# Elementary Partial Differential Equations

**Regular meeting time: MW 11:00--11:50, in MC 204.**

The mailing list for the course is
AM505b@uwo.ca.
You can view this list
at
this ITS site.

Here are some worksheets for the lecture on Monday February 6. (Right click
and "save as"). The worksheets work in Maple 9.5.

- An Introduction to the method of characteristics
- A breaking wave

Assignment 1, due Monday February 6
This assignment is somewhat open-ended, more analysis than computation,
but there is some computation for those so inclined. Make whatever assumptions
you need to make progress.

Worksheet and .mpl source for Wed Jan 26 lecture.
Wade Cherrington was right when he suggested looking at the energy as a means
to understanding the nonlinarity vs numerics problem.

wavexplore.mws

First.mpl

Various old notes from 1998

### Integral Equations Lecture: tex, ps, pdf, Maple worksheets

- inteq.tex
- colinteq.ps Colour postscript
- colinteq.pdf Colour pdf
- intsol1.mws examples of using IntSolve
- intsol.mws A brain-dead collocation example
(it works but it's
* just for pedagogy *)

## Notes

### Solitons

Recreation of the original "wave of translation"

Soliton home page (with movies)

A Maple animation of a solitary wave and of
a two-soliton interaction from an exact solution in Drazin and
Johnson.

The Maple V Release 5 worksheet that
generated those pictures

### February 12, 1998

PostScript Form (sans figures at the moment)

### February 5, 1998.

PostScript Form
HTML Form

### January 29, 1998.

PostScript Form

### January 22, 1998

PDF form.
For some reason (maybe I don't know how to distill postscript properly) this .pdf form is very ugly.
But it is readable at
a high enough magnification.
If you need to get Adobe Acrobat Reader you
can get it
free, by clicking on this button

PostScript form

DVI form

The only significant "in-class" addition to these notes was
that I gave **Perron's Paradox** as well:

Let N be the largest integer. Then if N > 1, it follows
that N*N > N*1 and hence > N, which is impossible by hypothesis.
Therefore N = 1.

The purpose of this paradox is to demonstrate that existence
assumptions can get us into trouble, even if we later calculate an
answer. That is, it is possible to calculate an incorrect answer
merely on the flawed assumption that an answer exists.