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This programed booklet is designed for the engineering student who is familiar with integral calculus and electrical networks. The first portion of this booklet is concerned with sinusoids, their properties, and their mathematical and graphical representations. The second portion is concerned with phasors and the mathematical relationship between phasors and sinusoids. Opportunity is provided for the student (1) to see how the use of phasors can simplify the work of adding or subtracting sinusoids of the same frequency, and (2) to see how different forms of the same expression emphasize different characteristics of the function. (RP)

This programed booklet is designed for the engineering student who understands and can use vector and unit vector notation, components of a vector, parallel law of vector addition, and the dot product of two vectors. Content begins with work done by a force in moving a body a certain distance along some path. For each of the examples and problem solving discussions there is given a path whose equation in terms of the coordinates is known and a mathematical expression for the direction and magnitude of the applied force. Through such a series of examples and problem solving discussions, the student is led to the idea of the line integral of a vector. (RP)

This programed text on resistive networks was developed under contract with the United States Office of Education as part of a series of materials for use in an electrical engineering sequence. It is to be used in conjunction with other materials and with other short texts in the series, this one being Number 3. (DH)

This programed textbook was developed under contract with the United States Office of Education as Number 2 of a series of materials for use in an electrical engineering sequence. It is divided into five parts--(1) Ohm's Law, (2) resistance, (3) conductance, (4) voltage sources, and (5) current sources. (DH)

This text (in mimeographed form) was developed under contract with the United States Office of Education and is intended as material of a first course in the electrical engineering sequence. Introductory concepts such as charge, fields, potential difference, current, and some of the basic physical laws are presented in Chapter I. Subsequent chapters develop concepts of (1) resistive and diode networks, (2) electrostatics, (3) electromagnetism, (4) steady state current analysis, (5) natural response of electric circuits, (6) electric motors, (7) semiconductor theory, (8) transistor amplifiers, and (9) magnetic coupling. (DH)

This programed textbook was developed under a contract with the United States Office of Education as Number 5 in a series of materials for use in an electrical engineering sequence. It is divided into three parts--(1) capacitors, (2) voltage-current relationships, and (3) simple resistance-capacitance networks. (DH)

This programed text on diode and diode circuits was developed under contract with the United States Office of Education as Number 4 in a series of materials for use in an electrical engineering sequence. It is intended as a supplement to a regular text and other instructional material. (DH)

THIS INSTRUCTIONAL PROGRAM, A ONE-YEAR COURSE IN ELECTRICAL ENGINEERING SEEKS TO REMEDY LONG-STANDING INADEQUACIES IN AMERICAN ENGINEERING EDUCATION, WHICH HAVE EXISTED BECAUSE ENGINEERING TEACHERS' HAVE LACKED AWARENESS OF (1) INTRICACIES OF THE LEARNING PROCESS, AND (2) ADVANCES IN BEHAVIORAL SCIENCE RELATED TO THE EDUCATIONAL PROCESS. IN THE DESIGN OF THE LEARNING ENVIRONMENT, THREE BASIC ASSUMPTIONS WERE KEPT IN MIND--(1) STUDENT REACTION TO STIMULI IS DETERMINED BY HIS PERCEPTION OF THEM, AND THEIR MEANINGFULNESS TO HIM, (2) SELF-DISCOVERY, AND ASSIMILATION AND INTERPRETATION OF INFORMATION MUST ACCOMPANY THE INFORMATION RECEIVING PROCESS, AND (3) CONTINUAL FEEDBACK AND EVALUATION ARE ESSENTIAL. RATHER THAN BROADLY STATED OBJECTIVES, SPECIFIC OUTCOMES ARE DESCRIBED. THE STUDENT SHOULD ACQUIRE (1) KNOWLEDGE OF SCIENTIFIC FACTS AND PRINCIPLES, AND MATHEMATICAL LANGUAGE IN WHICH THEY ARE EXPRESSED, (2) PROFICIENCY IN RECOGNIZING AND APPLYING CONCEPTS AND MODELS, (3) SKILL IN EXPERIMENTATION AND EVALUATION TECHNIQUES, (4) A THOROUGH KNOWLEDGE OF THE SCIENTIFIC METHOD, (5) CREATIVE INSIGHT IN APPROACH TO NEW PROBLEMS, (6) UNDERSTANDING OF REAL ENGINEERING PROBLEMS IN THEIR IDENTIFICATION, APPROXIMATION, OPTIMIZATION, ECONOMIC, SOCIAL AND LEGAL ASPECTS, AND (7) PERSONALITY TRAITS APPROPRIATE TO ENGINEERING, DEFINED AS INTELLECTUAL HONESTY AND ENTHUSIASM FOR DISCOVERY. IT IS POINTED OUT THAT TYPICALLY, MOST CONVENTIONAL ENGINEERING PROGRAMS GIVE MOST ATTENTION TO ONLY THE FIRST TWO OF THESE. THE APPROACH IS BASED HEAVILY UPON LEARNING THEORY, AND MUCH OF THE DEVELOPMENT EFFORTS WENT INTO PREPARATION OF MATERIALS THAT REFLECT A STUDENT-CENTERED PHILOSOPHY--(1) PROGRAMED TEXTS, (2) REFERENCE TEXTS, (3) PROGRAMED LECTURE NOTES, (4) FILMS, (5) PROBLEM SETS, (6) LABORATORY PROJECTS, AND (7) A SELF-EVALUATION MACHINE. A UNIQUE FEATURE IS THE USE OF PROGRAMED LECTURES, WHICH FREE THE STUDENT FROM NOTE-TAKING AND ALLOW HIM DIRECT CONTROL OF HIS COVERT RESPONSES. THIS DOCUMENT IS AVAILABLE FROM THE AUTHORS, SYRACUSE UNIVERSITY, DEPARTMENT OF ELECTRICAL ENGINEERING, SYRACUSE, NEW YORK 13210. (DH)