## Congratulations to all Maple fans.

by: Maple

The code for the animation:

L:=[[-0.12,2],[-0.14,0],[0.14,0],[0.12,2]]:
L1:=[[0.05,2],[4,1],[2,4],[3.5,3.5],[1,7],[2,6.5],[0,10]]:
A:=plot(L, color=brown, thickness=10):
B:=plot([op(L1),op(map(t->[-t[1],t[2]],ListTools:-Reverse(L1)))], color="Green", thickness=10):
C:=plottools:-polygon([op(L1),op(map(t->[-t[1],t[2]],ListTools:-Reverse(L1)))], color=green):
Tree:=plots:-display([A, B, C], scaling=constrained, axes=none):
T:=[[-3.2,-2, Happy, color=blue, font=[times,bold,30]], [0,-2,New, color=blue, font=[times,bold,30]], [2.5,-2,Year, color=blue, font=[times,bold,30]], [-5,-3.5, "&", color=yellow, font=[times,bold,30]],[-2.5,-3.5, Merry, color=red, font=[times,bold,30]], [2.3,-3.5, Christmas!, color=red, font=[times,bold,30]], [0,-5, "2017", color=cyan, font=[times,bold,36]]\$5]:
F:=k->plottools:-homothety(Tree, k, [0,5]):
A:=plots:-animate(plots:-display, ['F'(k)], k=0..1, frames=60, paraminfo=false):
B:=plots:-animate(plots:-textplot,[T[1..round(i)]], i=0..nops(T), frames=60, paraminfo=false):
plots:-display(A, B, size=[500,550], scaling=constrained);

Edit.

## new book: "Understanding Maple"

by: Maple

Ian Thompson has written a new book, Understanding Maple.

I've been browsing through the book and am quite pleased with what I've read so far. As a small format paperback of just over 200 pages it packs in a considerable amount of useful information aimed at the new Maple user. It says, "At the time of writing the current version is Maple 2016."

The general scope and approach of the book is explained in its introduction, which can currently be previewed from the book's page on amazon.com. (Click on the image of the book's cover, to "Look inside", and then select "First Pages" in the "Book sections" tab in the left-panel.)

While not intended as a substitute for the Maple manuals (which, together, are naturally larger and more comprehensive) the book describes some of the big landscape of Maple, which I expect to help the new user. But it also explains how Maple is working at a lower level. Here are two phrases that stuck out: "This book takes a command driven, or programmatic, approach to Maple, with the focus on the language rather than the interface", followed closely by, "...the simple building blocks that make up the Maple language can be assembled to solve complex problems in an efficient way."

## Maple Goes on Display at the Science Museum, Londo...

by: Maple

Last week Michael Pisapia, Maplesoft European VP, attended the opening reception of Mathematics: The Winton Gallery at the Science Museum in London. Ahead of being open to the public on 8th December, contributors and donors were invited to take a look behind the scenes of the new gallery, which explores how mathematicians, their tools and ideas have helped to shape the modern world over the last four hundred years.

The gallery is a spectacular space, designed by the world-renowned Zaha Hadid Architects, housing over a hundred artefacts of mathematical origin or significance. It is divided up into disciplines ranging from navigation to risk assessment, and gambling to architecture. Inspired by the Handley Page aircraft, the largest object on display, and suspended as the centrepiece, the gallery is laid out using principles of mathematics and physics. It follows the lines of airflow around it in a stunning display of imagined aerodynamics, brought to life using light and sculpture. You can learn more about its design in this video.

Guests at the reception enjoyed a specially commissioned piece of music from the Royal College of Music titled ‘Gugnunc’, named after the aircraft and inspired by the rhythms of Morse code and mathematical and mechanical processes, and performed at the centre of the gallery.

Of course any exhibit celebrating all things maths is of great interest to us here at Maplesoft, but this one especially so, since Mathematics: The Winton Gallery showcases the earliest available version of Maple.

A copy of Maple V, from 1997, sits in ‘The Power of Computers’ section of the Winton Gallery, in an exhibit which tells the story of the significant role played by mathematical software in improving the quality of mathematics education and research. Other objects in the section include a Calculating Machine from the Scientific Service circa 1939, a PDP-8 minicomputer from the 1960s, and part of Charles Babbage’s mid-19th century analytical engine, intended as a high-powered mathematical calculator.

As many of you will remember, Maple V was a major milestone in the history of Maple, providing unparalleled interactivity, powerful symbolics and creative visualization in mathematical computation and modeling. For a walk down memory lane, check out Maple V: The Future of Mathematics (ca. 1994) on YouTube.

Seeing this copy of Maple finally in place in the exhibit marks the end of a long journey – and not just in the miles it travelled to arrive at the museum from its home in Canada. When we were first approached by the Science Museum for a donation of Maple, we launched a hunt to find not just the right copy of Maple with its box and manuals, but also artefacts that showcased the origin and history of Maple. It was a journey down memory lane for the inventors of Maple as well as the first few employees as they dug out old correspondences, photos, posters and other memorabilia that could be showcased. Today they can be proud of their contribution to this display at the Science Museum.

Although the case of historic software packages is visually less impressive than many of the other items in the gallery, it certainly attracted plenty of attention as guests made their way in for the first time.

