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en-us2016 Maplesoft, A Division of Waterloo Maple Inc.Maplesoft Document SystemSat, 13 Feb 2016 19:24:57 GMTSat, 13 Feb 2016 19:24:57 GMTThe latest posts on the Maplesoft Bloghttp://www.mapleprimes.com/images/mapleprimeswhite.jpgMaplePrimes - Maplesoft Blog
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Can you grade conceptual understanding with Maple T.A.?
http://www.mapleprimes.com/maplesoftblog/202533-Can-You-Grade-Conceptual-Understanding?ref=Feed:MaplePrimes:Maplesoft Blog
<p><img src="/ViewTemp.ashx?f=195083_1453811548/uob.png" alt="" width="128" height="37"></p>
<p>Disclaimer: <span>This blog post has been contributed by Dr. Nicola Wilkin, Head of Teaching Innovation (Science), College of Engineering and Physical Sciences and Jonathan Watkins from the University of Birmingham Maple T.A. user group*.</span> </p>
<p><img src="/ViewTemp.ashx?f=195083_1454691140/physics-model-solution.png" alt="" width="662" height="325"></p>
<p>We all know the problem. During the course of a degree, students become experts at solving problems when they are given the sets of equations that they need to solve. As anyone will tell you, the skill they often lack is the ability to produce these sets of equations in the first place. With Maple T.A. it is a fairly trivial task to ask a student to enter the solution to a system of equations and have the system check if they have entered it correctly. I speak with many lecturers who tell me they want to be able to challenge their students, to think further about the concepts. They want them to be able to test if they can provide the governing equations and boundary conditions to a specific problem.</p>
<p><strong>With Maple T.A. we now have access to a math engine that enables us to test whether a student is able to form this system of equations for themselves as well as solve it.</strong></p>
<p>In this post we are going to explore how we can use Maple T.A. to set up this type of question. The example I have chosen is 2D Couette flow. For those of you unfamiliar with this, have a look at <a href="https://en.wikipedia.org/wiki/Couette_flow#Simple_conceptual_configuration">this wikipedia page</a> explaining the important details.</p>
<p>In most cases I prefer to use the question designer to create questions. This gives a uniform interface for question design and the most flexibility over layout of the question text presented to the student.</p>
<ol>
<li>On the Questions tab, click New question link and then choose the question designer.</li>
<li>For the question title enter "System of equations for Couette Flow".</li>
<li>For the question text enter the text<br><br>The image below shows laminar flow of a viscous incompressible liquid between two parallel plates.<br><br><img src="/ViewTemp.ashx?f=195083_1453813455/couette.png" alt=""><br><br>What is the system of equations that specifies this system. You can enter them as a comma separated list.<br><br>e.g. diff(u(y),y,y)+diff(u(y),y)=0,u(-1)=U,u(h)=0<br><br>You then want to insert a Maple graded answer box but we'll do that in a minute after we have discussed the algorithm.<br><br>When using the questions designer, you often find answers are longer than width of the answer box. One work around is to change the width of all input boxes in a question using a style tag. Click the source button on the editor and enter the following at the start of the question<br><br> <code> <style id="previewTextHidden" type="text/css"><br>input[type="text"] {width:300px !important}<br></style> </code> <br><br>Pressing source again will show the result of this change. The input box should now be significantly wider. You may find it useful to know the default width is 186px.</li>
<li>Next, we need to add the algorithm for this question. The teacher's answer for this question is the system of equations for the flow in the picture.<br><br> <code> $TA="diff(u(y),y,y) = 0, u(0) = 0, u(h) = U";<br>$sol=maple("dsolve({$TA})");</code><br><br>I always set this to <code>$TA</code> for consitency across my questions. To check there is a solution to this I use a maple call to the dsolve function in Maple, this returns the solution to the provided system of equations. Pressing refresh on next to the algorithm performs these operations and checks the teacher's answer.<br><br>The key part of this question is the grading code in the Maple graded answer box. Let's go ahead and add the answer box to the question text. I add it at the end of the text we added in step 3. Click Insert Response area and choose the Maple-graded answer box in the left hand menu. For the answer enter the <code>$TA</code> variable that we defined in the algorithm. For the grading code enter<br><code><br>a:=dsolve({$RESPONSE}):<br>evalb({$sol}={a}) </code><br><br>This code checks that the students system of equations produces the same solution as the teachers. Asking the question in this way allows a more open ended response for the student.<br><br>To finish off make sure the expression type is Maple syntax and Text entry only is selected.</li>
<li>Press OK and then Finish on the Question designer screen.</li>
</ol>
<p>That is the question completed. To preview a working copy of the question, have a look here at the live preview of this question. Enter the system of equations and click <strong><span style="color: red;">How did I do?</span></strong></p>
<p><a href="http://www.mapleprimes.com/posts/new?draft=21"><iframe src="https://eval.mapleta.com/preview/modules/test.Test?className=UoB+User+Group&testName=Post%202%20-%20System%20of%20equations%20for%20Couette%20Flow&testId=97" width="674" height="750"></iframe></a></p>
<p> </p>
<p>I have included a downloadable version of the question that contains the .xml file and image for this question. Click <a href="/ViewTemp.ashx?f=195083_1454689414/sys.zip">this</a> link to download the file. The question can also be found on the Maple T.A. cloud under "System of equations for Couette Flow".</p>
