- •Preface
- •1.1 Introduction
- •1.2 Models and modelling
- •1.3 The learning process for mathematical modelling
- •Summary
- •Aims and objectives
- •2.1 Introduction
- •2.2 Examples
- •2.3 Further examples
- •Appendix 1
- •Appendix 2
- •Aims and objectives
- •3.1 Introduction
- •3.2 Definitions and terminology
- •3.3 Methodology and modelling flow chart
- •3.4 The methodology in practice
- •Background to the problem
- •Summary
- •Aims and objectives
- •4.1 Introduction
- •4.2 Listing factors
- •4.3 Making assumptions
- •4.4 Types of behaviour
- •4.5 Translating into mathematics
- •4.6 Choosing mathematical functions
- •Case 1
- •Case 2
- •Case 3
- •4.7 Relative sizes of terms
- •4.8 Units
- •4.9 Dimensions
- •4.10 Dimensional analysis
- •Summary
- •Aims and objectives
- •5.1 Introduction
- •5.2 First-order linear difference equations
- •5.3 Tending to a limit
- •5.4 More than one variable
- •5.5 Matrix models
- •5.6 Non-linear models and chaos
- •5.7 Using spreadsheets
- •Aims and objectives
- •6.1 Introduction
- •6.2 First order, one variable
- •6.3 Second order, one variable
- •6.4 Second order, two variables (uncoupled)
- •6.5 Simultaneous coupled differential equations
- •Summary
- •Aims and objectives
- •7.1 Introduction
- •7.2 Modelling random variables
- •7.3 Generating random numbers
- •7.4 Simulations
- •7.5 Using simulation models
- •7.6 Packages and simulation languages
- •Summary
- •Aims and objectives
- •8.1 Introduction
- •8.2 Data collection
- •8.3 Empirical models
- •8.4 Estimating parameters
- •8.5 Errors and accuracy
- •8.6 Testing models
- •Summary
- •Aims and objectives
- •9.1 Introduction
- •9.2 Driving speeds
- •Context
- •Problem statement
- •Formulate a mathematical model
- •Rewritten problem statement
- •Obtain the mathematical solution
- •9.3 Tax on cigarette smoking
- •Context
- •Problem statement
- •Formulate a mathematical model
- •Obtain the mathematical solution
- •9.4 Shopping trips
- •Context
- •Problem statement
- •Formulate a mathematical model
- •Obtain the mathematical solution
- •Interpret the mathematical solution
- •Using the model
- •9.5 Disk pressing
- •Context
- •Problem statement
- •Formulate a mathematical model
- •Obtain the mathematical solution
- •Interpret the mathematical solution
- •Further thoughts
- •9.6 Gutter
- •Context and problem statement
- •Formulate a mathematical model
- •Obtain the mathematical solution
- •9.7 Turf
- •Context
- •Problem statement
- •Formulate a mathematical model
- •Obtain the mathematical solution
- •Interpret the solution
- •9.8 Parachute jump
- •Context and problem statement
- •Formulate a mathematical model
- •Obtain the mathematical solution
- •9.9 On the buses
- •Context
- •Problem statement
- •Formulate a mathematical model
- •Obtain the mathematical solution
- •9.10 Further battles
- •Discrete deterministic model
- •Discrete stochastic model
- •Comparing the models
- •9.11 Snooker
- •Context
- •Problem statement
- •Formulate a mathematical model
- •Obtain the mathematical solution
- •Interpret the mathematical solution
- •9.12 Further models
- •Mileage
- •Heads or tails
- •Picture hanging
- •Motorway
- •Vehicle-merging delay at a junction
- •Family names
- •Estimating animal populations
- •Simulation of population growth
- •Needle crystals
- •Car parking
- •Overhead projector
- •Sheep farming
- •Aims and objectives
- •10.1 Introduction
- •10.2 Report writing
- •Preliminary
- •Main body
- •Appendices
- •Summary
- •General remarks
- •10.3 A specimen report
- •Contents
- •1 PRELIMINARY SECTIONS
- •1.1 Summary and conclusions
- •1.2 Glossary
- •2 MAIN SECTIONS
- •2.1 Problem statement
- •2.2 Assumptions
- •2.3 Individual testing
- •2.4 Single-stage procedure
- •2.5 Two-stage procedure
- •2.6 Results
- •2.7 Regular section procedures
- •2.8 Conclusions
- •3 APPENDICES
- •3.1 Possible extensions
- •3.2 Mathematical analysis
- •10.4 Presentation
- •Preparation
- •Giving the presentation
- •Bibliography
- •Solutions to Exercises
- •Chapter 2
- •Example 2.2 – Double wiper overlap problem
- •Chapter 4
- •Chapter 5
- •Chapter 6
- •Chapter 8
- •Index
3 APPENDICES
3.1Possible extensions
1.We have assumed that all the individuals tested have the same probability P of possessing the condition. If instead it is known that age or sex or some other easily identifiable factor affects an individual's probability of having the condition, then this could be taken into account when forming the groups. A more efficient procedure might then be possible.
2.We have described the testing procedures in terms of blood samples but the same conclusions could apply to more general situations. Suppose that some finite population is considered in which every item either does or does not possess a certain defect. We assume that from each item a product can be extracted (‘blood’) on which a test can be carried out which will reveal the presence of this defect. We wish to identify all the defective items using the minimum number of tests. If the test can be applied to pooled samples as effectively as to individual samples, then the conditions are equivalent to those considered in this report and the same conclusions will apply.
3.2Mathematical analysis
The graph of E(T)IN against K for the single-stage procedure corresponds to an equation of the form
where
To find the local extreme values of y, we differentiate with respect to K. This gives
which equals 0 when
Now, since x < 1, the expression K 2 x K considered as a function of K has a graph such as that sketched in Figure 2.
There is a local (and global) maximum for some value K = K * . We are looking for points where the graph is cut by the horizontal line at height − 1/In x. Clearly there will be no such points if − 1/In x >
m, where m is the maximum value of
Figure 2
We find K * by solving
or
i.e.
Therefore,
There will be no roots if
i.e.
or