For fans of Maple V - and there are many - it’s reassuring that the Science Museum are now entrusted with preserving not only the iconic packaging, but with telling the story of Maple’s history and marking its place in the evolution of mathematics and technology.

To see the timeline of Maple’s evolution over the years, visit:  http://www.maplesoft.com/25anniversary/

## Incompetent results of Student[Precalculus]:-Limit...

Maple 2016

Let us consider

`Student[Precalculus]:-LimitTutor(sqrt(x), x = 2);`

One expects a nice illustration of the result sqrt(2). But instead of that one reads "f(x) approaches 1.41 as x approaches 2". This is simply clueless and forms a wrong understanding of limits. It should also be noticed that all the entries (left, 2-sided, and right) produce the same animation. The same issue with other limits I tried, e.g.

`Student[Precalculus]:-LimitTutor(sqrt(x), x = 1);`

. I think this command should be completely rewritten or excluded from Maple.

## an exercise with divisors

Maple 13

Hi MaplePrimes,

This YouTube video has a nice puzzle.

It is titled "Can you solve the locker riddle".
My first blush was to consider modular arithmatic

Here is a maple page -
divisors_excercise.mw

divisors_excercise.pdf

Have a very fine rest of the day.

Regards,
Matt

## Summary of the 2016 Maple T.A. and Möbius User...

by:

From October 19-21, the third installment of the Maple T.A. and Möbius User Summit took place. Making the move back to Europe this year, the three-day conference was held at the beautiful Vienna University of Technology in the heart of Vienna, Austria. The scope of this year’s event expanded to include Maplesoft’s newest product, Möbius, an online courseware environment, which is designed to help academic institutions move their STEM courses online.

This year’s Summit brought together participants from 20 countries, including Australia, the Czech Republic, Poland, China, Norway, India, Egypt, Japan, the Netherlands, and many others. Needless to say, there is great interest in learning more about how Maple T.A. and Möbius can play a role in shaping the educational landscape.

Video recordings of each presentation will be made public soon, so keep an eye out for them!

Conference attendees take in the sights on the veranda at TU Wien

Presentations were divided into 5 overarching themes as they relate to Maple T.A. and Möbius: Shaping Curriculum; Content Creation; Experiences Using Möbius; Integrating with your Technology; and The Future of Online Education. Presentations were given by representatives from schools across Europe, including DTU (Denmark), TH Köln (Germany), Imperial College of London and University of Birmingham (UK), Vienna UT (Austria), KTH Royal Institute of Technology (Sweden), Université de Lausanne (Switzerland), and others.

Many talks showcased the impressive versatility of Maple T.A. as a online assessment system, and Möbius to have practical applications in all STEM subjects, from Nuclear Engineering to Operations Management and many subjects in between.

Perhaps the discussion that gave Maplesoft the most feedback was led by Steve Furino from the University of Waterloo, who divided attendees up into groups to formulate a wish list of what they’d like to see in a courseware authoring environment. The list had over 40 items.

Linda Simonsen, Country Manager in the Nordic, records a group’s wish list

Notable Quotables

Many thought-provoking statements and questions were posed, but the following few stood out above the rest:

• “Wouldn’t it be wonderful if you could take the best course from the best instructor anywhere in the world?”
• “With Maple T.A., we can divert resources away from grading and over to tutoring.”
• “Möbius rescued us!”

Get the party started!

While each day was full of invigorating conference discussions, evenings provided ample opportunity to ditch the suit jacket and tie, and enjoy the lively Austrian atmosphere. The first evening at the Zwölf Apostelkeller was the perfect venue to break the ice while satisfying those taste buds longing for some traditional Viennese cuisine. Once Schnitzel, Käsespätzle (a delicious German version of Mac and Cheese), Strudel, Kaiserschmarren (shredded pancake), and a glass or two of wine hit the table, people soon forgot about the pouring rain outside.

The evening reception took place 3-4 levels under ground

Michael Pisapia, VP of Europe, serves digestifs to guests

It would have been hard to top the social in the Apostelkeller, but the next evening sure tried.

Day 2 finished with an impressive formal dining experience at the historic Gerstner Beletage in the Palace Todesco, built in 1864 and situated directly across from the Vienna State Opera House. The 500-room palace was home to Eduard Freiherr von Todesco, a well-known Viennese banker.

View from the palace of the Vienna State Opera House

Jonny Zivku, Maple T.A. Product Manager, gives opening remarks at the Gerstner Beletage im Palais Todesco

Jonathan Watkins from the University of Birmingham and Michael Pisapia - both dressed to impress

The skies finally cleared enough to take some photos, but only after most people had gone home. Thankfully Aron Pasieka, Möbius Project Manager, was still around to get some great shots of the city. Enjoy!

Before the skies cleared vs. after the skies cleared

From beginning to end, the entire Summit was very well received by everyone who attended.

We would be remiss if we did not thank our incredible hosts at the Vienna University of Technology. Stefanie Winkler, Professor Andreas Körner, and Professor Felix Breitenecker were beyond helpful in bringing many of the finer details together, as well as helping many people overcome the language barrier.

