How to plot the solution of pde

pde:=diff(u(x,t),t) =K*diff(u(x,t),x, x); 

I can't step further,  i can't insert boundary value problem, plz help me to solve pde.

Hear u(x,t)->infinity  when t->infinity  and diff(u(x,t),x) =0 when x=0 for all t 

Please ignore my mistake,

If I have a procedure that for example produces a list of times it takes to work out the eigenvectors of a random nxn matrix from n=2..9.

Times:=[seq([n,time(LinearAlgebra[Eigenvectors](RandomMatrix(n)))],n=2..9)]:

If I want to make my data more accurate so that it works out the time it takes to find the eigenvector for each different sized matrix multiple times and then takes an average time (for each n), how would I do that?

Hi I'm trying to make a procedure that will multiply all the diagonal entries of any random matrix together, this is what I have tried so far:

with(LinearAlgebra):
with(ListTools):
Diag := proc(A)
local aux,V,i,n;
V:=[];
n:=RowDimension(A):

for i from 1 to n do 
aux := 1; 
aux := aux*U2(i,i);
end do:

end proc;

but this just produces the last diagoinal entry of the matrix - how do I make the loop multiply the previous number by the next diagonal entry?

another option I've done is to make a list of the diagonal entries, but then I encounter the same problem with multiplication:

Diag:=proc(A)
local n, List;
n:=RowDimension(A);
List:=[seq(A(i,i),i=1..n)]:
end proc:

any help would be greatly appreciated!
 

I recently had a wonderful and valuable opportunity to meet with some primary school students and teachers at Holbaek by Skole in Denmark to discuss the use of technology in the classroom. The Danish education system has long been an advocate of using technology and digital learning solutions to augment learning for its students. One of the technology solutions they are using is Maple, Maplesoft’s comprehensive mathematics software tool designed to meet the unique and complex needs of STEM courses. It is rare to find Maple being used at the primary school level, so it was fascinating to see first-hand how Maple is being incorporated at the school.

In speaking with some of the students, I asked them what their education was like before Maple was incorporated into their course. They told me that before they had access to Maple, the teacher would put an example problem on the whiteboard and they would have to take notes and work through the solution in their notebooks. They definitely prefer the way the course is taught using Maple. They love the fact that they have a tool that let them work through the solution and provide context to the answer, as opposed to just giving them the solution. It forces them to think about how to solve the problem. The students expressed to me that Maple has transformed their learning and they cannot imagine going back to taking lectures using a whiteboard and notebook.

Here, I am speaking with some students about how they have adapted Maple to meet their needs ... and about football. Their team had just won 12-1.

Mathematics courses, and on a broader level, STEM courses, deal with a lot of complex materials and can be incredibly challenging. If we are able to start laying the groundwork for competency and understanding at a younger age, students will be better positioned for not only higher education, but their careers as well. This creates the potential for stronger ideas and greater innovation, which has far-reaching benefits for society as a whole.

Jesper Estrup and Gitte Christiansen, two passionate primary school teachers, were responsible for introducing Maple at Holbaek by Skole. It was a pleasure to meet with them and discuss their vision for improving mathematics education at the school. They wanted to provide their students experience with a technology tool so they would be better equipped to handle learning in the future. With the use of Maple, the students achieved the highest grades in their school system. As a result of this success, Jesper and Gitte decided to develop primary school level content for a learning package to further enhance the way their students learn and understand mathematics, and to benefit other institutions seeking to do the same. Their efforts resulted in the development of Maple-Skole, a new educational tool, based on Maple, that supports mathematics teaching for primary schools in Denmark.

Maplesoft has a long-standing relationship with the Danish education system. Maple is already used in high schools throughout Denmark, supported by the Maple Gym package. This package is an add-on to Maple that contains a number of routines to make working with Maple more convenient within various topics. These routines are made available to students and teachers with a single command that simplifies learning. Maple-Skole is the next step in the country’s vision of utilizing technology tools to enhance learning for its students. And having the opportunity to work with one tool all the way through their schooling will provide even greater benefit to students.

(L-R) Henrik and Carolyn from Maplesoft meeting with Jesper and Gitte from Holbaek by Skole

It helps foster greater knowledge and competency in primary school students by developing a passion for mathematics early on. This is a big step and one that we hope will revolutionize mathematics education in the country. It is exciting to see both the great potential for the Maple-Skole package and the fact that young students are already embracing Maple in such a positive way.

