平面切立方體內單位立方格數極值之計算
我們先假設有一正方體及一截過正方體之平面,並設正立方體為一k*k*k 之立體。為計算平面截過之單位正立方體個數,我們必須先分別計算各層被切過之個數再將之相加,因此將各層面投影至同一平面,簡化為平面上之問題,並討論其性質/規律,計算平面截此正立方體之個數。如此,便可以一般化數學式計算平面截正立方體個數之問題。接著,用以上方法為基礎,討論各種平面切正立方體之類型,將被平面所截之單位立方體個數以電腦程式算出,觀察數字變化及其性質規則,並找出最大值發生之條件。 We initially supposed that there are a regular hexahedron consists of unitary n × n cubes and a plane which incises the regular hexahedron. To calculate the total number of the unitary cubes incised by the plane, we can first calculate them layer by layer and then sum them up. And further, we project each layer on the same plane, so the three-dimensional problem is simplified into two-dimension. By making use of the character which results from projection, we can easily calculate the number of the unitary cubes incised. Consequently, we are able to calculate them with a general equation. Afterward, we research each circumstance that the plane incises the regular hexahedron on the base of the mentioned methods. Calculate them with self-designed computer programs, and observe the regulation and change of the result. Furthermore, we can find out when it will achieve the maximum.
記憶學習機
一般學生對於學校課程學習的負擔,再加上對本身的自信心不足,往往導致學生自己所「背」的東西不是十分確信是否有真正記進腦中,也常常困擾著他們。因此,引發本小組想設計一個可以自我評測且可以立即得到成績的輔助學習機;在研究過程中,本小組設計記憶學習機不但可以做到使用者自我評測的功能,還可以讓使用者馬上得到檢測的結果並且使用者可以回顧先前成績欄紀錄;記憶學習機經過本小組組員的辛苦孕育下誕生,本小組便拿著「它」讓班上同學認識,雖然「它」不是同學心中的最佳主角,但是同學卻一致認定「它」是『最佳伴讀夥伴』。本作品主要功能有:1.能調整使用者所要求的測試時問。2.該作品能記憶此次測試成績,以便和下次相互比較。3.依使用者的需求選擇中文、英文、數字及遊戲模式做記憶訓練。4.能有立即性的成效及回饋。 Due to the pressure of courses and lack of confidence, many students are often not sure of what they have recited on a lesson previously, which in turn always disturbs and cut down learning confidence of students. To eradicate the obstacles they encounter, we decide to research into this topic. A memory-based learning-aided machine is designed for students to self-evaluate themselves and to get the feedback at once. In the process of development, the memory-based learning-aided machine not only lets users practice the exercise of their own, but also is able to derive the outcomes immediately and retrieve the previous records effectively and efficiently. We strive to make this learning-aided machine at its best performance as possible as we can. Besides, the memory-based learning-aided machine provides the alternatives for the users to answer the question in a way that they like. For example, users can answer questions in English mode, can choose the limit time into test themselves in a time. In addition, the system can expand its material by inputting data into the knowledge base. By our group members' lasting efforts, the learning-aided machine was created, finally. According to the result of experiment that we applied to the classmates, we conclude that the memory-based learning-aided machine is the best assistant and learning partner for the students. We would like to introduce it to classmates and hope they will be interested in using it to enhance their learning motivation and performance.
台灣桃園縣虎頭山的泥裂痕的分析和研究
桃園虎頭山是位於林口台地南端的低海拔(約240~260M)丘陵地,表土層屬於紅土層,紅土主要成分為細沙(直徑>50μm,約佔50%)、粉沙(直徑2~50μm,約佔30%),其餘以黏土為主,加上少量含鐵礦物,採樣地點字圖二中的三聖宮旁的登山步道,其坡面面向東南方,對位處北緯25度的桃園屬於向陽波,經日曬適當時間後所產生的龜裂現象,是我們探討的對象;We have focused the study on the sun cracks found in the Mts.Hu-To are located in the southern part of the Mesa Lin Kou, which are 240m to 260m above the sea level. Mainly red clay, the surface soil is a composition of fine sand(diameter>50μm,up to50%)and silt(diameter>2~5 μm,up to 30%),including clay and a limited amount of iron minerals. The soil sample was gathered at the trail beneath the Hil Gue-Lun(241m,see pic.1)from the southeastern latitudes.
