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Andrea diSessa and I describe some of the mathematics that arises from investigating this computer-based approach to geom- etry in the book Turtle Geometry: The Computer as a Medium for Ex- ploring Mathematics (Cambridge, MA: MIT Press, 1981). In addition to the subject matter, the system interaction also plays a crucial role. When people explore using Logo, they are continually defining new procedures and modify- ing old ones. A typical compiler- oriented system, in which changing a definition requires switching back and forth among separate editors, compilers, and linking loaders, is in- appropriate for this kind of activity. Much of the effort in implementing Logo has gone into providing a pro- gramming environment that makes it easy to define and modify proce- dures. The Texas Instruments and Apple implementations of Logo in- clude integrated screen editors. Giv- 96 August 1982 ig BYTE Publications lnc Circle 274 on inquiry card. Imitation Is Hie sincerest form of f lattt When we announced the first dual processor in early 1980, we knew we were on to something. Now over two years later, CPU 8085/88 is still the leading dual processor. One processor runs 8 bit software, while the other processor runs 16 bit software.

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They were selected from the school's lowest-level math group. The project lasted for two years, during which the students attended a Logo lab at the university. For the first year, the students worked through a set of graded worksheets to learn the basic elements of Logo. For the second year, they did special Logo exercises designed to teach topics August 1982 © BYTE Publications Inc 117 selected from their regular mathe- matics curriculum. The project was highly structured in several respects. The students' learning experiences were structured by means of assigned worksheets that they worked through in order, each at his own rate. In this way, re- searchers could effectively monitor the progress of each student. During the second year of the project, Logo activities were drawn from mathe- matical topics such as areas of rectan- gles, factors and multiples, positive and negative numbers, and plotting coordinates on graphs. The research aspect of the project was also carefully structured. Students were given standardized tests in mathematics before and after the project.

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Previously only available on mainframe computers, this greatly reduces the amount of re-typing necessary due to mis-typed or repeated commands. Long strings of commands can also be repeat- ed with a few keystrokes. Its almost like having a built-in full screen editor for every program you use. And with 25% more disk capacity you will be swapping disks a lot less. We Don't Lock You In We can read and write not only IBM CP/M-86 disks, but also IBM MSDOS and many other CP/M double density disks. And files may be transferred with other CP/M and CP/M-86 computers via the serial port. The screen driver with status line and horizontal scrolling faith- fully emulates many popular terminals. Of course we' re software compatible with IBM and have a superset of their features. And you may even find our manual to be better than IBM's. No Software Shortage Most CBASIC programs will run perfectly with our CP/M-86 and CBASIC-86.

Field Companion - Technical Software Editorial Keeping Our Technological Edge by Chris Morgan, Editor in Chief This month, as we do every August, we're devoting a portion of BYTE to a single computer language. This year's language is Logo, and we have dedicated this issue of BYTE to Seymour Papert, who developed the language. We chose Logo this year for many reasons, but the most important is that the first computer language you learn has a lifelong effect on how you think, computerwise. Thus, the computer language we choose for use in the schools becomes vital. I believe, for reasons detailed in various articles in this issue, that Logo is a much better language to use for introducing children to com- puters than, say, BASIC. Unfortunately, Dr. Papert recently left the United States, where he spent so many years advancing the state of the computer art. He now lives in France and has become the chief scientist of the newly formed World Computer Center. We wish him well, but the circumstances that led to his departure are both disturbing and encouraging. They are related to a potential crisis in American computer research and development today. Fortunately, there's still time to do something about the impending crisis.


Certain figures and diagrams pertaining to the TMS9918A are reprinted courtesy of Texas In- struments Inc. Steve Ciarcia POB 582 Glastonbury, CT 06033 control my sprite-graphics interface using the Logo language. Their help came just at the right time. Since I was struggling with us- ing assembly language to draw the pictures necessary for this article, I gratefully accepted a copy of the Ter- rapin MIT Logo language from them, along with the Logo routines they wrote to manipulate sprites. Using Terrapin's software, I quickly came to understand why Logo and a sprite- graphics interface are a natural com- bination. The key component is theTMS99T8A Video Display Processor. But you don't have to have Logo to use the sprite-graphics board. You can approach this project either as a versatile color graphics interface that you can mold to fit your require- ments or as a sprite-graphics system for use with Terrapin MIT Logo. In either case, you will not be dis- appointed. The TMS9918A VDP The key component in this month's project is an integrated circuit from Texas Instruments, the TMS9918A Video Display Processor (VDP).

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Of particular interest was the men- tion of Microsoft's device driver for the AT&T proposed videotex graphics stan- dard. For your Canadian readers you might point out that the AT&T system is based on the Teliclon coding system devel- oped by the Federal Department of Com- munications in Ottawa. Mr. Morgan is in error, however, in the implication that this is a low-resolution standard. It is, on the contrary, an extremely high resolution standard, allowing up to an incredible 24 bits of data to specify each x and each y coordinate. This, admittedly, exceeds the capability of any current hardware in- cluding the printing press. The key and the beauty of the system, however, is in the concept of the unit screen, which treats these data bits as dec- imal values between and 1, thus achiev- ing hardware independence and upward compatibility. If you probe the standard further, you will see similar capability and expandabil- ity in all aspects of the code, including color, character fonts, text sizes, and the like. It is anything but a minimal stan- dard. It may be of interest that a Unix-based system has been written to meet the earlier Telidon standard (of which the AT&T system is essentially a superset). Robert A. A bell, President Alphatel Systems Ltd.

