DE LA SALLE UNIVERSITY-Dasmarinas

College of Science and Computer Studies

Mathematics and Statistics Department

Modules in calculus 1
School year 2020-2021
Midterm Period
(Sept 14 – Nov 14, 2020)

Writers/Contributors:

NAPOLEON A. BATACLAN
ANTONIO T. MERCADO
NORMALYN R. PANTINO
 Module 2
Mathematical Modelling
Week 2

I. Prayer:

Heavenly Father, I thank You and praise You for this wonderful day that
You have given me. Dear God, I offer You all my activities for today. Please
guide and help me to learn the new topics in Calculus today. Lord, thank
You for the assurance that I am always under Your watchful care.

All of these I ask in Jesus name, Amen.

St John Baptist de Lasalle…pray for us

Live Jesus in our hearts…forever

II. Overview:

Have you wondered how PAGASA determine the path of a typhoon? How insurance
company worked out their policy to fit the needs of the insurer? How does gov’t decide on
important issues such as security, education, food and health of the people? You may think that
there is a “magic wand” that they use to do it.

Module 2 will guide you on how mathematical modelling is used by such institutions.

III. Learning Outcomes

At the end of this module, you should be able to:

1. Illustrate the steps in mathematical modelling;

2. Solve problems using the method of modelling;
3. Create a model;
4. Identify the restrictions (domain) of the model;
5. collaborate with others in solving real-life problem

IV. Unlocking Difficulties

The concept of function is used in mathematical modelling. You just recall what the
function is as discussed in the previous module.

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 V. Lesson Proper

Mathematical modelling is an area in Mathematics which deals with how a variable is

behaving in relation to another variable. It is very useful in interpreting data from field of
physical and social sciences. It is a mathematical description, denoted by a function or an
equation, of a physical world phenomenon such as the COVID19 pandemic that we are currently
experiencing.

The purpose of a mathematical model is to understand how one quantity varies with
another.

Study the figure below.

Figure 1 shows how dynamic mathematical modelling is. The model created is used for
prediction and will be evaluated if the real-world problem is solved convincingly. Since physical
and social sciences are robust in the sense that variables that may affect the previous model can
arise anytime the process will continue in a cycle.

For the purpose of studying mathematical modelling we will delimit our discussion with
problems that only involve two variables.

Remember how you solve the area and perimeter of a rectangle? In order to find the area,
we use the formula 𝐴 = 𝑙𝑤 where: 𝐴 is area, 𝑙 is length and 𝑤 is width of the rectangle. You find
the perimeter by using the formula 𝑃 = 2𝑙 + 2𝑤.

Now, let’s say you wish to find the amount of materials needed to fence off a rectangular
lot with an area of 35 m2. On one side of the lot is a river and you wish not to have fence on that
side. Express the perimeter in terms of a single variable.

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 First, you draw the figure to visualize the problem.

https://th.bing.com/th/id/OIP.G64bcARYkaY11vFliRzu0QAAAA?pid=Api&rs=1

Second, assign the variables to be used in the formula, say, let 𝑥 be the length and 𝑦 be the
width of the rectangular lot. So, you will have the following formulas for area and perimeter.

𝐴 = 𝑥𝑦 𝑎𝑛𝑑 𝑃 = 2𝑥 + 2𝑦

Third, substitute the given in the problem considering the specified condition. Thus,

35 = 𝑥𝑦 and 𝑃 = 𝑥 + 2𝑦

Fourth, express the formula for perimeter in terms of one variable, say, 𝑥 . From, 35 = 𝑥𝑦,
35
solve for 𝑦 in terms of 𝑥 we have 𝑦 = . The new formula for perimeter after substitution is,
𝑥

35
𝑃(𝑥) = 𝑥 + 2 ( )
𝑥
70
= 𝑥+
𝑥
𝑥 2 + 70
=
𝑥

So now you have a new formula for finding the perimeter of the rectangular lot.

𝑥 2 + 70
𝑃(𝑥) =
𝑥
Does it make sense?

Let’s summarize the steps in mathematical modelling as illustrated above.

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 Guidelines for modelling with functions.
a. Illustrate the problem using diagram.
b. Express the model in words. Express as a function of the other quantities in the problem.
c. Choose the variable.
d. Set up the model by expressing the function in the language of algebra i.e. as a function
of the single variable.
e. Use the model to answer the question poised in the problem.

