CRN 12257: Projects

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(Created page with "==Project 3 (Chapter 9)== *''Mathematica'' Notebook(s): [http://helmut.knaust.info/class/202110_2325/3Parametric.nb 3Parametric.nb] *[http://www.sosmath.com/trig/Trig5/trig5/p...")
 
(→‎Project 5 (Chapter 14))
 
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==Project 6 (Chapter 8)==
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*10. Prelude: The real numbers (17 min.)
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<html><iframe width="280" height="160" src="https://utep.yuja.com/V/Video?v=2194729&node=8095673&a=709644111&preload=false" frameborder="0" webkitallowfullscreen mozallowfullscreen allowfullscreen></iframe></html>
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*11. p-adic norms (11 min.)
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<html><iframe width="280" height="160" src="https://utep.yuja.com/V/Video?v=2194966&node=8096099&a=1327452865&preload=false" frameborder="0" webkitallowfullscreen mozallowfullscreen allowfullscreen></iframe></html>
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* Things to do: Work all the exercises and answer all the questions in the chapter.
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* A recent popular science article about p-adics: ''Kelsey Houston-Edwards'', [https://www.quantamagazine.org/how-the-towering-p-adic-numbers-work-20201019/ An Infinite Universe of Number Systems], [https://www.quantamagazine.org/ Quanta Magazine] (10/19/2020)
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==Project 5 (Chapter 14)==
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*''Mathematica'' Notebook(s): [http://helmut.knaust.info/class/202110_2325/5QuadIter.nb 5QuadIter.nb] |  [http://helmut.knaust.info/class/202110_2325/501Compositions.nb 501Compositions.nb] | [http://helmut.knaust.info/class/202110_2325/502Repeller.nb 502Repeller.nb]
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* 8. Introduction to Project 5 (30 minutes):
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<html><iframe width="280" height="160" src="https://utep.yuja.com/V/Video?v=2105200&node=7916041&a=1324207540&preload=false" frameborder="0" webkitallowfullscreen mozallowfullscreen allowfullscreen></iframe></html>
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*Things to do: Answer all questions in Sections 14.1-14.3 and 14.5.
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* 9. Two ''Mathematica'' Notebooks (8 min.):
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<html><iframe width="280" height="160" src="https://utep.yuja.com/V/Video?v=2144304&node=7996457&a=766636305&preload=false" frameborder="0" webkitallowfullscreen mozallowfullscreen allowfullscreen></iframe></html>
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==Project 4 (Chapter 11)==
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*''Mathematica'' Notebook: [http://helmut.knaust.info/class/202110_2325/4SeqSer.nb 4SeqSer.nb]
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*7. Introduction to Project 4 (15 min.):
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<html><iframe width="280" height="160" src="https://utep.yuja.com/V/Video?v=1987858&node=7626977&a=2144550392&preload=false" frameborder="0" webkitallowfullscreen mozallowfullscreen allowfullscreen></iframe></html>
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* Things to do: Read and answer all the questions and exercises in Sections 11.1-11.5. Do not do Section 11.6.
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* I know that many of you want to become teachers. The learning theory behind a class like ours was first articulated by the Soviet psychologist [https://en.wikipedia.org/wiki/Lev_Vygotsky Lev Vygotsky] and centers around the concept of [https://www.simplypsychology.org/Zone-of-Proximal-Development.html ''Zone of Proximal Development'']. If the textbook does not suffice as MKO: your instructor is just a Zoom screen away.
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==Project 3 (Chapter 9)==
 
==Project 3 (Chapter 9)==
 
*''Mathematica'' Notebook(s): [http://helmut.knaust.info/class/202110_2325/3Parametric.nb 3Parametric.nb]
 
*''Mathematica'' Notebook(s): [http://helmut.knaust.info/class/202110_2325/3Parametric.nb 3Parametric.nb]
Line 11: Line 36:
 