<p><span>* Any views or opinions presented are solely those of the author(s) and do not necessarily represent those of the University of Birmingham unless explicitly stated otherwise.</span></p><p><img src="/ViewTemp.ashx?f=195083_1453811548/uob.png" alt="" width="128" height="37"></p>
<p>Disclaimer: <span>This blog post has been contributed by Dr. Nicola Wilkin, Head of Teaching Innovation (Science), College of Engineering and Physical Sciences and Jonathan Watkins from the University of Birmingham Maple T.A. user group*.</span> </p>
<p><img src="/ViewTemp.ashx?f=195083_1454691140/physics-model-solution.png" alt="" width="662" height="325"></p>
<p>We all know the problem. During the course of a degree, students become experts at solving problems when they are given the sets of equations that they need to solve. As anyone will tell you, the skill they often lack is the ability to produce these sets of equations in the first place. With Maple T.A. it is a fairly trivial task to ask a student to enter the solution to a system of equations and have the system check if they have entered it correctly. I speak with many lecturers who tell me they want to be able to challenge their students, to think further about the concepts. They want them to be able to test if they can provide the governing equations and boundary conditions to a specific problem.</p>
<p><strong>With Maple T.A. we now have access to a math engine that enables us to test whether a student is able to form this system of equations for themselves as well as solve it.</strong></p>
<p>In this post we are going to explore how we can use Maple T.A. to set up this type of question. The example I have chosen is 2D Couette flow. For those of you unfamiliar with this, have a look at <a href="https://en.wikipedia.org/wiki/Couette_flow#Simple_conceptual_configuration">this wikipedia page</a> explaining the important details.</p>
<p>In most cases I prefer to use the question designer to create questions. This gives a uniform interface for question design and the most flexibility over layout of the question text presented to the student.</p>
<ol>
<li>On the Questions tab, click New question link and then choose the question designer.</li>
<li>For the question title enter "System of equations for Couette Flow".</li>
<li>For the question text enter the text<br><br>The image below shows laminar flow of a viscous incompressible liquid between two parallel plates.<br><br><img src="/ViewTemp.ashx?f=195083_1453813455/couette.png" alt=""><br><br>What is the system of equations that specifies this system. You can enter them as a comma separated list.<br><br>e.g. diff(u(y),y,y)+diff(u(y),y)=0,u(-1)=U,u(h)=0<br><br>You then want to insert a Maple graded answer box but we'll do that in a minute after we have discussed the algorithm.<br><br>When using the questions designer, you often find answers are longer than width of the answer box. One work around is to change the width of all input boxes in a question using a style tag. Click the source button on the editor and enter the following at the start of the question<br><br> <code> <style id="previewTextHidden" type="text/css"><br>input[type="text"] {width:300px !important}<br></style> </code> <br><br>Pressing source again will show the result of this change. The input box should now be significantly wider. You may find it useful to know the default width is 186px.</li>
<li>Next, we need to add the algorithm for this question. The teacher's answer for this question is the system of equations for the flow in the picture.<br><br> <code> $TA="diff(u(y),y,y) = 0, u(0) = 0, u(h) = U";<br>$sol=maple("dsolve({$TA})");</code><br><br>I always set this to <code>$TA</code> for consitency across my questions. To check there is a solution to this I use a maple call to the dsolve function in Maple, this returns the solution to the provided system of equations. Pressing refresh on next to the algorithm performs these operations and checks the teacher's answer.<br><br>The key part of this question is the grading code in the Maple graded answer box. Let's go ahead and add the answer box to the question text. I add it at the end of the text we added in step 3. Click Insert Response area and choose the Maple-graded answer box in the left hand menu. For the answer enter the <code>$TA</code> variable that we defined in the algorithm. For the grading code enter<br><code><br>a:=dsolve({$RESPONSE}):<br>evalb({$sol}={a}) </code><br><br>This code checks that the students system of equations produces the same solution as the teachers. Asking the question in this way allows a more open ended response for the student.<br><br>To finish off make sure the expression type is Maple syntax and Text entry only is selected.</li>
<li>Press OK and then Finish on the Question designer screen.</li>
</ol>
<p>That is the question completed. To preview a working copy of the question, have a look here at the live preview of this question. Enter the system of equations and click <strong><span style="color: red;">How did I do?</span></strong></p>
<p><a href="http://www.mapleprimes.com/posts/new?draft=21"><iframe src="https://eval.mapleta.com/preview/modules/test.Test?className=UoB+User+Group&testName=Post%202%20-%20System%20of%20equations%20for%20Couette%20Flow&testId=97" width="674" height="750"></iframe></a></p>
<p> </p>
<p>I have included a downloadable version of the question that contains the .xml file and image for this question. Click <a href="/ViewTemp.ashx?f=195083_1454689414/sys.zip">this</a> link to download the file. The question can also be found on the Maple T.A. cloud under "System of equations for Couette Flow".</p>
<p><span>* Any views or opinions presented are solely those of the author(s) and do not necessarily represent those of the University of Birmingham unless explicitly stated otherwise.</span></p>202533Fri, 05 Feb 2016 19:11:31 ZjwatkinsjwatkinsWhy use Maple T.A. for STEM courses?
