Fall 2016 - Professor Kate Poirier

# Category: Project #3: Maple Anything

Here is the feedback you gave each other for your Maple Anything project. Official grades will be posted shortly.

Update: You can now see your grade and feedback for Project #3 as a (private) comment on your Project #3 OpenLab post.

The audience for my project will be Calculus 2 students. I am assuming that students should know the following: being able to solve systems of equations, being able to integrate, and being able to use simple Maple commands, such as the plot command and the solve command. The reason why I chose to do a worksheet is to get students to practice the content. I used Maple as a way to check their work. I didn’t want students to rely too much on Maple to do all the work. Students should also be able to solve a problem by hand.

In my maple project it would be centered around a pre-calculus course on knowing how to factor a polynomial then graph the function. Then the class will tell me what the definition of the domain and range is and also will be shown on maple what the domain and range of the function is. After that I would ask the class to define what is the local minimum and maximum is. Then I would ask students to come up to the board to point out where the local minimum and maximum are in the graph and also ask for the points. Then I would show on maple what the local minimum and maximum are.

I will be creating a lesson plan template on Maple for a lesson on Prime numbers and prime factorization. The audience will be middle school students. Junior high is the time where one usually learns about primes. In a classroom, I have questions in the Maple document to ask students as I guide them through figuring out what prime numbers are and I will also use the mathematical component of Maple. The mathematical component of Maple will be used to make sure our prime numbers and prime factorization are correct since Maple has functions inside the program to determine if it is correct or not. In the end I will talk to students on why prime factorization is important and how it relates to us in the real world.

Maple allows you to plug in your function at certain intervals Â whether they are large numbers or small and calculates the integrals with ease. It also provides you with the tools needed to Â create a 3-D model of the work in various forms using different methods. Maple lets you quickly design your model using commands and also contains apps in order to check the work. Â The tool allows students to make connections with the relationship of a geometric form to arbitrary functions. Not only does it do this but, it provides students with further knowledge on the topic by expressing characteristics of the models such as partitions Â and provides information about the model a student may not have realized. The audience for the worksheet are students in college and high school students taking either calculus or physics. The students should know both the shell and disk method of finding volumes of revolution as well as taking integrals, The content is delivered as a worksheet to be done in classroom. Maple is Â appropriate for this deliverance of content because it can be used to express geometric shapes and compare them with others. Â Not only this but, it may help students create steps for solving problems.

( I used word for my worksheet so it will not be posted here).

My audience is a Calculus 1 classroom students who are desperate for a review because they are solicitous about the final. Several of them asked me, the teacher, to do a specific problem from the review sheet I gave them due to the fact half of the exam will be on maple. I will review to them how to find tangent line of an expression, the slope and how to graph it. My students are very knowledgeable about the topic, they just need a little clarification.

In this presentation, my audience will be my classmates who took the mid-term exam. I am sure that all of us took it and my topic is how to use Maple to graph trigonometric functions with various amplitude, period, phase shift, and vertical shift. Also, how can we graph them in the same x-y coordinate.

I assume that my audience still remembered how they used sliders in Desmo activity to change the features of a trigonometric function. My content will be using a different software to solve a same problem. So, after this class, I believe my classmates will have some insights for further tasks associated to Maple. Maple is an appropriate tool for this activity because it might be new to some of us and using it show something we learned is a good practice.

For this project the audience would be college level calculus 1, students should have taking pr-calculus as a prerequisite, in addition students should have a pr-knowledge that consists of the table of differentials, be familiar with some deferential properties such us, the power rule, product rule, and the qotiont rule.

About the presentation, it is a lesson on how to use maple to differentiate some functions or in another word finding the first, second or third derivative of a functions that involves, fractions, square roots, trigonometry identities, exponential and natural logarithm. I think this a very important topic in calculus, students usually donâ€™t remember the table of differentials and some of the properties of derivatives and maple is a good tool that can handle that. Finding derivatives involves a lot of formulas and a hard computations, and Maple is a great tool for that job. Maple is known for its capabilities of computing complex and sophisticated formulas which other math software fail to do like Geogebra and Desmos. Students also can use Maple toÂ  check if a derivative of a function is correct after computing it by hand.

I don’t have any files to upload because I did everything in maple,Â  but I do have a hand out to hand in class.

My audience is calculus 1 students. I assume the lesson of the day before I gave my homework assignment shows where we derived the formula for Newtonâ€™s method. Students should be able to calculate a derivative, they should know how to us a recursive rule, they should know how to compute the value of a function at a given x value and the intermediate value theorem. This project is delivered as a homework assignment in ways that let you check your answer on maple. This assignment should be done by hand and maple should be used to check your answer for the first few iterations. After about 5 iterations, you should use maple to calculate the rest. Maple is great at calculating and evaluating crazy numbers and maple has setting for calculus classes that geogebra, desmos and a few other tools do not have.

(Maple)

We’ve already discussed guidelines for your Maple project. They are collected here and will be updated should the need arise.

You have complete freedom with respect to mathematical content. You have almost complete freedom with respect to your use of the tool; your project is to use the tool to help your audience understand the mathematical content and must satisfy the following two conditions:

1. It must demonstrate knowledge and/or skills in the software itself. (For example, it must use both the computation and typesetting features, not just one or the other.) Why are you using this tool instead of another one?
2. It must use Maple in a â€śpedagogicalâ€ť way. How does your use of the tool help your audience understand the mathematical content?

The project itself consists of three components:

• Optional: other documents you use for your project (for example, PowerPoint slides)
• What knowledge are you assuming your audience knows?
• How is the content delivered?
• Why is Maple an appropriate tool for this content and this delivery?
• A 5-minute presentation explaining what your project is about; include your Maple file(s) and/or screenshots of them.

Your Maple files will be collected over email and/or via USB stick in class. Your written description is to be submitted on the OpenLab (don’t forget to add the category “Project#3: Maple Anything” to your post). Your presentation will be given in class and will be scored by your peers according to our standard rubric and form.

Ideas:

• lesson (like Project #1)
• In-class activity (like Project #2)
• Homework assignment
• In-class assessment
• Something completely outside the traditional school/classroom model (see, for example, the project described in the TED talk video from Homework #10)

### Due date: Tuesday, November 29

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