7,767 research outputs found
Towards the application of artificial intelligence techniques for discrete event simulation
The possibility of incorporating Artificial
Intelligence (A.I) techniques into Visual Interactive
Discrete Event Simulation was examined. After a study
the current state of the art, work was undertaken to
investigate the usefulness of PROLOG as a simulation
language. This led to the development of a working
Simulation Engine, allowing simulations to be developed
quickly. The way PROLOG facilitated development of the
engine indicated a possible usefulness as a medium for
controlling external simulations.
Tests on the feasibility of this were made resulting in
the development of an assembler link which allows PROLOG to
remotely communicate with and control procedural language
programs resident on a separate microcomputer. Experiments
using this link were then made to test the application of
A.I. techniques to current visual simulations. Studies were
carried out on the controlling of the simulation, the
monitoring and learning from a simulation, the use of
simulation as a window to expert system performance, and on
the manipulation of the simulation.
This study represents a practical attempt to understand
and develop the possible uses of A.I. techniques within
visual interactive simulation.
The thesis concludes with a discussion of the
advantages attainable through such a merger of techniques,
followed by areas in which the research may be expanded
A real-time, portable, microcomputer-based jet engine simulator
Modern piloted flight simulators require detailed models of many aircraft components, such as the airframe, propulsion system, flight deck controls and instrumentation, as well as motion drive and visual display systems. The amount of computing power necessary to implement these systems can exceed that offered by dedicated mainframe computers. One approach to this problem is through the use of distributed computing, where parts of the simulation are assigned to computing subsystems, such as microcomputers. One such subsystem, such as microcomputers. One such subsystem, a real-time, portable, microcomputer-based jet engine simulator, is described in this paper. The simulator will be used at the NASA Ames Vertical Motion Simulator facility to perform calculations previously done on the facility's mainframe computer. The mainframe will continue to do all other system calculations and will interface to the engine simulator through analog I/0. The engine simulator hardware includes a 16-bit microcomputer and floating-point coprocessor. There is an 8 channel analog input board and an 8 channel analog output board. A model of a small turboshaft engine/control is coded in floating-point FORTRAN. The FORTRAN code and a data monitoring program run under the control of an assembly language real-time executive. The monitoring program allows the user to isplay and/or modify simulator variables on-line through a data terminal. A dual disk drive system is used for mass storage of programs and data. The CP/M-86 operating system provides file management and overall system control. The frame time for the simulator is 30 milliseconds, which includes all analog I/0 operations
The NASA Lewis integrated propulsion and flight control simulator
A new flight simulation facility was developed at NASA-Lewis. The purpose of this flight simulator is to allow integrated propulsion control and flight control algorithm development and evaluation in real time. As a preliminary check of the simulator facility capabilities and correct integration of its components, the control design and physics models for a short take-off and vertical landing fighter aircraft model were shown, with their associated system integration and architecture, pilot vehicle interfaces, and display symbology. The initial testing and evaluation results show that this fixed based flight simulator can provide real time feedback and display of both airframe and propulsion variables for validation of integrated flight and propulsion control systems. Additionally, through the use of this flight simulator, various control design methodologies and cockpit mechanizations can be tested and evaluated in a real time environment
Comparative Advantage Learning Software: Application (Off-line) Software with Assessment Capabilities
This paper describes software, written by the author, for learning comparative advantage and the specialisation gains from trade. Starting with given absolute costs and available resources for two nations, the student constructs production possibilities curves. He or she then picks a term of trade and feasible levels of exports and imports at which both nations can gain from trade. This non-commercial software is application software rather than a web application. As such, it is easier to develop than comparable web applications. Traditionally, application software has lacked the relatively secure assessment (i.e. grading) capability of web applications. The software described in this paper, however, produces a verifiable assessment by producing a code based on the student's identifiers and his or her score. This code is then passed to the instructor who, using other software, decodes it.
