Republic of the Philippines Laguna State Polytechnic University ones Province of Laguna LSPU Self-Paced Learning Module (SLM) Mathematics in the Modern World ‘1% Semester AY 2021-2022 3 Mathematics in Science, Technology, and Engineering S Learning Outcomes Students should be able to: Recognize the framework for dealing with problems, what approach should be taken to solve such problem, and the accounts for the success or failure of the problem- solving attempt. Construct different mathematical models using various mathematical techniques. ‘At the end of the lesson, students should be able to: ‘* Prove or disprove the statements using counterexample. ‘© Use inductive and deductive reasoning in answering problems. ‘+ Define and determine the importance of mathematical models Formulate various mathematical models based on modeling tools and techniques ‘* Construct mathematical models using proportionality and differential equations TD) student Leaming Strategies 1. Synchronous classes via Google Meet, The google meeting link is posted on google classroom (see our class calendar). Note that we will be using the same link throughout the semester. 2. Asynchronous Online Discussion Thread (25 points) Choose one question and submit your answer on google classroom. You should also reply to at least two answers from your classmates. LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 1Republic ofthe Philippines E ) State Polptechnic University Province of Laguna = What are some problems that you have encountered in your everyday life? How did you solve it? - How do you deal with a mathematical problem? Chapter 4: Mathematics in Science, Technology, and Engineering 4.1 Inductive and Deductive Reasoning 4.2 Four Steps in Problem Solving 4.3 Problem Solving Strategies 4.4 Mathematical Modelling 4.1 Inductive and Deductive Reasoning Inductive Reasoning Its a process that uses our knowledge in making a general inference about unfamiliar occurrences based on observation and patterns. It is using specific examples to make a general rule. Examples: Use inductive reason to find the next two terms a. 5, 50, 500, 5000, b. A,6,C, 12, E, 18, Solution: 1. Looking at the terms in the given sequence, notice that the succeeding terms are multiplied by a power of 10. Hence, we can deduce that the next terms will also be a product of a power of 10. Since we are looking for 4th and Sth terms, then we multiply the 4th term by 104 and the Sth term by 105 so the next two terms in the sequence are 50000 and 500000. 2. Examining the terms in the given sequence, observe that the letter number alternate. The letters are those that are I the odd position in the alphabet while the numbers are multiple of 6. Thus, the next two terms in the sequence are the letter g and the number 24(6x 4). Counter Example is an example that contradicts the assumption and shows that a statement is false. LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 2Republic ofthe Philippines p) raguna State Polytechnic University Province of Laguna Examples: 1, Every number that is a multiple of 10 is divisible by 4. Solution: First, we have to list some numbers that are multiples of 10. 100, 110, 120, 130, 140, 150, 160, 170, 180, 190, 200 Next, we check if all the numbers in the list are all divisible by 4. 7728 MSL a75 4 2273 120 _ 45 4 Since the quotient of 110 and 4 is 27.5, which is not exact, so we say that 110 is not divisible by 4. With this example, we have shown that not all multiples of 10 are divisible by 4. So we call 110 as a counterexample. 2. All prime numbers are odd. Solution: First, we list some prime numbers. Then we'll have 2,3,5,7,11, ... ‘Among the given prime numbers, one of them is not odd. It is the even number 2. Now, 2 is considered as a counterexample because the statement “Alll prime numbers are odd.” Is proven to be false. LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 3Republic ofthe Philippines p) raguna State Polytechnic University Province of Laguna Deductive Reasoning Deductive reasoning is the process by which conclusions are made based on previously known facts or by employing general assumptions, procedures, or principles. It is applying a general rule specific examples. Deductive reasoning is also the way of showing that certain statements follow logically from agreed- upon assumptions and proven facts and there is a need to justify every step with a reason. Examples: Use deductive reasoning to show that when a number is multiplied by 10, the product is decreased by 8, the difference is divided by 2, and 4 is added to quotient, then the number is five times the original number. Solution: Let x be the original number. Then, Anumber is multiplied by 10 cs 10x The product is decreased by8 - — 10x-8 The difference is divided by 2: 4 is added to quotient: Sx — 4+ 4 = 5x Since from the original number, x, we got 5x, the statement therefore is proven. 