN NEEDED 3 SUPERIOR 4 ESPECIALLY NEEDED 12 CORRECT SHE POSSESSED MANY QIIALI TIES I REQIJ I SITE I FOR LEADERSHIP. I USELESS 2 HARMFUL 3 NOT IMPORTANT 4 NECESSARY 14 CORRECT THE I PLAINTIVE I BARKING OF A HOMELESS DOG MADE THE CHILDREN UNHAPPYI 1 STACCATO 2 LOIID 3 HIGH-PITCHED 4 MOIJRNFlIL 14 CORRECT HE WAS SO I VOLUBLE I THAT HIS SPEECH RAN BEYOND THE ALLOTTED TIME. 1 TALKATIVE 2 BRIEF 3 INTERESTING 4 UPSET 11 CORRECT V()(AR IN THE WINTER SHE WAS ENERGETIC, BUT IN AIIGII.ST SHE WAS I INDOLENTI • . I OVERHEATED 2 LAZY 3 EAGER 4 DEPRESSED 12 CORREICT WHEN THE SENATOR MISPLACED HIS SPEECH, HE HAD TO I IMPROVISE I HIS TALK. I CANGEL 2 CUT SHORT 3 MAKE liP ON SPUR OF THE MOMENT 13 CORREGT HIS REASONING WAS SO I FALLACIOIJS I THAT HIS CONCLIISIONS WERE ALWAYS WRONG. I UNSOUND 2 UNINTERESTING 3 ACUTE 4 SKILLFUL 11 CORRECT THE ECONOMIC INDEPENDENCE THEY NOW ENJOY IS THE RESlJLT OF A LIFE OF I FRUGALITY I . I WASTE 2 THRIFT 3 ENJOYMENT 4 PURPOSE 12 CORRECT DRIVING S1JCH A 81G CAR GIVES HIM A CHANCE TO BE I PRETENTIOUS I. I SHOWY 2 SPEEDY 3 HlIMBLE 4 PRACTICAL 71 CORRECT BEING H1IMAN, WE MAY BE I Jo-ALLI BLE I I N OUR J1IDGMENTS. I CORRECT 2 SliPERNATlIRAL 3 LIKELY TO ERR 4 FAIR 13 CORRECT HE HAD BECOME SO I OBESE I THAT HE COULD NOT BEND DOWN TO TIE HIS SHOES. I LAZY 2 STIFF 3 FAT 4 TALL 13 CORRECT MEMBERS OF THE BASEBALL TEAM CARRIED SO MlICHIIMPEDIMENTA IWITH THEM THAT WE THOUGHT THEY WERE GOING FOR A MONTH TOUR. I MONEY 2 CORRESPONDENCE· 3 FOOD 4 BAGGAGE 14 CORRECT EVEN BEFORE HE RECEIVED NEWS OF THE ACCIDENT, HE HAD A IPREMONITION/THAT SOMETHING WOULD HAPPEN. I PROMISE 2 HOPE 3 FOREWARNING 4 LETTER 13 CORREGT YOU GOT 15 OUT OF 15 FOR 100 S. CONGRATULATIONS .. YOll GOT THEM ALL CORRECT. DONE P(lge 7 FOREIGN LANGUAGES (EDUCATION) CONTRIBUTED PROGRAM (871) BASIC CARLOS 36175 TITLE: COMPUTER-ASSISTED REVIEW LESSONS ON SYNTAX FOR SPANISH II DESCRIPTION: CARLOS (Computer-Assisted Review Lessons On ~ntax) was conceived and developed at Dartmouth ColTege by-Dr. Robert C. Turner under an NSF grant during the school year 1967-1968, and was updated during the spring of 1970 at Dartmouth College. The data base was implemented on the HP 2000C in March 1971. These are written grammar drill lessons for Spanish II. Ideally a student 'may use CARLOS any time in the school year for the preparation of an assignment, for extra c~rricu1ar review, for final examination, or for review during higher-level Spanish Courses where he is expected to have a1ready~astered the material. The student may repeatedly write the same drills until he has mastered the materials without needing to feel that he is bothering his instructor with "stupid mistakes", which may occur because of a shallow or too distant background. Any mistakes the student makes are entirely private and, of course, are instantly corrected for him. INSTRUCTIONS: 1. GET-$CARLOS 2. RUN 3. The user will answer the questions which are presented to 'him on the terminal. SPECIAL CONSIDERAT,IONS: Turner, Ronald C., CARLOS: CAl in Spanish at Dartmouth College, Dartmouth College, Hanover, N.H., 1968 The data base is contained in the file, CARl, on the system library. It contains a directory and 15 lessons. • ACKNOWLEDGEMENTS: Richard E. McIntire Hewlett-Packard/Data Systems Do ell me.n..ta.ti.o n Da..te. 3.1 75 BUSIrJESS (EDUCATION) (880) CONTRIBUTED PROGRAM BASIC TITLE: COMPUTER ORIENTED ACCOUNTING - INTERACTIVE VERSION DESCRIPTION: To be used in high school accounting I or bookkeeping courses. Topics: Complete Accounting Cycle Payro 11 Bank Reconcilliation Declining Balance There are 6 programs in this package: ATGW. INSTRUCTIONS: ATG 36888-18032 ATG, ATGE, ATGIB, ATGM, ATGM1, Programs are self prompting so that the user can be helped by answering the questions presented to him. To be used in conjunction with COMPUTER ORIENTED ACCOUNTING by Wilbur Pillsbury, a workbook published by South-Western Publishing Co. Available from South-Western Publishing Co. 5101 Madison Road Cincinnati, Ohio 45227 Student Book $5 Teacher's Book $3.75 for 5 or more. Teacher's books are free to instructors who adopt the text for use in their classes. Originally, the programs were written for a FORTRAN IV speaking computer which uses punched cards as the input medium. To bring the benefits of Computer Oriented Acounting to as many people as possible on the secondary level, the BASIC language, interactive version was written. It is identical to the original in its purpose, problems and the book used. The student would use the workbook by Dr. Pillsbury just as before, but all transactions are entered via the terminal keyboard directly into the computer's memory, instead of keypunching cards. To be truly interactive, the transaction data must be checked for errors as it is entered. Totals must be compared foi errors in balancing as they are created, and appropriate correction capability available if and when they are needed. Moreover, should the student desire to use the same data in more than one exercise (as is the case in Chapters 7, 9 and 13), it should be available to him without his having to re-enter it. Each of these capabilities has been made readily and easily available to the student in this interactive version. In a typical program, the student responds to questions which the con:puter asks him, giving his name, the chapter number, problem number and date. Transaction entries are made by giving an account number (odd-debit. evencredit) and the amount of the transaction. The student is asked to check the data after each transaction. If he sees a mistake he can correct it immediately. Once the data entry is complete, the computer relists it Description continued on following page. ACKNOWLEDGEMENTS: Lawrence G. Page Central Technical High School ATG, Pdge 2 INSTRUCTIONS continued in journal form. If there are adjusting in turn, are checked and listed. Totals balance, and in problems 1-3 of Chapters are checked. Since problem 4 in each of see if the totals balance. or closing entries, the student is asked to enter them and they, of the debit and credit sides of the journal are checked fer 4-9 and all problems in Chapter 13, the exact values required Chapters 4-9 uses student designee data, a check is only maJe to Usually the computer then asks if the student;s ready for the T accounts to te. listed. The student types 'GO". Finally. the same "GO" response is requested for either a worksheet, balance sheet. trial balance, income statement, or post closing trial balance, depending upon the problem and chapter. As before. the totals are checked for balance and exactness. Should they not balance, or the totals not agree with those listed in the computer's memory for that problem, the computer asks the student if he would like to correct them. This is a painless procedure because the computer simply re1ists the original transaction data. one entry at a time, and asks if it is correct. When all necessary corrections have been made. the computer re-runs th~ data~ When the problem is complete, the student can either stop. reuse his data in another problem, or do a completely new problem. Problems in Chapter 3 are checked for balance only. Chapters 10-12 have extensive error checking for problems 1 and 2 and only limited checking for problem 3. RUN RUN ATG ATG ? SELECTION PROGRAM PLEASE TELL ME WHICH PROGRAM NUMBER (3-13) YOU WISH TO USE 13 THANKYOU~ YOU WILL BE USING PROGRAM ATG 3 IS THIS A SECOND RUN FOR YOUR TRANSACTION DATA (YIN) ?N COMPUTER ORIENTED ACCOUNTING STUDENT NAME PLEASE 1LARRY PAGE DATE PLEASE ?OCT08ER 12~1974 EXERCISE x-X PLEASE 13-1 TRANSACTION DATA COMPANY NAME ?HARRISON RADIO AND TV SALES DATE OF ACCOUNTING PERIOD ?AUGUST 31~ 1974 CASH ? 4050 SUPPLIES 1810 TELEVISIONS 14400 RAOIO S ? 2740 80~MAN RADIO CO. ?3S60 CAPITAL 18440 STUDENT NAME - LARRY PAGE EXERCISE - 3-1 DATE - OCTOBER 12~1974 HARRISON RADIO AND TV SALES BALANCE SHEET AUGUST 31~ 1974 LIABILITIES ASSETS BOWMAN RADIO CO. CASH 4050 SUPPLI ES 81-0 TELETJI SIaN 440" RADIOS 2740 CAPITAL TOTAL ASSETS 12000 TOTAL LIAB. 356" CAPITAL 8440 ~ CAP. 12000 ATG , Page 3 ATG ? SELECTION PROGRAM PLEASE TELL ME WHICH PROGRAM NUMBER (3-13) YOU WISH TO USE ?4 THANKYOU~ YOU WILL BE USING PROGRAM ATG 4 IS THIS A SECOND RUN FOR YOUR TRANSACTION DATA (YIN) ?N COMPUT1::R ORI ENTED ACCOUNTING STUDENT NAME PLEASE ?LARRY PAGE DATE PLEASE ?OCTOBER 12~ 1974 EXERCI SE X-X PLEASE ? 