http://www.mapleprimes.com/maplesoftblog/202447-Why-Use-Maple-TA-For-STEM-Courses?ref=Feed:MaplePrimes:Maplesoft Blog
<p><img src="/ViewTemp.ashx?f=195083_1453811548/uob.png" alt="" width="128" height="37"></p>
<p>Disclaimer: This blog post has been contributed by Dr. Nicola Wilkin, Head of Teaching Innovation (Science), College of Engineering and Physical Sciences and Jonathan Watkins from the University of Birmingham Maple T.A. user group*.</p>
<p> </p>
<p>If you have arrived at this post you are likely to have a STEM background. You may have heard of or had experience with Maple T.A or similar products in the past. For the uninitiated, <a href="http://www.maplesoft.com/products/mapleta?">Maple T.A. is a powerful system for learning and assessment designed for STEM courses</a>, backed by the power of the Maple computer algebra engine. If that sounds interesting enough to continue reading let us introduce this series of blog posts for the mapleprimes website contributed by the Maple T.A. user group from the University of Birmingham(UoB), UK.</p>
<p>These posts mirror conversations we have had amongst the development team and with colleagues at UoB and as such are likely of interest to the wider Maple T.A. community and potential adopters. The implementation of Maple T.A. over the last couple of years at UoB has resulted in a strong and enthusiastic knowledge base which spans the STEM subjects and includes academics, postgraduates, undergraduates both as users and developers, and the essential IT support in embedding it within our Virtual Learning Environment (VLE), CANVAS at UoB.</p>
<p>By effectively extending our VLE such that it is able to understand mathematics we are able to deliver much wider and more robust learning and assessment in mathematics based courses. This first post demonstrates that by comparing the learning experience between a standard multiple choice question, and the same material delivered in a Maple TA context.</p>
<p>To answer this lets compare how we might test if a student can solve a quadratic equation, and what we can actually test for if we are not restricted to multiple choice. So we all have a good understanding of the solution method, let's run through a typical paper-based example and see the steps to solving this sort of problem.</p>
<p>Here is an example of a quadratic</p>
<p><img src="/ViewTemp.ashx?f=195083_1453939735/eq1.png" alt="" width="102" height="28"></p>
<p>To find the roots of this quadratic means to find what values of <em>x</em> make this equation equal to zero. Clearly we can just guess the values. For example, guessing <em>0</em> would give</p>
<p><img src="/ViewTemp.ashx?f=195083_1453939735/eq2.png" alt="" width="163" height="33"></p>
<p>So <em>0</em> is not a root but <em>-1</em> is.</p>
<p><img src="/ViewTemp.ashx?f=195083_1453939735/eq3.png" alt="" width="182" height="31"></p>
<p>There are a few standard methods that can be used to find the roots. The point though is the answer to this sort of question takes the form of a list of numbers. i.e. the above example has the roots <em>-1, 5</em>. For quadratics there are always two roots. In some cases two roots could be the same number and they are called repeated roots. So a student may want to answer this question as a pair of different numbers <em>3, -5</em>, the same number repeated <em>2, 2</em> or a single number <em>2</em>. In the last case they may only list a repeated roots once or maybe they could only find one root from a pair of roots. Either way there is quite a range of answer forms for this type of question.</p>
<p>With the basics covered let us see how we might tackle this question in a standard VLE. Most are not designed to deal with lists of variable length and so we would have to ask this as a multiple choice question. Fig. 1, shows how this might look.</p>
<p><img src="/ViewTemp.ashx?f=195083_1453810262/lms_question.png" alt="VLE Question" width="519" height="387"></p>
<p>Fig 1: Multiple choice question from a standard VLE</p>
<p>Unfortunately asking the question in this way gives the student a lot of implicit help with the answer and students are able to play a process of elimination game to solve this problem rather than understand or use the key concepts.</p>
<p>They can just put the numbers in and see which work...</p>
<p>Let's now see how we may ask this question in Maple T.A.. Fig. 2 shows how the question would look in Maple T.A. Clearly this is not multiple choice and the student is encouraged to answer the question using a simple list of numbers separated by commas. The students are not helped by a list of possible answers and are left to genuinely evaluate the problem. They are able to provide a single root or both if they can find them, and moreover the question is not fussy about the way students provide repeated roots. After a student has attempted the question, in the formative mode, a student is able to review their answer and the teacher's answer as well as question specific feedback, Fig. 3. We'll return to the power of the feedback that can be incorporated in a later post.</p>
<p><img src="/ViewTemp.ashx?f=195083_1453810262/mapleta_question.png" alt="Maple T.A. Question" width="580" height="308"></p>
<p>Fig. 2: Free response question in Maple T.A.</p>
<p> </p>
<p><img src="/ViewTemp.ashx?f=195083_1453810262/mapleta_answer.png" alt="Maple T.A. Answer" width="575" height="282"></p>
<p>Fig. 3: Grading response from Maple T.A.</p>
<p>The demo of this question and others presented in this blog, are available as live previews through the UoB Maple T.A. user group site.</p>
<p>Click <a href="https://eval.mapleta.com/preview/modules/test.Test?className=UoB+User+Group&testName=Post1%20-%20Find%20the%20roots%20of%20a%20quadratic&testId=96">here</a> for a live demo of this question.</p>
<p>The question can be downloaded from <a href="/ViewTemp.ashx?f=195083_1453939735/post1roots.zip">here</a> and imported as a course module to your Maple T.A. instance. It can also be found on the Maple TA cloud by searching for "<em>Find the roots of a quadratic".</em> Simply click on the <em>Clone into my class</em> button to get your own version of the question to explore and modify.</p>
<p>* Any views or opinions presented are solely those of the author(s) and do not necessarily represent those of the University of Birmingham unless explicitly stated otherwise.</p><p><img src="/ViewTemp.ashx?f=195083_1453811548/uob.png" alt="" width="128" height="37"></p>
<p>Disclaimer: This blog post has been contributed by Dr. Nicola Wilkin, Head of Teaching Innovation (Science), College of Engineering and Physical Sciences and Jonathan Watkins from the University of Birmingham Maple T.A. user group*.</p>
<p> </p>
<p>If you have arrived at this post you are likely to have a STEM background. You may have heard of or had experience with Maple T.A or similar products in the past. For the uninitiated, <a href="http://www.maplesoft.com/products/mapleta?">Maple T.A. is a powerful system for learning and assessment designed for STEM courses</a>, backed by the power of the Maple computer algebra engine. If that sounds interesting enough to continue reading let us introduce this series of blog posts for the mapleprimes website contributed by the Maple T.A. user group from the University of Birmingham(UoB), UK.</p>