4.2 Four Steps in Problem Solving Introduction Problem Solving involves the application of mathematical skills to problems encountered in everyday life. It is important to develop our mathematical reasoning skills in order to have the confidence to solve problem. Problem is a statement requiring a solution, usually by means of a mathematical operation/ geometric construction. LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 4Republic of the Philippines State Polytechnic University Province of Laguna S) Bxaguna Oxford Languages defined problem solving as the process of finding solutions to difficult or complex issues. ‘Merriam-Webster defined problem solving as the process or act of finding a solution to a problem Definition of Problem Solvi Problem Solving is the application of mathematical skills and reasoning to problems encountered in everyday life, These problems can range from simple to complex. Sample problems + Measuring the ingredients for baking a cake + Determining the proper doze of medicine to give a child * Decorating your room and painting your walls with patterns + Predicting the weather, the next day + Organizing data for COVID-19 positive cases These problems may seem like not a mathematical problem. To solve these real-live problems, we need to use our mathematical skills and knowledge to reach a solution that is appropriate for the problem. However, many students are not confident to solve more complex problems. It may be because of the fear of making a mistake, low self-esteem, and little knowledge of problem solving. ‘Avery simple equation which can be applied in problem solving: method+ answer = solution Method is the technique used to get an answer which usually involves one or more problem solving strategies. ‘Answer is the number, quantity, or some other entity that the problem is asking for. Solution is the whole process of solving a problem, including the method of obtaining an answer and the answer itself. Four Steps in Problem Solving 1. Understand the Problem Study the essential mathematical concepts by considering the terminology and notation used in the problem. Rephrase the problem in your own words, if needed. Then, write down specific examples of the condition given in the problem. Ask also yourself these questions: LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 5a. Republico the Philippines Sy) Laguna State Polvtechnic University Province of Laguna a, What kind of a problem is it b. What is the unknown? cc. What information is given? 4. What do the terms mean? e. Is there enough information or is more information needed? . What is or are the conditions in the problem? Is it possible to satisfy the condition/s? Is? Are the condition/s sufficient to determine the unknown? . Devise a Plan First, find the link between the data and the unknown. You must start somewhere, so try something. But if an immediate connection cannot be found, then it would be necessary to consider more problems. You should obtain eventually a plan of the solution. Think of ways ‘on how you are going to attack the problem, that is, try using strategies that could help you solve the problem. . Carry out the Plan ‘As soon as you have an idea for the solution of the problem, write it down instantly then carry ‘out your plan of the solution. Just make sure that each step in the solution is logically correct. However, if the plan does not seem to be working well, then start over again and try another strategy. Sometimes, the first approach will not work. But do not worry because if a strategy does not work, it does not mean you did it wrong. It could be that there is a more appropriate strategy that you can use for that particular problem. Remember, the secret here is to keep trying until something works. |. Look Back ‘Once, you have a potential solution, check to see if it works. Ask the following to yourself: 1. Did you answer that question? 2. Is your result reasonable? Then, double check your solution to make sure that all of the conditions related to the problem are satisfied. Make sure also that any computation involved in finding your solution, is correct. If you find that your solution does not work or satisfy the problem, there may only bea simple mistake. Try fix or modify your existing solution before disregarding it. Remember what you tried it is likely that at least part of it will end up being useful. Remember, there are different ways of solving a problem. LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 6). Republic ofthe Philippines eos Laguna State Polptechnic University Province of Laguna ‘Summary ‘A Guide to Problem Solving Techniques Understanding the Problem First What is the unknown? What are the data available? What ‘sufficient or redundant? is the condition? Is it possible to condition? Is the condition| sufficient to find the unknown or is it Understand the problem | + By drawing the figure or illustration + By separating the parts of the condition Devising the plan Second Have you encountered a similar problem? If so, what are Find the connection] + Try deriving something from the given. the theorem or strategies you used to solve the problem?! ‘Could you use its method or result? Otherwise, what are the unknown? Is it possible to restate the problem? between the data and the| + Use related problems, it may be a more general unknown, consider problem, a more special problem or analogous auxiliary problems, to) problem. obtain a plan of solution. | + Take into account all essential notion involved in the| problem Carrying out the plan Third [Can you see that the steps are correct? Can you prove that| itis correct? Execute the plan Implement the devised plan of the solution Looking Back Fourth (Can the result be derived differently? Can the result or the| Review and Examine the|/ethod be used to solve other problems? solution obtained LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern