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Convolution of Finite Discrete Signals Tutorial Convolution of two finite discrete signals is a topic discussed in the Signals and Systems course offered by any electrical engineering faculty. This tutorial was created using Maple 10 using Maple components and can be use as part of computer aided teaching material or as a guided interactive tutorial. This worksheet can also be deployed on the web by using MapleNet. [New Maple Applications]

I am currently attending high school, grade 11, and have purchased Maplesoft to asisst me with my math home work. I'm well aware that the aplications of Maplesoft far exceed my needs currently, but I hope to continue its use further through to unversity. My issue is to figure out how to change the markings / ticks along the x axis of a graph so that I can plot a function i.e. sin(x) and know where π/2 ,π, 3π/2, and 2π are located. This will help as I learn the process of the transformations of a function. Any ideas? Thanks.David

MaplePrimes will be unavailable from 1:00 EDT till about 3:00 EDT on Monday, September 25. We will be making some major updates to the site that will greatly improve almost all aspects of the site. Be sure to come back Monday afternoon to check out all of the changes, I'm sure that you will like them!

When I log in today, I end up as user "dotdotdot" who has been a member for "one week one day". What happened? [G. Edgar, actually a member for a lot longer than that]

I just posted this application to the Maple Application centre, and thought that MaplePrimes users may be interested in seeing it. The title is Convolution of Finite Discrete Signals Tutorial and is designed to be a tutorial for students in a Singals and System course. Here is a screenshot: You can give the worksheet a try on MapleNet or Download it and try it out on your computer.

I'm trying to write a procedure which will (among other things) create a list of plot strcuctures and display them. For example: testplot:=proc(n) local i,P; for i from 1 to n do P[i]:=plot(x,x=2*i..2*i+1); end do; plots[display]([seq(P[i],i=1..n)]); end proc; But this doesn't work; apparently the plot structures I'm trying to create in the "P[i]:=plot..." line are somehow invalid. How can I make this work? Thanks, Alasdair

1. solve(y(x)+3*int((s+t)*y(t), t = 0 .. 1) = x^2+1, x) 2. solve(y(x)+3*int((s+t)*y(t), t = 0 .. 1) = x^2+1, s)

I wonder if somebody can help me with this problem. I am triying to use dsolve to evaluate the stress trayectories for a problem in elasticity. These means to solve numerically a nonlinear ode but with a rather complicated user-defined functions at the right hand side of the equation. I have used this function as a known function but in this way dsolve just does not work, it does not even start and it seems to me it does not recognize the independente as well as the dependent variables. Would be grateful if somebody can give me a hint here.. Thank in advance Raul Manasevich

Hi to All! This is a true top secret story from Ph Dr S.Arlou When I was a callow youth at my first year at the university I was very proud of my high rate in general course of physics. Besides I was rather good at mathematics as I was able to add fractions and find derivative of functions. I had only one thing lift to study – mechanics of materials. To my greatest disappointment I couldn’t manage with my test work on mechanics of materials after twenty attempts! The only consolation I found in the team of the same unfortunate students. It seemed to me that a student with an excellent knowledge of physics had to understand mechanics of materials. Its roots according to my brilliant conjecture™ are hidden exceptionally in physics. What’s the matter? Years passed… More years passed… Some more time passed. All the time I tried to find the answer to my question, how mechanics of materials should be taught so that a child would be able to understand it, at least in general. During these hard meditations I had to be involved into absolutely useless things: post graduation studies, presentation of Ph.D. thesis, teaching at technical university, marriage at last. But Maple with its analytical potential burst into my life as a tornado. The answer came with a lightning speed. Mechanics of materials is short of the power of the power of analytical computing. We need as much of it as our head or laptop can contain. In one word I invented Mechanics of Materials™ only to converge teaching of mechanics of materials to discussions about weather, magazine Forbes ratings and so on… or discussing scientific problems which are far beyond from our standard mechanics of materials curriculum. My congratulations to all students on the occasion of a new academic year! Details
maplesoft.com mechofmat.com

Please help me on solving this two questions. 1. solve(y(x)+3*int((s+t)*y(t), t = 0 .. 1) = x^2+1, x) 2. solve(y(x)+3*int((s+t)*y(t), t = 0 .. 1) = x^2+1, y) 3. solve(y(x)+3*int((s+t)*y(t), t = 0 .. 1) = x^2+1, s) 4. sum(3*x[r]+1, r <> 5) 5. sum(3*x[`#msup(mi("r",fontstyle = "italic"),mo("&uminus0;",fontstyle = "italic"))`]+1, r = 5)