聽聽貝多芬作品的下一代:將碎形及基因演算法應用於數位音樂產生器
本研究整合了碎形圖形的迭代運算方法與基因交配觀念來達到音樂創新,並透過音樂和諧性判別機制來提高創新音樂的悅耳程度。利用基因觀念之交配的方法來解決長短的問題。這個方法是把原始音符輸入後,找出它們的中心點,以這個中心點為準,其他的音符按照一定比例向外延展,成為新的迭代點。再利用這些迭代點,迭代出新的音符。把製造好的音符染色體放置到交配池中,以隨機的方式在交配池中選取其中之一個染色體進行交配的動作,此二音符染色體會交換彼此的基因,產生下一代新的代表音符長短之染色體,隨後以「模仿母體判斷式」來判斷這新一代的音樂是否與母體音樂相似,藉此淘汰掉「不肖的」下一代,而若新一代與母體的相似程度高的話,它的悅耳性相信也會相對提高。最後把這些技術應用於數位音樂創作,以衍生新穎應用與創新的結果。Fractals can be produced by IFS (Iterated Function Systems). By iterative computation of many times, we can obtain the similar graphics. In my research, the methods to generate the iterative algorithms were presented. In addition, I would discuss the regularity and the content as well as the properties of those digital patterns. At last, the advanced application of fractals to digital music pieces was presented. The program took a note of several measure of music as the beginning point, and made the IFS calculations for each new note in each measure. But there was no difference in beats if you just make the IFS iteration. So I changed the beats with genetic crossover method. In this research, the expression of the DNA to each beat of note was adopted. The same way, it took a note as a beginning point. And the system obtained the new DNA from the old notes for new ones randomly. After producing the new pieces of music, I want to know if it is good to listen. So I used the algorithm that checks the simulation to the shape of mother music. If its shape is similar to the mother music, the probability that the new music is pleasing may even increase. That would make a piece of brand new music. What I want to do in this research is improve the multiformity of music and find what the relationship is of ‘good music’ and mathematical algorithms
垂直水柱的成節機制探討
本研究欲探討垂直水柱遇障礙物成節的形成機制。以數位照相機、光電計時器等進行觀測。 實驗結果如下: (一)因往返水柱波速不同,而且節無波腹大幅振動現象,故節不是駐波現象。 (二)細針插入水柱表面時,當針上方超過某長度後,針下方產生V字形震波。但不論針相對水柱的速度是否超過波速,針上方都有節,故不是震波所產生的現象。 (三)根據水波槽模擬實驗,不論木條是否超過波速,木條前方均產生波紋。木條前方的水受到木條推動,往前方加速,因此顯現出波紋了。 我們認為,在水柱中所看到的節,不是震波或駐波,而是相對於木條往前傳遞的波。波源是撞擊物,改變了水柱表面的壓力,而成為波源,水柱的水因受撞擊,某個範圍內流速會小於波速,使得撞擊物前方存在波紋。This experiment uses digital camera and photoelectric timer to discuss the mechanism of causing spouts to form nodes on its surface. Because the downward wave velocity of the spout is different from that upwardand there are no significant vibrations of antinodes, standing waves are not the mechanism of causing nodes. In the experiment of inserting a needle into the spout, we found out that while the needle was inserted above a certain length of the spout, v shaped bow waves emerged. However, no matter the velocity of the needle related to the spout is over the wave velocity, there are always nodes above the needle. Therefore, bow waves are not the mechanism of causing nodes. According to the ripple tank simulating experiment, no matter whether the speed of the wooden stick is faster than the wave velocity or not, there are always waves forming in front of the wooden stick. The wooden stick pushes water in front of it and causes the water to accelerate forward. Therefore, waves appear. We think that the nodes we see on spouts are neither standing waves nor bow waves. The nodes are rather caused by the relatively moving wooden stick. The object, which impacted the spout (wooden stick), changed the pressure of the spout’s surface and became the source of wave. Because of the impact, the velocity of the water current of a certain area became slower than the wave velocity and causes nodes forming on the surface of the spout.