Uses Made of Computer Algebra in Physics

Cohen, Harold; Fitch, John

doi:10.1016/s0747-7171(08)80050-8

Cited by 5 publications

(3 citation statements)

References 112 publications

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“…Still, many students have only limited representations of the problems on which they are working. In introductory physics courses a rich understanding of situations is more useful than procedural ability [1]. When students start to learn calculus-based physics the emphasis is shifted.…”

Section: Introductionmentioning

confidence: 99%

Teaching Physics With Computer Algebra Systems

Belu¹,

Belu²

2009 Annual Conference &Amp; Exposition Proceedings

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This paper describes some of the merits of using algebra systems in teaching physics courses. Various applications of computer algebra systems to the teaching of physics are given. Physicists started to apply symbolic computation since their appearance and, hence indirectly promoted the development of computer algebra in its contemporary form. It is therefore fitting that physics is once again at the forefront of a new and exciting development: the use of computer algebra in teaching and learning processes. Computer algebra systems provide the ability to manipulate, using a computer, expressions which are symbolic, algebraic and not limited to numerical evaluation. Computer algebra systems can perform many of the mathematical techniques which are part and parcel of a traditional physics course. The successful use of the computer algebra systems does not imply that the mathematical skills are no longer at a premium: such skills are as important as ever. However, computer algebra systems may remove the need for those poorly understood mathematical techniques which are practiced and taught simply because they serve as useful tools. The conceptual and reasoning difficulties that many students have in introductory and advanced physics courses is well-documented by the physics education community about. Those not stemming from students' failure to replace Aristotelean preconceptions with Newtonian ideas often stem from difficulties they have in connecting physical concepts and situations with relevant mathematical formalisms and representations, for example, graphical representations. In this context, a computer algebra system provides a better tool which is both powerful and easy to use. Their appropriate use can therefore be an important aid in the training of better physicists and engineers. In this presentation we will discuss ways in which computer algebra systems like Maple, Mathcad, Macsyma or Mathematica can be used, by instructors and by students, to help students make these connections and to use them once they are made. Benefits that accrue to upper-class students able to make effective use of a computer algebra systems provide a further rationale for introducing student use of these systems into our courses for those who plan to major in physics or other technical fields.

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Section: Introductionmentioning

confidence: 99%

Teaching Physics With Computer Algebra Systems

Belu¹,

Belu²

2009 Annual Conference &Amp; Exposition Proceedings

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“…To date, symbolic computation has played a rather limited, but important, role in the twentieth century advancement of science and engineering. Symbolic computation aims to automate a wide range of the computation involved in mathematical problem solving [1][2][3][4][5][6][7][8][9][10][11][12] . It emphasizes discrete computation on symbols representing mathematical objects.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, there are important applications that are out of reach of present computational methods and hardware. Computer algebra systems (CAS), such as Maple, MathCAD, or Mathematica can assist educators and students to overcome these obstacles and also to improve the lecture presentations via thepower of visualization, animation and graphic facilities [3][4][5][6][7][8][9][10] . Educators and students can use the advantages of symbolic computation in order to be able to concentrate on applying principles of setting equations instead of technical details of solving problems.…”

Section: Introductionmentioning

confidence: 99%

Teaching Mechanics with Maple

Belu¹,

Husanu²,

Belu³

2011 ASEE Annual Conference &Amp; Exposition Proceedings

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Before joining to the Drexel University Dr. Belu hold faculty and research positions at universities and research institutes in Romania, Canada and United States. His research interests included power system stability, control and protection, renewable energy system analysis, assessment and design, power electronics and electric machines for wind energy conversion, radar and remote sensing, wave and turbulence simulation, measurement and modeling, numerical modeling, electromagnetic compatibility and engineering education. During his career, Dr. Belu published several papers in referred journals and in conference proceedings in his areas of the research interests. He has also been PI or co-PI for various research projects United States and abroad in power systems analysis and protection, load and energy demand forecasting and analysis, renewable energy analysis, assessment and design, turbulence and wave propagation, radar and remote sensing, instrumentation, atmosphere physics, electromagnetic compatibility, and engineering education.

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Use of computer algebra in Hamiltonian calculations

Banerjee

Sobey

et al. 2008

Advances in Engineering Software

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Uses Made of Computer Algebra in Physics

Cited by 5 publications

References 112 publications

Teaching Physics With Computer Algebra Systems

Teaching Physics With Computer Algebra Systems

Teaching Mechanics with Maple

Use of computer algebra in Hamiltonian calculations

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