DOCUMENT RESUME

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TITLE Computers and Careers: A Suggested Curriculum for Grades 9-12. INSTITUTION Central Texas Coll., Killeen. SPONS AGENCY Bureau of Adult, Vocational, and Technical Education (DHEW/OE), Washington, D.C. PUB DATE 73 NOTE 67p.. AVAILABLE FROM Suprintendent of Documents, U.S. Government Printing Office, Washington, D. C. 20402 (Stock Number 1780-01241)

EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS *Computer Science Education; *Curriculum Guides; Equipment; *High-School Curriculum; Library Services; Programing; *Programing Languages; Technical Education; Units of Study (Subject Fields); Vocational Education IDENTIFIERS Keypunching

ABSTRACT The curriculum guide is designed to help high school -administrators, teachers, and others to develop or expand a program to introduce all students to general computer capabilities, to provide certain students with a problem solving tool, or to prepare other students for entry into the job market. Help is given in planning and organizing the program, curriculum outlines for the four high school years are included, and the courses are described briefly. Fourteen instructional units cover advanced COBOL programing, beginning keypunch, business applications development, computer operations, FORTRAN applications programing, introduction to COBOL programing, introduction to computers, introduction to programing, keypunch and data entry, office machines, procedures for organizing information, programing projects, punched card data processing I, and punched card data processing II. .A section outlines what library support is necessary for the curriculum. .A chapter on facilities, equipment, and costs involves such things as transporting students to computer facilities, terminals only, building requirements, acoustics,, air conditioning, safety precautions and others. (MS) COMPUTERS AND C

A SUGGESTED CURRICULUM FOR GRADES 9-12

U.5 DEPARTMENT OF HEALTH, EDUCATION 8 WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STAT ED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OP EDUCATION POSITION OR POLICY

COMPUTER LITERACY

JOB ENTRY

OPROBLEM SOLVING TOOL

FILMED FROM BEST AVAILABLE COPY DISCRIMINATIONPROHIBITEDTitle VI of the Civil Rights Act of 1964 states: "No person in the. United States shall,on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits oic, or be subject to discriinination under any programor activity receiving Federal financial assistance." Therefore, the Vocational Educationprogram, like every program or activity receiving financial assistance fromthe Depart- ment of Health, Education, and Welfare, must be operated in compliancewith this law. CY)

LrN CO

COMPUTERS ND C REERS

A Suggested Curriculum for Grades 9-12

Central Texas College Killeen, Texas Developed pursuant to a grant with the U.S. Office of Education by Central Texas College Killeen, Texas 1973

The project presented or reported herein was performed pursuant to a grant from the U.S. Office of Education, Department of Health, Education, and Welfare. However, the opinions expressed herein do not necessarily reflect the position or policy of the U.S. Office of Education, and no official endorsement by the U.S Office of Education should be inferred."

For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, D C. 20402Price $ Stock Number 1780.01241 FOREWORD Parallel with the rapid development of computer and data processing technology, high school principals across the nation are experiencing a growing demand for educational programs in this comparatively new field. Year by year, since the mid-1960's, the number of high schools that have undertaken such programs has increased steadily. Concurrently, existing programs have been expanded, both in terms of student enrollment and in the scope of curriculum content. These programs deal generally with three learning objectives: to achieve literacy in computer fundamentals, to !earn to use the computer as an aid in further studies, and to achieve tech- nical competence in preparation for job entry. Many high school administrators, however, hesitate to undertake the development of data processing programs because of their unfamiliarity with the program area. Their need is for guidelines to assist in developing quality data processing programs where requirements for such programs can be identified clearly. To provide these guidelines is the purpose of this publication. This suggested guide identifies and describes special problems in de- fining, initiating, and operating effective programs. Recommendations are provided on the following topics as they relate particularly to program de- veldpment: classroom requirements, laboratory and library facilities, the library collection, the faculty, student selection and services, and the cur- riculum. The material presented reflects the accumulated experience of successful programs and the consensus of many technician educators, employers, school administrators, teacher educators, consultants, and other persons who have distinguished themselves in the field of technician edu- cation and who have made substantial contribution to this publication. This publication will assist Federal, regional, State, and local educators and their advisory committees in initiating new high quality computer re- lated education programs or in improving existing programs. It will also assist teacher educators, program evaluators, employers of technicians, guidance counselors, and others interested in technical education. Itis a suggested guide to be used or modified as necessary to suit the needs of a particular local situation. This guide was developed under the direction of Alton W. Ashworth, Jr. and Suzette Gebolys, Central Texas College, with the assistance of William Berndt and Walter J. Brooking, members of the Bureau of Adult, Vocation- al, and Technical Education, Office of Education, Department of Health, Education, and Welfare. L. M. Morton, Jr. President Central Texas College Killeen, Texas

iii ACKNOWLEDGMENTS

Central Texas College acknowledges with appreciation the valuable con- tributions made to this project by the following persons: Charles Bauer, Adjunct Assistant Professor, Computer Science Department, Illinois Institute of Technology, and Assistant Principal, Lane Technical High School, Chicago, III. 60661 Ronald W. Confer, Assistant Director, Computer Services, The Board of Public Education, Pittsburgh, Pa. 15213 Judy Edwards, Consultant, Computer Science Education Programs, 1015 Oakcrest, Iowa City, Iowa 52240 John J. Fitzsimons, Manager of Federal Marketing, INFONET Division, Com- puter Science Corporation, 650 N. Sepulveda Boulevard, El Segundo, Calif. 90245 George G. Heller, Director of Education, Association for Computing Machinery, --- 1133 Avenue of the Americas, New York, N.Y. 10036 Harold Hitt, Superintendent of Public Schools, 141 Lavaca, San Antonio, Tex. 78210 Raymond Kaczmarski, Detroit Public Schools, 5057 Woodward Avenue, De- troit, Mich. 48202 Thomas E. Robinson, Teacher Specialist, Computer-Assisted Instruction Pro- gram, Montgomery County Public Schools, Einstein High 'School, 11135 Newport Mill Road, Kensington, Md. 20795 R. C. Stokes, Deputy Assistant Superintendent, Data Processing Services, Dallas Independent School District, Dallas, Tex. 75202 Daniel Vicarel, Supervisor of Business and Office Education, Ohio State De- partment of Education, Division of Vocational Education, 65 S. Front Street, Room 611, Columbus, Ohio 43215 CONTENTS

Page FOREWORD iii ACKNOWLEDGMENTS

INTRODUCTION 1

Purpose of the Curriculum Guide 1 Program Objectives 1

PLANNING AND ORGANIZING THE PROGRAM 3 Development of the Program 3 Advisory Committees 3 Organizational Patterns 4 Occupational Information and Employment Opportunities 5 Student Populations and Services 6 Staff Qualifications 6 Laboratory Equipment and Facilities 7

THE CURRICULUM 9 Curriculum Outline 9 Brief Description of Courses 11 Curriculum Content and Relationships 12 Cooperative Vocational Education Programs 13

INSTRUCTIONAL UNITS 15 Advanced COBOL Programming 15 Beginning Keypunch 18 Business Applications Development 21 Computer Operations 23 FORTRAN Applications Programming 24 Introduction to COBOL Programming 25 Introduction to Computers 28 Introduction to Programming 29 Keypunch and Data Entry 31 Office Machines 33 Procedures for Organizing Information 35 Programming Projects 37 Punched Card Data Processing I 38 Punched Card Data Processing II 40

LIBRARY SUPPORT FOR THE SUGGESTED CURRICULUM 41, Library Staff and Budget 41 Suggested Technical References 41

vii Page LABORATORY FACILII-IES, EQUIPMENT, AND COSTS 43 Transporting Students to Computer Facilities 43 Terminals Only 43 On-Campus Computer Facilities 44 Equipment Costs 44

BIBLIOGRAPHY 52

APPENDIXES 53 A. List of Resource High Schools and Public School Systems 53 B. Curriculum Adapted to a 1-Year Program 54 C. A Selected List of Film Distributors 56 D. Supplementary References for Us( in Secondary School Instruction 58

viii INTRODUCTION That computers have affected thelivesof Computerized social security and income tax de- nearly all of us is indisputable. Their impact has ductions touch the lives of nearly all citizens. The been experienced in areas as widely separated as seemingly unlimited usefulness of the computer space research and preschool instruction. This itself has been augmented by the rapidly accel- impact is even more remarkable when the com- erating development of peripheral equipment and puter's brief history is recalled. In 1950, there data communications systems. This development were fewer than 15 electronic digital computers has brought into use extensive networks in which in worldwide use. By the late 1960's, over 40,000 a single computer, located in one city, provides were in operation and the number is expected to service to- terminals in other cities across the exceed 100,000 during the 1970's. nation. Computer applications have penetrated, direct- The phenomenal developmentof computer ly or indirectly, nearly every aspect of human technology has created an increasing demand for affairs. Computers are used to dc)sign ships, to competent dataprocessing personnel. Conse- aid in their construction, and to operate and nav- quently, individuals who are knowledgeable about igate the completed vessels. Computers made computercapabilitiesareenjoyingincreased possible the design and construction of space- career opportunity and flexibility. The concept of craft, their _launching, control, and navigation to "careers related to computers" is fast becoming the moon. Computers also have been applied to an important educational consideration as schools less exotic but none the less significant roles in come to recognize their responsibility to prepare the functions of government, law enforcement, students to work in a computerized society. education, business, commerce, and the sciences.

Purpose of the Curriculum Guide This guide has been prepared as an aid for computer capabilities, to provide certain students high school administrators, teachers, and others with a problem-solving tool, or to prepare other concerned with the development or expansion of students specifically for entry into the job market a program to introduce all students to general upon graduation.

ProgramObjectives The materials presented in this guide are rep- lum, all students will be given an opportunity resentative of programs that have been imple- to achieve computer literacy, and thereby mented successfully by high schools of varied understand the computer's role in their daily characteristics and with similar, but not dupli- lives. cative, objectives, (appendix A). These programs Provide a problem-solving capability to stu- are termed"successful" because they achieved a dents interested In using the computer as a planned purpose or made significant progress to learning tool in their post high school ex- that end. Each high school staff received the periences. active assistance of an advisory committee drawn O Prepare qualified students for job entry in the from the community. Together, they defintaii stu- data processing field. Programs in this cate- dent and area needs for a computer education gory should be undertaken only when there program in their local high school; together, they is clear evidence of a data processing job initiated the program and moved it toward its market where graduates can expect place- stated objectives. ment. These objectives include: The programs by which these objectivesare Within the scope of the high school cUrricu- achieved are illustrated in figure 1.

1 OBJECTIVE: INTRODUCTION COMPUTER TO LITERACY COMPUTERS

INTRODUCTION TO PROGRAMMING

OBJECTIVE: PROBLEM- OBJECTIVE: SOLVING JOB ENTRY TOOL

FORTRAN BEGINNING APPLICATIONS KEYPUNCH PROGRAMMING

BUSINESS KEYPUNCH AND 'PUNCHED CARD APPLICATIONS DATA ENTRY DATA PROGRAMMING PROCESSING I

PROCEDURES FOR INTRODUCTION OFFICE PUNCHED CARD INTRODUCTION ORGANIZING TO COBOL MACHINES DATA TO COBOL INFORMATION PROGRAMMING PROCESSING II. PROGRAMMING

ADVANCED PROGRAMMING COBOL PROJECTS OR COMPUTER PROGRAMMING COMPUTER OPERATIONS OPERATIONS

2YEAR OR 4-YEAR COLLEGE OR JOB ENTRY

Figure 1. Program objectives and organization 2 PLANNING_AND ORGANIZING THE PROGRAM Regardless of the= variations of locale and en- and interests, and will it enjoy the support vironment in which a computer education pro- of the administration and staff of the high gram can be undertaken, there are certain basic school where it will be offered? considerations that require attention. Since these 6. iTo staff the computer and data processing matters relate to program feasibility, they should courses, does the existing faculty include be dealt with in the preliminary study phase of qualified personnel, can such personnel be development planning. obtained, or can existing faculty members be professionally upgraded? 7.Will provisions be made for effective stu- Development of the Program dent guidance services prior to the student A school superintendent has many factors to entering the program and during participa- evaluate in considering whether to initiate a new tion in the program, and for an enlightened high school course or program. The administrator placement service upon graduation? may become aware of a new course or curricu- In attempting to answer such questions, a su- lum need from various sources. Student or par- perintendent not only should seek the recommen- ent interest, school staff initiative, recommenda- dations of qualified staff personnel but enlist the tions from personnel with State or local boards services.of an advisory committee to assist in the of education, area empicyers, offerings of other decision-making process. school systems, and nationall :meetings or publi- cations are all potential sources for new curricu- Advisory Committees lar approaches. The advisory committee'for the computer Consideration of the program should' begin science data processing program should consist with a comprehensive State, regional, and local of area employers, representatives of scientific school district area study. This study can be and technical societies in the field, computer op- conducted with the assistance of people familiar erating personnel, knowledgeable civic leaders, with the areas in which data processing technol- and representatives of area community and junior ogy isin use or anticipated. Such a study de- colleges, 4-year colleges, and universities in which termines educational needs, identifies community high school graduates might enroll. Such mem- support, evaluates student population .and inter- bers serve without pay as interested citizens; they est, and forms a basis for deciding whether or not enjoy no legal status, but provide invaluable as- to offer the program. sistance to the school board and its staff. The The following questions should be answered committee normally consists of about 10 mem- affirmatively before any phase of the curriculum bers (but may range from 6 to 12), who generally is adopted for use in district schools: serve for a 1- to 2-year period. The school super- intendent or the curricular assistant ordinarily is 1.Is projected student population. and inter- chairman. est sufficient to justify the program? The committee assists in surveying and de- 2.Does the program meet a need of the State fining the need for technicians; the knowledge and or community at reasonable cost? skills they will require; employment opportunities; 3.Does the local board of education under- available student population; curriculum, faculty, stand the educational objectives of the pro- laboratory facilities and equipment; the extent of gram? Will the board support the program community support, and cost and financing of the with personnel, funds, and cooperation? program. When the studies indicate that i3pro- 4.Will financial support be adequate to pro- gram should be initiated, the committee's help in vide the program with buildings, facilities, planning and implementing it is vital. and faculty, and to maintain it by provid- Frequently, the committee helps school district ing the proper educational aids and equip- administrators obtain local funds, and State and ment essential to the conduct of a high quality program? 'American Vocational AssociatIor. The Advisory Commit- tee and Vocational Education. Washington: The Associa- 5.Is the program responsive to student needs tion, 1969.

3 Federal support for the program. The committee computer science and data processing, the school can also help assure careful articulation of the administration must consider certain important high school's program with those offered at area variables. First, whenever a program is offered to institutions of higher education where its gradu- all students, a vast spectrum of student differ- ates are likely to enroll for additional education ences must be anticipated. It is not sufficient to and training.In addition when the graduates simply acknowledge that such differences in abili- seek employment, the committee can aid both in ties and interests exist while continuing to plan placing them in jobs and in evaluating their work an inflexible program for the "typical" freshman. performance. Such evaluations often willresult In a larger school, student characteristics can be in minor modifications which will more closely accommodated partially by altering the orienta- relate the program to employment or college tion of various sections of the same course. Using requirements. this method, Introduction to Computers could have several sections from which the student can Orga nizationa I Patterns select group discussion, independent study, or lecture-discussion techniques of instruction. A Since this programis designed to help all high second variable to be considered when introduc- school students achieve basic computer literacy, ing a computer literacy program is the desirability provide some students with a problem-solving of relating su=7,h a program to both the students' tool, or prepare other students to enter the job other courses and to the information and guid- market, there are many organizational patterns ance they are receiving about various career pos- available to the administrator who would manage sibilities. For an introduction to computer appli- these diverse objectives efficiently. The following cations to have maximum impact on high school discussion outlines some of the viable patterns. students, it must be related intimately.to what they are currently learning in other areas, and to Computer Literacy Objective what they may eventually be involved with as One of the primary goals of the curriculum out- working adults and citizens. If these relationships lined in this guide is to provide an opportunity to are clearly evident, student enthusiasm and moti- all high school students to become aware of com- vationfor the programwillbesubstantially puter capabilities and uses.Itis recommended enhanced. that this computer literacy program be introduced For a computer literacy program to be opti- in the ninth grade. Ideally, Introduction to Com- mally effective,it must occur early in the stu- puters should be a required course replacing an cients' academic preparation, be correlated close- electiveinthe- second semester of the ninth ly to their other learning and supportive experi- grade. It is not, however, a prerequisite for other ences, contribute to their perceptions of career courses. Introduction to Programming serves to possibilities, and accommodate as much as pos- expand the literacy experience in the tenth grade sible their individual needs and expectations. by providing students with computer language and flowcharting capabilities; where this is done, students who wish to do so can make use of the Problem-Solving Objective computer during their high school experience. In addition to acquainting all high school stu- They also gain insights which enable them to give dents with general computer capabilities, this cur- early consideration to data processing as a career riculum has the potential for providing certain area that affords specific occupational oppor- high school students with problem-solving capa- tunities. bilities. A studeot who anticipates a career in en- The two-course computer literacy sequence gineering, for instance, might elect several data does not require any equipment to achieve its processing courses to augment a science major educationalobjectives. While the presence of and serve as a background tool for further study. computer hardware would be an asset to the in- Any high school which adopts this curriculum struction, equipment need not be procured to should be administratively prepared to respond support these two courses, to such student requirements. In attempting to implement a program de- The courses offered at the eleventh and twelfth signed to acquaint all high school students with grade levels equip students to use the computer

