diff --git a/CHANGELOG.md b/CHANGELOG.md index c07c52b9..780e2ec4 100644 --- a/CHANGELOG.md +++ b/CHANGELOG.md @@ -9,6 +9,11 @@ Instructions: Add a subsection under `[Unreleased]` for additions, fixes, change ## [Unreleased] +### Changed + +- Simplify course template. +- Update requirements for `lxml` to version 6 for compatibility with python 3.14 on Windows. + ## [2.33.1] - 2025-12-11 Includes updates to core through commit: [1c97959](https://github.com/PreTeXtBook/pretext/commit/1c97959297d51749717f9b34ce5da131c960b92d) @@ -16,7 +21,6 @@ Includes updates to core through commit: [1c97959](https://github.com/PreTeXtBoo ### Changed - Improved `course` template and updated readme's for main templates. -- Update requirements for `lxml` to version 6 for compatibility with python 3.14 on Windows. ## [2.33.0] - 2025-12-06 diff --git a/templates/course/project.ptx b/templates/course/project.ptx index 013951de..1fdadb70 100644 --- a/templates/course/project.ptx +++ b/templates/course/project.ptx @@ -4,7 +4,7 @@ - diff --git a/templates/course/source/activities/00-sample-activity.ptx b/templates/course/source/activities/00-sample-activity.ptx deleted file mode 100644 index bee2c6d3..00000000 --- a/templates/course/source/activities/00-sample-activity.ptx +++ /dev/null @@ -1,583 +0,0 @@ - - - - - Sample Activity: Relations and Digraphs - - - -

- Each matrix below represents a relation. The rows and columns are numbered 1 through 3 or 4. Give the arrow diagram for each matrix, then express each relation as a set of ordered pairs. - -

    -
  1. - \begin{bmatrix} - 0 \amp 1 \amp 0 \\ - 1 \amp 0 \amp 0 \\ - 0 \amp 0 \amp 1 - \end{bmatrix} -
    2. -
  2. - - \begin{bmatrix} - 1 \amp 1 \amp 0 \\ - 0 \amp 0 \amp 0 \\ - 1 \amp 0 \amp 1 - \end{bmatrix} - -
    3. -
  3. - - \begin{bmatrix} - 1 \amp 0 \amp 0 \amp 1 \\ - 0 \amp 0 \amp 1 \amp 0 \\ - 1 \amp 0 \amp 0 \amp 0 \\ - 0 \amp 1 \amp 0 \amp 1 - \end{bmatrix} -
    4. -
-

- - - - -

-

    -
  1. -

    - From the given matrix, we see that 2 R 1, 1 R 2, and 3 R 3. Therefore, the set of ordered pairs for this relation is \{(1,2), (2,1), (3,3)\}. The arrow diagram is shown below at left. -

    -
    2. - -
  2. - From the given matrix, we see that 1 R 1, 1 R 2, 3 R 1, and 3 R 3. Hence, the set of ordered pairs for this relation is \{ (1,1), (1,2), (3,1), (3,3) \}. The arrow diagram is shown below at center. -
    3. - -
  3. - Reading the matrix, we see 1 R 1, 1 R 4, 2 R 3, 3 R 1, 4 R 2, and 4 R 4. The set of ordered pairs will therefore be \{(1,1), (1,4), (2,3), (3,1), (4,2), (4,4)\}. The arrow diagram is shown below at right. -
    4. -
-

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- Give the matrix representation for the relation depicted in each arrow diagram. Then express the relation as a set of ordered pairs. -

-
- - -
- - - - - - - - - - - - - - - - -
-
- - - - - - - - - - - - - - - - - -
-
- - - - - - - - - - - - - - - - - - - - -
- -
- - -

-

    -
  1. -

    - From the diagram, we deduce that the set of ordered pairs representing this relation will be \{ (1,1), (1,2), (1,3)\}. - The matrix representation will thus be - - \begin{bmatrix} - 1 \amp 1 \amp 1 \\ - 0 \amp 0 \amp 0 \\ - 0 \amp 0 \amp 0 - \end{bmatrix} - . -

    -
    2. - -
  2. -

    - The relation as a set of ordered pairs can be expressed as \{(1,1), (1,3), (2,2), (2,3)\}. - The matrix representation is - - \begin{bmatrix} - 1 \amp 0 \amp 1 \\ - 0 \amp 1 \amp 1 \\ - 0 \amp 0 \amp 0 - \end{bmatrix} - . -

