The_Lincoln_Terminal_System_Civil_Applications_Sep71 The Lincoln Terminal System Civil Applications Sep71

The_Lincoln_Terminal_System_Civil_Applications_Sep71 The_Lincoln_Terminal_System_Civil_Applications_Sep71

User Manual: The_Lincoln_Terminal_System_Civil_Applications_Sep71

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MASSACHUSETTS
INSTITUTE
OF
TECHNOLOGY
LINCOLN
LABORATORY
THE
LINCOLN
TERMINAL
SYSTEM:
CIVIL
APPLICATIONS
F.
C.
FRICK
Division
2
TECHNICAL
NOTE
1971-46
30
SEPTEMBER
1971
20100817
009
Approved
for
public
release;
distribution
unlimited.
LEXINGTON
MASSACHUSETTS
The
work
reported
in
this
document
was
performed
at
Lincoln
Laboratory,
a
center
for
research
operated
by
Massachusetts
Institute
of
Technology,
with
the
support
of
the
Department
of
the
Air
Force
under
Contract
F19628-70-C-0230.
This
report
may
be
reproduced
to
satisfy
needs
of
U.S.
Government
agencies.
11
.
Approved
for
public
release;
distribution
unlimited.
ABSTRACT
In
January
1970,
the
M.I.T.
Lincoln
Laboratory
undertook,
with
Air
Force
sponsorship,
the
exploratory
development
of
an
automated
training
system
to
meet
the
urgent
need
for
more
cost-effective
technical
training
in
the
Services.
Basically,
this
resolves
to
the
need
for
an
economic
means
of
supporting
indi-
vidualized
self-instruction.
It
is
clear
that
such
a
capability
would
have
application
outside
of
military
or
technical
training.
This
report
discusses
how
the
concepts
and
supporting
technol-
ogy
currently
under
development
at
Lincoln
Laboratory
might
be
extended
to
meet
areas
of
concern
in
civil
education,
includ-
ing
vocational
training,
continuing
education,
manpower
devel-
opment,
rehabilitation,
and
self-improvement.
Accepted
for
the
Air
Force
Joseph
R.
Waterman,
Lt.
Col.,
USAF
Chief,
Lincoln
Laboratory
Project
Office
111
CONTENTS
Abstract
iii
I,
Background
1
II.
The
Lincoln
Laboratory
Program
3
A.
A
Delivery
System
3
B.
Lesson
Development
4
III.
The
Civil
Environment
6
A.
A
Typical
LTS
Installation
6
B.
Establishing
the
System
7
ANNEX
1
-
The
Lincoln
Terminal
System
(LTS)
11
ANNEX
2
—
Lesson
Development
Center
18
ANNEX
3
21
IV
THE
LINCOLN
TERMINAL
SYSTEM:
CIVIL
APPLICATIONS
I.
BACKGROUND
To
date,
technology
has
had
little
impact
on
the
public
school
system,
and
there
is
reason
tobelieve
that
it
will
not
make
a
substantial
contribution
to
con-
ventional
clas
sroom
instruction
in
the
near
future.
Certainly
to
the
extent
that
our
schools
exist
to
"countenance
and
inculcate
the
principles
of
humanity
.
..
general
benevolence
.
.
.
and
all
social
affections
.
.
.
,"
they
would
seem
to
be
immune
from
technological
attack
or
assistance.
However,
there
is
a
growing
awareness
that
the
educational
crisis
in
this
country
is
not
simply
a
"crisis
in
the
classroom";
it
is
also
a
crisis
of
unmet
needs
among
all
those
who
have
left
the
classroom
and
are
now
becoming
aware
of
what
they
do
not
know,
of
what
they
need,
and
of
what
they
are
unable
to
get
because
they
have
never
learned
how.
The
present
system
has
been
ineffective
in
responding
to
these
demands
for
training
both
in
school
and
beyond.
We
believe
it
will
continue
to
fail.
It
is
not
economically
feasible
to
set
up
the
number
and
variety
of
conventional
vocational
training
and
adult
education
classes
that
would
be
necessary
to
meet
the
tremendous
range
of
individual
needs.
Furthermore,
competent
teachers
are
seldom
available
locally,
and
for
adults
it
is
often
difficult,
if
not
impos-
sible,
to
schedule
classes
around
the
competing
demands
of
work
and
family.
Individual
self-education
is
the
only
true
solution
to
this
problem,
but
most
people
do
not
have
access
to
the
necessary
instructional
materials
nor
do
they
possess
the
skills
that
are
required
for
self-instruction
using
conventional
materials
and
techniques.
Constitution
of
the
Commonwealth
of
Massachusetts.
is
fast,
random
access
to
a
large
store
of
material
that
includes
voice
quality
audio,
high
resolution
graphics,
and
the
procedures,
response
interpretation,
and
control
logic
that
are
necessary
to
support
interaction
with
the
student.
II.
THE
LINCOLN
LABORATORY
PROGRAM
The
Lincoln
Laboratory
program
in
Educational
Technology
was
estab-
lished
with
Air
Force
support
in
January
1970
as
a
research
and
development
program
to
meet
the
requirements
outlined
above.
We
believe
that
the
present
program
has
established
the
feasibility
of
developing
a
system
that
will
support
individualized
learning
outside
of
the
usual
classroom
environment
and
will
yield
major
savings
in
training
time
and
costs.
A.
A
Delivery
System
The
Lincoln
Terminal
System
(LTS)
is
based
on
microfiche
technology.
This
is
a
particularly
attractive
medium
because
it
affords
a
very
high
quality
graphical-pictorial
capability
and
an
extremely
economical
means
of
publishing,
distributing,
and
storing
lesson
materials.
In
addition
to
these
features,
the
Laboratory
has
demonstrated
the
feasibility
of
storing
and
recovering
audio
and
lesson
logic,
as
well
as
graphical
information,
from
a
standard
size
micro-
fiche
and
has
developed
the
technology
for
production
of
audio-graphic
micro-
fiche.
This
has
enabled
the
development
of
a
system
concept
(illustrated
in
Fig.
1)
that
includes
a
carousel
projector
for
fast
access
to
many
hundreds
of
fiche,
a
keyboard
to
support
student
responding
and
fiche
selection,
and,
ultimately,
a
self-contained
logical
processor
that
will
interpret
student
responses
and
lesson
logic,
stored
digitally
with
graphical
and
audio
material
to
control
the
lesson
sequence.'"
A
laboratory
version
of
this
system
has
been
constructed
and
will
be
field
tested
in
early
1972
in
cooperation
with
the
3380th
Technical
School,
USAF
Air
Training
Command.
Further
research
and
development
will
be
needed,
-The
principal
features,
rationale,
and
present
implementation
of
the
Lincoln
Terminal
System
are
described
in
more
detail
in
Annex
1.
Fig.
1.
Artist's
conception
of
the
Lincoln
Terminal
System.
A
more
advanced
design
will
include
a
self-contained
logical
processor
and
front
projection
for
greater
flexibility
in
use.
however,
to
design
hardware
with
appropriate
performance
and
reliability
that
could
be
procured
in
quantity
at
a
reasonable
cost.
