GUIDE TO MATHEMATICAL MODELLING

Consultant Editor: David A. Towers,

Senior Lecturer in Mathematics,
University of Lancaster

Titles Available:

Guide to Abstract Algebra

Guide to Linear Algebra
Guide to Analysis
Guide to Mathematical Modelling
Guide to Numerical Analysis

Further titles are in preparation

 Guide to Mathematical
Modelling

Dilwyn Edwards and Mike Hamson

School of Mathematics, Statistics and Computing
Thames Polytechnic, London SE18 6PF

M
MACMILLAN
© Dilwyn Edwards and Mike Hamson 1989

All rights reserved. No reproduction, copy or transmission

of this publication may be made without written permission.

No paragraph of this publication may be reproduced, copied

or transmitted save with written permission or in accordance
with the provisions of the Copyright Act 1956 (as amended),
or under the terms of any licence permitting limited copying
issued by the Copyright Licensing Agency, 33-4 Alfred Place,
London WC1E 7DP.

Any person who does any unauthorised act in relation to

this publication may be liable to criminal prosecution and
civil claims for damages.

First published 1989

Published by
MACMILLAN EDUCATION LTD
Houndmills, Basingstoke, Hampshire RG21 2XS
and London
Companies and representatives
throughout the world

Typeset by P & R Typesetters Ltd, Farnham, Surrey, UK

British Library Cataloguing in Publication Data

Edwards, D.
Guide to mathematical modelling.
1. Mathematical models
I. Title II. Hamson, M. J.
511 '.8
ISBN 978-0-333-45935-5 ISBN 978-1-349-10042-2 (eBook)
DOI 10.1007/978-1-349-10042-2
CONTENTS

Editor's Foreword viii

Preface ix

1 WHAT IS MODELLING? 1
1.1 Introduction 1
1.2 Models and modelling 2
1.3 The learning process for mathematical modelling 3
1.4 Summary 4

2 GETTING STARTED 5
2.1 Introduction 5
2.2 Examples 5
2.3 Conclusion 35
2.4 Further examples 35
2.5 Further comments on the examples in section 2.2 37

3 MODELLING METHODOLOGY 39
3.1 Introduction 39
3.2 Definitions and terminology 41
3.3 Methodology and modelling flow chart 43
3.4 The methodology in practice 46
3.5 Summary 54

4 UNITS AND DIMENSIONS 55

4.1 Introduction 55
4.2 Units 55
4.3 Dimensions 60
4.4 Dimensional analysis 61
4.5 Summary 65

v
CONTENTS

5 MODELLING SKILLS 67
5.1 Introduction 67
5.2 Listing factors 67
5.3 Making assumptions 73
5.4 Types of behaviour 74
5.5 Translating into mathematics 83
5.6 Choosing mathematical functions 84
5.7 Relative sizes of terms 92
5.8 Reducing the number of parameters 95
5.9 Summary 98

6 USING DATA 100

6.1 Introduction 100
6.2 Data collection 101
6.3 Empirical models 102
6.4 Estimating parameters 112
6.5 Errors and accuracy 118
6.6 Testing models 121
6.7 Summary 124

7 USING RANDOM NUMBERS 125

7.1 Introduction 125
7.2 Modelling random variables 125
7.3 Generating random numbers 130
7.4 Simulations 134
7.5 Using simulation models 144
7.6 Packages and simulation languages 149
7.7 Summary 149

8 USING DIFFERENTIAL EQUATIONS 151

8.1 Introduction 151
8.2 First order, one variable 152
8.3 Second order, one variable 157
8.4 Second order, two variables (uncoupled) 171
8.5 Simultaneous coupled differential equations 177
8.6 Summary 188

9 REPORT WRITING AND PRESENTATIONS 190

9.1 Introduction 190
9.2 Report writing 190
9.3 A specimen report 196
9.4 Presentation 209
vi
 CONTENTS

10 EXAMPLE MODELS 212

10.1 Introduction 212
10.2 Doing the dishes 212
10.3 Shopping trips 218
10.4 Disk pressing 222
10.5 Gutter 227
10.6 Turf 233
10.7 Parachute jump 237
10.8 On the buses 244
10.9 Further battles 249
10.10 Snooker 253
10.11 Further models 259

