72 COMPUTE. MAY I JUNE. lQ80 ISSUE
MAY/JUNE. <strong>1980</strong> I960 ISSUE 4 COMPUTE. 73 A class consists of about fifteen en students per com m~ puter (our collaborating schools have only one APPLE each; ; we hope to try the curriculum in multi l11ulti~ computer classes later.) Five groups of three students alternate computer pUler use with planning work using graph paper and marker pens. The off-linee students are planning their strategies, doing hand-simulations, hand~ ations, and observing the online students; for to graduate- to the next activity, a group must successfullyy predict the outcome of an assigned "seed" (geo metricc pattern, algorithm, , program, etc.) The activities develop during eighteen een weeks, from a non nonlinguistic color-pattern process called "quilting" through immediate-mode i a t e ~m and straight-line-codes a i c~code emry entry of TURTLEGRAPHICS (Papert, 1970) commands, the introduction of PASCAL control structures such as REPEAT. .... .UNTIL and IF. . . ..THEN, , 10 to the creation of cartoon characters and their animation with complex programs using the RASCALR animation system. The output is always color graphics aand music; the curriculum um steadilyy increases its ""interactivity" as students learn how to use joystick input to control various types of motion. There is always an under~ lying g lesson about how programs work. All code is in a completely structured language (PASCAL), and is taught" "from the insidc inside OUl out" J) -~ only at later stages do "environmental details" such as declarations become of concern. A PASCAL interi nl er~ preter r is used which scrolls the source-program being executcd executed on the bottom of the screen (at a con trollable rate) while thee program produces its output on the e top part of the screen. A working system will be on exhibit at NECC/80. NECC/SO. The cognitive style of the HSCS Curriculum The central common fact that unifies our program/ lessons Quilting, Turtlegraphics Turtlcgraphics and more traditional interactive games is that they sell themselves. No one has to compel students to do their assignments. The point at which our curriculum diverges from ""closed" games is in the fact that the e only real oopponent in traditional games is a pseudo pscudorandom number generator, r , orr perhaps another human. In a cognitive game the opponent is the thc rich structure of our own ignorance. . . The excitement ent of being able to create pattern and order is as old as the wall-paintings in the caves of France. It is an essentially y human activity, onc one at which all players can win. It is also a ''meta- game', , in which an infinite number of specific games and traditional games is analogous to that between a set of blocks and a preassemblcd lOy. toy. meta A different order of learning becomes possible. . The design style of the HSCS Curriculum The fundamental design principle we have followed owed is to attempt to make each lesson augment the student's skillss in three areas: discovery, control, aand design. We e allow students to "play" with the system as each new feature is introduced, but they have ""discovery questions" whose answers they seek as they ""mess around", in more orr less structured ways. They need to find thee answers to be allowed access to thee next level of the system. Studellls Students develop discovery skills by experimentally answering questions like "what docs this command do?" We e ask students to undertake a specific "challenge", such as the ""shoot-the-dot" game, to develop their ability 10 to control the computer by selectingg the correct command and providing correct values for its operands. Their understanding g of the system is built by simulation exercises, which allow them to predict the behavior of a command, thus to choose the right command. Later in the semester, students will begin writing g programs; but even at earlyy stages there is the impetus to design input