4- 1 TRANSACTION DATA COMPANY NAME ?ALLISON'S BICYCLE REPAIR DATE OF' ACCOUNTING PERIOD 1 SEPTEMBER 3a" 1974 WHICH PROBLEM IS THIS 11 HOW MANY TRANSACTION ENTRIES DO YOU HAVE 11a DEBI T E:NTRY I ACCOUNT NUMBER 11 AMOUNT 156ea ACCOUNT I I NAME - CASH ARE THEY CORRECT (YIN) ?Y AMOUNT 56aa CREDI T ENTRY I Accourn NUMBER 134 AMOUNT ?56aa ACCOUNT I 34 NAME - CAPITAL ARE THEY CORRECT (YIN) 1Y AMOUNT 56ae DEBIT ENTRY I 2 ACCOUNT NUMBER 1325 ***** ERROR - ACCOUNT NUMBER IS GREATER THAN 8a ACCOUNT NUMBER 79 AMOUNT i' 325 ACCOUNT I 9 NAME - SUPPLIES ARE THEY CORRECT CY IN) ?Y AMOUNT ***** 325 CREDIT ENTRY I 2 ACCOUNT NUMBER 72 AMOUNT 1326 = ACCOUNT I 2 NAME - CASH AMOUNT 326 ARE THEY CORRECT (YIN) ?Y ***** ERROR - DEBIT AND CREDIT AMOUNTS ARE NOT EIUAL TO EACH OTHER DEBI T ENTRY I 2 ACCOUNT NUMBER 79 AMOUNT ?325 ACCOUNT I 9 NAME - SUPPLIES ARE THEY CORRECT (YIN) ?Y AMOUNT 325 CREDIT ENTRY' 2 ACCOUNT NUMBER 12. AMOUNT? 325 ACCOUNT I 2 NAME - CASH ARE THEY .CORRECT (YIN) 7Y AMOUNT 325 DEBI T EN'TRY I 3 ACCOUNT NUMBER ?15 AMOUNT ?la9 I' ACCOUNT 15 NAME - EIUI PMENT ARE THEY CORRECT (YIN) 1N LET'S TRY AG~IN r ACCOUNT NUMB~R ?15 AMOUNT ?lIaa9 AMOUNT = lae ***** ATG, Page 4 ACCOUNT I 15 NAME - EQUIPMENT ARE THEY CORRECT (Y/N) 1Y AMOUNT 1000 CREDIT ENTRY # 3 ACCOUNT NUMBER ? 28 AMOUNT 11000 ACCOUNT # 28 NAME - ACCOUNTS PAYABLE ARE THEY CORRECT (Y/N> ?Y 1000 AMOUNT DEBI T ENTRY I 4 ACCOUNT NUMBER 1 1 AMOUNT 1100 ACCOUNT # 1 NAME - CASH ARE THEY CORRECT (Y/N) ?Y AMOUNT 100 CREDIT ENTRY I ACCOUNT NUMBER 1 16 AMOUNT 1100 " ACCOUNT I 16 NAME - EIUIPMENT ARE THEY CORRECT (Y/N) 1Y AMOUNT 100 AMOUNT 1200 DEBI T ENTRY I 5 ACCOUNT NUMBER 115 AMOUNT ?1200 ACCOUNT I 15 NAME - EQUIPMENT ARE THEY CORRECT (Y/N) ?Y CREDIT ENTRY I 5 ACCOUNT NUMBER 12 AMOUNT ? 1200 AHO UNT = ACCOUNT I 2 NAME - CASH ARE THEY CORRECT (Y/N) ?Y 1200 STUDENT NAME - LARRY PAGE EXERCISE - 4-1 DATE - OCTOBER 12~ 1974 ALLISON'S BICYCLE REPAIR JOURNAL OF FINANCIAL TRANSACTIONS SEPTEMBER 30~ 1974 DEBIT NAME OF ACCOUNT CASH CAPITAL 5600 SUPPLIES CASH 325 EQUIPMENT ACCOUNTS PAYABLE 1000 CASH EQUIPMENT 100 EQUIPMENT CASH 1200 TOTALS FOR THIS DATE 8225 CREDIT 5600 325 1000 100 12121121 8225 IIIII YOUR JOURNAL BALANCES IIIII WHEN YOU ARE READY FOR THE 'T ACCOUNTS'~ TYPE GO 1GO ATG, Page 5 ALLISON'S BICYCLE REPAIR DEBITS AND CREDITS BY ACCOUNT SEPTEMBER 391 1974 CASH 5690 199 I I I I 325 1209 SUPPLIES 325 EQUIPMENT 1909 1200 100 ACCOUNTS PAYABLE 1090 CAPITAL 5690 WHEN YOU ARE READY FOR THE BALANCE SHEETI TYPE GO ?GO ALLISON'S BICYCLE REPAIR BALANCE SHEET SEPTEMBER 391 1974 ASSETS CASH SUPPLI.E:S EQUIPMiE:NT 4175 325 2109 TOTAL 6600 LIABILITIES 1900 ACCOUNTS PAYABLE TOTAL CAPITAL CAPI TAL. 5600 TOTAL 5600 TOTAL LIABILITIES AND CAPITAL 6600 ATG, Page 6 "~" CONGRATLATIONS - PROBLEM I IS TOTALLY CORRECT IIIII DO YOU WISH TO PROCESS ANOTHER SET OF DATA (YIN) 1Y ATG ? SELECTION PROGRAM PLEASE TELL ME WHICH PROGRAM NUMBER (3-13) YOU WISH TO USE 111 THANKYOUI YOU WILL BE USING PROGRAM PAYll COMPUTER ORIENTED ACCOUNTING STUDENT NAME PLEASE 1LARRY PAGE DATE PLEASE ?OCTOBER 121 1'74 EXERCISE X-X PLEASE 16-1 TRANSACTION DATA COMPANY N'AME ?MOORE' S HARDWARE STORE DATE OF ACCOUNTING PERIOD ?MARCH 71 1974 WHI CH PROBLEM IS THI S ? 1 HOW MANY EMPLOYEES DO YOU HAVE 16 EMPLOYEE I 11 I EXEMPTIONS 10 I HOURS? 36 RATE 12.15 INSURANCE 11.10 I BONOS 10 EMPLOY EE I 1 2 , EXEMPTIONS 1 1 I HOURS 141 RATE 12.40 INSURANCE 1.9 I BONDS 11 EMPLOYEE I ? 3 EXEMPTIONS 1 1 HOURS 140 RATE 11.95 INSURANCE 11.15 I BONOS 10 I I EMPLOYEE I 14 I EXEMPTIONS 12 I HOURS? 35 RATE 13 INSURANCE 1.6 I BONDS 12 EMPLOYEE I 15 I EXEMPTIONS H) . I HOURS 140 RATE 12.6 INSURANCE 1.65 I BONDS 10 EMPLOYEE I 16 I EXEMPTIONS 13 I HOURS 144 RATE 12.75 IN SURANCE 1 1 I BONDS 11 EMPLOYEE I 17 I EXEMPTIONS 11· I HOURS 140 RATE? 3.25 INSURANCE 1.70 I BONDS 11 EMPLOYEE I 16 I EXEMPTIONS 12 I HOURS 140 RATE 14.5 INSURANCE 1J.2 I BONOS? 2 ATG, Page 7 STUDENT NAME - LARRY PAGE EXERCI$E - 6-1 DATE - OCTOBER 12~ 1974 MOORE'S HARDWARE STORE PAYROLL REGISTER FOR WEEK ENDING MARCH 7~ 1974 EMP. NO. NO. OF EXEM. 1 2 3 4 5 6 7 8 B I 1 2 B 3 I 2 NO. OF HOURS 38 41 4B 35 4121 44 4121 4121 PAY RATE TOTAL EARNINGS 2. 15 2.4 1.95 3 2.6 2.75 3.25 4.c; TOTAL OED. 81.7 99.6 73 IB5 IB4 126.5 13121 18B 17.28 22.36 14.57 25.B6 21.24 23.75 28.17 43.31 --------- TIlTALS --------192.74 9"4.8 NET PAY 64.42 77.24 63.43 79.94 82.76 IB2.75 IBl.83 139.69 --------712.1216 TYPE Gil FOR DEDUCTION REGI STER ?GO DEDUCTIONS EMP. NO. INCOME TAX FICA TAX INSUR. 1 2 3 4 5 6 7 8 11.44 11.93 8.9 IB.67 14.56 11.66 16.18 21.17 4.74 5.78 4.52 6.B9 6.B3 7.34 7.54 IB.44 I. I .9 1.15 .8 .65 1 .7 1-2 --------52.48 --------7.5 TOTALS --------1"6.51 ***** VERY GOOD - YOUR TOTALS MATCH MINE 00 YOU WI SH TO 1 - 00 ANOTHER PROBLEM FROM THIS CHAPTER 2 - 00 A PROBLEM FROM ANOTHER CHAPTER 3 - STO? NOW 13 DONE BONDS 121 3.75 B 7.5 B 3.75 3.75 7.5 --------26.25 ***** TOTAL 17.28 22.36 14.57 25.B6 21.24 23.75 28.17 4B.31 --------192.74 BUSINESS (EDUCATION) CONTRIBUTED PROGRAM (880) BASIC BNKSIM TITLE: SIMULATES ONE YEAR'S DEPOSIT AND WITHDRAWAL ACTIVITIES OF A S~1ALL BANK DESCRIPTION: This program simulates one year,'s deposit and withdrawal activities of a small bank. It is assumed that the probabiltty for deposits and withdrawals are normally distributed. INSTRUCTIONS: In this program you By entering a 1 all user can easily see month. By entering 36713 have a choice of the type of simulation to be run. balances will be started at $100. In this manner the the effects on the account balances from month to a 2 larger random numbers are set for beginning balances. In addition. the user must also select values for the following: - the number of customers used in the simulation - the yearly interest rate (in decimal form) - the probability of a customer entering the bank during one month. The bank is open 20 days per month. thus 2 days of of 20 would be a probabil ity of .10. - the standard deviation of the transactions in dollars - the probability that a withdrawal is made when a customer enters the bank. These questions are all asked at the beginning of the program's execution. A maximum of 50 customers may be used in the simulation. ACKNOWLEDGEMENTS: Babson College Babson Park. Massachusetts • bliKS 1M. Page. 2 RUN RUN BNI?0 12 t 72 CONTRIBUTED PROGRAM BASIC TITLE: MARKETING SIMULATION DESCRIPTION: Multi-teams. mu1tiperiod marketing simulation. MRKSIM is a package consisting of the following programs: MARK BARKSI BARKPI ANNUAL MASK MRKSIM 36199 (i nputs data) (performs computations) (prints out results) (prints annual reports) (prints English headings) and two parameter files PARAM and HISTRY MARKSIM has been adapted in BASIC to fit the original MARKSIM, A Marketing Decision Simulation, by Greenlaw and Kniffin, Internatlonal Textbook. INSTRUCTIONS: The following files have to be opened on the user's catalog. MPRINT DECIS INDY#l INDY#2 INDY#3 USER 8 sectors 10 sectors 4 sectors 4 sectors 4 sectors 1 :;ector Two additional files. PARAM and HISTRY are provided as part of the program package. The game can be run by two classes at the same time. tach one is identified by a user number which is either 1 or 2. Each class consists of a maximum of 3 industries and 3 firms. Each industry is independent from the others and is an independent unit. The program MARK is provided so that the printing time of the game is minimized. ACKNOWLEDGEMENTS: Francois P. Carlhian Babson College MRKSIM. Page 2 The following are excerpts from the book, Kniffin. International Textbook. MARKSIM.~ Marketing Decision Simulation by Greenlaw and An exciting new educational technique designed to provide business students with greater insight into and skills in dealing with managerial problems is business simulation. or business gaming, as it is often called. A business simulation is a sequential decision-making problem structured around a model of a business operation in which participants assume the role of managing a simulated firm. One purpose of this text is to prepare the reader for assuming such a managerial role in MARKSIM--a computerized marketing management simulation. THE MARKSIM LEARNING EXPERIENCE MARKSIM was created to provide the student with a planned learning experience in dealing with marketing management problems. Aiding him in gaining such experience are: 1. 2. 3. His instructor, who will be available for guidance when necessary. This text. which will focus attention on numerous concepts. ideas. and analytical tools relative to marketing management. and their application to the simulation. The MARKSIM model which is programmed on an electronic computer. This computer program provides a dynamic simulated marketing decision-making environment, from which operating data are fed back to participants periodically. More specifically. the procedure followed in is as fo 11 ows : 1. 2. 3. 4. 