We can’t wait to do it all again in London, England in 2017, and hope to see just as many new faces as familiar ones.

Photo credits: A. Pasieka, A. French, H. Zunic, J. Cooper

Update: The conference presentation recordings are now available here on our website.

## Supporting STEM Education

by:

This MaplePrimes guest blog post is from Ian VanderBurgh, the Director of the Center for Education in Mathematics and Computing (CEMC) and a Lecturer in the Faculty of Mathematics at the University of Waterloo. He has been overseeing a project to develop online, interactive mathematics curriculum for high school students, and has been integral in the development of Möbius, Maplesoft's online courseware environment.

Start with one part interest in online education, add one part increased functionality for developing online content, and mix with one part increased focus in the media and elsewhere on mathematics education.  What does this produce?  The perfect time to create high-quality online resources to support learning and teaching in mathematics.

The Centre for Education in Mathematics and Computing (CEMC) at the University of Waterloo aims to increase interest, enjoyment, confidence, and ability in mathematics and computer science among learners and educators in Canada and internationally.  For more than fifty years, we have been working with teachers to support the important work that they do in the classroom.  When online courses rose to prominence several years ago, we felt that this gave us the perfect opportunity to create materials to better support the curriculum being taught across Canada and around the world.

The content for what we now call “Phase One” was planned: Advanced Functions (Pre-Calculus) as well as Calculus & Vectors.  These materials would support the education of students in their final year of secondary school, and also provide materials to reinforce concepts for students in STEM programs at the post-secondary level.

After deciding on the content, we needed a platform.  We knew that we needed one with exceptional mathematical capabilities.  Thus, we have been working hand-in-hand with Maplesoft ever since.

With content and platform established, the style began to take shape.  It is based around what one of my colleagues calls “the five Es”: Exposition (onscreen text with synchronized audio), Experimentation (worksheets where users can manipulate mathematical objects), Evaluation (re-generating quiz questions), Exercises (with answers and solutions), and Enrichment (application and extension problems and solutions).  Have a look at the materials and watch a video about the courseware.  After less than two years of “public life”, Phase One has received more than 2 million page views and usage is accelerating.

But why stop there?  Through the development of Phase One, all of the stakeholders realized that, while what we created was great, we needed better and more efficient development tools.  Thus, Möbius was born.  (In the meantime, the CEMC separately launched Phase Two of this ambitious initiative: resources in computer science to support the teaching and learning of programming concepts.)

Now, using the full capabilities of Möbius, we are developing Phase Three, a parallel set of resources to Phase One that will support mathematics at the Grade 7/8 level.  Why Grade 7/8?  We believe that these are very important years in education, that it is vital to future success in STEM disciplines that students flourish in these years, and that we should do whatever we can to support this.

What comes next?  Time will tell.  But, the CEMC will be there supporting mathematics and STEM education.  STEM disciplines will drive almost everything in the twenty-first century, and we have an obligation to do whatever we can to give young people every possible chance for success.

## Goldbaugh Verification

Maple 13

Hi Mapleprimes,

I have made this little procedure with Maple.

check_g_conjecture_10.pdf

similar to this next one check_g_conjecture_10.mw

This may be worth a look.

Regards,

Matthew

In My Humble Opinion, Wikipedia is a good crowd sourced resource.

## Cutting problem (2 procedures)

by:

This post - this is a generalization of the question from  here .
Suppose we have  m  divisible objects that need to be divided equally between n persons, and so that the total number of parts (called  N  in the text of the procedure) after cutting should be a minimum. Cutting procedure exactly solves this problem. It can be proved that the estimate holds  n<=N<=n+m-1, and  N<n+m-1 if and only if there are several objects (< m), whose measures sum to be a multiple of the share (Obj in the text of the procedure).

In the attached file you can find also the text of the second procedure Cutting1, which is approximately solves the problem. The procedure Cutting1 is much faster than Cutting. But the results of their work are usually the same or Cutting procedure gives a slightly better result than Cutting1.

Required parameters of the procedure: L is the list of the measures of the objects to be cutted, n is the number of persons. The optional parameter  Name is a name or the list of names of the objects of L (if the latter then should be nops(L)=nops(Name) ).

Cutting:=proc(L::list(numeric), n::posint, Name::{name,list(name)}:=Object)

local m, n1, L1, L11, mes, Obj, It, M, N;

uses combinat, ListTools;

m:=nops(L); L1:=sort([seq([`if`(Name::name,Name||i,Name[i]),L[i]], i=1..m)], (a,b)->a[2]<=b[2]);

mes:=table(map(t->t[1]=t[2],L1));

Obj:=`+`(L[])/n;

It:=proc(L1, n)

local i, M, m1, S, n0, a, L2;

if nops(L1)=1 then return [[[L1[1,1],Obj]] \$ n] fi;

if n=1 then return [L1] fi;

for i from 1 while `+`(seq(L1[k,2],k=1..i))<=Obj do

od;

M:=[seq(choose(L1,k)[], k=1..ceil(nops(L1)/2))];

S:=[];

for m1 in M while nops(S)=0 do n0:=`+`(seq(m1[k,2],k=1..nops(m1)))/Obj;

if type(n0,integer) then S:=m1 fi;

od;

if nops(S)=0 then

a:=Obj-`+`(seq(L1[k,2],k=1..i-1));

