Category Archives: Mathematics

IMPLEMENTATION OF DERIVATIVE FREE OPTIMIZATION METHODS

IMPLEMENTATION OF DERIVATIVE FREE OPTIMIZATION METHODS

ABSTRACT

Let f be a continuous function on Rn, and supposed f is a smooth nonlinear function, such functions arise in many applications, and very often minimizers are points at which f is not differentiable. Of particular interest is the case where the gradient and the Hessian cannot be computed for any x. In this thesis, two methods are presented for implementation of derivative free optimization. The finite difference  representation of the gradient and Hessian in Quasi Newton method and the  derivative free Trust Region method. We showed that if f has a unique solution, then the set of all the step length (h) generated by the algorithm converges globally. Three test problems are presented and with the use of MATLAB (R2007b) software the effectiveness of the methods is shown. Numerical results are presented demonstrating the robustness of the algorithm and the result compared favourably with some existing algorithms.

 

CHAPTER ONE

INTRODUCTION

1.1         Background to the Study

               This research is centered on optimizing a function of several variables, whose derivative is unavailable.

           Each and every one of us takes decisions in the course of our day-to-day activities, in order to accomplish certain tasks. Usually, there are several, perhaps many possible ways of accomplishing these tasks. Although some choices will generally be better than others, consciously or unconsciously, we must therefore decide upon the best-or optimal-way to realize our objectives.

            For example, all of us at one time or another, find it necessary to drive through city traffic. We could attempt to find the shortest possible route from point A to point B without concern for the time required to traverse this route, or alternately, we could seek out the quickest though not necessarily the shortest route between A and B. As a compromise, we might attempt to find the shortest path from A to B subject to the auxiliary condition that the transit time, does not exceed some prescribed value.

In a classical sense, Optimization can be defined as the art of obtaining best policies to satisfy certain objectives, at the same time satisfying fixed requirements. However, recent advances in Applied Mathematics, Operations Research, and Digital-Computer Technology enable many complex industrial problems in engineering and economics to be optimized successfully by the application of logical and systematic techniques. The development of new and increasingly powerful optimization techniques is proliferating rapidly.

 Optimization has been playing an important role in many branches of science and technology such as engineering, finance, probability and statistics. There are many optimization algorithms that have been developed to locate the optima of continuous objective functions. It is obvious that if a point x* corresponds to the maximum of a function f(x), the same point corresponding to the minimum value of the function – f(x). Thus, optimization can be taken to be maximization.

There is no single method available for solving all optimization problems efficiently. Hence, a number of methods have been developed for solving different types of problems.

The existence of optimization can be traced back to Newton, Lagrange and Cauchy. The development of differential methods for optimization was possible because of the contribution of Newton and Leibnitz. The foundations of the calculus of variations were laid by Bernoulli, Euler, Lagrange and Weierstrass. Constrained optimization was first studied by Lagrange and the notion of descent was introduced by Cauchy.

Despite these early contributions, very little progress was made till the 20th century, when computer power made the implementation of optimization procedures possible and this turn stimulated further research methods.

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BLOCK METHOD FOR NUMERICAL INTEGRATION OF INITIAL VALUE PROBLEMS IN ORDINARY DIFFERENTIAL EQUATIONS

BLOCK METHOD FOR NUMERICAL INTEGRATION OF INITIAL VALUE PROBLEMS IN ORDINARY DIFFERENTIAL EQUATIONS

ABSTRACT

A self starting six step ten order block method with three off-grids points have been derived for solving Ordinary Differential Equations (ODE) using interpolation and collocation procedures. Multiple numerical integrators were arrived at. These integrators are combined into a single block matrix equations. Our method was found to be zero stable, consistent  and convergent. The numerical examples considered showed that our method gave better accuracy than some existing methods. The stability analysis shows that our method is A-stable and of order 10.

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DESIGN AND IMPLEMENTATION OF COMPUTER-AIDED SYSTEM THAT SOLVES ALGEBRAIC EQUATIONS

ABSTRACT

Traditionally, the concept of teaching mathematics has always been a teacher – student relationship; in which the teacher explains the concept of the topic to the student and illustrates it with some examples. The student is then left to understand the topic on his or her own using the tools given by the teacher. A problem often results when the student needs a guide while practicing and the teacher is not available. In that case, learning becomes slow and hindered. As we are in a digital age, where computers have been built to emulate most services usually offered by a human, it is believed that the computer can also stand in the gap for the teacher in his / her absence. With respect to algebra, the objective of this project is the design and implementation of a computer aided system that algebraic equations with limitations to simultaneous equations, quadratic equations and cubic equations (involving real numbers only). The system is designed using Java, CSS (Cascading Style Sheet) and MathTex as the programming languages. The methodology used is the Object-Oriented Analysis and Design method. It is expected that this software would be able to stand in the gap in the absence of the teacher and help students solve algebraic equations on their own, using their own examples and at their own pace and also help teachers in getting versatile knowledge of a algebraic equations by testing them with their own variables. It could also help teachers understand the most optimal methods for solving an algebraic equation to avoid errors in the process of teaching and learning.