4 as a problem-solving tool or to seek employment cluding the cost of computer equipment, is unwar- in the field of data processing. Courses to meet ranted unless such a program would provide a both objectives can be administratively organized necessary educational service for that length of in a variety of ways, including: time. As a segment offered within an existing de- partment, such as mathematics or business. Occupational Information As a separate data processing department at and Employment Opportunities the local high school. Although data processing is a relatively new As a department at a central or area techni- employment area, it has achieved sufficient sta- cal high school. bility for tentative definition of specific job clus- Each arrangement has advantages and liabilities ters. Since each cluster may require somewhat which must be evaluated by local administrators. different abilities for a successful career, most It is recommended, however, that if many of the graduates will continue to develop their skills courses suggested in this guide are offered by a through on-the-job or part-time study. The follow- local high school, a separate department be cre- ing list indicates some of the major clusters of ated to administer them. This arrangement en- job opportunities available to graduates of a suc- couragesgreatercoordinationandcontinuity cessful high school data processing education among, the separate courses, and stimulates a program: professional career consciousness among faculty Tab operator: operates an alphabetic and and students. numeric keypunch machine, similar in opera- tion to an electric typewriter, to transcribe Job Entry Objective data from source material to data cards. Courses designed to prepare high school stu- Electronic data processing peripheral equip- dents for job entry in the data processing field ment operator: operates dictaphone, adding can be offered in a separate data processing de- machine, calculator, and other office equip- partment at local high schools or area technical ment in addition to the keypunch machine; schools. Usually, data processing majors enroll performs general office duties requiring the for such coursesin the eleventh and twelfth use of bookkeeping, business writing, and grades while concurrently completing other course arithmetic. requirements. Analternateadministrativear- Coder/Programmer: flow charts program rangement for offering data processing courses specifications, prepared usually by a systems to high school students who are preparing for job analyst; codes the flowcharted data into a entry is to present the total program in the senior program language; uses selected data to test year. This arrangement (detailed in appendix B) and correct the completed computer pro- means basically that the students attend data gram. processing classes for three hours each day, ei- Terminal operator: operates terminal and ther in the morning or the afternoon; during the off-line equipment to communicate between remaining portion of the day, students are sched- user and remotely located computer facility. uled for their other subjects. The major advantage Many studies have attempted to assess the of this arrangement isits possibilities for inte- number of trained personnel needed to maximally gration and continuity of learning experiences. use computers now existing and those projected Techniques and theories are not fragmented or to be in service by 1975, 1980, even 1985. While divided into separate courses, but rather can be there is considerable disparity in the results of related into logical curricular sequences indepen- these studies,allconsistently estimate that a dent of time restraints. shortage of trained data processing personnel ex- Regardless of the organizational pattern se- ists now and is expected to continue indefinitely. lected to administer the job entry program in Programmers and operators of peripheral data data processing, these courses should not be ini- processing equipment are included in this short- tiated unless there is substantial evidence that age. In the data processing field, as in all areas they will be required for a minimum of ten years. of endeavor, there is a particular demand for per- The expense of establishing a new program, in- sonnel with a substantial background of training. and a record of .academic or on-the-job compe- should be aided in selecting educational and occu- tency.Employerscannotaffordinadequately pational objectives consistent with their interests trained employees in data processing operations and aptitudes. Students should be adviSed to re- where the opportunity for error is great and the view their educational objectives if it becomes ap- cost of error sometimes disastrously high. parent that they lack interest in the data process- ing program or lack ability to complete the pro- gram satisfactorily. Student Populations and Services Graduates of the data processing program who Because of the diversity of educational objec- seek jobs should be aided in finding suitable entry tives found in a high school computer science employment. Placerrient officers should be aware program, a wide variety of student capabilities of the needs of the region's business and indus- and interests will be represented in any such pro- trial computer centers and should acquaint pros- gram. At the computer literacy levelitwill be pective employers with the qualifications of gradu- necessarytointellectuallycommunicatewith ates. The school should also, conduct periodic fol- many types of students. On the other hand, a lowup studies of its graduates to determine their homogeneity of student abilities usually will be on-the-job progress and to evaluate the effective- desirable in the more advanced ccurses. The high ness of their training. Such studies can indicate school computer science programisnot con- how the program or teaching techniques can be cerned exclusively with the production of skilled improved to meet current employment require- technicians;italsorecognizes an educational ments and how job placement for graduates can commitment to broaden student awareness of be facilitated. computers and to equip certain students with the For those students who choose further formal background necessary to challenge more sophis- study in the field of data processing or computer ticated material. Therefore,itis essential that science, updated files should be available on ap- the coordinators of the program remain cognizant propriate 2-year and baccalaureate degree pro- of their manifold responsibilities. ?ams. While course and credit transfer evaluation Beyond achieving basic student literacy with is always a function of the receiving institution, the computer and its use, it is essential that stu. colleges will frequently extend credit-by-examina- dents accepted into the broader data processing tion to high school students with well-developed program have certain capabilities. If the incomin backgrounds. student's background is inadequate, the instric- At all educational levels, a commitment should tors may tend to compromise the course work to be made to determining and meeting both the allow for the inadequacies, with the probable re- immediate and long-term reeds of the students sult that the program will be inferior in depth and enrolled in the data processing program. This scope. commitment encompasses sound academic prep- The students who will select and be qulified aration and advisement, vocational and personal for the job entry program indata processing counseling, job placement, and informationre- should have similar backgrounds and capabilities garding advanced education. and should exhibit some evidence of maturity and seriousness of purpose. Wide ranges of ability Staff Qualifications among students can create an inefficient teach- ing situation and thereby prevent the program The success of any program necessarily is de- from progressing at the necessaryrate. The pendent upon the employment of well-qualified amount of material to be presented and the prin- instructors, having a command of the subject mat- ciples to be mastered require students who not ter involved and a working knowledge of all the only are well-prepared in formal course material manipulative skills and theory necessary for the but also have the personal motivation to master a presentation of the material. difficult program and to develop their capabilities Teaching personnel for a high school offering to the limit. only the computer literacy sequence need not be In any type of academic preparation, effective as sophisticated in machine language or in com- guidance and counseling are essential to the data puter operations as instructors concerned with processing student. Wherever possible, students the technical specialties. However, such teachers must be well versed in computer potential, limi- smoothly on toprogressively higherlevels of tations and applications, and be able to relate understanding. the significance of computers to the work force, Careful planning of laboratory experience is government, the arts, the professions, and espe- also important. Laboratory sections should not be cially to the life of the individual. Humanistic and overloaded withstudents,particularly when a interdisciplinary backgrounds are particularly de- project requires "hands-on" use of a computer sirable for the instructors of Introduction to Com- GI' peripheral equipment. If too many students try puters. Such personnel might be found on an ex- to work at a single terminal, for example, most of isting staff and their potential expanded by par- them will not benclit because they cannot partici- ticipation in a summer seminar or an institute on pate sufficiently in doing the work. An optimum computer literacy. Interdisciplinary team teaching group size usually is two, although some projects is another means of optimizing the capabilities of can be effective for groups of three or even four existing staff without retaining additional person- students.If too many projects are in progress, nel. however, the instructor cannot be attentive to Instructors in technical specialties should have each and the work cannot be coordinated ade educational backgrounds ofat least a 2-year quateliy with related theory lectures. technical program in addition to a minimum of 3 years of work experience in the field;this Laboratory Equipment suggested background should be expanded by the individual State requirements for teacher cer- and Facilities tification and in-service experiences. A minimum Laboratory experience is a vital part of any of three full-time faculty members is required to computer science or data processing program teach the technical specialty courses in a typical andisconsidered absolutely essential to the data processing curriculum, bearing in mind that achievement of the curriculum objectives. Equip- entering classes of 20 to 30 students can be ment should be selected to comprehensively sup- taught in lectures but may have to be divided into port the objectives of the laboratory experiences two sections of 10 to 15 for laboratory work. One and should be representative of that currently be- of the full-time instructors usually is recognized ing used by employers and educational institu- as the head of the program and can be expected tions. to devote considerable time to program adminis- The computer literacy sequence can be offered tration. without the use of computer hardware. While ac- The high school must attempt to bring the most cess to a computer facility might greatly augment competent instructorsinto the classrooms.it student understanding and motivation, Introduc- should aim at employing faculty with both tech- tion to Computers can readily be taught without nical qualifications and substantial teaching abil- such eqp,ipment. Introduction to Programming ity.It may carefully consider seeking instructors acquaints students with flow-charting and pro- "on loan" from computer centers and industrial gramming procedures; by physically transporting firms, or employing specially qualified instructors the data and/or users to and from the computer part-time or as guest lecturers. site, a high school can offer such a course with- If the scope and depth of training given are to out the costly acquisition of equipment. While be adequate, programs in data processing must long-term transporting of data or students would be a series of well-integrated courses. Careful probably prove cumbersome, to do so for only one course is a viable option. consideration must be given to timing the intro- duCtion of a new concept. This may, perhaps, be Equipment selection becomes a significant fac- tor when a high school or district decides to offer accomplished through "team teaching" in which courses to meet the problem-solving or job entry the data processing staff is organized into coor- objectives. Selection should be based on how well dinatedeachingunits.. Teaching assignments the instructional environment simulates current then are made on the basis of the individual computer applications and practices. The equip- member's special training and talents. Concurrent ment used in a computer laboratory is expensive courses are coordinated by team members to best and tends toward obsolescence after, a few years use the students' time while they are moved of use. To help minimize the financial burden,

7 many equipment manufacturers now offer a lease machine much larger, more powerful, and pos- program with an educational discount. The ques- sessing far greater capabilities than one likely to tion of lease or purchaseis one which each be found suitable for an educational institution, school system will have to resolve. It will suffice would provide opportunities for more compre- here to point out that a danger exists in attempt. hensive programming exercises. ing to utilize a purchased system beyond the lim- Obviously, there are many system configura- its of practicality, whereas a leased system is tions which will meet the minimum requirements more easily "modernized" when economic con- for a program such as described in the following cern is parambunt. -- course outlines. However, valuable insights can be Consideration should be given to the possi- gained by utilizing the professional advice and bility of using remote terminal units connected to recommendations of an advisory committee of a conveniently available central computer facility educators and local and national employers of whenever such a facility is located in the area. programmers. It is of particular importance to for- This may well prove more economical than in- mulate and implement plans for equipment pro- vesting in a central processing unit to be installed curement only with the active assistance of such in the institution itself. Furthermore, access to a a committee.

c THE CURRICULUM Curriculum Outline Computer Programming (Objective: Problem-Solving Tool) Periods Per Week Periods Per Week Class Lab Total Class Lab Total Grade 9, First Semester Grade 9, Second Semester English 5 0 5 English 5 0 5 Mathematics 5 0 5 Mathematics 5 0 5

Science 4 1 5 Science 4 1 5 History 5 0 5 History 5 0 5 Elective* 5 Introduction to Total 25 Computers** . 3 0 3 Total 22 1 23 Grade 10, First Semester Grade 10, Second Semester English 5 0 5 English 5 0 5 Mathematics 5 0 5 Mathematics 5 0 5 Science 4 1 5 Science 4 1 5 Elective* 5 Introduction to

Elective* 5 Programming** .. 3 2 5 Total 25 Elective* 5 Total 25

Grade 11, First Semester e Grade 11, Second Semester English 5 0 5 English 5 0 5 Mathematics 5 0 5 Mathematics 5 0 5 History 5 0 5 History 5 0 5 FORTRAN Applications Business Applications

Programming** .. 3 2 5 Development** 2 3 5 Elective* 5 Elective* 5 Total ". 25 Total 25 Grade 12, First Semester Grade 12, Second Semester English 5 0 5 English 5 0 5

Civics 5 0 5. Economics . 5 0 5 Procedures for Advanced COBOL Organizing Programming"! 3 2 5

Information" . 5 0 5 Programming Introduction to COBOL Projects** (or Programming** 3 2 5 Computer Operations") ...1/3 4/2 5 Elective* 5 . Elective* 5 Total 25 Total 25

*Suggested electives might include Language, Typewriting, Accounting, or other courses to meet the student's Indi- vidual program objectives. **Course description and outline are provided in following section.

9. EDP Peripheral Equipment Operation (Objective: Job Entry)

Periods Per Week Periods Per Week Class Lab Total Class Lab Total Grade 9, First Semester Grade 9, Second Semester English 5 0 5 English 5 0 5 Mathematics 3 0 5 Mathematics 5 0 5

Science 4 1 5 Science 4 1 5 History 5 0 5 History 5 0 5 Elective', 5 Introduction to Total 25 Computers** .. 3 0 3 Total 2.2 1 23

Grade 10, First Semester Grade 10, Second Semester English 5 0 5 English 5 0 5 Mathematics 5 0 5 Mathematics 5 0 5

Science 4 1 5 Science 4 1 5 Typing 0 5 5 Introduction to Elective* 5 Programming* 3 5 Total 25 Elective* 5 Total 25

Grade 11, First Semester Grade 11, Second Semester English 5 0 5 English 5 0 5 Mathematics 5 0 5 Mathematics***... 5 0 5 History 5 0 5 History 5 0 5 Accounting 5 0 5 Keypunch and

Beginning Data Entry** ... 2 3 5 Keypunch** 1 4 5 Punched Card Data Total 21 4 25 Processing I** .. 3 2 5 Total 20 5 25 Grade 12, First Semester Grade 12, SeCond Semester English 5 0 5 English} 5 0 5 Civics 5 5 Economics 5 0 5 Office Machines**. 3 2 5 Computer Punched Card Data Operations* 3 2 5

Processing II** .. 3 2 5 Elective 5 Introduction to COBOL Electivet 5 Programming**..3 2 5 Total 25 Total 19 6 2.5

'Suggested electives include Business Law, Shorthand, Psychology, Speech,Language, or other courses which meet the student's specitc program objectives. **Course description and outline are provided In following section. *Business Math is recommended. tBusiness English is recommended. #This time could be dedicated to a co-operative education project.

10 Brief Description of Courses teristic flow-chart components, procedure execu- tion, loop structure, singly subscripted variables, The following course descriptions are cate- creation and use of subprograms, and various ap- gorized under Literacy, Computer Programming plications. Examples are the use of FORTRAN (Objective: Problem-Solving Tool), and Electronic as a vehicle for communicating problem solving Data Processing (EDP) Peripheral Equipment Op- procedures to the computer, considerationof eration (Objective: Job Entry). Literacy courses documented case studiesin which computers are common to the other two categories. have been applied to business problems, and the Course descriptions are listedin each cate- use of computers in business organizations. Fur- gory in the order in which they are presented in ther applications to be studied include sequential the curriculum. processing systems, characteristics and applica- tions of real-time systems, and the implementa- LITERACY tion and operation of computer systems. Students Introduction to Computers define problems, and design, code, and test sev- eral FORTRAN programs of increasing difficulty, An introductory, course covering the fundamen- both in batch and time-sharing mode. tals of data processing vocabulary, basic descrip- tions of hardware and its uses, a history of hard- ware applications, and a survey of the functions Procedures for Organizing Information of software. The student is oriented also to the A course in designing systems for business implications of future computer technology and data processing. Subject areas include business the interface between the computer and society. systems and procedures, the kinds of information required by management, the equipment available Introduction to Programming for processing data, and the techniques necessary to bring all these elements together. The tools of An introduction to BASIC computer language systems work are discussed and analyzed, includ- and flow charting, including the preparation and ing various flow-charts, methods of acquiring data processing of individual programs; also, operat- for analyzing office functions, decision tables, ing procedures for computer systems including forms control, and identifying and describing em- practical concepts of operating systems and the ployee task situations in the flow of paper work. functional role of CPU and peripheral compon- ents. The student receives "hands-on" experience Introduction to COBOL Programming with a computer system. This beginning course in business program- COMPUTER PROGRAMMING ming emphasizes busin- 3s practices and the use of a business-oriented language, COBOL. Included (OBJECTIVE: PROi3LEM-SOLVING TOOL) is practice in the functions of the language in FORTRAN Applications Programming structionset,flow-charting, andnon-scientific problem solving. File processing is limited to se- Designed as a first course in FORTRAN Pro- quential files. The course is designed to give the gramming; stresses fundamental principlesof student adequate business programming experi- developing simple alogrithms, flow-charting and ence and the use of a programming language. coding programs in a modern higher level lan- guage. As a prerequisite, students should show Advanced COBOL Programming reasonable proficiency in mathematics and should be capable of taking Algebra II concurrently with A continuation of Introduction to COBOL-Pro- this course. gramming with emphasis on the formulation and solution of typical data processing problems us. Business Applications Development ing a business-oriented language on a digital com- puter.The areasdealtwithincludesorting This course deals with the development of techniques, inventory accounting, and payroll cal- problem-solving procedures prior to their corn- culations. The student is taught advanced lan- puterization and with the use of flow-charts to guage concepts and applications. Familiarity with describe such procedures. Included are charac- direct access and indexed sequential file process-

