Case Studies: New Applications
http://www.maplesoft.com/applications/category.aspx?cid=168
en-us2016 Maplesoft, A Division of Waterloo Maple Inc.Maplesoft Document SystemSat, 03 Dec 2016 15:38:59 GMTSat, 03 Dec 2016 15:38:59 GMTNew applications in the Case Studies categoryhttp://www.mapleprimes.com/images/mapleapps.gifCase Studies: New Applications
http://www.maplesoft.com/applications/category.aspx?cid=168
The SIR model with births and deaths
http://www.maplesoft.com/applications/view.aspx?SID=153878&ref=Feed
<P>This interactive application explores a variation of the classic SIR model for the spread of disease. The classical SIR model assumes that a population can be divided into three distinct compartments: S is the proportion of susceptibles, I is the proportion of infected persons and R is the proportion of persons that have recovered from infection and are now immune against the disease. One extension to the classic SIR model is to add births and deaths to the model. Thus there is an inflow of new susceptibles and an outflow from all three compartments.</P>
<P>
<B>Also:</B> <A HREF="http://maplecloud.maplesoft.com/application.jsp?appId=6584880737550336">View and interact with this app in the MapleCloud!</A></P><img src="/view.aspx?si=153878/sir_births_deaths.png" alt="The SIR model with births and deaths" align="left"/><P>This interactive application explores a variation of the classic SIR model for the spread of disease. The classical SIR model assumes that a population can be divided into three distinct compartments: S is the proportion of susceptibles, I is the proportion of infected persons and R is the proportion of persons that have recovered from infection and are now immune against the disease. One extension to the classic SIR model is to add births and deaths to the model. Thus there is an inflow of new susceptibles and an outflow from all three compartments.</P>
<P>
<B>Also:</B> <A HREF="http://maplecloud.maplesoft.com/application.jsp?appId=6584880737550336">View and interact with this app in the MapleCloud!</A></P>153878Wed, 16 Sep 2015 04:00:00 ZGünter EdenharterGünter EdenharterThe SEIR model with births and deaths
http://www.maplesoft.com/applications/view.aspx?SID=153879&ref=Feed
<P>This interactive application explores the SEIR model for the spread of disease. The SEIR model is an extension of the classical SIR (Susceptibles, Infected, Recovered) model, where a fourth compartment is added that contains exposed persons which are infected but are not yet infectious. The SEIR (Susceptibles, Exposed, Infectious, Recovered) model as presented here covers also births and deaths.</P>
<P>
<B>Also:</B> <A HREF="http://maplecloud.maplesoft.com/application.jsp?appId=6407056173039616">View and interact with this app in the MapleCloud!</A></P><img src="/view.aspx?si=153879/seirThumb.jpg" alt="The SEIR model with births and deaths" align="left"/><P>This interactive application explores the SEIR model for the spread of disease. The SEIR model is an extension of the classical SIR (Susceptibles, Infected, Recovered) model, where a fourth compartment is added that contains exposed persons which are infected but are not yet infectious. The SEIR (Susceptibles, Exposed, Infectious, Recovered) model as presented here covers also births and deaths.</P>
<P>
<B>Also:</B> <A HREF="http://maplecloud.maplesoft.com/application.jsp?appId=6407056173039616">View and interact with this app in the MapleCloud!</A></P>153879Wed, 16 Sep 2015 04:00:00 ZGünter EdenharterGünter EdenharterThe Classic SIR Model
http://www.maplesoft.com/applications/view.aspx?SID=153877&ref=Feed
<P>This interactive application explores the classical SIR model for the spread of disease, which assumes that a population can be divided into three distinct compartments - S is the proportion of susceptibles, I is the proportion of infected persons and R is the proportion of persons that have recovered from infection and are now immune against the disease.</P>
<P>
<B>Also:</B> <A HREF="http://maplecloud.maplesoft.com/application.jsp?appId=4837052487041024">View and interact with this app in the MapleCloud!</A></P><img src="/view.aspx?si=153877/sir_classic.png" alt="The Classic SIR Model" align="left"/><P>This interactive application explores the classical SIR model for the spread of disease, which assumes that a population can be divided into three distinct compartments - S is the proportion of susceptibles, I is the proportion of infected persons and R is the proportion of persons that have recovered from infection and are now immune against the disease.</P>