 

CHAPTER I

INTRODUCTION

Background of the study

Algebra is a field of mathematics that together with number theory, geometry and analysis, is the study of mathematical symbols and the rules for manipulating those symbols. It is a unifying thread of almost all mathematics. As a result, it includes everything from elementary equations, to the study of abstractions such as groups, rings and fields. Algebra is divided into two main parts; elementary and abstract or modern algebra. Elementary algebra encompasses some of the basic concepts of algebra, and is often used to build one’s understanding of arithmetic (dealing with specified numbers) by introducing quantities without fixed values (called variables). Elementary algebra is mostly concerned with structures within the realm of real and complex numbers. Abstract or modern algebra is the study of algebraic structures such as groups, rings, fields, modules, vector spaces, lattices etc.

Algebraic equations are needed in many aspects of life such as engineering, industry, medicine etc. As a result, we end up solving algebraic equations almost every day as we have to make decisions about specific quantities such as the amount of food to last a week, amount of materials needed for construction of a block in a site, amount of money needed to follow up a project from start to finish etc. As solving algebraic equations manually can be tiring or time-consuming; which is a consequence of the bulky steps one has to pass through that increases as the complexity of the equation increases, this project illustrates the construction of a desktop application that simulates and solves systems of algebraic equations and shows the user the algorithm followed by the computer in solving such equations.

1.1 Statement of the Problem

The following problems are observed in the manual solution of systems of algebraic equations;

  • Time Conservation: Manually solving an algebraic equation from start to finish can be time consuming especially in cases where the equation is as complex as a quadratic or cubic equation or an exponential equation with long procedures.
  • Cost: One who wants to solve an algebraic equation prefers manual solution using a calculator, a pen, a piece(s) of paper as well as four-figure tables in order to get his / her facts right. Thus, a project analyst in an industry would need a stand-by calculator, stacks of paper as well as a writing pen, all of which are costly to constantly supply and exhausts space.
  • Accuracy: Man always has the tendency to make errors as a result of extensive approximation. Example, an average individual tends to solve mathematical problems with values not more than 3-4 decimal places. This can cause significant errors when used in the long-run.

1.2 Aims and Objectives

The aim of this project is to develop a computerized solution for a system of equations, the specific objectives are to;

  • Reduce the time and energy exhumed in the process of solving algebraic equations manually.
  • Help students solve algebraic equations on their own without the constant presence of a school teacher or the constant usage of physical textbooks, as well as alleviate the stress of having to carry too many learning materials while going for studies.
  • Minimize the cost of analytic materials; in a data analyst’s office one workstation or desktop could carry as many mathematical problem solving applications as possible, which reduces the cost of buying, writing and solving materials such as the calculator, papers, pen etc.
  • Aid teachers and examination bodies in the preparation of questions and the construction of error-free marking schemes.

1.3 Significance of the study

The beneficiaries of this project are;

  • Science students involved in mathematics
  • Mathematics teachers

Every science student needs an in-depth understanding of mathematics for any significant goal is to be achieved in his / her study. This project would provide a reliable means of sourcing for help in mathematical problems involving algebraic equations. It would help the student to solve algebraic equations with high degree of accuracy, sighting norms and exceptions, as well as rules to be followed.

Mathematics teachers would benefit widely because they no longer have to rely on the limited examples textbooks offer them, but they can try as many problems as possible to expand their understanding of the algebraic equation to be solved and hence increase their efficiency while teaching.

1.4 Scope of the Project

This project covers three main types of algebraic equations, namely;

  • Simultaneous Equations which could involve;
    • Two Linear equations
    • One Linear and one quadratic equation
    • One quadratic and one cubic equation
    • One Linear and one cubic equation
  • Quadratic Equations
  • Cubic Equations

It is limited to real numbers, meaning that complex numbers, trigonometric functions and exponential functions are not considered in this context.

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EFFECTIVENESS OF COOPERATIVE LEARNING AND PEER-TEACHING STRATEGIES ON STUDENTS ACHIEVEMENT AND INTEREST IN MATHEMATICS

ABSTRACT

The main purpose of this study was to determine the effectiveness of cooperative learning and peer-teaching strategies on students’ achievement and interest in Mathematics in Ezeagu Local Government Area of Enugu State. In addition, the study determined which of the two teaching strategies would be more efficacious in enhancing students’ achievement and interest in Mathematics. Six research questions and six hypotheses were formulated to guide the study. The research work was quasi-experimental design type, specifically the non equivalent control group design. Two hundred and eighty three Mathematics students drawn from nine co-educational public schools within the Ezeagu Education Zone of Enugu State were used for the work. Simple random sampling technique was applied in choosing the schools as well as assigning each of the teaching approaches to the sample schools. The cooperative learning and peer –teaching groups were the experimental groups while the conventional teaching method group was treated as the control group. Validated Mathematics Achievement Test (MAT) and Mathematics Interest Inventory (MII) were administered to the students as pretest and posttest for collection of data. The MAT had reliability index of 0.98 while MII had reliability index of 0.93. The mean scores were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. From the findings of the research work, teaching approach used in difficult mathematics concepts is significantly responsible for the perennial poor performance of students in secondary school mathematics and more of cooperative learning should be used as it has better effect on students interest and achievement in learning difficult mathematics concept than the peer teaching, a number of implications were discussed. Recommendations and suggestions for further studies were also made.

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