A resource guide to physical science/physics software for the Apple II, Atari, Pet, and TRS-80

The purpose of this resource guide is to present a list of the software available for high school physical science/physics for the four most popular microcomputers: Apple II, Pet, TRS-80, and Atari. The resource guide will consist of the following: 1. A list and description of the high school physical science/physics software available for AISD teachers in the various Resource Centers. 2. A list and description of the commercial software for high school physical science/physics. 3. Checklists for evaluating computer instructional programs. 4. An annotated bibliography of microcomputer publications.Science and Mathematics Educatio

The virtual classroom: building the foundations

This is a report on the first year of a three-year project concerned with the development and assessment of new types of software capabilities designed to support university level courses. A virtual classroom or university without walls is being created within a computerized conferencing system. During the first year of the project, students in twelve courses at three universities completed part or all of their coursework online. Pre and post-course questionnaires and automatic monitoring of their computer-mediated communications are the main sources of data. Independent variables include the expectations and attributes of the individual students; characteristics of the particular hardware and software which they use; and variations among classes in the nature of the assignments and activities required or facilitated by the instructor. Intervening variables include the amount and type of use of the system by the students, and the extent to which group learning takes place. Dependent variables are course outcomes and judgments by the students about the relative value of traditional and virtual classrooms. There is considerable variance in outcomes, particularly in student assessments of whether the virtual classroom is a better learning experience and whether they learned more or learned less. There was also extreme variation in measures of activity levels by students. For instance, the mean number of student sessions online was 41, but the standard deviation was 61; and the mean number of comments (contributions per student to the class discussion) was six, while the standard deviation was eight. Variations in measures of online activity and outcomes were significantly related to course, pre-use expectations of the students, sex, and system access variables including workstation hardware and response time. However, the strongest relationships are for measures of process vs. outcome. Those students who actively participated (by making comments rather than just reading the comments of others, and by engaging in private communication online with a number of other students as well as the professor) and those students who experienced group learning (learning from peer-group activity rather than one-way transmission of knowledge from professor to student) reported the most positive outcomes

Clemson Catalog, 1993-1994, Volume 68

https://tigerprints.clemson.edu/clemson_catalog/1146/thumbnail.jp

Research in nonlinear structural and solid mechanics

Recent and projected advances in applied mechanics, numerical analysis, computer hardware and engineering software, and their impact on modeling and solution techniques in nonlinear structural and solid mechanics are discussed. The fields covered are rapidly changing and are strongly impacted by current and projected advances in computer hardware. To foster effective development of the technology perceptions on computing systems and nonlinear analysis software systems are presented