WorldRepublic of the Philippines Laguna State Polytechnic University Province of Laguna 4.3 Problem Solving Strategies Strategy 1: Identify a Subgoal Strategy Identify a subgoal strategy is used when solving math problems that need to be solved in more than a single step and each step can be solved separately. Many large complex problems can be solved by using this strategy. Example: During one semester, Paula was given 2500 for each math test that she passed and was fined 5000 for each math test that she failed. By the end of the semester, Rica Mae passed seven times as many tests as she failed and she had total of 37 500. How may tests did she fail? ‘Step 1: Understanding the Problem ‘The problem tels us that Paula passes the exam, she wil recelve 2500 but Whe Wil fal, she must pay 5000. itis also indicated in the problem that she passed seven times as many as tests she falied her total money at thereat the end of the semester is 37 500, ‘So here, we need to determ) semester. ‘Step 2: Devising a Plan For us to be able to SoWe tho problem, wo make use of the donlifying a subgoal sategy. This means that we have to know what our subgoal i. In this ease our subgoal isto frst know how m Mae makes i she passed 7 tosts and faied one tests, ‘Step 3: Carrying out the Plan ‘To start, we have to know how much Paula wil get she would pass 7 tests, how ‘much she will have to pay If she failed one tests, and her total money after Combining the two amounts. Then, we continue unt we get the desired amount. the number of tests that Paula failed in th We nave, Test Test | Amount Paid Total Passed Faile Amount a Eamed 7 Tx2500=17 500 [1 | 7x5000=8000 | 12.500 4 [ 14x2 600= 35 000 [2 | 2x5 000 = 10 000_| 25 000 fat [21x2600= 52500_[3 37 500 Looking atthe table, wo can soo that if Paula passed 7 tests and faled 1 test, sho willhave a total amount of 12 600. Since in the problem, Paula earned 87 00, tis ‘means that she took three groups of tests where she passed 21 tests and failed 3 teste ‘Thotefore, during that semester Paula falod 3 teats, ‘Step 4: Looking back To very four answer fs cowrack, wo do this: (21 tests passed x 2 600) - (3 tests faled x 5 000) « 37 500 LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 8Republic of the Philippines Laguna State Polvtechnic University Province of Laguna Strategy 2: Eliminating Possibilities Eliminating possibilities is a strategy in which students remove possible answers until the correct answer remain. This strategy can be used to solve basic or simple math problems or logic problems. This can also aid students in organizing information and think about which among the given information can be utilize to remove those information that do not satisfy the given conditions in the problem. Example: John asked Luke how old she was Luke said to him that she would give him 3 clues and see if he could guess his age Luke wrote down the clues and let John make a guess. Luke's age is between 18-35, multiple of 3, odd number, and digits of my age are repeated. ‘Step 1: Understanding the Problem “The problom i fling that John must guass Luke's age and to be able to guess His aga he reeds to use the diferent conlitions given. ‘Step 2: Devising a Plan The strategy "Eiminating possibities” willbe used because ite the most eulable strategy, and it can be used together with the making a table or making an organize Ist strategy. ‘Step 3: Carrying out the Pran We need to use the 4 diferent clue to solve the problem, (Clue 1: Luke's age is between 18 and 95, 80 we can list all the numbers between 18 and 35, (when we say between it means the numbers excluding the boundaries) 19 20 21 22 23 24 25 26 27 28 29 90 31 32 33.34 (Clue 2: Luke's age is @ mutiple of 8. Hence, we need to remove from the lst ll those that ‘are not mutiples of. Looking at the table above, we can see that there are only § numbers left to choose from. (Clue 3: Luke's age is an odd number ‘Among the 5 numbers lf inthe list, the only odd number are 21,27, and 3. (Clue 4: The digits of my age are repeated ‘The only number in thelist with repeating digits ie 33, Hence, the age of Luke is 83. ‘Step 4: Looking back ‘Our answor is correct Bocause 83 satisty al the given Conditions on the problem: (Clue 1:23 is between 18 and 35, Clue 2 35 is a multiple of 3 (Clue 3 35 isan ode number (Clue 4: the dais of 33 are repeating LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 9Republic ofthe Philippines Laguna State Polpterhnic University Province of Laguna Strategy 3: Making a Table Strategy Making a Table is a problem-solving strategy that students can use to solve mathematical word problems by writing the information in a more organized format. This problem- solving strategy allows students to discover relationships and pattems among data. It encourages students to organize information in a logical way and to look critically at the data to find patterns and develop a solution. Steps: 1. Setup the table with correct label 2. Enter known data in the table 3. Look for a pattern and extend the table 4. Find the answer in the table ‘Step 1: Understanding the Problem Example: ‘We know that in the first week Joel jogs 16 minutes per day for day for six days and on the ‘cond week ne jogs 20 minutes per day for six days. Joel takes Up Jogging 8S | we aico know that in each week, he increases his jogging time by 5 minutes per day and he her form of exercise. He | jogs 6 days per week. fogs dally n thelr barangay | cur anor isto find Lake's total oggig tine inte sith week auditorium. On the first [step 2:Devising a Plan week, he jogs for 15 |Arappropriatesvaiegy to use hore is making a Table Svatoy. Wrat wil do heres to st : the glven data and use the given ifermaton to find new information. minutes per day, on the Step: Carrying out the Pla + second week he jogs 20 [We know that Joel jogs 15 minutes per day for ix days in the frst weok and 15 minutes por minutes per day. Each | day or six days in the second weok. We can ener his information ina table: week, he wants to increase Pagee mie! oor Pune ene his jogging time by 5 20 30 minutes per day. If he jogs six days each week, what | we know that each week Joe! incraases his jogging time by 5 minutes per day and jogs 6 will be his total jogging |i per week We can use this nrmaton te continue fig nthe abe unt we ott weak si ime on the sixth week? aan oa ane RT 7 6 ® 2 Tao 25 15 35 210 ‘Based on the data in the table, we can see that on the sixth week, Joe! was able to jog for 40 minutes per day and so his total jogging time at the end ofthe sixth week is 240 minutes. ‘Step 4: Looking back ‘Joe increases his jogging time by S minutes per day. He jogs si days per week. This means ‘that he increases his jogging time by 30 minutes per week. So, Joel starts at 90 minutes per ‘week, and he increases by 30 minutes per wedk for five wooks. “This shows then thatthe total jogging time is of Joel is 904 (90 x 9)= 240 LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 10Republic ofthe Philippines p) raguna State Polytechnic University Province of Laguna ‘Strategy 4: Writing an Equation and using a variable Writing an equation is a strategy that is done by translating word problems to mathematical statements using any letter that would represent the unknown in the problem. Example: Elizabeth is 6 years older than Irene. Six years ago, she was twice as old as Ruth. How old are they at present? Step 1: Understanding the Problem ‘We know that Elizabeth is six years older than Irene and that six years ago, she was twice as old as Ruth, so we need to determine their present ages. ‘Step 2: Devising a Plan To solve the problem we make use of the strategies using a variable and writing an equation. So, we let x be the age of Ruth. We can make use also of a table to help us in formulation the working equation. PAST PRESENT Elizabeth (+6) -6 x46 Ruth x6 x The working equation now is (x+6)-6 =2 » (x-6) ‘Step 3: Carrying out the Plan We will now solve the problem using the working equation. (+6)-6 =2 + (x-6) Solving for x we will get 12, and substituting this to x+6, we will get 18. Thus, the age of Ruth is 12 and the ‘Step 4: Looking back To check if our answer is correct, we Substitute our answer in the working equation. e of Elizabeth is 18 LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 1"Republic ofthe Philippines p) raguna State Polytechnic University Province of Laguna Strategy 5: Looking for a pattern Strategy Looking for a pattern is a strategy in which students look for patterns in the data in order to solve a problem. Students look for items or numbers that are repeated or a series of events that repeat. The looking for a pattern strategy can be used to solve many math problems and can be used in combination with many other strategies, including make a table, make a list, or simplify a problem. How many numbers between 10 and 1 000 have a digit sum of 8? First, write the ones from 10 to 100. 17, 26, 35, 44, ... You can notice the pattern that the first digit increases by 1 while the second digit decreases by 1. So, finishing the pattern, we get 17, 26, 35, 44, 53, 62, 71, 80 (a total of 8 numbers) Then, write the ones from 100 to 200 using the same pattem. 107, 116, 125, 134, 143, 152, 161, 170 (a total of 8 numbers) Next, write the ones from 200 to 500 using the same pattern from 100 to 200. 206, 215, 224, 233, 242, 251, 260, and that's all (7 numbers) 306, 316, 324, 333, 342, 350, and that’s all (6 numbers)404, 413, 422, 431, 440, and that's all (5 numbers) Without writing the other numbers, we can see that there will be 4 numbers in 5 hundreds, 3 numbers in 6 hundreds, 2 numbers in 7 hundreds, 1 number in the 8 hundred, and nothing on 9 hundreds. ‘Adding all the total numbers, we get 44 numbers between 10 and 1 000 with a digit sum of 8. Time to think! Which part of the solution is part of Step 1? Step 2? Step 3? Step 4? Strategy 6: Guess and Check (and think) strategy Consider these number blocks LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 12) Republic ofthe Philippines PLaguna State Polytechnic University Province of Laguna Make the number sum the same for each pile, by mo one block from one pile to another. Solution: Check: The sum of each column or pile is, 6, 12, and 18 respectively. 