(beeping)
- [Tom] John, this is Tom Jefferson
of the Zap Tool and Dye Company.
I'm the training director there.
I might have met you at the luncheon last week.
- Yes, hi Tom.
How are you?
- [Tom] Pretty good, John.
Say, I've got a problem I wanted to talk to you about
and I'm wondering if you could give me a hand
because we're concerned
about individualizing our training programs
and we still want to keep them economical,
but we've got plants all over Wisconsin
and all over the country for that matter
and we're training people from professionals on down.
And we're trying to find a way to do this
and do it that will fit their times and schedules.
- Tom, this is a very common problem
among training directors and we've been looking at some
of the ways to do this.
We've been offering courses in correspondence course format.
We've been offering it with the use
of the Electrowriter network.
And we've even offered in-plant courses.
However, we've recently developed a new scheme,
the video cassette course, which we think will help people
like you a great deal.
I think, Tom, if you're really interested,
it'd be a good idea for you to come to the University
of Wisconsin and visit some of our people
at the Vilas Communication Center.
- [Phil] Good morning, Tom.
How are you?
- Hi Phil.
Come in.
Have a seat.
- Thank you.
I understand you're the man to see
about television and training and so on
and would have some ideas and answers for me.
- I hope so.
I understand you've been talking with some people
at University Extension about their uses
of television in instruction.
- Right.
- I guess the needs and the uses of television
in instruction have been well proven
over the past 15 years.
Television has been used in elementary school,
middle school, and senior high school
and indeed in college level to teach courses completely.
- Right.
- On television and to provide materials,
supplementary materials, for instructors
to use in coursework.
Full range of course materials has been covered
from abstract theories in mathematics to the arts
and all very successfully.
Many things have progressed.
The technology and the equipment we have is
certainly an improvement over the first days of television.
- I can imagine.
- And likewise, the presentation techniques
have improved we think.
No longer are we talking about in presentation merely
an instructor and a blackboard with a piece of chalk.
- That's good.
- Today's students too have grown up with television
and in fact, have learned a great deal
about all kinds of things,
formally and informally, from television.
Today we are well aware of children's programming
that teach concepts in reading and in mathematics
and these young children are in fact aware
that they are learning from television.
They're also learning from all kinds of materials presented
to them and they're learning many things
about the world around them.
I mentioned the technology that's improved in production.
The technology has also improved in distribution.
This cassette machine here, which is colorized,
is in a price range that competes very favorably
with 16 millimeter film projectors.
The cassette that holds the material has a shelf live
of many years, can be used over and over again,
and easily can be handled by an individual.
Many concepts in science and in highly technical
and specialized areas can be well-communicated
in a visual form with cassette.
Medical profession has made heavy use
of televised presentations to teach students the basics
and to keep the professional people informed
of new developments.
This program here was produced for the medical school
here at the University.
- [Narrator] The brain that you are going
to study was removed at autopsy and fixed in formalin.
Although the brain has been out of formalin
for some time now, anyone with a sensitive skin
should avoid excessive contact with the brain and fluid.
The fresh brain has a quite different consistency from this.
It is softer, more gelatinous, pinker,
and very difficult to study.
If you place the brain on its ventral aspect,
the exposed superior surface belongs mainly
to the cerebral hemispheres, that is this region is derived
from the telencephalon, which develops
around the lateral ventricles.
- Many of the traditional uses of television instruction
have been for groups of various sizes.
Today we find that the individual is
an important potential user of television for instruction.
Adults that have full-time jobs
and have families with many responsibilities
often cannot find a regularly scheduled time
to attend classes, to leave their home and attend classes.
For them, individual use over for programs broadcast
in the evening over open-circuit television stations
are important and especially is the cassette again.
With the cassette in libraries, campus libraries
and municipal libraries, this material becomes available
to the individual to use at his convenience.
Eventually, it is going to be, the use of the cassette
will be probably in the home so that the user,
individual user merely has to go down to his library
and check out a cassette as he would check out a book
to learn things such as French.
- (speaks in a foreign language)
Our lesson today is going to take us
into the south of France.
The south, le Sud, is called la Provence.
It's a very pretty country.
In Provence, there are many mountains, des montagnes.
(speaks in French)
- Tom, I understand you have some special uses in mind
with which we can help you out.
I'd like to show you the facilities
that we have here that can handle your situation
and many different kinds of situations
and have you meet our staff who are equally competent
and skilled to consider the full range of uses
of television and instruction.
