I've submitted an application to the Application Center: An Epidemic Model (for Influenza or Zombies). This is an interactive Maple document, suitable for instructional use in an undergraduate course in mathematical biology or differential equations, or a calculus course that include differential equations. ...

Hey

I'm trying to solve this trigonometric equation:

e := 4·cos(t)+2·cos(2·t)=0. In the interval 0..2·Pi

However when i try:

solve([e, 0 <= t <= 2 Pi], t, AllSolutions, explicit)

I won't give my a straight answer.

I have also given Student:-Calculus1:-Roots a try:

Student:-Calculus1:-Roots(e, t=0..2·Pi)

But it will only give me an answer when i use the numeric...

trig_integrals_prime.mw

if you put these integrals into Tool...Tutors...Calculus SV ....Integration methods, you get simpler "nicer" answers than when you integrate them directly in a worksheet (even after simplification).

why the difference?

Hi,

I am trying to simplify the expression s as given below. (I am not sure why it comes up with all the vector caclulus notation in it but it should display okay when you enter it)

Because of the presence of the exponential imaginary fucntions I thought evalc might be useful but when I use it I get a huge expression with csgn appearing in it. To my knowledge csgn appears when assumptions are not correctly specified - is this so? I can't see any assumption...

Hello!

I have a problem that has to do with the function dsolve in Maple 14.

This is my code:

I want to make a numerical approximation of the number Pi to a defect that is not more than 0.0001

Hello.

I was thinking about how I have used Maple for making animations. Thinking about it, I remembered an animation that I made to motivate the students of a calculus course. With this animation, I was searching to show the students the power of Maple.

I would like to see other animations for getting new and interesting ideas to show the students.

If you want to upload some animations, we could do a funny post with many animations.

This is for a calculus lab. I need to show my students how to do this with Maple.

It only does the inner integral and gives ...

ans:=CompleteSquare(x^2+2*x)

ans := (x+1)^2-1

ans1:=CompleteSquare(x^4+2*x^2, x^2)

Error, (in Student:-Precalculus:-CompleteSquare) arguments after the 1st should be a name, function, or a list or set of names or functions...

why won't VectorCalculus[Jacobian] accept vectors?

... to prevent me from frying my system? or is it an unnecessary restriction?

Here's what I mean:

Fvec := Vector([x[1]*x[2],3*x[3]]);Xvec := Vector([x[1],x[2]]);Flst := [x[1]*x[2],3*x[3]];Xlst := [x[1],x[2]];VectorCalculus[Jacobian](Fvec,Xlst);VectorCalculus[Jacobian](Flst,Xlst);VectorCalculus[Jacobian](Flst,Xvec);Error, invalid input: too many and/or wrong type...

Download Maple_primes_ques_27.mw

I'm in the process of reviewing Calculus for self-learning--I'm not in a class room but learning/re-learning on my own. Would the Calculus Bundle be sufficient for that purpose? Does it contain enough supporting information to permit self-learning? Would steps be shown for equation solutions?

A new edition of Maplets for Calculus (M4C) is now available. M4C v1.3 is a collection of 129 maplets for calculus students and instructors. The 35 new maplets fill in some gaps in the coverage of precalculus and single variable calculus and begin to address multivariate topics. Each maplet provides a customized graphical user interface (using 2D and 3D graphics and animation) to provide immediate, step-by-step guidance through an endless supply of random ...

with the following input:

with(VectorCalculus);

X := r -> sqrt(2/Pi)*alpha*exp(-alpha^2*(r.r));

a_0:=a*<1/(2*sqrt(3) , 1/2>;

r:=<x,y>;

K:=<k_1, k_2>;

assume(alpha::real);

assume(alpha>0);assume(k_1>0);

assume(k_2>0);

assume(k_1::real);

assume(k_2::real);

eq1:=int( X(r-a_0) , x=-infinity .. infinity);

Why is the ouput :

In a recent blog post, I pointed out that Maple did not have a built-in functionality for drawing graphs that arise in computing volumes by slices. However, I did provide several examples of ad-hoc visualizations that one could build with the graphing tools in Maple.

Recently, a user called attention to a weakness in the Student Calculus 1 command, VolumeOfRevolution. This command (and the tutor built on it) will draw a surface of revolution bounded by the surfaces generated by revolving the graph of one or two functions.

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