** Exercise 12-14, Questions 13-18, 9.5.3. (If you have the book: Exercise 2-4, Questions 1-6, Question 9.5.3.)
 
** Exercise 12-14, Questions 13-18, 9.5.3. (If you have the book: Exercise 2-4, Questions 1-6, Question 9.5.3.)
 
**Prove as many conjectures of yours as possible.
 
**Prove as many conjectures of yours as possible.
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==Project 2 (Chapter 3)==
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*''Mathematica'' Notebook(s): [http://helmut.knaust.info/class/202110_2325/2Euclid.nb 2Euclid.nb]
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* 4. Introduction to Project 2 (18 min.):
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<html><iframe width="280" height="160" src="https://utep.yuja.com/V/Video?v=1781327&node=6421296&a=211614421&preload=false" frameborder="0" webkitallowfullscreen mozallowfullscreen allowfullscreen></iframe></html>
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*Things to do:
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#Explain how and why the EA works.
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#Investigate Questions 1-6. What are your conjectures? Why are your conjectures true?
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#(Skip Section 3.4.)
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#Investigate the questions posed in Section 3.5: Are there GCD and EA for polynomials?
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*5. Speed test: EA vs. PF (<2 min.):
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<html><iframe width="280" height="160" src="https://utep.yuja.com/V/Video?v=1781821&node=6423008&a=583545906&preload=false" frameborder="0" webkitallowfullscreen mozallowfullscreen allowfullscreen></iframe></html>
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==Project 1==
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*I have assigned teams on Blackboard. Please contact your other team members via Blackboard and start working on the first project.
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*1. Syllabus and Introduction (18 min.):<br>
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<html><iframe width="280" height="160" src="https://utep.yuja.com/V/Video?v=1633644&node=5681967&a=591157267&preload=false" frameborder="0" webkitallowfullscreen mozallowfullscreen allowfullscreen></iframe><p></html>
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*2. Intro to the Project and ''Mathematica'' (16 min.):<br>
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<html><iframe width="280" height="160" src="https://utep.yuja.com/V/Video?v=1660526&node=5839016&a=1250321241&preload=false" frameborder="0" webkitallowfullscreen mozallowfullscreen allowfullscreen></iframe><p></html>
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*''Mathematica'' Notebook(s): [http://helmut.knaust.info/class/202110_2325/1Iteration.nb 1Iteration.nb]
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* Here are [http://helmut.knaust.info/class/202110_2325/Guidelines.pdf guidelines for writing your project reports].Submit your project in PDF format.
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*3. A Remark on Question 6: (4 min.)<br>
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<html><iframe width="280" height="160" src="https://utep.yuja.com/V/Video?v=1720817&node=6200091&a=1273399462&preload=false" frameborder="0" webkitallowfullscreen mozallowfullscreen allowfullscreen></iframe></html>
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* Here is a direct link to the [http://helmut.knaust.info/class/202110_2325/Reflection1.pdf Reflection] form. You need to download it to your computer.

Latest revision as of 22:07, 7 December 2020


[edit] Project 6 (Chapter 8)

  • 10. Prelude: The real numbers (17 min.)

  • 11. p-adic norms (11 min.)

[edit] Project 5 (Chapter 14)

  • Things to do: Answer all questions in Sections 14.1-14.3 and 14.5.
  • 9. Two Mathematica Notebooks (8 min.):

[edit] Project 4 (Chapter 11)

  • Mathematica Notebook: 4SeqSer.nb
  • 7. Introduction to Project 4 (15 min.):

  • Things to do: Read and answer all the questions and exercises in Sections 11.1-11.5. Do not do Section 11.6.
  • I know that many of you want to become teachers. The learning theory behind a class like ours was first articulated by the Soviet psychologist Lev Vygotsky and centers around the concept of Zone of Proximal Development. If the textbook does not suffice as MKO: your instructor is just a Zoom screen away.

[edit] Project 3 (Chapter 9)

  • 6A. Addendum (<1 min.):

  • Things to do:
    • There are lots of definitions in the text. Make sure you understand all definitions.
    • Exercise 12-14, Questions 13-18, 9.5.3. (If you have the book: Exercise 2-4, Questions 1-6, Question 9.5.3.)
    • Prove as many conjectures of yours as possible.

[edit] Project 2 (Chapter 3)

  • Mathematica Notebook(s): 2Euclid.nb
  • 4. Introduction to Project 2 (18 min.):

  • Things to do:
  1. Explain how and why the EA works.
  2. Investigate Questions 1-6. What are your conjectures? Why are your conjectures true?
  3. (Skip Section 3.4.)
  4. Investigate the questions posed in Section 3.5: Are there GCD and EA for polynomials?
  • 5. Speed test: EA vs. PF (<2 min.):

[edit] Project 1

  • I have assigned teams on Blackboard. Please contact your other team members via Blackboard and start working on the first project.
  • 1. Syllabus and Introduction (18 min.):

  • 2. Intro to the Project and Mathematica (16 min.):

  • Here is a direct link to the Reflection form. You need to download it to your computer.
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