5. assu~ing the role of marketing manager in the simulation Participants familiarize themselves with the simulated environment in which they are to manage by studying the materials presented later in this text 'and perhaps also by discussing these materials in class. They are next given an opportunity to analyze available data on their past operations and to make a set of decisions for the first period in which they will manage their firms. When firm decisions are due for this period. they are handed in to the instructor or someone designated by him as a simulation administrator. Then each firm's operating results for the period are calculated and printed out by the computer system, and this information is returned to its management. This cycle of decision making, calculation. and feedback of results is repeated for a number of periods of play. MRKS 1M, Page '3 OPEN-MPR'INT .8 OPE~-DECIS.I" OPEN-INDYII.~ OPEN-INDYI2.~ OPEN-INDYI3.~ OPEN-USER.~ GET-MARK RUN MARK ••••••••••••••••• •••••••••••••••• MARKSIM LAST FOR INSTRUCTIONS ENTER USER NUMBER 11 ENTER INDUSTRY AND PERIOD I I. 12.1 ENTER DECISIONS FOR FIRM I 1 (12 DATA) 1S""""",3"""00.SS.1~S.S"000.300"".".I.I.I.I.l ENTER DECISIONS FOR FIRM I 2 (12 DATA) 1S0"""",30""0".SS,I~S.S0000.30""0.".I,I.I.I.1 ENTER DECISIONS FOR FIRM I 3 (12 DATA) 1Se"000,30e000.SS.I~S,S0000,30000.e.I.I.I,I.1 ENTER THE NAMES OF THE THREE FIRMS.ONE ON EACH LINE ?THE BES ONES INC. ?THE ASSOCIATES ?THE BULLIES -=======GET AND RUN BARKSI:====:==:=:= DONE RUN RUN BARKSI COMPUTATIONS COMPLETED aET AND RUN BARKPI DONE RUN GET -BARt<'P I RUN BARKPI ••• MARKSlM THE BES ONES INC. INDUSTRY S I 2 FIRM I S.7504o43E+06 1 PERIOD I 1 MRKSIM. Page 4 2. 75000E +06 385866. (ADD INCREASE IN INV.) -3.13587E+06 13127 '5. 150000. 153804. 50815. 213098. 300000. 500000. 50000. o 500000. -2.04899E+06 S 569574. 5.95544E+06 2.63913E+06 S S ---------8.59458E+06 S --------8.59458E+06 0 1.50000E+06 900000. MARKET I-MARKET 2-MARKET 3 30511 8628 5184 145000. 41000. 34000. 33 33 33 145 145 145 30511 44323. 45000. 53187.2 8628 5184 AT S 55 AT S 55 262.55 26255 S 108.75 S 2.85522E+06 27000 AT S 55 31505.9 AT S 55 26255 26255 S 108.75 $ 2.85522E+06 35000. AT $ 55 30761 30761 $ 94.25 $ 2.89921E+06 30000 50000. 20000 AT $ 55 9239.17 AT S 55 ---------------------------_ •• TEAR HERE--- MRKSIM, Page 5 ••• MAR K S I M THE ASSOCIATES INDUSTRY , 2' S r IRM , 2 PERIOD , I 5.15443E+06 2.75000E+06 385866. (ADD INCREASE IN INVi) -3.13581E+06 131275. 150000. 153804. 50815. 213098. 300000. 500000. 50000. o 500000. -2.04899E+06 S 569574. 5.95544E+06 2.63913E+06 S S ---------8.59458E+06 S· --------8.59458E+06 0 1.50000IE+06 900000. MARKET I-MARKET 2*MARKET 3 30511 8628 5184 145000. 41000. 34000. 33 33 33 145 145 1 <45 30511 <4<4323. <45000. 53181.2 8628 AT S 55 AT S 55 26255 26255 S 108.15 S 2.85522E+06 27000 AT S 55 31505.9 AT S 55 26255 26255 S 108.15 S 2.85522E+06 35000. AT S 55 30161 30761 S 9<4.25 S 2.899211E+06 30000 50000. 5184 MRKS 1M. Page 6 20000 9239.17 * •• AT $ 55 AT $ 55 TEAR HERE •• * .** MAR K S I M THE BULLIES INDUSTRY , 2 $ FIRM' 3 PERIOD' 1 5.75443E+06 2.75000E+06 385866. (ADD INCREASE IN INV.) -3.13587E+06 131275. 150000. 153804. 50815. 213098. 300000. 500000. 50000. o 500000. -2.04899E+06 $ 569574. 5. 95544E +0 6 2.63913E+06 $ ---------- 8.59 458E +06 0 $ --------- 8 • 59458 E +06 $ 1.50000E+06 900000. MAR~ET I*MARKET 2*MARKET 3 30511 8628 5184 145000. 41000. 34000. 33 33 33 145 145 145 30511 44323. 45000. 53187.2 8628 AT $ 55 AT $ 55 26255 26255 $ 108.75 $ 2.85522E+06 27000 AT $ 55 31505.9 AT $ 55 26255 26255 $ 108.15 $ 2.85522E+06 5184 MRKSIM. Page 7 35000. AT S 55 30761 30761 S 94.25 S 2.89921E+06 30000 50000. 20000 AT S S5 9239.11 AT S 55 *** TEAR HERE ••• DONE RUN GET -ANNLIAL RUN ANNUAL TYPE IN USER NUMBER 11 ENTER INDUSTRY , AND LATEST PERIOD , ?2,1 . ANNUAL REPORT rOR INDUSTRY' 2 AS or PERIOD rIRMS' THE BES ONES INC. CUMULATIVE RETAIL SALES 44323. SINCE PERIOD 0 SINCE START or GAME 44323. CUMULATIVE NET PRorIT SINCE PERIOD 0 569574. SINCE START or GAME 569574. THE ASSOCIATES THE BULLI£S 44323. 44323. 44323. 44323. 569574. 569574. 569514. 569514. 5.95544E+06 2 • 6391 3 £ +06 5.95544£+06 2.63913E+06 COMPARATIVE BALANCE SHEETS ASSETS CASH INVENTtORY 5.95544E+06 2.63913£+06 ========== TOTAL ASS£TS 8.59458£+06 ========== 8.59458E+06 ========== 8.59458£+06 MRKSI~'. Page 8 LIABILITIES DEBTS o o o 8.59 458E +06 8. 59458E +06 8.59458E+06 CAP ITAL OWNER'S INVESTMENT DONE RUN GET-MASK RUN MASK MARKSIM ••• A MARKETING SIMULATION INCOME STATEMENT-----------------------COMPA,NY SALES ••••••••••••••••••••••••••• COST OF PRODUCTION ••••••••••••••••• CHANGE IN INVENTORY VALUE •••••••••• COST OF GOODS SOLD ••••••••••••••••• GROSS PROFIT •••••••••••••••••• ~ ••••••••• OPERATING AND ADMINISTRATIVE EXPENSES •• : TRANSPORTATION TO RETAILERS •••••••• TRANSPORTATION TO DISTR CENTERS •••• TRANSPORTATION TO WHOLESALERS •••••• INVENTORY COSTS AT FACTORy ••••••••• INVENTORY COSTS AT DISTR CENTERS ••• ADVERTISING ALLOWANCES TO RETAILERS NATIONAL ADVERTISING EXPENDITURES •• MARKETING RESEARCH ••••••••••••••••• MRKS 1M, Page 9 INTEREST CHARGES ••••••••••••••••••• FIXED EXPENSES ••••••••••• ~ ••••••••• LESS TOTAL O+A EXPENSES •••••••••••• NET PROFIT •• ~ ••••••••••••••••••••••••••• FINANCIAL STATEMENT--------------------ENDING CASH BALANCE ••••••••••••••••••••• ENDING INVENTORY VALUE •••••••••••••••••• TOTAL ASSETS ••••••••••••••••• ~ •••••••••• LESS DEBTS •• ~ ••••••••••••••••••••••••••• OWNER'S INVESTMENT •••••••••••••• ~ ••••••• MARKETING RESEARCH---------------------TOTAL INDUSTRY NATIONAL ADVERTISING ••••• TOTAL INDUSTRY ALLOWANCES TO RETAIL ••••• POTENTIALS. FOR COMPANY DURING THIS PERIOD •••• FOR INDUSTRY TWO PERIODS HENCE ••••• SHARE OF MARKET (IN PERCENT) •••••••••••• PRICES OF COMPETITORS: FIRM II •••••••••••••••••••••••••••• F' I RM 12,•••••••••••••••••••••••••••• FIRM '3 •••••••••••••••••••••••••••• SALES INFORMATION----------------------RETAILERS: RETAIL SALES IN UNITS •••••••••••••• TOTAL RETAIL SALES IN UNITS •••••••• BEGINNING INVENTORy •••••••••••••••• ENDING INVENTORy ••••••••••••••••••• WHOLESALERS: ORDERS fROM RETAILERS IN UNITS ••••• DELIVERIES TO RETAILERS •••••••••••• SELLING PRICE TO RETAILERS ••••••••• RECEIPTS FROM RETAILERS •••••••••••• BEGINNING INVENTORy •••••••••••••••• ENDING INVENTORy ••••••••••••••••••• DISTRIBUTION CENTERS: ORDERS FROM RETAILERS IN UNITS ••••• DELIVERIES TO RETAILERS •••••••••••• SELLING PRICE TO RETAILERS ••••••••• COMPANY SALES TO RETAILERS •••••••• BEGINNING INVENTORy •••••••••••••••• ENDING INVENTORy ••••••••••••••••••• FACTORY WAREHOUSE: ORDERS FROM WHOLESALERS IN UNITS ••• DELIVERIES TO WHOLESALERS •••••••••• SELLING PRICE TO WHOLESALERS ••••••• COMPANY SALES TO WHOLESALERS ••••••• SHIPMENTS TO DISTR CENTERS ••••••••• PRODUCTION THIS PERIOD ••••••••••••• BEGINNING INVENTORy •••••••••••••••• ENDING INVENTORy •••••••••••••••••• DONE BUSINESS (EDUCATION) CONTRIBUTED PROGRAM (BRO) BASIC SETUPC 36209 TITLE: MANAGEMENT SIMULATION GAME (For 2000C) DESCRIPTION: This program allows three teams to act as business executives making periodic high level decisions for their firms. A realistic business practice operating over a period of several years can be simulated in one day. Each team alternately makes decisions about their company and allows the computer to carry out interactions among the teams and to produce quarterly reports based on the strategies of all three teams. The product is not specifically defined, therefore, the decisions made by the management teams must be based on general business principles and not on knowledge concerning a particular product. Naturally, some simplifications have been made to reduce a real-life business situation to one which is workable on a time-share system with young students. One of these is the requirement that each quarterly operation be financed from cash on hand. Each team of participants may assume tnat it has beer. called in to take over the management of a company which has strong possibilities but which is not in very good financial position at the present time. As play progresses the participants should acquire a feel for the market and an understanding of their competitors which should further aid in their der.ision making. Each team may want to keep brief notes of the reasoning behind their decisions so these different strategies may be discussed later. INSTRUCTIONS: SPECIAL CONSI DE RATIONS: ACKNOWLEDGEMENTS: See Page 2 There are two tapes to this package -- SETUPC, and MANAGC. TIES St. Paul, -Minnesota SETUPC, Page 2 MANAGEMENT SIMULATION GAME FOR THE HP 2000C INTRODUCTION Management Simulation allows a group to be divided into three subgroups acting as teams of business executives making periodic high level decisions for their firms. A realistic business practice operating over a period of several years can be simulated in one day. Each team alternately makes decisions about their company and allows the computer to carry out interactions amollg the teams and to