We
have
proposed
to
the
Air
Force
an
extension
of
the
present
program
to
accomplish
this,
as
well
as
to
extend
field
experience
and
to
generate
additional
instructional
material.
B.
Lesson
Development
Instructional
material
is
a
key
consideration
in
any
educational
system,
and
it
is
often
argued
that
technology
can
have
little
impact
on
training
and
education
because
it
can
only
improve
the
distribution
of
instructional
material;
it
cannot
contribute
to
the
development
of
that
material
and
it
cannot
assure
that
the
material
is
properly
used
once
it
is
distributed.
In
the
case
of
the
LTS,
these
assertions
are
clearly
not
true.
In
the
first
place,
the
system
does
facil-
itate
the
generation
of
lesson
material
and
course
development.
Individualized
instruction
implies
modularity
in
training
materials.
Since
it
is
not
feasible
to
develop
full
length
courses
to
match
the
idiosyncracies
of
each
student,
a
course
must
be
thought
of
as
a
sequence
of
units
selected
from
a
larger
set
to
provide
what
is
needed
by
a
particular
student
at
a
particular
time.
The
larger
set
would
include
units
at
different
"levels"
to
match
differences
in
ability
and
to
permit
flexibility
in
the
construction
of
a
short,
narrow
course
with
very
specific
educational
objectives
or
a
longer,
broader
course
which
allows
more
freedom
to
the
student
in
the
selection
of
content
and
the
establishment
of
goals.
Microfiche
is
ideally
matched
to
this
requirement
for
modularity.
It
per-
mits
inexpensive
publication
and
distribution
of
small
units
—
10
to
30
minutes
of
instruction
—
and
encourages
the
development
of
lesson
material
by
class-
room
instructors
or
specialists
who
would
not
normally
author
an
entire
course.
A
carousel
terminal
with
many
such
units
available
in
seconds
facilitates
indi-
vidualization
and
permits
ready
comparison
of
alternative
presentations
of
par-
ticular
topics
and
some
degree
of
course
optimization.
The
most
important
interaction
between
the
system
and
lesson
development,
however,
derives
from
the
fact
that
the
lesson
logic
is
included
on
the
fiche
as
an
integral
part
of
the
lesson
module.
The
LTS
can
thereby
insure
that
the
material
is
used
at
least
as
the
author
intended
it
to
be,
for
the
instructional
procedures
and
techniques
are
an
integral
part
of
the
material.
In
this
sense,
some
of
the
classic
functions
of
the
teacher
are
transferred
to
the
lesson
devel-
opment
process
and,
as
a
rule,
course
authors
will
be
teachers
or
must
work
closely
with
teachers.
It
is
anticipated
that
lesson
development
would
take
place
at
regional
cen-
ters.
The
detailed
functions
and
possible
operation
of
a
Lesson
Development
Center
(LDC)
are
described
more
fully
in
Annex
2.
Basically,
the
Center
is
responsible
for
the
development
and
validation
of
new
lesson
material
and
the
conversion
of
existing
material
to
meet
the
needs
of
the
populations
served
by
the
Center.
However,
because
LTS
gives
course
authors
responsibility
for
instructional
procedures
as
well
as
content,
it
is
important
that
the
LDC
be
closely
associated
with
any
existing
research
on
instructional
techniques
as
well
as
field
operations.
It
is
thus
the
natural
locus
of
continuing
responsibil-
ity
for
system
evolution,
and
offers
a
means
for
bridging
the
gap
between
sys-
tem
development,
test
and
evaluation,
and
operational
deployment.
III.
THE
CIVIL
ENVIRONMENT
A.
A
Typical
LTS
Installation
The
LTS
is
adaptable
to
a
variety
of
learning
environments
both
diffuse
and
concentrated.
At
present,
we
consider
a
basic
unit
of
the
system
to
be
from
5
to
1
5
instructional
terminals
in
a
single
location,
operating
under
the
control
of
a
small
computer.
The
computer
serves
to
monitor
and
record
stu-
dent
actions
and
to
control
the
presentation
of
information.
There
are,
of
course,
instances
where
this
unit
cluster
of
terminals
may
not
be
completely
satisfactory.
In
remote
locations,
one
can
foresee
the
need
for
a
stand-alone
terminal
which
might
not
have
the
recording
and
monitoring
capability
asso-
ciated
with
a
basic
group
but
would
perform
comparably
in
other
respects.
We
also
see
need
for
the
capability
of
removing
a
terminal
to
a
location
up
to
a
few
miles
from
the
group
computer.
Such
an
operation
might
be
in
support
of
an
on-the-job
or
"hands
on"
training
program
which
is
integrated
with
an
academically
based
course.
Both
forms
of
remote
operation
can
be
accommo-
dated.
In
general,
however,
clusters
of
terminals
are
preferred
in
order
to
fa-
cilitate
management
and
maintenance.
These
terminal
clusters
could
be
lo-
cated
in
local
libraries,
public
school
buildings,
or
even
National
Guard
ar-
mories.
The
LTS
makes
it
possible
to
merge
a
variety
of
educational
system
needs
and
suggests
that
such
distinctions
as
have
been
made
between
rehabili-
tation,
vocational
training,
or
technical
training
in
the
Armed
Services
can
and
should
become
blurred.
It
would
be
reasonable
to
organize
these
basic
units
on
an
area
basis.
An
area
center
would
function
as
a
Lesson
Development
Center
(see
Annex
2)
and
would
also
maintain
a
staff
of
subject
matter
experts
for
consultation
services
as
well
as
curriculum
generation.
We
anticipate
that
the
material
available
at
each
terminal
will,
in
time,
be
sufficiently
rich
so
that
most
students
will
have
infrequent
need
to
consult
with
an
instructor
or
specialist.
However,
when
the
need
for
consultation
does
arise,
the
student
simply
picks
up
the
tele-
phone
and
calls
the
Center.
The
specialist
assigned
to
that
skill
area
reorients
the
student
exactly
as
a
classroom
teacher
would.
Both
student
and
specialist
have
at
hand
an
LTS
terminal
containing
identical
material
and,
with
an
ele-
mentary
telephone
data
set,
either
student
or
specialist
can
direct
the
other's
console
and
call
up
material
to
guide
and
expedite
the
discussion.
The
LTS
technology
places
few
constraints
on
the
intellectual
or
physical
organization
of
an
area.
An
area
could
be
centered
around
a
university
in
support
of
an
open
enrollment
program;
an
area
could
be
associated
with
other
institutions
such
as
prisons
or
VA
hospitals;
or
it
could
be
a
self-sustaining
and
widely
dispersed
system
to
deliver
career
and
vocational
training
to
remote
and
sparsely
settled
geographic
regions.
The
LDC
should
be
able
to
serve
all
classes
of
users
equally
well.
B.
Establishing
the
System
It
has
generally
been
difficult
to
introduce
innovation
into
the
educational
system
and
just
as
difficult
to
propagate
even
after
successful
demonstration.