Types of Algebraic Models. Here are some of the common types of algebraic models. Other
types will be discussed in the succeeding modules.

1. Linear Models. 𝑓(𝑥) = 𝑚𝑥 + 𝑏

2. Quadratic Models. 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
3. Polynomial Models. 𝑓(𝑥) = 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + ⋯ + 𝑎3 𝑥 3 + 𝑎2 𝑥 2 + 𝑎1 𝑥 + 𝑎0
4. Exponential Model. (Growth & Decay model). 𝑓(𝑥) = 𝑒 𝑘𝑥
5. Logarithmic model. (Growth & Decay model). 𝑓(𝑥) = 𝑙𝑛 𝑥

Some areas where mathematical modelling can be applied.

1. Business decision and economics
2. Medical and health care sciences i.e. immunology, biology
3. Transportation and traffic flow
4. Population and politics
5. Social care

Can you think of other field/area where mathematical modelling can be applied?

Explore the following examples.

1. A square bottom box without cover is made from a 6𝑥6 cardboard that costs Php 37.50
per square meter for the sides and Php 47.50 per square meter for the bottom. Express
the total cost of the material needed to construct the box. Express it as a function of its
height.

Solution. We illustrate the problem by a diagram

https://www.google.com/search?q=open+box+problem+maximum+volume&sxsrf=ALeKk03rmDzDCsQlfRMGhVOdyYWkkExHnQ:1598576229682&source=lnms&tb
m=isch&sa=X&ved=2ahUKEwjt18PC2LzrAhUky4sBHZSlCA4Q_AUoAnoECA0QBA&biw=1280&bih=587#imgrc=u1lcpIg_ZsEIAM

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 Let:
x = height of the open box

The area of the bottom of the box is 𝐴 = (6 − 2𝑥)(6 − 2𝑥) . The cost of the material
for the bottom is given by 𝐶𝑏 (𝑥) = 47.50(6 − 2𝑥)(6 − 2𝑥) = 47.50(6 − 2𝑥)2

The side of the box has 𝐴 = 𝑥(6 − 2𝑥). One side of the box will cost 37.5𝑥(6 − 2𝑥).
Since there are 4 sides, the total cost of the material will be 𝐶𝑠 (𝑥) = 150𝑥(6 − 2𝑥)

The total cost of the materials needed to construct the box is 𝐶(𝑥) = 𝐶𝑏 (𝑥) + 𝐶𝑠 (𝑥), thus
𝐶(𝑥) = 47.50(6 − 2𝑥)2 + 150𝑥(6 − 2𝑥)
∎
2. A ball of radius 3 inches is coated uniformly with plastic. Express the volume of the
plastic as a function of its thickness.

Solution.

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Let: x = thickness of the plastic coating

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The volume of the sphere is 𝑉 = 𝜋𝑟 3 . Since the ball is spherical its volume is 36𝜋 .
3

4
The ball with the plastic coating will have a radius of 𝑥 + 3. So, its volume is 3 𝜋(𝑥 + 3)3 .

In order to get the volume of the plastic material, we need to subtract the volume
of the ball from the volume of the ball with the plastic coating. Thus, the volume of the
plastic coating with respect to its thickness is,
4
𝑉(𝑥) = 𝜋(𝑥 + 3)3 − 36𝜋
3
4
= ( 𝑥 3 + 12𝑥 2 + 36𝑥) 𝜋
𝑥
∎

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 3. An offshore oil well is located at a point W that is 5 km from the closest point A on a
straight shoreline. Oil is to be piped from W to a shore point B that is 8 km from A by
piping it on straight line under water from W to some shore point P between A and B
and then on B via pipe along the shoreline. If the cost of laying pipe is Php 1,000,000
per km under water and Php 500,000 per km over land. Express the total cost of laying
pipes as a function of the distance between A and P.

