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Whirlwind I

Whirlwind I is a computer science topic covered in the lgStudy science library. This page brings together a partial reference excerpt, illustrations, worked examples, real-world applications and a short study plan, so you can understand Whirlwind I rather than just read about it. In short: Whirlwind I is a vacuum-tube computer developed by the MIT Servomechanisms Laboratory for the U.S. Navy.

Whirlwind I — main illustration
Whirlwind I — illustration

Key takeaways

  • Whirlwind I belongs to computer science; place it in that map before memorising details.
  • Learn the definition first, then one example that makes the definition concrete.
  • Connect Whirlwind I to a quantity you can measure, compute or draw — that is where exam questions come from.
  • Reproduce the core statement of Whirlwind I from memory before moving on to harder problems.

Reference excerpt

Whirlwind I is a vacuum-tube computer developed by the MIT Servomechanisms Laboratory for the U.S. Navy. Operational in 1951, it was among the first digital electronic computers that operated in real-time for output, and the first that was not simply an electronic replacement of older mechanical systems. It was one of the first computers to calculate in bit-parallel (rather than bit-serial), and was the second to use magnetic-core memory after it had been proven to work for some months of use on the Memory Test Computer (MTC). (The MTC received a new core stack later so that some of the work for Whirlwind could instead be done on the MTC. The MTC was a complete, functional computer similar in capability to Whirlwind.) Its development led directly to the Whirlwind II design used as the basis for the United States Air Force SAGE air defense system, and indirectly to almost all business computers and minicomputers in the 1960s, particularly because of the mantra "short word length, speed, people."

Background During World War II, the U.S. Navy's Naval Research Lab approached MIT about the possibility of creating a computer to drive a flight simulator for training bomber crews. They envisioned a fairly simple system in which the computer would continually update a simulated instrument panel based on control inputs from the pilots. Unlike older systems such as the Link Trainer, the system they envisioned would have a considerably more realistic aerodynamics model that could be adapted to any type of plane. This was an important consideration at the time, when many new designs were being introduced into service. The Servomechanisms Lab in MIT building 32 conducted a short survey that concluded such a system was possible. The Navy's Office of Naval Research decided to fund development under Project Whirlwind (and its sister projects, Project Typhoon and Project Cyclone, with other institutions), and the lab placed Jay Forrester in charge of the project. They soon built a large analog computer for the task, but found that it was inaccurate and inflexible. Solving these problems in a general way would require a much larger system, perhaps one so large as to be impossible to construct. Judy Clapp was an early senior technical member of this team. Perry Crawford, another member of the MIT team, saw a demonstration of ENIAC in 1945. He then suggested that a digital computer would be the best solution. Such a machine would allow the accuracy of simulations to be improved with the addition of more code in the computer program, as opposed to adding parts to the machine. As long as the machine was fast enough, there was no theoretical limit to the complexity of the simulation. Until this point, all computers constructed were dedicated to single tasks, and run in batch mode. A series of inputs were set up in advance and fed into the computer, which would work out the answers and print them. This was not appropriate for the Whirlwind system, which needed to operate continually on an ever-changing series of inputs. Speed became a major issue: whereas with other systems it simply meant waiting longer for the printout, with Whirlwind it meant seriously limiting the amount of complexity the simulation could include.

Technical description

Design and construction By 1947, Forrester and collaborator Robert Everett completed the design of a high-speed stored-program computer for this task. Most computers of the era operated in bit-serial mode, using single-bit arithmetic and feeding in large words, often 48 or 60 bits in size, one bit at a time. This was simply not fast enough for their purposes, so Whirlwind included sixteen such math units, operating on a complete 16-bit word every cycle in bit-parallel mode. Ignoring memory speed, Whirlwind ("20,000 single-address operations per second" in 1951) was essentially sixteen times as fast as other machines. Today, almost all CPUs perform arithmetic in "bit-parallel" mode. The word size was selected after some deliberation. The machine worked by passing in a single address with almost every instruction, thereby reducing the number of memory accesses. For operations with two operands, adding for instance, the "other" operand was assumed to be the last one loaded. Whirlwind operated much like a reverse Polish notation calculator in this respect; except there was no operand stack, only an accumulator. The designers felt that 2048 words of memory would be the minimum usable amount, requiring 11 bits to represent an address, and that 16 to 32 instructions would be the minimum for another five bits — and so it was 16 bits. The Whirlwind design incorporated a control store driven by a master clock. Each step of the clock selected one or more signal lines in a diode matrix that enabled gates and other circuits on the machine. A special switch directed signals to different parts of the matrix to implement different instructions. In the early 1950s, Whirlwind I "would crash every 20 minutes on average." Whirlwind construction started in 1948, an effort that employed 175 people, including 70 engineers and technicians. The use of carry save multiplication appears to have been first introduced in the Whirlwind computer in the late 1940s. In the third quarter of 1949, the computer was advanced enough to solve an equation and display its solution on an oscilloscope,. (By 1953 an animated, interactive bouncing-ball physics demonstration had been developed for the display and then further evolved into a simple game.) Finally Whirlwind "successfully accomplished digital computation of interception courses" on April 20, 1951. The project's budget was approximately $1 million a year, which was vastly higher than the development costs of most other computers of the era. After three years, the Navy had lost interest. However, during this time the Air Force had become interested in using computers to help the task of ground controlled interception, and the Whirlwind was the only machine suitable to the task. They took up development under Project Claude. Whirlwind weighed 20,000 pounds (10 short tons; 9.1 t) and occupied over 2,000 square feet (190 m2).

