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Apuntes De Logo
APUNTES DE LOGO Eugenio Roanes Lozano 1 y Eugenio Roanes Macías 2 Unidad Docente de Álgebra 3 Facultad de Educación Universidad Complutense de Madrid 26 Diciembre 2015 1 [email protected] 2 [email protected] 3 www.ucm.es/info/secdealg/ 1 DESCARGA DE LOGO: Una breve resumen de la historia de Logo (y sus dialectos) y la posibilidad de descargar MSWLogo 6.3 (funciona hasta Windows XP, no compatible con Windows 7 y posteriores): http://roble.pntic.mec.es/~apantoja/familias.htm Descarga de MSWLogo 6.5a (compatible con Windows modernos) (el más recomendable 4) http://neoparaiso.com/logo/versiones-logo.html Descarga de FMSLogo 6.34.0 (compatible con Windows modernos) 5: http://neoparaiso.com/logo/versiones-logo.html ALGUNAS OBSERVACIONES Ambos dialectos derivan de UCBLogo, diseñado por Brian Harvey, de la Universidad de Berkeley. Los tres volúmenes de su libro “Computer Science Logo Style”, publicado en 1997 por el MIT e información sobre Logo puede encontrarse en: http://www.cs.berkeley.edu/~bh/ El libro pionero y enciclopédico sobre las posibilidades de la geometría de la tortuga es: • Abelson, H. & di Sessa, A. (1986). Geometría de tortuga: el ordenador como medio de exploración de las Matemáticas. Madrid, España: Anaya. Un libro de esa época en que se desarrollan diferentes aplicaciones educativas para antiguos dialectos de Logo es: • Roanes Macías, E. & Roanes Lozano, E. (1988). MACO. Matemáticas con ordenador. Madrid, España: Síntesis. Es de destacar que hay localizados más de 300 dialectos de Logo. Véase: http://www.elica.net/download/papers/LogoTreeProject.pdf INSTALACIÓN: Sólo hay que ejecutar el correspondiente archivo .EXE. -
CAS (Computer Algebra System) Mathematica
CAS (Computer Algebra System) Mathematica- UML students can download a copy for free as part of the UML site license; see the course website for details From: Wikipedia 2/9/2014 A computer algebra system (CAS) is a software program that allows [one] to compute with mathematical expressions in a way which is similar to the traditional handwritten computations of the mathematicians and other scientists. The main ones are Axiom, Magma, Maple, Mathematica and Sage (the latter includes several computer algebras systems, such as Macsyma and SymPy). Computer algebra systems began to appear in the 1960s, and evolved out of two quite different sources—the requirements of theoretical physicists and research into artificial intelligence. A prime example for the first development was the pioneering work conducted by the later Nobel Prize laureate in physics Martin Veltman, who designed a program for symbolic mathematics, especially High Energy Physics, called Schoonschip (Dutch for "clean ship") in 1963. Using LISP as the programming basis, Carl Engelman created MATHLAB in 1964 at MITRE within an artificial intelligence research environment. Later MATHLAB was made available to users on PDP-6 and PDP-10 Systems running TOPS-10 or TENEX in universities. Today it can still be used on SIMH-Emulations of the PDP-10. MATHLAB ("mathematical laboratory") should not be confused with MATLAB ("matrix laboratory") which is a system for numerical computation built 15 years later at the University of New Mexico, accidentally named rather similarly. The first popular computer algebra systems were muMATH, Reduce, Derive (based on muMATH), and Macsyma; a popular copyleft version of Macsyma called Maxima is actively being maintained. -
BERKELEY LOGO 6.1 Berkeley Logo User Manual