sequences to produce thee desired pattern. . Students must be able to produce a sequence of commands which produces the predicted output on first submission, n , to graduate to the next t level of the system. . AnOther Another principle e we have followed can be summed up in the phrase' "design 'design from the first experience". We believe that computer science (orr anything else) should be taught ""from the inside out". That is, first t experienccs experiences must incorporate the heart hean of thee mailer matter at hand, with as little extraneous matter as possible. For instance, nce, quilting teaches the fundamental core of the computing experience: : in repetition of a controlled process, there is great power. The Quilting lesson is taught without introducing a word of jargon, j previous assignments, or complex command sequences. Quilting, and its fundamental message, can be taught to illiterates. iterates. The second lesson similarlyy teaches thee relationship between opcrands, operands, operators and results. Only y after students have firm operational skill with a given tool, , do we introduce terminology, written reference materials and the ultimately necessary environmental details such as data declarations and control statements. We are excited by the prospect of transforming rming gaming, a traditional problem area for computing tcachers, teachers, into one of their primary tools. The authors acknowledge and appreciate the e assistance of their collaborators: aboralOrs; R. R . M. Aiken, C. E. Hughes, H C. C:. R R. . Gregory and J. A. Ross (Universit), (University of Tennessee); I.. L. Demarotta Dcmarotta ((H. I-I. C. Ma)'llard <strong>May</strong>nard High School); E. Miner (Alcoa High School). References Aiken, R R. . M.; Hughes, C. E.; and Moshell.J. , .1 . M., "Computer Science Curriculum For High School Students", Sludents", Proceedings ACM/SIGCSE Conrerence, Conference, Kansas Kallsas City, Montana, February 25, <strong>1980</strong> Moshell.J. , M M. . and Hughes, C. E. ""'RASCAL: Microcomputer canaan cartoon animation with PASCAL", Proceedings ACM/ ACMI SIGGRAPH Conference. Conference, Seattle, Washington, , August <strong>1980</strong> Papen. Papert, S., ""Teaching Children n Thinking", Proceedings IFIP VYorld World Congress all on Complil <strong>Computers</strong> and Education, , Amslt!I"dam Amsterdam, , 1970. Postman, Neil, ""The Firs! First Curriculum: um: Comparing School and Television", Phi Delta Kappan, , 61:3, November 1979. This work is partially pania )' suppon supported cd by NSF Grant SED-79-18991 1 ©
- Page 1 and 2:
MAY / JUNE 1980 ISSUE 4. $2.00 MAY/
- Page 3 and 4:
ow you can add high resolution grap
- Page 5 and 6:
MAY/JUNE, I NE. 1980. I960. ISSUE 4
- Page 7 and 8:
MAY/JUNE. 1Q80.ISSUE I960. ll. 4 CO
- Page 9 and 10:
MAY/JUNE, I JUNE. 1980. ISSUE 4. 4
- Page 11 and 12:
Take the mystery lake the mystery o
- Page 13 and 14:
MAY/JUNE. I 1980 198O ISSUE .d. &.
- Page 15 and 16:
MAY MAV/JUNE. I 1980 198O. ISSUE 4.
- Page 17 and 18:
' nrnauui J Authorized Dealers APRI
- Page 19 and 20:
■ ■ (:: Authorized Dealers •
- Page 21 and 22:
MAY/JUNE, I 1980, I960. ISSUE 4. CO
- Page 23 and 24: MAY/JUNE. I 1980. ISSUE 4. COMPUTE.
- Page 25 and 26: MAY/JUNE. 1980 198O ISSUE 4. 4 COMP
- Page 27 and 28: THANKS FOR THANKS FOR THE MEMORIES.
- Page 29 and 30: MAY/JUNE. I 1960. 198O. ISSUE 4. CO
- Page 31 and 32: MAY/JUNE. . 198O. 1980. ISSUE 4. CO
- Page 33 and 34: MAY/JUNE, . 1980. ISSUE 4. 4 COMPUT
- Page 35 and 36: MAY/JUNE, MAV/JUNE. 1980 , ISSUE 4,
- Page 37 and 38: MAY/JUNE. MAV/JUNE. 1980 198O. . IS
- Page 39 and 40: MAY/JUNE. WAY/JUNE. 1980. I960. ISS
- Page 41 and 42: MAY/JUNE. I lQBO 1980. ISSUE 44. CO
- Page 43 and 44: MAY/JUNE, I JUNE. 1980. I960. ISSUE
- Page 45 and 46: MAY/JUNE, 1980 ISSUE A COMPUTE. 43
- Page 47 and 48: MAY/JUNE. J980 I960. . ISSUE 4. COM
- Page 49 and 50: MAY/JUNE. I 1980. 198O. ISSUE 4. CO
- Page 51 and 52: MAY/JUNE. , 1980 1960. ISSUE 4. A.