Quo vadimus? The 21st Century and multimedia
The concept is related of computer driven multimedia to the NASA Scientific and Technical Information Program (STIP). Multimedia is defined here as computer integration and output of text, animation, audio, video, and graphics. Multimedia is the stage of computer based information that allows access to experience. The concepts are also drawn in of hypermedia, intermedia, interactive multimedia, hypertext, imaging, cyberspace, and virtual reality. Examples of these technology developments are given for NASA, private industry, and academia. Examples of concurrent technology developments and implementations are given to show how these technologies, along with multimedia, have put us at the threshold of the 21st century. The STI Program sees multimedia as an opportunity for revolutionizing the way STI is managed
MITT writer and MITT writer advanced development: Developing authoring and training systems for complex technical domains
MITT Writer is a software system for developing computer based training for complex technical domains. A training system produced by MITT Writer allows a student to learn and practice troubleshooting and diagnostic skills. The MITT (Microcomputer Intelligence for Technical Training) architecture is a reasonable approach to simulation based diagnostic training. MITT delivers training on available computing equipment, delivers challenging training and simulation scenarios, and has economical development and maintenance costs. A 15 month effort was undertaken in which the MITT Writer system was developed. A workshop was also conducted to train instructors in how to use MITT Writer. Earlier versions were used to develop an Intelligent Tutoring System for troubleshooting the Minuteman Missile Message Processing System
The Development of an Interactive Videodisc System
The thesis traces the development of interactive videodisc from origins based on early automatic machines through large-scale computer assisted learning (CAL) to microcomputer-based multi-media CAL. A comprehensive discussion of the interactive videodisc medium is provided, in terms of its features, advantages, problems, authoring and production processes, and educational applications. The requirements for interactive systems, and essential elements of video and videodisc technology are described. A relatively low-cost demonstration interactive videodisc system is developed in three phases, based on a BBC 'B' microcomputer and a Pioneer LD1100 videodisc player. In the first phase, software interfacing routines are developed in assembly language to control the player from the versatile interface adaptor (VIA) of the BBC micro. The signal control codes are based on a pulse code modulated format with uni-directional synchronous transmission. The interfacing routines are linked to, and driven by, a Basic program which provides full manual control of all player functions using the microcomputer keyboard. In the second phase, the interfacing routines are further extended to provide control linkage for interactive video application programs. Using a pilot videodisc, these Basic programs demonstrate interactive video techniques, including still frame access and the presentation of video sequences and sub-sequences. In the third phase, the application programs are converted to the authoring language, Microtext. The assembly language interfacing routines are developed into a corresponding Microtext extension command module. A mixer/genlock unit is used to provide graphics overlay of video still frames. An evaluation of the demonstration system is provided, in terms of developmental difficulties, its hardware and software features and capabilities, and its potential as a base for further suggested research work
A short history off-line
Emerging technologies for learning report - Article exploring the history of ICT in education and the lessons we can learn from the pas
Aerospace medicine and biology: A continuing bibliography with indexes (supplement 341)
This bibliography lists 133 reports, articles and other documents introduced into the NASA Scientific and Technical Information System during September 1990. Subject coverage includes: aerospace medicine and psychology, life support systems and controlled environments, safety equipment, exobiology and extraterrestrial life, and flight crew behavior and performance
High-Tech Tools for Teaching Physics: the Physics Education Technology Project
This article appeared in the Journal of Online Teaching and Learning September 15, 2006.This paper introduces a new suite of computer simulations from the Physics Education Technology (PhET) project, identifies features of these educational tools, and demonstrates their utility. We compare the use of PhET simulations to the use of more traditional educational resources in lecture, laboratory, recitation and informal settings of introductory college physics. In each case we demonstrate that simulations are as productive, or more productive, for developing student conceptual understanding as real equipment, reading resources, or chalk-talk lectures. We further identify six key characteristic features of these simulations that begin to delineate why these are productive tools. The simulations: support an interactive approach, employ dynamic feedback, follow a constructivist approach, provide a creative workplace, make explicit otherwise inaccessible models or phenomena, and constrain students productively
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