11 ing, writing and linking to subprograms, sorts, chines. Students work problems and convert the and report writer is stressed. results to machine functions. The capabilities and applications of each unit record machine are pre sented and related to business data processing. Computer Operations This course offers "hands-on" time during Office Machines which the students practice the operations stud- ied in Introduction to Programming. If possible, This course acquaints students with the ma- onthe-job training is given by assigning the stu- chines most commonly used in a business office: dent as an apprentice to site operators. dictaphone, adding machine, and calculator. Stu- dents gain additional skills in computation, speed drills,percentages, discounts and net values, Programming Projects chain discounts, and business forms. The course A project course designed especially for stu- attempts to integrate business machine skills, dents who are preparing for a career in program- typewriting, bookkeeping, arithmetic, and bus- ming. Students are required to solve actual data iness writing. processing problems. In so doing, they acquire substantial work experience in applying the prin- Introduction to COBOL Programming ciples of systems analysis and design, program- A beginning course in business programming. ming inseveral computer languages, program Business practices and the use of a business-ori- testing and debugging, and program documen- ented language, COBOL, are emphasized. Includ- tation. ed is practice in the functions of the language instruction set, flow-charting, and non-scientific EDP PERIPHERAL EQUIPMENT OPERA- problem solving.File processingislimited to TION (OBJECTIVE: JOB ENTRY) sequential files. The course is designed to give the student adequate business programming ex- Beginning Keypunch perience and the use of a programming language. An introductory course in keypunch operation designed to give the typist beginning skills in Computer Operations card punching and machine operation. Drills and This course provides "hands-on" time during exercisestodevelop punching accuracy and which the student becomes familiar with basic speed are included. Prerequisite: typing speed of computer operations. Wherever possible, on-the- 30 words per minute. job training is given by assigning the student as an apprentice to a site operator. Keypunch and Data Entry Curriculum Content and This course follows Beginning Keypunch and Relationships provides sophisticateddrillsin advanced key- punch and verifier operation, program card de- This curriculum has been designed to meet the sign and preparation, and direct data entry tech- following educational objectives: niques. From practical experience, the student Acquaint all high school students with com- learns what happens to the cards after they have puter capabilities and applications. been punched. Provide certain high school students with problem-solving tools with which to challenge Punched Card Data Piocet ng I, II further study. Prepare certain high school students for job An introduction to the punched card equipment entry in specific data processing positions. that makes mechanized accounting systems pos- Because of this diversity of goals, selection of sible. Practice problems provide actual experi- course content and the organization of the recom- ence in the operation of the sorter, collator, in- mended curriculum constitute a complex task. In terpreter, reproducing punch, and accounting ma- addition, the sequence of courses is as crucial as

12 the content if the limited time available is to be alternating class; oom and laboratory study with used with maximum effectiveness. To this end, carefully planned and coordinated paid employ- the subject matter is arranged in groups of con- ment experience. Thisis known commonly as current courses coordinated to progress smoothly cooperative vocational education or a cooperative from one sequence to ;he next. Students thus gain program. a deeper understanding of basic principles while Cooperative programs offer special advantages broadening their understanding of the many fac- to the student, although they may extend the ets of computer science and data processing. length of the organized program. While employ- The curriculum has been designed to be of- ment projects can be, and often are, scheduled fered on a semester school calendar. Most of the during a summer period, they may also intervene courses are designed to meet daily, with time di- between the fall and spring semesters. Their prin- vided appropriately between classroom and lab- cipal benefits derive from actual working condi- oratory experiences. tions the student will experience after gradua- The relationship between laboratory exercises tion. Cooperative programs make it possible for and classroom lectures is of great importance. students to use the equipment and perform the There must be direct correlation between the ma- technical work required of their specialty under terial presented in theory and terminology lec- professional supervision and with personal re tures and applications taught in the laboratory. sponsibility commensurate with their capabilities. Laboratory work can begin before the student is The cooperative experience must be planned fully familiar with the underlying theory. As soon and supervised in accordance with a formal agree- as the theory is clearly understood by the stu- ment between the school and the organization dents it can be incorporated into the laboratory where the student will work. The agreement pro- work. vides for specific duties to be performed by the For those students anticipating immediate job student, with supervisory responsibilities clearly entry, Busmess Math and Business English are defined for both the work itself and the educa- strongly recommended as substitutes' for the last tional elements involved in the work. semester of the mathematics and English require. Cooperative programs keep the curriculum up- ments. Further, Accounting has been included as to-date and realistic in terms of the personnel and a required part of the curriculum for these stu- training requirements of employers. They provide dents. Since many of the courses that follow will a highly effective conduit for graduate placement build on concepts introduced in Accounting, Ac- and special motivation for students in the form counting should not be treated as an elective. of monetary returns as they develop their skills All course outlines are concise and comprehen- and acquire confidence in their competence on sive, but are offered as guides rather than spe- the job. cific instructional units to be covered in inflex- Some special administrative considerations in ible order. They represent a judgment as to the cooperative programs are: relative importance of each instructional unit, es pecially where time estimates are shown.Itis 1.Employment opportunities must be found expected that the principles stated in these cours- with employers sincerely interested in pro- es will be reinforced with relevant applications. viding work training and educational ex- Field trips can add materially to the effectiveness perience for the student. Agreements must of the instruction if they are carefully planned in be negotiated for scheduled work, on-the- advance to insure that the processes observed job supervision and performance evalua- will be meaningful and relevant to the classroom tion, rates of pay, and travel expenses, if and laboratory material being studied at the time any. of the trip. 2.Students must be available and ready when needed to fit into the employer's organiza- Cooperative Vocational Education tion at regular intervals to perform sched- uled work. Programs 3. A school coordinator must be provided to A curriculum which seeks to prepare students plan the program of work and, by agree- for job entry frequently can be strengthened by ment with the employer, to visit, evaluate,

13 and counsel the students on the job. This 5.The employer's evaluationofstudents' work cannot be required of the staff in ad- work and attitudes should be sought and dition to its full-time teaching program at recorded with the objective of assisting the the school. Close supervision is required students, maintaining satisfactory relation. to help the students adjust to the work situ- ships with the employer, and counseling ation and meet the reasonable expecta- students in the important elements of suc- tions of the employer. With the understand- cess in an employment situation. ing of the employer, the work must never The characteristics of work projects are highly be allowed to become routine production variable; each such project is unique. For this or service work with little or no new experi- reason, it is not feasible to present in this guide ence in the student's technical specialty. a detailed course or project outline for a cooper- 4.Students should be required to do a lim- ative program. When a program is developed in ited amount of organized study while on light of local circumstances, planned with care, the job. Often this is a daily diary of work and supervised closely, it can contribute signifi- activity, an account of the week-by-week cantly to the education and training of a student development of some technical aspect of whose goal is job entry competency. the job, or a detailed analysis of the prog- Departments of vocational education in State ress of some prOject on which the student governments should be contacted for data on is working. regional and local cooperative programs.

14 INSTRUCTIONAL UNITS

ADVANCED COBOL PROGRAMMING c. Cylinder overflow area d. Independent overflow area Periods Per Week: 5 3. ISAM and COBOL statements a. Select Class, 3; laboratory, 2 b. Organization c. Random access Description d. Sequential access This course, a continuation of Introduction to e. Reserve clause f. Record key COBOL Programming, makes use of more ad- g. Symbolic key vanced concepts of COBOL. These include table 4. Job control for ISAM files handling, linking programs, report writer, the in- a. LBLTYP ternalsort,and direct accessfilehandling. b. Multiple EXTENT(s) Numerous business-oriented problems are as- B. Laboratory signed, each requiring one or more programs. 1. Write and execute a COBOL program to randomly retrieve selected records from Major Divisions an ISAM file. Hours Class Laboratory 2. Write and execute three COBOL pro- I. Review of Basic Concepts 1 0 grams II. Indexed Sequential Files 8 5 a. Build an ISAM file. Ill. Table Handling, Linking b. Add records to the ISAM file. Programs, and c.List the ISAM file. Additional Verbs 8 4 III. Table Handling, Linking Programs, and Addi- IV. System and Private tional Verbs Libraries 4 3 A. Units of instruction V. Introduction to 1. Two-dimensional tables American National 2. Three-dimensional tables Standard COBOL 6 0 3. Additional verbs for handling tables VI. Report Writer Feature ....12 10 a. Perform/varying VII. The COBOL Sort 8 4 b. Go to.. . depending VIII. Additional Problem c.Exit Assignments 1 6 d. Nested performs Total 48 32 4. Linking programs a. Enter linkage I. Review of Basic Concepts b. Call A. Hexadecimal numbering system c. Enter COBOL B. Sequential file processing B. Laboratory 1. Unit record devices 1. Write and execute a COBOL program 2. Utility devices that will link to the supplied ALC pro- gram and produce a payroll register. II. Indexed Sequential Files Card input will contain social security A. Units of instruction number, name, number of dependents, 1. Concepts marital status, gross pay, YTD FICA, a. Theory and YTD gross. b. Need 2. Using a three-dimensional table, accu- c. Applications mulate enrollment figs es, and produce 2. Components an enrollment report. Each input card a. Main data area will contain data on 16 students. Pro- b. Index area duce a report by grade, year, and sex.

15 IV. System and Private Libraries VI. Report Writer Feature A. Units of instruction A. Units of instruction 1. Source statement library 1. Concepts a. Theory 2. Data division considerations b. Uses a. RD c. Exec maint b. Controls d. Catals C bookname c. Page e. Bkend d. Line f. Copy 'bookname' e. Next group 2. Core image library f. Type a. Theory g. Column b. Uses h. Group c. Option catal i.Reset d. Phase progname, S + 0 I.Source e. Exec progname k. Sum Ef. Laboratory and semester assignment 3. Procedure Program a diskoriented payroll system a.. Initiate that will accommodate changes, additions, b. Generate time cards, etc. Periodically produce a list c. Terminate of additions, 'a list of changes; payroll reg- d. Use before reporting ister, and payroll checks. After testing e. Declaratives each program catalogue it in the pore im- age library and thereafter execute it with B. Laboratory call cards. All record descriptions should 1. Using report writer, write a COBOL pro- be catalogued in the source statement li- gram to produce a simple inventory brary. listing. V. Introduction to American National Standard 2. Using report writer, write a COBOL pro- gram to produce a contribution report COBOL by department. A. Special registers 1. Tally 3. Using report writer, write a COBOL pro - 2. Current date gram. to produce a cash transaction re- 3. Timeof-day port using tape input. Input will be in 4. Com-reg ascending sequence by account number by date. Take control totals by account B. Identification division number by date. 1. ID 2. Date compiled VII. TI4 COBOL Sort C. Environment division A. Units of instruction 1. Special names 1. Environment division select state- 2. Select statement ment D. Data division 2. Data division 1. Pic SD entry 2. Just 3. Procedure division 3. Editing a. SORT 4. Comp, comp-3 b. Ascending/descending c. Input procedure E. Procedure division d. Output procedure 1. Implied operands e. Release 2. Examine ... tallying f. Return 3. Start B. Laboratory 4. Write ... advancing Write a COBOL program to build a sequen- 5. Write ... positioning tial disk file using card input. Then, using

16 the COBOL sort, sort the file into zip code Texts and References sequence, and produce an address listing using report writer. Appropriate hardware manufacturers' manuals may be re- quired for teaching and reference use in addition to ma- VIII. Additional Problem Assignments terials that can be selected from the publications sug- A. Write a COBOL program to reverse names. gested below or from other sources. For example, John R. Smith should appear BERNARD. System/360 COBOL. as Smith, John R. CAsmi4Ati. Introduction to Computer Programming B. Write a single COBOL program to build a System/360 COBOL. sequential disk file, sort it into a different FEINGOLD. Fundamentals of COBOL Programming. McCAMERON. COBOL Logic and Programming. ' sequence, and produce an inventory list- MCCRACKEN. A Guide to COBOL Programming. ing using report writer. STERN AND STERN. COBOL Programming.

17 BEGINNING KEYPUNCH 2. Types of keypunch machine 3. Types of verifier Periods Per Week: 5 B. Laboratory Class, 1; laboratory,.4 Exercises based on preceding units of in- struction Description III. Keypunch Terminology This introductory ,-,ourse in keypunching isde-. A. Units of instruction signed to give the typist beginning skills in card 1. Terms commonly used in keypunch ma- punching and in machine operation. Drills and chine operations exercises to develop punching accuracy and speed a. Zone punch are included. Special emphasis is placed on effi- b. A/N cient use of the numeric keyboard and on the c. X-punch use of correct operating procedures for the key- d. Field punch and the verifier. e. Alpha f. Numeric Major Divisions 2. Terms commonly used by programmers Hours to give instructions to keypunch opera- Class Laboratory tors I. Orientation 1 4 a. Dup II. Introduction to Keypunching 1 4 b. PWZ

III. Keypunch Terminology ... 1 4 c. FWZ IV. The Punch Card 1 4 d. DNP

V. Reading the Punched Card. 1 4 e. L/J

VI. Taking a Card Count .... 1 4 f. R/J VII. Hardware Operating B. Laboratory Features 1 4 Exercises b....sed on preceding units of in- VIII. Keypunch Operation 1 4 struction IX. The Program Drum 1 4 IV. The Punch Card X. Finger Position and A. Units of instruction . 1 4 Dexterity Activities 1. History of the punch-card 1 4 XI. The Program Card 2. Characteristics of the punch card XII. The Program Coding 1 4 a. Eighty columns 1 4 XIII. The Verifier b. Twelve-edge 1 4 XIV. Alternate Programming c. Nine-edge XV. Punching Computer d. Zone punches 1 4 Programs e. Digit punches XVI. The Card Punch and the f. Onecolumn end 1 4 Card Verifier g. Eighty-column end Total 16 64 h. Row i. Column I. Orientation B. Laboratory A. Units of instruction Exercises based on preceding units of in- 1. Operation of keypunch machine struction 2. Operation of verifier 3. Understanding of machine capabilities V. Reading the Punched Card B. Laboratory A. Units of instruction Exercises based on preceding units of in Concept of zone with digit punches to form struction a specific character II. Introduction to Keypunching B. Laboratory A. Units of instruction When given uninterpreted punched cards, 1. Background to the concepts of data students will interpret the cards' meaning processing by the punches.

18 VI. Taking a Card Count 6. X-punching and skipping A. Units of instruction 7. Corner cuts 1. Keeping an account of punched cards 8. Single card feeding by the use of: 9. Keyboard locking a.Ruler 10. Suspending automatic duplicationof b. Card gauge the first card B. Laboratory B. Laboratory Given various card stack measurements, Exercises based on preceding units of in- students will determine the approximate struction number of cards represented. IX. The Program Drum VII. Hardware Operating Features A. Units of instruction A. Units of instruction 1. Concept of the program drum 1. Parts of machine 2. Purpose of the program drum a. Hopper 3. Correctpositioningoftheprogram b. Punching station card on the drum c. Reading station B. Laboratory d. Card stacker Exercises based on preceding units of in- e. Reading board struction f.Program unit X. Finger Position and Dexterity Activities g. Backspace key A. Unit of instruction h. Program control lever Finger positions on alphanumeric keyboard 1. Chip box and fuses B. Laboratory j.Printing mechanism Finger positioning exercises on alphanu- 2. Components of the program unit meric keyboard a. Program drum Xl. The Program Card b. Sensing mechanism A. Units of instruction c. Column indicator 1. Concept of the program card 3. Functional keys 2. Program planning a. Mult pch 3. Layout card b. Dup B. Laboratory c. Skip 1. Prepare a layout card for an invoice. d. Rel 2. Prepare a program card for an invoice. e. Feed XII. The Program Coding f. Reg A. Units of instruction g. Num Codes common to normal programming h. Alpha B. Laboratory i.Space bar 1. Aided by program control, learn the lo- 4. Functional control switches cation of numeric keys. a. Auto feed 2. Using automatic duplication, keypunch b. Auto skip/auto dup an invoice. c. Print 3. Keypunch a cost report. B. Laboratory 4. Keypunch a spread card operation. Exercises based on preceding units of in- 5. Keypunch journalnumbers,account struction numbers, and customer numbers from VIII. Keypunch Operation adding machine tapes. A. Units of instruction XIII. The Verifier 1. Starting a keypunch operation A. Units of instruction 2. Stopping a keypunch operation 1. Operating features 3. Clearing the card bed 2. Correct operating procedures 4. Removing a card from the punching or B. Laboratory reading station 1. Verify numeric exercises with the aid of 5. Multiple-punched columns program cards.

19 2. Verify name and address exrcises, us- XVI. The Card Punch and the Card Verifier ing alternate verifying operations. A. Units of instruction 1. Operating features XIV. Alternate Programming 2. Functional switches A.Units of instruction B. Laboratory 1. Use of program two 1. Program and keypunch a payroll. 2. Codes common to alternateprogram- 2. Using the verifier, program the cards ming for automatic verification. B. Laboratory 1. Using alternate programming and cred- Texts and References it X punches, prepare invoice sales re- ports. Appropriate hardware manufacturers' systems operating manuals are required for teaching or for reference use in 2. Prepare name and address cards. addition to materials that may be selected from the list XV. Punching Computer Progrsms of suggested publications below or from other sources. CLAFFEY. Keypunch Operation. A. Units of instruction HANSON. Keypunching. 1. Fundamentals of coding sheet KEYS AND POWELL. A Handbook of Modern Keypunch 2. Special instructions and symbols Operation. B. Laboratory PAYNE AND PAYNE. rally Applied Principles of Keypunching. Using COBOL language, prepare computer PAYNE AND PAYNE. Practice Lessons for Keypunching. programs. PACTOR-KARGILIS. Card-Punch Machine Operation.