14243 =6,34445= 12, 54647218 Think: We need to move one block off with the largest total, and put in the smallest pile. Guess: From the third pile, move the tile 5 to the first pile Check: The sum of each pile is 11, 12, 13 respectively Think: The total for each pile should be 12, so we just need to add 1 in the first pile and subtract 1 from the third pile, Guess: From the third pile, move the tile 6 to the first pile and bring the tile 5 back to the third pile. LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 13\) Republic ofthe Philippines PLaguna State Polytechnic University Province of Laguna Check: The sum of each pile is 12, 12, 12. Time to think! Which part of the solution is part of Step 1? Step 2? Step 3? Step 4? Strategy 6: Backward method Anumber mul the number? iplied by 7, then added 14, divide by 7, the result is 8. What is In this type of problem, we start analyzing the problem with the result. The last number is 8. (The result of dividing by >) So, the second last number was 8 «7 = 56 56was the result of adding 14 So, the third last number was 56 - 14 = 42 42 was the result of multiplying the starting number by 7. So, we now know the starting number, 42 = 6 Therefore, the starting number is 6. Time to think! Which part of the solution is part of Step 1? Step 2? Step 3? Step 4? LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 14)) ) Republic of the Philippines S24); Laguna State Polytechnic University Province of Laguna ‘4.4 Mathematical Modelling Introduction to Mathematical Modeling Models are: ‘+ representations of a particular thing, idea, or condition ‘+ miniature representation of something ‘* described our beliefs about how the world functions. Physical Models (Prototype) Itis constructed copy of the modeled object Examples: car, bridge, building, and solar system Modeling is the application of methods to analyze complex, real-world problems in order to make predictions about what might happen with various actions. ‘Whatever type of model we want to lear and understand, we need a certain language. Mathematical Models are simplified representations of real-world entity or phenomenon. We represent those beliefs into the language of mathematics. Using mathematics, it can help formulate ideas and identify underlying assumptions because mathematics is a precise language. It may include the following: 1. Algebraic Equations 2. Differential Equations 3. Integral Equation 4, Algorithms LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 15Republic ofthe Philippines p) raguna State Polytechnic University Province of Laguna 5. Formulae 6. Theorems Mathematical Models intends to mimic essential features while leaving out inessenti is never completely accurate but can provide valuable results and conclusions. Mathematical Models are characterized by things which change (variables), things which do not change (parameters), and the relationship between the two. ‘A mathematical model consists of a system, question relating to the system and a set of mathematical statements. ‘* System is a set of objects whose properties we want to study and principles or procedures according to which something is done; an organized framework or method. Examples: digestive system, metric system, school system, agricultural systems, health care system ‘+ Questions relating to the system and the body of knowledge known in the system. ‘* Mathematical Statements including mathematical equations and mathematical knowledge. ‘What objectives can mathematical modeling achieve? 1. Through quantitative expression of current knowledge of a system (as well as displaying what we know, this may also show up what we do not know), scientific understanding can be used, to understand, explain, and manage the world (system). - Forecast weather, disease outbreaks and pandemic - Manage existing systems (agriculture, health care) - Design own (or man-made) systems 2. Understand the system 3. Predict future behavior of a system - Aid in the decision making in the present time and for the future 4, Test the effect of changes in a system LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 16) Republic ofthe Philippines PLaguna State Polytechnic University Province of Laguna Data collection * Understanding System * Predicting Controlling Experimentations ‘Some Applications of Mathematical Modeling Infectious Disease Infectious disease is a disease that can be transmitted to other individual. Our goal is to begin developing a simple mathematical model that can capture the essential dynamics of infectious diseases and the way disease spreads among individuals in a population Consider this system. Black character (susceptible) are healthy individuals. Imagine that one individual start off having the infectious disease will call these individuals infected and show them as red. There are two possible scenario that can occur depending on the infectious disease being considered, First, if an individual gets the disease, he/she will recover from the disease and be immune to getting it again (example: Chicken Pox). Second, you have recovered from the disease, but you are still susceptible from the disease once you contact infected individuals. LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 7Republic ofthe Philippines p) raguna State Polptechnic Unibersity Province of Laguna In our mathematical model, we will consider the second case. We must treat those who have recovered from this differently than those who have never had it. Individuals in blue are called removed because we don't have to worry about these individuals anymore and completely ignore ‘them. Also assume that the infected individuals recover and have a long disease-free life to look forward to after they are done with this illness. As time progresses the infectious individuals recover from the disease but at the same time more healthy susceptible folks fall il We'd like to have a model that tells us how the disease