Trigonometry: New Applications
http://www.maplesoft.com/applications/category.aspx?cid=171
en-us2015 Maplesoft, A Division of Waterloo Maple Inc.Maplesoft Document SystemSat, 29 Aug 2015 12:37:37 GMTSat, 29 Aug 2015 12:37:37 GMTNew applications in the Trigonometry categoryhttp://www.mapleprimes.com/images/mapleapps.gifTrigonometry: New Applications
http://www.maplesoft.com/applications/category.aspx?cid=171
Why I Needed Maple to Make Cream Cheese Frosting
http://www.maplesoft.com/applications/view.aspx?SID=125069&ref=Feed
<p>A recipe for cream cheese frosting I was making called for 8 oz. (about 240 grams) of cream cheese. Unfortunately, I didn't have a kitchen scale, and the product I bought came in a 400 gram tub in the shape of a<strong> truncated cone</strong>, which has a rather cumbersome volume formula. <br />Given the geometry of this tub, how deep into the tub should I scoop to get 240 grams? The mathematics is trickier than you might think but lots of fun! And the final, tasty result is worth the effort!</p><img src="/view.aspx?si=125069/philly_thumb.png" alt="Why I Needed Maple to Make Cream Cheese Frosting" align="left"/><p>A recipe for cream cheese frosting I was making called for 8 oz. (about 240 grams) of cream cheese. Unfortunately, I didn't have a kitchen scale, and the product I bought came in a 400 gram tub in the shape of a<strong> truncated cone</strong>, which has a rather cumbersome volume formula. <br />Given the geometry of this tub, how deep into the tub should I scoop to get 240 grams? The mathematics is trickier than you might think but lots of fun! And the final, tasty result is worth the effort!</p>125069Tue, 23 Aug 2011 04:00:00 ZDr. Jason SchattmanDr. Jason SchattmanMapler. 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 CyboulkoExotic 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 ZTIMOTIMOTerminator circle with animation
http://www.maplesoft.com/applications/view.aspx?SID=100509&ref=Feed
<p>The idea of writing this article came to me on the 25th of June 2003 when I was listening to Cairo radio announcing that Maghrib prayer is due in Cairo city while I was sitting in my home town at 400 miles North East of Cairo. What is interesting is that at exactly the same time a next door mosque, in my home town, was also calling for the Maghrib prayer. This makes me wonder : how could it be that sunset is simultaneous at two locations separated by a distance of 400 miles from each other and at different Latitudes & Longitudes. As a reminder Maghrib prayer time occurs everywhere at sunset. <br />In what follows we explore this issue and try to prove or disprove the simultaneity of sunset at two different locations. In so doing we are led to some interesting conclusions and as a bonus we got ourselves an animation of the Terminator circle on the surface of the globe. <br />Aside from its modest value and its originality ( I am not aware of anything similar to it ) this article is a good exercise in Maple programming. <br />May this article be a stimulus for some readers to get interested in Astronomy which is a science as ancient as the early human civilizations. <br /><br /></p><img src="/view.aspx?si=100509/thumb.jpg" alt="Terminator circle with animation" align="left"/><p>The idea of writing this article came to me on the 25th of June 2003 when I was listening to Cairo radio announcing that Maghrib prayer is due in Cairo city while I was sitting in my home town at 400 miles North East of Cairo. What is interesting is that at exactly the same time a next door mosque, in my home town, was also calling for the Maghrib prayer. This makes me wonder : how could it be that sunset is simultaneous at two locations separated by a distance of 400 miles from each other and at different Latitudes & Longitudes. As a reminder Maghrib prayer time occurs everywhere at sunset. <br />In what follows we explore this issue and try to prove or disprove the simultaneity of sunset at two different locations. In so doing we are led to some interesting conclusions and as a bonus we got ourselves an animation of the Terminator circle on the surface of the globe. <br />Aside from its modest value and its originality ( I am not aware of anything similar to it ) this article is a good exercise in Maple programming. <br />May this article be a stimulus for some readers to get interested in Astronomy which is a science as ancient as the early human civilizations. <br /><br /></p>100509Tue, 28 Dec 2010 05:00:00 ZDr. Ahmed BaroudyDr. Ahmed Baroudyvan Roomen Problem
