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109

3iblioIT?-''1'·"

1. International Busine3s ;:achines Corpo!'ation, IEi~ 7090/70Q4

2.

3.

4.

5.

6.

Prop;p_m:'ling Systc's ~, FOitTi1'l.;! IV L?n,'!Uage, Form C 28-62 74-1, White Plains, Neli York, 1963.

_ _ _ _ _ -', IB;'; 16?0 Data Processinl! System, Form A 26-4.500-2, iihite Plains, New York, 1961.

_ _ _ _ _ _ , IEI-: 1620/1710 Symbolic PrograJ:'JIline' System. Form C 26-5600-1, ';Ihite Plains, new York, 1962.

______ , ill!

16:)0 ~

I

Svstcr:s Reference Hanual, Form C 26-5739-1, i-Jhite Plains, New York, 1963.

_ _ _ _ _ -", IQ1 1620 ;·;oni tor

I

(Sul)crvisor Listings) ~ Fora 1620-?R-026, ~tc Plalns, New York, 1963.

_____ -", 11lli. illl

Disk Storage ~ ~ 1, Form A

26-5650-1,

White Plains, New York, 1963.

7.

Leeds, Herbert D., and -.!einberg, Gerald H., Computer Programming Fundamentals, New York, HcGra"I-Hill Book .Co:npany~ Inc.., 1961.

8.

HcClure, Charles W., f.Qill)Q ,'-TId FOR-TO-GO ~, v1hite Plains, New York, 1620 General Program Library, IBl-i Corporation, 1961.

110

~

!New~

in

Computer Appreciation

Charles H. Davidson Engineering Canpu ting Laboratory

Vni versi ty of Wisconsin

Canputer Education is be caning a recognized nece~8ity for the tech-nical student in cOllege. At ;'isconsin it has been incorporatea in the required expel'ience of all engineers for som~ time, and is being made increasingly available

,,0

int.erest.eu students with various bacKgrounds and degrees of preparation, as is indicar.ed 1n Figure I, which lists "he courses available in the Numerical Anlliysis Department.

'nle first entry in this tabl.'t:!, ho .. ever, lepresents an innovation in the teaching philosophy. Here for the first time is a course deliberately aimed at the non-tecl:nically tra. ned student. As is pointed out in Figure II, the catalog descri~tlon of the course, the only prerequ1.site is inter-mediate level h1.gh school algebra, e~uivalent to about two and one hall' units of high school mat.he'l'latics; i t is estblated that about

3/4

of our University freshInen are eligible to take this course.

"Introduction to Computing Hachinfls" is intended to be more of a cultural than a professional course. Many of the students who take i t may indeed never use a canputer again, but they will all hear about ~an­

puters every week of their lives. ' .. Jhenever they receive a paycheck, re-gister for a class, pay an insurance pre!'nium, make an airline reservation, or watch a rocket la\Ulching or an election return, it is almost certainly an I!t1 card or a computer-produced document they will be dealing with.

As the course is taught, the firs t two weeks are devoted to acquiring enough of a rudimentary knO'wledge of FOrtmAN to be able to present simple problems to the canputer. The rest of the course consists of examining some of the areas of significant application of the computer, classified as far as possible accordiilg to the particular advantages or capabilities of the cClllputer. In each case, the students actually do simplified, watered down exa~ple proble~s illustrating its use, and extrapolations hopefully point OIl t and make meaningful the true role of the canputer , in these areas. During the first semester it was offered, the students

each did about twelve problems on the computer, including problems in:

1) finding roots of polynomials 2) class scheduling

3) sorting and tahle look-up 4) inv"ntory control 5) missle tracking

6) library information retrieval and several others.

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2

-All of this laboratory work has been done in the Engineering Coli-puting Laboratory using the FORGO system, which is ideally suited for th is type of teaching, iii th the exception of one prohl_ near the end of thf' senester in which the use of the CDC 1604 and monitor syste.

operation were demonstrated.

Figure II I presents a condensed outline o! the course, indicating some of the topics discussed and their sequence. Perhaps, however, one of the best pictures of the scope of the course can be obtained trca the list of Review west ions shown in Figure IV, which wu distributed shortly before final exam time, and represents material which they might be ex-pec tf~d to ha va learned.

Since there is obviously no text-book existing which treats such a ranpe of material in this fashion, we are preparing all of our own notes for the course, which will be published as a textbook • .4 preliminary vers ion of the notes will be printed tor use with the third offering ot the course in the faU of 1961J, and the official published version of the book is expec ted to be out in the late spring of 1965.