produce quarterly reports based on the strategies of all three teams. The product is not specifically defined, therefore, the .decisions made by the management teams must be based on general business principles and not on knowledge concerning a particular product. Naturally, some simplifications have been made to reduce a reallife business situation to one which is workable on a time-share system with young students. One of these is the requirement that each quarterly operation be financed from cash on hand. Each team of participants may assume that it has been called in to take over the management of a company which has strong possibilities but which is not in very good financial position at the present time. As play progresses, the participants should acquire a feel for the market and an understanding of their competitors which should further aid 1n their decision making. Each team may want to keep brief notes of the reasoning behind their decisions so these different strategies may be discussed later. GEOGRAPHICAL BREAKDOWN OF THE MARKET The market is divided geographically into four areas. Any firm may sell its product in any area. Area 1 is the home area of firm 1, area 2 is the home area of firm 2, and area 3 is the home area of firm 3. Area 4 is an open market. Each firm has an advantage in its own area, in that there is no transportation charge applied to the units it sells there. Transportation charges are applied to units sold in competitors' areas, but a smaller transportation charge is applied to units sold in area 4. These charges are included in the unit delivered cost shown on each firm's confidential report. INITIAL REPORT At the start of play each team will be given a report showing the economic condition of their company. AREA DECISIONS After studying the initial report, each team makes a set of decisions. For each marketing area, it must decide the unit selling price and the amount of money to be spent on advertising. These have a direct and immediate effect on the amount of business each firm will get in each area. The potential market in each area will vary as a function of selling price, amount spent on research, and the total marketing expenditure. There are no seasonal cycles built into this model. PLANT DECISIONS In addition to the area decisions, a set of plant decisions must be made. Each management team must decide how much money to spend on production, research, and plant improvement. Plant manufacturing capacity may be increased at a cost of $20,000 for each 1,000 units. The new unit capacity can be calculated by dividing the plant value by $20. If a plant is operated at less than full capacity, a penalty of higher unit cost is automatically assessed. Research and development funds are applied over many periods. In this model they will yield a return greater than their cost in the long run. This is true of these funds only up to a reasonable percentage of sales income. R&D will help increase the potential market and decrease production costs. SETUPC. Page 3 CONFIDENTIAL REPORT Sales Analysfs Orders - The total numbe'r of orders recei ved by your fi rm in the areas indicated during the period covered by the report. Shipments - The total number of units sold by your firm in the areas indicated for the period covered. If this figure is less than orders, your firm may be underproducing. Marketing - The total amount your firm decided to spend on marketing in each area during the previous period. Revenue - The total amount of money your firm received for the shipments it had in each of the areas. Delivered Unit Cost - The unit cost of production plus the cost of delivering the units to the area. PRODUCTION REPORT Profit and Loss Current Income - The total dlllount of cash received from the sale of units. Cost of Goods Sold - The production cost of the units sold. The cost of unsold units appears as inventory in the Cash Flow-Financial Analysis section. Transportation - The cost of transporting units sold. This charge is $1.00 per unit in area 4. and $2.00 per unit in a competitors area. Marketing - The amount your firm decided to spend on marketing and advertising during the report period. Research - The amount your firm decided to spend on research. Depreciation - Computed at the rate of 2% during each period. Net Profit - The difference between sales income and total expense. Taxes - Computed at the rate of 50% of profit before taxes. Profit after Taxes - Net profit less taxes. Cash Flow-Financial Analysis Receipts - The total amount of cash taken in from the sale of units during the report period. Disbursements - The total amount of cash spent by your firm during the report period. Net Flow - Receipts less disbursements. New Balance - The amount of cash your firm now has with which to conduct business during the next period. Cash - The new cash balance. Inventory - The production costs of the units remaining unsold from the previous periods. Plant Value - The current value of your plant. To determine plant capacity for the coming period, divide this value by $20.00. Total Assets - The total value of all your assets. SETUPC, Page 4 Disbursement Allocation ($ Value) Transportation - See production report Marketing - See production report Research - See production report Plant Improvement - The amount your firm decided to spend this period. Production Cost - The amount your firm· allocated for production this period. Taxes - See production report Inventory Allocation (No. of Items) Beginning - Inventory from previous periods. Produced - Number of items produced this period. Shipped - Number of Balance - Number of items to be carried to next period as inventory. Unit Cost - Inventory value divided by balance. i~ems shipped this period. COMPANY STATUS All companies begin with the same production capacities, assets, and cash balance. These amounts are: CASH INVENTORY VALUE PLANT VALUE TOTAL ASSETS PRODUCTION CAPACITY $7,602 $2,509 71 @ $34.34 $5,200 $15,311 260 units GENERAL OPERATING INSTRUCTIONS FOR THE MANAG GAME ON HP 2000C The MANAG simulation is divided into two routines which are described below: SETUPC - This routine is called and executed at the beginning of the game to initialize the program values for all the groups running the simulation. MANAGC - This routine allows the three teams of a group to input their values for the unit selling price and advertising in each area and the amounts for production allocation, research and development and plant improvement. After these values are inputted, MANAG will perform the simulation, print out the confidential quarterly report and save the results. SPECIFIC INSTRUCTIONS FOR RUNNING THE MANAGC GAME Commands. printed below entirely in uppercase are entered by the system user on the remote terminal. Lowercase statements are responses by the computer. A. To initialize the program values for each group of three teams playing the simulation. it is necessary to use the system command OPEN-GAMEi.l where i is the game number. an integer 1-10. There must be one such OPEN command for each group of three teams playing the simulation (limit 10). 1. GET-SETUPC 2. OPEN-GAMEi,l i=1,2,3, ... 10 (If you get the message DUPLICATE ENTRY. use the next sequential integer unless you are starting the game over and want to reinitialize that game. In that case, pro- ceed to STEP 3 below.) SETUPC. Page 5 3. RUN 4. setupc 5. game number? (You should enter the integer used for 6. in the OPEN command given in STEP 2.) done Repeat Steps 1-6 for each game (set of three teams) to be initialized. B. To run MANAGe for the first and all succeeding quarters: 1. GET-MANAGC 2. RUN 3. manage 4. game number? 5. for firm 1 enter area selling prices.?60.60.60.60 6. enter area advertising expenditures.?150,100,100,100 7. enter production, rand d, and plant improvement.?5000,500,500 8. enter firm 2 data using three lines as above. 9. ?60.60.60,60 (Enter the game number for the group of three teams.) 10. ?100,150,100,100 11. ?5100,400,600 12. enter firm 3 data using three lines as above. 13. ?60.60.60,60 14. ?100.100,150.100 15. ?5200.500.300 16. do you want quarterly report printed? If yes, the computer then prints the Confidential Report for all three firms. (4-16 The question mark is a response from the computer. following the question mark is entered from WORK SHEETS.) 