http://www.maplesoft.com/applications/view.aspx?SID=96978&ref=Feed
<p>It is a well known fact that sines & cosines of some angles can be expressed in square root radicals.<br />This is the case of sines & cosines of the following angles in degrees : <br />30, 45, 60, 72, 30/2 = 15, 72/2 = 36, 36/2 = 18, 30+18 = 48, 48/2 = 12, 12/2 = 6, 6/2 = 3, 3/2 = 1.5, <br />and all multiples of 3 degrees by a power of 2 are expressible in square root radicals only. <br />This is related to the fact that these radicals can be get from the double of the angle formulas which involve square root radicals only.<br />It is a remarkable fact that all angles counted in degrees as powers of 2 → <br /> n<br /> 2 <br /> such as:<br /> 2deg, 4deg, 8deg, 16deg, 32deg, 64deg, ... , etc.<br />have their sines & cosines which can not be expressed as pure square root radicals but as a combination of cubic & square root radicals.<br />The same holds true for all angles counted in degrees as multiples of 5deg by a power of 2 → <br /> n<br /> 5.2 <br /> such as:<br /> 5deg, 10deg, 20deg, 40deg, 80deg, ... , etc.<br />The purpose of this article is double:<br /><br />1st Purpose - To show how to solve a famous 16 century challenging problem, involving many levels of square root radicals, using Maple powerful calculating engine.<br /> <br />2d Purpose - To find a way to express cosine & sine of any angle from 1 degree on in a combination of cubic & square root radicals. We find first cos(1deg) & sin(1deg). <br />Any other angle being a sum or a difference of two easily found sine & cosine or a multiple by 2 of a an angle.<br /><br />This 2d purpose seems to be an exercise in futility since the final formulas are unwieldy and will never be of any practical use. However the way we tackle the problem is very instructive and possibly many readers may get some insight as to how we can deal with some trigonometry problem the easy way.<br /><br /></p><img src="/view.aspx?si=96978/maple_icon.jpg" alt="van Roomen Problem" align="left"/><p>It is a well known fact that sines & cosines of some angles can be expressed in square root radicals.<br />This is the case of sines & cosines of the following angles in degrees : <br />30, 45, 60, 72, 30/2 = 15, 72/2 = 36, 36/2 = 18, 30+18 = 48, 48/2 = 12, 12/2 = 6, 6/2 = 3, 3/2 = 1.5, <br />and all multiples of 3 degrees by a power of 2 are expressible in square root radicals only. <br />This is related to the fact that these radicals can be get from the double of the angle formulas which involve square root radicals only.<br />It is a remarkable fact that all angles counted in degrees as powers of 2 → <br /> n<br /> 2 <br /> such as:<br /> 2deg, 4deg, 8deg, 16deg, 32deg, 64deg, ... , etc.<br />have their sines & cosines which can not be expressed as pure square root radicals but as a combination of cubic & square root radicals.<br />The same holds true for all angles counted in degrees as multiples of 5deg by a power of 2 → <br /> n<br /> 5.2 <br /> such as:<br /> 5deg, 10deg, 20deg, 40deg, 80deg, ... , etc.<br />The purpose of this article is double:<br /><br />1st Purpose - To show how to solve a famous 16 century challenging problem, involving many levels of square root radicals, using Maple powerful calculating engine.<br /> <br />2d Purpose - To find a way to express cosine & sine of any angle from 1 degree on in a combination of cubic & square root radicals. We find first cos(1deg) & sin(1deg). <br />Any other angle being a sum or a difference of two easily found sine & cosine or a multiple by 2 of a an angle.<br /><br />This 2d purpose seems to be an exercise in futility since the final formulas are unwieldy and will never be of any practical use. However the way we tackle the problem is very instructive and possibly many readers may get some insight as to how we can deal with some trigonometry problem the easy way.<br /><br /></p>96978Sat, 18 Sep 2010 04:00:00 ZDr. Ahmed BaroudyDr. Ahmed BaroudyClassroom Tips and Techniques: Branches and Branch Cuts for the Inverse Trig and Hyperbolic Functions
