Getting Started Getting Students Modeling: Designing and Facilitating Open-ended Math Modeling Experiences

Author(s):  
Ben Galluzzo ◽  
Katie Kavanagh

“Modeling” is a term that has several meanings in general, but particularly in mathematics. Here math modeling refers to the process of creating a mathematical representation of a real-world scenario to make a prediction or provide insight. There is a distinction between using a formula that arises from an application (for example, distance equals rate times time) and the actual creation of a mathematical relationship itself that can be useful in an applied setting. In this two part workshop, we demonstrate how to develop authentic math modeling challenge problems that are accessible and relevant to students. In the second part of the workshop we talk about how to facilitate math modeling so that students have an opportunity to be creative and innovative in their modeling process while having ownership over their solution.

Author(s):  
Dirk van der Linden ◽  
Stijn J.B.A. Hoppenbrouwers ◽  
Henderik A. Proper

The authors discuss the use and challenges of identifying communities with shared semantics in Enterprise Modeling (EM). People tend to understand modeling meta-concepts (i.e., a modeling language's constructs or types) in a certain way and can be grouped by this conceptual understanding. Having an insight into the typical communities and their composition (e.g., what kind of people constitute such a semantic community) can make it easier to predict how a conceptual modeler with a certain background will generally understand the meta-concepts s/he uses, which is useful for e.g., validating model semantics and improving the efficiency of the modeling process itself. The authors have observed that in practice decisions to group people based on certain shared properties are often made, but are rarely backed up by empirical data demonstrating their supposed efficacy. The authors demonstrate the use of psychometric data from two studies involving experienced (enterprise) modeling practitioners and computing science students to find such communities. The authors also discuss the challenge that arises in finding common real-world factors shared between their members to identify them by and conclude that there is no empirical support for commonly used (and often implicit) grouping properties such as similar background, focus and modeling language.


2016 ◽  
Vol 40 (5) ◽  
pp. 773-785 ◽  
Author(s):  
Jing Zhao ◽  
Pak Kin Wong ◽  
Zhengchao Xie ◽  
Caiyang Wei ◽  
Rongchen Zhao

This paper focuses on a ride comfort based suspension (RCS) system using an optimal stiffness-determination method. The proposed RCS system is composed of a variable hydraulic damper with gas chamber (VHDGC) and an air spring. In this work, the detailed structure, modeling process and parameter sensitivity of the proposed VHDGC are presented. Moreover, the mathematical relationship between the proposed damper and the air spring is considered. Numerical results reveal that the ride comfort of the proposed RCS system can be greatly improved as compared with the passive suspension. In addition, the overall performance of the RCS system is also guaranteed. In sum, the proposed RCS system is a promising solution in improving the ride comfort of the vehicle.


Author(s):  
John M. Artz

Information modeling is a technique by which a database designer develops a conceptual model of a database depicting the entity classes that will be represented in the database. There are three competing ontological assumptions that guide the modeling process. The broadest characterization of these assumptions is realism vs. conceptualism, with social realism occupying a middle ground. The realist believes that object classes exist in the real world, waiting to be discovered. The conceptualist believes that object classes are constructed in the mind of the modeler, based on observations about the application domain and the objectives of the information model. The social realist believes that classes exist as shared meanings among stakeholders in an application domain. This article explores these assumptions and then reviews selected literature in information modeling to determine which assumptions are held by key authors. It concludes that most authors hold inconsistent views, and this inconsistency provides some important insights into information modeling while presenting serious problems for practitioners and students of information modeling.


Author(s):  
Maria Salete Marcon Gomes Vaz ◽  
Lucélia de Souza

The modeling of database applications involves deciding on how to represent the project in real-world objects. The data modeling process corresponds to a set of conceptual tools to describe data, its relationships, its semantics, and constraints of consistency. This process involves the steps related to the identification of requisites, conceptual modeling of data, conventional modeling, and non-conventional modeling of objects, and its relationships. In the conceptual modeling, where there is no need to specify the methods and data flow, objects and their relationships are defined. In conventional modeling, in the mapping of the conceptual model (Entity/Relationship) to the logical model (Relational) conversion rules are applied. However, there are non-conventional resources with the ability to create and use data types based on a grouping of other data types. The user-defined objects can be defined and used like any other data type. This chapter describes the process of mapping the relational model for the object-relational modeling, using a practical application in agricultural context, but it should be noted that the methodology is applicable to any area of knowledge.