<p>These posts mirror conversations we have had amongst the development team and with colleagues at UoB and as such are likely of interest to the wider Maple T.A. community and potential adopters. The implementation of Maple T.A. over the last couple of years at UoB has resulted in a strong and enthusiastic knowledge base which spans the STEM subjects and includes academics, postgraduates, undergraduates both as users and developers, and the essential IT support in embedding it within our Virtual Learning Environment (VLE), CANVAS at UoB.</p>
<p>By effectively extending our VLE such that it is able to understand mathematics we are able to deliver much wider and more robust learning and assessment in mathematics based courses. This first post demonstrates that by comparing the learning experience between a standard multiple choice question, and the same material delivered in a Maple TA context.</p>
<p>To answer this lets compare how we might test if a student can solve a quadratic equation, and what we can actually test for if we are not restricted to multiple choice. So we all have a good understanding of the solution method, let's run through a typical paper-based example and see the steps to solving this sort of problem.</p>
<p>Here is an example of a quadratic</p>
<p><img src="/ViewTemp.ashx?f=195083_1453939735/eq1.png" alt="" width="102" height="28"></p>
<p>To find the roots of this quadratic means to find what values of <em>x</em> make this equation equal to zero. Clearly we can just guess the values. For example, guessing <em>0</em> would give</p>
<p><img src="/ViewTemp.ashx?f=195083_1453939735/eq2.png" alt="" width="163" height="33"></p>
<p>So <em>0</em> is not a root but <em>-1</em> is.</p>
<p><img src="/ViewTemp.ashx?f=195083_1453939735/eq3.png" alt="" width="182" height="31"></p>
<p>There are a few standard methods that can be used to find the roots. The point though is the answer to this sort of question takes the form of a list of numbers. i.e. the above example has the roots <em>-1, 5</em>. For quadratics there are always two roots. In some cases two roots could be the same number and they are called repeated roots. So a student may want to answer this question as a pair of different numbers <em>3, -5</em>, the same number repeated <em>2, 2</em> or a single number <em>2</em>. In the last case they may only list a repeated roots once or maybe they could only find one root from a pair of roots. Either way there is quite a range of answer forms for this type of question.</p>
<p>With the basics covered let us see how we might tackle this question in a standard VLE. Most are not designed to deal with lists of variable length and so we would have to ask this as a multiple choice question. Fig. 1, shows how this might look.</p>
<p><img src="/ViewTemp.ashx?f=195083_1453810262/lms_question.png" alt="VLE Question" width="519" height="387"></p>
<p>Fig 1: Multiple choice question from a standard VLE</p>
<p>Unfortunately asking the question in this way gives the student a lot of implicit help with the answer and students are able to play a process of elimination game to solve this problem rather than understand or use the key concepts.</p>
<p>They can just put the numbers in and see which work...</p>
<p>Let's now see how we may ask this question in Maple T.A.. Fig. 2 shows how the question would look in Maple T.A. Clearly this is not multiple choice and the student is encouraged to answer the question using a simple list of numbers separated by commas. The students are not helped by a list of possible answers and are left to genuinely evaluate the problem. They are able to provide a single root or both if they can find them, and moreover the question is not fussy about the way students provide repeated roots. After a student has attempted the question, in the formative mode, a student is able to review their answer and the teacher's answer as well as question specific feedback, Fig. 3. We'll return to the power of the feedback that can be incorporated in a later post.</p>
<p><img src="/ViewTemp.ashx?f=195083_1453810262/mapleta_question.png" alt="Maple T.A. Question" width="580" height="308"></p>
<p>Fig. 2: Free response question in Maple T.A.</p>
<p> </p>
<p><img src="/ViewTemp.ashx?f=195083_1453810262/mapleta_answer.png" alt="Maple T.A. Answer" width="575" height="282"></p>
<p>Fig. 3: Grading response from Maple T.A.</p>
<p>The demo of this question and others presented in this blog, are available as live previews through the UoB Maple T.A. user group site.</p>
<p>Click <a href="https://eval.mapleta.com/preview/modules/test.Test?className=UoB+User+Group&testName=Post1%20-%20Find%20the%20roots%20of%20a%20quadratic&testId=96">here</a> for a live demo of this question.</p>
<p>The question can be downloaded from <a href="/ViewTemp.ashx?f=195083_1453939735/post1roots.zip">here</a> and imported as a course module to your Maple T.A. instance. It can also be found on the Maple TA cloud by searching for "<em>Find the roots of a quadratic".</em> Simply click on the <em>Clone into my class</em> button to get your own version of the question to explore and modify.</p>
<p>* Any views or opinions presented are solely those of the author(s) and do not necessarily represent those of the University of Birmingham unless explicitly stated otherwise.</p>202447Thu, 28 Jan 2016 00:48:52 ZjwatkinsjwatkinsBring Learning to Life (LIVE!)
http://www.mapleprimes.com/maplesoftblog/202264-Bring-Learning-To-Life-LIVE?ref=Feed:MaplePrimes:Maplesoft Blog
<p>This January 28th, we will be hosting another full-production, live streaming webinar featuring an all-star cast of Maplesoft employees: Andrew Rourke (Director of Teaching Solutions), Jonny Zivku (Maple T.A. Product Manager), and Daniel Skoog (Maple Product Manager). Attend the webinar to learn how educators all around the world are using Maple and Maple T.A. in their own classrooms.</p>
<p>Any STEM educator, administrator, or curriculum coordinator who is interested in learning how Maple and Maple T.A. can help improve student grades, reduce drop-out rates, and save money on administration costs will benefit from attending this webinar.</p>
<p><a href="http://www.maplesoft.com/webinars/live/streaming/register.aspx?p=TC-5562">Click here for more information and registration.</a></p><p>This January 28th, we will be hosting another full-production, live streaming webinar featuring an all-star cast of Maplesoft employees: Andrew Rourke (Director of Teaching Solutions), Jonny Zivku (Maple T.A. Product Manager), and Daniel Skoog (Maple Product Manager). Attend the webinar to learn how educators all around the world are using Maple and Maple T.A. in their own classrooms.</p>
