Learning to Program with MATLAB: Building GUI Tools

By Craig S. Lent

The textual content is for teachers who are looking to use MATLAB to educate introductory programming suggestions. considering the fact that many scholars fight with making use of the options that underlie stable programming practice,  studying to application with MATLAB: construction GUI Tools was designed upon the statement that pupil studying is more advantageous if the scholars themselves construct the GUI (graphical person interface) software, build the computational version, enforce the visualization of effects, and layout the GUI. this article teaches the middle ideas of machine programming—arrays, loops, features, and simple facts structures—using MATLAB. The bankruptcy series covers text-based courses, then courses that produce pics, increase to an emphasis on GUI instruments. This development unleashes the true energy of MATLAB—creating visible expressions of the underlying arithmetic of an issue or layout.

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253 thirteen. 6 Rotating composite items in 3 dimensions . . . . . . . . . . . . . . . . . . . . . . . . . . 254 vii LENT ftoc. tex 6/11/2012 15: forty eight web page viii viii Contents 14 extra arithmetic 260 14. 1 Derivatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261 Derivatives of mathematical capabilities expressed as MATLAB features. . . . . 261 Derivatives of tabulated capabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263 14. 2 Integration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Eighty one five. four for loops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . eighty two five. five whereas loops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . eighty five five. 6 different keep an eye on flow instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Switch-case assertion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 holiday assertion (not advised) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 6 Animation ninety four 6. 1 uncomplicated animation . . . . . . . . . . . . . . . . . . . . . . . . .

87 Switch-case assertion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 holiday assertion (not advised) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 6 Animation ninety four 6. 1 easy animation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ninety five 6. 2 Animating functionality plots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ninety nine 6. three Kinematics of movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . 103 One-dimensional movement: consistent pace . . . . . . . . . . . . . . . . . . . . . . . . .

Eighty five five. 6 different keep watch over flow instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Switch-case assertion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 holiday assertion (not suggested) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 6 Animation ninety four 6. 1 simple animation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ninety five 6. 2 Animating functionality plots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ninety nine 6. three Kinematics of movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . 103 One-dimensional movement: consistent pace .

Forty three three. four Drawing numerous plots on one graph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . forty six a number of plots with a unmarried plot command . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . forty six Combining a number of plots with a carry command . . . . . . . . . . . . . . . . . . . . . . . . . . forty eight three. five including traces and textual content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . fifty one v LENT ftoc. tex 6/11/2012 15: forty eight web page vi vi Contents four Matrices fifty six four. 1 coming into and manipulating matrices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . fifty seven four. 2 Operations on matrices . .

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