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Properties of the inverse trig and hyperbolic functions in Maple depend on Maple's choices of branch cuts and principal branches. Some of this information is available to the user, and some can be deduced. In this month's article, we show how to determine principal branches and branch cuts for these twelve functions, and then provide a tool for assembling the information in a user-friendly graphical format.<img src="/view.aspx?si=6932/Untitled-1.jpg" alt="Classroom Tips and Techniques: Branches and Branch Cuts for the Inverse Trig and Hyperbolic Functions" align="left"/>Properties of the inverse trig and hyperbolic functions in Maple depend on Maple's choices of branch cuts and principal branches. Some of this information is available to the user, and some can be deduced. In this month's article, we show how to determine principal branches and branch cuts for these twelve functions, and then provide a tool for assembling the information in a user-friendly graphical format.6932Thu, 27 Nov 2008 00:00:00 ZDr. Robert LopezDr. Robert LopezGraphing interface for A sin(Bx + C) + D
http://www.maplesoft.com/applications/view.aspx?SID=6575&ref=Feed
Provides the student with a command-free environment to experiment with the graph of the sine function in all its glory. Includes sliders for A, B, C, D and radio buttons for selecting radians or degrees. The embedded plot component automatically labels the x-axis in multiples of either Pi/2 or 90 degrees.<img src="/view.aspx?si=6575/1.jpg" alt="Graphing interface for A sin(Bx + C) + D" align="left"/>Provides the student with a command-free environment to experiment with the graph of the sine function in all its glory. Includes sliders for A, B, C, D and radio buttons for selecting radians or degrees. The embedded plot component automatically labels the x-axis in multiples of either Pi/2 or 90 degrees.6575Tue, 26 Aug 2008 00:00:00 ZJason SchattmanJason SchattmanClassroom Tips and Techniques: A Vexing Trig Conversion
http://www.maplesoft.com/applications/view.aspx?SID=6401&ref=Feed
This month's article examines partial solutions that appeared in two issues of MapleTech, one from 1996 and one from 1997. It then provides a complete solution to the transformation coded by one of the Maple developers.<img src="/view.aspx?si=6401/1.jpg" alt="Classroom Tips and Techniques: A Vexing Trig Conversion" align="left"/>This month's article examines partial solutions that appeared in two issues of MapleTech, one from 1996 and one from 1997. It then provides a complete solution to the transformation coded by one of the Maple developers.6401Wed, 02 Jul 2008 00:00:00 ZDr. Robert LopezDr. Robert LopezPlotting of Polar Points
http://www.maplesoft.com/applications/view.aspx?SID=6303&ref=Feed
Given a polar point with its radial and angular component in degrees, the system demonstrates, narrates, and animates the plotting of polar points. It also includes other petinents topics related to polar points.
System is intended for high school or junior college students taking a course in either Trigonometry or Precalculus.<img src="/view.aspx?si=6303/Untitled-1.gif" alt="Plotting of Polar Points" align="left"/>Given a polar point with its radial and angular component in degrees, the system demonstrates, narrates, and animates the plotting of polar points. It also includes other petinents topics related to polar points.
System is intended for high school or junior college students taking a course in either Trigonometry or Precalculus.6303Wed, 21 May 2008 00:00:00 ZProf. P. VelezProf. P. VelezClassroom Tips and Techniques: Stepwise Solution of a Trig Equation
http://www.maplesoft.com/applications/view.aspx?SID=5680&ref=Feed
Stemming from a user's query, we explore how to generate a stepwise solution of a trig equation. Originally, the user wanted to know if the complete solution could be developed in the "Equation Manipulator" but we show that only part of the solution can be obtained this way. A complete solution requires use of a number of Maple's syntax-free features, including palettes, the Context Menu, and the "Equation Manipulator."<img src="/view.aspx?si=5680/Stepwise_Solution_of_a_Trig.gif" alt="Classroom Tips and Techniques: Stepwise Solution of a Trig Equation" align="left"/>Stemming from a user's query, we explore how to generate a stepwise solution of a trig equation. Originally, the user wanted to know if the complete solution could be developed in the "Equation Manipulator" but we show that only part of the solution can be obtained this way. A complete solution requires use of a number of Maple's syntax-free features, including palettes, the Context Menu, and the "Equation Manipulator."5680Thu, 28 Feb 2008 00:00:00 ZDr. Robert LopezDr. Robert LopezAsinchronous Sines Functions
http://www.maplesoft.com/applications/view.aspx?SID=5647&ref=Feed
The properties of the Asinchronous Sines Matrix are described, in
particular: the identity of the determinant for different positions from the sequence.
