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Mathematical Modelling

There is hardly a field of knowledge today where mathematical achievements are not applied. Physicists and chemists, astronomers and biologists, geographers and economists, even linguists and historians all use the mathematical apparatus.

What is the secret behind the universality of this “mathematical tool”? “The key to solving many scientific problems is their successful translation into the language of mathematics.” This answer was given by one of the founders and first director of the Institute of Mathematics of the Academy of Sciences of Ukraine, Academician D. O. Grave.

Indeed, problem statements from various fields contain non-mathematical concepts. When a mathematician participates in solving such a problem, they first seek to translate it into their “native” mathematical language — the language of expressions, formulas, equations, inequalities, functions, graphs, and so on.

📐Definition — Mathematical Model and Applied Problem

The result of such a translation is called a mathematical model, and the problem itself is called an applied problem.

📐Definition — Mathematical Modelling

The branch of mathematics concerned with the construction and study of mathematical models is called mathematical modelling.

Examples of Applied Problems and Their Mathematical Models

The table below shows examples of applied problems and their corresponding mathematical models.

#Applied ProblemMathematical Model
1One kilogram of potatoes costs 6 UAH. How many kilograms can you buy for 42 UAH?What is the quotient 42:642 : 6?
2A shop has 3 types of cups and 2 types of plates. How many ways can you assemble a set of one cup and one plate?What is the product 323 \cdot 2?
3There were several cars in a parking lot. When 5 cars left, 2 remained. How many cars were there originally?Find the root of the equation x5=2x - 5 = 2.
4From 156 yellow, 234 white, and 390 red roses, bouquets were made. What is the greatest number of bouquets that can be made so that each bouquet has equal numbers of roses of each colour and all roses are used?Find GCD(156; 234; 390).
5A car uses 7.8 litres of fuel per 100 km. Will 40 litres be enough to drive from Kyiv to Odesa if the distance is 490 km?Compare the value of 7.8490100\dfrac{7.8 \cdot 490}{100} with 40.

Three Stages of Solving an Applied Problem

The goal of solving any problem is to obtain the correct answer. Therefore, constructing the mathematical model is only the first stage of solving an applied problem.

Note — Stages of Solving an Applied Problem

Solving an applied problem actually consists of three stages:

  1. Constructing the mathematical model — translating the problem into the language of mathematics (equations, inequalities, systems, etc.).
  2. Solving the mathematical problem — finding values of expressions, solving equations, inequalities and their systems, constructing graphical objects, etc.
  3. Analysing the result — writing the obtained result in the language of the applied problem and checking its consistency with the problem conditions.

At the third stage, the obtained result must be expressed in the language of the applied problem. For example, the answers to the first, second, and third problems from the table should be written as: you can buy 7 kg of potatoes; the purchase can be made in 6 ways; there were 7 cars in the parking lot. The answers must then be checked for consistency with the conditions of the applied problem. For example, an answer of “1.5 students” cannot be acceptable for any applied problem.

Worked Examples

Example 1 — Problem with One Variable (Equation)

Problem statement. A wooden beam has a mass of 120 kg, and an iron beam has a mass of 140 kg. The iron beam is 1 m shorter than the wooden one. Find the length of each beam if 1 m of the iron beam is 5 kg heavier than 1 m of the wooden beam.

Solution.

Stage I. Constructing the mathematical model.

Let the length of the wooden beam be xx m, then the length of the iron beam is (x1)(x - 1) m.

The mass of 1 m of the wooden beam is 120x\dfrac{120}{x} kg, and the mass of 1 m of the iron beam is 140x1\dfrac{140}{x-1} kg.

Then the difference 140x1120x\dfrac{140}{x-1} - \dfrac{120}{x} shows how much heavier 1 metre of the iron beam is compared to 1 metre of the wooden beam.

By the problem conditions, this difference equals 5 kg. So we obtain the equation:

140x1120x=5\frac{140}{x-1} - \frac{120}{x} = 5

This equation is the mathematical model of the given applied problem.

Stage II. Solving the equation.