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Copies of student worksheets used in both years of the project are available from the Edinburgh Logo Group. The Edinburgh Logo Group has also been involved in several other educational projects. In one project, student teachers who were not math specialists were taught Logo to see how it would affect their teaching of mathematics. In another project pres- ently under way, computers have been installed in several schools so that the Logo curriculum can be taught by classroom teachers who have taken a Logo training course. This project is intended to give clearer results about the impact of Logo on the improvement of classroom per- formance in mathematics. In order to carry out the current study, the Edinburgh Logo Group im- plemented a version of Logo on the Terak computer system, an LSI-11- based system with high-resolution graphics, Disks for this version of Logo are available from the Edin- burgh Logo Group. Other Logo im- plementation projects are under way for microcomputer systems widely available in Great Britain. The Brookline Logo Project The first Brookline Logo Project, funded by the National Science Foun- dation and conducted by the MIT Logo Group in collaboration with a public school in Brookline, Massa- chusetts, had a very different set of goals and results. In this case, 50 sixth-grade students were given the opportunity to learn Logo in a com- puter lab established within the school. The work of 16 of these students, representing a full range of academic abilities and interests, was selected for study.

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When you're done with the flowchart, you have a very general description of the program logic. However, most of the work is yet to be done. The next phase is called "coding," and it's by far the most tedious. All the generalities of the flowchart must be turned into specific procedures. Wherever you have indicated a branch (change in program flow), you now specify the destination of the branch, referring back to the original flow- chart. Wherever you have specified "input from keyboard" in the flow- chart, you will now be prompted to design an input screen. The Last One doesn't have a full-featured screen editor, so you must locate the prompt- ing fields using row and column numbers. To change a completed screen, you must erase it and start all over. Wherever you have indicated calcu- lations, The Last One will ask you to specify them as formulas. Unfortunate- ly, you cannot use the field names but must resort to meaningless symbols like VI, V2, V3, etc.

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One of them had made a "secret" animation program that made a number of sprites move con- tinuously in a dynamically unfolding spiral. Three boys were trying to duplicate the procedure on the ad- joining computer. Another child was designing a sprite shape for the center of the screen that would look as if it were emitting the spiraling sprites. Competition, cooperation, communi- cation, problem solving, program- ming, geometry, and artistry were all happening at once. Meanwhile, the teacher who had introduced the basic idea that all the students were build- ing on was helping another student figure out how to make a sprite move in a circle. These vignettes should give a sense of the flavor of the school. While some children are occupied with com- puters, regular school life goes on for others. The class next door may have five computers sitting idle while a geography or reading lesson is being presented much as it would be in any other school. Computers are accepted by the teachers and students as an in- tegral part of the school, but they are not allowed to dominate it. Some of the anticipated results of the Lamplighter Project have never happened. For example, the students have not used computers for creative writing, despite the availability of a simple screen editor as part of the Logo system.


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Sample Use For generating routine data-entry applications (such as the mailing list described in the main article), The Last One is acceptable but cumbersome. You start by specifying exactly what information goes into the file. You assign a name to each field, describe the field (any characters, numeric only, or date-format data), and specify the field size. Having only three data types puts a larger burden on you to check data entries for valid informa- tion; often you will need to ensure that the data falls into a much narrower category (compare with Quic-N-Easi). If you make a mistake, you can correct it by retyping all the information for the affected field. After describing the data, you set a "file pointer," which determines the position in the file where input/output will begin. This is probably the first place where previous computer knowl- edge is useful. Next you specify the program logic in two steps. Using a "flowchart crea- tion menu, " you select the desired se- quence of operations for your pro- gram. Figure 2 shows the steps used to program the mailing-list application.


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This type of situation is becoming quite common; students know more about the com- puters than their teachers because they have more time to develop and share their expertise. The use of students as teachers should be a serious consideration for teachers, re- searchers, and curriculum developers as computers continue to spread into the schools. Computers in the Schools- New York City The Computers in the Schools Project, conducted by the New York Academy of Sciences in collaboration with New York City School Districts 2, 3, and 9, provides teachers with training and support to teach Logo in their own classrooms. The project in- volves students in grades two through nine from a full range of socio- economic backgrounds. Like the sec- ond Brookline Project, the computers are located in elementary and middle school classrooms. A major dif- ference is that the teachers have had an extensive training period and each classroom is assigned a computer for the entire year. The project began in the summer of 1980 with a three-week training pro- gram for 11 teachers and a principal. An expanded training program in the summer of 1981 included eight more teachers from each of the three school districts. During the year, project staff members made weekly visits to each participating classroom. Teachers also attend a monthly seminar held at the New York Academy of Sciences.