<P>
<B>Also:</B> <A HREF="http://maplecloud.maplesoft.com/application.jsp?appId=4837052487041024">View and interact with this app in the MapleCloud!</A></P>153877Wed, 16 Sep 2015 04:00:00 ZGünter EdenharterGünter EdenharterzoMbi
http://www.maplesoft.com/applications/view.aspx?SID=129642&ref=Feed
<p>Higher Mathematics for external students of biological faculty.<br />Solver-practicum.<br />1st semester.<br />300 problems (15 labs in 20 variants).<br />mw.zip</p>
<p>Before use - Shake! <br />(Click on the button and activate the program and Maplet).<br />Full version in html: <a href="http://webmath.exponenta.ru/zom/index.html">http://webmath.exponenta.ru/zom/index.html</a></p><img src="/view.aspx?si=129642/zombie_3.jpg" alt="zoMbi" align="left"/><p>Higher Mathematics for external students of biological faculty.<br />Solver-practicum.<br />1st semester.<br />300 problems (15 labs in 20 variants).<br />mw.zip</p>
<p>Before use - Shake! <br />(Click on the button and activate the program and Maplet).<br />Full version in html: <a href="http://webmath.exponenta.ru/zom/index.html">http://webmath.exponenta.ru/zom/index.html</a></p>129642Sun, 15 Jan 2012 05:00:00 ZDr. Valery CyboulkoDr. Valery CyboulkoAn Epidemic Model (for Influenza or Zombies)
http://www.maplesoft.com/applications/view.aspx?SID=127836&ref=Feed
<p>Systems of differential equations can be used to model an epidemic of influenza or of zombies. This is an interactive Maple document suitable for use in courses on mathematical biology or differential equations or calculus courses that include differential equations. No knowledge of Maple is required.</p><img src="/view.aspx?si=127836/Cholera.jpg" alt="An Epidemic Model (for Influenza or Zombies)" align="left"/><p>Systems of differential equations can be used to model an epidemic of influenza or of zombies. This is an interactive Maple document suitable for use in courses on mathematical biology or differential equations or calculus courses that include differential equations. No knowledge of Maple is required.</p>127836Thu, 17 Nov 2011 05:00:00 ZDr. Robert IsraelDr. Robert IsraelGreat Expectations
http://www.maplesoft.com/applications/view.aspx?SID=127116&ref=Feed
<p>An investor is offered what appears to be a great investment opportunity. Unfortunately it doesn't turn out to be so great in the long run. This interactive Maple document explores the situation using simulation and analysis, and suggests a new strategy that would produce better results.</p>
<p>This is an example suitable for presentation in an undergraduate course on probability. No knowledge of Maple is required.</p><img src="/view.aspx?si=127116/expectation_thum.png" alt="Great Expectations" align="left"/><p>An investor is offered what appears to be a great investment opportunity. Unfortunately it doesn't turn out to be so great in the long run. This interactive Maple document explores the situation using simulation and analysis, and suggests a new strategy that would produce better results.</p>
<p>This is an example suitable for presentation in an undergraduate course on probability. No knowledge of Maple is required.</p>127116Thu, 27 Oct 2011 04:00:00 ZInternational Trade Model
http://www.maplesoft.com/applications/view.aspx?SID=120866&ref=Feed
<p>This application demonstrates how international trade occures in a simple case between two countries and in one product market. The application starts with given supply and demand functions in two separate countries, country A and country B. Then it proceeds to identify domestic equilibrium prices and quantities in these two countries for a given product market. The difference between the domestic prices plays a role in determining the direction of trade flows, i.e. exports and imports. In this given application, country A imports and country B exports products as the domestic price is lower in country B than in country A. Then the application shows how equilibrium international price and international quantity (exports and imports) can be identified given specific domestic supply and demand functions of the two countries. Moreover, this application also demonstrates interactively how setting import tariff and import quota in country A can restrict international trade and how this will affect import price, quantity, and welfare of economic agents in importing country. The application is created for study purposes of international trade model by using Maple program.