    -
    3. - -
  3. -

    - As a set of ordered pairs, the relation can be described as \{(1,1), (1,4), (2,2), (3,3), (4,1), (4,4)\}. - The matrix representation will be - - \begin{bmatrix} - 1 \amp 0 \amp 0 \amp 1 \\ - 0 \amp 1 \amp 0 \amp 0 \\ - 0 \amp 0 \amp 1 \amp 0 \\ - 1 \amp 0 \amp 0 \amp 1 - \end{bmatrix} - . -

    -
    4. -
-

- - - - -

- Draw the arrow diagram and the matrix representation for each relation. -

- - - - -

- The domain for relation R is \{1,2,3,4\} and R = \{(1,2), (2,1), (3,3)\}. -

- - - - - - - - - - - - - - - - - - - - -

- The arrow diagram is shown at left. The matrix representation is - - \begin{bmatrix} - 0 \amp 1 \amp 0 \amp 0\\ - 1 \amp 0 \amp 0 \amp 0\\ - 0 \amp 0 \amp 1 \amp 0\\ - 0 \amp 0 \amp 0 \amp 0 - \end{bmatrix} - . - -

- - - - - - -

- The domain for relation R is \{1,2,3\}, and R = \varnothing. -

- - - - - - - - - - - - - - - - - - -

- The arrow diagram is shown at left. The matrix representation is - - \begin{bmatrix} - 0 \amp 0 \amp 0\\ - 0 \amp 0 \amp 0\\ - 0 \amp 0 \amp 0 - \end{bmatrix} - . - -

- - - - - - -

- In this problem, state the definitions of the following properties of binary relations: Reflexive, Anti-reflexive or Irreflexive, Symmetric, Antisymmetric, and Transitive. -

- - - -

- For all of these, let R be a binary relation on a set A. -

-
  • - - Reflexive: - - -

    - R is reflexive if and only if for every x \in A, x R x. -

    -
    • - -
  • - - Anti-Reflexive or Irreflexive: - - -

    - R is anti-reflexive or irreflexive if and only if for every x \in A, x \not \mathrel{R} x (i.e., x is not related to itself). -

    -
    • - -
  • - - Symmetric: - - -

    - R is symmetric if and only if for every all x,y \in A, x R y if and only if y R x. (Note that this also means that R is symmetric if and only if for all x,y \in A, x \not \mathrel{R} y if and only if y \not \mathrel{R} x.) -

    -
    • - -
  • - - Antisymmetric: - - -

    - R is antisymmetric if and only if for all x,y \in A, if x \ne y, then x R y and y R x cannot both be true. (So, for every pair of distinct elements in A, one of the following holds: xRy but y \not \mathrel{R} x, y R x but x \not \mathrel{R} y, or x \not \mathrel{R} y and y \not \mathrel{R} x.) -

    -
    • - -
  • - - Transitive - - -

    - R is transitive if and only if for all x,y,z \in A, if x R y and y R z, then x R z. (Note that these don't necessarily have to be distinct.) -

    -
    • -
    -

    -     -     - -     - - - - -

    - For each of the following problems, consider the given relation R defined on a set A. Determine whether R satisfies any of the properties defined in Problem 4 above. If a property does not hold, say why. -

    -     - - - -

    - R = \{(a,a), (b,b), (c,c), (d,d), (a,b), (b,a)\} on the set A = \{a,b,c,d\}. -

    -     - - -

    - The relation is reflexive, symmetric, and transitive. Clearly it is not irreflexive. Moreover, R is not antisymmetric because there is a distinct pair of elements a,b where a R b and b R a are both true. -

    -     -     - - - -

    - Consider the relation defined on A = \Z as x R y if |x-y|\lt1. -

    -     - - -

    - Since x,y \in \Z, xRy \iff |x-y|\lt1 \iff x=y. Then this relation is clearly going to be reflexive, symmetric, and transitive. -

    -     -     - - - -

    - Consider the relation defined on A = \Z where we declare x R y if and only if x and y have the same parity. -

    -     - - -

    - This relation is reflexive because clearly x will have the same parity as itself, so x R x. Also, R is symmetric because if xRy, so x and y have the same parity, then y and x will also have the same parity, so yRx. The relation is transitive because if xRy and yRz, then x and y have the same parity and y and z have the same parity, so x and z thus have the same parity. Hence, x R z. (Notice that R is actually just congruence modulo 2.) -