<p>Any STEM educator, administrator, or curriculum coordinator who is interested in learning how Maple and Maple T.A. can help improve student grades, reduce drop-out rates, and save money on administration costs will benefit from attending this webinar.</p>
<p><a href="http://www.maplesoft.com/webinars/live/streaming/register.aspx?p=TC-5562">Click here for more information and registration.</a></p>202264Wed, 06 Jan 2016 18:19:28 ZkkoserskikkoserskiMaplesoft at Joint Math 2016 in Seattle
http://www.mapleprimes.com/maplesoftblog/202235-Maplesoft-At-Joint-Math-2016-In-Seattle?ref=Feed:MaplePrimes:Maplesoft Blog
<p>The <a href="http://jointmathematicsmeetings.org/jmm">Joint Mathematics Meetings</a> are taking place this week (January 6 – 9) in Seattle, Washington, U.S.A. This will be the 99th annual winter meeting of the Mathematical Association of America (MAA) and the 122nd annual meeting of the American Mathematical Society (AMS).</p>
<p>Maplesoft will be exhibiting at <strong>booth #203 </strong>as well as in the networking area. Please stop by our booth or the networking area to chat with me and other members of the Maplesoft team, as well as to pick up some free Maplesoft swag or win some prizes.</p>
<p>Given the size of the Joint Math Meetings, it can be challenging to pick which events to attend. Hopefully we can help by suggesting a few Maple-related talks and events:</p>
<p>Maplesoft is hosting a catered reception and presentation ‘Challenges of Modern Education: Bringing Math Instruction Online’ on Thursday, January 7th at 18:00 in the Cedar Room at the Seattle Sheraton. You can find more details and registration information here: <a href="http://www.maplesoft.com/jmm">www.maplesoft.com/jmm</a></p>
<p>Another not to miss Maple event is “30 Years of Digitizing Mathematical Knowledge with Maple”, presented by Edgardo Cheb-Terrab, on Thursday, January 7 at 10:00 in Room 603 of the Convention Center.</p>
<p><br> Here’s a list of Maple-related events and talks:</p>
<p><span style="text-decoration: underline;"><br> <a href="http://jointmathematicsmeetings.org/amsmtgs/2181_abstracts/1116-k5-881.pdf">Exploration of Mathematics Teaching and Assessment through Maple-Software Projects of Art Diagram Design as Undergraduate Student Research Projects</a></span></p>
<p>Wednesday, Jan 6, 10:20, Room 2B, Convention Center</p>
<p>Lina Wu</p>
<p> </p>
<p><span style="text-decoration: underline;"><a href="http://jointmathematicsmeetings.org/amsmtgs/2181_abstracts/1116-00-2335.pdf">30 Years of Digitizing Mathematical Knowledge with Maple</a></span></p>
<p>Thursday, Jan 7, 10:00, Room 603, Convention Center</p>
<p>Edgardo Cheb-Terrab</p>
<p> </p>
<p><span style="text-decoration: underline;"><a href="http://jointmathematicsmeetings.org/amsmtgs/2181_abstracts/1116-00-1233.pdf">MAA Poster Session – Collaborative Research: Maplets for Calculus</a></span></p>
<p>Thursday, Jan 7, 14:00, Hall 4F, 4th Floor, Convention Center</p>
<p> </p>
<p><span style="text-decoration: underline;"><a href="http://www.maplesoft.com/jmm">Challenges of Modern Education: Bringing Math Instruction Online</a></span></p>
<p>Thursday, Jan 7, 18:00, Cedar Room, 2<sup>nd</sup> Floor, Sheraton Center</p>
<p> </p>
<p><span style="text-decoration: underline;"><a href="http://jointmathematicsmeetings.org/amsmtgs/2181_abstracts/1116-s1-1488.pdf">Using Maple to Promote Modelling in Differential Equations</a></span></p>
<p>Friday, Jan 8, 10:40, Room 617, Convention Center</p>
<p>Patrice G Tiffany; Rosemary C Farley</p>
<p> </p>
<p>If you are presenting at Joint Math and would like to advertise your Maple-related talk, please feel free to comment below, or send me a message with your event and I’ll add it to the list above.</p>
<p> </p>
<p>See you in Seattle!</p>
<p>Daniel</p>
<p>Maple Product Manager</p><p>The <a href="http://jointmathematicsmeetings.org/jmm">Joint Mathematics Meetings</a> are taking place this week (January 6 – 9) in Seattle, Washington, U.S.A. This will be the 99th annual winter meeting of the Mathematical Association of America (MAA) and the 122nd annual meeting of the American Mathematical Society (AMS).</p>
<p>Maplesoft will be exhibiting at <strong>booth #203 </strong>as well as in the networking area. Please stop by our booth or the networking area to chat with me and other members of the Maplesoft team, as well as to pick up some free Maplesoft swag or win some prizes.</p>
<p>Given the size of the Joint Math Meetings, it can be challenging to pick which events to attend. Hopefully we can help by suggesting a few Maple-related talks and events:</p>
<p>Maplesoft is hosting a catered reception and presentation ‘Challenges of Modern Education: Bringing Math Instruction Online’ on Thursday, January 7th at 18:00 in the Cedar Room at the Seattle Sheraton. You can find more details and registration information here: <a href="http://www.maplesoft.com/jmm">www.maplesoft.com/jmm</a></p>
<p>Another not to miss Maple event is “30 Years of Digitizing Mathematical Knowledge with Maple”, presented by Edgardo Cheb-Terrab, on Thursday, January 7 at 10:00 in Room 603 of the Convention Center.</p>
<p><br> Here’s a list of Maple-related events and talks:</p>
<p><span style="text-decoration: underline;"><br> <a href="http://jointmathematicsmeetings.org/amsmtgs/2181_abstracts/1116-k5-881.pdf">Exploration of Mathematics Teaching and Assessment through Maple-Software Projects of Art Diagram Design as Undergraduate Student Research Projects</a></span></p>
<p>Wednesday, Jan 6, 10:20, Room 2B, Convention Center</p>
<p>Lina Wu</p>
<p> </p>
<p><span style="text-decoration: underline;"><a href="http://jointmathematicsmeetings.org/amsmtgs/2181_abstracts/1116-00-2335.pdf">30 Years of Digitizing Mathematical Knowledge with Maple</a></span></p>
<p>Thursday, Jan 7, 10:00, Room 603, Convention Center</p>
<p>Edgardo Cheb-Terrab</p>
<p> </p>
<p><span style="text-decoration: underline;"><a href="http://jointmathematicsmeetings.org/amsmtgs/2181_abstracts/1116-00-1233.pdf">MAA Poster Session – Collaborative Research: Maplets for Calculus</a></span></p>
<p>Thursday, Jan 7, 14:00, Hall 4F, 4th Floor, Convention Center</p>
<p> </p>
<p><span style="text-decoration: underline;"><a href="http://www.maplesoft.com/jmm">Challenges of Modern Education: Bringing Math Instruction Online</a></span></p>
<p>Thursday, Jan 7, 18:00, Cedar Room, 2<sup>nd</sup> Floor, Sheraton Center</p>
<p> </p>
<p><span style="text-decoration: underline;"><a href="http://jointmathematicsmeetings.org/amsmtgs/2181_abstracts/1116-s1-1488.pdf">Using Maple to Promote Modelling in Differential Equations</a></span></p>
<p>Friday, Jan 8, 10:40, Room 617, Convention Center</p>
<p>Patrice G Tiffany; Rosemary C Farley</p>
<p> </p>
<p>If you are presenting at Joint Math and would like to advertise your Maple-related talk, please feel free to comment below, or send me a message with your event and I’ll add it to the list above.</p>
<p> </p>
<p>See you in Seattle!</p>
<p>Daniel</p>
<p>Maple Product Manager</p>202235Mon, 04 Jan 2016 21:25:44 ZDSkoogDSkoogWould Brunel Have Used a Spreadsheet?