17. done The data typed SETupe, Page 6 Typical Work Sheets for One Firm WORK SHEET FIRST QUARTER TEAM #1 PART A CASH $7,602 PRODUCTION ALLOCATION 6,000 SUB TOTAL 1,602 RESEARCH &DEVELOPMENT SUB TOTAL 500 1,102 PLANT IMPROVEMENT SUB TOTAL 100 1 ,002 ADVERTISING EXPENDITURE 450 CASH ON HAND 552 PART B UNIT SELLING PRICE ADVERTISING DISTRIBUTED BY AREA 4 REGIONS 1 2 1 4 $60 $60 $60 $60 $150 $100 $100 $100 PART C - REPEAT FIGURES FROM PART A PRODUCTION ALLOCATION $6 z000 RESEARCH &DEVELOPMENT 500 PLANT IMPROVEMENT 100 SETUPC, Page 7 WORK SHEET SECOND QUARTER TEAM # 1 PART A CASH $9.698 PRODUCTION ALLOCATION 4.000 SUB TOTAL 5.698 RESEARCH &DEVELOPMENT 3.000 SUB TOTAL 2.698 PLANT IMPROVEMENT SUB TOTAL 100 2.598 540 ADVERTISING EXPENDITURE CASH ON HAND 2.058 4 REGIONS PART B UNIT SELLING PRICE ADVERTISING DISTRIBUTED BY AREA 1 2 3 4 $55 $55 $55 $54 $150 $190 $50 $150 PART C - REPEAT FIGURES FROM PART A PRODUCTION ALLOCATION $4.000 RESEARCH &DEVELOPMENT 3.000 PLANT IMPROVEMENT 100 SETupe, Page 8 WORK SHEET THIRD-QUARTER TEAM # 1 PART A CASH $11 1 547 PRODUCTION ALLOCATION 6 1°°0 SUB TOTAL 5.547 RESEARCH &DEVELOPMENT 2aO OO SUB TOTAL 3i 547 PLANT IMPROVEMENT SUB TOTAL 450 3.097 ADVERTISING EXPENDITURE CASH ON HAND 513 2.584 ~ 4 REGIONS UNIT SELLING PRICE ADVERTISING DISTRIBUTED BY AREA 1 L 1 4 $55 $54 $56 $54 $150 $111 $127 $137 PART C - REPEAT FIGURES FROM PART A PRODUCTION ALLOCAT ION _ _ _ _ _....::$~6...t.,;.0~O;.::.O_ _ _ __ RESEARCH & DEVELOPMENT _ _ _ _ _.....;2::..l•..;;..OO;..;;O~ _ _ __ PLANT IMPROVEMENT _ _ _ _ _ _ _--=...;45~0_ _ _ __ SETUPC, P.age 9 RUN OPEN-GAM111 RUN SETUPC GAME NUMBER?i DONE GET-MANAGC RUN MANAGC GAME NUMBER? 1 FOR FIRM 1 ENTER AREA SELLING PRICES.?6aI6aI6aI6a ENTER AREA ADVERTISING EXPENDITURES.?lSallaallaaI188 ENTER PRODUCTION 1 RAND DI AND PLANT IMPROVEMENT.?SaeaIS88ISa8 ENTER FIRM 2 DATA USING THREE LINES AS ABOVE. ?6816a16816a 11a811Sallaallee 1SIaal4881688 ENTER FIRM 3 DATA USING THREE LINES AS ABOVE. 168168168168 1188118allS81188 1S2881Sa813a8 DO YOU WANT QUARTERLY REPORT PRINTED1YES - - FIRM I PERIOD SALES ANALYS IS 2 AREA ORDERS SHIPMENTS MARKETING REVENUE DLVRD UNIT COST(S) 41 41 158 2460 36.67 CURRENT INCOME COST OF GDS SLD TRANSPORTAT ION MARKETING RESEARCH DEPRECIATION NET PROFIT TAXES PROFIT AFTER-TAXES 1044a 638.1 193 458 588 184 2812 1486 1486 DISBURSEMENT ALLOCATION(SVALUE) TRANSPORTATION MARKETING RESEARCH PLANT IMPROVEMENT PRODUCTION COST TAXES TOTAL 38 38 100 1800 38.67 38 38 100 1880 38.67 CASH FLOW PROFIT AND LOSS' 193 . 458 588 588 5888 1486 8049 4 3 TOTAL 174 174 450 10440 73 73 la8 4388 37.67 FINANCIAL ANALYSIS RECEIPTS DISBURSEMENTS NET FLOW NEW BALANCE . CASH I NVENTORYVALUE PLANT VALUE TOTAL ASSETS 10448 8849 2391 9993 9993 1128 5596 16111 INVENTORY ALLOCATION(NO. ITEMS) BEGINNING PRODUCED SHIPPED BALANCE UNIT COST(S) 11 .133 114 38 37.59 SETUPC, Page 10 f'IRM 2 PERIOD SALES ANALYSIS AREA 2 ORDERS SHIPMENTS MARKETING REVENUE DLVRD UNIT COSTeS) 29 29 100 1740 38.43 40 40 150 2400 36.43 PROF I T AND LOSS CURRENT INCOME COST OF GDS SLD TRANSPORTAT I ON MARKETING RESEARCH DEPRECIATION NET PROf'IT TAXES PROF I T AFTER TAXES 3 29 29 100 1740 38.43 CASH FLOW 10140 6157 187 450 400 104 2842 1421 1421 4 TOTAL 71 71 100 4260 37.43 169 169 450 10140 FINANCIAL ANALYSIS RECEIPTS DISBURSEMENTS NET FLOW NEW BALANCE 10140 8158 1982 9584 CASH INVENTORY VALUE PLANT VALUE TOTAL ASSETS 9584 1452 5696 16732 DISBURSEMENT ALLOCATIONCSVALUE) INVENTORY ALLOCAT lUNCNO. ITEMS) TRANSPORTATION MARKET I NG RESEARCH PLANT IMPROVEMENT PRODUCT ION COST TAXES TOTAL BEGINNING PRODUCED SHIPPED BALANCE f'IRM 3 1'87 450 400 600 5100 1421 8158 71 137 169 39 UNIT COSTeS} 37.23 PERIOD SALES ANALYS I S 2 AREA ORDERS SHIPMENTS MARKET I NG REVENUE DLVRD UNIT COSTeS} 30 30 100 1800 38.25 PROFIT AND LOSS CURRENT INCOME COST OF GDS SLD TRANSPORTATION MARKETING RESEARCH DEPRECIATION NET PROFIT TAXES PROFIT AFTER TAXES 10440 6308 193 450 500 104 2885 1443 1443 DONE 193 450 500 300 5200 1443 8086 TOTAL 4 41 41 150 2460 36.25 CASH FLOW DISBURSEMENT ALLOCATIONCSVALUE) TRANSPORTATION MARKET I NG RESEARCH PLANT IMPROVEMENT PRODUCTION COST TAXES TOTAL 30 30 100 1800 38.25 3 174 174 450 10440 73 73 100 4380 37.25 FINANCIAL ANALYSIS RECEIPTS DISBURSEMENTS NET FLOW NEW BALANCE 10440 8086 2354 9956 CASH I NVENTORY VALUE PLANT VALUE TOTAL ASSETS 9956 1401 5396 16754 INVENTORY ALLOCAT IONC NO. ITEMS) BEGINNING PRODUCED SHIPPED BALANCE UNIT COSTeS) 71 141 174 38 36.88 BUSINESS (EDUCATION) CONTRIBUTED PROGRAM (880) BASIC STAT TITLE: STAT: Statistical Analysis of Lab Data DESCRIPTION: This program treats class sets of laboratory data statistically. Aside from a table of experimental values with errors and percent errors, the teacher has a choice of experimental value distribution with bar graph, ranking by percent error, ranking by experimental value" mean deviation, and standard deviation. 36344 OBJECTIVES: INSTRUCTIONS: A. To make percent error in experiments more meaningful. B. To increase competitive spirit in the laboratory due to ranking portion of statistical analysis. C. To provide a basis for further discussion of laboratory data and techniques. PRELIMINARY PREPARATION: This program is not generally for student use. DISCUSS ION: Often a teacher is forced to work with some arbitrary percent error scale for marking purposes. With a statistical analysis of the laboratory results, a realistic scale can easily be developed. Also, it is often desirable to discuss the class results but without a statistical analysis this usually turns out to be rather shallow. The analysis can now be obtained in the few minutes it takes the students to clean their equipment and put it away. It may be helpful to discuss a few of the ways in which the teacher can input data. First, the teacher may simply call up the program and then either he or his students can input the data as the experiments are finished. Next, with the teletype unit on local, a tape can be made and the analysis can be made at any convenient time. With tapes a teacher can do a statistical analysis of his classes separately or as a group as long as each student gets a different student number. The program conversationally requests input. ACKNOWLEDGEMENTS: Huntington Project Polytechnic Institute of Brooklyn STAT, page '} RUN RUN STAT THIS PROGRAM WILL DO THE FOLLOWINGs 1. PRINT OUT A TABLE OF EXPERIMENTAL VALUES, ERRORS, AND PERCENT ERRORS INCLUDING AVERAGES FOR ALL. 2. GIVE YOU A CHOICE OF ALL OF THE FOLLOWING: CHOICE 1 - EXPERIMENTAL VALUE DISTRIBUTION INCLUDING A BAR GRAPH CHOICE 2 - RANKING BY PERCENT ERROR CHOICE 3 - RANKING. BY EXPERIMENTAL VALUE CHOICE 4 - OTHER INFORMATION CHOICE 5 - ALL OF THE ABOVE CHOICES CHOICE 6 - ENDS PROGRAM INSTRUCTIONS 1. LINES 100 TO 159 HAVE BEEN RESERVED FOR DATA. 2. NOTE. THE FIRST DATA LINE MUST ALWAYS BE N0. 100 AND LINE 101 MUST ALWAYS BE USED. 3. THERE IS ROOM FOR DATA FOR A MAXIMUM OF 50 STUDENTS. 4. INPUT SHOULD BE IN THE FORMs 100 DATA STUDENT NO., VALUE, STUDENT NO., VALUE, ETC., 5. STUDENT NUMBERS MUST RANGE FROM 1-50. 6. OLD DATA IS ERASED BY INPUTING NEW DATA WITH THE SAME LINE NUMBERS DURING SUBSEQUENT RUNS. 7. IF THE FIRST RUN REQUIRES DATA LINES 100-110 AND THE SECOND RUN REQUIRES LINES 100-109, LINE 110 IS TYPED IN TO ERASE OLD DATA IN THAT LINE. 8. NEVER TYPE SAVE DURING THE RUN OF ANY PART OF THIS PROGRAM. DONE 100 DATA 1,37,~.8,2,38.6,3,39.7,4,37.9,5,38,6,40.6,7,41,~.8,8,3 7.6i9 101 DATA 39.5,10,40.1,11,39.8,12,39.4,13,35.4,14,33.9,15,42,16,39.6 102 DATA 17,38.7,18,37,-.6,19,38.5,20,40.1 RUN STAT WHAT IS THE TOTAL NO. OF STUDENTS AND THE CALC. VALUE?20,39 DATA LISTED BY STUDENT NUMBER STUDENT NO. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 VALUE 37.8 38.6 39.7 37.9 38 40.6 41.8 37.6 39.5 40.1 39.8 39.4 35.4 33.9 42 39.6 38.7 37.6 38.5 40.1 ERROR PERCENT ERROR -1.2 -.400002 .699997 -1 .1 -1 1.6 2.8 -1.4 .5 1• 1 .800003 .400002 -3.6 -5-1 3 .599998 -.300003 -1.4 -.5 1-1 THE ARITHMETIC MEAN (AVERAGE) IS THE AVERAGE ERROR (ABSOLUTE) IS THE AVERAGE PERCENT ERROR IS 3.07692 1.02564 1 .79486 2.82051 2.5641 4.10256 7.1795 3.58975 1.28205 2.82051 2.05129 1.02564 9.23077 13.0769 7.69231 1.53846 .769239 3.58975 1.28205 2.82051 38.83 1.43 3.66667 DO YOU DESIRE ADDITIONAL INFORMATION 7 IF SO, TYPE IN THE NUMBER OF YOUR CHOICE.75 FOR. THE DISTRIBUTION, WHAT LOWER LIMIT, UPPER LIMIT, AND STEP DO YOU DESIRE 735,42.5,.5 STAT, page 3 EXPERIMENTAL VALUE DISTRIBUTION ------------ ----- ------------ FROM 0 35 35.5 36 36.5 37 37.5 38 38.5 39" 39.5 40 40.5 41 41.5 42 42.5 TO LESS THAN NO. 35 35.5 36 36.-5 37 37.5 38 38.5 39 39.5 40 40.5 41 41.5 42 42.5 INFINITY 1 1 0 0 0 0 4 1 3 1 4 2 1 0 1 1 0 RANKING BY PERCENT ERROR ------- RANK 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 ------- ----- STUDENT NO. 17 2 12 9 19 16 3 11 5 4 10 20 1 8 18 6 7 15 13 14 PERCENT ERROR .769239 1.02564 1.02564 1.28205 1.28205 1.53846 1.79486 2.05129 2.5641 2.82051 2.82051 2.82051 3.07692 3.58975 3.589'15 4.10256 7.1795 7.69231 9.23077 13.0769 RANKING BY EXPERIMENTAL VALUE ------- ------------ ----- RANK STUDENT NO. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 IS 16 17 18 19 20 14 13 8 18 1 4 5 19 2 17 12 9 16 3 11 10 20 6 7 15 EXPER. VALUE 33.9 35.4 37.6 37.6 37.8 37.9 38 38.5 38.'6 38.7 39.4 39.5 39.6 39.739.8 40.1 40.1 40.6 41.8 42 BAR GRAPH • • •••• •••• • •••• •• • • * STAT, page 4 OTHER INFORMATION THE MEDIAW VALUE IS 38.7 THE LOWEST VALUE IS 33.9 THE HIGHEST VALUE IS 42 THE MEAN DEVIATION (AVERAGE DEVIATION> IS .130003 THE STANDARD DEVIATION IS 1.87776 THIS CONCLUDES THE RUN. DONE • EDUCATIONAL ADMINISTRATION (885) CONTRIBUTED PROGRAM BASIC ATTEND 36202 TITLE: ABSENTEE LISTINGS DESCRIPTION: This program provides a listing of absentees in alphabetical order, according to the first three letters of the last name (most efficient method). The list is divided into three groups, according to each student's class (10, 11, or 12). Calculations are also made to determine total absentees and percent attendance. The completed output is then suitable for use as a daily bulletin of high school attendance. Asterisks designate change of alphabetical character in last name. INSTRUCTIONS: See page 2. SPECIAL CONSIDERATIONS: Care must be exercised to insure'sufficient storage for each record, as a file overflow will result in program termination. In all cases, the specific file in which the deficiency has occurred will be indicated by the program. That file should be killed and opened again. ACKNOWLEDGEMENTS: William R. Hudson Butler Senior High School/Butler, Pennsylvania ATTEND, page 2 INSTRUCTIONS Fil es "ATTEN1» "ATTEN2» "ATTEN3," and "ATTEN4," must be opened before each run and ki 11 ed afterwards. "ATTEN1" - "ATTEN3" accomodates the number of absentees in classes 10, 11 and 12, respectively (5 names per record). For example, if there are 90 absentees in a class, there must be at least 19 records for that corresponding file [l+INT(N/5)]. II II Since the files will be killed immediately after the run of the program. the number of records opened is of no consequence as far as cost is concerned. Therefore, files should always be opened larger than necessary. File "ATTEN4" is used as a buffer file. of ~tudents in the largest class. It must be opened (1 record per entry) to the number Absentees should be entered on paper tape (to conserve terminal time) and should be punched as fo 1'1 ows: LAST NAME, FIRST NAME, GRADE [x-off, return, linefeed] where: the name of the student is entered as indicated and may occupy 20 positions, grade is the class of the student being entered. If omitted, an appropriate error message will be issued. Name and grade need not be separated; however, any character other than a blank will be accepted as part of the name. If data is not entered on tape, a return is the only needed character to end each line. Example: SMITH, JOHN 12 [return] After the last absentee has been entered, type "END" at the next input (to signify end of data). Each class will then be alphabetized and recorded. Respond with "YES" or "NO" upon request of "CORRECTIONS?". If "YES" the entry numbers of absentees to be omitted will be requested (entry numbers are assigned sequentially during input). If "NO" is typed, the program will continue. At the input for "TOTAL ATTENDANCE?", enter the number of students in attendance (the number of students present when there are no absentees). At the next input ("NUMBER OF LINES PER PAGE?"). enter the number of lines to be printed on a single page (57 for a standard sheet). Execution of the program will not continue until the return key is depressed (allowing time for the placement of a stencil or other duplicating forms, in the teletype). The return key must again be depressed after the printing of the given number of lines. If the printing form is not changed. printing will be continued at the point at which it was previously halted. For additional executions. RUN-930. ATTEND. Page 3 RUN RUN ATTEND ENTER ABSENTEES AS FO~~OWSI NAME. FIRST - GRADE TYPE 'END' AT FINAL DATA REQUEST ~AST ABSENTEES •••••••••••••••••••• GR ENTRY I1KRIESS.DONNA 11 ENTRY 21 MIZERAK.PATRICE 12 ENTRY 31 KE~LANDER.~ORETTA 11 ENTRY 41 FREE~INGIDONNA II ENTRY 51 KAl..P.DEB 12 ENTRY 61 JArrEIJOE~ 12 ENTRY 71 ~EnAND.MIKE 12 ENTRY 81 KENNEDYIPAU~A 12 ENTRY 91 SCOTTIVA~ENTINA 12 ENTRY 111 BOSHO,PAM 12 ENTRY 111 NANNI. DEB 19 ENTRY 121 FREDERICK,AMY 12 ENTRY 131 TOMASOVICH,RICK 11 ENTRY 11&1 O'BRIEN.CINDY 11 ENTRY 151 BARBER.JACK 12 ENTRY 161 ENG~ISH,JOHN 12 ENTRY 171 GREEN,A~MARTIN 11 ENTRY 181 MORRISON,Al..BY 11 ENTRY 191 SWIDZINSKI,ROD 11 ENTRY 2 I!! 1 BOUCH, MARY I 1 ENTRY 21? l..ANCASTER,JANE 11 ENTRY 221 SCHED~ER,~INDA 12 ENTRY 231 STEFFANAUER,KAREN 11 ENTRY 241 BUREAU, CHUCK 11 ENTRY 251 Bl..OOM,l..ARRY 12 ENTRY 261 HENDERSHOT,CHUCK 2 INPUT ERROR RE-TYPE ENTRY ENTRY 261 ENTRY 271 ENTRY 281 ENTRY 291 ENTRY 311 HENDERSHOT,CHUCK 12 GIBBS, CATHY 12 SMA~~WOOD,BEV 12 MCKAIN,l..ARRY 19 ORTH,RON II!! ATTEND, Page 4 ENTRY 311 ENTRY 327 ENTRY 331 ENTRY 341 ENTRY 351 ENTRY 361 ENTRY 371 ENTRI 381 ENTRY 391 ENTRY 401 ENTRY 411 ENTRY 421 ENTRY 431 ENTRY 441 ENTR'Y 451 ENTRY 461 COGLEY"BOB 12 GAMBLE" RAY 12 HElTZER"KEN II OLEXSAK" DAVE II LEUTIiARDT" V ICK I . 12 ZALIPONI"ROD 12 BIEDENBACH"PAUL 10 TURNER"TOM 10 PATTEN" PAT 19 SCOTT"IiAROLD II BlTTNER"WM. 10 HOCKENBERRY" ROBT 10 ZITZHAN"AL 12 PROTZMAN"S·DWIGHT 19 SWIDZINSKI"DALE I 1 ENTRY ENTRY ENTRY ENTRY ENTRY ENTRY ENTRY ENTRY ENTRY ENTRY ENTRY ENTRY ENTRY ENTRY ENTRY ENTRY ENTRY ENTRY ENTRY ENTRY ENTRY ENTRY ENTRY ZARNICK"DAVE 12 471 . OTT" LUTKER II 481 PALACE"CKUCK 11 491 SHEPPECK"JERRY I I 501 GREEN"JULIE 12 511 LESLIE"SALLY 12 521 BAUMGART"CAROL 10 531 DALLAS"KAREN 10 541 CRILEY"RON 12 551 GALL" DIANNA 12 561 DUNKLE"LISS ~A 1 I 571 WEIGLE" PAT I 1 581 LAMBERT" KAREN 10 591 URAM"GARY 12 601 MCCOMMON" DAVE 10 611 fALLECKER"ROSE 10 621 GRAIiAM"DEB 10 631 GAUDINO" SABRINA 10 641 BIEDENBACH"ROGER I 1 651 CINGOLANl"ROBT 12 661 YURKOVICH"GEO. 11 671 K~HAUST "KEITH 12 681 GRAY"PATTY 11 691 KENNEDY"L~TOM 11 ATTEND. Page 5 ENTRY 70? ENTRY , 711 ENTRY 72? ENTRY 731 ENTRY 741 ENTRY 751 MILLER"GEO. 11 CRAIG"RANDY 11 HUTCHIS0N"KEJTH 11 MATSON .. JIM •• HAINER" FRANK 12 BARBE" INPUT ERROR RE-TYPE ENTRY ENTRY 75? ENTRY 76? ENTRY 771 ENTRY 78? ENTRY 79? ENTRY BAYER" SCOTT IS 8"?END BARBER .. JEFF 18 REOTT"ROD .8 SMITH"RANDY 18 WAHLER .. RONNIE IS CLASS IS RECORDED CLASS 11 RECORDED CLASS 12 RECORDED DATA RECORDED CORRECTIONS?YES ENTER NUMBER OF ABSENTEE TO BE OMITTED TYPE ZERO AT FINAL DATA REQUEST ENTRY NUM8ER135 ENTRY NUM8ER754 ENTRY NUMBER1ZERO 118 TOTAL ATTENDANCE?2488 NUMBER OF LINES PER PAGE?S" RETURN KEY MUST 8E DEPRESSED TO CONTINUE EXCECUTION ATTEND, Paqe 6 ATTENDANCE BULLETIN 7/19/72 GRADE 10. • BARBER" JEFF BAUMGAt:\T" CAROL BAYER" SCOTT BIEDENBACH" PAUL 8ITTNER"WM • • DAL1.AS" kAREN • TALLECkER" ROSE .GAUDINO" SABRINA GRAHAH"DES .HOCKENBERRY" ROBT .JOUESS" DONNA .LAMBERT"KAREN .MCCOHHON"DAVE MCKAIN"LARRY .NANNI" DEB .ORTH"t:\ON .PATTEN"PAT PROTZMAN"DWIGHT .REOTT"ROD .SMITH"RANDY .TURNER"TOM .VAH1.ER"RONNIE TOTAL ABSENTEES PERCENT ATTENDANCE DONE GRADE II • .BIEDENBACH"ROGER . BOUCH" MARY BUREAU" CHUCK .CRAIG"RANDY .DUNKLE"LISSA .FREELltlG"DONNA .GRAY" PATTY GREEN" MART IN .HEITZtR"KEN HUTCHlSON"KEITH .KELLANDER~LORETTA KENNEDY" TOM .UNCASTER" JANE .MATSON"JIM HILLER"G£O. MORRlSON"ALBY .OLEXSAK"DAVE OTT"LUTIiER O'BfUEN"CINDY • pALACE" CHUCK .SCOTT"IiAROLD SHEPPECK"JERRY STEFFANAUER"KAREN SWIDZINSKl"DALE SWIDZINSKl"ROD .TOHASOVICH"RICK .WEIGLE"PAT .YURKOVICH" GEO. 77 96.79% GRADE 12. .BARBER" JACK BLOOM"l.ARRY BOSHO"PAH .C INGOl.AN 1" ROBT COGLEY"BOB .ENGLlSIi"JOHN .FREDERICK"AMY .GALL"DIANNA GAHBLE"RAY GIBBS"CATHY GREEN~JULIE .HAINER" FRANK HENDERSHOT" CHUCK .JAFFE"JOEL .KALP"DES KENNEDY"PAUU .LESLIE"SALLY LEYLAND"MIKE .MAUST "KEITH HIZERAK"PATRICE .SCHEDLEt:\" LINDA SCOTT" VALENT INA SMALUIOOD"BEV .URAH" GARY' .ZALIPONI"ROD ZARNICK"bAVE ZITZMAN"AL EDUCATIONAL ADMINISTRATION (885) CONTRIBUTED' PROGRAM BASIC AVERGl 36340 TITLE: AVERG1: Averages and Curves Grades DESCRIPTION: This program will average any number of grades. A passing grade must be inputted by the teacher, and the computer will list the numerical value of the curve and the respected adjusted grades based on the computed averages and the passing grade. INSTRUCTIONS: Enter grades as DATA in 1; nes 600-700. , SPECIAL CONSIDERATIONS: Curving is valid only if the original grade distribution showed a Bell Curve. ACKNOWLEDGEMENTS: Hunt; ngton Project Polytechnic Institute of Brooklyn AVERG1, page 2 RUN 6e0 DATA 651781761481651781821691711561901671591601701741621571 66 601 DATA 64163165159160156148666 RUN AVERGI PASSING GRADE FOR THIS TEST IS 170 THE AVERAGE OF ALL GRADES ENTERED IS 65.7037 THE AVERAGE FALLS BELOW THE PASSING GRADE BY 4 (ROUNDED TO NEAREST WHOLE NUMBER.) ADJUSTED GRADE • ORIGINAL GRADE + 4 STUDENT NUMBER ....... 