</p><img src="/view.aspx?si=120866/384396\3d8359703bf9dcce1b49dfbc4fccfc5d.gif" alt="International Trade Model" align="left"/><p>This application demonstrates how international trade occures in a simple case between two countries and in one product market. The application starts with given supply and demand functions in two separate countries, country A and country B. Then it proceeds to identify domestic equilibrium prices and quantities in these two countries for a given product market. The difference between the domestic prices plays a role in determining the direction of trade flows, i.e. exports and imports. In this given application, country A imports and country B exports products as the domestic price is lower in country B than in country A. Then the application shows how equilibrium international price and international quantity (exports and imports) can be identified given specific domestic supply and demand functions of the two countries. Moreover, this application also demonstrates interactively how setting import tariff and import quota in country A can restrict international trade and how this will affect import price, quantity, and welfare of economic agents in importing country. The application is created for study purposes of international trade model by using Maple program.</p>120866Wed, 01 Jun 2011 04:00:00 ZSarvar RuzmatovSarvar RuzmatovODE. Guidelines. Maple vs. MS Word
http://www.maplesoft.com/applications/view.aspx?SID=102304&ref=Feed
<p>Ordinary Differential Equations. Guidelines. Maple vs. MS Word.<br />English Index.<br />Along with these recommendations, using a Maple-workshop based on the books of Filippov and Kuznetsov.<br />Samples are included.</p><img src="/view.aspx?si=102304/mrs.jpg" alt="ODE. Guidelines. Maple vs. MS Word" align="left"/><p>Ordinary Differential Equations. Guidelines. Maple vs. MS Word.<br />English Index.<br />Along with these recommendations, using a Maple-workshop based on the books of Filippov and Kuznetsov.<br />Samples are included.</p>102304Tue, 08 Mar 2011 05:00:00 ZDonetsk National UniversityDonetsk National UniversityMapler. 05. Аlgebraic equations & Index
http://www.maplesoft.com/applications/view.aspx?SID=102285&ref=Feed
<p>Mathematical program-controlled multivariate Workshop.<br />Version without maplets and test problems. <br />Further depends on community interest.</p><img src="/view.aspx?si=102285/mrs.jpg" alt="Mapler. 05. Аlgebraic equations & Index" align="left"/><p>Mathematical program-controlled multivariate Workshop.<br />Version without maplets and test problems. <br />Further depends on community interest.</p>102285Mon, 07 Mar 2011 05:00:00 ZDr. Valery CyboulkoDr. Valery CyboulkoMathematical Logic. Guidelines. Maple vs. MS Words.
http://www.maplesoft.com/applications/view.aspx?SID=102213&ref=Feed
<p>Maple vs. MS Words. Example<br />It is interesting to someone interested in it?<br />For me it is obvious that the best books and teaching materials of classical mathematics must be formatted in mathematical packages.</p><img src="/view.aspx?si=102213/mrs.jpg" alt="Mathematical Logic. Guidelines. Maple vs. MS Words." align="left"/><p>Maple vs. MS Words. Example<br />It is interesting to someone interested in it?<br />For me it is obvious that the best books and teaching materials of classical mathematics must be formatted in mathematical packages.</p>102213Fri, 04 Mar 2011 05:00:00 ZDonetsk National UniversityDonetsk National UniversityExotic EIE-course
http://www.maplesoft.com/applications/view.aspx?SID=102076&ref=Feed
<p>Ukraine. <br />Exotic training course for the entrance examination in mathematics.<br /><strong>External independent evaluation</strong> <br />Themes:<br />0101 Goals and rational number <br />0102 Interest. The main problem of interest <br />0103 The simplest geometric shapes on the plane and their properties <br />0201 Degree of natural and integral indicator <br />0202 Monomial and polynomials and operations on them <br />0203 Triangles and their basic properties <br />0301 Algebraic fractions and operations on them <br />0302 Square root. Real numbers <br />0303 Circle and circle, their properties <br />0401 Equations, inequalities and their systems <br />0402 Function and its basic properties <br />0403 Described and inscribed triangles <br />0501 Linear function, linear equations, inequalities and their systems <br />0502 Quadratic function, quadratic