Education

Teaching and learning about math, Maple and MapleSim

Being easy to use is nice, but being easy to learn with is better. Maple’s ease-of-use paradigm, captured in the phrases “Clickable Calculus” and “Clickable Math” provides a syntax-free way to use Maple. The learning curve is flattened. But making Maple easy to use to use badly in the classroom helps neither student nor instructor.

In the mid to late ‘80s,...

In memory of a Friend. Maple 16 for Russian students.

260412.zip

Оформление - облегченное, чтобы работало на любом компьютере. Разархи и открыти файл ege.html. Неточности присутствуют, наверное. Поправим вместе.

I did not come across with a sorting algorithm animation that allows me to enter my own data, so I decided to write one in Maple.

In this worksheet, you can create an animation on sorting the integers that you have entered. If you let the worksheet to generate the data for you, you can specify the sortedness of the data. This feature allows you to visualize how some algorithms perform better or worse on data of a certain characteristic: The time complexity may not be...

 

with(numtheory):

f := proc (x) options operator, arrow; sum((-1)^n*(n^(1/n)-1), n = x .. infinity) end proc

proc (x) options operator, arrow; sum((-1)^n*(n^(1/n)-1), n = x .. infinity) end proc

(1)

What are the quotients  ot the  continued fration of the sum of f(1)+f(2)+f(3)+f(4)+...

Here are the  quotients  of some partial sums.

``

cfrac(evalf(sum(f(x), x = 1 .. 2)), 'quotients')

[0, 2, 1, 1, 1, 21, 10, 4, 1, 4, 8, `...`]

(2)

cfrac(evalf(sum(f(x), x = 1 .. 3)), 'quotients')

[0, 6, 1, 2, 3, 1, 1, 2, 3, 3, 24, `...`]

(3)

cfrac(evalf(sum(f(x), x = 1 .. 4)), 'quotients')

[0, 2, 1, 2, 1, 4, 2, 1, 3, 1, 1, `...`]

(4)

cfrac(evalf(sum(f(x), x = 1 .. 5)), 'quotients')

[0, 5, 1, 99, 1, 1, 1, 6, 1, 3, 1, `...`]

(5)

cfrac(evalf(sum(f(x), x = 1 .. 6)), 'quotients')

[0, 2, 1, 6, 1, 2, 1, 2, 2, 1, 1, `...`]

(6)

cfrac(evalf(sum(f(x), x = 1 .. 7)), 'quotients')

[0, 5, 1, 1, 142, 1, 1, 1, 1, 19, 1, `...`]

(7)

cfrac(evalf(sum(f(x), x = 1 .. 8)), 'quotients')

[0, 2, 1, 47, 1, 1, 1, 1, 27, 4, 1, `...`]

(8)

cfrac(evalf(sum(f(x), x = 1 .. 9)), 'quotients')

[0, 5, 5, 3, 1, 7, 1, 1, 1, 2, 1, `...`]

(9)

cfrac(evalf(sum(f(x), x = 1 .. 100)), 'quotients')

[0, 3, 1, 1, 1, 11, 2, 2, 1, 1, 4, `...`]

(10)

cfrac(evalf(sum(f(x), x = 1 .. 200)), 'quotients')

[0, 3, 1, 2, 1, 1, 1, 11, 3, 4, 6, `...`]

(11)

cfrac(evalf(sum(f(x), x = 1 .. 400)), 'quotients')

[0, 3, 1, 3, 3, 3, 1, 18, 1, 2, 1, `...`]

(12)

cfrac(evalf(sum(f(x), x = 1 .. 800)), 'quotients')

[0, 3, 1, 3, 1, 4, 16, 14, 3, 23, 2, `...`]

(13)

cfrac(evalf(sum(f(x), x = 1 .. 1600)), 'quotients')

[0, 3, 1, 4, 7, 4, 436, 1, 1, 1, 2, `...`]

(14)

``

Here are the quotients of the  continued fration  of the sum. 

cfrac(evalf(sum(f(x), x = 1 .. infinity)), 'quotients')

[0, 3, 1, 4, 1, 1, 1, 1, 1, 9, 1, `...`]

(15)

With the exception of the leading 0, that is close to the integer squence of pi.