1 2 3 1& 5 6, 7 8 9 10 11 12 13 11& 15 16 17 18 19 20 21 22 23 21& 25 26 27 DONE ORIGINAL GRADE • •• a==== 65 78 76 48 65 78 82 69 71 56 90 67 59 60 70 7'4 62 57 66 61& 63 65 59 60 56 1&8 66 ADJUSTED GRADE a ........... 69 82 80 52 69 82 86 73 75 60 94 71 63 64 74 78 66 61 70 68 67 69 63 61& 60 52 70 POINTS. EDUCATIONAL ADMINISTRATION (885) CONTRIBUTED PROGRAM BASIC BASKET 36605 TITLE: BASKETBALL STATISTICS DESCRIPTION: This program maintains individual and team statistics for varsity and junior varsity basketball teams. Data items input are offensive rebounds, defensive rebounds, losses (losses of the ball by bad passes, fumbles, allowing the ball to be stolen or being tied up and losing the jump), violations (rule violations other than fouls which result in the loss of the ball), gains (individually forcing losses or violations on opponents). assists, fouls, field goals attempted. field goals made. free throws attempted and free throws made. Output consists of a chart divided into Floor Play and Shooting categories which contains individual totals, games played and shooting and scoring averages. Team information consists of totals and averages on all items input. INSTRUCTIONS: Open files VARS and JRVAR with one record each and file NAMES with two records. Enter a zero matrix (21 x 6) in VARS and JRVAR. A program named PROG is provided to enter the zero matrix. Just GET-PROG and RUN to initialize the files. Enter the names of up to 21 varsity players in numerical order in the first record of NAMES and the same information for the junior varsity in the second record. Maximum name length is nine characters. Two statements must be altered a~ follows: 80 R = number of varsity players ' r l 110 R = numberf junior varsity players. The argument of the TAB functlon and the school name in statement 890 . should be changed. The fOrlflula for the argument is: If the number of characters in the name string is odd, then the argument is - 36 number of characters + 1 2 If the number of characters in the name string is even, then the argument is - 36 number of characters 2 . continued on following page SPECIAL CONSIDERATIONS: ACKNOWLEDGEMENTS: In order that all data for one team may be stored in a file of one record. the data which is output from a matrix as large as 21 x 13 is compressed into a 21 x 6 matrix. Of the thirteen items for each player, the rebounding and shooting may each total up to 999 (three digits) and other items up to 99 for a total of 32 digits. These are stored in five six-digit numbers and one two-digit number. Richard Bach North Eugene High School BASKET. Page 2 INSTRUCTIONS continued On execution, first input required is the number of players for whom data is to be entered. number of games played to date and team identification (varsity or junior varsity). Next input is player data consisting of the uniform number followed by the eleven items listed above (in the description of the program) in the order given. Players are entered separately and in order of uniform number. On the season's first execution. enter data for all players. including those who have not yet played. For them. enter the negative of the uniform number (to avoid counting a game played) and eleven zeroes. The question GAMES? will be typed when a negative uniform number is entered. Enter a zero on first execution. Errors in data can be corrected after the error appears in a complete printout. To correct for any number or players. execute the program, indicating the number of players for whom corrections are needeu. Then enter the negative of the player number followed by zeroes or positive or negative numbers as needed to correct. When GAMES? is typed enter the number required to correct the number of games played. To get a printout without entering player data. enter zero for the number of players. RUN 18 F'I LES NAMES 20 30 PRINT I 1.1 J.. WOOORUF'F'·· ... LEWMAN".··AINGE DAV··.··HATF'I ELO... ··JACKSON" PRINT II J"COOLEY" ."SCHNEI OER" ."GOHL". "MCCONNELL '~. "ROSHALr·. "HANEKE" PRINT I I J.. NEEOS ..... AINGE OOU"."BURGE" END ~0 50 RUN MISSING OR PROTECTED F'I LE OPE-NAMES.2 RUN ~ONE OPE-VARS.I OPE-JRVAR.I GET-PROG RUN PROG DONE GET-BASKET RUN BASKET ENTER I OF' MEN PLAYING. GAME I. TEAM 1 I~. I. V ENTER I. OF'F' RB. OEF' RB. LOSS. VIOL. GAIN. ASST. F'OULS. F'GA. F'G. F'TA. F'T 112.J.I.0.0.0.2.2~2.1.2.0 1-13.0.0.0.0.0.0.0.0.0.0.0 GAMES10 11~.0.1.1.I.t.2.3.6.2.2.2 128.e.8.e.e.0.0.2~2~0.0.0 122.0.1.I.l.I.J.J.5.J.~.~ 12~.1.1.8.8.0.1.1.2.0.0.0 1-26.8.8.0.0.0.0.0.0.0.0.0 GAMES18 1-28.8.8.8.0.0.0.0.0.0.0.0 GAMES18 1-38.0.0.0.8.0.0.0.0~0.0.e GAMES?0 1J2.J.~.2.I.J.~.2.12.9.0.0 ?J·-J6.8.8.0.0.e.0.0.a.e.0.0 GAMES?8 ?-~I.e.8.8.0.0.e.e.0.0.e.0 GAMES?8 158.~.6.1.8.1.2.8.12.8.J.1 152. J. 5.2. I • I .2.2. 12. ~. 5. ~ BASKET, Page 3 NORTH EUGENE HIGH SCHOOL VARSITY BAS~ETBALL STATISTICS THROUGH I GAMES FLOOR: PLAY PLAYER NAME WOODR:UFF LEWMAN AINGE: DAV HATFI ELD JAC~SON COOLE:Y SCHNE:IDER GOHL MCCONNELL ROSHAU HANEI-?83 NUMBER OF BLOCKS ALLOCATED FOR FI1..EB (CRITERIA Fl1..E>715 August 1976 SGFMS, PrtfjP 1n TYPE COMMAND?CLE STUDENT RECORD FILE CLEAR AUTHORIZATION? TYPE C TO CLEAR OR A TO ?C CLEAR COMPLETED A~ORT TYPE COMMAND?REG REGISTRATION I' YOU MAKE AN ERROR IN TYPING A STUDENT HAMEl YOU MAY CORRECT IT BY USE or THE ALT (ALTER) COMMAND. TYPE END TO TERMINATE RtGISTRATION RECORD LENGTH 101 WORDS TYPE NAME I 7SUSAN ALDERN·MAN TYPE NAME 2 ?ARKWRIGHT G. AMBERG TYPE NAME 3 ?ROBERT BARBER TYPE NAME 1& ?LISA BLOCHER TYPE NAME 5 ?GEORGE CLARK TYPE NAME 6 ?ALBEAT CROFT TYPE NAME 7 ?,",OHN EPPICH TYPE NAME 8 '?,",ON FAUST TYPE NAME 9 1PATRICIA HOBBS TYPE NAME 10 ?END TYPE COMMAND? STA STATUS CO~1r-tAND STATUS REPORTS HELP AVAILABLE SELECT REPORT I DMPI GRDI NAM, RANI STU1NAM SINGLE OR TRIPLE SPACE REPORT?SlNGLE REGISTERED STUDENTS 2 J 1& '5 6 7 8 9 PHARMACEUTICS 887 SUSAN ALDERMAN ARKWRIGHT G. AMBERG ROBERT BARBER LISA BLOCHER GEORGE CLARK ALBERT CROFT .JOHN EPP J C H .JON rAUST PATRICIA HOBSS TYPE COHMAND1ALT STUDENT NUHBER74 LISA BLOCHER TDYY ALTiR NAME OR PASSWORD1PASSVORD PASSVORD?TDSY TYPE COHMAHD?DRO STUDENT NUMBER'8 DROP JON ~AUST1YES STUDENT DROPPED (NAME PRINT) BIAI DOPR lCYW TDYY GDTB URE,. ND.JT TOEX RSFH USL OF THE ALTER AND DROP COMMANLJS SGFMS. Page 11 TYPE COMMAND1CRI CRITERIA MAINTENANCE .COMMANDS CRITERIA MAINTANCE SELECra CLE~ END, INP, PRI TYPE CRITERIA COMMAND1CLE CLEAR CRITERIA FILES ,TYPE C TO CLEAR FILES OR X TO ABORT ?C CLEAR COMPLETED TYPE CRITERIA COMMAND?INP INPUT (SET CI-O TO TERMINATE ROUTINE) SYSTEM WILL ACCEPT 15 CRITERIA CI11 CRITERION. ?CONGRATULATIONSII YOU MADE NO ERRORS CI?2 CRITERION. ?PACKAGING OR LABELING ERROR CI?3 CRITERION. ?TYPINf:; OR SPELLING L"'ERROR ON LABEL CI10 TYPE CRITERIA COMMAND1PRI SELECT PRINT. RANGE OR 'SELECT 1RANGE LOWER LIMIT?I UPPER LIMIT (MAX IS 15 13 1 2 3 CONGRATULATIONS! I YOU MADE NO ERRORS PACKAGING OR LABELING ERROR TYPING OR SPELLING ERROR ON LABEL HELP COMMAND TYPE CRITERIA COMMAND1END TYPE COMMAND?HELP ALT ALTER. ALTERS STUDENT NAME OR PASSWORD CLE CLEAR. ERASES STUDENT NAMES AND THEIR GRADE RECORDS CRI CRITERIAI INVOLKES THE CRITERIA FILE MAINTAINANCE SUBSYSTEM DRO DROPI DROPS A REGISTERED STUDENT END TERMINATES A SYSTEM OR SUBSYSTEM INP INPUT. USED TO INPUT STUDENT'S GRADES REG REGISTRATION. PLACES THE STUDE~T NAMES AND PASSWORDS ON THE SYSTEM STA STATUS. PRINTS STATUS REPORTS SYS SYSTEM. USED IN INITIALIZING THE SYSTEM UPD UPDATE. PERMITS THE CORRECTION OF A STUDENT RECORD TYPE COMMAND?INP SELECT INPUT MODEs CBG~ Q, OR E?CBG EXERCISE I?5 ALL INPUTS WILL BE PLACED IN EXERCISE STUDENT NUMBER?090· ...... 