This
difficulty
stems
from
the
fact
that
proposed
innovations
have
so
often
simply
been
substitutes
for
existing
techniques,
teaching
aids,
or
curriculum,
and
there
is
little
incentive
to
change
something
that
works
however
inefficiently.
Moreover,
educational
innovation
has
often
been
so
closely
associated
with
the
style
of
an
individual
teacher
as
to
preclude
duplication.
The
LTS,
on
the
other
hand,
meets
a
basic
need
that
is
not
now
being
met.
Installations
can
be
easily
adapted
to
meet
the
special
requirements
of
partic-
ular
environments
or
populations.
An
area
system
can
be
duplicated
in
whole
or
in
part.
It
can
be
scaled
up
or
down
without
economic
penalties.
A
par-
ticular
virtue
is
that
new
areas
contribute
to
the
data
base,
either
by
support-
ing
the
development
of
new
instructional
material
or,
by
a
simple
extension
of
the
market,
reducing
the
cost
per
student
for
lesson
development.
The
point
to
be
made
is
that
if
a
pilot
area
is
established
by,
for
instance,
the
Office
of
Education,
it
can
be
easily
replicated
or
extended
by
state
or
lo-
cal
agencies
or
by
agencies
such
as
the
Veterans
Administration,
outside
of
USOE.
Growth
funding
should
be
facilitated
by
the
fact
that
the
LTS
affords
a
new
capability
and
is
not
competing
with
older,
already
established
operations.
With
all
this
in
mind,
we
would
recommend
the
installation
of
a
pilot
area
as
the
initial
step
in
system
evolution.
The
target
population
should
be
diverse
enough
to
test
the
range
of
capability
of
the
system,
but
narrow
enough
to
pre-
vent
dilution
of
effort
on
the
part
of
the
program
management
group.
The
geo-
graphic
area
covered
must
be
large
enough
to
be
realistic
(and
to
support
an
appropriate
student
population)
but
small
enough
to
minimize
financial
risk.
Ten
groups
of
5
to
10
consoles
each
should
represent
a
reasonable
balance
between
coverage
and
cost.
Most
of
the
console
groups
should
be
installed
in
public
high
schools
where
a
management
structure
exists
and
where
they
would
be
available
not
only
to
high
school
students
but
to
citizens
of
the
community
and
industrial
trainees.
Consideration
should
be
given
to
the
installation
of
console
groups
in
a
VA
hospital,
an
industrial
plant,
a
large
library,
and
a
technical
institute.
One
Lesson
Development
Center
would
serve
all
users
in
the
pilot
region,
and
all
users
would
be
connected
to
the
LDC
with
leased
telephone/data
lines.
The
major
problem
to
be
faced
is
the
acquisition
of
an
adequate
quantity
and
variety
of
educational
material.
However,
if
it
can
be
demonstrated
that
curriculum
development
and
distribution
will
ultimately
represent
a
small
frac-
tion
of
the
total
cost
of
administering
and
operating
the
system,
initial
operation
should
not
require
a
tremendous
amount.
Our
estimate
is
that
material
for
approximately
1000
hours
of
instruction
would
be
sufficient.
Curriculum
material
for
starting
up
the
pilot
system
could
be
selected
from
the
library
of
Air
Force
training
material.
The
Aerospace
Educational
Foundation
has
already
examined
this
material
and
identified
more
than
80
courses,
representing
26,000
instructional
hours,
that
would
be
of
value
to
the
public
sector.
The
list
includes
courses
in
health
sciences,
communications,
ecology,
automobile
and
aircraft
maintenance,
and
civil
engineering.
(Annex
3
is
a
collection
of
course
charts
for
a
few
of
these
courses.
)
The
courses
are
generally
well
designed,
tested,
and
validated.
Most
of
them
are
in
modular
form
and
could
be
adapted
to
the
LTS
format
with
minimal
effort.
Air
Force
material
will
not,
of
course,
meet
all
the
anticipated
needs
or
populations
that
might
be
served
by
an
LTS
area.
For
the
long
run,
we
see
at
least
two
regions
of
expansion
that
should
be
explored
in
the
pilot
system;
these
are
higher
education
and
what
we
will
call
"recreational
learning."
The
LTS
has
been
developed
to
meet
urgent
needs
for
vocational-technical
training.
The
extent
to
which
such
a
system
is
effective
in
educational
areas
that
are
not
so
specifically
skill-oriented,
such
as
art
appreciation
or
engineering
con-
cepts,
is
open
to
investigation.
It
is
important
and
urgent
that
such
studies
be
carried
out
in
light
of
the
demand
for
and
difficulties
associated
with
the
sup-
port
of
open
enrollment
at
the
college
level.
Recreational
learning
is
similar
to
higher
education
in
the
sense
that
it
is
not
specifically
career
oriented
or,
at
least,
not
related
to
a
specific
career.
It
involves
general
cultural
material
such
as
"The
Great
Books,"
and
it
also
involves
the
entire
"do-it-yourself"
area
—
how
to
paint
a
house,
how
to
repair
a
watch,
how
to
predict
the
weather.
As
LTS
terminals
become
available,
this
sort
of
material
will
inevitably
become
available,
but
it
is
important
that
it
be
demonstrated
at
a
very
early
state
in
the
pilot
operation.
The
possibility
of
using
leisure
time
for
learning
can
be
a
long-term,
major
source
of
public
and
financial
support
for
the
development
and
proliferation
of
a
system
that
serves
many
other
needs
as
well.
ACKNOWLEDGMENT
The
work
reported
here
represents
a
joint
effort
of
the
entire
staff
of
the
Educational
Technology
Program.
The
general
concept
of
the
LTS
and
its
applications
have
evolved
from
many
hours
of
discussion
with
W.
P.
Harris,
David
Karp
and
R.
C.
Butman.
ANNEX
1
THE
LINCOLN
TERMINAL
SYSTEM
(LTS)
The
LTS
is
a
"distributed"
information
system.
All
lesson
specific
infor-
mation
—
audio
and
visual
displays
and
branching
logic
—
is
located
at
the
stu-
dent
terminal.
This
makes
it
possible
to
load
terminals
with
different
lessons
so
that
there
is
no
competition
for
resources
(except
terminals)
among
stu-
dents
operating
within
the
system.
This
also
makes
it
possible
to
design
a
model
of
the
LTS
with
its
own
processor
for
stand-alone
operation.
Because
there
is
a
natural
exchange
of
"amount
of
control
information
on
the
fiche"
for
"complexity
of
processing,"
fairly
elaborate
interpretations
of
student
re-
sponse
can
be
achieved
with
minimal
hardware
costs.
Even
with
minimal
processor
capability,
such
a
system
can
perform
quite
sophisticated
functions.
Response
interpretation
(program)
as
well
as
branch-
ing
control
tables
(data)
can
be
read
into
the
processor
from
any
microfiche
frame.
The
file
management
problem
is
obviated
because
there
is
no
off-line
bulk
storage
to
be
concerned
with
and
because
information
is
pre-programmed
to
be
directly
available
on
the
fiche
when
it
is
needed,
in
conjunction
with
the
appropriate
visual
and
auditory
displays.