L2:=[[L1[i,1],L1[i,2]-a],seq(L1[k],k=i+1..nops(L1))];

[[seq(L1[k], k=1..i-1),`if`(a=0,NULL,[L1[i,1],a])],It(L2,n-1)[]] else L2:=sort(convert(convert(L1,set) minus convert(S,set), list),(a,b)->a[2]<=b[2]);

[It(S,n0)[], It(L2,n-n0)[]] fi;

end proc;

M:=It(L1,n);

Flatten(M, 1);

[Categorize((a,b)->a[1]=b[1],%)];

print(``);

print(cat(`Cutting scheme (total  `, N, `  parts):`) );

print(map(t->[seq(t[k,2]/`+`(seq(t[k,2],k=1..nops(t)))*t[1,1],k=1..nops(t))], %)[]);

print(``);

print(`Scheme of sharing out:`);

seq([Person||k,`+`(seq(M[k,i,2]/mes[M[k,i,1]]*M[k,i,1], i=1..nops(M[k])))],k=1..n);

end proc:

Examples of use.

First example from the link above:

Cutting([225,400,625], 4, Cake);  # 3 cakes must be equally divided by 4 persons

eval(%,[Cake1,Cake2,Cake3]=~[225,400,625]);  # Check

Second example (the same for 10 persons):

Cutting([225,400,625], 10, Cake);

Third example (7 identical apples should be divided between 12 persons):

Cutting([1 \$ 7], 12, apple);

Edited:

1. Fixed a bug in the procedure Cutting  (I forgot sort the list  L2  in sub-procedure  It  if  nops(S)<>0 ).

2. Changes made to the sub-procedure  It  for the case if there are several objects (>1  and  < m), whose measures                     sum to be a multiple of the share  Obj .

## Digitizing mathematics: ODEs, Special Functions...

by: Maple

The material below was presented in the "Semantic Representation of Mathematical Knowledge Workshop", February 3-5, 2016 at the Fields Institute, University of Toronto. It shows the approach I used for “digitizing mathematical knowledge" regarding Differential Equations, Special Functions and Solutions to Einstein's equations. While for these areas using databases of information helps (for example textbooks frequently contain these sort of databases), these are areas that, at the same time, are very suitable for using algorithmic mathematical approaches, that result in much richer mathematics than what can be hard-coded into a database. The material also focuses on an interesting cherry-picked collection of Maple functionality, that I think is beautiful, not well know, and seldom focused inter-related as here.

 Digitizing of special functions, differential equations, and solutions to Einstein’s equations within a computer algebra system   Edgardo S. Cheb-Terrab Physics, Differential Equations and Mathematical Functions, Maplesoft Editor, Computer Physics Communications

 • Big amounts of knowledge available to everybody in local machines or through the internet
 • Take advantage of basic computer functionality, like searching and editing

 • By digitizing mathematical knowledge inside appropriate computational contexts that understand about the topics, one can use the digitized knowledge to automatically generate more and higher level knowledge
 Challenges 1) how to identify, test and organize the key blocks of information,   2) how to access it: the interface,   3) how to mathematically process it to automatically obtain more information on demand
 Three examples

Mathematical Functions

"Mathematical functions, are defined by algebraic expressions. So consider algebraic expressions in general ..."

"Supporting information on definitions, identities, possible simplifications, integral forms, different types of series expansions, and mathematical properties in general"

 Examples
 General description
 References

Differential equation representation for generic nonlinear algebraic expressions - their use

"Compute differential polynomial forms for arbitrary systems of non-polynomial equations ..."

 The Differential Equations representing arbitrary algebraic expresssions
 Deriving knowledge: ODE solving methods
 Extending the mathematical language to include the inverse functions
 Solving non-polynomial algebraic equations by solving polynomial differential equations
 References

Branch Cuts of algebraic expressions

"Algebraically compute, and visualize, the branch cuts of arbitrary mathematical expressions"

 Examples
 References

Algebraic expresssions in terms of specified functions

"A conversion network for arbitrary mathematical expressions, to rewrite them in terms of different functions in flexible ways"

 Examples
 General description
 References

Symbolic differentiation of algebraic expressions

"Perform symbolic differentiation by combining different algebraic techniques, including functions of symbolic sequences and Faà di Bruno's formula"

 Examples
 References

Ordinary Differential Equations

"Beyond the concept of a database, classify an arbitrary ODE and suggest solution methods for it"

 General description
 Examples
 References

Exact Solutions to Einstein's equations

"The authors of "Exact solutions toEinstein's equations" reviewed more than 4,000 papers containing solutions to Einstein’s equations in the general relativity literature, organized the whole material into chapters according to the physical properties of these solutions. These solutions are key in the area of general relativity, are now all digitized and become alive in a worksheet"

The ability to search the database according to the physical properties of the solutions, their classification, or just by parts of keywords (old paradigm) changes the game.

More important, within a computer algebra system this knowledge becomes alive (new paradigm).