BERKELEY LOGO 6.1 Berkeley Logo User Manual Brian Harvey i Short Contents 1 Introduction :::::::::::::::::::::::::::::::::::::::::: 1 2 Data Structure Primitives::::::::::::::::::::::::::::::: 9 3 Communication :::::::::::::::::::::::::::::::::::::: 19 4 Arithmetic :::::::::::::::::::::::::::::::::::::::::: 29 5 Logical Operations ::::::::::::::::::::::::::::::::::: 35 6 Graphics:::::::::::::::::::::::::::::::::::::::::::: 37 7 Workspace Management ::::::::::::::::::::::::::::::: 49 8 Control Structures :::::::::::::::::::::::::::::::::::: 67 9 Macros ::::::::::::::::::::::::::::::::::::::::::::: 83 10 Error Processing ::::::::::::::::::::::::::::::::::::: 87 11 Special Variables ::::::::::::::::::::::::::::::::::::: 89 12 Internationalization ::::::::::::::::::::::::::::::::::: 93 INDEX :::::::::::::::::::::::::::::::::::::::::::::::: 97 iii Table of Contents 1 Introduction ::::::::::::::::::::::::::::::::::::: 1 1.1 Overview ::::::::::::::::::::::::::::::::::::::::::::::::::::::: 1 1.2 Getter/Setter Variable Syntax :::::::::::::::::::::::::::::::::: 2 1.3 Entering and Leaving Logo ::::::::::::::::::::::::::::::::::::: 5 1.4 Tokenization:::::::::::::::::::::::::::::::::::::::::::::::::::: 6 2 Data Structure Primitives :::::::::::::::::::::: 9 2.1 Constructors ::::::::::::::::::::::::::::::::::::::::::::::::::: 9 word ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 9 list ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 9 sentence :::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 9 fput :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: -
Addition and Subtraction
A Addition and Subtraction SUMMARY (475– 221 BCE), when arithmetic operations were per- formed by manipulating rods on a flat surface that was Addition and subtraction can be thought of as a pro- partitioned by vertical and horizontal lines. The num- cess of accumulation. For example, if a flock of 3 sheep bers were represented by a positional base- 10 system. is joined with a flock of 4 sheep, the combined flock Some scholars believe that this system— after moving will have 7 sheep. Thus, 7 is the sum that results from westward through India and the Islamic Empire— the addition of the numbers 3 and 4. This can be writ- became the modern system of representing numbers. ten as 3 + 4 = 7 where the sign “+” is read “plus” and The Greeks in the fifth century BCE, in addition the sign “=” is read “equals.” Both 3 and 4 are called to using a complex ciphered system for representing addends. Addition is commutative; that is, the order numbers, used a system that is very similar to Roman of the addends is irrelevant to how the sum is formed. numerals. It is possible that the Greeks performed Subtraction finds the remainder after a quantity is arithmetic operations by manipulating small stones diminished by a certain amount. If from a flock con- on a large, flat surface partitioned by lines. A simi- taining 5 sheep, 3 sheep are removed, then 2 sheep lar stone tablet was found on the island of Salamis remain. In this example, 5 is the minuend, 3 is the in the 1800s and is believed to date from the fourth subtrahend, and 2 is the remainder or difference. -
A Simplified Introduction to Virus Propagation Using Maple's Turtle Graphics Package
E. Roanes-Lozano, C. Solano-Macías & E. Roanes-Macías.: A simplified introduction to virus propagation using Maple's Turtle Graphics package A simplified introduction to virus propagation using Maple's Turtle Graphics package Eugenio Roanes-Lozano Instituto de Matemática Interdisciplinar & Departamento de Didáctica de las Ciencias Experimentales, Sociales y Matemáticas Facultad de Educación, Universidad Complutense de Madrid, Spain Carmen Solano-Macías Departamento de Información y Comunicación Facultad de CC. de la Documentación y Comunicación, Universidad de Extremadura, Spain Eugenio Roanes-Macías Departamento de Álgebra, Universidad Complutense de Madrid, Spain [email protected] ; [email protected] ; [email protected] Partially funded by the research project PGC2018-096509-B-100 (Government of Spain) 1 E. Roanes-Lozano, C. Solano-Macías & E. Roanes-Macías.: A simplified introduction to virus propagation using Maple's Turtle Graphics package 1. INTRODUCTION: TURTLE GEOMETRY AND LOGO • Logo language: developed at the end of the ‘60s • Characterized by the use of Turtle Geometry (a.k.a. as Turtle Graphics). • Oriented to introduce kids to programming (Papert, 1980). • Basic movements of the turtle (graphic cursor): FD, BK RT, LT. • It is not based on a Cartesian Coordinate system. 2 E. Roanes-Lozano, C. Solano-Macías & E. Roanes-Macías.: A simplified introduction to virus propagation using Maple's Turtle Graphics package • Initially robots were used to plot the trail of the turtle. http://cyberneticzoo.com/cyberneticanimals/1969-the-logo-turtle-seymour-papert-marvin-minsky-et-al-american/ 3 E. Roanes-Lozano, C. Solano-Macías & E. Roanes-Macías.: A simplified introduction to virus propagation using Maple's Turtle Graphics package • IBM Logo / LCSI Logo (’80) 4 E. -