equation, inequality and their systems <br />0503 Solving square triangles <br />0601 Rational Equations, Inequalities and their sysytemy <br />0602 Numerical sequence. Arithmetic and geometric progression <br />0603 Solving arbitrary triangles <br />0701 Sine, cosine, tangent and cotangent numeric argument <br />0702 Identical transformation of trigonometric expressions <br />0703 Quadrilateral types and their basic properties <br />0801 Trigonometric and inverse trigonometric functions, their properties <br />0802 Trigonometric equations and inequalities <br />0803 Polygons and their properties <br />0901 The root of n-th degree. Degree of rational parameters <br />0902 The power functions and their properties. Irrational equations, inequalities and their systems <br />0903 Regular polygons and their properties <br />1001 Logarithms. Logarithmic function. Logarithmic equations, inequalities and their systems <br />1002 Exponential function. Indicator of equations, inequalities and their systems <br />1003 Direct and planes in space <br />1101 Derivative and its geometric and mechanical content <br />1102 Derivatives and its application <br />1103 Polyhedron. Prisms and pyramids. Regular polyhedron <br />1201 Initial and definite integral <br />1202 Application of certain integral <br />1203 Body rotation <br />1301 Compounds. Binomial theorem <br />1302 General methods for solving equations, inequalities and their systems <br />1303 Coordinates in the plane and in space <br />1401 The origins of probability theory <br />1402 Beginnings of Mathematical Statistics <br />1403 Vectors in the plane and in space <br /><strong>Maple </strong>version<br /><strong>Html-interactive</strong> version</p><img src="/view.aspx?si=102076/ell.jpg" alt="Exotic EIE-course" align="left"/><p>Ukraine. <br />Exotic training course for the entrance examination in mathematics.<br /><strong>External independent evaluation</strong> <br />Themes:<br />0101 Goals and rational number <br />0102 Interest. The main problem of interest <br />0103 The simplest geometric shapes on the plane and their properties <br />0201 Degree of natural and integral indicator <br />0202 Monomial and polynomials and operations on them <br />0203 Triangles and their basic properties <br />0301 Algebraic fractions and operations on them <br />0302 Square root. Real numbers <br />0303 Circle and circle, their properties <br />0401 Equations, inequalities and their systems <br />0402 Function and its basic properties <br />0403 Described and inscribed triangles <br />0501 Linear function, linear equations, inequalities and their systems <br />0502 Quadratic function, quadratic equation, inequality and their systems <br />0503 Solving square triangles <br />0601 Rational Equations, Inequalities and their sysytemy <br />0602 Numerical sequence. Arithmetic and geometric progression <br />0603 Solving arbitrary triangles <br />0701 Sine, cosine, tangent and cotangent numeric argument <br />0702 Identical transformation of trigonometric expressions <br />0703 Quadrilateral types and their basic properties <br />0801 Trigonometric and inverse trigonometric functions, their properties <br />0802 Trigonometric equations and inequalities <br />0803 Polygons and their properties <br />0901 The root of n-th degree. Degree of rational parameters <br />0902 The power functions and their properties. Irrational equations, inequalities and their systems <br />0903 Regular polygons and their properties <br />1001 Logarithms. Logarithmic function. Logarithmic equations, inequalities and their systems <br />1002 Exponential function. Indicator of equations, inequalities and their systems <br />1003 Direct and planes in space <br />1101 Derivative and its geometric and mechanical content <br />1102 Derivatives and its application <br />1103 Polyhedron. Prisms and pyramids. Regular polyhedron <br />1201 Initial and definite integral <br />1202 Application of certain integral <br />1203 Body rotation <br />1301 Compounds. Binomial theorem <br />1302 General methods for solving equations, inequalities and their systems <br />1303 Coordinates in the plane and in space <br />1401 The origins of probability theory <br />1402 Beginnings of Mathematical Statistics <br />1403 Vectors in the plane and in space <br /><strong>Maple </strong>version<br /><strong>Html-interactive</strong> version</p>102076Mon, 28 Feb 2011 05:00:00 ZTIMOTIMOWhy is the Minimum Payment on a Credit Card So Low?