140x1120x=5;28x124x=1\frac{140}{x-1} - \frac{120}{x} = 5; \quad \frac{28}{x-1} - \frac{24}{x} = 1

28x24(x1)=x2x,x0,x128x - 24(x-1) = x^2 - x, \quad x \neq 0, \quad x \neq 1

x25x24=0x^2 - 5x - 24 = 0

x=8orx=3x = 8 \quad \text{or} \quad x = -3

Stage III. Analysing the result.

The root x=3x = -3 does not satisfy the problem conditions, since length cannot be negative.

Therefore, the wooden beam is 8 m long, and the iron beam is 7 m long.

Answer: 8 m, 7 m.

Example 2 — System of Equations with Two Variables (Motion Problem)

Problem statement. From two points 18 km apart, two tourists set out simultaneously towards each other and met after 2 hours. Find the speed of each tourist if one of them needs 54 minutes more than the other to cover the entire distance between the points.

Solution.

Let the speed of the first tourist be xx km/h and the second be yy km/h, where x<yx < y. Before meeting, the first tourist walked 2x2x km and the second walked 2y2y km. Together they covered 18 km:

2x+2y=182x + 2y = 18

The first tourist covers the distance between the points in 18x\dfrac{18}{x} hours, and the second in 18y\dfrac{18}{y} hours. Since the first tourist needs 54 min=910 h54 \text{ min} = \dfrac{9}{10} \text{ h} more than the second:

18x18y=910\frac{18}{x} - \frac{18}{y} = \frac{9}{10}

We obtain the system of equations:

{2x+2y=18,18x18y=910.\begin{cases} 2x + 2y = 18, \\ \dfrac{18}{x} - \dfrac{18}{y} = \dfrac{9}{10}. \end{cases}

{x+y=9,2x2y=110;{x=9y,29y2y=110.\begin{cases} x + y = 9, \\ \dfrac{2}{x} - \dfrac{2}{y} = \dfrac{1}{10}; \end{cases} \quad \begin{cases} x = 9 - y, \\ \dfrac{2}{9-y} - \dfrac{2}{y} = \dfrac{1}{10}. \end{cases}

Solving the second equation of the last system, we get: y1=5y_1 = 5, y2=36y_2 = -36. The root 36-36 is rejected based on the problem context. Therefore, y=5y = 5, x=4x = 4.

Answer: 4 km/h, 5 km/h.

Example 3 — System of Equations (Work Problem)

Problem statement. Two workers can complete a job together in 10 days. After 6 days of working together, one of them was reassigned, and the second continued working. After 2 more days of independent work by the second worker, it turned out that 23\dfrac{2}{3} of the entire job had been completed. How many days would it take each worker to complete the entire job alone?

Solution.

Let the first worker be able to complete the entire job in xx days and the second in yy days. In one day, the first worker completes 1x\dfrac{1}{x} of the job, and in 10 days — 10x\dfrac{10}{x} of the job.

The second worker completes 1y\dfrac{1}{y} of the job per day, and in 10 days — 10y\dfrac{10}{y}. Since in 10 days of joint work they complete the entire job:

10x+10y=1\frac{10}{x} + \frac{10}{y} = 1

The first worker worked 6 days and completed 6x\dfrac{6}{x} of the job, while the second worked 8 days and completed 8y\dfrac{8}{y} of the job. Since this resulted in 23\dfrac{2}{3} of the job being done:

6x+8y=23\frac{6}{x} + \frac{8}{y} = \frac{2}{3}

We obtain the system of equations:

{10x+10y=1,6x+8y=23,\begin{cases} \dfrac{10}{x} + \dfrac{10}{y} = 1, \\ \dfrac{6}{x} + \dfrac{8}{y} = \dfrac{2}{3}, \end{cases}

whose solution is the pair x=15x = 15, y=30y = 30.

Therefore, the first worker can complete the entire job in 15 days, and the second in 30 days.

Answer: 15 days, 30 days.

Example 4 — System of Linear Inequalities with Two Variables

Problem statement. Each participant in a maths quiz received one of the scores: 9, 10, 11, or 12 points. Scores of 9, 10, and 12 were given to equal numbers of participants, while the score of 11 was given to more participants than all other scores combined. Fewer than 10 participants scored above 10. How many participants scored 10 and how many scored 11, given that at least 12 people took part in the quiz?

