Struggling with calculus?  Own a TI-89 Titanium?

Tired of missing steps? Homework taking too long?

My name is Tom and I program TI calculators to make calculus much easier step by step and showing all work.

Welcome to where your TI-89 Titanium calculator shows you exactly what you really want.  The correct answer step by step, right on your TI-89 calculator screen. My programs are are about doing, about practicality, about reality.  They are from many midterms, finals, quizzes and homework. My programs show work for all kinds of calculus solutions line by line at your own pace so you can write it down on tests, homework, whatever.



I have been selling these programs on ebay for years, check my 100% positive feedback HERE

You get all 90+ calculus programs below for one low price.

 CALCULUS   I — PROGRAMS

*  Chain Rule

dy/dx = f’[g(x)] * g’(x),  dy/dx = f’(u) * u’,   (5x²+7)^5,  sin(ax), 7*cos(5*x^2), (tan (5x))^5

*     Concavity

*     Critical Points

*     Definite Integral

              b

= ∫ [ f(x) ]dx

a

*  Difference Quotient 

*  Derivatives (rewrite selected & differentiate)

√(x),  3√(x),  5/√(x),  5/x,  5/8x,  5/x²,  (5x)²,  5x²/8,  x(x+5),  x^½,  x^(-½),  (x²-4)/(x+2),   (x²-4)/(x-2),  (5x²+7)^5,  √(5x²+7),  (5x²+7)½,  ³√ (5x²+7),  (5x²+7)¹/³,  sin, cos, tan

*  Equation of a Line to Graph (y=mx+b)

*    Equation of a tangent line at a pt x on a curve,               (y = mx + b)

*   Implicit differentiation

Example: y³+y²-5y-x²  = -4

*     Inflection Point

*     Integrals (rewrite selected & integrate) | n / √(x) | (x² + n)² | (x³ + n)/x² | ³√(x) | n / x² | n / ³√(x) | n / x√(x) | 1 / x³ 

*      Integration by Parts

ln(x), e^x, sin(x), cos(x)

*    Intervals of increase and decrease  

*    Limits | Instructions | Definition | Do Limit |

*      ln(x) — differentiation, integration

*     Local Max and Min

*      log(x) to base a (standard calculations),  x = ?,  exponential form

*    Product Rule

*    Quadratic Formula

*    Quotient Rule

( f [x] ) / ( g [x] )

CALCULUS    II  &  III — PROGRAMS

A,B   Vectors  |A| Magnitude  |B| Magnitude  |  A – B Magnitude  |  A . B Dot Product  |  A + B  |  A + B + C  |  A + B Magnitude  |  A x B Cross Prod  |  B – A  |  B x A  |  n * A  |  n * A + n * B  |   Area of a parallelogram  |  Component A direct B  |  cos(A & B)  |  Equation of a Plane  |   P&Q Points  |   Project of A on B  |  Project of B on A  |  Unit vector A  |  Unit vector B

Acceleration

Curl  Instructions,   Curl definition,   Do Curl Problem,  PQR system,  Conservative?,  Divergence?,  Compute Curl at Point,  Compute Divergence at Point,  MNP  system,  Conservative?,  Divergence?,  Compute Curl at Point,  Compute Divergence at Point

Cross Product

Gradient  |  Instructions  |  Definition  |  2 Variables  |  3 Variables

Trig & Half Angle Formulas  |  1 + cos(2x)2  |  1 – cos(2x)/1 + cos(2x)  |  1 – cos(2x)/2  |  cos(2x)  |  cos(x)  |  cos²(x)  |  cot(x)  |  csc(x)  |  csc²(x)  |  sec(x)  |  sec²(x)  |  sin(2x)  |  sin(x)  |  sin²(x)  |  sin²(x) + cos²(x) = 1  |  tan(x)  |  tan²(x)

Linear Equations (3 variable)

ax+by+cz+d=0

Line Integral

f(x,y,z) = f[x(t), y(t), z(t)]

Mass of Spring/Wire

  1.  b

= ∫ [ ∂[(x(t),y(t),z(t)] * √( [x’(t) ²+y’(t) ²+z’(t) ²] dt

a

Parametric Equations

Path of an Object (in Meters or in Feet)  |  Angle in Degrees  |  Angle in Radians  |  Max Height  |  Max Distance  |  Time at Max Height  |  Time at Distance on Ground  |  Time at Height on Curve  |  Time Object Hits Ground  |  Height at Time on Curve  |  Height at Distance on Ground  |  Initial Velocity, Vo or Vi

P & Q Points (Vectors) | Position Vectors | Projection of a on b, b on a  |  Speed

Surface Integral (x,y Plane)

Position Vectors  |  Velocity  |  Acceleration  |  Speed  |  Unit Tangent Vector  |  Parametric Equation  | Standard (Linear) Equation

Speed

Sphere Equation

midpoint, radius

Trajectories

Trig d/dx – Identities and Functions | 1+cos(2x)2 | 1-cos(2x)  / 1+cos(2x) | 1-cos(2x)/2 | cos(2x) | cos(x) | cos²(x) | cot(x) | csc(x) | csc²(x) | sec(x) | sec²(x) | sin(2x) | sin(x) | sin²(x) | sin²(x) + cos²(x) = 1 | tan(x) | tan²(x) 

Unit Tangent Vector

Velocity

See video examples below to see how the programs work. (More on YouTube)

    

Many professors, textbooks and even solution manuals, skip steps and don’t show work to save time or space. We as students then have to spend extra hours pondering the problem as to how it got from there to here. Find out whats really going on with any calculus problem I’ve programmed.

My programs and my TI-89 got me through college calculus stress free so I could move on with my life:)

Here’s how the program works:

1. Choose a calculus problem from the menu list you want to solve

2. Enter your variables

3. Press ENTER repeatedly and the solution shows itself STEP BY STEP

4. Study or write the solved solution down STEP BY STEP

SATISFACTION GUARANTEED or I will give you 110% (yes, that’s 110%) of your money back, no questions, no problem. Everyone has loved the programs.. Work smarter not harder..Clever is King

Easy to Download, Install and Use

After purchase, download the folder with the programs in it then transfer them onto your calculator via USB cable…simple and fast.



Why Tommy the old guy?

Why Tom the Old Guy? I went back to school like Rodney Dangerfield and wanted my degree in Electrical Engineering. It seems nowadays there is always one old person going back to college…I was that guy. I’m pretty smart but failed Calculus I and had to retake it.  The TI-89 calculator that was able to be programmed hadn’t come out yet during Calculus I.  When it did in Calculus II –  and I found out that it could be programmed – I was on my way and got A’s for Calc II and III (By the way, I Got an A for the Calc I retake also).

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Calculus I, II, & III

“Do not worry about your difficulties in Mathematics. I can assure you mine are still greater”.

-Albert Einstein

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Professors

In my experience professors teach theory and proofs and then test on mechanics which somehow (the mechanics)  get lost in their lectures.  Also, maybe understandably,  because of tenure and boredom in their jobs they might tend to get away from – or not get down to – the struggling  students level when they teach. In my programming of a problem, I can’t skip steps to the solution, somehow every step must be addressed and accomplished.  That’s what make my programs as designed so essential, helpful and perfect for the student.  Enjoy my programs, Tom

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