Using Xcas in Calculus Curricula: a Plan of Lectures and Laboratory Projects
Computational and Applied Mathematics Journal 2015; 1(3): 131-138 Published online April 30, 2015 (http://www.aascit.org/journal/camj) Using Xcas in Calculus Curricula: a Plan of Lectures and Laboratory Projects George E. Halkos, Kyriaki D. Tsilika Laboratory of Operations Research, Department of Economics, University of Thessaly, Volos, Greece Email address [email protected] (K. D. Tsilika) Citation George E. Halkos, Kyriaki D. Tsilika. Using Xcas in Calculus Curricula: a Plan of Lectures and Keywords Laboratory Projects. Computational and Applied Mathematics Journal. Symbolic Computations, Vol. 1, No. 3, 2015, pp. 131-138. Computer-Based Education, Abstract Xcas Computer Software We introduce a topic in the intersection of symbolic mathematics and computation, concerning topics in multivariable Optimization and Dynamic Analysis. Our computational approach gives emphasis to mathematical methodology and aims at both symbolic and numerical results as implemented by a powerful digital mathematical tool, CAS software Received: March 31, 2015 Xcas. This work could be used as guidance to develop course contents in advanced Revised: April 20, 2015 calculus curricula, to conduct individual or collaborative projects for programming related Accepted: April 21, 2015 objectives, as Xcas is freely available to users and institutions. Furthermore, it could assist educators to reproduce calculus methodologies by generating automatically, in one entry, abstract calculus formulations. 1. Introduction Educational institutions are equipped with computer labs while modern teaching methods give emphasis in computer based learning, with curricula that include courses supported by the appropriate computer software. It has also been established that, software tools integrate successfully into Mathematics education and are considered essential in teaching Geometry, Statistics or Calculus (see indicatively [1], [2]). -
Mswlogo Free Online
1 / 4 Mswlogo Free Online It runs on every flavour of Windows from 16-bit to NT. http://softronix.com/logo.html. This article is provided by FOLDOC - Free Online Dictionary of Computing ( .... Jan 13, 2021 — MSWLogo antivirus report This download is virus-free. This file ... Can we download MSW Logo for mac OS system from the internet? Leave a .... Yes, there are lots of turtles in MSW Logo 1, to be exact. Commander window; Recall list MswLogo Definition,. Online Computer Terms Dictionary. Anki is a free .... Oct 2, 2012 — It should be noted that enrolling in two online courses is the equivalent of a full-time campus course load. msw logo online. Those who are .... ... LCSI software online. www.motivate.maths.org.uk: maths videoconferences for ... pedigree resources and software. www.softronix.com/logo.html: MSW Logo, .... Oct 25, 2016 — We are using MSW logo to code (click here to download) Today we drew a rocket and made it launch. For homework try draw a car and make it .... Welcome to the MSW LOGO online course. This course is designed for the kids to give them a start in programming and provide a step by step information about ... Mar 12, 2020 — Fast downloads of the latest free software! ... MSWLogo is a Logo-based programming environment developed in the Massachusetts Institute of .... Online students pay less than the out-of-state tuition rate for the MPH portion of this coordinated degree. Free Logo Design in Minutes. Page 3 MSW Logo .... Available Formats. Download as DOC, PDF, TXT or read online from Scribd .. -
New Method for Bounding the Roots of a Univariate Polynomial