 • The solutions are turned active by a simple call to one commend, called the g_  spacetime metric.
 • Everything else gets automatically derived and set on the fly ( Christoffel symbols  , Ricci  and Riemann  tensors orthonormal and null tetrads , etc.)
 • Almost all of the mathematical operations one can perform on these solutions are implemented as commands in the Physics  and DifferentialGeometry  packages.
 • All the mathematics within the Maple library are instantly ready to work with these solutions and derived mathematical objects.

Finally, in the Maple PDEtools package , we have all the mathematical tools to tackle the equivalence problem around these solutions.

 Examples
 References

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

## Puzzle or a simple exercise?

by: Maple

A string is wound symmetrically around a circular rod. The string goes exactly
4 times around the rod. The circumference of the rod is 4 cm and its length is 12 cm.
Find the length of the string.

(It was presented at a meeting of the European Mathematical Society in 2001,
"Reference levels in mathematics in Europe at age16").

Can you solve it? You may want to try before seing the solution.
[I sometimes train olympiad students at my university, so I like such problems].

restart;
eq:= 2/Pi*cos(t), 2/Pi*sin(t), 3/2/Pi*t; # The equations of the helix, t in 0 .. 8*Pi:

p:=plots[spacecurve]([eq, t=0..8*Pi],scaling=constrained,color=red, thickness=5, axes=none):
plots:-display(plottools:-cylinder([0,0,0], 2/Pi, 12, style=surface, color=yellow),
p, scaling=constrained,axes=none);

VectorCalculus:-ArcLength(<eq>, t=0..8*Pi);

20

Let's look at the first loop around the rod.
If we develop the corresponding 1/4 of the cylinder, it results a rectangle  whose sides are 4 and 12/4 = 3.
The diagonal is 5 (ask Pythagora why), so the length of the string is 4*5 = 20.

## Quantization of the Lorentz Force

by: Maple

This presentation is on an undergrad intermediate Quantum Mechanics topic. Tackling the problem within a computer algebra worksheet in the way shown below is actually the novelty, using the Physics package to formulate the problem with quantum operators and related algebra rules in tensor notation.

Quantization of the Lorentz Force

Pascal Szriftgiser1 and Edgardo S. Cheb-Terrab2

(1) Laboratoire PhLAM, UMR CNRS 8523, Université Lille 1, F-59655, France

(2) Maplesoft

We consider the case of a quantum, non-relativistic, particle with mass m and charge q evolving under the action of an arbitrary time-independent magnetic field where  is the vector potential. The Hamiltonian for this system is

where  is the momentum of the particle, and the force acting in this particle, also called the Lorentz force, is given by

where  is the quantized velocity of the particle, and all of  , , , ,  and  are Hermitian quantum operators representing observable quantities.

In the classic (non-quantum) case,  for such a particle in the absence of electrical field is given by

=  ,

Problem: Departing from the Hamiltonian, show that in the quantum case the Lorentz force is given by [1]

[1] Photons et atomes, Introduction à l'électrodynamique quantique, p. 179, Claude Cohen-Tannoudji, Jacques Dupont-Roc et Gilbert Grynberg - EDP Sciences janvier 1987.

Solution

We choose to tackle the problem in Heisenberg's picture of quantum mechanices, where the state of a system is static and only the quantum operators evolve in time according to

Also, the algebraic manipulations are simpler using tensor abstract notation instead of the standard 3D vector notation. We then start setting the framework for the problem, a system of coordinates X, indicating the dimension of the tensor space to be 3 and the metric Euclidean, and that we will use lowercaselatin letters to represent tensor indices. In addition, not necessary but for convenience, we set the lowercase latin i to represent the imaginary unit and we request automaticsimplification so that the output of everything comes automatically simplified in size.

 >
 >
 (1)

Next we indicate the letters we will use to represent the quantum operators with which we will work, and also the standard commutation rules between position and momentum, always the starting point when dealing with quantum mechanics problems

 >
 (2)

Note that we start not indicating  as Hermitian, in order to arrive at that result. The quantum operators , , and  are explicit functions of X, so to avoid redundant display of this functionality on the screen we use

 >
 (3)

Define now as tensors the quantum operators that we will use with tensorial notation (recalling: for these, Einstein's sum rule for repeated indices will be automatically applied when simplifying)

 >
 (4)

The Hamiltonian,

in tensorial notation, is given by

 >
 (5)

Generally speaking to arrive at   what we now need to do is

1) Express this Hamiltonian (5) in terms of the velocity

And, recalling that, in Heisenberg's picture, quantum operators evolve in time according to

2) Take the commutator of  with the velocity itself to obtain its time derivative and, from  , that commutator is already the force up to some constant factors.

To get in contact with the basic commutation rules between position and momentum behind quantum phenomena, the quantized velocity itself can be computed as the time derivative of the position operator, i.e as the commutator of  with

 >
 (6)

This expression for the velocity, that involves commutators between the potential , the position  and the momentum , can be simplified taking into account the basic quantum algebra rules between position and momentum. We assume that (X) can be decomposed into a formal power series (possibly infinite) of the , hence all the  commute between themselves as well as with all the

 >
 (7)

(Note: in some cases, this is not true, but those cases are beyond the scope of this worksheet.)

