As an educator, you surely know that giving students more involved problems in an online assessment tool provides challenges, both for students and instructors. Only marking the final answer doesn’t necessarily provide an understanding of the student’s capabilities, and it penalizes students that make a small mistake in part of their solution.

This webinar will demonstrate how to create separate questions with multiple steps that can be linked or chained together. Question chaining allows instructors to mark subsequent questions based on the correct answer or the answer provided by students in previous parts.

To join us for the live presentation, please click here to register.

In this paper of presents under a totally modern sound environment dynamics; using embedded components that gives us the Cybernet Company through its product Maple 2015. Using classical techniques vector equations describe the particle, particle system and solid bodies. We note that the solutions oered by this software motivate students civil and mechanical engineering to nd optimal answers. Integrating algorithms own programming language and solid mechanics using buttons we relate the movement of translation and rotation with reference to its center of mass.
Choosing envelopes graphical methods, functional programming and mathematical computer display modeling reached alternatives to achieve the next generation of engineers. Therefore this work show that the use of
embedded components allow us to merge the traditional and the computer; It means that all these equations using physical and propose viable criteria we perform in a dynamic sheet; which they have a number of components; then generate simulations with real objects.

Congreso COMAP 2015.pdf

Study of the Dynamics of the Solid with Embedded Components in Civil Engineering with Maplesoft.mw

(in spanish)

L.AraujoC.

Download MathematicalFunctionsSequences.mw

Edgardo S. Cheb-Terrab
Physics, Differential Equations and Mathematical Functions, Maplesoft

       Calculation of RSCR mechanism as a  solution to underdetermined system of nonlinear equations.  

RSCR.mw 

https://vk.com/doc242471809_376439263
https://vk.com/doc242471809_408704758

RCCC mechanism
https://vk.com/doc242471809_375452868

Here we develop the factoring in common factor, simple and complete square blade, plus simple equation systems with graphic and design, and graphic solution of the quadratic equation using components in maple 2015.

Factorizacion.mw

(in spanish)

L.AraujoC.

I'd like to pay attention to Maple packages for symmetric functions, posets, root systems, and finite Coxeter groups by John Stembridge. That was estimated as well qualified in Mathoverflow.

I would like to pay attention to an article " Sums and Integrals: The Swiss analysis knife " by Bill Casselman, where the Euler-Maclaurin formula is discussed.  It should be noted all that matter is implemented in Maple through the commands bernoulli and eulermac. For example,

bernoulli(666);

eulermac(1/x, x);

,

eulermac(sin(x), x, 6);

BTW, as far as I know it, this boring stuff is substantially used in modern physics. The one is considered in

Ronald Graham, Donald E. Knuth, and Oren Patashnik, Concrete mathematics, Addison-Wesley, 1989.

The last chapter is concerned with the Euler-MacLaurin formula.


           

You are teaching linear algebra, or perhaps a differential equations course that contains a unit on first-order linear systems. You need to get across the notion of the eigenpair of a matrix, that is, eigenvalues and eigenvectors, what they mean, how are they found, for what are they useful.

Of course, Maple's Context Menu can, with a click or two of the mouse, return both eigenvalues and eigenvectors. But that does not satisfy the needs of the student: an answer has been given but nothing has been learned. So, of what use is Maple in this pedagogical task? How can Maple enhance the lessons devoted to finding and using eigenpairs of a matrix?

In this webinar I am going to demonstrate how Maple can be used to get across the concept of the eigenpair, to show its meaning, to relate this concept to the by-hand algorithms taught in textbooks.

Ah, but it's not enough just to do the calculations - they also have to be easy to implement so that the implementation does not cloud the pedagogic goal. So, an essential element of this webinar will be its Clickable format, free of the encumbrance of commands and their related syntax. I'll use a syntax-free paradigm to keep the technology as simple as possible while achieving the didactic goal.

Notes added on July 7, 2015:

• This live webinar has already been presented and you can view the recording here: http://www.maplesoft.com/webinars/recorded/featured.aspx?id=922
  
  
• For one reaction to a point made in the webinar, see this post.

We find recent applications of the components applied to the linear momentum, circular equations applied to engineering. Just simply replace the vector or scalar fields to thereby reasoning and use the right button.

Momento_Lineal_y_Circular.mw

(in spanish)

Atte.

L.AraujoC.

Maplesoft will be hosting the 2015 Maple T.A. User Summit this June 15 - 17 in New York City. Don’t miss this opportunity to learn about new trends in online education while networking and socializing with fellow educators and Maple T.A. users in the city that never sleeps!

We are happy to announce that the schedule has been finalized! The event will include keynote presentations, talks and discussions from users and Maplesoft staff, training sessions, a welcome reception and a boat cruise around New York City, 

If you'd like ot sign-up but still haven't - don't hesitate to do so today using the following link: https://webstore.maplesoft.com/taconference/register.aspx .

I hope to see you there!

Jonny
Maplesoft Product Manager, Maple T.A.

Developed and then implemented with open code components. It is very important to note this post is held for students of civil engineering and mechanics. Using advanced mathematical concepts to concepts in engineering.

Metodos_Energeticos_full.mw

(in spanish)

Atte.

L.Araujo.C

This post is related to the this thread

The recursive procedure  PosIntSolve  finds the number of non-negative or positive solutions of any linear Diophantine equation

a1*x1+a2*x2+ ... +aN*xN = n  with positive coefficients a1, a2, ... aN .  

Formal parameters: L is the list of coefficients of the left part, n  is the right part,  s (optional) is nonneg (by default) for nonnegint solutions and  pos  for positive solutions.

