Scot Gould

Scot Gould

697 Reputation

14 Badges

11 years, 82 days
Claremont McKenna, Pitzer, Scripps College
Professor of Physics
Upland, California, United States
Dr. Scot Gould is a professor of physics in the W.M. Keck Science Department of Claremont McKenna, Pitzer, and Scripps Colleges - members of The Claremont Colleges in California. He was involved in the early development of the atomic force microscope. His research has included numerous studies and experiments using scanning probe microscopes, particularly those involving natural fibers such as spider silk. More recently, he was involved in developing and sustaining AISS. This full-year multi-unit, non-traditional, interdisciplinary undergraduate science education course integrated topics from biology, chemistry, physics, mathematics, and computer science. His current interest is integrating computational topics into the physics curriculum. He teaches the use of Maple's computer algebraic and numerical systems to assist students in modeling and visualizing physical and biological systems. His Dirac-notation-based quantum mechanics course is taught solely through Maple.

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These are replies submitted by Scot Gould

@Doug Meade The poster asks a reasonable question that I would assign as part of a homework assignment for a coding class testing the students ability to append to a data file. However, in this situation, I sense the person asking is of limited ability and so I was tyring to determine a solution which requires the least amount of new function or logic memorization. 

If you run the worksheet and the outcome is some result, you can add a line at the bottom of the worksheet assign to a variable that outcome. Otherwise, you are going to have to be more specific. 

There is a "hacked" version of it out there. Your results are consistant with what others are reporting. 

@acer  Many thanks for quickly replying with a right-on-target solution which I would have never been able to produce myself.  

And to those who develop Maple, please include the size option in the setoptions3d. It is highly desired. Acer's soution is great, but I would prefer to not to use it. I don't want to spend time explaining to the students how to generate a  Maple initialization file, because it increases the chances something will go wrong for them.

I have one huge request. Please fix and enhance the print-preview window.

  1. At a minimum, the window should preview with the entire page. I should not have to scroll down to see what the last line on the page is.
  2. Better yet, allow the user to set a zoom percentage that is remembered so that when the user print-previews a document, it uses the same zoom percentage. This setting should be the same for all documents.
  3. As an enhancement, add a “go to page” button so that one does not have to click through 13 pages to see what page 14 looks like.

Thank you.

Baldy area????????

... and make them 2d pineapple and peppers! 

@nm For me, I appreciate the option to choose "what you see is what you get" or the classic mode. I equate the option of different styles to being more inclusive. Pedagogically, the 2D math mode helps getting folks started with Maple more quickly. But when I need more complex and long code, I switch to 1D typesetting.  However, this problem shouldn't occur regardless of the format.

@nm It appears to be a math mode issue:

@Carl Love The system is equivalent to long wires with constant current interacting with each other, but this person's example involves gravity. I've never read about such an example discovered in nature. But if you can link me to an example of long thin masses for which the dominate force is gravity, I'm happy to add that to my collection. 

If the idea is to mimic a magnetostatic force of the wires, then I suspect this is a unrealistic since the moving of the wires would affect the current in the wires. Upon reflection, this leads to a very cool computational (and realistic) question related to the retarding fields that I could add to a dynamics of electromagnetism course. Thanks!

@Carl Love Yep, that is correct. As for this problem, for the life of me I can't think of a physical justification for modeling gravity as a one over distance interaction.  I'm guessing this is simply a excercise in how to use dsolve with a more readable equation for the force.  When I ask the students to model it, I have them use the physically more accurate expression. 

@taro A good catch. However, in studing concepts in physics, extremum points come up frequently. From a physical perspective, these are two dimensional points: both the location and value of the function at the location are required. Neither of these Student[Calculus1] functions perform this task. Hence I return to the elegance of your original solution. ;-) Have a good day. 

@taro ..especially when your answer is so elegant and understandable. I wonder how often the Student[Calculus1] is used. 

with a minimal start up effort. Hence I use:
  1) Worksheet mode with
  2) 2D Input.

The combination helps keep students organized, but allows them to experience what-you-see-is-what-you-get. 

One can toggle between "2D Input" and "Maple Input". When in a Worksheet, with the cursor on a command line, i.e., where there is a ">" prompt, at the top of the document there is two buttons: "Text" and "Math". Note, this is below the drop down menus. The default is "Math" for the "2D Input."  Hit the "Text" button and now you are entering in "Maple Input." 

You can find more information in the help under: Entering Expressions In Maple Worksheets.

I hope that helps.

 

@Ronan ...but this style is is compromise between what Maple Help tends to promote, i.e., the Document format, and what the "old school / traditional programmers" tend to use, i.e., Worksheet with 1-D Maple Input. My sense with the students is that the intermediate version appears to have the most benefit for the least amount of potential misunderstandings. 

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