Maplesoft Blog

The Maplesoft blog contains posts coming from the heart of Maplesoft. Find out what is coming next in the world of Maple, and get the best tips and tricks from the Maple experts.

Have you ever heard of the Maurer Rose?

The Maurer Rose was demonstrated in 1987 by Peter Maurer and is created by connecting certain points on a rose curve. This creates petal-like patterns, caused by the oscillation of a sine curve.

 

Chart, radar chart

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So, how are these created? A "rose curve" is created in polar coordinates with the equation sin(nt) for a (positive integer) value of n.  To create the Maurer Rose, straight line segments are drawn connecting points on the curve at incrementing angle values.  The size of this increment (called d in our examples) leads to different patterns of lines across the curve.

This can be done in Maple Learn! One example of the Maurer Rose already exists, complete with a full interactive visualization and a more detailed overview of the Maurer Rose.

Play around with it and look below at some of the different shapes that can be created using this document! The first is created with an n value of 31 and a d value of 65, with blue and red. The second uses an n value of 4 and a d value of 133, and purple and green.

Chart, diagram, radar chart

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Are there any other concepts you’d like to see represented in Maple Learn’s document gallery? Please let us know in the comments below!

 

Have you heard of Maple Scripting before? Do you want to extend your Maple Learn documents with your Maple knowledge? Scripting is the process of using Maple to create Maple Learn documents. If you’re already used to Maple, this may be a piece of cake for you, but we wanted to start from the basics for anyone who wants to extend their Maple Learn and Maple knowledge. This process can be used for many different types of documents, from quizzes to intensive 3D visualizations.

So, let’s get started! All Maple Learn document scripting needs the DocumentTools:-Canvas package. The canvas, as you know, is that white space in a Maple Learn document. Therefore, this package is the core content of a scripted document! Always put:

with(DocumentTools:-Canvas):

At the top of your code, or put

uses DocumentTools:-Canvas:

At the start of your procedures.

Now that we’ve told Maple to use the DocumentTools:-Canvas, we need to create a canvas.

Canvases are created as variables, using the command NewCanvas. Inside NewCanvas, you will add a square-bracket list of all the content you want to see inside. For now, just know that you can add text cells with Text(“YOUR TEXT”) and a math cell with Math(YOUR MATH). On the next line, make sure to put either ShareCanvas(YOUR CANVAS VARIABLE) or ShowCanvas(YOUR CANVAS VARIABLE).  ShareCanvas creates a Maple Learn sharelink, while ShowCanvas shows the canvas directly in Maple. Note that ShowCanvas does not have every Maple Learn feature, but makes quick work of fast error checking.

canvas := NewCanvas([Text(“My first canvas”), Math(3*x+2*y)]):

ShareCanvas(canvas);

There are two more things I want to show you in this post: How to make a group have multiple cells (instead of just the one), and how to position your items on the canvas. Let’s start with group making.

To create a group with multiple cells, use the Group() command within the NewCanvas command, and separate the cells with commas, in a list. You don’t need to specify Text() or Math() when using Group().

canvas := NewCanvas([Group([“This is the first cell…”, “The second….”, “and the third.”])]):

At the end of any command/canvas element, within the brackets, you can define position=[x,y] to specify where on the canvas the object should go. You can adjust the precision pixel by pixel until you are happy with the layout.

When we put all these together, we get code that looks like this:

with(DocumentTools:-Canvas):

canvas := NewCanvas([

Group(["This is the first cell…", "The second…", "and the third."], position=[200,200]),

Math(3*x+2, position=[100,100]),

Text("This is text!", position=[400,400])]):

ShareCanvas(canvas);

And in the end, your scripted document looks like this.

We hope this helps you get started with Maple Scripting. There will be another post on even more of what we can do with Maple Scripting, and how we can make these documents even more interactive. Let us know if there’s anything specific you want to see in that post!

 

We've just released Maple Flow 2022.2. The update enhances the user experience in many areas, including user interaction, performance, and the interface.

Performance is a signficant focus.

  • Maple Flow prioritizes the evaluation of the math you see on screen, giving you faster calculation updates for the part of the worksheet you’re working on, with more math being evaluated as you scroll down.
  • We also have more users developing larger documents. Adding white space to large documents, and interacting with sections is now more response and snappier.

In response to many user requests for faster interaction, a new optional evaluation method lets you simply hit equals to evaluate math and display results.

We've also refreshed the in-product Application Gallery with a new look and many new applications (this includes a library of section properties).


 

You can also optionally restrict printing to the left-most column of pages, allowing you to have off-screen supporting calculations not displayed in the final report.

You'll find a complete list of enhhacements here, and you can download the update here.

Greetings, fellow educators, researchers, engineers, students, and folx who love mathematics! 

 

I believe in the importance of mathematics as a structure to our society, as a gateway to better financial decision making, and as a crucial subject to teach problem solving. I also believe in the success of all students, through self-discovery and creativity, while working with others to create their own knowledge. Consequently, I’ve designed my examples in the Maple Learn gallery to suit these needs. Many of my documents are meant to be “stand-alone” investigations, summary pages, or real-world applications of mathematical concepts meant to captivate the interest of students in using mathematics beyond the basic textbook work most curricula entail. Thus, I believe in the reciprocal teaching and learning relationship, through the independence and creativity that technology has afforded us. The following is an example of roller coaster track creation using functions. Split into a five part investigation, students are tasked to design the next roller coaster in a theme park, while keeping in mind the elements of safety, feasibility, and of course fun!