- Page 53 and 54: MAY/JUNE. 1980. 198O. ISSUE d. 4. C
- Page 55 and 56: MAY/JUNE. 1980 ISSUE 4 COMPUTE. 53
- Page 57 and 58: MAY/JUNE. , 1980 198O. ISSUE 4. COM
- Page 59 and 60: MAY/JUNE. 1980. 198O. ISSUE 4. 4 CO
- Page 61 and 62: MAY/JUNE, MAY/JUNE. 1980 198O ISSUE
- Page 63 and 64: , A rt\\>sALL ~\uS'ALL NEW from MIC
- Page 65 and 66: MAY/JUNE, I 193O 1980. ISSUE 4. COM
- Page 67 and 68: MAY/JUNE. MAY/JUNE . 198O 1980 ISSU
- Page 69 and 70: MAY/JUNE. MAY/JUNE, 19S0. 198O. ISS
- Page 71 and 72: 'VlA MAY/JUNE. Y I 1980 198O ISSUE
- Page 73: MAY/JUNE. MAY/JUNE, 1980. 198O. ISS
- Page 77 and 78: MAY/JUNE. 1980. 198O. ISSUE A. COMP
- Page 79 and 80: MAY/JUNE. I 198O. 1980. ISSUE 4. CO
- Page 81 and 82: MAY/JUNE. 1980. 198O. IS$UE ISSUE 4
- Page 83 and 84: MAY/JUNE. 1980 198O ISSUE 4 A. COMP
- Page 85 and 86: MAY/JUNE. . 1980. 198O. ISSUE .SSUE
- Page 87 and 88: MAY MAY/JUNE. I lQ8o. 198O. ISSUE 4
- Page 89 and 90: MAY/JUNE, I JUNE. 1980 ISSUE 4, 4 C
- Page 91 and 92: MAY/JUNE.1980 MAV/JUNE. 198O ISSUE.
- Page 93 and 94: MAY/JUNE. I 1980. ISSUE a. 4. COMPU
- Page 95 and 96: MAY/JUNE. I 1980. 198O. ISSUE A. 4.
- Page 97 and 98: MAY/JUNE. 1980. 198O. ISSUE 4. COMP
- Page 99 and 100: MAY/JUNE. . 19So. 198O. ISSUE 4. CO
- Page 101 and 102: MAY/JUNE. I 1980 I960. . ISSUE 4. 4
- Page 103 and 104: MAY/JUNE. I 1980. 198O. ISSUE 4. A.
- Page 105 and 106: MAY/JUNE, I JUNE. 1980. 198O. ISSUE
- Page 107 and 108: MAY/JUNE. I 1980. 198O ISSUE 4. COM
- Page 109 and 110: Said the Toolkit to the Word Proces
- Page 111 and 112: MAY/JUNE. I 1980. 198O. ISSUE 4, 4.
- Page 113 and 114: MAY/JUNE. I 1980. ISSUE 4. COMPUTE.
- Page 115 and 116: MAY/JUNE. MAY/JUNE, 1980. ISSUE 4.
- Page 117 and 118: MAY/JUNE, I JUNE. 1980. 198O. ISSUE
- Page 119 and 120: ■ ■ ' MAY/JUNE, AY/JUNE. 1980 1
- Page 121 and 122: MAY/JUNE, I JUNE. 1980 198O. . ISSU
- Page 123 and 124: COMPUTE. COMPUTE. TM The Journal Fo
- Page 125 and 126:
Dear MICRO-ED: Dear MICRO-ED: I wou
- Page 127 and 128:
Look To MTU For 6502 System Expansi
Change language