Tuesday, August 31, 2010

The Multiple-Choice Math Test Problem ... Solved!

We've been having a rather spirited discussion in my department about a common final exam for one of the math courses, and the need for an easy-to-score learning assessment (i.e. multiple choice).

The two biggest problems regarding math and multiple-choice tests are

  1. Students cannot show and get credit for work.
  2. Students can too easily "try out" answers to each problem (especially on factoring problems and equation solving problems).

Regarding #1, there is, I think, a point in the semester when students should be able to demonstrate that they can do problems, correctly, to completion. Especially in algebra-level courses, there is often not a lot of work that they could show that I might give them credit for.

If it's a 50 question final exam, and each problem is worth 2 points for 100 points total, how much partial credit can there really be? Students who get every single problem 75% right do NOT deserve a passing grade of ! 75%. Every problem 75% right means 100% of the problems done with some kind of mistake. That is not a "passing" performance.

Now... on to issue #2. I think I have a solution to this problem... seriously. Why do we have to use the five choices on scantron tests as only 5 unique answers? Why not let these five choices (A,B,C,D,E) generate 25 unique answers instead? Take a look at my new take on "multiple-choice" and tell me what you think:

It's about time we thought outside the box on these scantron forms!


calculus problems solved

Using Maxima to Work With Advanced Trigonometry

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In a previous post, I whined about how difficult it was to program in Maxima. For those of you who don’t know what Maxima is – Maxima is a computer application for doing mathematics. What can you do with Maxima? Things like: factoring quadratic polynomials, solving equations, plotting graphs etc. (In t! echnical terms, Maxima is a Computer Algebra System (CAS).)

I recently stumbled upon several useful tutorials (see here, here, and here – make sure to visit the first link if you would like to get started with Maxima), showing you, among various things, how to program in Maxima. Reading those articles sent me in a furious race to write short helper functions.

In this post, I share those helper functions. I wrote them to help me check problems in one of our textbooks. They are are not “elegant” or efficient, but they do get the job done.

Now, I know that some teachers resist using technology in the classroom (! specially something so powerful as a Computer Algebra System),! so a fe w disclaimers first:

  • When you use computers to help you write questions, don’t forget that hard calculations are made easy. While it may take you 5 seconds to solve a problem on the computer, it may take a student half an hour to work out all the calculations by hand! So don’t forget to actually work out your questions the old fashioned way – pencil and paper.
  • If you have access to technology, chances are that your students do too. Every day, obscure and hard-to-use computer applications become easier to use and more mainstream. What this means is that whether you want to or not, you have to write questions that are “technology resistant.” Be creative and resourceful so that your students are forced to think and not just blindly calculate away.
  • When used properly, computers can free you to focus on the ideas and concepts. Calculation-intensive material all of a sudden becomes accessible. (For exampl! e, linear regression.) Make sure to emphasize and explain the limits of technology.

Installation

  1. If you haven’t already done so, download and install Maxima.
  2. Download trig.wxm. Don’t worry, it’s just a text file – text files are virus and malware free.
  3. Load trig.wxm. When load the file, Maxima will give you a harmless error message, “Incorrect syntax…”

Trigonometric Functions

Find the sine of a 30-degree angle:

(%i21) ! sind(30);

Maxima1_2

Find the sine of a 30-degree angle (in radians):

(%i25) sin(%pi/6);

Maxima1_3

Find the inverse sine of 1/2 (in degrees):

(%i26) asind(1/2);

Maxima1_4

Find the inverse sine of 1/2 (in radians):

(%i27) asin(1/2);

Maxima1_5

Similar functions exist for cos and tan.

Area of a Triangle

Calculate the area of a triangle given a=3, b=4, c=5 using Heron’s formula:

(%i28) heron(3,4,5);

Maxima2_6

Calculate the area of a triangle given a=12, b=13, and C=30-degrees (SAS):

(%i29) area_sasd(12,30,13);

Maxima2_7

Calculate the area of a triangle given A=20-degrees, b=5, and C=30-degrees (ASA):

(%i30) area_asad(20,5,30);

Maxima2_8

This last result isn’t very useful, so let’s turn it into a decimal approximation:

(%i32) float(%);

Maxima2_9[4]

% refers to the result of the previous calculation and float() turns that result into a decimal approximation.