Author(s):  
Douglas Schenck ◽  
Peter Wilson

In this Chapter we provide a complete worked example of the development of an information model. The initial model specification is taken from an ISO report, TR 9007, which, among other things, describes several means of representing this particular example. The model representations used here are the EXPRESS-G and EXPRESS languages, and this also serves as an introduction to some aspects of the languages. Minor use is also made of EXPRESS-I. For explanatory purposes we do not strictly adhere to the methodology described earlier. The principal difference being that we develop simultaneously both a graphical and a lexical version of the model. The initial model statement for the worked example is given in Section 4.1.1 and 4.1.2 and is taken from ISO TR 9007. In our modeling methodology this would be developed by the modeling team as the initial step in the modeling process. By the time the team is in a position to be as clear on the specification as given in 4.1.2 about the real world aspects of the problem, then the majority of the modeling work has been accomplished. The remaining task, which is what we will be concentrating on, is to formally describe and document the model. The scope of the model to be described has to do with the registration of cars and is limited to the scope of interest of the Registration Authority. The Registration Authority exists for the purpose of: • Knowing who is or was the registered owner of a car at any time from construction to destruction of the car. • To monitor certain laws, for example regarding fuel consumption of cars and their transfer of ownership. There are a number of manufacturers, each with one unique name. Manufacturers may start operation, with the permission of the Registration Authority (which permission cannot be withdrawn). No more than five manufacturers may be in operation at any time. A manufacturer may cease to operate provided he owns no cars, in which case permission to operate lapses. A car is of a particular model and is given a serial number by its manufacturer that is unique among the cars made by that manufacturer.


2020 ◽  
Vol 25 (1) ◽  
pp. 8 ◽  
Author(s):  
Muhammad Akram ◽  
Danish Saleem ◽  
Talal Al-Hawary

In a network model, the evaluation information given by decision makers are occasionally of types: yes, abstain, no, and refusal. To deal with such problems, we use mathematical models based on picture fuzzy sets. The spherical fuzzy model is more versatile than the picture fuzzy model as it broadens the space of uncertain and vague information, due to its outstanding feature of vast space of participation of acceptable triplets. Graphs are a mathematical representation of networks. Thus to deal with many real-world phenomena represented by networks, spherical fuzzy graphs can be used to model different practical scenarios in a more flexible manner than picture fuzzy graphs. In this research article, we discuss two operations on spherical fuzzy graphs (SFGs), namely, symmetric difference and rejection; and develop some results regarding their degrees and total degrees. We describe certain concepts of irregular SFGs with several important properties. Further, we present an application of SFGs in decision making.