Note: This is in English and Spanish.<img src="/view.aspx?si=5647//applications/images/app_image_blank_lg.jpg" alt="Asinchronous Sines Functions" align="left"/>The properties of the Asinchronous Sines Matrix are described, in
particular: the identity of the determinant for different positions from the sequence.
Note: This is in English and Spanish.5647Thu, 07 Feb 2008 00:00:00 ZProf. Dante WojtiukProf. Dante Wojtiuk"Just Move It Over There, Dear!"
http://www.maplesoft.com/applications/view.aspx?SID=5158&ref=Feed
My mother once asked me if I could please move her living room sofa into the guest bedroom down the hall and around the corner. Before I broke my back dragging this battleship down the hallway only to discover that it wouldn't make the turn, I decided to take some measurements and work out the math first.<img src="/view.aspx?si=5158/thumb.jpg" alt=""Just Move It Over There, Dear!"" align="left"/>My mother once asked me if I could please move her living room sofa into the guest bedroom down the hall and around the corner. Before I broke my back dragging this battleship down the hallway only to discover that it wouldn't make the turn, I decided to take some measurements and work out the math first.5158Wed, 29 Aug 2007 00:00:00 ZDr. Jason SchattmanDr. Jason SchattmanClassroom Tips and Techniques: Task Templates in Maple
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Maple comes with more than 200 built-in Task Templates. The process of creating a new Task Template, and adding it to the Table of Contents of all such tasks is relatively straightforward. In this article, we explain how to create a new Task Template and add it to the list of built-in tasks.<img src="/view.aspx?si=1763/tasktemplates.gif" alt="Classroom Tips and Techniques: Task Templates in Maple" align="left"/>Maple comes with more than 200 built-in Task Templates. The process of creating a new Task Template, and adding it to the Table of Contents of all such tasks is relatively straightforward. In this article, we explain how to create a new Task Template and add it to the list of built-in tasks.1763Thu, 20 Jul 2006 00:00:00 ZDr. Robert LopezDr. Robert Lopez3-D Tennis Ball
http://www.maplesoft.com/applications/view.aspx?SID=4434&ref=Feed
Ever wonder how tennis ball manufacturers shape the white rubber strip that holds the ball together? This worksheet gives a plausible hypothesis. Starting from the observation that any parametric curve of the form (cos(a(t))sin(b(t)), sin(a(t))sin(b(t)), cos(b(t))) lies on the unit sphere, the goal is to pick a(t) and b(t) so that the curve looks tennisballesque.<img src="/view.aspx?si=4434/tennis.gif" alt="3-D Tennis Ball" align="left"/>Ever wonder how tennis ball manufacturers shape the white rubber strip that holds the ball together? This worksheet gives a plausible hypothesis. Starting from the observation that any parametric curve of the form (cos(a(t))sin(b(t)), sin(a(t))sin(b(t)), cos(b(t))) lies on the unit sphere, the goal is to pick a(t) and b(t) so that the curve looks tennisballesque.4434Mon, 03 Nov 2003 17:17:47 ZAndreas GammelAndreas GammelPost-Secondary Mathematics Education Pack: Complete Set of Lessons
http://www.maplesoft.com/applications/view.aspx?SID=4739&ref=Feed
This package of Maple classroom modules by Gregory A. Moore of Cerritos College is designed to enliven the teaching of mathematics curricula at the high school, community college and beginning university levels. Each of the 49 worksheets, categorized in 13 self-contained modules, supplements a particular lecture topic. The modules cover the full spectrum of topics required for a ground level competence in mathematics.