http://www.mapleprimes.com/maplesoftblog/202038-Would-Brunel-Have-Used-A-Spreadsheet?ref=Feed:MaplePrimes:Maplesoft Blog
<p><em>This is a post that I wrote for the <a href="http://innovationintelligence.com/would-brunel-have-used-a-spreadsheet/">Altair Innovation Intelligence</a> blog.</em></p>
<p>I have a grudging respect for Victorian engineers. <a href="https://en.wikipedia.org/wiki/Isambard_Kingdom_Brunel">Isambard Kingdom Brunel</a>, for example, designed bridges, steam ships and railway stations with nothing but intellectual flair, <a href="http://oac.lib.bris.ac.uk/dserve/dserve.exe?dsqServer=its-calmdb-p.cse.bris.ac.uk&dsqIni=Dserve.ini&dsqApp=Archive&dsqCmd=ImageView.tcl&dsqDb=Catalog&dsqImage=BR001590.jpg&ref=DM162/8/2/2/folio%205">hand-calculations</a> and painstakingly crafted schematics. His notebooks are <a href="http://oac.lib.bris.ac.uk/dserve/dserve.exe?dsqServer=its-calmdb-p.cse.bris.ac.uk&dsqIni=Dserve.ini&dsqApp=Archive&dsqCmd=FastTree.tcl&dsqDb=Catalog&dsqItem=DM162%2F8%2F2&dsqField=RefNo#HERE">digitally preserved</a>, and make for fascinating reading for anyone with an interest in the history of engineering.</p>
<p>His notebooks have several characteristics.</p>
<ul>
<li>Equations are written in natural math notation</li>
<li>Text and diagrams are freely mixed with calculations</li>
<li>Calculation flow is clear and well-structured</li>
</ul>
<p><img style="display: block; margin-left: auto; margin-right: auto;" src="/view.aspx?sf=202038_post/handcalculations.png" alt="" width="337" height="220"></p>
<p style="text-align: center;"><em>Hand calculations mix equations, text and diagrams.</em></p>
<p> </p>
<p>Engineers still use paper for quick calculations and analyses, but how would Brunel have <a href="http://oac.lib.bris.ac.uk/dserve/dserve.exe?dsqServer=its-calmdb-p.cse.bris.ac.uk&dsqIni=Dserve.ini&dsqApp=Archive&dsqCmd=ImageView.tcl&dsqDb=Catalog&dsqImage=BR001590.jpg&ref=DM162/8/2/2/folio%205">calculated the shape of the Clifton Suspension Bridge</a> or <a href="http://oac.lib.bris.ac.uk/dserve/dserve.exe?dsqServer=its-calmdb-p.cse.bris.ac.uk&dsqIni=Dserve.ini&dsqApp=Archive&dsqCmd=ImageView.tcl&dsqDb=Catalog&dsqImage=BR001666.jpg&ref=DM162/8/2/4/folio%209">the dimensions of its chain links</a> if he worked today?</p>
<p>If computational support is needed, engineers often choose spreadsheets. They’re ubiquitous, and the barrier to entry is low. It’s just too easy to fire-up a spreadsheet and do a few simple design calculations.</p>
<p><img style="display: block; margin-left: auto; margin-right: auto;" src="/view.aspx?sf=202038_post/spreadsheets.png" alt="" width="348" height="57"></p>
<p style="text-align: center;"> <em style="text-align: center;">Spreadsheets are difficult to debug, validate and extend.</em></p>
<p> </p>
<p>Spreadsheets are great at manipulating tabular data. I use them for tracking expenses and budgeting.</p>
<p>However, the very design of spreadsheets encourages the propagation of errors in equation-oriented engineering calculations</p>
<ul>
<li>Results are difficult to validate because equations are hidden and written in programming notation</li>
<li>You’re often jumping about from one cell to another in a different part of the worksheet, with no clear visual roadmap to signpost the flow of a calculation</li>
</ul>
<p>For these limitations alone, I doubt if Brunel would have used a spreadsheet.</p>
<p>Technology has now evolved to the point where an engineer can reproduce the design metaphor of Brunel’s paper notebooks in software – a freeform mix of calculations, text, drawings and equations in an electronic notebook. A number of these tools are available (including Maple, available via the <a href="http://www.altairalliance.com/PartnersSolution.aspx?partner_id=60&sol_id=84">APA website</a>).</p>
<p><img style="display: block; margin-left: auto; margin-right: auto;" src="/view.aspx?sf=202038_post/moderncalculation.png" alt="" width="372" height="448"></p>
<p style="text-align: center;"> <em style="text-align: center;">Modern calculation tools reproduce the design metaphor of hand calculations.</em></p>
<p> </p>
<p>Additionally, these modern software tools can do math that is improbably difficult to do by hand (for example, FFTs, matrix computation and optimization) and connect to CAD packages.</p>
<p>For example, Brunel could have designed the <a href="http://oac.lib.bris.ac.uk/dserve/dserve.exe?dsqServer=its-calmdb-p.cse.bris.ac.uk&dsqIni=Dserve.ini&dsqApp=Archive&dsqCmd=ImageView.tcl&dsqDb=Catalog&dsqImage=BR001666.jpg&ref=DM162/8/2/4/folio%209">chain links on the Clifton Suspension Bridge</a>, and updated the dimensions of a CAD diagram, while still maintaining the readability of hand calculations, all from the same electronic notebook.</p>
<p>That seems like a smarter choice.</p>
<p>Would I go back to the physical notebooks that Brunel diligently filled with hand calculations? Given the scrawl that I call my handwriting, probably not.</p><p><em>This is a post that I wrote for the <a href="http://innovationintelligence.com/would-brunel-have-used-a-spreadsheet/">Altair Innovation Intelligence</a> blog.</em></p>
<p>I have a grudging respect for Victorian engineers. <a href="https://en.wikipedia.org/wiki/Isambard_Kingdom_Brunel">Isambard Kingdom Brunel</a>, for example, designed bridges, steam ships and railway stations with nothing but intellectual flair, <a href="http://oac.lib.bris.ac.uk/dserve/dserve.exe?dsqServer=its-calmdb-p.cse.bris.ac.uk&dsqIni=Dserve.ini&dsqApp=Archive&dsqCmd=ImageView.tcl&dsqDb=Catalog&dsqImage=BR001590.jpg&ref=DM162/8/2/2/folio%205">hand-calculations</a> and painstakingly crafted schematics. His notebooks are <a href="http://oac.lib.bris.ac.uk/dserve/dserve.exe?dsqServer=its-calmdb-p.cse.bris.ac.uk&dsqIni=Dserve.ini&dsqApp=Archive&dsqCmd=FastTree.tcl&dsqDb=Catalog&dsqItem=DM162%2F8%2F2&dsqField=RefNo#HERE">digitally preserved</a>, and make for fascinating reading for anyone with an interest in the history of engineering.</p>
