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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
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~ 1 S
S
212 A
A
~2 21
1
I
02 121
~
2J3 1
S
03 S
A"
04 A
•••
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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
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L
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··.........
.........
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011AA •••••
1 1AA ••••••
1 AA •••••••
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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
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212 A
~2 S
03 X
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214 1
04 B
04 S
~1
05 1
05 B
05 X
2S S
06
216
07
07
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1
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01
03
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04
06
09
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33
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07 S
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09 Y
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10 A l l J)
10 Y 11 N
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13 I
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11 S
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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
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1
1
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B
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'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
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39 S
10 A
10 y
11 N
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11 ?
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£ '" i {~'y
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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?
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