Bibliography 268

Solutions to Exercises 269

Index 275

vii
EDITOR'S FOREWORD

Wide concern has been expressed in tertiary education about the difficulties
experienced by students during their first year of an undergraduate course
containing a substantial component of mathematics. These difficulties have
a number of underlying causes, including the change of emphasis from an
algorithmic approach at school to a more rigorous and abstract approach
in undergraduate studies, the greater expectation of independent study, and
the increased pace at which material is presented. The books in this series
are intended to be sensitive to these problems.
Each book is a carefully selected, short, introductory text on a key area
of the first-year syllabus; the areas are complementary and largely self-
contained. Throughout, the pace of development is gentle, sympathetic and
carefully motivated. Clear and detailed explanations are provided, and
important concepts and results are stressed.
As mathematics is a practical subject which is best learned by doing it,
rather than by watching or reading about someone else doing it, a particular
effort has been made to include a plentiful supply of worked examples,
together with appropriate exercises, ranging in difficulty from the straight-
forward to the challenging.
When one goes fellwalking, the most breathtaking views require some
expenditure of effort in order to gain access to them; nevertheless, the peak
is more likely to be reached if a gentle and interesting route is chosen. The
mathematical peaks attainable in these books are every bit as exhilarating,
the paths are as gentle as we could find, and the interest and expectation are
maintained throughout to prevent the spirits from flagging on the journey.

Lancaster, 1988 David A. Towers

Consultant Editor

viii
PREFACE

Whilst there are a number of recent texts in mathematical modelling of the

'case study' variety, these are generally of most use as source material for
the teacher. This Guide to Mathematical Modelling, however, is intended to
be read by students; so the topics treated and the order of contents have
been chosen with this in mind. We have tried to address the problem of how
mathematical modelling is done as well as what a mathematical model is,
and so have avoided presenting just a long catalogue of completed modelling
examples.
The book is essentially a first course; so the amount of prerequisite
mathematics and statistics is quite modest. It is chiefly aimed at the first-year
level in an undergraduate degree course in mathematical sciences, but the
treatment is such that the book could be used in the second year of a school
sixth form. The contents have formed the basis of the first-year modelling
course for students studying fur B.Sc. in Mathematics, Statistics and
Computing at Thames Polytechnic and have proved a successful component
in this course. The book stops short of investigating large-scale simulation
models requiring software packages, but it lays valuable groundwork for
subsequent study of such models.
At the outset, it is important to explain not only what modelling is, but
also why it is worth doing. It is not merely a means of making the usual
first-year curriculum in mathematics and statistics more lively and applicable.
To accept that is to miss the point. The objective is to provide an approach
to formulating and tackling problems in terms of mathematics and statistics.
Eventually, when entering employment where real problems have to be dealt
with, mathematicians will require additional skills to those fostered by study
of conventional topics on the curriculum. The study of modelling promotes
the development of these extra skills.
The book is divided into 10 chapters. Although it is not necessary to read
the book strictly in chapter order, this may be preferred since there is some
progression in difficulty as the subject is developed. It is vital, however, that
readers try their hand at solving many of the problems posed, since modelling
skills can only be learned by active participation.

ix
PREFACE

Having set the scene in the opening chapter, some simple modelling
problems are presented in chapter 2. These come from a variety of
backgrounds, and readers should try some of the examples themselves from
the problem descriptions provided. Mathematical modelling is by its nature
difficult to structure, but it is useful to lay down general guidelines within
which to operate when faced with new situations. To this end a general
methodology is described in chapter 3.
The succeeding three chapters are particularly important for the beginner.
Here the essential skills for successful modelling are developed. These are as
follows.

1 Identifying the problem variables.

2 Constructing appropriate relations between these variables.
3 Taking measurements and judging the size of quantities.
4 Collecting data and deciding how to use them.
5 Estimating the values of parameters within the model that cannot be
measured or calculated from data.

The backbone of the text comes in chapters 7 and 8. Chapter 7 deals with
approaches to problems involving random features which demand some
statistical analysis. Chapter 8 covers modelling situations which give rise
to differential equations, such as are often encountered in physics and
engineering.
Communication is vital for successful implementation of a mathematical
model. It is necessary to explain ideas behind a model to other people, some
of whom may not necessarily hold the same opinion as the modeller. It is
also necessary to advise on the use of a model, often to non-specialists who
need only to understand the essential points. Further, both at college and
later in employment, it is often necessary to present findings verbally to a
small group. These communication skills do not always come naturally; so,
in chapter 9, advice is given on these matters.
Finally, in chapter 10, more demanding modelling assignments are
presented. Some of the models are fully developed but others are left for the
reader to process.
The content of this book complements other material usually studied in
a mathematics degree course, and there is plenty of scope for further work
in modelling as experience in mathematics and statistics is increased. Solving
real problems by mathematical modelling is a challenging task, but it is also
highly rewarding. If by working through the book readers gain confidence
to take up this challenge, then the authors will be satisfied that the effort of
writing the book has been worthwhile.

Woolwich, 1988 D.E.

M.J.H.