    -     -     -     - -
    - A digraph - - - - - N=6 - f(t)=(cos(2*pi*t/N), sin(2*pi*t/N)) - - - a - b - c - d - e - f - g - - - - - -
    - - -

    - Answer the following questions about the digraph in . -

    - -     - - - -

    - Which vertex has the largest in-degree? What is the in-degree for that vertex? -

    -     - - -

    - The vertex with the largest in-degree is e, which has degree 3. -

    -     -     - - - -

    - Which vertex has the largest out-degree? What is the out-degree for that vertex? -

    -     - - -

    - The vertex with the largest out-degree is a, which has degree 4. -

    -     -     - - - -

    - List all self-loops in the digraph. -

    -     - - -

    - The self-loops in this digraph are (a,a), (b,b), (e,e). -

    -     -     -     -     - - -

    - Answer the following questions about the digraph in . -

    - -     - - -

    - Is the sequence \langle b,d,e,e\rangle a walk in the graph? If so, is it an open walk? -

    -     - - -

    - Yes, this sequence is a walk, and it is an open walk because the first and last vertices (b and e, respectively) are different. -

    -     -     - - - -

    - Is the sequence \langle a,c,f,g \rangle a walk in the graph? If so, is it an open or closed walk? Is it a trail, path, circuit, or cycle? -

    -     - - -

    - This sequence is not a walk because (c,f) is not an edge in the given graph. Since this is not a walk, it automatically cannot be an open or closed walk, or a trail, path, circuit, or cycle. -

    -     -     - - - -

    - Is the sequence \langle a,a,c,e,e \rangle a walk in the graph? If so, is it an open or closed walked? Is it a trail, path, circuit, or cycle? -

    -     -     -     - -     -     diff --git a/templates/course/source/activities/01-intro-activity.ptx b/templates/course/source/activities/01-intro-activity.ptx new file mode 100644 index 00000000..4d84b97f --- /dev/null +++ b/templates/course/source/activities/01-intro-activity.ptx @@ -0,0 +1,23 @@ + + + + + Introduction Activity + + + +

    + This is the introduction to the activity. +

    +     + + + + +

    + This is the first exercise. +

    +     +     + +     diff --git a/templates/course/source/activities/activity-template.ptx b/templates/course/source/activities/activity-template.ptx index 96e02957..fdd64da8 100644 --- a/templates/course/source/activities/activity-template.ptx +++ b/templates/course/source/activities/activity-template.ptx @@ -19,5 +19,5 @@

    - + diff --git a/templates/course/source/handouts/handout-template.ptx b/templates/course/source/handouts/handout-template.ptx new file mode 100644 index 00000000..e17a2382 --- /dev/null +++ b/templates/course/source/handouts/handout-template.ptx @@ -0,0 +1,12 @@ + + + +Handout Title + + +

    + A first paragraph with some space for notes below it. +

    + +     +     diff --git a/templates/course/source/handouts/sample-handout.ptx b/templates/course/source/handouts/sample-handout.ptx deleted file mode 100644 index 622f9442..00000000 --- a/templates/course/source/handouts/sample-handout.ptx +++ /dev/null @@ -1,120 +0,0 @@ - - - -Sample Handout: Derivative Rules - - - - Rules for specific types of functions - -
    -
  • - Constant functions - -

    - (k)' = 0 -

    -
    • - -
  • - Power functions - -

    - (x^{n})' = nx^{n-1} -

    -
    • - -
  • - Exponential functions - -

    - (a^{x})' = a^{x}\ln(a) -

    - -

    - (e^{x})' = e^{x} -

    -
    • - -
  • - Logarithmic functions - -

    - (\ln(x))' = \frac{1}{x} -

    -
    • - -
  • - Trigonometric functions - -

    - (\sin(x))' = \cos(x). -

    - -

    - (\cos(x))' = -\sin(x). -

    - -

    - (\tan(x))' = \sec^{2}(x) = \frac{1}{\cos^{2}(x)}. -

    - -

    - (\arcsin(x))' = \frac{1}{\sqrt{1-x^{2}}}. -

    - -

    - (\arctan(x))' = \frac{1}{1+x^{2}}. -

    -
    • -
    -     - - - - Rules for combinations of functions - -
    -
  • - Constant multiples - -