Add these rules to the algebra rules already set so that they are all taken into account when simplifying things

 >
 (8)
 >
 (9)

The right-hand side of (9) is then the kth component of the velocity tensor quantum operator, the relationship is the same as in the classical case

 >
 (10)

and with this the Hamiltonian (5) can now be rewritten in term of the velocity completing step 1)

 >
 (11)

For step 2), to compute

we need the commutator between the different components of the quantized velocity which, contrary to what happens in the classical case, do not commute. For this purpose, take the commutator between (10) with itself after replacing the free index

 >
 (12)

To simplify (12), we use the fact that if f  is a commutative mapping that can be decomposed into a formal power series in all the complex plan (which is assumed to be the case for all (X)), then

where  is the momentum operator along the  axis. This relation reads in tensor notation:

 >
 (13)

Add this rule to the rules previously set in order to automatically take it into account in (12)

 >
 (14)
 >
 (15)

Also add this other rule so that it is taken into account automatically

 >
 (16)

Recalling now the expression of the Hamiltonian (11) as a function of the velocity, one can compute the components of the force operator

 >
 (17)

Simplify this expression for the quantized force taking the quantum algebra rules (16) into account

 >
 (18)

It is not difficult to verify that this is the antisymmetrized vector product . Departing from  expressed using tensor notation,

 >
 (19)

and taking into acount that

multiply both sides of (19) by , getting

 >
 (20)
 >
 (21)

Finally, replacing the repeated index m by n

 >
 (22)

Likewise, for

multiplying (19), this time from the right instead of from the left, we get

 >
 (23)
 >
 (24)

Simplifying now the expression (18) for the quantized force taking into account (22) and (24) we get

 >
 (25)

i.e.

in tensor notation. Finally, we note that this operator is Hermitian as expected

 >
 (26)

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

## Showing steps of a solution

by: Maple

Students using Maple often have different needs than non-students. Students need more than just a final answer; they are looking to gain an understanding of the mathematical concepts behind the problems they are asked to solve and to learn how to solve problems. They need an environment that allows them to explore the concepts and break problems down into smaller steps.

The Student packages in Maple offer focused learning environments in which students can explore and reinforce fundamental concepts for courses in Precalculus, Calculus, Linear Algebra, Statistics, and more. For example, Maple includes step-by-step tutors that allow students to practice integration, differentiation, the finding of limits, and more. The Integration Tutor, shown below, lets a student evaluate an integral by selecting an applicable rule at each step. Maple will also offer hints or show the next step, if asked.  The tutor doesn't only demonstrate how to obtain the result, but is designed for practicing and learning.

For this blog post, I’d like to focus in on an area of great interest to students: showing step-by-step solutions for a variety of problems in Maple.

Several commands in the Student packages can show solution steps as either output or inline in an interactive pop-up window. The first few examples return the solution steps as output.

Precalculus problems:

The Student:-Basics sub-package provides a collection of commands to help students and teachers explore fundamental mathematical concepts that are core to many disciplines. It features two commands, both of which return step-by-step solutions as output.

The ExpandSteps command accepts a product of polynomials and displays the steps required to expand the expression:

`with(Student:-Basics):`
`ExpandSteps( (a^2-1)/(a/3+1/3) );`

The LinearSolveSteps command accepts an equation in one variable and displays the steps required to solve for that variable.

`with(Student:-Basics):`
`LinearSolveSteps( (x+1)/y = 4*y^2 + 3*x, x );`

This command also accepts some nonlinear equations that can be reduced down to linear equations.

Calculus problems:

The Student:-Calculus1 sub-package is designed to cover the basic material of a standard first course in single-variable calculus. Several commands in this package provide interactive tutors where you can step through computations and step-by-step solutions can be returned as standard worksheet output.

Tools like the integration, differentiation, and limit method tutors are interactive interfaces that allow for exploration. For example, similar to the integration-methods tutor above, the differentiation-methods tutor lets a student obtain a derivative by selecting the appropriate rule that applies at each step or by requesting a complete solution all at once. When done, pressing “Close” prints out to the Maple worksheet an annotated solution containing all of the steps.

For example, try entering the following into Maple:

`with(Student:-Calculus1):`
`x*sin(x);`

Next, right click on the Matrix and choose “Student Calculus1 -> Tutors -> Differentiation Methods…

The Student:-Calculus1 sub-package is not alone in offering this kind of step-by-step solution finding. Other commands in other Student packages are also capable of returning solutions.

Linear Algebra Problems:

The Student:-LinearAlgebra sub-package is designed to cover the basic material of a standard first course in linear algebra. This sub-package features similar tutors to those found in the Calculus1 sub-package. Commands such as the Gaussian EliminationGauss-Jordan Elimination, Matrix Inverse, Eigenvalues or Eigenvectors tutors show step-by-step solutions for linear algebra problems in interactive pop-up tutor windows. Of these tutors, a personal favourite has to be the Gauss-Jordan Elimination tutor, which were I still a student, would have saved me a lot of time and effort searching for simple arithmetic errors while row-reducing matrices.