The
LTS
prototype,
at
1000
bits
of
storage
per
frame
(e.g.,
5
seconds
at
200
baud),
12
frames
per
fiche
and
750
fiche,
has
a
capacity
of
one-half
million
words
of
read-only
storage
per
stu-
dent
terminal.
One
machine
with
a
simple
local
processor
or
a
few
machines
tied
to
a
small
computer
represents
a
very
powerful
CAI
system
by
current
standards.
A.
LTS-3
The
LTS-3
is
the
present
embodiment
of
the
Lincoln
system
concept.
It
uses
microfiche
as
the
basic
medium
for
storing
and
distributing
instructional
material.
Microfiche
is
a
4-
by
6-inch
photographic
card
most
commonly
pro-
duced
with
60
photographic
images
per
fiche.
At
this
density,
the
images
have
extremely
high
resolution
and
half-tone
and
continuous-tone
reproduction
are
very
satisfactory.
Color
is
feasible.
11
Development
work
at
Lincoln
Laboratory
has
made
it
possible
to
include
audio
information
on
the
same
fiche,
as
illustrated
in
Fig.
A-l.
A
dual
pro-
jection
system
is
used,
with
one
image
the
usual
video
and
with
one
image
a
spirally
recorded
sound
track,
similar
to
those
laid
down
at
the
edge
of
a
sound
motion
picture
film.
This
is
projected
onto
a
diode
reading
head
which
is
ca-
pable
of
acquiring,
tracking
along
the
spiral,
and
detecting
the
audio
signal.
At
the
present
stage
of
development,
a
single
fiche
is
limited
to
24
images,
or
1Z
lesson
frames.
We
believe
that
this
density
can
be
increased
by
changes
in
the
format
and
improvement
of
the
reader;
it
should
eventually
be
possible
to
approximate
the
COSATI
standard
density
(60
images,
30
lesson
frames.
)
The
audio
record
at
present
contains
30
seconds
of
audio.
Brief
bursts
of
digital
data
which
contain
the
logic
for
lesson
sequencing
may
be
interleaved
along
the
audio
spiral
in
any
reasonable
manner.
Speech
is
highly
intelligible
and
of
high
enough
quality
for
prolonged
listening.
Up
to
750
fiche
may
be
loaded
into
the
carousel
of
a
modified
Image
Systems,
Inc.,
CARD
reader
to
which
a
second
projection
system
and
optical
phono-
graph
have
been
added
as
shown
in
Fig.
A-2.
Access
from
frame-to-frame
on
a
single
fiche
is
less
than
one
second;
access
to
a
frame
on
any
other
fiche
takes
less
than
6
seconds.
In
addition
to
the
projector-reader,
there
is
a
keyboard
with
which
the
student
responds
to
lesson
material,
and
a
logical
processor
which
controls
the
operating
sequence
according
to
the
student's
response
and
the
lesson
logic
prescribed
by
the
author.
The
system
configuration
that
will
be
operated
at
Keesler
Air
Force
Base
consists
of
five
terminals
(projector-reader
and
keyboard)
controlled
by
a
small
computer.
The
computer
serves
the
processor
function
for
all
terminals,
interpreting
student
responses
and
the
control
logic
supplied
by
the
author
to
command
the
next
instructional
frame.
In
addition,
the
computer
records
and
analyzes
student
performance
data.
B.
Keyboard
Control
LTS
lessons
consist
of
a
set
of
information
frames
that
the
student
expe-
riences
in
a
sequence
that
depends
on
both
the
author's
program
and
the
student's
12
Fig.
A-l.
A
lesson
fiche
from
Air
Training
Command
course
on
Air
Traffic
Control.
Audio
images
are
on
the
left.
13
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3AHK2
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LESSON:
001
FRAME:
032
STUDY
THE
ILLUSTRATION
A
MOMENT,
THEN
PRESS
0,0-ON.
ELEVATOR
RUDDER
ELEVATOR
AILERON
\
/
?
9949|
Fig.
A-2.
Development
model
of
projector-reader.
Fiche
are
stored
in
carousel
at
left.
responses.
A
frame
may
communicate
instructions,
facts,
problems,
and/or
questions
via
visual
and/or
auditory
messages
to
which
the
student
responds
by
selecting
among
prescribed
alternatives.
The
alternatives
include
responses
that
allow
the
student
to
conduct
his
own
review
of
frames
previously
covered
or
that
access
supplementary
material,
either
reference
or
expanded
instruc-
tional
material.
Students
interact
with
the
system
by
means
of
a
keyboard.
The
keyboard
is
completely
programmable
and,
as
there
is
control
logic
associated
with
each
frame
of
each
lesson,
the
course
author
has
complete
freedom
in
the
assign-
ment
of
functions
to
keys
and
in
the
interpretation
of
student
responses.
Figure
A-3
represents
the
keyboard
as
presently
laid
out
for
LTS-3.
This
particular
configuration
was
derived
from
experience
with
LTS-1.
It
has
been
kept
very
simple
but
has
proven
to
be
surprisingly
flexible
and
powerful.
*
See
Lincoln
Laboratory
Quarterly
Technical
Summaries:
Educational
Tech-
nology,
15
June
1970,
15
September
1970,
15
December
1970.
15
SELECT
INDEX
FORTH
BACK
[ll-MflO
1
2
3
4
5
6
7
e
9
0
•
CLEAR
NUMBER
HELP
REPEAT
AUDIO
GO-ON
Fig.A-3.
LTS-3
keyboard.
From
the
point
of
view
of
the
student,
the
keyboard
is
divided
into
three
sections.
Each
of
the
four
keys
at
the
left
causes
a
new
frame
to
appear.
INDEX
shows
a
frame
that
lists
places
in
the
current
lesson
that
can
be
selected.
A
number
is
shown
with
each
topic
listed.
SELECT
is
used
to
move
to
a
point.
Enter
a
number,
from
INDEX
or
a
lesson
frame,
and
press
SELECT.
The
selected
frame
will
appear.
BACK
and
FORTH
are
used
to
move
back
and
forth
through
a
list
of
frames
already
worked
in
the
lesson.
BACK
moves
one
frame
backward
on
the
list;
BACK/BACK,
two
frames
on
the
list;
etc.
FORTH
moves
one
frame
forward.
It
will
stop
at
the
most
recent
frame
covered.
Frames
entered
with
INDEX,
SELECT,
FORTH
and
BACK
are
not
recorded
on
the
BACK
and
FORTH
list.
The
Error
Light
(see
Fig.A-3)
comes
on
when
BACK
reaches
the
beginning
of
the
list
and
FORTH
to
end.
It
also
comes
on
if
a
number
followed
by
SELECT
is
not
acceptable.
When
a
student
is
responding
to
a
frame,
he
uses
one
of
the
three
keys
at
the
right
-
HELP,
REPEAT
AUDIO,
or
GO-ON.
To
the
student,
a
press
of
GO-ON
always
means
"I
am
ready
for
more
information
—
more
sound
or
an
entire
new
frame."