<p>His notebooks have several characteristics.</p>
<ul>
<li>Equations are written in natural math notation</li>
<li>Text and diagrams are freely mixed with calculations</li>
<li>Calculation flow is clear and well-structured</li>
</ul>
<p><img style="display: block; margin-left: auto; margin-right: auto;" src="/view.aspx?sf=202038_post/handcalculations.png" alt="" width="337" height="220"></p>
<p style="text-align: center;"><em>Hand calculations mix equations, text and diagrams.</em></p>
<p> </p>
<p>Engineers still use paper for quick calculations and analyses, but how would Brunel have <a href="http://oac.lib.bris.ac.uk/dserve/dserve.exe?dsqServer=its-calmdb-p.cse.bris.ac.uk&dsqIni=Dserve.ini&dsqApp=Archive&dsqCmd=ImageView.tcl&dsqDb=Catalog&dsqImage=BR001590.jpg&ref=DM162/8/2/2/folio%205">calculated the shape of the Clifton Suspension Bridge</a> or <a href="http://oac.lib.bris.ac.uk/dserve/dserve.exe?dsqServer=its-calmdb-p.cse.bris.ac.uk&dsqIni=Dserve.ini&dsqApp=Archive&dsqCmd=ImageView.tcl&dsqDb=Catalog&dsqImage=BR001666.jpg&ref=DM162/8/2/4/folio%209">the dimensions of its chain links</a> if he worked today?</p>
<p>If computational support is needed, engineers often choose spreadsheets. They’re ubiquitous, and the barrier to entry is low. It’s just too easy to fire-up a spreadsheet and do a few simple design calculations.</p>
<p><img style="display: block; margin-left: auto; margin-right: auto;" src="/view.aspx?sf=202038_post/spreadsheets.png" alt="" width="348" height="57"></p>
<p style="text-align: center;"> <em style="text-align: center;">Spreadsheets are difficult to debug, validate and extend.</em></p>
<p> </p>
<p>Spreadsheets are great at manipulating tabular data. I use them for tracking expenses and budgeting.</p>
<p>However, the very design of spreadsheets encourages the propagation of errors in equation-oriented engineering calculations</p>
<ul>
<li>Results are difficult to validate because equations are hidden and written in programming notation</li>
<li>You’re often jumping about from one cell to another in a different part of the worksheet, with no clear visual roadmap to signpost the flow of a calculation</li>
</ul>
<p>For these limitations alone, I doubt if Brunel would have used a spreadsheet.</p>
<p>Technology has now evolved to the point where an engineer can reproduce the design metaphor of Brunel’s paper notebooks in software – a freeform mix of calculations, text, drawings and equations in an electronic notebook. A number of these tools are available (including Maple, available via the <a href="http://www.altairalliance.com/PartnersSolution.aspx?partner_id=60&sol_id=84">APA website</a>).</p>
<p><img style="display: block; margin-left: auto; margin-right: auto;" src="/view.aspx?sf=202038_post/moderncalculation.png" alt="" width="372" height="448"></p>
<p style="text-align: center;"> <em style="text-align: center;">Modern calculation tools reproduce the design metaphor of hand calculations.</em></p>
<p> </p>
<p>Additionally, these modern software tools can do math that is improbably difficult to do by hand (for example, FFTs, matrix computation and optimization) and connect to CAD packages.</p>
<p>For example, Brunel could have designed the <a href="http://oac.lib.bris.ac.uk/dserve/dserve.exe?dsqServer=its-calmdb-p.cse.bris.ac.uk&dsqIni=Dserve.ini&dsqApp=Archive&dsqCmd=ImageView.tcl&dsqDb=Catalog&dsqImage=BR001666.jpg&ref=DM162/8/2/4/folio%209">chain links on the Clifton Suspension Bridge</a>, and updated the dimensions of a CAD diagram, while still maintaining the readability of hand calculations, all from the same electronic notebook.</p>
<p>That seems like a smarter choice.</p>
<p>Would I go back to the physical notebooks that Brunel diligently filled with hand calculations? Given the scrawl that I call my handwriting, probably not.</p>202038Thu, 10 Dec 2015 15:44:10 ZSamir KhanSamir KhanTop 5 Webinars in 2015
http://www.mapleprimes.com/maplesoftblog/201996-Top-5-Webinars-In-2015?ref=Feed:MaplePrimes:Maplesoft Blog
<p>Since we’re almost at the end of the year, I thought it would be interesting to look back at our most popular webinars for academics in 2015. I found that they fell into one of two categories: live streaming webinars featuring Dr. Robert Lopez and Maple how-to tutorials. (If you missed the live presentation, you can watch the recordings of all these webinars below.)</p>
<p>The first and second most popular webinar were, unsurprisingly, both of the live streaming webinars that featured Dr. Robert Lopez (Emeritus Professor at Rose Hulman Institute of Technology and Maple Fellow at Maplesoft). These webinars were streamed live to an audience and allowed many people to get their first glimpse of the man behind the Clickable Calculus series and Teaching Concepts with Maple:</p>
<p><strong>1. </strong><strong>Eigenpairs Enlivened</strong></p>
<p><iframe src="https://www.youtube.com/embed/8ohNRRO0Up4" width="560" height="315"></iframe></p>
<p><em>In this webinar, Dr. Robert Lopez demonstrates how Maple can enhance the task of teaching the eigenpair concept, and shows how Maple bridges the gap between the concept and the algorithms by which students are expected to practice finding eigenpairs.</em></p>
<p><strong>2. </strong><strong>Resequencing Concepts and Skills via Maple's Clickable</strong></p>
<p><iframe src="https://www.youtube.com/embed/VBBuqSjyQYg" width="560" height="315"></iframe></p>