Solution.

https://www.google.com/search?q=offshore+drilling+problems+in+calculus+8+km&tbm=isch&ved=2ahUKEwi9vJvv6rzrAhWJSJQKHToyDWYQ2-
cCegQIABAA&oq=offshore+drilling+problems+in+calculus+8+km&gs_lcp=CgNpbWcQA1Ds8gNYt4EEYJOGBGgAcAB4AIABtAaIAZAJkgEHMC4zLjYtMZgB
AKABAaoBC2d3cy13aXotaW1nwAEB&sclient=img&ei=o2lIX_3eDYmR0QS65LSwBg&bih=587&biw=1263&hl=en&hl=en#imgrc=OY0BxbqRE8eQHM

Let: x = distance of A from P

From the diagram, take the right triangle 𝑊𝐴𝑃. The distance from W to P maybe
computed using the Pythagorean relationship, thus,
̅̅̅̅̅ = √𝑥 2 + 25.
𝑊𝑃

The cost of the pipe from W to P is 1,000,000√𝑥 2 + 25.

The pipe to be laid on the shoreline from P to B is of length 8 − 𝑥. So, the cost of
laying the pipe from P to B is 500,000(8 − 𝑥).

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 The total cost of laying pipe as a function of its distance from A to P is,

𝐶(𝑥) = 1,000,000√𝑥 2 + 25 + 500,000(8 − 𝑥)

= 1,000,000(√𝑥 2 + 25 − 𝑥 + 4)
∎

4. A right circular cylinder with radius 𝑟 and height ℎ is inscribed in a right circular cone
with radius 6 inches and height 10 inches. Express the volume of the cylinder as a
function of its radius.

Solution.

https://encrypted-tbn0.gstatic.com/images?q=tbn%3AANd9GcS2BarHojSmNCEWoRm5uKKCehI6euJvqWzfwg&usqp=CAU

Let:
h = height of the cylinder (in inches)
r = radius of the cylinder (in inches)
V = volume of the cylinder (in inches)

From the diagram, you can extract the relationship

By principle of ratio and proportion of similar triangles,

10 10 − ℎ
=
6 𝑟
You solve for ℎ in terms of 𝑟, and you have

5
ℎ = 10 − 𝑟
3

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 The volume of the cylinder is solved using the formula 𝑉 = 𝜋𝑟 2 ℎ.

Since the question poised in the problem is to find the volume as a function of its
radius, you substitute the value of h to the formula. You now have,
5
𝑉(𝑟) = 𝜋𝑟 2 (10 − 𝑟)
3
∎
VI. Enabling Assessment

Solve the following problems completely. Show your solution.

1. A rectangular field is to be bounded by a fence on three sides and by a straight stream on

the fourth side. Express the area as a function of its length if the field is to be enclosed
using 1000 ft of fence. Let x = length of the rectangular field, (refer to the illustration in the
lesson proper).
2. Two ships leave port at the same time. One sails south at 15 mi/h and the other east at 20
mi/h. Find a function that models the distance D between the ships in terms of the t (in
hours) elapsed since their departure.
3. A woman 5 ft tall is standing near a streetlamp that is 12 ft tall. Find a function that models
the length L of her shadow in terms of her distance d from the base of the lamp.
4. A wire 10 cm long is cut into two pieces, one of length x and the other 10 – x. Each piece is
bent into the shape of a square. Find a function that models the total area of the two
squares.

VII. Answers to Enabling Assessment

1
1. 𝐴(𝑥) = 𝑥 (500 − 2 𝑥)
2. 𝐷(𝑡) = 25𝑡
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3. 𝐿(𝑑) = 7 𝑑
4. 𝐴(𝑥) = 2𝑥 2 − 20𝑥 + 100

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VIII. References

Caldwell J., Ram Y.M. (1999) Formulation of Mathematical Models. In: Mathematical
Modelling. Mathematical Modelling: Theory and Applications, vol 6. Springer, Dordrecht.
https://doi.org/10.1007/978-94-017-2201-8_1

https://www.immchallenge.org.au/supporting-resources/student-generated-modelling

Anton H., Irl B, Stephen D. (2013) Calculus Early Transcendental Tenth Edition. ISV, John
Wiley & Sons Singapore Pte, Ltd

Leithold, Louis. (2002) The Calculus 7 (Reprinted). Pearson Education Asia Pte. Ltd.

Larson, R. and Bruce Edwards (2015) Calculus (10th Edition) Cengage Learning Asia Pte
Ltd.

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