20 BUSINESS APPLICATIONS 3. Programming 4. Debugging DEVELOPMENT 5. Applying the framework Periods Per Week: 5 B. Laboratory Given a system flow chart and descriptions Class, 2; laboraWry, 3 of several problems, write problem defini- tions and develop flow charts to solve the Description problems. . - It is assumed that students will have been famil- II. FORTRAN !V Language Elements iarized with FORTRAN in the introductory course, A. Units of instruction FORTRAN Applications Programming. This 1. Basics course will review FORTRAN and then will pro- a. Character set gress to increasingly sophisticated applications b. Statement types that are particularly relevant to the business c. Card format world. Emphasis will be placed on the develop- d. Constants and variables ment of commercial problem-solving procedures e. Operators and expressions that are to be computerized and to describing f. Program termination These procedures by tha use of flow charts. Some 2. Input/Output of the concepts to be covered are procedure exe- a. Format cution, loop structure, subscripted variables, cre- b. Write ation and use of subprograms and subroutines, c. Read and data storage and retrieval. Students will de- d. Implied DO fine, flow chart, code, and test several program, e. Name list beginning with problems that require simple re- 3. Decision making and branching ports and concluding with preparing payroll and a. Unconditional GO TO accounts receivable programs. b. Arithmetic IF c. Logical IF Major Divisions d. Computed GO TO Hours e. Assigned GO TO Class Laboratory B. Laboratory I. Computer Problem Solving 2 3 1. Re-write a given list of arithmetic ex- II. FORTRAN IV pressions in the FORTRAN form. Language Elements . 5 7 2. Prepare a program that uses basic log- All. Loops and Arrays 3 7 ic and accents input and output. N. Specifications 2 1 3. Prepare a program that implements V. Subroutines and several conditional branches. Subprograms 4 8 VI. Debugging 2 1 III. Loops and Arrays VII. Data Storage and A. Units of instruction Retrieval 5 8 1. DO and continue VIII. Formal Definition 2., Arrays Framework 3 1 a. One-dimensional IX. Business Computing b. Two-dimensional Techniques 6 c. Three-dimensional Total 32 48 B. Laboratory 1. Solve a problem that makes use of a I. Computer Problem Solving one- or two-dimensional array. For ex- A. Units of instruction ample, reverse the numbers in a 25- 1. Problem definition element array. 2. Flow charting 2. Solve a problem that makes use of a a. Program flow chart two- or three-dimensional array; for ex- b. System flow chart ample, matrix multiplication.

21 IV. Specifications program. (This should be a more cumpiex A. Units of instruction problemtypifyingcommon techniques 1. Explicit type statements used in commercial world.) a. Integer VIII. Formal Definition Framework b. Real A. Units of instruction c. Double prec;sion 1. Generic 2. Implicit statement 2. Operational 3. Equivalence statement 3. FORTRAN IV statements B. Laboratory B. Laboratory Techniques developedinthe preceding Discuss the definitions presented earlier in units of instruction will be implemented in order to strengthen understanding of the the programs of other units. FORTRAN IV language. V. Subroutines and Subprograms IX. Business Computing Techniques A. Units of instruction 1. Predefined subroutines A. Units of instruction 2. Assignment statement 1. Sorting 3. Function subprograms 2. Merging 4. Subroutine subprograms 3. Searching 5. Common 4. ;ORCOM a. Unlabeled a. Floating dollar sign b. Labeled b. Alphameric move and compare B. Laboratory c. Reading of unformatted records 1. Solve a problem utilizing predefined d. Character editing subroutines and an assign statement B. Laboratory subroutine. 1. Prepare a sort of information that is 2. Given appropriate parameters, prepare stored in arrays in core or on tape or a subroutine subprogram, such as com- disk. The information could be the puting an individual's income tax. names of customers who have accounts VI. Debugging with a company. A. Units of instruction 2. Prepare a tape merge program. This 1. Verification of programs (bench check- could represent combining a new cus- ing) tomer file with the master customer 2. Facility available file. 3. Sources of information 3. Search an ordered disk file for a valid B. Laboratory customer when an item is charged to Discuss topics presented in this unit. Re- an account. lated techniques will he implemented in the programs of the other units of instruc- Texts and References tion. Appropriate hardware manufacturers' VII. Data Storage and Retrieval manuals may be required for teaching and reference use A. Units of instruction in addition to materials suggested below or avail- 1. Sequential tape input and output able from other sources. 2. Direct access (disk) input and out- put EMERICK AND WILKINSON. Computer Programming for Business and Social Science. B. Laboratory GOLDEN. FORTRAN IV Programming and Computing. Prepare a tape- or disk-oriented payroll NOLAN. FORTRAN IV Computing and Applications.

22 COMPUTER OPERATIONS 3. Stored program concepts 4. Programming languages Periods Per Week: 5 5. Operating systems B. Laboratory Projects Class, 3; laboratory, 2 Demonstrate individual hardware items in the computer center. Description III. The Operator and the Computer System This course is designed to provide the student A. Units of instruction with practical understanding of a computer sys- 1. Introduction to operation tern by affording hands-on experience in operating 2. Role of the operator a computer. Operating concepts are covered in 3. Reader, punch, printer the classroom, and time at the computer center is 4. Tape drives structured to emphasize the development of spe- 5. Direct access devices cific skills and of general knoWledge of sound op- 6. CPU and console typewriter erating procedures. Laboratory time is scheduled B. Laboratory Projects so that only a few students are in the center dur- Observe and assist the operator, either ing each period of hands-on training. Whenever singly or in small groups. possible, each student should be assigned as an IV. System Procedures apprentice to a site operator. If on-site equipment A. Units of instruction is not available, students should substitute Pro- 1. IPL procedures gramming Projects or an appropriate elective. 2. LUB and PUB 3. Job control Major Divisions 4. Batch jobs Hours 5. Multiprogramming Class Laboratory B. Laboratory Projects I. Computer Concepts 9 1 Continue assisting the operator; prepare II. Computer Devices and the JCL for simple jobs, and run them. Operations Concepts . . . 9 1 V. Operating System Techniques III. The Operator and the Computer System 6 6 A. Units of instruction IV. System Procedures 12 12 1. DOS run procedure V. Operating System 2. Linkage editor Techniques 12 12 3. OS run procedure 4. Utilities Total 48 32 5. Job streams 6. POWER I. Computer Concepts B. Laboratory Projects A. Units of instruction Run typical jobs under the supervision of 1. Basic operational concepts regular operators, and continue to observe 2. Data recording media and assist in the computer center. 3. Storage B. Laboratory Projects Observe operations in the computer cen- Texts and References ter. Although the IBM System/360 was In use for the design II. Computer Devices and Operating Concepts and testing of this course, the course outline can be used A. Units of instruction as a guide in preparing instructional material for use with other computer systems. Text and referencematerial 1. Central processing unit should include appropriate operating manuals prepared by 2. I/O devices the hardware manufacturer.

23 FORTRAN APPLICATIONS print out the number, its square root, square, and cube. PROGRAMMING Ill. Programming with FORTRAN Periods Per Week: 5 A. Units of instruction 1. Elements and properties of FORTRAN Class, 3; laboratory, 2 2. Sample programs involving simple de- Description cisions 3. Programs with external input This course, intended as a first course in FOR- 4. Basic loops TRAN programming, emphasizes the fundamen- 5. Use of the integer function talprinciples of developing simple alogrithms, 6. Loops with decisions and variable loops while also emphasizing flow charting and coding 7. Nested loops programs in a modern higher level language. The 8. One-dimensional arrays course is designed for five meetings each week 9. Two-dimensional arrays with the basic material being covered in twelve 10. Review weeks, The last four weeks are devoted to appli- 11. Enrichment material cations and enrichment material. B. Laboratory As a prerequisite,students should show rea- 1. Flow-chart and write a program that sonable proficiency in mathematics and should be will accept hours worked and the hourly capable of taking Algebra .11 concurrently with this rate from the terminal and will calcu- course. late the wages. Allow "timeand -a- half" Major Divisions for overtime. Hours 2. Flow-chart and write a program that will Class Laboratory calculate postage, given the weight and I. Introduction and class. Orientation 5 0 3. Flow-chart and write a program that will II. Alogrithms and find the greatest common divisor given Flow Charts 6 4 two integers. III. Programming with 4. Using variableloops, flow-chart and FORTRAN 22 18 write a program that will calculate the IV. Applications and compound interest, given principal, rate Enrichment Material ...15 10 of interest, and time. Total 48 32 5. Flow-chart and write a program that will print out the multiplication tables from I.Introduction and Orientation 1 x 1 through 10 x 10. A. What computers are and do 6. Flow-chart and write a program that will B. A brief history of computers calculate and store the first twelve Fi- C. Types of FORTRAN application bonacci numbers in an array and then D. Scope and intent of course will print out the numbers. H. Alogrithms and Flow Charts 7. Rewrite the multiplication table prob- A. Units of instruction lem so that the table is stored in an ar- 1. Logical solutions to problems ray and then printed out. 2. Simple alogrithms IV, Applications and Enrichment Material 3. Building alogrithms Topics are left to the discretion of the instruc- 4. Flow-charting alogrithms tor, but they should be limited to material B. Laboratory needed to introduce and define new problems. 1. Discuss the use of terminals; tour a computer center. Texts and References 2. Flow-chart and write a program that will FARINA. Fortran IV Sell-Taught. convertFahrenheittemperaturesto FORD. Basic Fortran IV Programming. centigrade. HEALY AND DEBRUZZI. Basic FORTRAN IV Programming. MURRILL AND SMITH Introduction to FORTRAN IV 3. Flow-chart and write a program that will Programming. accept a number from the terminal and ORGANICK. A FORTRAN IV Primer.

24 INTRODUCTION TO COBOL d. Numeric literals e. Non-numeric literals PROGRAMMING B. Laboratory 1. Solve the following: Periods Per Week: 5 a. Decimal to hexadecimal conversion Class, 3; laboratory, 2 b. Hexadecimal to decimal conversion c. Addition of hexadecimal numbers Description d. Subtraction of hexadecimal This beginning courseinbusinessprogram- numbers ming emphasizes business practices and the use 2. Construct a flow chart to solve of a businessoriented language, COBOL. Includ- problems. ed is practice in the functions of the language in- 3. Study a list of COBOL words. structionset,flow charting, and nonscientific If.Identification Division problem solving. File processing is limited to se- A. Units of instruction quential files. Tfie course is designed to give the COBOL entries: student business programming experience and the 1. Program ID use of a programming language. 2. Author 3. Installation Major Divisions 4. Date written Hours 5. Date compiled Class Laboratory 6. Security I, Review of Hexadecimal 7. Remarks and Flow Charting 2 3 B. Laboratory II. Identification Division 1. . 1 3 Write and keypunch the identification di- III. Environment Division .... 2 3 vision for a cardtoprinter inventory re- IV. Data Division, File Section. 4 5 port. The deck should be retained to use V. Data Division, Working- later. Storage Section 4 5 III. Environment Division VI. Procedure Division 3 4 A. Units of instruction VII.Job Control Language .... 2 3 1. Configuration section VIII. COBOL Diagnostics and a. Source computer Debugging Features ... 2 5 b. Object computer IX. Business Applications and 2, Input/output section Additional COBOL 3. File control 12 17 Specifications a. Select statement Total 32 48 b. Assign c. Access I.Review of Hexadecimal and Flow Charting 4. I/O control apply statement A. Units of instruction B. Laboratory 1. Hexadecimal numbering system Write and keypunch the environment divi- a. Explanation and concept sion for a card-to-printer inventory listing. b. Decimal to hexadecimal conversion Retain the deck for later use. c. Hexadecimal to decimal conversion IV. Data Division, File Section d. Addition of hexadecimal numbers A. Units of instruction e. Subtraction of hexadecimal 1.File description entry numbers a. FD 2. Flow charting review b. Recording mode 3. General explanation of the COBOL lan- c. Label records clause guage d. Data record clause a. Overview 2. Level numbers b. COBOL coding sheet a. 01 c. Reserved words b. 02 - 49

25 3. Assignment of data names a. Overflow test 4. Picture clause b. IF 5. Types of data usage clause 4. Sequence control a. External decimal or zoned decimal a. STOP b. Packed decimal computational-3 b. GO TO I' c. Binary computational c. Simple ierform d. Floating point computational-1 B. Laboratory and -2 Using the flochart written during the B. Laboratory first week and thinformation furnished Write and keypunch the file section for the thus far, write and keypunch the procedure inventory program already started. The fol- division for the inventory problem. Retain lowing fields will be in each data card: the deck and the coding sheets for later item number, quantity on hand, quantity use. on order, and quantity requested. All quan- VII. Job Control Language tity fields will be used in calculation Re- A. Units of instruction tain the deck for later use. 1. Job statement V. Data Division, Working-Storage Section 2. Option statement A. Units of instruction a. LINK 1. Level 77 entries b. LIST a. Explanation c. LOG b. Format d. LISTX c. Value clause e. SYM 2. 01 record description entries and f. DUMP subsequent levels 3. EXEC COBOL 3. Report items and editing 4. EXEC LNKTST a. Fixed symbols 5. EXEC LNKEDT b. Floating symbols 6. EXEC 4. Level 88 entries 7. Miscellaneous JCL B. Laboratory B. Laboratory Write and keypunch the entire working- Prepare all JCL necessary to compile the storage section, including 77's, and print inventory program. Combine all previous lines for the inventory program. Allow for decks into a single program ready for totals for all quantity delds, and calculate compilation; a deck for a program assem the total number that should be in stock bly is not required at this time. after all orders have been received and VIII. COBOL Diagnostics and Debugging Features filed. Use the formula: quantity on hand A. Units of instruction quantity on order = quantity requested. 1. Explanation of diagnostics Retain the deck for later u5e. 2. Types of diagnostics VI. Procedure Division 3. Debugging statements A. Units of instruction a. TRACE b. ON (count) 1. I/O statements c. EXHIBIT a. OPEN d. DISPLAY b. CLOSE 4. Procedyre map c. READ d. WRITE B. Laboratory 2. Data manipulation and arithmetic Submit the inventory program for compile. statements tion; make corrections until the program a. MOVE (all options) executes properly. b. ADD IX. Business Applications and Additional COBOL c. SUBTRACT SpecHications 3. Conditional expressions and statements A. Units of instruction

26 1. Additional data division entries file specified in the preceding para- a. Block contains graph. b. Record contains 3. Write. keypunch, and execute a COBOL c. Redefines program to produce a cash transaction d. Occurs report using tape input. Input will be in. e. Blank when zero ascending sequence by account num- 2. Additional procedure division entries ber by date. Take control totals by ac- a. REWRITE count number and date. b. ACCEPT 4. Write, keypunch, and execute a COBOL c. DISPLAY program that will produce an updated d. MULTIPLY master file using two disk files (master e. DIVIDE and detail) as input. If the master and f. Compute detail account numbers match, update g. Relation test the master accordingly. if a master re- h. Sign test cord has no matching details, it should i. Class test be retained; if a detail has no matching j. Condition test master, create a new master from the k. GO TO ...depending first detail, and update it with any sub- I. Nested performs sequent matching details. m. EXIT 5. Complete the processes: n. Note 3. Additional job control language a. Write, punch, and execute a COBOL a. ASSGN program that will use as input the b. T1B1 disk file previously built and write c. D1 B1 selected records to tape. d. Extent b. List the entire tape file on the B. Laboratory printer. 1. Write, keypunch, and execute a COBOL program to produce a payroll register Texts and References using card input. Input cards will con- tain: week number, employee name and Appropriate hardware manufacturers' systems operating manuals and programmer's guides are required for teach- number, tax class, YTD gross, YTD ing or for reference use in addition to materials that may FIT, QTR FICA, and gross pay. Calcu- be selected torn the list of suggested publications below late FICA and FIT using appropriate or from other sources. formulas. Accumulate totals for all sig- FEINOOLD. Fundamentals of COBOL Programming. nificant amounts. MCCAMERON. COBOL Logic and Programming. 2. Complete the processes: MCCRAKEN AND GARBASSI. A Guide to COBOL a. Write,keypunch, and executea Programming. MURRILL AND SMITH. An Introduction to COBOL COBOL program tobuilda se- Programming. quential disk file from card input. SPITZBARTH. Basic COBOL Programming. b. Write a COBOL program to list the STERN AND STERN. COBOL Programming.