http://www.maplesoft.com/applications/view.aspx?SID=6647&ref=Feed
On a monthly credit card balance of $1000, a typical credit card company will only ask for a minimum payment of $20. Why do credit card companies do that? Let's see if Maple can lead us to some insights.<img src="/view.aspx?si=6647/thumb.gif" alt="Why is the Minimum Payment on a Credit Card So Low?" align="left"/>On a monthly credit card balance of $1000, a typical credit card company will only ask for a minimum payment of $20. Why do credit card companies do that? Let's see if Maple can lead us to some insights.6647Wed, 10 Sep 2008 00:00:00 ZJason SchattmanJason SchattmanBresenham's Algorithm
http://www.maplesoft.com/applications/view.aspx?SID=5743&ref=Feed
Bresenham's algorithm for drawing line segments of the slope 0 <= m <= 1.<img src="/view.aspx?si=5743/Bresenham_32.gif" alt="Bresenham's Algorithm" align="left"/>Bresenham's algorithm for drawing line segments of the slope 0 <= m <= 1.5743Mon, 31 Mar 2008 00:00:00 ZDr. Zbigniew RadziszewskiDr. Zbigniew RadziszewskiThe Population of Mexican United States. Part I
http://www.maplesoft.com/applications/view.aspx?SID=4850&ref=Feed
The principal goal of this document is to find mathematical models for the Mexican population
growth since 1921 to 1995 using Maple 10 Statistics and DEtools Pakages and to predict the population for the
2000 and 2005 years.<img src="/view.aspx?si=4850/mexpop.jpg" alt="The Population of Mexican United States. Part I" align="left"/>The principal goal of this document is to find mathematical models for the Mexican population
growth since 1921 to 1995 using Maple 10 Statistics and DEtools Pakages and to predict the population for the
2000 and 2005 years.4850Thu, 14 Dec 2006 00:00:00 ZProf. David Macias FerrerProf. David Macias FerrerClassroom Tips and Techniques: Norm of a Matrix
http://www.maplesoft.com/applications/view.aspx?SID=1430&ref=Feed
The greatest benefits from bringing Maple into the classroom are realized when the static pedagogy of a printed textbook is enlivened by the interplay of symbolic, graphic, and numeric calculations made possible by technology. It is not enough merely to compute or check answers with Maple. To stop after noting that indeed, Maple can compute the correct answer is not a pedagogical breakthrough.
Getting Maple to compute the correct answer is just the first step. Using Maple to bring insights not easily realized with by-hand calculations should be the goal of everyone who sets a hand to improving the learning experiences of students.<img src="/view.aspx?si=1430/thumb.jpg" alt="Classroom Tips and Techniques: Norm of a Matrix" align="left"/>The greatest benefits from bringing Maple into the classroom are realized when the static pedagogy of a printed textbook is enlivened by the interplay of symbolic, graphic, and numeric calculations made possible by technology. It is not enough merely to compute or check answers with Maple. To stop after noting that indeed, Maple can compute the correct answer is not a pedagogical breakthrough.
Getting Maple to compute the correct answer is just the first step. Using Maple to bring insights not easily realized with by-hand calculations should be the goal of everyone who sets a hand to improving the learning experiences of students.1430Thu, 27 Jan 2005 00:00:00 ZDr. Robert LopezDr. Robert LopezRandomized testing in the classroom
http://www.maplesoft.com/applications/view.aspx?SID=4129&ref=Feed
Randomized tests inhibit cheating and reduce the number of student-teacher confrontations. This worksheet generates a random quiz or random exam, taking problems from a test bank.
<img src="/view.aspx?si=4129//applications/images/app_image_blank_lg.jpg" alt="Randomized testing in the classroom" align="left"/>Randomized tests inhibit cheating and reduce the number of student-teacher confrontations. This worksheet generates a random quiz or random exam, taking problems from a test bank.
4129Fri, 14 Sep 2001 14:54:12 ZOtto WilkeOtto WilkeIntegrating Maple into the Math Curriculum - A Seven Step Guide for Educators, by Greg A. Moore, Orange Coast College
http://www.maplesoft.com/applications/view.aspx?SID=3794&ref=Feed
Integrating Maple into the Math Curriculum - A Seven Step Guide for Educators<img src="/view.aspx?si=3794//applications/images/app_image_blank_lg.jpg" alt="Integrating Maple into the Math Curriculum - A Seven Step Guide for Educators, by Greg A. Moore, Orange Coast College" align="left"/>Integrating Maple into the Math Curriculum - A Seven Step Guide for Educators3794Tue, 19 Jun 2001 00:00:00 ZGregory MooreGregory MooreUse of Maple in undergraduate microeconomics instruction
http://www.maplesoft.com/applications/view.aspx?SID=3797&ref=Feed
The purpose of this article is to illustrate how Maple can easily be incorporated into an undergraduate mathematical economics course. Specifically, I show that Maple's graphical capabilities provide undergraduate students insight into microeconomic functional relationships beyond that possible in a textbook or on a blackboard<img src="/view.aspx?si=3797//applications/images/app_image_blank_lg.jpg" alt="Use of Maple in undergraduate microeconomics instruction" align="left"/>The purpose of this article is to illustrate how Maple can easily be incorporated into an undergraduate mathematical economics course. Specifically, I show that Maple's graphical capabilities provide undergraduate students insight into microeconomic functional relationships beyond that possible in a textbook or on a blackboard3797Tue, 19 Jun 2001 00:00:00 ZDavid BoydDavid Boyd