    - (k\cdot f(x))' = k\cdot f'(x) -

    -
    • - -
  • - Sum and difference - -

    - (f(x) \pm g(x))' = f'(x) \pm g'(x) -

    -
    • - -
  • - Products (the product rule) - -

    - (f(x)\cdot g(x))' = f'(x)g(x) + f(x)g'(x) -

    -
    • - -
  • - Quotients (the quotient rule) - -

    - \left(\frac{f(x)}{g(x)}\right)' = \frac{f'(x)g(x) - f(x)g'(x)}{(g(x))^{2}} -

    -
    • - -
  • - Compositions (the chain rule) - -

    - (f(g(x)))' = f'(g(x))\cdot g'(x) -

    -
    • -
    -     -     -     diff --git a/templates/course/source/homework/homework-01.ptx b/templates/course/source/homework/homework-01.ptx new file mode 100644 index 00000000..1ec82e39 --- /dev/null +++ b/templates/course/source/homework/homework-01.ptx @@ -0,0 +1,21 @@ + + + + Homework 01 + +

    + Instructions: Complete all the exercises below and submit your work by the due date. +

    +     + + + + +

    + This is the first homework exercise. +

    +     +     + +     +     diff --git a/templates/course/source/homework/homework-template.ptx b/templates/course/source/homework/homework-template.ptx new file mode 100644 index 00000000..489d2b7d --- /dev/null +++ b/templates/course/source/homework/homework-template.ptx @@ -0,0 +1,21 @@ + + + + Homework xx + +

    + Instructions: etc. +

    +     + + + + +

    + This is the first homework exercise. +

    +     +     + +     +     diff --git a/templates/course/source/homework/sample-homework.ptx b/templates/course/source/homework/sample-homework.ptx deleted file mode 100644 index 89041a91..00000000 --- a/templates/course/source/homework/sample-homework.ptx +++ /dev/null @@ -1,109 +0,0 @@ - - - - - Sample Homework: Written Homework 1 - -

    - Instructions: Complete all the parts below on a separate page (not between the prompts). Submit your work by uploading a single PDF to Canvas. This can either be a scan of handwritten solutions or a PDF you created by first typing your solutions. -

    - -

    - Note that the last prompt asks you to write a project proposal. This should be written out in paragraph form. Pretend you are really trying to earn the business of the farmer, so make it professional and accurate. -

    -     - - - - - -

    - A local farmer has reached out to your family's livestock containment company for an estimate to create a habitat for their new emus. The requirements given to you by the farmer are: -

      -
    • -

      - Create a rectangular habitat that is 4000 square feet total, divided into two equal sized areas. -

      -
      • -
    • -

      - Exterior fence must be 6' tall sturdy 12 gauge galvanized steel. -

      -
      • -
    • -

      - Interior fence to divide the two areas can be 4' tall and as needs to only be 16 gauge. -

      -
      • -
    • -

      - Since emu's like to run, it is preferable to have one dimension of the individual areas be at least 100' long. -

      -
      • -
    - The farmer has requested a project plan, including estimates, for the habitat. Your dad has asked you to use calculus to help write the proposal. -

    - -

    - On your end, you know that including parts and labor, the exterior fence will cost $15 per foot, while the interior fence costs only $10 per foot. -

    - -     - - - - -

    - Start by drawing a schematic for the project. -

    -     -     - - - -

    - Suppose one dimension is exactly 100'. Find the other dimension and compute the exact cost for this version of the habitat. -

    -     -     - - - -

    - Is there a way to reduce the cost for the farmer? Create a function C(x) that gives the total cost of a project when the long side of the habitat is x feet long. Verify that C(100) is the same cost as you found in the previous part. -

    -     - -

    - You will likely want to first write C in terms of two dimensions. Then use the fact that the total area of the habitat must be 4000 square feet to eliminate one variable. -

    -     -     - - - -

    - Sketch a graph of the function C(x) on an appropriate domain. -

    -     -     - - - -

    - Use calculus to find the absolute minimum of the function C(x), both with and without the restriction that one side of the habitat must be 100' long. -

    -     -     - - - -

    - Use what you have found in the above parts to write a self contained project proposal, that includes at least two options for the farmer. Clearly explain what the options are, how much they would cost, and what the farmer would get with each. Remember, you are trying to sell fence here. Don't dissapoint your dad! -