will evolve overtime. If everyone will eventually catch the disease or if eventually it will dwindle away after affecting only a small fraction of the population will this be a full-fledged epidemic? With the masses getting infected, is there anything we could do to decrease the likelihood of such an epidemic? Economics Finance Engineering Business Strategies Vehicular Traffic Classifications of Models 1. Linear vs Nonlinear Linear means something related to a line. All the linear equations are used to construct a line. A nonlinear equation is such which does not form a straight line. It looks like a curve in a graph and has a variable slope value. Linear Nonlinear = Forms a straight line = Does not form a straight line but forms a curve = Only one degree = Has two or more degree 2. Deterministic vs Probabilistic (Stochastic) ‘A system exhibits probabilistic or stochastic behavior if an element of chance exists and exhibits random effect. In a stochastic model, variable states are not described by probability distributions. Otherwise, it exhibits deterministic behavior. A deterministic model is one in which every set of variable states is uniquely determined by parameters in the model and by sets of previous states of these variables. Therefore, deterministic models perform the same way for a given set of initial conditions. LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 18Republic ofthe Philippines Laguna State Polvtechnic University Province of Laguna |. Mechar Consider the scenario of organizing an event. Some elements of the model is deterministic. while some are stochastic. The cost to hire the venue of the vent is deterministic, but the number of people who will attend the event is stochastic. Another example is the Global Positioning System (GPS). It uses a deterministic model to decide the most suitable route and gives a predicted arrival time. However, the actual arrival time is dependent on different circumstances such as the weather condition, and traffic condition at a given time. . Static vs Dynamic A static model does not consider time, while a dynamic model changes with time. In a static model, we do not consider time, so that the model is comparable to a snapshot or a map. By contrast, in a dynamic model, time changes, so that such a model is comparable to an animated cartoon or a movie. Many of the models we consider in this text are dynamic and employ a static component as part of the dynamic model. Dynamic models typically are represented with difference equations or differential equations. |. Discrete vs Continuous In a continuous model, time changes continuously, while in a discrete model time changes in incremental steps. When time changes continuously and smoothly, the model is continuous. If time changes in incremental steps, the model is discrete. A discrete model is analogous to a movie. A sequence of frames moves so quickly that the viewer perceives motion. However, in a live Play, the action is continuous. Just as a discrete sequence of movie frames represents the continuous motion of actors, we often develop discrete computer models of continuous situations (Voinov 2003). A discrete model does not take into account the function of time and usually uses time- advance methods, while a Continuous model does. Continuous models typically are represented with f(t) and the changes are reflected over continuous time intervals. vs Empirical ‘A model which uses a large amount of theoretical information generally describes what happens at one level in the hierarchy by considering processes at lower levels these are called mechanistic models, because they take account of the mechanisms through which changes occur. In empirical models, no account is taken of the mechanism by which changes to the system occur. Instead, it is merely noted that they do occur, and the model tries to account quantitatively for changes associated with different conditions. LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 19) Republic ofthe Philippines PLaguna State Polytechnic University Province of Laguna The best model is the simplest model that still serves its purpose, that is to help us understand a system and to solve problems. Modeling Process ‘The modeling process is cyclic and closely parallels the scientific method and the software life cycle for the development of a major software project. The process is cyclic because at any step we might return to an earlier stage to make revisions and continue the process from that point. 1. Analyze the Problem ‘We must first study the situation sufficiently to identify the problem precisely and understand its fundamental questions clearly. At this stage, we determine the problem’s objective and decide on the problem’s classification, such as deterministic or stochastic. Only with a clear, precise problem identification can we translate the problem into mathematical symbols and develop and solve the model. 