27 INTRODUCTION TO COMPUTERS 7. 2001: the computer as travelling companion Periods Per Week: 3 8. How the opposition sees man 11. Computers and Their Uses Class, 3 A. Social value of intelligent machines B. Evolution of data processing Description 1. Organization and functions of computers This reading courseisintended to present a 2. Representation of information broad view of the computer and its applications. 3. Machine logic Course materials are selected that will assist stu- 4. Algebra of automata dents to achieve literacy in computer capabilities 5. Elements of programming and encourage them to evaluate their career goals 6. Magnetic tape operations and to plan their future studies. A selected read- 7. Programming techniques ing list is assigned for class study; students are expected to present their reactions in a written C. Symbols of human striving report or in an oral presentation and discussion 1. Conquest of physical universe 2. Real-time data processing with the class. 3. Multiprogramming for real-time system 4. Time-sharing systems Mai' Divisions D. Man-machine communications Class Hours 1. Computerization in the universities I. The Digital Villain 12 2. Role of computers in the just society II. Computers and Their Uses 12 3. Theory of automata III. Expanding Use of Computers in 4. Intelligence in the cosmos the 70's: Ill. Expanding Use of Computers in the 70's: Markets, Needs, Technology .12 Markets, Needs, Technology IV. Computers and Society 12 A. Introduction and overview Tota I 48 B. Emerging requirements: what users think they need C. Creating new markets: the expanding role 1. The Digital Villain of marketing A. A view from within: the golden bit D. The picture overseas 1. The semantics of computer science 1. Needs 2. Computer history 2. Technology 3. Turing's mini super-computer 3. Approach 4. The road to bitsville E. Special new markets 5. The golden bit 6. Games computers play IV. Computers and Society 7. Playing the games A. Why study computers? 8. Artificial intelligence and intelligent B. What are computers? artifice C. What is their influence on society? B. A view from without: the digital villain D. How can we control them? 1. Man as machine E. What about the future? 2. Man vs. machine - the last victory 3. The computer as espionage agent Texts and References 4. The computer as lover 5. The computer as sportsman, moralist, BAER. The Digital Villain. and writer DESMONDE. Computers and Their Uses. GRUENBERGER. Expanding Use of Computers in the 70's: 6. The computer as the military/scientific Markets, Needs, Technology. establishment ROTHMAN AND MOSMANN. Computers and Society.

28 INTRODUCTION TO PROGRAMMING B. Laboratory 1. Visit a computer facility. This should not be a walk-through tour en masse; Periods Per Week: 5 rather, students should beinsmall Class, 3; laboratory, 2 groups so that all can observe the op- eration and functionof each major Description piece of hardware in the facility. If the This course Is designed to be the first program- school has no computer equipment, ar- ming course in the curriculum and no prior knowl- rangements should be made with an- edge of computers or programming is assumed. other institution, business, or industry The BASIC programming language and flow chart- to tour their facility. ing are introduced at the beginning of the course 2. Practiceflow-chartingsimplealog- so that the student will have a better idea of what rithms such as printing out the even a computer does before investigating how it does integers from 0 0 100 or reading a it. deck of cards and printing out their Approximately half of the lectures and nearly all contents. Good flow-chartingtech- of the laboratory exercises are devoted to pro- niques are to be stressed and correct gramming and flow charting. Programming assign- use of flow-charting symbols should be ments in the laboratory will progress concurrently developed. with the presentation of fundamental topics such 3. Flow-chart and write a program that will as the historical development of computers, typi- perform a simple conversion table such cal present day hardware, and software and com- as to convert Fahrenheit temperatures puter applications. 12 through 212 degrees to centigrade equivalents at intervals of 10 degrees. 4. Flow-chart and write a program that will Major Divisions accept numbers from the terminal or Hours Class Laboratory card reader and print out the number, I. Introduction to its square root, square, and cube. Programming 24 *30 5. Flow-chart and write a program that will tl.Computers Past and calculate wages, given rate and time Present 6 2 worked. Allow 'time-and-a-half for over-

III. Applications and Trends . 18 0 time. 6. Rewrite the program described in para- Total 48 32 graph 3 above or modify the program *NOTE: Laboratory assignments from major division I ex- developedinparagraph 5 above to tend throughout the entire course. make use of loop instructions (FOR and NEXT in BASIC). I.Introduction to Programming 7. Flow-chart and write a program to find A. Units of instruction the greatest common divisor of two 1. Introduction and overview integers. 2. Alogrithms and flow charts 3. Elements of the language 8. Flow-chart and write a program to cal- 4. Simple programs culate compound interest, given the de- a. Conversion posit, rate of interest, and the time. b. Simple input and output (I/O) 9. Flow-chart and write a program to print 5. Conditional statements out the multiplication table for 1 x 1 6. Loops through 10 x10, using nested loops. a. Simple loops 10. Flow-chart and write a program to as- b. Variable loops sign values to the elements in a one- c. Nested loops dimensional array, and print out the 7. Functions result.Example: store thefirst 20 8. One-dimensional arrays numbers of the Fibonacci sequence and 9. Twodimensional arrays print them out.

29 11. Flory -chart and write a program to as- binary and hexadecimal arithmetic and sign values to the elements of a two- converting from one number base to an- dimensional array, and print them out. other. II. Computers Past and Present HI. Applications and Trends A. Applications in business A. Units of instruction B. Applications in science 1. History of computing machines C. Trends in information processing 2. History of electronic computers 1. In-house system 3. Numbering systems 2. Time sharing a. Binary 3. Service bureau b. Hexadecimal D. Trends in programming languages 4. Computer organization E. Jobs in information processing a. Central processor organization (1) Main memory (2) Arithmetic and ''Ric unit Texts and References (3) Control unit BARTEE. Digital Computer Fundamentals. (4) I/O control unit BOYES, SHIELDS AND GREENWELL. Introduction to Electronic b. I/O devices Computing: A Management Approach. FORSYTHE, KEENAN, ORGANICK, AND STENBERG. Computer 5. Addressing Science: A First Course. 6. Machine languages and assemblers GERALD. Computers and the Art of Computation. 7. Higher level languages SPENCER. A Guide to BASIC Programming: A Time-Sharing Language. B. Laboratory STERLING AND POLLACK. Computing and Computer Science. Review numbering systems. Practice using

30 KEYPUNCH AND DATA ENTRY 3. Card fields 4. Design of punched cards Periods Per Week: 5 5. Data coding 6. The control punch Class, 2; laboratory, 3 7. Card reading 8. Care and treatment of cards Description 9. Fanning and joggling This course follows the introductory Beginning B. Laboratory Keypunch and presents sophisticated drills in ad- Exercises in keypunching customer sales data in simulated on-the-job situations vanced keypunch and verifier operation, program- Ill. Components of the Keypunch med card design and preparat;on, and direct data A. Units of instruction entrytechniques.Frompracticalexperience 1. Characteristics gainedin laboratory situations, students learn 2. Operating features what happens to the input they prepare and how B. Laboratory it relates to the total system. Special emphasis is placed on the efficient use of the alphameric Making use cf left-zero features in coding program cards and in keypunching pur- keyboard and on correct operational procedures. chase requisitions IV. Operation of the Keypunch Major Divisions A. Units of instruction Hours Class Laboratory 1. Keypunching without program control I. Introduction to Keypunch 2. Keypunching procedures Operation 2 1 3. Removing card jams and unlocking the II. The Punched Card 2 2 keyboard III. Components of the B. Laboratory Keypunch 4 4 Keypunching invoices from data prepared IV. Operation of the Keypunch. 4 10 in longhand to give practice in using hand- V. Programming the written source documents Keypunch 2 10 V. Programming the Keypunch VI. Typical Keypunch A. Units of instruction Procedures 4 2 1. The program drum and basic program VII. Keypunching Computer control Programs , 3 2. Coding the program card VIII. The Card Verifier 4 10 B. Laboratory IX. Related Activities of the 1. Keypunch exercises making use of add- Keypunch Operator.. . 6 6 ing machine tapes as source documents Total 32 48 2. Exercisesinusing a job instruction sheet and in keypunching plant and I.Introduction to Keypunch Operation equipment data in order to become fa- A. Units c6 instruction miliar with on-the-job environment 1. The keypunch operator VI. Typical Keypunch Procedures 2. The history of punched card data A. Units of instruction processing 1. Reading the job instruction sheet 3. The machines used in punched card 2. Procedures for common keypunching data processing operations B. Laboratory 3. Ribbon replacement Exercises to determine proficiency in B. Laboratory keypunching numeric data 1. Preparing alternate program cards to H. The punched Card keypunch billing, using program one A. Units of instruction and program two 1. Identification of punched cards 2. Practice in replacing ribbons on the 2. Hollerith code keypunch machine.

31 VII. Keypunching Computer Programs IX. Related Activities of the Keypunch Operator A. Units of instruction A. Units of instruction 1. Special symbols on the keypunch 1. Data recorder 2. Computer languages 2. Keytape 3. Teletype units B. Laboratory 4. Magnetic data inscriber Exercises in keypunching computer pro- 5. Hardware grams using various languages 6. Future prospects VIII. The Card Verifier 7. Related activities A. Units of instruction B. Laboratory 1. Characteristics Keypunching insurance billing, using the 2. Operating features credit X punch B. Laboratory Texts and References 1. Preparing a program card to verify left- zero exercise, using the leftzero CLAFFEY. Keypunch Operation. HANSON. Keypunching. control key KEYS AND POWELL. A Handbook of Modern Keypunch 2. Preparing a program card and verifying Operation. billing, using alternate programs PAYNE AND PAYNE. Easily Applied Principles of Keypunching. 3. Verifying insurance billing, using PAYNE AND PAYNE. Practice Lessons .nr Keypunching. credit X punch PRACTOR AND KARGILIS. Card-Punch Machine Operation.

32 OFFICE MACHINES b. Modified block c. Simplified Periods Per Week: 5 5. Standard business letters a. Inquiry Class, 3; laboratory, 2 b. Acknow:edgment c. Confirmation Description d. Transmittal e. Remittance This course familiarizes students with commonly used business machines: the dictaphone, adding B. Laboratory machine, and the calculator. Instruction then is Transcribe materials that demonstrate the directed to integrating business machine skills various elements of language and corre- with typewriting, accounting, arithmetic, and balsi- spondence illustrated in the lesson. riess writing.Students alsogiveattentionto II. Adding Machine learning the use of business forms and to ac- quiring speed and accuracy in computing per- A. Units of instruction centages, discount and net values, chain dis- 1. Ten-key adding machines counts, and other business procedures. a. Addition b. Subtraction c. Debit and credit balance Major Divisions Percentage Hours Class Laboratory e. Multiplication I. Dictaphone and i.Multiplication and addition Transcription 16 10 g. Chain discounts and percentage II. Adding Machine 16 11 2. Full-key adding machines III. Calculator 16 11 a. Addition Total 48 32 b. Subtraction c. Multiplication d. Combination I.Dictaphone and Transcription A. Units of instruction B. Laboratory 1. Operation of transcription unit Practice timed drillsinactual business procedures such as processing. invoices, 2. Elements cf language inventories,bank statements, and pay- a. Period rolls. b. Question mark III.Calculator c. Comma A. Units of instruction d. Apostrophe 1. Printing calculator e.Hyphen a. Addition f,Spelling rules b. Subtraction g. Suffixes c. Multiplication 3. Parts of the letter d. Division a. Letterhead e. Computation of interest and b. Dateline principal c. Heading f. Computation of discount and net amount d. Inside address g.Three-factor multiplication e. Salutation 2. Electronic calculators f. Body a. Addition g. Reference initials b. Subtraction 4. Letter styles c. Multiplication a.Full blocked d. Division

33 e. Computation of amount and Practice timed drills in various computa- percent of increase or decrease tions on the kinds of calculator described f.Interest-bearing notes above. g. Mutual funds constant dividends h. Square root Texts and References L AmortiLltion schedule BRIGGS AND KOSY. Office Machines. GIORDANO. Basic Business Mach Jae Calculation. B. Laboratory IBM. Transcription Skills for Word Processing.

34 PROCEDURES FOR ORGANIZING 1. Forms management INFORMATION 2. Forms analysis procedure '3. Forms control and forms control management Periods Per Week: 5 4. Records retention and management Class, 5 5. Record storage E.Feasibility studies and office work Description measurement Designing systems for business data processing 1. The preliminary study requires a knowledge of business systems and 2. Feasibility study procedures, the kinds of information required by a. Study committee management, the equipment available for proc- b. Study plan essing data, and the techniques necessary to c. Equipment recommendations bring all these elements together. This course d. Equipment evaluation stresses these techniques and presents a thor- e. Final report ough background for systems work and its allied 3. Work measurement techniques areas. a. Predetermined timestandard studies Major Divisions b. Timing device studies Class Hours c. Micromotion studies I. Systems Fundamentals 30 d. Work sampling studies e. Time record studies II. Data Processing Equipment .. 10 III. Techniques for Systems and f.Historical studies 4. Work measurement for data processing Data Processing Applications . 20 IV. Business Procedures and equipment Procedure Applications 20 a. Key-driven equipment studies b. Rated machine speed studies Total 80 II.Data Processing Equipment I. Systems Fundamentals A. Introduction to unit record equipment A. Internal business structure 1. The punched card 1. Line organization 2. Card punch machines 2. Une and staff organization B. Card sorters, collators, and interpreters 3. Functional plan of organization C. Unit record accounting machines and 4. Committee organization calculators B. The systems department 1. Accounting machines 1. Scope of work a. Machine type and rates of speed 2. Functions b. Printing principles and features 3. Administration c. Accumulating principles and 4. Controls features a. Workload sheets d. Multiline printing b. Project status and summary 2. Calculating punches records D. Basic accounting equipment and c. Status folders procedures d.. Completed project reports 1. Pegboard payroll application C. Systems communications and instruction 2. Key sort method manuals 1. Procedure writing III. Techniques for Systems and Data Processing 2. Distribution of procedures and Applications manuals A. Charting 3. Revisions in written procedures 1. Symbols for paper work flow D. Forms management and records retention 2. Creating process charts and flow charts and management B. Methods of coding and condensing data

35 1. Block code 3. Purchase order 2. Group classification code 4. Receiving report 3. Significant digit code 5. Adjustments 4. Final digit code B. Materials control 5. Complete sequence code 1. Materials control form 6. Phonetic index code 2. Control record of perpetual inventory C. Card design C. Production control 1. Analysis of work sheet 1. Routing function 2. Transcript card 2. Scheduling function 3. Dual card 3. Dispatching function 4. Mark sense card D. Product distribution and billing 5. Summary card E. Accounts receivable and collections F. Disbursements and distribution D. Forms design 1. Establishing and validating invoices 1. Designing forms for machine 2. Posting liabilities processing 3. Payment of invoices 2. Basic factors of forms design 4. Payroll disbursements IV. Business Procedures and Procedure Applications Texts and References A. Purchasing and receiving LAZZARO. Systems and Procedures. 1. Purchase requisition RANDALL AND BURGLY. Systems and Procedures for 2. Request for quotation Business Data Processing.

36 PROGRAMMING PROJECTS schedules, and. other-similar data processing op- erations. Projects also can be provided by local Periods Per Week: 5 businesses and industries; for example, program- mingpayrolls,personnelrecords,production Class, 1; laboratory, 4 schedules, stock records, and customer accounts. When a project is assigned to a student, the in- Description structor in effect assumes the role of a data pro- This project course is designed for students who cessing supervisor, typifying a counterpart with are preparing for a career in programming. They whom students can expect to work in a future may choose to acquire the work experience the job. In the same pattern, students are required course provides as an alternative to enrollment in to provide status reports, notification of problems Computer Operations if the facility is not avail- encountered, and their plans for problem solu- able. tions.It likewise is demanded of them that the completion dates of work phases be met as Hours scheduled for class,laboratory, outside scheduled. work and study are flexible. Hours set out in this curriculum outline are considered minimal. Stu- It is essential that instructors possess the techni- dents actually may devote as many as 80 hours to cal knowledge and experience requisite to exer- a project, but this figure is considered to be the cising effective supervision over each student's maximum. Although forma: classes are not re- work performance. In this respect, it virtually is quired, instructors should schedule at least one mandatory that the instructor's background in- period at the beginning of the semester for the clude responsible data processing experience in purposeoforientingenrolledstudents. They business or industry. should be informed in detail concerning the con- Upon completion of their work projects, students tent of the course and the mode in which the will have had actual experience in systems analy- program will be conducted. Directed seminars in sis and design, program specification, program- which students exchange views on the status and ming in several computer languages, in program progress of ongoing projects may be scheduled as testing and debugging, and in program documen- deemed useful. tation. Instructors will assign work projects to individual students. The work requirement is actual; 'the Texts and References problem presentedisnot formulated nor syn- thesized. Tasks are selected from those actually Texts and references include all those used previously in the curriculum.Inaddition, extensive useis made of developed within the school, such as program. manufacturers' publications dealing with computer hard- ming student records, business accounts, class ware and applications.

37 PUNCHED CARD DATA PROCESSING I A. Units of instruction 1. Card punching Periods Per Week: 5 a. Entry of data on card b. Duplicating function Class, 3; laboratory, 2 2. Verifying 3. Reproducing punch Description a. Reproduction of one field only b. Reproduction of "80.80" This course is an introduction to the background and functions of the punch card equipment that c. Gang punching d. Interspersed gang punching comprises the base element of mechanized ac- counting systems. Laboratory practice problems e. Digit emitter f. Mark-sensed punching provide experience in the operation of the sorter, 4. Interpreting collator, interpreter, reproducing punch, and tab- 5. Transfer posting ulating machines. 6. Optical scanning Major Divisions B. Laboratory Hours Solve practice problems that provide ex- Class Laboratory perience in the operation of the reproduc- I. Background of Punched ing punch, verifier, and interpreter.