… excerpt ends here. Continue reading the full article.

Illustrations

Whirlwind I illustration
Whirlwind I: Circuitry from core memory unit of Whirlwind
Circuitry from core memory unit of Whirlwind
Whirlwind I: Core stack from core memory unit of Whirlwind
Core stack from core memory unit of Whirlwind
Whirlwind I: Project Whirlwind core memory, circa 1951
Project Whirlwind core memory, circa 1951
Whirlwind I: Commemorative plaque on the original Whirlwind building
Commemorative plaque on the original Whirlwind building

Worked examples

Example 1 — a first encounter with Whirlwind I

Start with the simplest possible case. Write down what Whirlwind I claims or describes in one sentence, then invent the smallest concrete situation in which that sentence is true. In computer science, the smallest case is usually a single object, a single equation or a single measurement. Check that every symbol or term in your sentence has a meaning in that case.

Example 2 — changing one variable

Take the situation from Example 1 and change exactly one quantity: double it, halve it, or set it to zero. Predict what should happen to Whirlwind I before you calculate. Comparing your prediction with the result is the fastest way to find out whether you understand the idea or only the words.

Example 3 — an exam-style question

Typical questions about Whirlwind I ask you to (a) state it precisely, (b) apply it to given data, and (c) explain a limitation. Practise writing all three answers in under five minutes; the third part is what separates a full-mark answer from an average one.

Applications of Whirlwind I

In research
Whirlwind I appears in computer science research whenever the underlying quantities have to be modelled precisely. Papers usually cite it as a starting assumption and then explore where it breaks down.
In technology and industry
Engineering practice reuses Whirlwind I in design rules, simulations and safety margins. Knowing the idea lets you read a specification sheet and understand why the numbers look the way they do.
In the classroom
Whirlwind I is common in secondary-school and first-year university syllabi. It links to neighbouring topics 16-bit computers, 1940s computers, 1950s computers, so understanding it makes those chapters shorter.
In everyday life
Look for Whirlwind I outside the textbook — in sport, cooking, traffic, electronics or the sky above you. An example you found yourself is remembered far longer than one you were given.

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How to study Whirlwind I in 20 minutes

  1. Read the reference excerpt below once, without taking notes.
  2. Close the page and write down what Whirlwind I means in your own words.
  3. Compare your version with the excerpt and mark what you missed.
  4. Work through the three examples above with pen and paper.
  5. Explain Whirlwind I out loud to somebody else — or to Teacher Smith in the lgStudy chat.

Frequently asked questions

What is Whirlwind I in simple terms?

Whirlwind I is a vacuum-tube computer developed by the MIT Servomechanisms Laboratory for the U.S. Navy.

Why does Whirlwind I matter?

Because it connects several computer science ideas at once: it gives you a definition you can apply, a quantity you can calculate, and a way to check whether a result is plausible.

How should I study Whirlwind I?

Read the excerpt, restate it from memory, then work through the examples and applications listed on this page. The five-step study plan above takes about twenty minutes.

What does this page cover?

It gives you a compact reference excerpt plus original lgStudy explanations, examples, applications and study material on Whirlwind I.

Tags

  • 16-bit computers
  • 1940s computers
  • 1950s computers
  • 1951 establishments in Massachusetts
  • Computer-related introductions in 1951
  • Magnetic-core memory computers
  • Massachusetts Institute of Technology
  • Military computer systems of the U.S. Department of Defense
  • One-of-a-kind computers
  • Real-time computing
  • Vacuum tube computers

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