- Oh I'd sure appreciate that, fine.
- Tom, this is our graphics department.
We have full range of equipment facilities here,
produce all kinds of television.
This is John Glaser, one of our staff artists.
- How you doing, John?
- Tom is working with some people at University Extension,
John, in planning stages of some television presentations
and they're interested in what kind
of graphic services we can provide.
- Yes, our department has three full-time staff artists,
professionals, who work with content authorities
and program organizers in the development
and creation of visual aids, oh,
charts, graphs, diagrams, models,
anything that'll enrich the program presentation.
One thing that I find intriguing is the ability
of television to integrate many existing visual resources
such as films, slides, charts, graphs from various sources.
However, sometimes, for instance, a good graph
from a textbook would not be too visible on television
so our department can redesign and alter existing charts
and graphs for television visibility.
In addition, we can create new illustrations
and visual aids in support of programs.
For instance, these examples in the background are
some recent designs and
- What are you working on here, John?
- Oh, today we have a very simple design
for a chemistry program consisting
of letters and symbols made with press-on type.
- [Instructor] The equilibrium constant for
this complex ion formation has a value
of one times 10 to the eighth, which is a very large number.
If we take the solution
that contains the silver ammonia complex ion
and add to it a solution of sodium bromide,
which of course contains the bromide ion,
we note the formation of a precipitate
which has the formula AgBr.
This immediately tells us that silver bromide itself is
not soluble in ammonia.
The equilibrium constant associated with the solubility
of silver bromide is one times 10 to the minus 13,
which means it's considerably much less soluble
than silver chloride.
- Tom, this is our videotape room here
at the Vilas Telecommunications Center.
This room houses all of our broadcast-style machines
and all of our small format machines used
to feed closed circuit.
We have six broadcast-style machines
that record color high band tapes on a two inch tape format.
These machines in playback are used to feed programming
to WHA-TV viewers and to the, all the viewers
on the state educational television network.
These are the latest designed machines providing
the highest quality possible in both recording and playback.
It's especially important in producing materials
to get the highest quality
original master recording available.
These machines are all equipped with the latest
in refinements for recording high band color tapes.
Once the tapes are recorded and the presentation is made,
they can, it can be transferred then to any
of the small format machines.
There are a wide of variety
of the small variety machines in use.
Many of them are not compatible with each other,
but the selection we have here in the building
is fairly representative of most machines in use
and certainly any machine in use throughout the state,
we can make arrangements to have the master tape transferred
from the two inch down to whatever format
may be in use here on campus or at any
of the campuses or any of the facilities
throughout the state.
- [Tom] That makes it quite personal then.
- [Narrator] The University of Wisconsin,
through the Department of Engineering,
Mathematics, and Applied Sciences,
University of Wisconsin Extension presents
selected lectures in Mathematics.
This lesson, Averages and Moments, in number eight
in the series entitled review of basic calculus.
Your instructor is James E. Hall,
associate professor of mathematics
at the University of Wisconsin.
- Our course is going to wind up now
with some applications to round out the review,
which has taken us through derivatives,
limits, integrals, approximations.
And we're going to conclude with applications
of the integral to averages and moments or torques.
We're going to start out by warming up an old example
of the temperature and suppose that during a 24 hour period,
we have a high of 90 and a low of 68 degrees.
We can ask for the average and of course
this is computed in the usual way by adding the two data,
158 degrees, dividing by two so
that the average temperature is given as 79 degrees.
- This is our film department, Tom,
complete with professional staff here
and they're very well-equipped.
This is Jim Santulli, one
of our cinematographers and editors.
- Hi Tom.
- Hi Jim.
- Nice to meet you.
- Tom is working on some projects
with the University Extension and is interested
in the kinds of film
and photographic services we can provide.
- Well, Tom, we have two full-time cinematographers
and a full-time still man who work
in our department here.
- What kinds of equipment are involved?
- Well, in motion pictures, we have a complete setup
for transfer of soundtracks.
We have two Steenbeck electronic editors.
We've got all sorts of motion picture camera gear.
We have Airflux equipment, Oracons.
We have portable units, complete lighting.
We can do just about anything in motion pictures.
- What kinds of projects have we done recently?
- Well, we've, we worked with PBS on several programs.
We've just finished a rather sizable HEW grant
and we have completed a total film
for the Department of Justice.
Some of our films are insert-type films,
but we do have the capability of working
on a total program concept.