For example, try entering the following into Maple:

`with(Student:-LinearAlgebra):`
`M:=<<77,9,31>|<-50,-80,43>|<25,94,12>|<20,-61,-48>>;`

Next, right click on the Matrix and choose “Student Linear Algebra -> Tutors -> Gauss-Jordan Elimination Tutor

This tutor makes it possible to step through row-reducing a matrix by using the controls on the right side of the pop-up window. If you are unsure where to go next, the “Next Step” button can be used to move forward one-step. Pressing “All Steps” returns all of the steps required to row reduce this matrix.

When this tutor is closed, it does not return results to the Maple worksheet, however it is still possible to use the Maple interface to step through performing elementary row operations and to capture the output in the Maple worksheet. By loading the Student:-LinearAlgebra package, you can simply use the right-click context menu to apply elementary row operations to a Matrix in order to step through the operations, capturing all of your steps along the way!

An interactive application for showing steps for some problems:

While working on this blog post, it struck me that we did not have any online interactive applications that could show solution steps, so using the commands that I’ve discussed above, I authored an application that can expand, solve linear problems, integrate, differentiate, or find limits. You can interact with this application here, but note that this application is a work in progress, so feel free to email me (maplepm (at) Maplesoft.com) any strange bugs that you may encounter with it.

More detail on each of these commands can be found in Maple’s help pages.

## Procedures for two animations

by: Maple 2016

We assume that the radius of the outer stationary circle is  1. If we set the radius  x  of the inner stationary circle, all the other circles are uniquely determined by solving the system Sys.  Should be  x<=1/3 . If  x=1/3  then all the inner circles have a radius  1/3 . The following picture explains the meaning of symbols in the procedure Circles:

Circles:=proc(x)

local OO, O1, O2, O3, O4, O2x, O2y, O3x, O3y, OT, T1, T2, T3, s, t, dist, Sys, Sol, sol, y, u, v, z, C0, R0, P;

uses plottools, plots;

OO:=[0,0]: O1:=[x+y,0]: O2:=[O2x,O2y]: O3:=[O3x,O3y]: O4:=[-x-z,0]: OT:=[x+2*y-1,0]:

T1:=(O2*~y+O1*~u)/~(y+u): T2:=(O3*~u+O2*~v)/~(u+v): T3:=(O4*~v+O3*~z)/~(v+z):

solve({(T2-T1)[1]*(s-((T1+T2)/2)[1])+(T2-T1)[2]*(t-((T1+T2)/2)[2])=0, (T3-T2)[1]*(s-((T2+T3)/2)[1])+(T3-T2)[2]*(t-((T3+T2)/2)[2])=0}, {s,t}):

assign(%);

dist:=(A,B)->sqrt((B[1]-A[1])^2+(B[2]-A[2])^2):

Sys:={dist(O1,O2)^2=(y+u)^2, dist(OO,O2)^2=(x+u)^2, dist(O2,O3)^2=(u+v)^2, dist(OO,O3)^2=(x+v)^2, dist(O3,O4)^2=(z+v)^2, x+y+z=1, dist(O2,OT)^2=(1-u)^2, dist(O3,OT)^2=(1-v)^2};

Sol:=op~([allvalues([solve(Sys)])]);

sol:=select(i->is(eval(convert([y>0,u>0,v>0,z>0,O2y>0,x<=y,u<=y,v<=u,z<=v],`and`),i)), Sol)[];

assign(sol);

O1:=[x+y,0]: O2:=[O2x,O2y]: O3:=[O3x,O3y]: O4:=[-x-z,0]: OT:=[x+2*y-1,0]:

C0:=eval([s,t],sol);

R0:=eval(dist(T1,C0),sol):

P:=proc(phi)

local eq, r1, r, R, Ot, El, i, S, s, t, P1, P2;

uses plots,plottools;

eq:=1-dist([r*cos(s),r*sin(s)],OT)=r-x;

r1:=solve(eq,r);

r:=eval(r1,s=phi);

R[1]:=evalf(r-x);

Ot[1]:=evalf([r*cos(phi),r*sin(phi)]);

El:=plot([r1*cos(s),r1*sin(s),s=0..2*Pi],color="Green",thickness=3);

for i from 2 to 6 do

S:=[solve({1-dist(OT,[s,t])=dist(Ot[i-1],[s,t])-R[i-1], 1-dist(OT,[s,t])=dist(OO,[s,t])-x})];

P1:=eval([s,t],S[1]); P2:=eval([s,t],S[2]);

Ot[i]:=`if`(evalf(Ot[i-1][1]*P1[2]-Ot[i-1][2]*P1[1])>0,P1,P2);

R[i]:=dist(Ot[i],OO)-x;

od;

display(El,seq(disk(Ot[k],0.012),k=1..6),circle(C0,R0,color=gold,thickness=3),circle([x+2*y-1,0],1, color=blue,thickness=4), circle(OO,x, color=red,thickness=4), seq(circle(Ot[k],R[k], thickness=3),k=1..6), scaling=constrained, axes=none);

end proc:

animate(P,[phi], phi=0..Pi, frames=120);

end proc:

Example of use (I got  x=0.22  just by measuring the ruler displayed original animation):

Circles(0.22);

The curve on the following animation is an astroid (a special case of hypocycloid). See wiki for details. Hypocycloid procedure creates animation for any hypocycloid.  Parameters of the procedure: R is the radius of the outer circle, r is the radius of the inner circle.