Card Data Processing . . 5 0 IV. Machine Functions II. Principles of Punched Card Data Processing 10 4 A. Units of instruction III. The Recording Function 12 10 1. Classifying function IV. Machine Functions 15 15 a. Sorter V. Controls 6 3 b. Collator (1) Merging Total 48 32 (2) Matching (3) Selecting I.Background of Punched Card Data Processing 2. Calculating function A. Early uses of punched card equipment a. Reduction to mathematical formula B. Development of equipment companies (1) Multiplication of data 1. IBM Corporation (2) Division of data 2. Development of machinery (3) Addition of data C. The need for punched card data processing (4) Subtraction of data 1. Clerical worker shortage b. Group multiplication 2. Increasing volume of data 3. Summarizing function 3. Expanded emphasis on accuracy and a. Tabulator control, economy, and better report (1) Tabbing and listing schedules (2) Classes of totals II.Principles of Punched Card Data Processing b. Automatic carriage A. Units of instruction c. Summary punching 1. Problems in processing source B. Laboratory documents Solve practice problems involving the use 2. Introduction to machine languages of the sorter, collator, tabulator, and cal -. a. Types of punched cards culator. (1) Eighty-column cards V. Controls (2) Ninety-six-column cards b. Coding systems A. Units of instruction 3. Assignment of fields 1. Balancing B. Laboratory 2. "Hash totals" Solve practice problems in coding infor- 3. Applications mation and assigning fields. a. Payroll master file III. The Recording Function b. Inventory control

38 B. Laboratory trolling an inventory. Using the two applications described in the classroom, practice establishing a payroll Text master file, processing a payroll, or con. VAN NESS. Principles of Punched Card Data Processing.

39 PUNCHED CARD DATA PROCESSING II d. Split wires 5. Cards and forms Periods Per Week: 5 a. Stock and special cards Class, 3; laboratory, 2 b. Common stock forms B. Laboratory Description Solve practice problems in the elementary wiring of a control panel. This course builds on the material presented in Ill.Responsibilities of Data Processing Punched Card Data Processing I and continues Department through coding systems, the binary mode, stan- A. Control of requests for service dard data processing practices, and elementary B. System of identifying reports wiring concepts. C. Scheduling system Major Divisions 1. Distribution control sheet Hours 2. Schedule book Class Laboratory D. Procedures and controls I. Coding Systems 12 12 1. Outlined or detailed procedures II. Data Processing Practices 12 12 2. Constantly updated III. Responsibilities of Data 3. Procedure control sheet Processing Department .12 0 E. Time utilization IV. Technological Advances 12 8 1. Machine time and personnel hours Total 48 32 2. DPMA 3. Report numbering system I. Coding Systems F. Control over report distribution A. Units of instruction IV. Technological Advances 1. Automatic application of codes A. Units of instruction a. Master code cards 1. Types of data processing systems b. Prepunched code cards a. Input and output devices c. Automatic decoding b. Storage d. Line selection device c. Central processing unit 2. Sequence codeS 2. Stored programs 3. Block codes 3. Binary mode 4. Group classification codes 4. Computer codes 5. Significant digit codes a. Code checking 6. Final digit codes b. Seven-bit alphameric code 7. Decimal codes c. Two-out-offive fixed-count code 8. Mnemonic symbols d. Biquinary code 9. Numerical-alphabetical codes e. Six-bit numeric code 10. Consonant codes 5. Data recording media 11. Phonetic index codes a. Punched cards B. Laboratory (1) Punched card code Solve practice problems in specific (2) Row binary data representation methods of coding data. (3) Column binary data II.Data Processing Practices representation A. Units of instruction b. Paper tape 1. Size of department (1) Eight-channel code a. Points (2) Five-channel code b. Number of tabulators c. Magnetic tape 2. Shifts B. Laboratory 3. Machine capacities Solve practice problems in binary 4. Control panels and wires numbers. a. Control panel b. Fixed and temporary wires Text c. Length of wires VAN NESS. Principles of Punched Card Data Processing.

40 LIBRARY SUPPORT FOR THE SUGGESTED CURRICULUM In the past decade, libraries have undergone the performance of clerical, housekeeping, and accelerating change from the traditional book- technical tasks, an adequate supportive staff must lending institutionsintocenters providingall also be maintained: at least one media technician types of resources and services to meet instruc- and one media aide for each professional library tional and individual needs. This concept of inte- media specialist in schools of 2,000 or fewer stu- grating various print and nonprint materials into dents. a single administrative unit to provide learning When a program is initiated, a substantial sup- resources, regardless of format, has been incor- porting investment in library-media materials is porated into this curriculum outline. essential. This should be incremented annually As described by the American Library Associa- by funds to be used for updating books and other tion,' such a library-media center would provide media on hand and for securing necessary oew the following materials and services: material. Items suggested for consideration in- 1. Materials for class instruction and individu- clude but are not limited to the following: al investigation and exploration. 2.Instruction to improve learning through the Books Tape and disk recordings use of printed and audiovisual resources. Magazines 3.Information on new educational develop. Graphic materials such Newspapers ments. as art prints, photo- 4. New materials created and produced to Pamphlets, clippings, graphs, posters, suit special needs of students and teachers. and miscellaneous charts, diagrams, 5.Consultant services to improve learning, in- materials and graphs struction, and the use of library-media cen- ter resources. Filmstrips World globes 6.Working areas that are planned to facili- 8mm Films Maps tate efficient operation by the center staff and efficient use by students and faculty. 16mm Films Microfilm In short, a library-media center should be de- Transparencies Microfiche signed both as a resource for learning and a re- Programmed source for teaching readily accessible to all those instructional involved in the education process. materials Library Staff and Budget The American Library Association (ALA) and Suggested Technical References the National Education Association (NEA), in their The following is a typical list of Journals, periodicals, standards and guidelines for high schools,'' and technical magazines which would be desirable in the strongly recommend a unified media program, in- library-media center of a school offering course work in tegrating the resources of the school library and data processing.5 the audiovisual aids department into one adminis- AEDS MONITOR: Association for Educational Data Sys- tems, 1201 Sixteenth St., N.W., Washington, D.C. 20036 trative unit. In addition, they suggest that the AUTOMATION: The Penton Publishing Company, Penton head media librarian report to the principal or Building, Cleveland, Ohio 44113 other chief school officer, and that the library- AUTOMATION AND REMOTE CONTROL: Instrument So- media center maintain one full-time professional ciety of America, 530 William Penn Place, Pittsburgh, for every 250 students. To minimize the likelihood Pa. 15219 that the professional staff would be involved in COMMUNICATIONS OF THE ACM: Association for Com- puting Machinery, 211 E. 43rd St., New York, N.Y. 10017 2 American Library Association and the National Educa- COMPUTERS AND AUTOMATION: Berkeley Enterprises, tion Association, Standards for School Media Programs, Inc., 815 Washington St., Newtonville, Mass. 02160 1969, p. 4. 3 American Library Association and the National Educa- 4A list of film distributors Is provided in appendix B. tion Association, Standards for School Media Programs, sA list of supplementary references for use In second- 1969. ary school instruction is given in appendix C.

41 COMPUTER CHARACTERISTICS QUARTERLY: Adams As- DATAMATION: F. D. Thompson Publications, Inc., 205 W. sociates,inc.,575 Technology Square,Cambridge, Wacker Dr., Chicago, lll. 60606 Mass. 02139 DATA PROCESSING DIGEST: Data ProcessingDigest, COMPUTER DIGEST: American Data Processing, Inc 4th Inc., 1140 South Robertson Blvd., Los Angeles, Calif. Floor, Book Building, Detroit, Mich. 48226 90035 COMPUTER AND THE HUMANITIES (NEWSLETTER): DATA PROCESSING FOR EDUCATION: American Data Queens College of the City University of New York, Processing, Inc., 4th Floor, Book Building, Detroit, Mich. Flushing, N.Y. 11367, 48226 COMPUTER NEWS: Technical Information Company, Mar- DATA PROCESSING MAGAZINE: Data Processing Maga- tins Bank Chambers, P. 0. Box 59, St. Helier Jersey, zine, 134 North 13th St., Philadelphia, Pa. 19107 British Channel Islands. COMPUTER JOURNAL: The British Computer Society, D.P.M.A. QUARTERLY: Data Processing Management As- Finsbury Court, Finsbury Pavement, London, E.C. 2 sociation, 505 Busse Highway, Park Ridge, W. 60068 COMPUTING REPORT FOR THE SCIENTIST AND ENGI- INFORMATION RETRIEVAL LETTER: American Data Proc- NEER: Data Processing Division, International Business essing,Inc., 4th Floor, Book Building, Detroit, Mich. Machines Corporation, White Plains, N.Y. 10601 48226 COMPUTING REVIEWS: Association for Computing Ma- MODERN DATA: Modern Data Services, Inc., 3 Lockland chinery, 211 E. 43rd St., New York, N.Y. 10017 Ave., Framingham, Mass. 01701

42 LABORATORY FACILITIES,EQUIPMENT, AND COSTS A high school electing to implement only a sons can the committee be assured of obtaining minimal literacy experience for its students need the right facilities at the right cost. not invest in computer equipment if to do so would impose an unbearable financial burden. A Transporting Students to Computer course such as Introduction to Computers can be taught effectively without the use of terminals or Facilities related hardware, if supplemental experiences are High schools frequently have used the com- carefully selected. Such experiences might include puter facilities at other educational institutions, extended visits to local computer companies or governmental agencies, or commercial organiza- users to acquaint students with some of the capa- tions by physically transporting the data and/or bilities and applications of various machinery. users to and from the computer site. While this High schools or secondary school districts arrangement can hardly be described as optimal, electing to offer the expanded literacy program it does enable a high school to provide program- or the total curriculum will need to make provi- ming instruction to its students inall the lan- sions for laboratory equipment and computer fa- guages currently available on the computer sys- cilities for their students. Student access to ap- tem. Frequently, high schools wishing to provide propriate equipment is essential for achieving the such instruction can purchase time on the com- curriculumobjectives.System configurations puter facility used by the local board of education which will meet the minimum requirements for for administrative purposes. Arrangements can such a program can vary greatly according to the also be made for instruction in computer opera- size and type of the program to be offered. The tions with students assigned as apprentices to following three approaches to providing suitable site operators. While scheduling and transporting laboratory experience are representative of cur- students results usually in at least occasional in- rent practice and illustrate dramatically the broad convenience, much can be gained in local sup- range of alternatives for resource allocations at port, student motivation, and graduate placement most institutions. These approaches, listed by by linking the programming curriculum closely to cost in ascending order, are: area business and industry. Transport students to a computer facility lo- cated within reasonable distance. Terminals Only Install on-campus, remote terminal units con- The basic requirement for a terminal installa- nected with a central computer facility. tion is to provide access to a time-sharing sys- Develop a complete on-campus data process- tem capable of supporting whatever language is ing laboratory facility. being taught. To support advanced language Selection of the approach to be used fin pro- courses, the central system must be able also to viding essential equipment for student use rep- handle current versions of the compiler. resents the development and acceptance of criti- There are two basic types of terminals having cal decisions. They are critical in the sense that minimal space requirements, no special power error can result in catastrophic financial loss as demands, and requiring no structural modifica- well as in an equipment array that is unsuited to tions prior to installation: the CRT and the hard- its educational purpose. For this reason, decisions copy device. Input to the central computer is ac- in this area should be accepted and implemented complished from both units through a keyboard; only on the basis of exhaustive study representing output is registered as a CRT display or as a hard- maximum use of every available competent re- copy printout.Itis suggested that terminals be source.Resource personsincludeeducational installed in a separate room to prevent interfer- consultants, employers of data processing per- ence with classes. In addition to a terminal room sonnel, faculty members, and representatives of and classroom space, facilities should include a equipment manufacturers. The contributions from programming workroom with storage lockers for such resource persons can be coordinated and the use of programming students. The workroom evaluated by the program advisory committee. should also containlarge programming tables Only by maximum use of competent resource per- which measure at least 4 by 5 feet and can

43 accommodate two students simultaneously. Building Requirements Fifteen to 20 full-time majors are the optimal Once the decision has been made to install a number of students served by one terminal. Inten- computer laboratory, a complete list of compon- sive scheduling over each 24-hour period can, ents to be used in the system should be prepared. however, accommodate more students per termi- This list will include the data processing equip- nal and thus reduce the total number of units in- ment, furniture, tape storage cabinets, work ta- stalled. Enrollment in introductory courses should bles, chairs, and desks. At the same time, a suit- not exceed more than 50 students per class sec- able location for the laboratory area must be tion, unless there are several good laboratory in- chosen. Modification of existing space may pro- structors assigned to the class. Students can be vide a suitable location, or, in some instances, a divided into groups of 20-25 provided laboratory complete new building may be necessary. The fol- instructors are available a answer questions and lowing are important considerations in selecting provide assistance. a location for the computer installation: The major instructional limitation on a terminal Availabilityofadequate power (including installation is that a course in computer opera- standby power) tions cannot be offered. Such a course necessi- Space to house air conditioning equipment tates extensive "hands -on" experience that can- Ceiling height, outside wall and glass area, not be provided without a computer facility at the and other factors related to air conditioning school. Moreover, a particular time-sharing sys- and maintaining the required humidity in the tem may be subject to overload, thus reducing the computer facility efficiency of instruction. Traffic flow to and from other areas A major advantage of a terminal installation for Floor loading capacity high school use is that arrangements frequently Adequate safety and firepreventionpro- can be made to link the terminals to the computer cedures leased for administrative purposes at the school system's headquarters. Not only does this provide highly.sophisticated computer capabilities for the Space and Layout programming students, it also encourages the 24- hour per day use of costly board of education Space and layout requirements hinge on the equipment. physical area available and the dimensions of the specific components to be installed. Floor area will be determined by the length-to-width ratio of rooms, location and dimensions of columns and On-Campus Computer Facilities walls, and consideration for future expansion. The exact area required for hardware and furnishings If the use of terminals is deemed unacceptable can be determined from a scale layout, using either because of the instructional or enrollment room measurements and cardboard cutouts rep- limitations which it imposes on the curriculum, a resenting the floor dimensions of each item to be computer facility can be installed on the campus. emplaced. The amount and level of sophistication of the Space should be provided within the computer equipment selected naturally will be related close- room for the daily storage of tape, cards, and ly to the depth and scope of the courses to be printedforms.Permanent master documents, offered and the number of students to be served. punched card records, magnetic tape, and other If students are expected to master several pro- combustible materials should be stored in prop- gramming languages, for example, the facility erly designed and protected storage areas. Ideal- must have the capability of processing such input. ly, storage areas should be located so that both In establishing any computer facility, sound the amount of space required and travel time be- preliminary planning is essential to completing at tween areas is minimized. Space also must be minimum cost an installation that will serve the planned for storage cabinets, card and record intended purpose and lend itself to possible fu- files, printer forms, work tables, desks, and com- ture expansion. munications facilities.