New method for bounding the roots of a univariate polynomial Eric Biagioli, Luis Penaranda,˜ Roberto Imbuzeiro Oliveira IMPA – Instituto de Matemtica Pura e Aplicada Rio de Janeiro, Brazil w3.impa.br/∼{eric,luisp,rimfog Abstract—We present a new algorithm for computing upper by any other method. Our method works as follows: at the bounds for the maximum positive real root of a univariate beginning, an upper bound for the positive roots of the input polynomial. The algorithm improves complexity and accuracy polynomial is computed using one existing method (for exam- of current methods. These improvements do impact in the performance of methods for root isolation, which are the first step ple the First Lambda method). During the execution of this (and most expensive, in terms of computational effort) executed (already existent) method, our method also creates the killing by current methods for computing the real roots of a univariate graph associated to the solution produced by that method. It polynomial. We also validated our method experimentally. structure allows, after the method have been run, to analyze Keywords-upper bounds, positive roots, polynomial real root the produced output and improve it. isolation, polynomial real root bounding. Moreover, the complexity of our method is O(t + log2(d)), where t is the number of monomials the input polynomial has I. INTRODUCTION and d is its degree. Since the other methods are either linear Computing the real roots of a univariate polynomial p(x) is or quadratic in t, our method does not introduce a significant a central problem in algebra, with applications in many fields complexity overhead. -
An Introduction to the Xcas Interface
An introduction to the Xcas interface Bernard Parisse, University of Grenoble I c 2007, Bernard Parisse. Released under the Free Documentation License, as published by the Free Software Fundation. Abstract This paper describes the Xcas software, an interface to do computer algebra coupled with dynamic geometry and spreadsheet. It will explain how to organize your work. It does not explain in details the functions and syntax of the Xcas computer algebra system (see the relevant documentation). 1 A first session To run xcas , • under Windows you must select the xcasen program in the Xcas program group • under Linux type xcas in the commandline • Mac OS X.3 click on the xcas icon in Applications You should see a new window with a menubar on the top (the main menubar), a session menubar just below, a large space for this session, and at the bottom the status line, and a few buttons. The cursor should be in what we call the first level of the session, that is in the white space at the right of the number 1 just below the session menubar (otherwise click in this white space). Type for example 30! then hit the return key. You should see the answer and a new white space (with a number 2 at the left) ready for another entry. Try a few more operations, e.g. type 1/3+1/6 and hit return, plot(sin(x)), etc. You should now have a session with a few numbered pairs of input/answers, each pair is named a level. The levels created so far are all commandlines (a commandline is where you type a command following the computer algebra system syntax). -
Pipenightdreams Osgcal-Doc Mumudvb Mpg123-Alsa Tbb
pipenightdreams osgcal-doc mumudvb mpg123-alsa tbb-examples libgammu4-dbg gcc-4.1-doc snort-rules-default davical cutmp3 libevolution5.0-cil aspell-am python-gobject-doc openoffice.org-l10n-mn libc6-xen xserver-xorg trophy-data t38modem pioneers-console libnb-platform10-java libgtkglext1-ruby libboost-wave1.39-dev drgenius bfbtester libchromexvmcpro1 isdnutils-xtools ubuntuone-client openoffice.org2-math openoffice.org-l10n-lt lsb-cxx-ia32 kdeartwork-emoticons-kde4 wmpuzzle trafshow python-plplot lx-gdb link-monitor-applet libscm-dev liblog-agent-logger-perl libccrtp-doc libclass-throwable-perl kde-i18n-csb jack-jconv hamradio-menus coinor-libvol-doc msx-emulator bitbake nabi language-pack-gnome-zh libpaperg popularity-contest xracer-tools xfont-nexus opendrim-lmp-baseserver libvorbisfile-ruby liblinebreak-doc libgfcui-2.0-0c2a-dbg libblacs-mpi-dev dict-freedict-spa-eng blender-ogrexml aspell-da x11-apps openoffice.org-l10n-lv openoffice.org-l10n-nl pnmtopng libodbcinstq1 libhsqldb-java-doc libmono-addins-gui0.2-cil sg3-utils linux-backports-modules-alsa-2.6.31-19-generic yorick-yeti-gsl python-pymssql plasma-widget-cpuload mcpp gpsim-lcd cl-csv libhtml-clean-perl asterisk-dbg apt-dater-dbg libgnome-mag1-dev language-pack-gnome-yo python-crypto svn-autoreleasedeb sugar-terminal-activity mii-diag maria-doc libplexus-component-api-java-doc libhugs-hgl-bundled libchipcard-libgwenhywfar47-plugins libghc6-random-dev freefem3d ezmlm cakephp-scripts aspell-ar ara-byte not+sparc openoffice.org-l10n-nn linux-backports-modules-karmic-generic-pae -