It
will
always
cause
new
information
to
appear.
In
some
cases,
the
machine
has
asked
for
information
from
the
student
and
expects
it
in
the
form
of
a
number
(e.g.,
a
multiple
choice
question).
It
will
not
go
on
to
a
new
frame
unless
an
acceptable
number
has
been
entered.
16
The
audio
message
may
come
in
parts
separated
by
pauses.
During
a
pause
the
audio
is
stopped.
It
will
start
again
when
GO-ON
is
pressed.
When
the
audio
is
complete,
GO-ON
causes
a
move
to
a
new
frame.
Three
or
more
rapid
presses
of
GO-ON
will
cause
an
advance
to
the
next
frame
unless
a
num-
ber
response
has
been
requested.
REPEAT
AUDIO
causes
a
replay
of
the
audio
from
the
start.
It
has
no
other
effects.
HELP
is
a
button
that
may
be
pressed
if
there
is
doubt
about
how
to
re-
spond.
Pressing
HELP
may
cause
a
new
frame
to
appear
with
further
instruc-
tion.
It
can
be
used
to
signal
the
instructor.
There
are
also
other
ways
in
which
the
student
may
expand
on
the
material
presented
to
him.
For
instance,
technical
terms
may
be
subscripted,
in
which
case
entering
the
appropriate
number
and
pressing
SELECT
will
move
the
stu-
dent
to
a
descriptive
frame
or
frames.
BACK
would,
under
these
circum-
stances,
return
the
student
to
the
main
lesson
sequence.
The
operation
of
the
number
keys
in
the
center
of
the
keyboard
is
fairly
obvious.
Numbers
are
entered
as
a
series
of
key
pushes.
Numbers
are
pos-
itive
unless
preceded
by
"—".
A
decimal
point
can
be
entered.
The
CLEAR
NUMBER
key
to
the
right
erases
all
the
numbers
entered.
It
is
used
to
correct
a
mistake.
Entry
of
a
number
does
not
have
any
effect
until
an
action
key
is
pressed
—
either
GO-ON
or
SELECT.
17
ANNEX
2
LESSON
DEVELOPMENT
CENTER
A
unique
and
central
concept
of
the
Lincoln
Terminal
System
is
the
Lesson
Development
Center
(LDC).
These
centers
serve
two
major
functions:
(1)
the
development
and
validation
of
new
lesson
material
or
the
conversion
of
exist-
ing
material
to
meet
requirements,
and
(2)
coordination
of
the
continuing
evo-
lution
of
the
system.
The
Center
organization
and
operation
should
evolve
naturally
from
the
research
and
development
program
that
supports
initial
field
operation.
It
provides
a
means
to
absorb
these
activities
and
implement
continuing
operational
responsibility
for
coordination
and
growth.
In
a
full-scale
implementation,
the
LDC
might
be
a
regional
center
or
be
dedicated
to
a
particular
educational
area
such
as
medicine
or
learning
dis-
abilities.
It
could
be
associated
with
a
particular
population
such
as
prisons
or
VA
hospitals.
However
set
up,
it
would
carry
out
the
functions
shown
in
the
flow
chart
(Fig.
A-4)
to
select,
develop,
and
distribute
instructional
ma-
terial
to
user
organizations.
Training
requirements
are
generated
in
the
normal
fashion
and
transmit-
ted
with
supporting
material
to
the
Center.
Lesson
units
may
be
developed
by
contract,
by
staff
authors
permanently
assigned
to
the
LDC,
or
by
an
author/
teacher
from
the
user
organization
assigned
temporarily
to
the
Center
during
the
course
of
the
lesson
unit
development.
Visiting
authors
may
assist
or
supervise
lesson
unit
preparation
depending
on
the
specific
case.
When
a
training
requirement
is
received
by
the
Center
(in
the
form
of
a
statement
of
learning
objectives),
a
library
search
is
conducted
to
see
if
sim-
ilar
lesson
units
exist;
if
they
do,
the
requesting
agency
is
asked
to
review
the
existing
material
to
determine
the
relevance
of
all
or
part
of
that
material.
It
it
is
determined
that
suitable
material
is
not
available
at
the
Center,
a
search
may
be
made
elsewhere
for
material
which
provides
a
suitable
base
or
framework
for
conversion
to
LTS
format.
If
nothing
is
found,
the
Center
un-
dertakes
an
original
development.
The
actual
lesson
development
requires
the
services
of
professionals
who
are
subject
matter
experts
with
a
practical
understanding
of
the
learning
18
Fig.
A-4.
Information
flow:
Lesson
Development
Center.
EDUCATIONAL
REQUIREMENT
GENERATION
1
riquir*m«nit
and
mattnolt
—1—
1
rtporl
COORDINATION
_L
LESSON
VALIDATION
1
coniolidond
rtquir«m*ntt
tnt
mattrialt
l
i
LESSON
DEVELOPMENT
1
LIBRARY.
EICME
PRODUCTION,
LESSON
DISTRIBUTION
EVALUATION
L
'
—
n
ik)
FIELD
UNITS
1
ttutf«nli
1
Me'
otto
btsion
unit
tichongt
1
|ll-M»l«-1|
process,
the
perseverance
and
patience
to
expend
the
effort
that
is
necessary
to
develop
a
multi-track
lesson,
and
a
precise
manner
of
thinking
which
pre-
vents
omissions
or
unplanned
redundance
in
the
lesson.
They
must
also
under-
stand
how
to
make
optimal
use
of
the
audio-visual
combinations
and
control
logic
available
to
them.
The
production
of
lesson
unit
master
fiche
and
the
copying
of
these
fiche
to
obtain
distribution
copies
are,
of
course,
functions
of
the
LDC.
The
master
fiche
is
made
by
photographing
photo-ready
visual
(text,
pictures,
diagrams)
material
and
audio-logic
tracks
with
a
step-and-repeat
camera
system.
This
camera
is
similar
to
those
used
to
convert
thousands
of
government
reports
to
micro-
fiche.
The
LTS
format
requires
an
extra
step
in
preparing
photo-ready
copy,
since
each
visual
image
has
a
corresponding
audio
image.
Specially
constructed
electro-optical
equipment
is
required
to
produce
the
audio
track
and
to
merge
the
lesson
control
logic
onto
that
track
in
a
form
which
permits
it
to
be
treated
19
as
if
it
were
a
standard
visual
image.
Once
the
master
fiche
is
made,
diazo
or
silverhalide
copy
prints
may
be
made
in
conventional
automatic
copiers.
When
lesson
unit
distribution
copies
are
available,
validation
trials
are
initiated
at
the
LDC,
or
under
supervision
at
the
user
agency,
or
both.
Once
validated
to
the
degree
required
for
initial
use,
the
lesson
unit
may
be
distrib-
uted
for
full-scale
field
operation
and
evaluation.
In
this
connection,
it
should
be
emphasized
that
one
of
the
chief
advantages
of
microfiche
publishing
is
that
lesson
unit
printing
and
distribution
may
be
done
on
demand.