Ambiguous Case (SSA)

Figure out how many triangles can ! be constructed if A=30-degrees, a=12, and b=10.

(% i33) ssad(30,12,10);

Maxima2_10

Solve Trigonometric Equations

Fortunately, Maxima is not very good when it comes to simplifying trigonometric expressions. However, when the equation reduces to a quadratic form, you can use Maxima to help check your work:

Ex: Solve cos(2x) = 2 cos(x) – 2 cos^2(x) in the interval [0, 360] to the nearest hundredth. Express your answer in degrees.

First, reduce this to a quadratic form: 4 cos^2(x) –2 cos(x) – 1 = 0.

Solve the equation in Maxima:

(%i45) solve(4*cos(! x)^2-2*cos(x)-1=0);

Maxima2_22

(%i46) float(%);

Maxima2_23[4]

Maxima returns two solutions in radians.

The first solution: there is also a third-quadrant angle where cosine is equal to the same value. Find the other solution:

(%i49) refd(d(1.884955592153876),! cos);

Maxima2_25

(%i50) float(%);

Maxima2_26

Given the measure of an angle x (in degrees) and the name of a trig function (in this case, cos), the function refd() will return the other angle z (between 0 and 360) where cos(z) = cos(x).

The second solution: there is also a fourth-quadrant angle w! here cosine is equal to the same value. Find the other solution:

(%i57) refd(d(0.62831853071796),cos);

Maxima2_30[4]

(%i58) float(%);

Maxima2_31[4]

Answer: 36, 108, 252, 324

Note: These are actually exact solutions.


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Online Learning - The Way to Success


Image : http://www.flickr.com


Online learning has evolved from a thing-of-the-future to a practical approach to education. There was a time when people would (rightfully) doubt the effectiveness of learning via the World Wide Web. With time, technology used in web-based learning became more powerful. Today, there are advanced tools that can make web-based education interactive, convenient and productive.

Parents often feel uncomfortable breaking out of the conventional methods of education. They somehow cannot find it realistic that using the Internet and a computer, their child can get educated. For such parents, schools, private tutors and learning centers are the only possible ways of teaching/learning.

People who are skeptical about the effectiveness of online learning should try to look at research and statistics. Studies conducted by the U! S Department of Education show that students undergoing online education (partly or completely) perform better than those studying the same subjects through traditional face-to-face instruction.

Teachers at schools are doing a wonderful job. The problem, however, lies in 'standardization of education'. The NO Child Left behind Act has almost crippled the American education system, thanks to its foolish 'one-size-fits-all' policy. God has made human beings using amazing permutation and combination. He is a great mathematician- no two human beings are the exact same. When no children can think the same way, how can we expect them to deliver the same results using the same teaching methodology?

Online learning is not something that can turn a skinny guy in to HE-Man overnight- if you think that by enrolling your child for 2-3 sessions of online classes, he/she will top the class, you better become realistic. However, its advantages are definitely visible in less ti! me. Online tutoring does what it should do best- simplify educ! ation an d make it more interactive. Children do not learn something because they do not find it interesting. The moment a teacher presents the same idea in a fun way, the child's brain accepts the idea and retains it. Just teaching 2 + 2 = 4 is not enough.

While teaching it is important to answer the Whys and Ifs of children. Online tutoring services make use of images, pictures and diagrams to explain concepts in a simple manner. The greatest advantage of availing Online tutoring services is that your child would learn at a pace that he is comfortable with. Working parents find it difficult to spend time with their children, leave helping them with their homework.

An online tutor can provide homework help to your child in the desired subject. This way you can spend quality time with your child without having to worry about homework completion. Online math homework help is a popular service provided by online tutori! ng companies. Online classes can be availed according to your convenience. With online tutoring, your child would not have to leave home and travel a few miles to attend private tutoring classes- web-based tutoring gives you the freedom to let your child get quality education from the comforts of your home. And the best part about online classes is that they are affordable. Now if your child gets quality education that is interesting, productive and affordable, should you ask for more?