The basic ideas:

1) If you make shifts of the all unknowns by the formulas  x1'=x1-1,  x2'=x2-1, ... , xN'=xN-1  then  the number of positive solutions of the first equation equals the number of non-negative solutions of the second equation.

2) The recurrence formula (penultimate line of the procedure) can easily be proved by induction.

The code of the procedure:

restart;

PosIntSolve:=proc(L::list(posint), n::nonnegint, s::symbol:=nonneg)

local N, n0;

option remember;

if s=pos then n0:=n-`+`(op(L)) else n0:=n fi;

N:=nops(L);

if N=1 then if irem(n0,L[1])=0 then return 1 else return 0 fi; fi;

add(PosIntSolve(subsop(1=NULL,L),n0-k*L[1]), k=0..floor(n0/L[1]));

end proc:

Examples of use.

Finding of the all positive solutions of equation 30*a+75*b+110*c+85*d+255*e+160*f+15*g+12*h+120*i=8000:

st:=time():

PosIntSolve([30,75,110,85,255,160,15,12,120], 8000, pos);

time()-st;

                                       13971409380

                                             2.125

To test the procedure, solve (separately for non-negative and positive solutions) the simple equation  2*x1+7*x2+3*x3=2000  in two ways (by the  procedure and brute force method):

ts:=time():

PosIntSolve([2,7,3], 2000);

PosIntSolve([2,7,3], 2000, pos);

time()-ts;

                47905

                47334

                 0.281

ts:=time():

k:=0:

for x from 0 to 2000/2 do

for y from 0 to floor((2000-2*x)/7) do

for z from 0 to floor((2000-2*x-7*y)/3) do

if 2*x+7*y+3*z=2000 then k:=k+1 fi;

od: od: od:

k; 

k:=0:

for x from 1 to 2000/2 do

for y from 1 to floor((2000-2*x)/7) do

for z from 1 to floor((2000-2*x-7*y)/3) do

if 2*x+7*y+3*z=2000 then k:=k+1 fi;

od: od: od:

k;

time()-ts; 

                   47905

                   47334

                   50.063

Another example - the solution of the famous problem: how many ways can be exchanged $ 1 using the coins of smaller denomination.

PosIntSolve([1,5,10,25,50],100);

                        292

 Number-of-solutions.mw

 Edit.  The code has been slightly edited 

Here we have a very brief introduction to the use of embedded components, but effective for the study of the polynomials in operations and some products made with maple 2015 to strengthen and raise the mathematics today.

Operaciones_con_Polinomios.mw

(in spanish)

Atte.

L.AraujoC.

This post is related to the question. There were  proposed two ways of finding the volume of the cutted part of a sphere in the form of a wedge.  Here the procedure is presented that shows the rest of the sphere. Parameters procedure: R - radius of the sphere, H1 - the distance the first cutting plane to the plane  xOy,  H2 -  the distance the second cutting plane to the plane  zOy. Necessary conditions:  R>0,  H1>=0,  H2>=0,  H1^2+H2^2<R^2 . For clarity, different surfaces are painted in different colors.

restart;

Pic := proc (R::positive, H1::nonnegative, H2::nonnegative)

local A, B, C, E, F;

if R^2 <= H1^2+H2^2 then error "Should be H1^(2)+H2^(2)<R^(2)" end if;

A := plot3d([R*sin(theta)*cos(phi), R*sin(theta)*sin(phi), R*cos(theta)], phi = arctan(sqrt(-H1^2-H2^2+R^2), H2) .. 2*Pi-arctan(sqrt(-H1^2-H2^2+R^2), H2), theta = 0 .. Pi, color = green);

B := plot3d([R*sin(theta)*cos(phi), R*sin(theta)*sin(phi), R*cos(theta)], phi = -arctan(sqrt(-H1^2-H2^2+R^2), H2) .. arctan(sqrt(-H1^2-H2^2+R^2), H2), theta = 0 .. arccos(sqrt(R^2-H2^2-H2^2*tan(phi)^2)/R), color = green);

C := plot3d([R*sin(theta)*cos(phi), R*sin(theta)*sin(phi), R*cos(theta)], phi = -arctan(sqrt(-H1^2-H2^2+R^2), H2) .. arctan(sqrt(-H1^2-H2^2+R^2), H2), theta = arccos(H1/R) .. Pi, color = green);

E := plot3d([r*cos(phi), r*sin(phi), H1], phi = -arccos(H2/sqrt(R^2-H1^2)) .. arccos(H2/sqrt(R^2-H1^2)), r = H2/cos(phi) .. sqrt(R^2-H1^2), color = blue);

F := plot3d([H2, r*cos(phi), r*sin(phi)], phi = arccos(sqrt(-H1^2-H2^2+R^2)/sqrt(R^2-H2^2)) .. Pi-arccos(sqrt(-H1^2-H2^2+R^2)/sqrt(R^2-H2^2)), r = H1/sin(phi) .. sqrt(R^2-H2^2), color = gold);

plots[display](A, B, C, E, F, axes = none, view = [-1.5 .. 1.5, -1.5 .. 1.5, -1.5 .. 1.5], scaling = constrained, lightmodel = light4, orientation = [60, 80]);

end proc:

Example of use:

Pic(1,  0.5,  0.3);

Here we have an application to understand how algebraic expressions, calculating degrees relative abosulutos polynomial operations and introduction to work.Here we have an application to understand how algebraic expressions, calculating degrees relative abosulutos polynomial operations and introduction to work.

Grados_de_Polinomios.mw

(in spanish)

Atte.

L.AraujoC.