It
is
not
necessary
to
maintain
large
inventories
or
to
guess
the
size
of
any
given
edition
(USAFI
keeps
an
inventory
worth
approximately
75
percent
of
its
annual
issue
to
stu-
dents
in
order
to
meet
demand).
A
system
of
periodic
field
reports
summarizing
salient
operational
accom-
plishments
and
failures
in
each
lesson
unit
might
be
established.
These
re-
ports
would
be
used
as
the
basis
for
lesson
modification
and
subsequent
re-
issue
of
an
improved
lesson
unit.
The
inherent
modularity
of
microfiche
makes
revision
a
rapid
and
inexpensive
process.
20
ANNEX
3
The
following
pages
are
course
outlines
of
Air
Force
courses
in
which
the
content
of
interest
to
the
civil
sector
is
high.
In
many
of
these
courses
the
equipment
require-
ments
in
the
advanced
blocks
are
restrictive.
Earlier
sec-
tions
could
be
used
alone,
however,
and
in
fact
for
the
stu-
dent
population
we
are
considering,
the
more
basic
sections
are
probably
the
most
appropriate.
21
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ifl
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(fl
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(Nl
23
Vfouri
-
Physical
Therapy
Specialist
Non-Academic
(Commander's
Time)
Course
Material
-
UNCLASSIFIE
D
BLOCK
F-I
MEDICAL
SERVICE
FUNDAMENTALS
(3AQR90O1O)
128
Hours
Course
Orientation
and
Administration
(5
hrs);
Medical
Terminology
(4
hrs)
Anatoay
and
Physiology
(21
hrs)
;
Measurement
and
Critique
(2
hrs);
Band-
ages
and
Field
Dressings
(3
hrs);
Security
and
Medical
Ethics
(2
hrs);
Hospital
Safety
Practices
(5
hrs);
Vital
Signs
(6
hrs);
Supplies
and
Equipment
(1
hr)
;
Historical
Highlights
of
the
USAF
Medical
Service
(1
hr);
Mission,
Organization
and
Functions
of
the
USAF
Medical
Service
(1
hr);
USAF
Medical
Facilities
(2
his);
Geneva
Conventions
(1
hr);
Ki-asuiv-ment
and
Critique
(2
hrs)
;
Military
Sanitation
Procedures
(1
hr)
;
EncLr-^ncy
Medical
Treatment;
for
Hemorrhage
(1
hr)
;
Energency
Medical
Treatment
for
Shock
(1
hr);
Toxic
Agents
(1
hr);
Emergency
Medical
Treat-
ment
for
Wounds
(2
hrs);
Head
and
3ac'-:
Injuries
(2
hrs);
Chest
and
Abdom-
inal
Injuries
(2
hrs);
Them.il
Injuries
and
Heat
Disorders
(2
hrs);
Tr.icturcs
and
Dislocations
(2
hrs);
Splint
Application
(2
hrs);
Resusci-
tation
(4
hrs);
Medical
Aspects
of
Disaster
Medicine
(2
hrs);
Field
Casualty
Care
(Medical
Field
Exercise,
41
hrs);
Measurement
and
Critique
(3
hrs);
Educational
Opportunities
(2
hrs)
;
Course
Administration
(1
hr);
End
of
Course
Critique
(1
hr);
Graduation
(2
hrs)
Cours
e-
Materia
l
-
UNCLAS
SIFIED
SLOCk
I
-
BASIC
SCIENCES
90
Hours
Orientation
(1
hr
;
The
Physical
Therapy
Career
Field
(3
hrs);
Psychiatry
(4
hrs);
Physiology
(11
hrs);
Introduction
to
Osteology
;ind
Arthrolocy
'2
hrs);
Osteology
of
the
Skull
and
Vertebral
Column
(4
hrs);
Osteology
of
the
Thorax
and
Pelvis
(3
hrs);
Introduction
to
Myology
(1
hr);
Myology
of
the
Axial
Skeletal
Systen
(9
hrs)
;
Osteology
and
Arthrology
of
the
Upper
and
Lower
Extremities
(8
hrs);
Myology
and
Neurology
of
the
Upper
Extremity
(13
hrs);
Myology
and
Neurology
of
the
Lower
Extremity
(9
hrs);
Medical
and
Surgical
Conditions
(4
hrs);
Neurology
(4
hrs);
Orthopedic
Conditions
(4
hrs);
Measurement
and
Critique
(10
hrs)
10
11
Course
Material
-
UNCLASSIFIED
LCC:<
ii
'.odalitios
101
Hours
R--.^iat
J
.on
Therapy
(21
hrs);
Introduction
to
Hydrothcr.-.py
(2
hrs);
Hot
?ncl:s
(4
his);
Paraffin
Bath
(4
hrs);
Whirlpool
Bath,
Kubbard
Tank,
and
Mo:'.stairo
Unit
(6
hrs);
Contrast
Baths
(3
hrs);
Cryotherapy
(4
hrs);
Th
•
•.-apoucic
Procedures
(4
hrs);
Massage
(18
hrs);
Electrotherapy
(5
hrs);
L.-'.:oratory
Diathermy
(11
hrs);
Low
Frequency
Electromedical
Currents
(o
hrs)
;
Jltra:our.d
Therapy
(1
hr)
;
Therapeutic
Procedures
(4
hrs)
;
'
•
:
l
.oSu,--imc-nt
an
d
Critique
(
5
hrs)
24
Precision
Measurement
Equipment
Specialist
1
Nonacadcmic
(Commander's
Time)
2
3
4
Course
Material
-
UNCTASSIFIED
NUXJK
1
-
Applied
Mathematics
90
Hours
Orientation
and
USAF
Calibration
program
(12
hrs);
Basic
mathematics
(12
hrs);
Introduction
to
algebra
(12
Ins);
Radicals
(6
hrs);
Complex
r.uibars
(3
hrs);
Quadratic
equations
(3
hrs);
V.'ord
problems
(6
hrs);
logarithms
(6
hrs);
Decibels
and
power
ratio
(12
hrs);
Vector
concepts
(12
hrs);
Measurement
(6
hrs).
5
6
7
Course
Material
-
UXCIASSIFIFn
Bl.nr.K
11
-
i)C
Circuit
Analysis
90
Hours
Theory
of
matter
(6
hrs);
Klcctrostatic
and
magnetic
forces
(9
hrs);
Generating
electrical
energy
by
chemical
r.3ans
(6
hrs);
Flectrical
conduction
(6
hrs);
DC
circuits
(15
hrs);
Cc.plex
DC
circuits
(15
hrs);
Flectrcmagnetism
(6
hrs);
Meter
mechanisms
(6
hrs);
Inductance
and
capacitance
(15
hrs);
Measureiront
(6
hrs).
8
9
10
Course
Material
-
UTLASSTFIFD
BLOCK
III
-
AC
Circuit.