For us at Maplesoft, this exciting new package provides a great opportunity to not only improve upon our relationships with educational institutions in Denmark, but also to be a part of something significant, enhancing the way students learn mathematics. We strongly believe in the benefits of Maple-Skole, which is why it will be offered to schools at no charge until July 2020. I truly believe this new tool has the potential to revolutionize mathematics education at a young age, which will make them better prepared as they move forward in their education.

I need to convert a maple code into a clickable user interface one. How to do it?. Thank you.

Hi, I've created an array from a do loop, where the number in the array is the number of degrees for which I've calculated the answer, I now wish to graph the angle against the value in the array. i.e. the value a[50]=156.21 should graph to the point (50,156.21). Ideally as well I'd like for it to be joined up by a smooth curve of best fit, but I'll take what I can get, I can't seem to figure out how to plot it at all at the moment.

See code below:

restart;

for i from 50 by 5 to 85 do
ThetaBn := (1/180)*i*Pi;
s := cos(2*ThetaBn)*x+(2*sin(ThetaBn)*sin(ThetaBn))*sin(x);
a[i] := 180.0*fsolve(s = 0, x, 1 .. 6)*(1/Pi)
end do;

Thanks

wordwheel.mws
 

The program below works fine, but comes up with an error message: wrong number (or type) of parameters in function $.  I'm confused as the Maple 7 Help on 'convert, bytes' the $ symbol is omitted.  The program works fine: it is just a little disconcerting, as this is just the start of a general Wordwheel program.

   The error seems to be related to the textplot command - but why?

Download wordwheel.mws

E := proc (n::posint)
local L, x, y, z, p;
p := n; L := NULL;
assume(x::nonnegint, y::nonnegint, z::nonnegint);
assume(x <= y and y < =z);
for x from 1 to irem(p, 2) do
for y from x to irem(p, 2) do
for z from y to irem(p, 2) do
if x+y+z = p then L := L, [x, y, z] end if
end do
end do
end do;
return L end proc:
This procedure don't work. I would like E(9)={(1,4,4),(2,3,4),(3,3,3)} then E(2019), E(2022). Thank you.

Is this documenation wrong?

https://www.maplesoft.com/support/help/maple/view.aspx?path=Database%2fSQLite%2fFetchRow

It says that calling sequence is 

     FetchRow( statement, column, valuetype  )

But below it only shows 

With no column anywhere.  And none of examples show column in them.

And when I tried it by adding a column name that I know exist in my sqlite3 database, Maple gave an error that no such parameter allowed.  

Does FetchRow support column name or is the above just a documenation error?

Maple 2019

Hello everyone!

Does anyone know if it is possible define a metric like the metric below?

Thanks in advance!

I would like to understand why the 'solve' command is unable to find any solution to the system of equation { x^2=2, x^3=2*sqrt(2) }  (which obviously has a unique solution x=sqrt(2) ). The syntax that I used is
> solve({x^2 = 2, x^3 = sqrt(2)^3}, [x]);
and the output is the empty list.

I suspect that this is related to the presence of the algebraic number sqrt(2). Does anyone have a better understanding ?

I am using Maple version 2018.0, build ID 1298750.

Thank you.

hi 

how can i write the tittle on the plot exampe below pic

restart;
with(plots);
inequal({sqrt((1/2)*x) < y and sqrt(Pi/(2*x)) < y and y < sqrt(x) and y < sqrt(Pi/x)}, x = 1 .. 3, y = 0 .. 2);
 

I discovered incidentally that the command  Matrix(3, 3, `-`) (the number 3 is purely illustrative) returned the same result than the command Matrix(3, 3, (i,j) -> i-j).
In the same way `+` realizes (i,j) -> i+j), `*` realizes (i,j) -> i*j), ...

More surprisingly `.` realizes (i,j) -> i*j while I'm in worksheet mode, with "old" maple input style, and that the command 2.3 does not answer 6 but concatenates 2 and 3.

Is this a known behaviour or an undocumented feature?
 

I bassically have one problem with an integral of the type:

and I want to change the integration variable. I've founded the IntegrationTools:-Change command, but it simply does not work.

givin the error:
Error, (in IntegrationTools:-Change) unable to determine new range for S

Any help is deeply appreciated.

I have noticed a few times now with Maple 2019. It looses kernel connection when it is sitting there idly. This time I observed it. Had saved a document after an intensive calculation. The memory used was about 30Gig. shortly after saving the cpu fan was running hard. I checked task manager and cpu was cycling to 100%, it was mserever. Then the memory usage droped to about 6gig and message as shown. During this time Maple screen down in the LH corner displayed "Ready", so it didn't think it was doing anything.