Hypocycloid:=proc(R,r)

local A, B, f, g, F;

uses plots,plottools;

A:=circle(R,color=green,thickness=4):

B:=display(circle([R-r,0],r,color=red,thickness=4),line([R-r,0],[R,0],color=red,thickness=4)):

f:=t->plot([(R-r)*cos(s)+r*cos((R-r)/r*s),(R-r)*sin(s)-r*sin((R-r)/r*s),s=0..t],color=blue,thickness=4):

g:=t->rotate(rotate(B,-R/r*t,[R-r,0]),t):

F:=t->display(A,f(t),g(t),scaling=constrained):

animate(F,[t], t=0..2*Pi*denom(R/r), frames=90);

end proc:

Examples of use:

Hypocycloid(4,1);

Hypocycloid(5,3);

## Composite number producing polynomial

Maple 13

A prime producing polynomial.

Observations on the trinomial n2 + n + 41.

by Matt C. Anderson

September 3, 2016

The story so far

We assume that n is an integer.  We focus our attention on the polynomial n^2 + n + 41.

Furthur, we analyze the behavior of the factorization of integers of the form

h(n) = n2 + n + 41                                          (expression 1)

where n is a non-negative integer.  It was shown by Legendre, in 1798 that if 0 ≤ n < 40 then h(n) is a prime number.

Certain patterns become evident when considering points (a,n) where

h(n) ≡ 0 mod a.                                             (expression 2)

The collection of all such point produces what we are calling a "graph of discrete divisors" due to certain self-similar features.  From experimental data we find that the integer points in this bifurcation graph lie on a collection of parabolic curves indexed by pairs of relatively prime integers.  The expression for the middle parabolas is –

p(r,c) = (c*x – r*y)2 – r*(c*x – r*y) – x + 41*r2.           (expression 3)

The restrictions are that 0<r<c and gcd(r,c) = 1 and all four of r,c,x, and y are integers.

Each such pair (r,c) yields (again determined experimentally and by observation of calculations) an integer polynomial a*z2 + b*z + c, and the quartic h(a*z2 + b*z + c) then factors non-trivially over the integers into two quadratic expressions.  We call this our "parabola conjecture".  Certain symmetries in the bifurcation graph are due to elementary relationships between pairs of co-prime integers.  For instance if m<n are co-prime integers, then there is an observable relationship between the parabola it determines that that formed from (n-m, n).

We conjecture that all composite values of h(n) arise by substituting integer values of z into h(a*z2 + b*z + c), where this quartic factors algebraically over Z for a*z2 + b*z + c a quadratic polynomial determined by a pair of relatively prime integers.  We name this our "no stray points conjecture" because all the points in the bifurcation graph appear to lie on a parabola.

We further conjecture that the minimum x-values for parabolas corresponding to (r, c) with gcd(r, c) = 1 are equal for fixed n.  Further, these minimum x-values line up at 163*c^2/4 where c = 2, 3, 4, ...  The numerical evidence seems to support this.  This is called our "parabolas line up" conjecture.

The notation gcd(r, c) used above is defined here.  The greatest common devisor of two integers is the smallest whole number that divides both of those integers.

Theorem 1 - Consider h(n) with n a non negative integer.

h(n) never has a factor less than 41.

We prove Theorem 1 with a modular construction.  We make a residue table with all the prime factors less than 41.  The fundamental theorem of arithmetic states that any integer greater than one is either a prime number, or can be written as a unique product of prime numbers (ignoring the order).  So if h(n) never has a prime factor less than 41, then by extension it never has an integer factor less than 41.

For example, to determine that h(n) is never divisible by 2, note the first column of the residue table.  If n is even, then h(n) is odd.  Similarly, if n is odd then h(n) is also odd.  In either case, h(n) does not have factorization by 2.

Also, for divisibility by 3, there are 3 cases to check.  They are n = 0, 1, and 2 mod 3. h(0) mod 3 is 2.  h(1) mod 3 is 1. and h(2) mod 3 is 2.  Due to these three cases, h(n) is never divisible by 3.  This is the second column of the residue table.

The number 0 is first found in the residue table for the cases h(0) mod 41 and h(40) mod 41.  This means that if n is congruent to 0 mod 41 then h(n) will be divisible by 41.  Similarly, if n is congruent to 40 mod 41 then h(n) is also divisible by 41.

After the residue table, we observe a bifurcation graph which has points when h(y) mod x is divisible by x.  The points (x,y) can be seen on the bifurcation graph.

< insert residue table here >

Thus we have shown that h(n) never has a factor less than 41.

Theorem 2

Since h(a) = a^2 + a + 41, we want to show that h(a) = h( -a -1).

Proof of Theorem 2

Because h(a) = a*(a+1) + 41,

Now h(-a -1) = (-a -1)*(-a -1 +1) + 41.

So h(-a -1) = (-a -1)*(-a) +41,

And h(-a -1) = h(a).

Which was what we wanted.

End of proof of theorem 2.

Corrolary 1

Further, if h(b) mod c ≡ = then h(c –b -1) mod c ≡ 0.

We can observe interesting patterns in the “graph of discrete divisors” on a following page.

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