Some people are referring to the course in a colloquial fashion &8

"Computer Appreciation". TI1is we accept as an apt description, provided it is modified to read "Introduction to Computing Machines--a do-it-your-sel! course in canputer appreciation".

/ 12

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~

UNIVERSITY OF WISCONSIN Couraes in Computer Programming

NUMBER TITLE OF COURSE PREREQUISITE

NA 132 tntrowction

to

Computing Machines Intermediate high school mathematics NA 301 Computer Programming in the Differential

Physical Sciences Equations

NA315 Introduction to Data Processing One semester

Methode college math

NA413 Introduction to Numerical Analysis Differential equations NA415 Intermediate Programming Methods Differential equations and elem. FORTRAN NA 814 a.b AdvaDced Numerical Analysis (year) NA 413

Plua

seminars and short

course.

Ti~,,,'.

X

//3

CREDITS 3

2

3

3 3

3,3

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THE UNIVERSITY OF WISCONSIN COI.I.&O. O~ .NOIN.& ... NO

MADISON'

DCfI"'"TwKNT OP ItL.ItCTRICAI. ItNOINItIl"INO

Numerical Analysis 132 .IHTRODUCTION 1'0 CQ>lPUTING ;'~ACHlNESlI

Haw canputers work; cClllllUnicating with canputers;

areas

of application and significance; simple FO~rRAN programming; elementary data processing and problem solving. Prerequisite, intermediate level c4 high school mathematics. Offered each se:r.ester, 3 credits.

An opportunity for the r.on-technically trained person to acquire an understanding of the uses, method of operation, and significance

ot

the electronic canputer in the world aroond him. Students will both hear about and actually use the canputer in solving problems in mathematics, business, gane pla:y1ng. and lIan, other fielda.

'!he course will be taught jointly by the Numerical Analysis Department and the Electrical Engineering Department, with two

leotures

and

a

laboratory period each week. It will be firS t offered in the tall of

1963.

"F!glAre n

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Chapter Chapter Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter Chapter Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 15

a

Numerical Analysis 132

I

"INTRODUCTION TO COMPUTING MAC-HINES"

I

The Information Machine The FORTRAN Language

Things Worth Computing: (A) Routine Repetition The Second Industrial Revolution

Things Worth Computing: (B) Try and Try Again Further FORTRAN

Things Worth Computing: (C) When Mistakes are Costly What Goes on Inside Computers

Things Worth Computing: (D) Hurry. Hurry, Hurry The Language of the Machine

Things Worth Computing: (E) Simulating the Real Thing Other Kinds of Computers

Things Worth Computing: (F) Memory Like and Elephant Things Worth Computing: (G) Just plain Curiosity Computers and the Future

'F;~ure

m

/ /5

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NA 132

REVIEri

~

1. Actual FORGO operating procedure on the 1620.

2. Distinguish between: a) machine language b) symbolic language e) a18ebraic language

3. What is the ditference between "compile" time and "execute" tae?

How does FORGO mark the transition?

4.

Name two (data handling) processes at which the human 18 more ettic1ent than the canputer.

5.

Below are listed tive characteristics

or

computers. List three important areas ot application that take advantage

or

each (not necessarily mutual~ exclusive).

a) high speed

b) accuracy (treedom trom mistakes) c) repetetive ability

d) large non-forgetting lIIemory e) logical ability

6. What are IIpseudo-randan" numbers? What good are they?

7 • How are computers used in inventory control?

8.

What trends are observed in busineu uses ot computers?

9. How are computers used in product design? How does thi. canpare and contrast with autanation?

10. What is a "critical path"?

11. When is a canputer operating in IIreal" time? Illustrate.

12. Elementary binary arithmetic.

13. Why is binary arithmetic used?

14.

What are the tive .ain functional units in a general purpose digital computer? Diagraa then, showing the principal paths of data tlow and control.

1S.

What is meant by a single address computer? two address? cme-plns-one address? three address? Glve an example of each type of in-struction.

16. Compare analog and digital canputers.

17. Name the three main logical cOIIponents of an analog cClllputer. Which is used to get distance trom velocity? How?

18. How do you program an analog canputer?

19. Why are libraries concerned with AIntormation Retrieval"?

20. What are sOlIe of the probl_s in attempting to upgrade the intelll-gence of a canputer?

'Fi~qre

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Dans le document 19-21, (Page 57-61)