44 In addition, the equipment manufacturer may covering should be of the "antistatic" type, either assign test equipment to the installation to main- having antistatic. properties manufactured into the tain the equipment in the machine room. Space material or being of a kind that can be treated will need to be allocated for this purpose, al- effectively with antistatic agents. though some machines may be moved to the test Vacuuming equipment usedinthe machine area, depending on the type of work to be done. area should have a non-conductive hose and noz- Whenever possible, test areas should be on the zle assembly. This safety precaution minimizes same fluor level; if they are not, ramps must be the possibility of static discharge or electrical provided for moving test equipment and machine shock. components. Detailed space requirements and specifications for the test area can be obtained by Acoustics and Lighting consulting with the system manufacturer's field engineers. The principal sources of noise in a computer facility are the mechanical units such as card Floor Construction punch machines, printers, readers, sorters, and blowers. The walls and floor should be con- A structural engineer should be consulted to structed to prevent the transmission of noise and determine whether the floor of the proposed fa- vibration to adjacent areas. Walls and doors must cility is capable of supporting the system weight be solidly constructed and have a good seal. The load. A raised or false floor can be constructed greatest sound reduction will be obtained by in- of steel, aluminum, or fire-resistant wood and will stalling a dropped porous ceiling.Precautions accomplish the following major objectives for also must be taken to prevent the noise gener- building design: ated in the machine room from being transmitted Allow for future layout change with minimum through overhead ducts to other rooms. Floor reconstruction cost. and wall surfaces should be covered with absorp- Protect interconnecting cables and power re- tive materials to prevent reverberatioils. ceptacles. The machine room area should be lighted with Provide for personnel safety. a minimum average illumination of 40 foot-can.: Permit the space between the two floors to dies, measured 30 inches above the floor. Direct be used to supply air for the air-conditioning sunlight should be avoided because various con- system. sole and signal lamps can be observed best under The two general floor types are illustrated in fig- lower levels of illumination. Direct sunlight may ure 2. The free-access floor is preferred over the also cause malfunctioning of devices that employ raceway type; a raised-floor panel lifter should be light sensing (such as certainmagnetic tape made readily available at a convenient location in units). Lights for general illumination should be the computer room. controlled sectionally so that they can be used in Floor covering material can contribute to the areas where needed and turned off where not building of high static electrical charges resulting required. Lights should not be powered from the from the movement of people and equipment in computer power panel. contact with the floor material. The abrupt dis- charge of this static electricity can cause discom- Air-Conditioning fort to personnel and may result in the malfunc- tion of electronic equipment. The buildup and Computer components are air-cooled internally discharge of static electricity can be minimized by the use of built-in blowers. Air intake generally by providing a conductive path to ground from a is through the bottom of the unit and through metallic raised floor structure, and ensuring that louvers along its bottom edges. Warm air usually maximum resistance for floor tile or other floor exhausts from the top of each unit. surface material is 2 x 101° ohms, measured be- The following factors must be considered in tween floor ,-surface and building., Carpet floor determining the air-conditioning capacity neces sary for an installation: ,The procedure outlined in the National Fire Protection Machine heat dissipation Association Standard No. 56, chapter 25, section 2522, should be used. Number of personnel

45 Raceway floor: Removable covers with cutouts

Free access floor: Pedestal supported, removable panels with cutouts

Free access floor: Subframe supported, removable panels with cutouts

Figure 2.Types of ralsed.flooring si 46 Latent load Safety and Fire Precautions Fresh air introduction Safety considerations are important factors in- Heat infiltration through_ outer walls fluencing the choice of computer location, build- Ceiling ing materials, an air-conditioning and electrical Floors system, and fire prevention equipment.' Door openings The computer should be in a non-combustible Partitions or fire-resistant building or room and should not Glass wail areas be adjacent to areas where inflammable or explo- Possible reheat sive materials or gases are located. Walls should be of non-combustible materials and should ex- A dedicated air-conditioning system, separate tend from floor to ceiling. from any other system,is recommended for a computer facility; it is necessary that the system If a computer area has one or more outside maintain a cooling cycle year-round. The air-con- walls adjacent to a building that is susceptible to ditioning should be designed to operate at 75 de- fire: grees Fahrenheit and 50 percent humidity at alti- Installation of shatterproof windows in the tudes up to 7,000 feet. This provides the largest computer room would serve to protect per- time buffer for the computer system if the air- sonnel and equipment from flying debris conditioner fails or malfunctions. The computer and water damage. can be operated until it reaches its specified lim- Sprinklers could be installed externally dyer its and the possibility is increased that repairs windows lo protect them with a stream of can be effected before the computer must be shut water in case of fire in an adjacent area. down. The same design standard provides a gen- Windows could be sealed with masonry. erally acceptable level of comfort for personnel. Where a hung ceiling and raised floor are used, The heat load of the Computer system is con- they should be constructed of nonconibustible centrated in a relatively small area. For this rea- material; all ducts and insulating should likewise son, attention should be given to the method of be fire-resistant and nondusting. The roof or floor air distribution to eliminate areas of excess air above the computer and tape storage areas should motion. be a watertight slab, If possible, the walls of the The air-conditioning system should use pre- room should be sealed to the slab in a way to dominantly recirculated air with a set minimum prevent water from entering overhead. for introduction of fresh air for personnel. This Any data stored in the computer room, whether minimum fresh air input will allow the machine in the form of magnetic tape, paper tape, cards, area to be pressurized so that air leakage is al- or paper forms, should be enclosed in metal cab- ways outward, thus minimizing dust entry from inets or fire-resistant containers and limited to adjacent areas. the minimum needed for safe, efficient operation. Several types of air-conditioing systems can After having consulted with the appropriate be designed to satisfy the temperature and hu- architectural and electrical engineers and repre- midity requirements, including: sentatives of equipment manufacturers, a school Single duct (overhead system) or school district should be ready to design and Two duct (two air conditioning units) equip an actual computer facility. The amount and level of sophistication of the equipment to be se- Two duct (single air conditioning unit) lected will hinge primarily on the \number of stu- Underfloor system dents and staff members to be involved inits Itis recommended that an experienced air- operation and on the goals of the program. It is conditioning design engineer consider each of anticipated that a high school initiating a com- these methods of air distribution and check all puter science and data processing curriculum local building codes. The electrical code should might do so in phases because of budgetary con- also be examined, since some localities do not permit the use of the raised floor for air-con- 1For additional reference material, consult NFPA Stan- dard No. 75, "Protection of Electronic Computer/Data ditioning. Processing Equipment." 47 siderations and because of the need to proceed tract. In addition, equipment vendors have devel- one step at a time in a new curriculum area. A oped a policy of offering an education discount graduated development of a total capability in the ranging from 10 to 60 percent. Whether equip- computer area is a realistic and generally prefer- ment is purchased or leased, a monthly mainte- able goal for most school districts. nance fee, varying in amount with specific equip- The following discussion of laboratory facili- ment and options, must be negotiated with pros- ties has been developed for a program involving pective vendors. 30.35 beginning students, 20 advanced students, Approximate costs of computer equipment are and four instructorsin the technical specialty listed in tables 1 and 2. The figures stated rep- courses. Students in excess of this number could resent the cost of the equipment installed by the be accommodated by providing multiple labora- vendor, but they do not include the cost of the tory sections. building,specialflooring,air-conditioning,or Figures 3 and 4 represent examples of floor other such items. However, the amounts listed plans. It must be recognized that the development can be considered as generally typicalof the of computer facilities is highly dependent upon level of funds necessary to obtain various items the types and quantities of equipment selected. of equipment for an educational data processing In many cases, the location of specific equipment center. will limit or dictate the location of other equip- The largest single item of equipment cost is ment. For example, the selection of a location for the CPU. Educational institutions, planning a com- the central processing unit (CPU) dictates, to a puterfacilityforinstructionalpurposes only, large extent, the location of input-output devices, seldom will findit necessary to obtain a CPU tape units, secondary storage units, and other larger than medium size. An exception may occur devices with whichitisphysically connected. if local businesses, industrial concerns, govern- Doorways should be located for easy traffic flow ment agencies, or other schools arrange to share, into and out of the laboratory. In addition, stor- and thus pay for, the added productive capacity age areas should be located so that the instructor of a large unit. readily can control the security of key programs and software. Consideration also must be given Table 1. Estimated Purchase Costs and Monthly Rental on Computer Equipment to the storage of diagnostic programs and main- tenance equipment belonging to equipment ven- Description Estimated Rental dors. Again, the amount of space required is de- Costs Per Month. pendent upon the equipment selected and should Central Processing Unit $75,000 to $120,000$1,400 to $2,000 be determined during the period of equipment Card I/O unit 25,000 to 35,000 500 to 600 negotiations with the vendor. Secondary storage units (2)35,000 to 45,000 1,000 to1,500 The sample layout includes a student program- Printer 25,000 to 35,000 300 to 450 ming room consisting of individual programming Keypunch machines (each) 1,000 to 1,200 60 to 75 carrels. While the carrels are not mandatory, the Sorter 2,500 to 3,000 40 to 50 advantage of this arrangement is evident when Cardverifier 2,500 to 3,000 40 to 50 Interpreter consideration!,-; given to the degree of concen- 5,000 to 6.000 100 to 150 tration required for program writing and the char- CardFiles 50 to 75 acteristics of irdividualism and creativity that are Sorting rack 50 to 75 represented in each meaningful program. Table 2. Computer System Classification by Size and Costa

1111;r1siftemMao vramwnia lirtraita Computer Size Monthly Rental The cost of equipment is a prime consideration Mini under $1,200 when planning an education program. Equipment Small $1,200 to $5,000 can be rented or leased, or new or used equip- Medium $5,000 to $40,000 ment can be purchased. Reaching a decision on Large $30,000 to $150,000 which course to followiscomplicated by the availability of options with each piece of equip- 8The cost of equipment is related directly to the size ment and the necessity for a maintenance con- and capability of the system desired by the institution. 48 CLASSROOM CLASSROOM 13 A Li n IBI 0 0 0 Of 001:10 E nI I n 0 E [ I E I I I Li Li n. 0 J 0 L PROGRAMMING ROOM M STUDENT rin -I Q 0 0 M 0 M N COMPUTER ROOM E LI N SUPPLIES STORAGELEGEND C.B. A.StudentBookcase Bulletin Desk Board D. F.E.Chalk Sorter'Instructor's Board Desk H.G. WorkFile Cabinet TableI. KeypunchFigure 3.Computer center layout K.J. L.VerifierCard Interpreter Racks M.0. Programming N.Instructor's Storage Shelves OfficeCarrels Q.P. Manager's Window CounterDesk HALL A B C D A. Card file LEGEND E G C.D.B. Magnetic F.E.KeypunchDisk I/OCard storage terminal tapeI/O unit unit [ I F 1 H.G. Programming CentralI. processing table unit Printer L H Figure 4. High school computer room The mini or small computer probably is most and tape, card reader and punch, line printer, and widely usedinschool computer facilities.By multiple language capability. The smaller of these their use, high schools are provided with com- systems are the "batch" type while the larger puting capability with "their own" computer. The systems are capable of time-sharing operations. total annual operating costs for systems in this All of the foregoing factors should be consid- class range from $10,000 to $60,000. The hard- ered in close cooperation with the advisory com- ware varies from an 8-kilobit system with teletype mittee to decide the course of action to imple- input/output plus one symbolic and one compiler ment,.the equipment to select, and the price to language upwards to a 16-kilobit unit with disk pay.

51 BIBLIOGRAPHY Anderson, Decima M. Computer Programming: FORTRAN Lazzaro,Victor.Systems and Procedures.Englewood IV. New York: Appleton-Century-Crofts, Inc., 1966. Cliffs, N.J.: Prentice-Hall, Inc., 1968. Baer, Robert M. The Digital Villain. Reading, Mass.: Addi- McCameron, Fritz A. COBOL Logic and Programming. son Wesley, 1972. Homewood, III.: Dow Jones-Irwin, Inc., 1970. Barnett, Eugene H. Programming Time-Shared Computers McCameron, Fritz A. FORTRAN IV. Homewood, Ill.: Dow in BASIC. New York: John Wiley and Sons, 1972. Jones-Irwin, Inc., 1970. Bartee, Thomas C. Digital Computer Fundamentals. New McCracken, Daniel D. Guide to FORTRAN IV Program- York: McGraw-Hill Book Co., 1966. ming. New York: John Wiley & Sons, Inc., 1965. Boyes, R. L., et al. Introduction to Electronic Computing: McCracken, Daniel D. and Umberto Garbassi. A Guide to A Management Approach. New York: John Wiley and COBOL Programming. New York: John Wiley & Sons, Sons, Inc., 1971. Inc., 1970. Briggs, Robert J. and Eugene Kosy. Office Machines. Cin- Murach, M. Standard COBOL. Chicago: Science Research cinnati, Ohio: South-Western Publishing Co., 1967. Associates, 1971. Ciaffey, William J. Keypunch Operation. Belmont, Calf.: Murrill, Paul W. and Cecil L. Smith. An Introduction to Dickenson Publishing Co., Inc., 1969. COBOL Programming. Scranton, Pa.: Intext Education Couger, J. Daniel and Loren E. Shannon. FORTRAN IV: Publishers, 1970. A Programmed instruction Approach. Homewood, III.: Murrill, Paul W. and Cecil L. Smith. Introduction to FOR- Richard D. Irwin, Inc. ,1968. TRAN IV Programming: A General Approach. Scranton, Cress, Paul, et al. FORTRAN IV with WATFOR and WAT- Pa.: lntext Educational Publishers, 1970. FIV. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1970. Nolan, R. L. FORTRAN IV Computing and Applications. Desmonde, William H. Computers and Their Uses. Engle- Reading, Mass.: Addison-Wesley Publishing, Co., Inc., wood Cliffs, N.J.: Prentice-Hall, 1971. 1971. Emerick, Paul L. and Joseph W. Wilkinson. Computer Pro- Organick, E. A FORTRAN IV Primer. Reading, Mass.: Ad- gramming for Business and Social Science. Homewood, dison-Wesley Publishing Company, Inc., 1966. III.: Richard D. Irwin, Inc., 1970. Payne, E. A. and W. F. Payne. Easily Applied Principles Farina, Mario V. FORTRAN IV Self-taught. Englewood of Keypunching. Englewood Cliffs,N.J.: Prentice-Hall, Cliffs, N.J.: Prentice-Hail, Inc., 1966. Inc., 1969. Feingold,Carl. Fundamentals of COBOL Programming. Payne, E. A. and W. F. Payne. Practice Lessons for Key- Dubuque, Ia.: William C. Brown Publishing Co.. 1970. punching. Englewood Cliffs,N.J.:Prentice-Hall,Inc., 1971. Ford, Donald H. Basic FORTRAN IV Programming. Home- wood, Ill.: Richard D. Irwin, Inc., 1971. Peluso, A. P., C. R. Bauer and D. J. Debruzzi. Basic BAS- IC Programming. Reading, Mass.: Addison-Wesley Pub- Forsythe, Alexandra I.,et al. Computer Science: A First lishing Company, Inc., 1972. Course. New York: John Wiley & Sons, Inc., 1969. Pactor, P. and G. Kargilis. Card-Punch Machine Operation. Gerald, Curtis. Computers and the Art of Computation. New York: McGraw-Hill Book Company, 1968. Reading, Mass.: Addison-Wesley Publishing Company, Inc., 1972. Randall, Clarence Bernard and Sally Weimer Burgly. Sys- tems and Procedures for Business Data Processing. Giordano,Al.Basic Business Machine Calculation: A Cincinnati: South- Western Publishing Co., 1968. Complete Course. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1971. Rothman, Stanley and Charles Mosmann. Computers and Society. Chicago: Science Research Associates, 1972. Golden, James L. FORTRAN IV Programming and Com- puting. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1965. Silver, Gerald A. Simplified FORTRAN IV Programming. New York: Harcourt Brace Jovanovich, Inc., 1971. Gruenberger, Fred (ed). Expanding Use of Computers In the 70's: Markets, Needs, Technology. Englewood Cliffs, Spencer, D. D. A Guide to Basic Programming: A Time- N.J.: Prentice-Han, Inc., 1971. Sharing Language. Reading, Mass.: Addison - Wesley Publishing Company, 1970. Hanson, Peggy L. Keypunching. Englewood Cliffs,N.J.: Prentice-Hall, Inc., 1970. Spitzbarth,L. M. Basic COBOL Programming. Reading, Mass.: Addison-Wesley Publishing Company, 1970. Healy, J. J. and D. J. DeBruzzi. Basic FORTRAN IV Pro- Sterling, Thaodore D. and Seymour V. Pollack. Computing gramming. Reading, Mass.: Addison-Wesley Publishing and Computer Science. New York: Macmillan Company, Company, Inc.. 1968. 1970. Heileman, Herbert. Digital Computer System Principles. Stern, Nancy B. and Robert A. Stern. COBOL Program- New York: McGraw-Hill Book Company, 1970. ming. New York: John Wiley & Sons, Inc., 1970. IBM. Transcription Skills for Word Processing. New York: Stuart,Frederick. FORTRAN Programming. New York: IBM, 1969. John Wiley & Sons, Inc., 1968. Keys, William J. and Carl Powell. A Handbook of Modern Van Ness, Robert G. Principles of Punched Card Data Keypunch Operations. San Francisco: Canfield Press, Processing. (2nd ed Rev.). Elmhurst, Ill.: Business Press, 1970. 1967.

52 APPENDIXES

Appendix A

List of Resource High Schools and Public School Systems

The high schools, school systems, and educa data processing education programs in progress tional agencies listed below have participated in and were provided invaluable data by program various ways in the development of this suggested administrators and teachers. Other institutions curriculum. Those marked by an asterisk were listed were most helpful in providing information visited by project staff members who observed in response to numerous requests. Atlanta Public Schools *Northwestern Educational Development Laboratory Atlanta, Ga. Portland, Ore. *Cass Technical High School Oklahoma Public School System Detroit, Mich. Oklahoma City, Okla. 'Dade County Pubiic Schools Project LOCAL Miami, Fla. Westwood, Mass. 'Denver Public Schools Ridgewood High School Denver, Colo. Ridgewood, N.J. Education Service Center, Region IV *School District of Philadelphia Houston, Tex. Philadelphia, Pa. 'Einstein High School *Skyline High School Kensington, Md. Dallas, Tex. 'Lane Technical High School The Board of Public Education Chicago, III. Pittsburgh, Pa. Los Angeles Unified School District Los Angeles, Calif.

53 Appendix B Curriculum Adapted To A 1-Year Program

COMPUTER PROGRAMMING (OBJECTIVE: PROBLEM-SOLVING TOOL) This course is a three-period instructional program to be completed in one academic year. Sty- dents are given hands-on experience in computer operations if appropriate equipment is available.