Solution.

Let scores of 9, 10, and 12 each be received by xx participants, and score 11 by yy participants.

Since score 11 was given to more participants than all others combined: y>3xy > 3x.

Fewer than 10 participants scored above 10: x+y<10x + y < 10.

At least 12 people participated: 3x+y123x + y \geqslant 12.

We obtain the system of inequalities:

{y>3x,x+y<10,3x+y12.\begin{cases} y > 3x, \\ x + y < 10, \\ 3x + y \geqslant 12. \end{cases}

From this, x+y>x+3x=4xx + y > x + 3x = 4x. Then 4x<104x < 10; x<2.5x < 2.5.

Since xx is a non-negative integer, from the inequality x<2.5x < 2.5 it follows that x=0x = 0, x=1x = 1, or x=2x = 2.

For x=0x = 0: the system y>0y > 0, y<10y < 10, y12y \geqslant 12 has no solutions.

For x=1x = 1: the system y>3y > 3, y<9y < 9, y9y \geqslant 9 also has no solutions.

For x=2x = 2: y>6y > 6, y<8y < 8, y6y \geqslant 6. Hence y=7y = 7.

Therefore, 2 participants scored 10, and 7 participants scored 11.

Answer: 2 participants, 7 participants.

Example 5 — Equation with Three Variables in Natural Numbers

Problem statement. An airline connecting cities AA and BB operates three types of aircraft. Each plane of the first, second, and third type can carry 230, 100, and 40 passengers respectively. All the airline’s planes can simultaneously transport 760 passengers. How many planes of each type does the airline operate?

Solution.

Let xx, yy, zz denote the number of planes of the first, second, and third type respectively. We obtain the equation:

230x+100y+40z=760230x + 100y + 40z = 760

which must be solved in natural numbers, i.e., only solutions that are natural numbers are accepted.

{23x+10y+4z=76,xN,yN,zN.\begin{cases} 23x + 10y + 4z = 76, \\ x \in \mathbb{N}, \quad y \in \mathbb{N}, \quad z \in \mathbb{N}. \end{cases}

We have: 23x=76(10y+4z)23x = 76 - (10y + 4z). Since y1y \geqslant 1 and z1z \geqslant 1, then 10y+4z1410y + 4z \geqslant 14. So 23x=76(10y+4z)6223x = 76 - (10y + 4z) \leqslant 62. Hence x6223x \leqslant \dfrac{62}{23}. From the equation it follows that xx must be even. Therefore, x=2x = 2.

Substituting the found value of xx:

{10y+4z=30,yN,zN.\begin{cases} 10y + 4z = 30, \\ y \in \mathbb{N}, \quad z \in \mathbb{N}. \end{cases}

{5y+2z=15,yN,zN.\begin{cases} 5y + 2z = 15, \\ y \in \mathbb{N}, \quad z \in \mathbb{N}. \end{cases}

From this equation it follows that zz must be a multiple of 5. Moreover, 2z=155y102z = 15 - 5y \leqslant 10. Hence z5z \leqslant 5, so z=5z = 5, y=1y = 1.

Answer: 2 planes, 1 plane, 5 planes.

Exercises

Exercise 20.1

Two motorcyclists set out simultaneously from cities AA and BB towards each other. After one hour they met and, without stopping, continued at the same speed. One of them arrived at city AA 35 minutes earlier than the other arrived at city BB. Find the speed of each motorcyclist if the distance between the cities is 140 km.

Exercise 20.4

A boat sailed along a river from pier AA to pier BB and returned in 6 hours. Find the speed of the river current if the boat covers 2 km downstream in the same time as 1 km upstream, and the distance between piers AA and BB is 16 km.

Exercise 20.6

The delivery cost of one truckload of sand to a construction site is 1000 UAH, and one truckload of gravel is 1600 UAH. It is planned to make 50 trips per day, with transport costs not exceeding 59,000 UAH. How many truckloads of gravel can be delivered per day?

Exercise 20.7

In a shooting competition, each participant makes 25 shots. For each successful shot, 4 points are awarded, and for each miss, 2 points are deducted. How many misses can a shooter make and still score at least 60 points?