9 PATRICIA HOBBS GRD,CR1? ?9~4 CR2?0 INPUT OF CBG'S I 5 SGFMS, Page 12 STUDENT NUMBER13 ROBERT BARBER GRD"CRI1 18",2 CR213 CR310 STUDENT NUMBER10 EXERCISE '?6 ALL INPUTS WILL BE PLACED IN EXERCISE I 6 STUDENT NUMBER15 GEORGE CLARK GRDICRI1 110",1 CR2?0 STUDENT NUMBER?O EXERCISE '10 TYPE COMMAND1UPD RECORD UPDATE AUThORIZATION? SET STUDENT NUMBER c 0 TO TERMINATE UPD TYPE X TO BYPASS STUDENT NUMBER11 SUSAN ALDERMAN DISPLAY' CBG", Q", E" OR X1CBG NO CBG'S STORED UPDATE. CBG", Q", E" OR X1CBG EXIICBG",CR115",8,,3 CR214 CR310 STUDENT NtlMBER19 PATRICIA HOBBS DISPLAYI CBG", QI E", OR X1CBG CBG'S EX' 5 -9 UPDATE I CBG" Q", E", OR X1E EXAMI"GRD? 12",88 STUDENT NUMBER10 TYPE COMMAND1END DONE UPDATE COMMAND OO(JJ. me.n.t.a..Uott Ode. 3/15 EDUCfiTlm;AL Am~INISTRATION C9NTRIBUTED PROGRAM STUDENT RESPONSE PRINT (885) BASIC SRP TITLE: SRP: DESCRIPTION: The Student Response Print (SRP) is a program designed to read response files which are written by the Hewlett-Packard IDF program IDSF (Instructional Dialogue Student Facility), and print the responses in two formats: A. 36888-18008 Standard Response Print The standard response print lists the responses for each student by section number. B. Response Frequency Count The Response Frequency Count print eliminates all duplicate responses and prints only unique responses and their associated frequency of occurrence .by section number. INSTRUCTIONS: The SRP uses one disc file (SKR2) as a scratch file. The SKR2 file is routinely created as part of the IDF system. If the SKR2 file has not been created it should be opened in the following manner: CRE-SKR2,32 SRP contains a variety of features which are designed to increase the program's flexibility and usefulness. A. "Batch" Processing Feature The user often must dump a number of response files. This can be a time consuming task if the number of sections are small, and if there are many files to dump, since the user must "baby sit" the computer terminal, dumping one file, then the next, etc. The SRP allows the user to enter from one to twelve filenames to be dumped, the SRP will dump the files in 'a continuous fashion. B. Remove Blanks Option IDSF answer checking is often performed after removal of embedded blanks from student answers, but the student answers are written into the response file without blanks removed. With the REMOVE BLANKS option, the user can print the responses without blanks, thus making the responses appear as they appear to the answer checking section of IDSF. If blanks are removed, the user can readily determine if this answer checking is working properly by comparing the print to the appropriate section. C. Frequency Counts of //CALC, //HINT, and //STOP Since it is often useful to determine the student use of CAl facilities, such as the calculator, the SRP does frequency counts of the 3 major IDF aids: //CALC, //HINT, and //STOP. Continued on following page. ACKNOWLEDGEMENTS: August 1976 Verl Dennis and Daniel Krautheim Office of Educational Development The Ohio State University SRP, Page 2 INSTRUCTIONS continued. D. Selective Section Dumps If only one response filename is entered into the SRP, the program allows the user to selectively dump responses of any given section or sections. E. Response File Protection The user must enter the code RcUcNc before the program will permit a user to dump a response fil e/s. RUN RUN SRP IDF STT]D~NT RESPONSE PRINT *** OED VERSION B CODE? R.&.t~e ENTEq RESPONSE FILE LIST, ONE PER LINE, TERMINATE VITH 'END' F[LE # 1 ?FRANCR rILE' 2 ?END CORqECTIONS?N REMOVE BLANKS?Y SSLECT: A. STD RESPONSE PRINT B. RESPONSE FREQ COUNT?A SECTIONS IN FRANCR THERE ARE 6 START SRP AT SECTION I?1 STOP SRP AT SECTION 116 FEB 5, SECTION , 1975 1 RESP FILE ASSOCIATED VITH LESSONFILE: FRANC FRANCR STUDENT RESPONSE PRINT RESPONSE ========================================= 1010 1011 1""11 lQJJ2 1013 lC1114 1015 1015 1015 1016 1017 ICIII8 1019 1019 1019 POMPI DOll DESTANE POMPDIOU POMP! DOT] POMPIDOU POMPI DOT] DESTANG DEGAULLE PICKARD POMPI DOT] POMPDIOU POMP! DOU DESTANG DEGALLE LEG RANGE f')F STUDENTS STOPPING IN THIS SECTION -NUMBER ()F IIHINTS ·REQUESTED 3 NUMBER f')F IICALCS USED 0 NIJMB~q August 1976 '" SRP, Page 3 FEB 5 .. RESP FILE ASSOCIATED I Q75 SECTION " FRANC~ ? ~ITH LESSONFILE: FRANC STiTDENT RE SPON SE PRI NT RESPONSE ========================================= DEGAULLE DEGATJLLE DEGAULL DEGAULLE DEGALL DEGAULLE DEGAlJLLE DEGAULLE DEGATJLLE 1)EGALL IP.lI0 Ielil I QlI ? I P.l13 111114 111115 1(1116 IQlI7 10118 1",19 NTJMRF:R OF' C;TTTT'\E~TS STOPPING IN THI S S2CTION -NTJMRER OF' IIHINTS REOTJEC;TED 2 NUMBER OF' IICALCS USED 0 F'F.B 5.. SECTION 1975 # FILE ASSOCIATED RE~P F'RANCR 3 STUDENT ~ITH 0 LESSONFILE: PRANC qESpa~SE pOINT REC;PONSE ========================================= SI 1C'lI(.lI RO~ANCATHOLIC II?II I CATHOLIC ROt1ANCATHOLI C JElJI SH CATHOLIC CATHOLIC ROMANCATHOLI C CATHOLI C CATHOLIC RO!'1A1"IJCAT:-lOLI C JEWI SH ITALIAN 1012 1013 1013 111114 letl5 1016 1017 1(.lII8 1019 1019 1019 NUMBE? OF STUDENTS STO?PING IN THI S SECTIO:" i'JUl"1BET:? OF' IIHINTS RE,)TTESTED 4 NUi1BER OF' IICALCS USED 01 F'EB 5.. SECTION' S# 1t'l10 1"'1 I 1012 1013 10lLi I" IS 1016 1017 1~18 1019 ]975 # R2SP F'IL~ F'RANCR 4 01 ASSOCI AT::-:D oJ! T:-: !...ESSONF'ILE: F'RAl"IJC STUDENT RES?ON SE !'T1I NT RESOONSE ========================================= ALPS o~LPS ALPS ALoS ALPS ALPS ALPS ALPS ALPS ALPS OF' STUDENTS ST')PPDIG I:'J THI S S::::r.TION OF I I:o{ I l'JT S :tS0'FSTS;l I Nrj;1BER OF IICALCS ~JSED r-JrJi18E:'1 N!J~1BE-:-: '" -- rI SRP, Page 4 F'EB 5.. SECTION RES? F'ILE ASSOCIATED WITH LESSONF'ILE: F'RANC 1975 I 5 F'RANCR STUDENT RESPONSE PRINT RESPONSE SI ===~==~================================== SEINE GARONNE THESEINE LOIRE R."'IONE SEINE GARONNE //RHONE RHONE RHONE GARDEN 101~ 1011 lelI2 10.'113 10'114 1015 11316 lelI7 1017 1018 lel19 NUMBER OF STUDENTS STOPPING IN THIS SECTION -NUMBER OF' //HINTS REQUESTED 2 NUMBER OF' //CALCS USED ~ F'EB 5.. 1975 SECTIO!,] , 6 0 RES? F'ILE ASSOCIATED WITH LESSONFILE: FRANC F'RANCR STUDENT RESPONSS P~INT RESPONSE ========================================= 11310 1011 I~I~ I ~ 1.3 NO NO NO ;'JO 1~14 ~JO 1 ~ 15 10'116 1~ 17 1018 NO NO NO NO NEVER NO 1~19 1019 NUMBER OF STUDENTS STOPPING IN THIS SECTION -NU~8ER OF' //HINTS REQUESTED ~ NUMBER OF' //CALCS USED ~ ~ GST-$SH? qlTN S~o IDF' ST'IDENT q:::SPONS~ pqINT *** OED IlERC::ION 8 COOS? R~I...~NI:. ENTER RESPONSE F'ILE LIST .. ON::: PER LINE .. TE~MINATE F'I LE # I ? F'RANCR F'ILE II? ?E~JD COnnECTIONS? N ~ITH 'END' RE.'10r!E BLANi{ S?Y SELECT: A. STD RESPONSE PROJT B. RESPONSE SSCTIONS IrJ F'RANCR THEqE ARE 6 START SRP AT SECTION #?5 STOP SRo AT SECTION #?6 F"1~r:) C01JiJT? B SRP, Page 5 F'EB 5 .. 1975 SECTION # 5 'F'REt;) 22 I I 3 J I RESP F'I LE ASSOCI ATED F'RANCR 10 1 SEINE THESEINE LOI~E RHONE I/~HONE GARDEN 5.. 1975 CII 2 III qE~p F'IL~ F'QANCR ASSOCIATED VITH LESSONF'ILS: F'RANC RF.:SPONSE F'REQIJENCY CO:JNT RESPONSE =============================================== NO IIJEVt:q NIJliBER OF' IISTOPS NUMBER OF' IIHINTS NUMBER OF' IICALCS DorE RESPONSE F'REQUENCY COUNT- GA~O!'JNE SECT! O.~ ., 6 F'REt:) TH LE5S0NF'I LE: F'RANC RES?O:'-JSE =============================================== NUMBER OF' IISTOPS NW1BER OF' IIHINTS NUMBER OF' IICALCS F'EB tJI '" 0 01 Vocument.a.tion f)a.t~ 3/15 EDUCATIONAL AmlINISTR.4TION (885) CONTRIBUTED PROGRAM BASIC TESTGD 36888-18041 TITLE: MULTIPLE-CHOICE TEST GRADER DESCRIPTION: This program is used to score multiple choice tests of up to 40 questions in length. Output includes an alphabetical list of the students with a listing of the answers they had incorrect. Correct responses are listed as ".11 except every fifth is a ",", double marked answers are listed as 11:11 and blanks are II " . On the next line 1s the number of correct answers, the number of incorrect, and the percentage of the maximum. An item analysis of answers completes the report. INSTRUCTIONS: Both the students' responses and the answer key must be marked on 40 column mark sense cards. A file TEST must be opened to at least (N+4)/3 records in length where N is the number of students, 140 maximum. The card deck must be made up of alternating INAME:.name-of-student" cards and the corresponding response card. The first card must be "NAME=KEY", followed by the correct answer card, and then the pairs of student cards, not necessarily in alphabetical order. The deck must end with an "END" card. Upon running TESTGD the computer will ask for the number of questions and then will start reading the cards. If the card reader is not ready at the start, push the READY button. If the card reader drops the ready status, you may have to start over. If for some reason the program ts interrupted after the END card has been read, there are two re-start options: After giving the number of questions, "SORT" will restart the program at the sorting phase and "PRINT" will re-start the program at the printing phase. Equipment required is: TSB/2000E system, hard-copy terminal, and HP 7260A Optical Mark Reader with the image option. SPECIAL CONSIDERATIONS: ACKNOWLEDGEMENTS: Leaving the first column blank will mix up th~ answers to questions 36-40. Marking rows 12 and 2 or 4 and 8 in the same column will falsify any questions after that one. Lary R. Smith Livonia Public Schools


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Modify Date                     : 2009:08:17 19:46:54-07:00
Create Date                     : 2009:08:17 19:46:54-07:00
Metadata Date                   : 2009:08:17 19:46:54-07:00
Format                          : application/pdf
Document ID                     : uuid:063b9da8-9e78-4d9c-b5d9-c68ca9498097
Instance ID                     : uuid:85e7ba95-6dfa-483d-ba93-29682fcd123a
Page Layout                     : SinglePage
Page Mode                       : UseOutlines
Page Count                      : 668
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