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2010 World Finals Preparation

Still no word on whether the UVic Whites have made the 2010 ACM ICPC world programming finals in Harbin, China, but we're going to forge ahead with practices as if we have made it. Based on everything I could research, we have a very good chance. In the last two years, there's been 100 teams at the finals, and both times there's been three from the Pacific Northwest region. UBC^ was in the exact same position as us last year and they went, so I am confident we'll make it.

I gave everyone the week off last week, however the guys finished off all the problems from last week's regional on their own. Dan also re-coded his solution to problem D using a line sweep algorithm rather than the more direct but less efficient N^3 solution that he submitted during the competition.

As for world finals preparation, there's some key areas that the guys need to work on: dynamic programming, search problems, hard geometry problems, and coding speed. I've started com! piling a list of these kinds of problems. We'll also spend some time going over previous world finals. I've also started compiling a list of algorithms and techniques that guys should learn.

For example:
  1. Weighted matching, assignment problem, hungarian method
  2. Linear programming, Pick's theorem
  3. Advanced geometry techniques (line sweeping, convex hull, 3D convex hull)
  4. String matching (KMP)
  5. Number theory: primitive roots, extended euclid's algorithm, prime numbers
I plan to continue having two practices a week, Wednesday evenings and Saturday or Sunday. Wednesday's will be for skill development while the weekend practice will be for practice competitions, hopefully with some other Canadian teams. I will be away over Christmas to early January, so the guys will need to practice on their own then. Also, at least one of the team members will be in another city starting next term for a co-op so full team prac! tices in January will probably be out of the question.
I pl an to spend the next two Wednesday's working on the team's most obvious weak area: dynamic programming(DP)/memoization. They tend to shy away from these problems and have convinced themselves that they aren't very good at them. I think they just need more practice.

Many DP problems have very distinct patterns that give the solver clues about what to memoize or DP on. For example, recently in one of the team's practice competitions there was a problem where you had to figure out the minimum number of days that you could assign several different allergens for testing (see problem statement). An allergen can be assigned at 8am every morning and symptoms for the allergen can be detected by 8pm at night. However, if there is more than one allergen in the body, you can't uniquely identify the allergen causing the issue. Different allergens take different numbers of days to work their way out of a body, maximum ! of 8 days. You have to figure out how to assign the allergens (at most 20) such that all of them are detected, but such that the total number of days is minimized.

Let's take a simple example. Consider allergens that take 1, 2, 3 and 7 days. One solution could be to assign the allergen that takes 7 days first, then the one that takes 3, then 2, and finally 1. So, the first allergen is assigned and detected the first day. We can't assign the second allergen until the 6th day, and it will be detected the 8th day. Now we can assign the allergen taking 2 days, wait for it to run its course, and finally assign the last allergen. The total number of days is 11.

Alternatively, we could assign the allergen taking 2 days first, then the 7, 3, and 1, which only takes 10 days.

Just looking at the problem, it's tempting to perhaps try greedy, but as you can see from the simple example I just went over, it's not going to work. The other hint that! greedy is probably the wrong approach is that there's only 20! allerge ns. If greedy worked, there could be 100 or perhaps 1000 allergens.

The fact that it's a minimization problem and that there are only 20 allergens are big hints that DP is the way to go. Furthermore, 20 is a curiously small number, which gives us a hint about a potential parameter to DP on. For DP, we want to compute optimal sub-problems and use those to figure out the solution to the whole problem. The sub-problem here is the minimum number of days for the assignment of X allergens. We can represent all allergen assignments in binary, where a number like 100101 means we've assigned the first, third, and last allergen so far.