Periods Per Week Periods Per Week Class Lab Total Class Lab Total Grade 9, First Semester Grade 9, Second Semester English 5 0 5 English 5 0 5 Mathematics 5 0 5 Mathematics 5 0 5 Science 4 1 5 Science 4 1 5 History 5 0 5 History 5 0 5 Elective* 5 Introduction to Computers** 3 0 3 Total 25 Total 22 1 23 Grade 10, First Semester English 5 0 5 Grade 10, Second Semester Mathematics 5 5 English 5 0 5 Science 4 1 5 Mathematics 5 0 5 Elective* 5 Science 4 1 5 Elective* 5 Introduction to Programming** 3 2 5 Total 25 Elective* 5 Grade 11, First Semester Total 25 English 5 0 5 Mathematics 5 0 5 Grade 11, Second Semester History 5 0 5 English 5 0 5 Elective* 5 Mathematics 5 0 5 Elective* 5 History 5 0 5 Elective* 5 Total 25 Elective* 5 Grade 12, First Semester Total 25 English 5 0 5 Civics 5 0 5 Grade 12, Second Semester Procedures for English 5 0 5 Organizing Economics 5 0 5 Information** 5 0 5 Advanced COBOL

Introduction to COBOL . 3 2 5 Programming**....3 2 5 FORTRAN Applications Programming Projects* * PFogramming**- 3 2 5 (or Computer Operations**) 1/3 4/2 Total 21 4 25 Business Applications Development** 2 3 5 Total 18/16 7/9 .25

*Suggested electives might include Language, Typewriting, Accounting, or other courses to meet the student's Ind vidual program objectives. **Course description and outline provided in previous section.

54 EDP PERIPHERAL EQUIPMENT OPERATION (OBJECTIVE: JOB ENTRY) This course is a three-period instructional program designed to be completed in one academic year. Students are trained to operate office machinery and to keypunch data for computer use. In addi- tion, they are given hands-on experience in computer operations if appropriate equipment is available.

Periods Per Week Periods Per Week Class Lab Total Class Lab Total Grade 9, First Semester Grade 9, Second Semester English 5 0 5 English 5 0 5 Mathematics 5 0 5 Mathematics 5 0 5 Science 4 1 5 Science 4 1 5 History 5 0 5 History 5 0 5 Elective* 5 Introduction to Computers** 3 0 3 Total 25 Total 22 1 23 Grade 10, First Semester English 5 0 5 Grade 10, Second Semester Mathematics 5 0 5 English 5 0 5 Science 4 1 5 Mathematics 5 0 5 Elective* 5 Science 4 1 5 Elective* 5 Introduction to

Programming** ,.. 3 2 5 Total 25 Elective* 5 Grade 11, First Semester Total 25 English 5 5 Mathematics 5 0 5 Grade 11, Second Semester History 5 0 5 English 5 0 5 Accounting 5 0 5 Mathematics t 5 0 5 Elective* 5 History 5 0 5 Economics 5 Total 25 Elective* 5 Grade 12, First Semester Total 25 English 5 0 5 Civics 5 0 5 Grade 12, Second Semester Office Machines** 3 2 5 English# 5 0 5 Punched Card Data Introduction to COBOL Processing I ** 3 2 5 Programming 3 2 5 Beginning Keypunch** 1 4 5 Punched Card Data Processing II** 3 2 5 Total 17 8 25 Computer Operations** 3 2 5 Keypunch and Data Entry** 2 3 5 Total 16 9 25

`Suggested electives include Business Law, Shorthand, Psychology, Speech, Language, or any other courses which meet the student's specific program objectives. "Course description and outline provided in previous section. tBusiness Math is recommended. *Business English is recommended.

55 Appendix C A Selected List of FilmDistributors American Telephone and Telegraph Ideas Information (Write or phone local office.) P. 0. Box 446 Melbourne, Florida 32901 Bell Telephone Company (Write or phone local office.) Massachusetts Institute of Technology Electronic Systems Laboratory California Computer Products Cambridge, Massachusetts 02139 2411 W. La Palma Avenue Anaheim, California 92801 Modern Talking Picture Service, Inc. 2323 New Hyde Park Road City University of New York New Hyde Park, New York 11040 Audio-Visual Center School of Business & Public Administration National Cash Register Company 17 Lexington Avenue Audio-Visual Section New York, New York 12452 Dayton, Ohio 45409 Data Processing Management Association National Film Board of Canada 505 Busse Highway 680 Fifth Avenue Park Ridge, Illinois 60668 New York, New York 10036 Detroit Public Schools National Science Film Library 5057 Woodward Avenue 1762 Carling Detroit, Michigan 48202 Ottawa 13, Ontario, Canada DeVry Technical Institute NET Film Service 4141 Delmont Avenue Indiana University Chicago, Illinois 60641 Audio-Visual Center Educational Development Center Bloomington, Indiana 47401 39 Chapel Street Orange Coast Junior College Newton, Massachusetts 02158 Costa Mesa, California 92626 Encyclopedia Britannica, Inc. Educational Division Oregon State University 425 North Michigan Avenue Division of Continuing Education Chicago, Illinois 60611 A. V. Section, Coliseum 131 Corvallis, Oregon 97331 Film Associates of California 1159 Santa Monica Boulevard Pennsylvania State University Los Angeles, California 90025 Audio-Visual Services Ford Motor Company University Park, Pennsylvania 16802 Film Library Purdue University The American Road Audio-Visual Center Dearborn, Michigan 48121 Lafayette, Indiana 47907 General Dynamics Radio Corporation of America Electronic Division Film Library San Diego, California 92101 Camden, New Jersey 08101 General Electric Company FPD Technical Information Center Rand Corporation Cincinnati, Ohio 45215 1700 Main Street Santa Monica, California 90401 General Electric Educational Alms 60 Washington Avenue Recognition Equipment incorporated Schenectady, New York 12305 815 Connecticut Avenue General Motors Corporation Washington, D.C. 20015 Film Library Reelife Productions Warren, Michigan 48089 1809 Via Visalia Harvard University Palos Verdes Estates, California 90275 Cambridge, Massachusetts 02138 Systems Development Corporation John Wiley & Sons, Inc. 2500 Colorado Avenue Educational Services Santa Monica, California 90404 605 Third Avenue New York, New York 10036 U. S. Navy (Write or phone the nearest U.S. Navy Base.)

56 Union Carbide Corporation University of 270 i-%irk Avenue 704 South Sixth Street New York, New York 10017 Champaign, Illinois 61820 UNIVAC Film Library University of Iowa UNIVAC Division Audiovisual Center Sperry Rand Corporation Division of Extension and University Services P. 0. Box 8100 Iowa City, Iowa 52240 Philadelphia, Pennsylvania 19117 University of Michigan University of California Audio-Visual Education Center Media Center 416 Fourth Street Film Distribution Ann Arbor, Michigan 48103 Berkeley, California 94720 University of Georgia Film Library Center for Continuing Education Athens, Georgia 30601

57 Appendix D Supplementary References For Use In SecondarySchool Instruction

Allen, P. Exploring the Computer. Reading, Massachusetts: Introductory Texts fOr High School Addison-Wesley Publishing Co., 1967. Students Bernstein, J. The Analytical Engine. New York: A. F. Knopf, Inc., 1964. Albrecht, R. L., E. Lindberg and W. Meta. Ccmputer Meth- Booth, A. D. Digital Computers in Action. Oxford, England: ods in Mathematics. Reading, Massachusetts: Addison- Pergamon Press, 1965. Wesley Publishing Co., 1969. Cooper, M. J. What Computers Can Do. Princeton, New Arnold, R. R., H. C. Hill, and A. V. Nichols. Introduction Jersey: Auerback Publishers, Inc., 1970. to Data Processing. New York: John Wiley & Sons, 1966. Crowder, N. A. The Arithmetic of Computers. Garden City, Awad, E. M. Automatic Data Processing Principles and New York: Doubleday and Company, Inc., 1960. Procedures, Second Edition. Englewood Cliffs, New Jer- Crowley, T. H. Understanding Computers. New York: Mc- sey: Prentice-Hall, 1970. Graw Hill Book Co., 1967. Benice, D. D. Introduction to Computers and Data Process- Darnoski, V. S. Computers - Theory and Uses. Washing- ing. Englewood Cliffs, New Jersey: Prentice-Hall, 1970. ton, D.C.: National Science Teachers Association, _1964. Bohl, M. Computer Concepts. Chicago: Science Research DPMA. Principles of Automatic Data Processing. Park Associates, 1970. Ridge, Illinois: Data Processing Management Associa- Cashman, T. J. and W. J. Keys. Data Processing & Com- tion, 1965. puter Programming. San Francisco:CanfieldPress, Farina, M. V. Computer, A Self-Teaching Introduction. En- 1971. glewood Cliffs, New Jersey: Prentice-Hall, 1969. Clark, F. J. Information Processing. Pacific Palisades, Cal- Favret, A. G. Introduction to Digital Computer Applica- ifornia: Goodyear Publishing Co., 1970. tions. New York: Van Nostrand Reinhold Co., 1965. Crawford, F.R. Introduction to Data Processing. Engle- Haga, E. Simplified Computer Arithmetic. Belmont, Cali- wood Cliffs, New Jersey: Prentice-Hall, 1968. fornia: Fearon Publishers, 1971. Engineering Concepts Curriculum Project. The Man Made Halacy, D. S. Charles Babbage: Father of the Computer. World. New York: McGraw-Hill Book Co., 1971. New York: Crowell-Collier Press, 1970. Forsythe, A. 1., T. A. Keenan, E. I. Organick, and W. Sten- Kovach, L. D. Computer-Oriented Mathematics. San Fran- berg. Computer Science: A Primer. New York: John cisco: Holden-Day, 1969. Wiley & Sons, 1969. lytel, 'A. and L. W. Buchmaster. Computer Programming Hanson, P. Keypunching. Englewood Cliffs, New Jersey: Fundamentals. New Augusta, Indiana: Editors and En- Prentice-Hall, 1967. 7!neers, Ltd., 1967. Hull, T. E. and D. D. F. Day. Introduction to Computers Moursund, D. G. How Computers Do It. Belmont, Califor- and Problem Solving. Reading, Massachusetts: Addison- nia: Wadsworth Publishing Co., 1969. Wesley Publishing Co., 1969. Nikolaieff, G. A. Computers and Society. New York: H. W. Langanbach, R. G. Introduction to Automated Data Proc- Wilson Co., 1970. essing. Englewood Cliffs, New Jersey: Prentice-Hall, Scientific American. Information. San Francisco: W. H. 1968. Freeman and Co., 1966. Murach, M. Principles of Business Data Processing. Chi- Scott, T. G. Basic Computer Programming. Garden City, cago: Science Research Associates, 1970. New York: Doubleday & Co., 1967. Sage, E. R. Problem-Solving with the Computer. Newbury- Smith, E. Computer Mathematics 1. Birmingham, Michi- port, Massachusetts: Entelek Incorporated, 1969. gan: Midwest Publications Co., 1967. Saxon, J. A. and W. W. Steyer. Basic Principles of Data Trask, M. The Story of Cybernetics. New York: E. P. Dut- Processing. EnglewoodCliffs, New Jersey: Prentice- ton and Co., 1971. Hail, 1970. Weiss, E. A. Computer Usage-Applications, New York: McGraw-Hill Spencer, D. C. Fundamentals of Digital Computers. Indian- BOOKCo., 1970. apolis: Howard W. Sams & Co., 1969. Wilson, I. G. and M. E. Wilson. What Computers Cannot Do. Princeton, New Jersey: Auerbach Publishers Inc., Wanous, S. J., E. E. Wanous and G. E. Wagner. Funda- 1970. mentals of Data Processing. Cincinnati: South-Western Publishing Co., 1971. Wheeler, G. J. and D. F. Jones. Business Data Processing: Programming Language Textbooks An Introduction. Reading, Massachusetts: Addison-Wes- ley Publishing Co., 1966. Basic Albrecht, R. L. Teach Yourself BASIC. (Volume 1 and ID, Menlo. Park, California: Tecnica Education Corp., 1970, Supplementary Reading For Coen, J. S. Basic BASIC: An Introduction to Computer High School Studenti Programming in BASIC Language. New York: Hayden Boolc Co., 1970. Adams, J. M. and R. Moon. An Introduction to Computer Farina, M. V. Elementary BASIC with Applications. Engle- Science. Glenview, Illinois: Scott, Foresman & Co., 1970. wood Cliffs, New Jersey: Prentice-Hall, 1970.

58 Forsythe, A. I., T. A. Keenan, E. I. Organick, and W. Sten- McCameron, F. A. COBOL Log,: ..4nd Programming. Home- berg. Computer Science: BASIC Language Program- wood, Illinois: Dow Jones-Irwin, 1969. ming. New York: John Wiley & Sons ,1970. Murach, M. Standard COBOL. Chicago: Science Research Gate ley, W. Y. and a G. Bitter. BASIC for Beginners. Associates, 1971. Nevyork: McGraw-Hill Book Co., 1970. Woolley, G. W. Contemporary COBOL. San Francisco: HO; V. -C:' Programming. New York: Harcourt, Rinehart Press, 1971. --/Brac/e & World, 1-970. Kemriny, J. G. and T. E. Kurtz. BAI.;IC Programming. New York: John Wiley & Sons, 1967. PL/1 NC-CM. introduction to an Algorithmic Language (BASIC.. Bates, F. and M. L. Douglas. Programming Languagwt a. WashMyton, D. C.:NationalCouncil of Teachers of Englewood Cliffs, New Jersey: Prentice-Hall, 1967. Mathematics, 1968. Weinberg, G. M. PL/1 Programming Primer. New York: Nolan, R. L. Introduction to Computing Through the BASIC McGraw-Hill Book Co., 1966. Language. New York: Holt, Rinehart and Winston. 1969. Pavlovich, J. P. and T. E. Tahan. Computer Nogramming in BASIC. San Francisco: Holden-Day, 1971. Other Languages Smith, R. E. Discovering BASIC: A Problem Solving Ap- Broderick, W. R. and P. J. Barker. Basic ALGOL. London, proach. New York: Hayden Book Co., 1970. England: Dorset House, 1970. Spencer, D. D. A Guide to BASIC Programming: A Time- Chapin, N. 360 Programming in ASSEMBLY Language. Sharing Language. Reading, Massachusetts: Addison- New York: McGraw-Hill Book Co., 1968. Wesley Publishing Co., 1970. Foxley, E. and H. R. Neave. A First Course in ALGOL 60. Weissman, K. School BASIC. Secondary School Publica- Reading, Massachusetts: Addison - Wesley Publishing tions. Hanover, New Hampshire: Kewit Computation Co., 1968. Center-Dartmouth College, 1970. Katzan, H. APL Programming and Computer Techniques. New York: Van Nostrand Reinhold Co., 1970. FORTRAN Rosenberg, J. Introduction to IBM/360 ASSEMBLER Lan- -guage. San Francisco: Holden-Day, 1970. Bork, A. M. FORTRAN for Physics. Reading, Massachu- Stabley, D. H. System /360 ASSEMBLER Language. New setts: Addison-Wesley Publishing Co., 1907. York: John Wiley & Sons, 1967. Calderbank, V. J. A Course on Programming in FORTRAN IV. London, England: Chapman and Hall, Ltd., 1969. Dawson, C. B., and T. C. Wool. From Bits to If's. New Flow Charting York: Harper & Row, 1971. Dimitry ,D. L. and T. H. Mott, Jr. introduction to FOR- Bohl, M. Flowcharting Techniques. Chicago: Science Re- TRAN IV Programming. New York: Holt, Rinehart, and search Associates, Inc., 1971. Winston, Inc., 1966. Chapin, N. Flowcharts. Princeton, New Jersey: Auerbach Forsythe, A. I., T. A. Keenan, E.I. Organick, and W. Sten- Publications, Inc., 1971. berg. Computer Science: FORTRAN Language. New Farina, M. V. Flowcharting. Englewood Cliffs, New Jersey: York: John Wiley & Sons, 1970. Prentice-Hall, 1970. Healy, J. J. and D. J. Debruzzi. Basic FORTRAN IV Pro- McQuigg, J. D. and M. Harness. Flowcharting. Boston: gramming. Reading,Massachusetts: Addison - Wesley Massachusetts: Houghton Mifflin Company, 1970. Publication Co, 1968. Mullish, H. Modern Programming: FORTRAN IV. Waltham, Massachusetts: Xerox Coilege Publishing, 1968. Computer Dictionaries and Smith, R. E. The Bases of FORTRAN. Minneat:olls, Minne- Handbooks sota: Control Data Corporation, 1567. American National Standards Spencer, D. D. Programming with USA Standard FOR-- Institute,Vocabulary for TRI4N and FORTRAN IV. Waltham, Massachusetts: Xe- Information Processing. New York: ANSI, 1970. rox College Publishing, 1968. Chandor, A. A Dictionary of Computers. Baltimore, Mary- land: Penguin Books, Inc., 1970. Stuart, F. FORTRAN Programming. New York: John Wiley & Sons, 1969. Horn, J. Computer and Data Processing Dictionary and Guide. Englewood Wolf, H. S. Programming for a Digital Computer in the Cliffs, New Jersey:Prentice-Hall, 1966. FORTRAN Language. reading, Massachusetts: Addison- Wesley Publishing Co., 1969. Jordain, P. B. and M. Breslau. Condensed ComputerEn- cyclopedia. New York: McGraw-Hill BookCo., 1969. Sippl, C. J. Computer Dictionary and Handbook.Indian- COBOL apolis: Howard W. Sams and Co., 1966. Spencer, D. D. The Computer Programmer's Farina, M. V. COBOL Simplified. Englewood Cliffs, New Dictionary end Handbook. Waltham, Massachusetts: XeroxCollege Jersey: Prentice-Hall, 1968. Publishing, 1968.

* US. GOVERNMENT PRINTINGOFFICE: 1973-772-512

59