<p><em>In this webinar, Dr. Lopez presents examples of what "resequencing" looks like when implemented with Maple's point-and-click syntax-free paradigm. Not only can Maple be used to elucidate the concept, but in addition, it can be used to illustrate and implement the manipulations that ultimately the student must master.</em></p>
<p>The next three were all brief webinars on how to complete specific tasks in Maple 2015. Just under a dozen of these were created in 2015 and they were all quite popular, but these three stood out above the rest:</p>
<p><strong>3. </strong><strong>Working with Data Sets in Maple</strong></p>
<p><iframe src="https://www.youtube.com/embed/d_V1COjhOB0" width="560" height="315"></iframe></p>
<p><em>This video walks through examples of working with several types of data in Maple, including visualizing stock and commodity data, forecasting future temperatures using weather data, and analyzing macroeconomic data, such as employment statistics, GDP and other economic indicators.</em></p>
<p><strong>4. </strong><strong>Custom Color Schemes in Maple</strong></p>
<p><iframe src="https://www.youtube.com/embed/dXjHyyXxgr0" width="420" height="315"></iframe></p>
<p><em>This webinar provides an overview of the colorscheme option for coloring surfaces, curves and collections of points in Maple, including how to color with gradients, according to function value or point position. Examples of how the colorscheme option is used with various commands from the Maple library are also demonstrated.</em></p>
<p> <strong>5. </strong><strong>Working with Units in Maple</strong></p>
<p><iframe src="https://www.youtube.com/embed/rh51YmisX44" width="560" height="315"></iframe></p>
<p><em>Maple 2015 allows for more fluid and natural interaction with units. This webinar provides an overview of the new unit formatting controls and new Temperature object, and demonstrates how to compute with units and tolerances.</em></p>
<p>Are there any topics you’d like to see Robert cover in upcoming webinars? Or, any Maple how-to videos you think would be a helpful addition to our library? Let us know in the comments below!</p>
<p>Kim</p><p>Since we’re almost at the end of the year, I thought it would be interesting to look back at our most popular webinars for academics in 2015. I found that they fell into one of two categories: live streaming webinars featuring Dr. Robert Lopez and Maple how-to tutorials. (If you missed the live presentation, you can watch the recordings of all these webinars below.)</p>
<p>The first and second most popular webinar were, unsurprisingly, both of the live streaming webinars that featured Dr. Robert Lopez (Emeritus Professor at Rose Hulman Institute of Technology and Maple Fellow at Maplesoft). These webinars were streamed live to an audience and allowed many people to get their first glimpse of the man behind the Clickable Calculus series and Teaching Concepts with Maple:</p>
<p><strong>1. </strong><strong>Eigenpairs Enlivened</strong></p>
<p><iframe src="https://www.youtube.com/embed/8ohNRRO0Up4" width="560" height="315"></iframe></p>
<p><em>In this webinar, Dr. Robert Lopez demonstrates how Maple can enhance the task of teaching the eigenpair concept, and shows how Maple bridges the gap between the concept and the algorithms by which students are expected to practice finding eigenpairs.</em></p>
<p><strong>2. </strong><strong>Resequencing Concepts and Skills via Maple's Clickable</strong></p>
<p><iframe src="https://www.youtube.com/embed/VBBuqSjyQYg" width="560" height="315"></iframe></p>
<p><em>In this webinar, Dr. Lopez presents examples of what "resequencing" looks like when implemented with Maple's point-and-click syntax-free paradigm. Not only can Maple be used to elucidate the concept, but in addition, it can be used to illustrate and implement the manipulations that ultimately the student must master.</em></p>
<p>The next three were all brief webinars on how to complete specific tasks in Maple 2015. Just under a dozen of these were created in 2015 and they were all quite popular, but these three stood out above the rest:</p>
<p><strong>3. </strong><strong>Working with Data Sets in Maple</strong></p>
<p><iframe src="https://www.youtube.com/embed/d_V1COjhOB0" width="560" height="315"></iframe></p>
<p><em>This video walks through examples of working with several types of data in Maple, including visualizing stock and commodity data, forecasting future temperatures using weather data, and analyzing macroeconomic data, such as employment statistics, GDP and other economic indicators.</em></p>
<p><strong>4. </strong><strong>Custom Color Schemes in Maple</strong></p>
<p><iframe src="https://www.youtube.com/embed/dXjHyyXxgr0" width="420" height="315"></iframe></p>
<p><em>This webinar provides an overview of the colorscheme option for coloring surfaces, curves and collections of points in Maple, including how to color with gradients, according to function value or point position. Examples of how the colorscheme option is used with various commands from the Maple library are also demonstrated.</em></p>
<p> <strong>5. </strong><strong>Working with Units in Maple</strong></p>
<p><iframe src="https://www.youtube.com/embed/rh51YmisX44" width="560" height="315"></iframe></p>
<p><em>Maple 2015 allows for more fluid and natural interaction with units. This webinar provides an overview of the new unit formatting controls and new Temperature object, and demonstrates how to compute with units and tolerances.</em></p>
<p>Are there any topics you’d like to see Robert cover in upcoming webinars? Or, any Maple how-to videos you think would be a helpful addition to our library? Let us know in the comments below!</p>
<p>Kim</p>201996Fri, 04 Dec 2015 14:32:54 Zkkoserskikkoserski