Supplementing your lectures with these interactive worksheets will open portals to mathematical learning and insight that are simply not possible with chalk alone. They empower the student to experience the beauty of mathematics with less of the drudgery and fear that accompany pure paper and pencil approaches. All concepts are illustrated both algebraically and with interactive color graphics and animations. Each worksheet is ready to use but can also be easily customized by the instructor.
Mr. Moore's essay "Integrating Maple into the Math Curriculum - A Sensible Guide for Educators" (Linked below as Worksheet Output), will guide you through the incorporation of these Maple modules into your classroom instruction.<img src="/view.aspx?si=4739/post_math.gif" alt="Post-Secondary Mathematics Education Pack: Complete Set of Lessons" align="left"/>This package of Maple classroom modules by Gregory A. Moore of Cerritos College is designed to enliven the teaching of mathematics curricula at the high school, community college and beginning university levels. Each of the 49 worksheets, categorized in 13 self-contained modules, supplements a particular lecture topic. The modules cover the full spectrum of topics required for a ground level competence in mathematics.
Supplementing your lectures with these interactive worksheets will open portals to mathematical learning and insight that are simply not possible with chalk alone. They empower the student to experience the beauty of mathematics with less of the drudgery and fear that accompany pure paper and pencil approaches. All concepts are illustrated both algebraically and with interactive color graphics and animations. Each worksheet is ready to use but can also be easily customized by the instructor.
Mr. Moore's essay "Integrating Maple into the Math Curriculum - A Sensible Guide for Educators" (Linked below as Worksheet Output), will guide you through the incorporation of these Maple modules into your classroom instruction.4739Wed, 01 Oct 2003 00:00:00 ZGregory MooreGregory MooreTrigonometry: Complete Set of Lessons
http://www.maplesoft.com/applications/view.aspx?SID=1411&ref=Feed
This is a set of 11 Maple lessons for high school Trigonometry, developed by Gregory Moore of Orange Coast College. The lessons can also supplement a course in Precalculus or Calculus.
They are designed so you can present each topic as you would during a normal lecture but using Maple as the main presentation tool. The students do not have to understand Maple syntax to benefit from the lessons.
With these Maple lessons, you can carry a topic far beyond what is possible on the blackboard. You can generate a new example or diagram instantly just by changing a few values in the worksheet.
You can show more interesting examples than you could on the board, where the examples always had to be planned to work out "nice". Maple computes the dirty work, so the class can focus on the thinking steps.<img src="/view.aspx?si=1411/trig_logo.gif" alt="Trigonometry: Complete Set of Lessons" align="left"/>This is a set of 11 Maple lessons for high school Trigonometry, developed by Gregory Moore of Orange Coast College. The lessons can also supplement a course in Precalculus or Calculus.
They are designed so you can present each topic as you would during a normal lecture but using Maple as the main presentation tool. The students do not have to understand Maple syntax to benefit from the lessons.
With these Maple lessons, you can carry a topic far beyond what is possible on the blackboard. You can generate a new example or diagram instantly just by changing a few values in the worksheet.
You can show more interesting examples than you could on the board, where the examples always had to be planned to work out "nice". Maple computes the dirty work, so the class can focus on the thinking steps.1411Wed, 01 Oct 2003 00:00:00 ZGregory MooreGregory MooreDrawing well-labelled diagrams; Maple assumptions
http://www.maplesoft.com/applications/view.aspx?SID=4230&ref=Feed
Audience:
1. Second-semester calclus students
2. Anyone who wants to learn to draw simple labelled diagrams with Maple
Objectives:
1. Draw simple labelled diagrams with Maple.
2. Learn how a reference triangle can be used to simplify a composition of trigonometric and inverse trigonometric functions.<img src="/view.aspx?si=4230//applications/images/app_image_blank_lg.jpg" alt="Drawing well-labelled diagrams; Maple assumptions" align="left"/>Audience:
1. Second-semester calclus students
2. Anyone who wants to learn to draw simple labelled diagrams with Maple
Objectives:
1. Draw simple labelled diagrams with Maple.
2. Learn how a reference triangle can be used to simplify a composition of trigonometric and inverse trigonometric functions.4230Thu, 14 Feb 2002 10:58:40 ZCarl DeVoreCarl DeVore