Scot Gould

Prof. Scot Gould

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6 years, 149 days
Dr. Scot Gould is a professor of physics in the W.M. Keck Science Department of Claremont McKenna, Pitzer, 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 applications of scanning problem microscopes, particularly those which involved natural and synthetic fibers such as spider silk. He has more than 60 papers and his publications have been sited more than four thousand times. He has more recently been involved in developing and sustaining non-traditional interdisciplinary undergraduate science educational programs that involve biology, chemistry, physics, mathematical and computer science. He teaches the use of Maple to assist students to model and visual biochemical systems from a physical approach.

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These are replies submitted by Scot Gould

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. 

Interesting. I don't use this format for comments. I enter comments in the text blocks. Regardless, comments do appear to fail to copy only when one uses the "2D-Input" style. It does copy properly under "Maple Input". 



While I love elegance and simplicity in the solution, I think they want to identify the extreme points of the expression, not the first derivative. 

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