    -     -     - -     -     -     diff --git a/templates/course/source/main.ptx b/templates/course/source/main.ptx index fefd4496..45610bca 100644 --- a/templates/course/source/main.ptx +++ b/templates/course/source/main.ptx @@ -18,9 +18,7 @@ - - @@ -50,24 +48,22 @@ - + Handouts - - - - + + Homework - - + + diff --git a/templates/course/source/syllabus/subsec-dates.ptx b/templates/course/source/syllabus/subsec-dates.ptx deleted file mode 100644 index 0eadfdb4..00000000 --- a/templates/course/source/syllabus/subsec-dates.ptx +++ /dev/null @@ -1,57 +0,0 @@ - - - - Important Dates - -

    -

    -
  • - Friday, Aug 25 - -

    - Last day to add a class -

    -
    • - -
  • - Monday, Sep 4 - -

    - Labor Day (no classes) -

    -
    • - -
  • - Monday, Sep 8 - -

    - Last day to drop a class -

    -
    • - -
  • - Nov 26 - Nov 28 - -

    - Thanksgiving break (no classes Wednesday, Thursday or Friday) -

    -
    • - -
  • - Friday, Dec 5 - -

    - Last day to withdraw from class and receive a W -

    -
    • - -
  • - Thursday, Dec 11 - -

    - Final Exam from 10:45am to 1:15pm -

    -
    • -
    -

    -     diff --git a/templates/course/source/syllabus/subsec-policies.ptx b/templates/course/source/syllabus/subsec-policies.ptx deleted file mode 100644 index f9ce3872..00000000 --- a/templates/course/source/syllabus/subsec-policies.ptx +++ /dev/null @@ -1,55 +0,0 @@ - - - - Course Policies - - - Attendance - -

    -

    - -     - - - - Late work -

    -

    -     - - - - Classroom Decorum -

    -

    -     - - - - Academic Integrity - -

    -

    -     - - - - Generative AI - -

    -

    -     - - - - Title IX and Equal Opportunity - -

    -

    - -     - - - -     diff --git a/templates/course/source/syllabus/syllabus.ptx b/templates/course/source/syllabus/syllabus.ptx index cc945db7..530ace7c 100644 --- a/templates/course/source/syllabus/syllabus.ptx +++ b/templates/course/source/syllabus/syllabus.ptx @@ -5,7 +5,6 @@

    - Welcome to what promises to be an exciting and fun semester of ...

    @@ -13,164 +12,75 @@ Course Information

    - This is the syllabus for course name (MATH xxx, section xxx) for semester 20xx. - It is a x credit course. + This is the syllabus for course name (MATH xxx, section xxx) for [term] 20xx. + It is a [n] credit course. +

    -
  • - Instructor - -

    - Prof. - Lastname, Office Location, prof.lastname@example.edu. -

    -
    • - -
  • - Student Hours - -

    - TBD -

    - -

    - Important: I want to see you in student hours, and will happily make appointments with you outside of the regular hours. I'm also available by email and will respond within 24 hours, usually much sooner. There is little I enjoy more than discussing mathematics, so you are really doing me a favor by coming to see me. -

    -
    • - -
  • - Class meets - -

    - course times and location. -

    -
    • - -
  • - Course Description - -

    - course description from catalog -

    -
    • - -
  • - Prerequisite - -

    - list of prerequisites -

    -
    • - -
  • - Textbook and course materials - -

    - textbook name - by textbook author. -

    -
    • -
    -

    - - - - Course Overview - -

    -

    -     - - - - - Assessments and Grades - -

    -

    - - - - Learning targets - -

    - By the end of this course, you should be able to: -

      -
    1. -

      -

      -
      2. - -
    2. -

      -

      -
      3. -
    -

    -     - - - - Assessment of Learning Targets - -

    -

    -     - - - - Final Exam +
  • + Instructor -

    -

    - +

    + Prof. Lastname, Office Location, prof.lastname@example.edu. +

    +
    • +
  • + Student Hours - - Assessment of Mathematical Engagement +

    + TBD +

    +
    • -

    - Your level of effort and engagement will be assessed through your participation in class and completion of a variety of homework assignments. -

  • - Participation + Class meets

    + course times and location.

  • - Daily Prep Assignments + Course Description

    + course description from catalog

  • - Practice Problems + Prerequisite

    + list of prerequisites

  • - Written Homework + Textbook and course materials

    + textbook name + by textbook author.

    • -
    -

    -     - + +

    + - Final Grades + Course Overview

    - - - + + + + Assessments and Grades + +

    +

    +