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A half-century of computing in engineering curricula from there (1959?) to here (2009) to where (2015?)

A half-century of computing in engineering curricula from there (1959?) to here (2009) to where (2015?). Brice Carnahan University of Michigan. Computing in the 1950’s and early 1960’s Introducing computing into the curriculum Some facts and figures - from “there” to “here”

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A half-century of computing in engineering curricula from there (1959?) to here (2009) to where (2015?)

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  1. A half-century of computing in engineering curriculafrom there (1959?) to here (2009)to where (2015?) Brice Carnahan University of Michigan

  2. Computing in the 1950’s and early 1960’s • Introducing computing into the curriculum • Some facts and figures - from “there” to “here” • Current state of computing in the undergraduate ChE program at Michigan • The near future (guesses!)

  3. The first all-electronic digital computerAtanasoff and BerryIowa State U (1937-1942) • Binary arithmetic • Special-purpose - solved up to 13 simultaneous linear equations

  4. The ENIAC (1944-1955)Eckert and MauchlyU. Pennsylvania • General purpose (Turing complete) • 18000 vacuum tubes • Programmed with cables and switches • Several parallel arithmetic units 5000 adds/400 mults per sec

  5. ENIAC at Michigan

  6. Remington-Rand Univac(1951-1957) • First commercial computer (commercial failure) - 64 built • Stored program (von Neumann architecture) • The first computer I ever saw (on TV!) • CBS coverage of the 1952 election - predicted final result with 1% of the vote in

  7. IBM 650 (1954-1962) • very successful (over 2000 built) • punched-card I/O • magnetic drum storage • slow (500 inst/sec) • my first computer (1957)

  8. Programming the IBM 650 in 1957-1958 • biquinary coded decimal format • Instructions: 2-digit op- code, two 4-digit addresses • Non-sequential Instruction addresses for optimal performance

  9. Optimal coding was not easy! Text

  10. My first program - volume of a cylinder, given r and h

  11. IBM 650 program Volume of a cylinder, given r, h

  12. My report (1957) • integer arithmetic

  13. Just-in-time (for me) software/hardware for the IBM 650 • 1957 SOAP (Symbolic Optimal Assembly Program) SOAP > machine language • 1957 Floating-point unit (an option) • 1957 IT (Internal Translator) compiler - Carnegie Tech IT > SPIT > SOAP > machine language • 1958 FOR TRANSIT compiler (IBM) FORTRAN > IT > SOAP > machine language • 1960 FORTRAN II compiler (IBM) FORTRAN > machine language

  14. Programs for my first two computer courses

  15. Mainframe computers at UM • 1957 IBM 650 (500 instructions/sec) • 1959 IBM 704 (RAM, compiler, batch processing system) • 1961 IBM 709 • 1962 IBM 7090 (transistorized) • 1967 IBM 360/67 (virtual-memory, multi-processing, timesharing system) • 1975 Amdahl 470 V/6 • 1979 Amdahl 470 V/7 • 1980 Amdahl 470V/8 • 1982 Amdahl 5860 • 1985 Amdahl 470V/8 • 1987 IBM 3090/400 • 1991 IBM ES9000-720 (125,000,000 instructions/sec) • 1996 end of the mainframes

  16. 1959 - The year that everything changedFred Kaplan (Wiley) • Fidel Castro takes power in Cuba • Atlanta ordered to integrate its buses • Dave Brubeck records Time Out • G. D. Searle applies for approval of the birth control pill • Ford abandons production of the Edsel • First American soldiers killed in Viet Nam • JFK announces he will run for President in 1960 • First integrated circuits announced by Fairchild Semiconductor and Texas Instruments • IBM 704 and FORTRAN II and batch operating system widely adopted for scientific computing

  17. Computers in Engineering Education Project (1959-1962) • Donald Katz • Ford Foundation funding • Integrate digital computing into undergrad engineering curricula • Train engineering faculty from all disciplines • Develop introductory computing course for undergraduates • Publish useful teaching literature • Create completely-solved computer-oriented problems suitable for classroom use • Promote computing assignments in courses

  18. The project • faculty: 160 from 62 universities plus 56 from UM • 9 engineering areas • one and two-week workshops, semester and summer programs • 216 documented problems and solutions in 9 engineering areas (29 in ChE) • develop second-year computing course for all engineering students • reports, surveys, detailed national and local statistics

  19. Some ChE computing problems by project participants • Temperatures and heat flux in a radiant thermal circuitW. C. Phelps (Purdue) • Minimum cost of reactor operationA. I. Johnson (Toronto) • Solvent allocation in multi-stage cross-current extractionA. O. Converse (Carnegie) • Pyrolysis of ethane in a tubular reactorJ. O. Wilkes (Michigan) • Adiabatic flame temperature for carbon monoxide oxidationJ. J. Martin and B. Carnahan (Michigan) • Dynamic heat exchangeJ. Famularo (NYU)

  20. The required introductory computing course for all 2nd-year engineering students at UM in 1962 • taught by Math Department and Computing Center staff • one credit (1 hr lecture, 1 hr lab) • 500 students per semester • 16 lectures: 6 on the language (MAD)2 on hardware1 on number systems and arithmetic1 on computational error5 on numerical and statistical methods1 on searching and sorting algorithms • 4 problems on the IBM 704/709/7090 (batch processing)

  21. Some 1962 statistics • 31.76 % of all Computing Center (batch processing) jobs were for engineering class assignments • Computing Center machine time use was:computing course assignments - 8.7 %engineering class assignments - 19.7% • 15 ChE-Met courses accounted for about 20% of the engineering total