A prototype printed-circuit board is shown in photo 4. This particular design has been configured for use with an Apple II, yet its signals are compatible with those used in many other computer systems. If you are willing to add a 40-pin connector and do some hand- wiring, you can use this board with some other kind of microcomputer. The circuit requires an 8-bit bi- directional data bus, one address line (typically AO), and the t wo control signals Read Enable (CSR) and Write Enable (CSW). For operation with the Apple II, these signals are formed by logically combining the Apple's DS (Device Select) and R/W (Read/ Write) lines. The two control signals are known by different names in other computer systems, but their functions are generally compatible. Two additional lines, INT (Interrupt) and Reset/Sync, are shown as jumper connections. They are avail- able for various optional enhance- ments, such as interrupt-driven animation or synchronization with external video sources. By the time you read this article, I shall have completed the designs for S-100-bus and IBM Personal Com- puter versions of the E-Z Color inter- face. Check with the parts source given at the end of the article for availability. Assembly-Language Sprite Use As I alluded before, the 9918A is initialized by loading values into con- trol bits and address pointers in eight write-only registers.


A list is a sequence of data objects. For example: [1 2 BUCKLE MY SHOE] is a list of five things. The items in a list can themselves be lists, as in: [[PETER PAN] WENDY JOHN] which is a list of three items, the first of which is itself a list of two items. Similarly, we can have lists whose items are lists, and so on. Lists, there- fore, are a natural way to represent hierarchical structures, that is, struc- tures composed of parts that them- selves are composed of parts. Logo includes a number of opera- tions for manipulating lists. FIRST ex- tracts the first item of the list. In this example: FIRST [1 2 BUCKLE MY SHOE] it is 1, and in the next example: FIRST [[PETER PAN] WENDY JOHN] it is [PETER PAN]. The BUTFIRST operation returns the list consisting of all but the first item of the given list, so in BUTFIRST [1 2 BUCKLE MY SHOE] it is [2 BUCKLE MY SHOE], while in BUTFIRST [[PETER PAN] WENDY JOHN] it is [WENDY JOHN]. The FPUT operation takes the two objects x and y and constructs a list whose FIRST is x and whose BUTFIRST is y. For example: FPUT 5 [2 BUCKLE MY SHOE] produces the list [5 2 BUCKLE MY SHOE], and FPUT [PETER PAN] [BUCKLE MY SHOE] produces the list [[PETER PAN] BUCKLE MY SHOE]. The SENTENCE operation, like FPUT, constructs larger lists from smaller ones, but in a slightly dif- ferent way.

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Throughout the life of a system observe user performance. Begin with simulations during the concep- tual phase and conduct further tests in succeeding phases —on the documenta- tion, on the first prototype, on the first production system, and on systems that have seen considerable operation. The focus should be on what the user does and how the system responds. While the opin- ions of human factors experts and user surveys provide clues about improve- ments, it is essential to collect time and er- ror measures of user-computer inter- action. A modicum of concrete data out- weighs many opinions. Also keep in mind that computer scientists and engineers are poor critics of the friendliness of the systems they build and are not the best test subjects. They know far more about the internals of computer systems and dif- fer in many other significant ways from ordinary users. Third, human factors work, while sometimes costly, is money well spent. Project managers are often reluctant to spend funds for human engineering when there are more conventional projects to support (for example, developing file managers that require less memory or power supplies that run more coolly). Human factors considerations are an in- tegral part of design and should be as- signed a commensurate priority and fund- ing.


This article has not been reviewed by Odyssey HQ and solely reflects the ideas and opinions of the creator. Thieves") is a challenging game of skill that has become quite popular in recent years. The game also gives players a chance to play around with physics and angles, creating different paths that speed up or slow down the stream depending on the angle they are drawn. Sountrack from Matrix and Rambo with turkey staring at the calendar, looking. Drawing lines on the screen can help improve motor skills and control. You can challenge the computer, a friend, or join a match against another online player.

The future of the Computers in the Schools Project itself involves an am- bitious proposal to create a "magnet school" for the three districts in which the students would have access to computers from the earliest grades. With specially trained volunteer teachers, the school would be a focus for Logo-related research and cur- riculum development. This project has received the support of the three school districts involved and is pres- ently in the proposal-development stage. Since costs for equipment, research, and curriculum develop- ment will be far beyond what can be provided by the school system, the New York Academy of Sciences is seeking support from a number of dif- ferent groups. It hopes to be able to start with a small number of students this fall. The Lamplighter School Logo Project The most ambitious Logo project to date was carried out jointly by the MIT Logo Group, Texas Instruments, and the Lamplighter School, a private school in Dallas, Texas. Lamplighter School has 400 students between the ages of 3 and 9, The school has been provided with 50 Texas Instruments Logo systems that are used through- out the grades. The goal of the project is to establish a setting in which stu- dent access to computers would not be a limiting factor and to see what students could learn in such cir- cumstances. The project is now in its third year. A half-time teacher/coordinator oversees the day-to-day workings of the project and provides individual Logo tutorials for every teacher in the school on a biweekly basis.