2. Formulate a model In this stage, we design the model, forming an abstraction of the system we are modeling, Some of the tasks of this step are as follows: a. Data Gathering We collect relevant data to gain information about the system's behavior. b. Making assumptions and documentation In formulating a model, we should attempt to be as simple as reason ably possible. Thus, frequently we decide to simplify some of the fac tors and to ignore other factors that do not seem as important. Most problems are entirely too complex to consider every detail, and doing so would only make the model impossible to solve or to run in a rea sonable amount of time on a computer. Moreover, factors often exist that do not appreciably affect outcomes. Besides simplifying factors, we may decide to return to Step 1 to restrict further the problem under investigation, ©. Determining the variables ‘We must determine and name the variables. An independent variable is the variable on which others depend. In many applications, time is an independent variable. The model will try to explain the dependent variables. For example, in simulating the trajectory of a ball, time is an independent variable; and the height and the horizontal distance from the initial position are dependent variables whose values depend on the time. To simplify the Model, we may decide to neglect some variables (such as air resistance), treat certain LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 20Republic of the Philippines State Polytechnic University Province of Laguna S) Bxaguna variables as constants, or aggregate several variables into one. While deciding on the variables, we must also establish their units, such as days as the unit for time. d. Establishing relationship among variables and sub-models If possible, we should draw a diagram of the model, breaking it into sub-models and indicating relationships among variables. To simplify the model, we may assume that ‘some of the relationships are simpler than they really are. For example, we might assume that two variables are related in a linear manner instead of in a more complex way. e. Determi \g equations and functions While establishing relationships between variables, we determine equations and functions for these variables. For example, we might decide that two variables are proportional to each other, or we might establish that a known scientific formula or equation applies to the model. Many computational science models involve differential equations, or ‘equations involving a derivative, which we introduce in Mod ule 2.3 on “Rate of Change.” 3. Solve the model This stage implements the model. It is important not to jump to this step be fore thoroughly understanding the problem and designing the model. Other wise, we might waste much time, which can be most frustrating. Some of the techniques and tools that the solution might employ are algebra, calculus, graphs, computer programs, and computer packages. Our solution might produce an exact answer or might simulate the situation. If the model is too complex to solve, we must return to Step 2 to make additional simplifying assumptions or to Step 1 to reformulate the problem. 4, Verify and Interpret the model solution ‘Once we have a solution, we should carefully examine the results to make sure that they make sense (verification) and that the solution solves the original problem (validation) and is usable. The process of verification deter mines if the solution works correctly, while the process of validation establishes if the system satisfies the problem's requirements. Thus, verification concerns “solving the problem right,” and validation concerns “solving the right problem.” Testing the solution to see if predictions agree with real data is important for verification. We must be careful to apply our model only in the appropriate ranges for the independent data. For example, our model might be accurate for time periods of a few days but grossly inaccurate when applied to time periods of several years. We should analyze the model's solution to determine its implications. If the model solution shows weaknesses, we LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 24Republic ofthe Philippines p) raguna State Polptechnic Unibersity Province of Laguna should return to Step 1 or 2 to determine if itis feasible to refine the model. If so, we cycle back through the process. Hence, the cyclic modeling process is a trade-off between simplification and refinement. For refinement, we may need to extend the scope of the problem in Step 1. In Step 2, while refining, we often need to reconsider our simplifying assumptions, include more variables, assume more complex relationships among the variables and sub-models, and use more sophisticated techniques. . Report on the model Reporting on a model is important for its utility. Perhaps the scientific report will be written for colleagues at a laboratory or will be presented at a scientific conference. A report contains the following components, which parallel the steps of the modeling process: a. Analysis of the Problem Usually, assuming that the audience is intelligent but not aware of the situation, we need to describe the circumstances in which the problem arises. Then, we must clearly explain the problem and the objectives of the study. b. Model Design The amount of detail with which we explain the model depends on the situation. In a ‘comprehensive technical report, we can incorporate much more detail than in a conference talk. For example, in the former case, we often include the source code for ‘our programs. In either case, we should state the simplifying assumptions and the rationale for employing them. Usually, we will present some of the data in tables or graphs. Such figures should contain titles, sources, and labels for columns and axes, Clearly labeled diagrams of the relationships