When we apply a new allergen to an existing solution, we need to know how many new days we are adding to the existing solution. The only information we need in order to solve this problem is to know how many days in the existing solution the last applied allergen is active for. Together with our allergen assignments and the! number of days the last applied allergen is active for, we can represent any potential solution. The solution would look something like the following (initialization code is not shown):

// allergens, D[0] is the number of days allergen 0 is active for
int D[21];
// DP array, all assignments by days last allergen is active
int M[1<<20+1][8];

// number of allergens in the current case
int k;

// try all possible allergen assignments
for(int i = 1; i < (1 << k); i++){
// try assigning allergen j
for(int j = 0; j < k; j++) {
// only try j if it's not in the solution
if(i&(1<<j)){
// try all days active options
for(int n = 0; n < 8; n++) {
// days active for j
int days_active = max(D[j] - n - 1, 0);
// solution without j
int t = i ^ (1 << j);
// keep trac! k of best answer
M[i][days_active] = min(M[i][day! s_active ],
M[t][n] + days_active);
}
}
}
}
All the best solutions involving all allergens will be stored at M[1<<20-1][i] for i=0 up to i=8. You simply need to take the minimum one as your answer.

There are many problems that can be solved similarly. If you do enough of these DP problems, you start to see the tricks faster. I find sometimes drawing out the call tree or drawing out dependencies between sub-problems as a graph can be an effective means for seeing the overlap between sub-problems.

geometry problem solver

Finding better explanations

Another advantage for individual students taking math tutoring sessions

Recently, one of my students told me:

“I like your lecture style better than my professor’s. You have a much better way of explaining the subject. He just starts doing problems, and that’s it. Last time he was having a hard time explaining how he was using the absolute value to solve a problem. We were all confused about it, nobody was understanding what he was doing.”

Sometimes when you are studying math, and you see a topic for the first time, you struggle to understand it, and you work out examples until you find a way to get it. Then if you are a teacher, and you only have that one way of understanding the subject, you go out teaching it that way, and som! etimes you confuse all of your students.
Some teachers care a lot about their students understanding their lectures but some other teachers do not care that much. Sometimes they think: “Well, if they don’t get it, though luck.” However, teachers who care about their students understanding the subject, they spend a lot of time thinking up alternative explanations, or better examples, or better ways to illustrate what’s happening.
I remember a few times (years back when I was a teacher) I felt kind of depressed, disappointed, or frustrated at the end of a lecture because I couldn’t find a way for my students to understand what I was trying to explain. Then, afterwards, I would spend hours, days, even weeks sometimes looking for better ways to explain a particular topic, and the next time I taught that course I was able to explain those topics much better.
I noticed when I started private tutoring, that really sped ! up the process for me, of finding better explanations, because! sitting with students one-on-one, and taking the time to go in depth and in detail with them over their doubts and questions, many times I was able to discover exactly how my students in class were looking at specific problems.
That allowed me to discover faster the reasons why they were not understanding a subject, or why some of my explanations were not working. By tutoring individual students, I was able to find a lot faster a lot more alternative ways of explaining subjects when my students in a large class felt the need for those better explanations.
Tutoring individual students has helped me to focus on finding the best way for each student to understand a given subject, rather than focusing only on covering the whole subject fast in front of a big class.

geometry tutor

Fractal Cities - A Geometry of Form and Function














By Michael Batty, Paul Longley
Publisher: Academic Press
Number Of Pages: 94
Publication Date: 1994-08
ISBN-10 / ASIN: 0124555705
ISBN-13 / EAN: 9780124555709

Book Description:
A pioneering study of the development and use of fractal
geometry for understanding and planning the physical form
of cities, showing how this geometry enables cities to be
simulated through computer graphics, thi! s book provides an
accessible, thought-provoking introduction to fractal
geometry, as well as a visual understanding of the form of
cities. 16-page full-color insert.

58,8 MB
http://www.easy-share.com/1904428585/Fractal Cities - A Geometry of Form and Function.pdf


online geometry

Wednesday, August 25, 2010

Trigonometric Function Of Special Angles | TutorNext.com

Trigonometric Function Of Special Angles | TutorNext.com
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Adiabatic anholonomy and canonical transformations
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Texas A&M University 06-07 Undergrad Catalog
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Topics in Trigonometry
... Generating the Sine Function (GIF animation): see the sine function ... the 6 basic trig ratios for the special angles, in both degrees and radians ...
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generalization involves Tr(f; d) for special non-holomorphic modular functions f (z). ..... and studied the generating functions for their intersection numbers. ...... "angles". The contribution Gold(d) arises from the fact that the ...

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In physics, this generating function is the basis for multipole expansions. ... is the axis of symmetry and θ is the angle between the position of the ...
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