Analysis
90
Hours
Altercating
current
(18
hrs);
Simple
capacitive
AC
circuits
(12
hrs);
Simple
inductive
AC
circuits
(12
hrs);
Complex
AC
circuits
(13
hrs);
Trans
formers
and
synchro
principles
(12
hrs)
;
Co;nplcx
waveform
and
voltage
dividers
(12
hrs);
Measurement
(6
hrs);
11
12
13
Course
Material
-
UNCLASSIFIED
liLo'CK
IV
-
Vacuum
Tubes
and
Solid
State
Principles
and
Power
Supplies
90
Hours
FUctron
tube
theory
(12
hrs);
Triodc
tube
fundamentals
(12
hrs);
Additional
tube
fundamentals
(6
hrs);
Semiconductor
physics
(6
hrs);
Solid
state
diodes
(6
hrs);
PMP
and
NT.N
transistors
(6
hrs);
Opera-
tional
characteristics
of
transistors
(12
hrs);
Po.vcr
supplies
and
filters
(9
hrs);
Voltage
regulation
(6
hrs);
Application
of
pov.er
supplies
(6
hrs);
Indicating
devices
(3
hrs);
Measurement
(6
hrs).
25
Nil.
14
15
Precision
Measurement
Equipment
Specialist
(cont.)
Course
Material
BTOCTT
UNCLASSIFIED
Solid
State
and
Vacuum
Tube
Amplifiers
60
flours
Direct
coupled
amplifiers
(12
hrs);
RC
coupled
amplifiers
(18
hrs);
Impedance
and
transformer
coupled
amplifiers
(6
hrs);
Feedback
amplifiers
(6
hrs);
Special
circuits
(12
hrs);
Measurement
(6
hrs).
16
17
Course
Material
-
UNCLASSIFIED
BLOCK
VI
-
Wave
Generating
and
Shaping
Circuits
60
Hours
Sinusoidal
oscillators
(15
hrs);
Nonsinusoidal
generators
(18
hrs);
Limitcrs,
clampers,
and
choppers
(9
hrs);
Logic
circuits
(6
hrs);
Counter
circuits
(6
hrs);
Measurement
(6
hrs).
18
19
Course
Material
-
UNCLASSIFIED
BLOCK
Vll
-
Microwave
Generation
and
Transmission
Line
Principles*
60
Hours
Microwave
generation
(12
hrs);
Transmission
line
theory
and
measure-
ment
(18
hrs);
Microwave
impedance
(9
hrs);
Square
law
detectors
and
detection
(3
hrs);
Waveguides
and
resonant
cavities
(9
hrs);
Special
applications
of
transmission
lines
(3
hrs);
Communications
security
practices
-
I
(1
hr);
Measurement
(5
hrs).
20
21
Course
Ma
terial
-
UN'CIASSIFIED
BLOCK
VIII
-
Test
Equipment
Troubleshooting
and
Repair
Procedures
60
Hours
Circuit
analysis
techniques
(6
hrs);
Logical
troubleshooting
procedures
(3
hrs);
Inspection
and
subassembly
isolation
of
malfunctions
(6
hrs);
Test
equipment
troubleshooting
-
Multimeters
(6
hrs);
Test
equipment
troubleshooting
-
Signal
generators
(6
hrs);
Test
equipment
trouble-
shooting
-
Oscilloscopes
(12
hrs);
Repair
of
circuits,
printed
circuits,
cables,
and
connectors
(12
hrs);
Replacement
parts
requisition
pro-
cedures
(3
hrs);
Measurement
(6
hrs).
22
23
Nonacademic
(Mid-Course
Leave)
26
Precision
Measurement
Equipment
Specialist
(cont.)
24
2S
26
Coii
rse
Material
-
UNCIASSIFIED
BLOCK
IX
-
DC
and
Low
Frequency
AC
Measurements
I*
90
Hours
The
metrology
of
voltage,
airrcnt,
and
power
(12
hrs);
Instrument
calibration
standard,
electrostatic
voltmeter,
and
voltaic
regulator
(18
hrs);
Precision
voltage
and
current
measurement,
decade
attenu-
ators,
and
DC
power
supplies
(15
hrs);
Thermal
converter
meters
(9
hrs);
Vacuum
tube
voltmeters
(12
hrs);
Voltmeter
calibration
system
(9
hrs);
Differential
voltmeters
(9
hrs);
Measurement
(6
hrs).
27
28
29
Cour
se
Material
-
UNCLASSIFIED
BLOCK
X
-
DC
and
Low
Frequency
AC
Measurement
II*
90
Hours
Measurement
of
resistance
(18
hrs);
Resistance
bridges
(21
hrs);
Measurement
of
capacitance,
inductance,
and
reactance
(18
hrs);
Reactance
bridges
(12
hrs);
Voltage
dividers
and
transformers
(9
hrs);
Synchro
test
equipment
(6
hrs);
f>!easuremcnt
(6
hrs).
30
31
Course
Mate
rial
-
UNCLASSIF
IHP
ViTTJuTXI
-
Waveform
Analysis*
60
Hours
Oscilloscopes
(30
hrs);
Analysis
of
waveforms
(6
hrs);
Oscilloscope
calibrating
equipment
(12
hrs);
Calibration
of
the
oscilloscope
(6
hrs);
Measurement
(6
hrs).
32
33
34
Course
Material
-
U
NCLASSIFIED
BLOCK
XII-
Frequency
Measurement*
90
Hours
Measurement
of
frequency
and
time
interval
(9
hrs);
Frequency
meter
(30
hrs);
Calibration
of
the
frequency
meter
(6
hrs);
Distortion
analyzers
(6
hrs);
Function
generators
(6
hrs);
Low
frequency
signal
generators
(6
hrs);
Generation
and
measurement
of
high
frequencies
(12
hrs);
Phase
measuring
equipment
(9
hrs);
Measurement
(6
hrs).
35
36
37
Course
Material
-
UN'CIASSIFIED
BLOCK
XIII
-
Microwave
Measurement
I*
90
Hours
Fundamentals
of
microwave
measurements
(18
hrs);
Microwave
laboratory
equipment
(27
hrs);
Microwave
SWR
and
impedance
measurements
(18
hrs);
Microwave
power
measurements
(15
hrs);
Microwave
frequency
measure-
ments
(6
hrs);
Measurement
(6
hrs).
27
Precision
Measurement
Equipment
Specialist
(cont.
)
38
39
40
Cour
se
Material
-
UNCIA
SSIFTED
KIJOCK
XJV
-
Microwave
Measurement
II*
90
Hours
Microwave
attenuation
measurements
(18
hrs)
;
Calibration
of
microwave
laboratory
equipment
(33
hrs);
Spectrum
analysis
(15
hrs);
Field
trip
to
National
Bureau
of
Standards
at
Boulder,
Colorado
(6
hrs);
*3ABR32430-1
Measurement
(5
hrs);
*3ABR32430-1
graduation
(1
hr);
Course
Critique
and
Air
Force
supply
and
maintenance
management
(11
hrs);
Communication
security
practices
-
II
(1
hr);
Measurement
(6
hrs).
41
42
43
Course
Material
-
UNCLASSIFIED
BLOCK
XV
-
Physical
Measurement
I
90
Hours
Routine,
medium
and
precision
measurements
(24
hrs);
Optical
measure-
ments
(18
hrs);
Measurement
of
heat,
temperature,
and
humidity
(18
hrs)
Rotary
and
vibratory
motion
(24
hrs);
Measurement
(6
hrs).