- And what are you working on here, Jim?
- This particular film is an ITV series.
This one is on the engineering department.
It's on the electron microscope.
- The beam of electrons then is now condensed
by condenser lenses here onto the specimen
which is approximately in this plane.
The objective lens immediately below the specimen is focused
onto the specimen.
And finally we have two lenses here,
the so-called intermediate lens and the projector lens,
which together are equivalent to the eyepiece
of an optical microscope.
We finally look at the image on a fluorescent screen
down here and perhaps in a moment,
you'd like to look at the image.
The column of the microscope is evacuated
to prevent scattering of the electrons by air
inside the columns.
And the lenses of course must be electromagnetic lenses
in order to focus on electron beam.
The focusing is accomplished with controls
on both sides of the microscope.
There is one final point, which is very important,
and that is what is the advantage
of using electron microscope or perhaps I should say
why would we use an electron microscope
in a particular case instead of an optical microscope?
And the answer is the resolving power,
which relates to detail of the image which we can see.
- This electron micrograph is typical
of some of the transmission electron micrographs obtained
on thin films and shows us dislocations.
Let's conclude this lesson by looking
at the importance of etching and I'd like
to distinguish between macroetching and microetching
to begin with.
In macroetching, as illustrated here,
we are looking at a low-magnification view
of exaggerated grain growth in an 8387 steel lug.
Another example of macrostructure revealed
by macroetching is illustrated here in which we
can distinguish between equiaxed, cast grains,
and the columnar grains at the outer edge of the casting.
Now, in this specimen, we have polished
and etched microetched with more dilute acid solutions,
but we still haven't revealed their true character
by exposing this microstructure to high temperatures.
We undergo a so-called heat tinting technique,
which reveals the true dendritic nature of
this particular steel.
Microetching, as we saw earlier, removes the polished layer
that flowed due to the mechanical polishing operation.
And once we microetch, we remove that flowed layer
and the grains are attacked preferentially
because of the high-energy regions
and with continued microetching, we begin
to invade each individual grain.
- Tom, we're in now studio A control room.
Each of our two studios has a control room assigned to it
in which all of the elements,
audio and visual, are coordinated.
This is the audio control panel capable
of feeding 68 different sources in here
and controlling 20 of them at any one time.
Audio source being a microphone, videotape machine,
a film projector, a reel-to-reel audiotape machine,
or an audio cartridge machine.
This board can feed four separate outputs at one time
and is an extremely important part of any production we do,
especially musical productions.
In the middle portion of the control room is
where the director and the producer
and their staff maintains control
over all the program elements during rehearsal
and during taping or air.
The video switcher operates in here as does the operator
of this character generator.
It's a CBS Videfont Character Generator.
Guess it can be best described as an electric typewriter.
Instead of typing on paper, it types on a television screen
with a standard typewriter keyboard
and pages of copy can be composed on the screen
in front of the operator and then recorded in a memory unit
for a later use.
A number of digital numbers assigned
and when that number is dialed up, the display can be called
back for future use.
We have three fonts of type presently in use here.
Font one is, can be used all uppercase or mixed with lower
and font two, a little bit smaller, is all uppercase.
The machine can also colorize individual words for emphasis
and it can cause words and phrases to flash
for further emphasis.
It's also, in a case where you have copy
that would fill more than one page or one screen,
the copy can be caused to roll up the screen
much as this credit roll is going by now.
It can also be made to crawl copy across the screen
if you, again if you have a lot of copy
that you want to be absorbed a little bit at a time,
the copy can be crawled across
and it thereby leaves you much of the screen vacant
for other video material.
We have a demonstration tape here of some program,
a program credit material that was used
in a production just recently.
(upbeat music)
- Communication with numerical control has evolved
from a variety of manual input modes to direct control
by a computer.
In this lesson, however, we're going to center our attention
on a discussion of the most common of the input modes,
namely punch tape.
We're going to see both how and what type
of information is stored on this medium.
In the early days of numerical control,
input N/C systems was done largely through push buttons,
dials, and switches.
However, all of these media were highly susceptible
to human error.
For example, a push button could be punched incorrectly
or a dial could be set to an improper value
or a switch put in the wrong position.
A correct tape will not make that type of error.
- At the other end of the control room
in the center section is the video switcher.
All the video sources, cameras, videotape machines,
film projectors, and the Videfont appear here
at this point and the operator then takes cues
from the director to make various transitions
and various mixes, the most simple transition
being a direct take from source to source,
also a dissolve, and a wipe, a special effects wipe.