among variables and sub-models are usually very helpful in under standing the model. . Model Solution In this section, we describe the techniques for solving the problem and the solution. We should give as much detail as necessary for the audience to understand the material without becoming mired in technical minutia. For a written report, appendices may contain more detail, such as source code of programs and additional information about the solutions of equations. d. Results and Conclusion Our report should include results, interpretations, implications, recommendations, and conclusions of the model's solution. We may also include suggestions for future work. LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 22Republic of the Philippines ‘Laguna State Polptechnic University Province of Laguna Maintain the model ‘As the model's solution is used, it may be necessary or desirable to make corrections, improvements, or enhancements. In this case, the modeler again cycles through the modeling process to develop a revised solution. ‘The process of verification determines if the solution works correctly, while the process of validation establishes if the system satisfies the problem's requirements. Although we described the modeling process as a sequence or series of steps, we may be developing two or more steps simultaneously. For example, itis advisable to be compiling the report from the beginning. Otherwise, we can forget to mention significant points, such as reasons for making certain simplifying assumptions or for needing particular refinements. Moreover, within modeling teams, individuals or groups frequently work on different sub-models simultaneously. Having completed a submodule, a team member might be verifying the submodule while others are still working on solving theirs. ‘The modeling process is a creative, scientific endeavor. As such, a problem we are modeling usually does not have one correct answer. The problems are complex, and many models provide good, although different, solutions. Thus, modeling is a challenging, open-ended, and exciting venture. 1. How do you write the expression for “twice the difference of a number z and 12 is equal to 10?” Building A is 620 m and cast a 267.5 m shadow. If Building B is 300 m, how long is its shadow? ‘Assume that the buildings are next to each other. 3. One half a number is 14 more than 2 times the number. What is the number? Astrip of wood is 78 in long, is to be cut into 3.75 in. How many pieces can be cut? 5. Mike wants to put 150 square feet of artificial turf in his front yard. This is the maximum area of artificial turf allowed by his home owners association. He wants to have a rectangular area of turf with length one foot less than 3 times the width, Find the length and width, Round to the nearest tenth of a foot. 6. Mike wants to put 150 square feet of artificial turf in his front yard. This is the maximum area of artificial turf allowed by his home owners association. He wants to have a rectangular area of turf with length one foot less than 3 times the width. Find the length and width, Round to the nearest tenth of afoot. 7. Find the base and height of a triangle whose base is four inches more than six times its height and has an area of 456. square inches. 8. A firework is shot upwards with initial velocity 130 feet per second. How many seconds will it take to reach a height of 260 feet? Round to the nearest tenth of a second. LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 23Republic ofthe Philippines Laguna State Polpterhnic University Province of Laguna © ot ote Prove or disprove the following statements using counterexample. Write a short explanation of your step by step process for each test item. 1. All numbers that end in 1 are prime numbers. 2. Allnumbers that end in 3 are composite numbers. 3, The sum of any two whole numbers is divisible by 2. Use inductive and deductive reasoning in answering the problems below. Write a short explanation of your step by step process for each test item. 32, 3.2, 0.92, 0.032, , 20,40, 160, 960, 7680, __, __, 5,8, 13, 20, 29, gPeNe Use deductive reasoning to answer the following |. Suppose that you arrange dots in triangular shapes are shown below. How many dots will there be in a triangle that has 10 rows? 2. Complete the magic square below wv. i 13 i 10 12 6 1 4 15 Solve the following problem comprehensively using the four steps in problem solving devised by Polya. Show all your solutions, if necessary. LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 24Republic ofthe Philippines p) raguna State Polytechnic University Province of Laguna Four couples are married. The wives’ names are Anabeth, Bea, Catherine and Danica. Their husbands are (in some order) Alvin, Ben, Chris, and, Dave. * Ben is Catherine's Brother. * Catherine and Dave dated some, but then Dave met his present wife. © Anabeth is married to Chris * Danica has two brothers. © Danica’s husband in an only child. Find out who is married to whom. V. Compare and contrast the modeling process with the scientific method. (5 points) Scientific Method: Make observations; formulate a hypothesis; develop a testing method for the hypothesis; collect data for the test; using the data, test the hypothesis; accept or reject the hypothesi VI. illustrate the modelling process. (10 points) LSPU SELF-PACED LEARNING MODULE: Mathematics in the Modern World 25