  22. Project on computers in engineering design education (1964-1966) • modeled on the earlier project: NSF support • 29 (6 ChE) professors with computing experience from 23 engineering schools • full summer and semester appointments • A key assistant - Warren Seider

  23. Goals • train design teachers in use of computer-aided design • study role of computer in design education • generate completely documented design problems with computer solutions

  24. Some key project recommendations (1965) • more advanced math (numerical, optimization) • techniques in model-building and simulation • special-purpose design-oriented software and graphics hardware and software needed • fast (time-shared) access

  25. ChE design problems (5 of 42 for all areas) • Economic optimal conditions for a staged separation processD. R. Brutvan (Buffalo) • Optimization of natural gasoline plant operationR. Motard (Houston) • Process design of an ethylene oxide-ethylene glycol plantJ. M. Woods (Purdue) • Design of a mixed-suspension, mixed-product crystallizerD. B. Wilson (New Mexico State) • Design of an ethylene plantI. Zwiebel (Worcester Poly)

  26. Skip to 2009 - what’s up at UM? • focus on required computing course and 10 undergraduate ChE core courses • interview faculty responsible for these courses, and undergraduate ChE program chair/student advisor • interview students (are faculty telling the truth?) • my general impressions of current computing activity

  27. Required Freshman Engineering Computing Course • 4 credits , 2 two-hour lectures, 2 one-hour labs per week • 65% C++, 35% Matlab • Texts: Engineering Programming, Solving Problems with Algorithms (Holloway)Matlab, An Introduction with Applications (Gilat)

  28. Problems from Winter term 2009 - Matlab:1. Conductive heat transfer (with generation) in a rod by finite differences (Gauss-Seidel iteration)2. Two-dimensional diffusion of a contaminant injected into a well at the center of a square layer with impervious edges, broken into a grid of n x n cells, plotting concentrations, etc.3. Redo the Sudoku test program

  29. ChE faculty opinions on the required computing course • all faculty favor a required first-year computing course (4 credits ?) • many faculty are not familiar with course content • most support inclusion of Matlab as the key language • most would drop C++, but some think exposure/experience is valuable (one, essential) • more emphasis on numerical (and perhaps statistical) methods and simple engineering problems

  30. “Ubiquitous Computing” by students • most have laptops • students use computers daily for everything from social networking (EMail, Facebook) to doing homework, group projects, reports, etc. • Students are computer literate in the broad sense; most adapt to learning a new computer-based tool/program with little difficulty

  31. Computer use in courses • All aspects of course administration are on-line, but most homework, quizzes, exams are still on paper • No required writing of either C++ or Matlab programs • Students “never” write C++ programs on their own • Students occasionally write (short) Matlab programs, usually for calls on plotting or other Matlab functions • Excel assignments in several courses • Excel used very often by almost all students; it is their major computational tool (with a graphing calculator)

  32. Aspen is used throughout the curriculum (ASPEN assignments in 5 of the 10 core courses) • One TA is assigned exclusively as the ASPEN counselor • Polymath is used extensively in one course and thereafter by students on their own • Labview is used with all laboratory experiments; collected data are exported to and processed in Excel • Mathematica is the principal programming/computational tool in one course • Comsol has been used in one course, likely will be used in two courses in the future

  33. In the classroom • Laptops are used frequently by faculty, primarily for Power-Point presentations, occasionally for running simulations or demonstrating software (in recitations) • Only one course encourages (or allows) laptops in lecture sections, with concurrent downloading of slides (pre-stored or instructor’s tablet inputs during class). • Three courses have course-wikis, one as a textbook substitute, one as a general class resource, one with entries generated by students from group assignments • No faculty yet use in-class, on-line software for interaction during class (polling, question submission, etc.). Two faculty expressed serious interest and may try.

  34. Outside the classroom • One course uses UTube videos for some demos • One course has very extensive websites with instructional modules, software tutorials, example problems, lecture notes and slides, etc. • One professor encourages on-line chats and skype during scheduled office hours • Design course groups are using new video-conferencing software that allows design groups to communicate remotely with their industrial project mentors (mostly in Houston, at their homes); editable shared documents with keyboard and tablet inputs

  35. Moore’s Law is alive and well and living in Silicon Valley Microchip transistor count Microchip feature size

  36. but processor performance improvements are slowing Relative processor performance on SPEC benchmarks data from J. L. Hennessey and D. A. Patterson, Computer Architecture (2007) Why is Moore’s Law not holding? Energy dissipation, multi-core processors

  37. Faculty with high-performance computing needs will probably have to provide programming training for their research students. With multi-core micro- and graphical processors and computing clusters, parallel programming skills will be essential.

  38. A few predictions (2015 ??) • New kind of “laptop” - touch screen “tablet” (foldable/rollup?), E-reader, computer, audio and video communication and collaboration tool (bigger iPod-touch/iPhone squared?) • In-class software and hardware (laptops, cell phones?) for student/faculty interaction, polling, real-time notes, executing simulations, demonstrations, asking questions ... • Browser-based cloud computing (for device compatibility) • Collaboration tools for student group project work • New paradigm for textbook creation/revision/distribution - digital, on-line, interactive, cheaper (iTunes model?) • Ubiquitous access to high-speed broadband (> 10 Mbps)

  39. Thanks for attending! Feel free to contact me carnahan@umich.edu

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