This equipment can be used to insert copy material
for instance from the Videfont.
And another function of the Videfont itself
is a building function where you can build displays
out of the memory unit.
Another feature of this particular video switcher is
a device called a quad splitter that divides the screen
into four sections and we can feed a separate video source
into each section.
We have a demonstration of that.
(dramatic music)
(wind howls)
This is studio A, Tom, the larger of our two studios.
This is 60 feet wide and 100 feet long.
It's about twice the size of our other studio.
We need a room this large for a couple reasons.
First of all, we have some very large sets as you see here.
We need room to put them up and still have some room left
over to operate cameras.
It also gives us the flexibility of setting up a number
of sets at one time for work that we might do once
or twice a week.
This set is for meteorological series, a course rather,
than we are producing for University Extensions.
It's a three course, three credit course
that will be run on WHA TV in the evenings
and then also put on cassette so that it will be available
to individuals on this campus and on any
of the other campuses in the university system.
We talked briefly about Chromakey
in the control room a few minutes ago
and this blue rectangle us here is set up
so that when they're going into Chromakey,
it will take the picture from the other source
and we are about to be wiped in to Chromakey.
That's a demonstration of various sources that,
other video sources that can be put up.
- I've got my fog bottle here.
See, the fog bottle in this situation shows
that a heat, a light down here, there's nothing
but a light down here heating the water
and as the water molecules come out,
they're increasing the actual amount of water vapor in here.
So by evaporation and I'm increasing heat.
And also, I could cool this air by sucking on the hose.
If I suck on it, I'm expanding the air.
Air expands, it does work against its neighbors, it cools.
It loses energy.
So expanding is a way to cool it.
Now watch, if I suck on this, there's nothing in here,
just a light down here you see, nothing tricky.
Bottle is black in the back and bottom lit
so that you can see what's going.
What the devil?
That's my crew.
Well, all I want to do is expand the air.
So I'm gonna suck on this dirty hose
and watch to see if a cloud forms in there.
If I cool the air to its dew point.
Oh, here goes.
Hey, you see that little fog in there?
I'll let the air back in, it compresses and disappears.
You want to see it one more time?
Big deal.
You know, I forgot something though.
There's salt and dirt in the air.
Let me demonstrate the effect here.
You remember how thick that cloud was?
I'm gonna put some dirt and dust in here.
First I'll suck on the hose so I can draw the match
for the flame, not the smoke mind you.
I'm not cheating.
Just the combustion products from the flame.
There they go into the jar.
Now you saw how thick that fog was before.
Watch this time.
See if it makes any difference when I add dirt and dust.
Here goes, one, two, three.
And there you see, it's filled up.
I'll let it out.
So you get some idea what dirt and dust
in the atmosphere can do,
maybe make the clouds a little thicker.
Well, perhaps not, but it is a demonstration
of how condensation nuclei will produce droplets.
I think we ought to wrap this up
with seeing some real clouds for a change.
I have some time lapse film of cumulus
and altocumulus type clouds.
I'm gonna roll those now and we'll talk
about the different types of clouds.
Go back here, punch up some clouds, clouds ready to roll.
Now these are cumulus clouds.
You'll recognize the cumulus clouds, the puffy variety.
- Chromakey, one of the neater little electronic things
we can do, Tom.
There a couple pieces of equipment we haven't had a chance
to see and to take a look at today.
One is a three camera mobile unit to be able
to take that out and make use of a classroom
or a laboratory as a studio rather than coming
into our studio.
Another device is called a Telestrator
and it's designed to be used on a set
with an instructor using it.
It's basically a television screen
with an electronic pointer and the presenter can use that
to draw his own diagrams and charts
and do some simple animation.
The purpose I guess of putting
together a telecommunications center such as this is,
first of all, to bring this complex of equipment together
in one place, set it up,
but equally important I think is
to bring together a professional staff,
professional staff to operate and maintain the equipment,
professional staff to provide services
to all kinds of people that are interested
in producing communication and television presentations.
We've met some of the people today
in our graphics department, the film department.
There are, so there's a staff of engineers here
that are specifically responsible for operating
and maintaining the equipment,
staff of staging and lighting people
that help in set design, in set execution,
and a staff of professional producers, directors,
writers, researchers all here to help people
from the campus, people from the community,
people from the state to present their message
to the viewers around the state.