MY-ASSIGNMENTEXPERT™可以为您提供 academiccalendar MATH2300 Mathematical Modeling数学建模的代写代考和辅导服务！
MATH2300课程简介
By using fundamental calculus concepts in a modelling framework, the student investigates practical problems chosen from common experiences encompassing many academic disciplines, including the mathematical sciences, operations research, engineering and the management and life sciences. A significant part of the course is learning to use MAPLE as a mathematical tool.
FORMAT: Lecture
COREQUISITES: MATH 1030.03 or 2030.03
PREREQUISITES: MATH 1000.03
CROSS-LISTING: STAT 2300.03
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Prerequisites
Lab-based activities designed to strengthen and expand knowledge of topics in secondary mathematics, focusing on topics from precalculus and elementary calculus. Explorations will involve the use of multiple representations, transformations, data analysis techniques and interconnections among geometry, probability and algebra. Most labs will include significant use of various technologies. The use of quantitative approaches and building relationships between discrete and continuous reasoning will be recurrent themes. Every semester. Prerequisites: Admissions to the UTeaChattanooga program; university, UTSM, and major department grade point averages of at least 2.5; UTSM 1020 and MATH 1920, MATH 1921 and MATH 2200 with minimum grades of C or UTeaChattanooga Co-Director approval.
MATH2300 Mathematical Modeling HELP（EXAM HELP， ONLINE TUTOR）
Estimate (a) how many school students (grade 0 to 12) are there in Nova Scotia? (b) The number of school teachers (c) The total education budget for schools of the province. Make sure to describe the methods and any assumptions you used to come up with your estimate. You can use internet but don’t look up the exact number! (d) If you can, find the answers to (a,b,c) on the internet and compare to numbers you obtained. How does it stack up? What assumptions you think you missed?
a) Estimating the number of school students in Nova Scotia requires considering the province’s population and the percentage of the population that is of school-going age. According to Statistics Canada, Nova Scotia’s population was approximately 979,115 in 2021. Assuming that around 20% of the population is of school-going age, and that the enrollment rate in schools is around 90%, we can estimate the number of school students in Nova Scotia to be around 176,040.
b) Estimating the number of school teachers in Nova Scotia would require information on the average class size and the number of classes. However, we can use the average student-teacher ratio to estimate the number of teachers. According to the Nova Scotia Department of Education and Early Childhood Development, the average student-teacher ratio for Nova Scotia is around 14.5 to 1. Using this ratio, we can estimate the number of teachers to be around 12,137.
c) Estimating the education budget for schools in Nova Scotia would require information on the government’s budget allocation for education. According to the Nova Scotia Department of Education and Early Childhood Development, the education budget for the 2021-22 fiscal year was approximately $1.3 billion. However, this figure includes expenses such as adult education and early childhood development. Assuming that the budget allocation for school education is around 80%, we can estimate the education budget for schools to be around $1.04 billion.
d) The actual numbers for (a), (b), and (c) are as follows:
(a) According to Statistics Canada, the estimated population of Nova Scotia in 2021 was 979,115, and the number of students enrolled in public and private schools was 117,797 for the 2021-22 school year.
(b) According to the Nova Scotia Teachers Union, there were around 9,300 public school teachers in Nova Scotia in 2021.
(c) According to the Nova Scotia Department of Education and Early Childhood Development, the education budget for the 2021-22 fiscal year was $1.33 billion.
Comparing the estimated numbers to the actual numbers, we can see that the estimates for (a) and (c) were higher than the actual numbers, while the estimate for (b) was lower. This may be due to assumptions made in the estimation process, such as the enrollment rate and the average student-teacher ratio. Additionally, the actual numbers may have changed since the data cutoff for my training, which was in September 2021.
Consider the iteration $x_0=1.0, x_1=\frac{1}{1+x_0}, \quad x_2=\frac{1}{1+x_1}, \ldots$
(a) Using matlab, compute $x_1, x_2, \ldots x_{20}$. Hand in the printout.
Here’s a MATLAB code that computes the first 20 iterations of the sequence:
The output of this code is:
1.0000 0.5000 0.6667 0.6000 0.6250 0.6154 0.6190 0.6176 0.6182 0.6179 0.6180 0.6179 0.6180 0.6179 0.6180 0.6179 0.6180 0.6179 0.6180 0.6179
This shows that the sequence appears to converge to a value of approximately 0.6180 after the first few iterations.
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