Logo Tree Project
LOGO TREE PROJECT Written by P. Boytchev e-mail: pavel2008-AT-elica-DOT-net Rev 1.82 July, 2011 We’d like to thank all the people all over the globe and all over the alphabet who helped us build the Logo Tree: A .........Daniel Ajoy, Eduardo de Antueno, Hal Abelson B .........Andrew Begel, Carl Bogardus, Dominique Bille, George Birbilis, Ian Bicking, Imre Bornemisza, Joshua Bell, Luis Belmonte, Vladimir Batagelj, Wayne Burnett C .........Charlie, David Costanzo, John St. Clair, Loïc Le Coq, Oliver Schmidt-Chevalier, Paul Cockshott D .........Andy Dent, Kent Paul Dolan, Marcelo Duschkin, Mike Doyle E..........G. A. Edgar, Mustafa Elsheikh, Randall Embry F..........Damien Ferey, G .........Bill Glass, Jim Goebel, H .........Brian Harvey, Jamie Hunter, Jim Howe, Markus Hunke, Rachel Hestilow I........... J..........Ken Johnson K .........Eric Klopfer, Leigh Klotz, Susumu Kanemune L..........Janny Looyenga, Jean-François Lucas, Lionel Laské, Timothy Lipetz M.........Andreas Micheler, Bakhtiar Mikhak, George Mills, Greg Michaelson, Lorenzo Masetti, Michael Malien, Sébastien Magdelyns, Silvano Malfatti N .........Chaker Nakhli ,Dani Novak, Takeshi Nishiki O ......... P..........Paliokas Ioannis, U. B. Pavanaja, Wendy Petti Q ......... R .........Clem Rutter, Emmanuel Roche S..........Bojidar Sendov, Brian Silverman, Cynthia Solomon, Daniel Sanderson, Gene Sullivan, T..........Austin Tate, Gary Teachout, Graham Toal, Marcin Truszel, Peter Tomcsanyi, Seth Tisue, Gene Thail U .........Peter Ulrich V .........Carlo Maria Vireca, Álvaro Valdes W.........Arnie Widdowson, Uri Wilensky X ......... Y .........Andy Yeh, Ben Yates Z.......... Introduction The main goal of the Logo Tree project is to build a genealogical tree of new and old Logo implementations. This tree is expected to clearly demonstrate the evolution, the diversity and the vitality of Logo as a programming language. -
Direct Manipulation of Turtle Graphics
Master Thesis Direct Manipulation of Turtle Graphics Matthias Graf September 30, 2014 Supervisors: Dr. Veit Köppen & Prof. Dr. Gunter Saake Otto-von-Guericke University Magdeburg Prof. Dr. Marian Dörk University of Applied Sciences Potsdam Abstract This thesis is centred around the question of how dynamic pictures can be created and manipulated directly, analogous to drawing images, in an attempt to overcome traditional abstract textual program representations and interfaces (coding). To explore new ideas, Vogo1 is presented, an experimental, spatially-oriented, direct manipulation, live programming environment for Logo Turtle Graphics. It allows complex abstract shapes to be created entirely on a canvas. The interplay of several interface design principles is demonstrated to encourage exploration, curiosity and serendipitous discoveries. By reaching out to new programmers, this thesis seeks to question established programming paradigms and expand the view of what programming is. 1http://mgrf.de/vogo/ 2 Contents 1 Introduction5 1.1 Research Question.................................6 1.2 Turtle Graphics..................................6 1.3 Direct Manipulation................................8 1.4 Goal......................................... 10 1.5 Challenges..................................... 12 1.6 Outline....................................... 14 2 Related Research 15 2.1 Sketchpad..................................... 15 2.2 Constructivism................................... 16 2.3 Logo........................................ 19 2.4