``evalf((65241/65251)*Pi)

3.141111191

(16)

The exponents of 2 that sum the numerator and denominator, in the following way, of that multiple of pi give rise to the integer sequences {0,1,2,3,8,16},numbers such that floor[a(n)^2 / 7] is a square, and {0,2,3,4,8,16},{0,3} union powers of 2.

evalf((2^16-2^8-2^5-2^2-2-2^0)*Pi/(2^16-2^8-2^4-2^3-2^2-2^0))

3.141111191

(17)

We can do the same thing for the first 20 quotients giving rise to the integer sequences {0,1,2,5,6,8,10,13,17,19,22,23,24,28,31} and {0,4,6,9,12, 14,15,16,18,22, 23,24,28,31}. What can be said of these sequences?

cfrac(evalf(sum(f(x), x = 1 .. infinity), 20), 20, 'quotients')``

[0, 3, 1, 4, 1, 1, 1, 1, 1, 9, 1, 3, 1, 2, 1, 1, 1, 5, 1, 3, 11, `...`]

(18)

evalf((1849023129/1849306543)*Pi, 20)

3.1411111913121115131

(19)

````

evalf((2^31-2^28-2^24-2^23-2^22-2^19-2^17-2^13-2^10-2^8-2^6-2^5-2^2-2-2^0)*Pi/(2^31-2^28-2^24-2^23-2^22-2^18-2^16-2^15-2^14-2^12-2^9-2^6-2^4-2^0), 20)

3.1411111913121115131

(20)

``


 

NewtonBlackArea.mw

I have been working with Newton-Raphson fractals for some time.  Like others it was necessary to deal with the "black areas" many times, so I performed some additional analysis and present some of these results here.  This will allow others to stop coloring these areas black and allow visualization of the structure inside these areas.  It will also help demonstrate...

2012.zip

Ukraine. External independent evaluation (ZNO) in 2012. Trial in Maple 16

html 3-interactive in Ukrainian: zno.zip

Mechanics of Materials Toolbox Screencasts:

http://youtu.be/czz_uw0918E

prototypes.zip

HTML-Navigator of the tasks' prototypes  of the unified state examination in Russia 2012.
Supplied with the links to the Maple-solutions of 2011.

Online: http://webmath.exponenta.ru/beg/index.html

Ukaine-2012. External independent evaluation. A trial version in Maple, by Maple.
HTML, Java-Interactive:
http://webmath.exponenta.ru/zno_11/ranok/z.html
Maple:2012_ranok_ru_bez.mw

The cost of some mathematical sites (estimated bizinformation.org):
 8.000.000 $ - wolfram.com
   372.456 $ - webmath.exponenta.ru (Russian Maple in education)
   292.301 $ - maplesoft.com

    82.342 $ - exponenta.ru
    61.278 $ - webmath.ru
    54.895 $ - math.ege
    43.302 $ - univ.kiev.ua (Kiev National University)

I have below outlined the different probabilities for different poker hands given
5 cards from a 52 cards deck. The frequencies are from wikipedia
http://en.wikipedia.org/wiki/Poker_probability




These frequencies are quite interesting....I wonder if they found them by "brute fource"

I have contributed another application to the Application Center: "Street-fighting Math".
This interactive Maple document contains a simple street-fighting game and performs a
mathematical analysis of it, involving probability and game theory. 

index.mw

Higher Mathematics for external students of  biological faculty.
Solver-practicum.
1st semester.
300 problems (15 labs in 20 variants).
mw.zip

Before use - Shake!
(Click on the button and activate the program and Maplet).

 

One of the challenges in Linear Algebra is in developing problems, projects, and exercises that are both larger dimensional and student-accessible. Indeed, round-off error, computational complexity, difficulty factoring characteristic polynomials of degree 3 or higher, and similar aspects often mean that any problems or applications of rank 3 or higher are approached solely via technology. 


However, that same technology can be used to create...

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