2019 ◽  
Vol 11 (4) ◽  
pp. 489-538
Author(s):  
Victor Tang

Purpose The purpose of this paper is to present a fresh approach to stimulate individual creativity. It introduces a mathematical representation for creative ideas, six creativity operators and methods of matrix-algebra to evaluate, improve and stimulate creative ideas. Creativity begins with ideas to resolve a problem or tackle an opportunity. By definition, a creative idea must be simultaneously novel and useful. To inject analytic rigor into these concepts of creative ideas, the author introduces a feature-attribute matrix-construct to represent ideas, creativity operators that use ideas as operands and methods of matrix algebra. It is demonstrated that it is now possible to analytically and quantitatively evaluate the intensity of the variables that make an idea more, equal or less, creative than another. The six creativity operators are illustrated with detailed multi-disciplinary real-world examples. The mathematics and working principles of each creativity operator are discussed. Design/methodology/approach The unit of analysis is ideas, not theory. Ideas are man-made artifacts. They are represented by an original feature-attribute matrix construct. Using matrix algebra, idea matrices can be manipulated to improve their creative intensity, which are now quantitatively measurable. Unlike atoms and cute rabbits, creative ideas, do not occur in nature. Only people can conceive and develop creative ideas for embodiment in physical, non-physical forms, or in a mix of both. For example, as widgets, abstract theorems, business processes, symphonies, organization structures, and so on. The feature-attribute matrix construct is used to represent novelty and usefulness. The multiplicative product of these two matrices forms the creativity matrix. Six creativity operators and matrix algebra are introduced to stimulate and measure creative ideas. Creativity operators use idea matrices as operands. Uses of the six operators are demonstrated using multi-disciplinary real-world examples. Metrics for novelty, usefulness and creativity are in ratio scales, grounded on the Weber–Fechner Law. This law is about persons’ ability to discern differences in the intensity of stimuli. Findings Ideas are represented using feature-attribute matrices. This construct is used to represent novel, useful and creative ideas with more clarity and precision than before. Using matrices, it is shown how to unambiguously and clearly represent creative ideas endowed with novelty and usefulness. It is shown that using matrix algebra, on idea matrices, makes it possible to analyze multi-disciplinary, real-world cases of creative ideas, with clarity and discriminatory power, to uncover insights about novelty and usefulness. Idea-matrices and the methods of matrix algebra have strong explanatory and predictive power. Using of matrix algebra and eigenvalue analyses, of idea-matrices, it is demonstrated how to quantitatively rank ideas, features and attributes of creative ideas. Matrix methods operationalize and quantitatively measure creativity, novelty and usefulness. The specific elementary variables that characterize creativity, novelty and usefulness factors, can now be quantitatively ranked. Creativity, novelty and usefulness factors are not considered as monolithic, irreducible factors, vague “lumpy” qualitative factors, but as explicit sets of elementary, specific and measurable variables in ratio scales. This significantly improves the acuity and discriminatory power in the analyses of creative ideas. The feature-attribute matrix approach and its matrix operators are conceptually consistent and complementary with key extant theories engineering design and creativity. Originality/value First to define and specify ideas as feature-attribute matrices. It is demonstrated that creative ideas, novel ideas and useful ideas can be analytically and unambiguously specified and measured for creativity. It is significant that verbose qualitative narratives will no longer be the exclusive means to specify creative ideas. Rather, qualitative narratives will be used to complement the matrix specifications of creative ideas. First to specify six creativity operators enabling matrix algebra to operate on idea-matrices as operands to generate new ideas. This capability informs and guides a person’s intuition. The myth and dependency, on non-repeatable or non-reproducible serendipity, flashes of “eureka” moments or divine inspiration, can now be vacated. Though their existence cannot be ruled out. First to specify matrix algebra and eigen-value methods of quantitative analyses of feature-attribute matrices to rank the importance of elementary variables that characterize factors of novelty, usefulness and creativity. Use of verbose qualitative narratives of novelty, usefulness and creativity as monolithic “lumpy” factors can now be vacated. Such lumpy narratives risk being ambiguous, imprecise, unreliable and non-reproducible, Analytic and quantitative methods are more reliable and consistent. First to define and specify a method of “attacking the negatives” to systematically pinpoint the improvements of an idea’s novelty, usefulness and creativity. This procedure informs and methodically guides the improvements of deficient ideas.


2016 ◽  
Vol 2016 ◽  
pp. 1-9 ◽  
Author(s):  
A. Thamaraiselvi ◽  
R. Santhi

Neutrosophic sets have been introduced as a generalization of crisp sets, fuzzy sets, and intuitionistic fuzzy sets to represent uncertain, inconsistent, and incomplete information about a real world problem. For the first time, this paper attempts to introduce the mathematical representation of a transportation problem in neutrosophic environment. The necessity of the model is discussed. A new method for solving transportation problem with indeterminate and inconsistent information is proposed briefly. A real life example is given to illustrate the efficiency of the proposed method in neutrosophic approach.


Author(s):  
Madeline F. Merck ◽  
Melissa A. Gallagher ◽  
Emad Habib ◽  
David Tarboton

AbstractEngineering students need to spend time engaging in mathematical modeling tasks to reinforce their learning of mathematics through its application to authentic problems and real world design situations. Technological tools and resources can support this kind of learning engagement. We produced an online module that develops students’ mathematical modeling skills while developing knowledge of the fundamentals of rainfall-runoff processes and engineering design. This study examined how 251 students at two United States universities perceived mathematical modeling as implemented through the online module over a 5-year period. We found, subject to the limitation that these are perceptions from not all students, that: (a) the module allowed students to be a part of the modeling process; (b) using technology, such as modeling software and online databases, in the module helped students to understand what they were doing in mathematical modeling; (c) using the technology in the module helped students to develop their skill set; and (d) difficulties with the technology and/or the modeling decisions they had to make in the module activities were in some cases barriers that interfered with students’ ability to learn. We advocate for instructors to create modules that: (a) are situated within a real-world context, requiring students to model mathematically to solve an authentic problem; (b) take advantage of digital tools used by engineers to support students’ development of the mathematical and engineering skills needed in the workforce; and (c) use student feedback to guide module revisions.


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