44
45
46
Course
Material
-
UNCLASSIFIED
BLOCK
XVI
-
Physical
Measurement
II
90
Hours
Weights
and
balances
(6
hrs);
Measurement
of
force
and
torque
(30
hrs)
;
Mechanical
gages,
piston
gages
and
dead
weight
testers
(24
hrs);
Measurement
of
pressure
and
vacuum
(24
hrs);
Measurement
(5
hrs);
Course
Critique
and
graduation
(1
hr).
28
Water
and
Waste
Processing
Nonacademic
(Commander's
Time)
Course
Material
-
U
NCLASSIFIED
BLOCK
I
-
Introduction
to
Water
and
Waste
Processing
30
Hours
Orientation
(2
hrs);
Career
Field
Progression
and
Training
(2
hrs);
Communication
Security
(2
hrs);
Technical
Publications
(6
hrs);
Resources
and
Work
Force
Management
(6
hrs);
Basic
Mathematics
(9
hrs);
Measurement
and
Critique
(3
hrs).
(Safety
as
Applicable)
Cour
se
Material
-
UNCLASSIFIED
BLOCK
II
-
Water
and
Wastewaler
Analysis
60
Hours
Basic
Chemistry
(18
hrs);
Air
Force
Water
Requirements
(2
hrs);
Sources
and
Characteristics
of
Water
(4
hrs);
Laboratory
Safety
(1
hr);
Collecting
and
Labeling
Water
and
Waste
Samples
(2
hrs);
Water
Analysis
(15
hrs);
Wastewater
Analysis
(12
hrs);
Measurement
and
Critique
(6
hrs).
(Safety
as
Applicable)
Con
rsc
Material
-
UNCLAS
SIFIED
BLOCK
III
-
Operating
Principles
of
Water
Treatment
Plants
60
Hours
Principles
of
Water
Treatment
Plants
(6
hrs);
Clarification
(18
hrs);
Water
System
Filters
(6
hrs);
Chemical
Disinfection
(4
hrs);
Taste,
Odor,
and
Color
Control
(2
hrs);
Fluoridation
and
Defluoridation
(2
hrs);
Water
Distribution
System
(4
hrs);
Field
Water
Treatment
(12
hrs);
Measurement
and
Critique
(G
hrs).
(Safety
as
Applicable)
29
Water
and
Waste
Processing
(cont.
)
Course
Material,-
UNCL
ASSIFIED
BLOCK
IV
-
Specialized
Water
Treatment
Processes
60
Hours
Ion
Exchange
and
Controls
(24
I>rs);
Elcctrodialysis
Demineralization
(4
hrs);
Specialized
Water
Treatment
(2
hrs);
Distillation
(15
hrs);
Internal
Corrosion
and
Scale
(9
hrs);
Measurement
and
Critique
(6
hrs).
(Safety
as
Applicable)
10
Course
Material
-
UNCLASSIFIED
BLOCK
V
-
Waste
Treatment
and
Disposal
60
Hours
Classes
and
Sources
of
Waste
(1
hr);
Field
Sanitation
(2
hrs);
Composi-
tion
and
Characteristics
of
Sewage
(3
hrs);
Principles
of
Waste
Treat-
ment
(6
hrs);
Primary
Waste
Treatment
(12
hrs);
Secondary
Waste
Treatment
(18
hrs);
Tertiary
Treatment
(2
hrs);
Chlorination
and
Stream
Survey
(4
hrs);
Industrial
and
Radioactive
Waste
(6
hrs);
Measurement
and
Critique
(6
hrs).
(Safety
as
Applicable)
11
12
Course
Material
-
UNCLASSIFIED
BLOCK
VI
Maintenance
of
Water
and
Waste
Processing
System
Components
60
Hours
External
Corrosion
Control
(C
hrs);
Cathodic
Protection
(3
hrs);
Drive
Equipment
and
Accessories
(9
hrs);
Pipeline,
Valves,
Meters
and
Recorders
(6
hrs);
Chemical
Feeders
(3
hrs);
Maintenance
of
Sewage
Plant
Equipment
(3
hrs);
Pump
Maintenance
(12
hrs);
Wells
and
Well
Maintenance
(9
hrs);
Logs
and
Reports
(3
hrs);
Measurement
and
Critique
(5
hrs);
Course
Critique,
Driver
Safety
and
Graduation
(1
hr).
(Safety
as
Applicable)
30
UNCLASSIFIED
Security
Classification
DOCUMENT
CONTROL
DATA
-
R&D
(Security
classification
of
title,
body
of
abstract
and
indexing
annotation
must
be
entered
when
the
overall
report
is
classified)
I.
ORIGINATING
ACTIVITY
(Corporate
author)
Lincoln
Laboratory,
M.I.T.
2a.
REPORT
SECURITY
CLASSIFICATION
Unclassified
26.
GROUP
None
3.
REPORT
TITLE
The
Lincoln
Terminal
System:
Civil
Applications
4.
DESCRIPTIVE
NOTES
(Type
of
report
and
inclusive
dates)
Technical
Note
5.
AUTHORISI
(Last
name,
first
name,
initial)
Frick,
Frederick
C.
6.
REPORT
DATE
30
September
1971
TOTAL
NO.
OF
PAGES
36
7b.
NO.
OF
REFS
None
Ba.
CONTRACT
OR
GRANT
NO.
F
19628-70-C
-0230
b.
PROJECT
NO.
649L
9a.
ORIGINATOR'S
REPORT
NUMBERISI
Technical
Note
1971-46
96.
OTHER
REPORT
NO(S)
(Any
other
numbers
that
may
be
assigned
this
report)
ESD-TR-71-275
10.
AVAILABILITY/LIMITATION
NOTICES
Approved
for
public
release;
distribution
unlimited.
It.
SUPPLEMENTARY
NOTES
None
12.
SPONSORING
MILITARY
ACTIVITY
Air
Force
Systems
Command,
USAF
13.
ABSTRAC
T
In
January
1970,
the
M.I.T.
Lincoln
Laboratory
undertook,
with
Air
Force
sponsorship,
the
exploratory
development
of
an
automated
training
system
to
meet
the
urgent
need
for
more
cost-effective
technical
training
in
the
Services.
Basically,
this
resolves
to
the
need
for
an
economic
means
of
supporting
individualized
self-instruction.
It
is
clear
that
such
a
capa-
bility
would
have
application
outside
of
military
or
technical
training.
This
report
discusses
how
the
concepts
and
supporting
technology
currently
under
development
at
Lincoln
Labora-
tory
might
be
extended
to
meet
areas
of
concern
in
civil
education,
including
vocational
training,
continuing
education,
manpower
development,
rehabilitation,
and
self-improvement.
14.
KEY
WORDS
computer
assisted
instruction
educational
technology
Lincoln
Terminal
System
(LTS)
manpower
development
microfiche
vocational
training
J]
UNCLASSIFIED
Security
Classification

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