ideas for teaching differential - .net framework
TRANSCRIPT
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Ideas for teaching differential
equationsSolving differential equations, and using them for
modelling in kinematics and other contexts, is a
key topic in A level Further Mathematics.
Interesting applications such as motion with air
resistance, resonance and predator-prey models
can arouse curiosity and motivate classroom
discussion. In this session we’ll explore some
applications involving simple practical examples
and through the use of technology.
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Ideas for
teaching
differential
equations
Sharon Tripconey
Avril Steele
Ben Sparks
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elastic strap
baby
baby-saddle
Baby Bouncer - modified version
(for use in the classroom)
elastic band
water bottle
bag (with
tie-handles)
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Modelling cycle
Real-world
problem
Simplifying
assumptions
Mathematical
model
(equations etc)
Analysis
and solution
PredictionExperiment
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Setting up a model
Simplifying assumptions:
▪ motion is only up and down
▪ the elastic band is taut and has constant
stiffness
▪ ignore resistive forces
▪ ……
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In equilibrium
acceleration = 0
Not in equilibrium
acceleration ≠ 0
RT
W
W
T0
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Model 1
The forces acting are:
▪ Weight,
▪ Tension, ( ) Nm
k x gk
+
Nmg
displacement
acceleration
0 constant (stiffness)
x
x
k
T
W
x
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Model 1
T
W
x
( )
0
W T mx
mmg k x g mx
k
mx kx
+ − =
− + =
+ =
0k
x xm
+ =
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Simple Harmonic Motion (SHM)
0k
x xm
+ =
> 0 k
m
2 x x= −
2 0x x+ =2 =
k
m
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Simple Harmonic Motion (SHM)2 x x= −
sin( )
sin( ) cos( )
x a t
or
x A t B t
= +
= +
Amplitude: 𝑎 = 𝐴2 + 𝐵2
Period =2𝜋
𝜔
Frequency =𝜔
2𝜋=
1
2𝜋
𝑘
𝑚
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Modelling cycle
Real-world
problem
Simplifying
assumptions
Mathematical
model
(equations etc)
Analysis
and solution
PredictionExperiment
0k
x xm
+ =
sin( )
sin( ) cos( )
x a t
or
x A t B t
= +
= +
𝑘 or 𝑚important?
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Step 1: Suspend from a FIXED point
Step 2: Establish the equilibrium position
(just let it hang to start)
Step 3: Pull the bottle downwards
and release
Step 4: Observe the motion.
kfrequency
m
Step 5: Repeat
Can you change the frequency
of oscillation? If so, how?
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Modelling cycle
Real-world
problem
Simplifying
assumptions
Mathematical
model
(equations etc)
Analysis
and solution
PredictionExperiment
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Revising the model
Simplifying assumptions:
▪ motion is only up and down
▪ the elastic band is taut and has constant
stiffness
▪ ignore resistive forces
▪ ……
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Model 2
The forces acting are:
▪ Weight,
▪ Tension,
▪ Resistance to motion,
( ) Nm
k x gk
+
Nmg T
W
xR
displacement
velocity
acceleration
0 constant (stiffness)
> 0 constant (drag)
x
x
x
k
Nx
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Model 2
T
W
xR
( )
0
W R T mx
mmg x k x g mx
k
mx x kx
− − =
− − + =
+ + =
0k
x x xm m
+ + =
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Using technology to explore
www.geogebra.org/m/ej8cmqjx
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Tacoma Narrows Bridge
Collapse
See image
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Referring to requirements for A level FM
I 7 Solve the equation for simple harmonic motion
ሷ𝑥 = −𝜔2𝑥 and relate the solution to the motion
I 8 Model damped oscillations using 2nd order
differential equations and interpret their solutions
I 9 Analyse and interpret models of situations with one
independent variable and two dependent variables
as a pair of coupled 1st order simultaneous
equations and be able to solve them, for example
predator-prey models
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Predator – prey
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Predator – prey ▪ Using technology to explore
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In general, a pair of first order linked differential equations looks like
𝑑𝑥
𝑑𝑡= 𝑓 𝑥, 𝑦, 𝑡
𝑑𝑦
𝑑𝑡= 𝑔(𝑥, 𝑦, 𝑡)
For a predator-prey example, a typical pair is
𝑑𝑥
𝑑𝑡= 𝛼𝑥 − 𝛽𝑥𝑦
𝑑𝑦
𝑑𝑡= 𝛿𝑥𝑦 − 𝛾𝑦
where 𝛼, 𝛽, 𝛾, 𝛿 are positive constants.
This is the LOTKA-VOLTERRA model.
Coupled DEs
This non-
linear pair
can be
solved
analytically
but it’s not
within the
scope of A
level FM
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Systems of linear first order DEs
In A level FM, the pair of simultaneous equations
involving rates of change will be of the form:
(𝑎, 𝑏, 𝑐 and 𝑑 are constants)
( )
( )
dxax by f t
dt
dycx dy g t
dt
= + +
= + +
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The simultaneous differential equations
model the quantities of two compounds, 𝑥 and 𝑦,
produced in a chemical reaction.
How do the quantities vary over time?
d d4 6 28 3 2 26
d d= − + + = − + +
x yx y x y
t t
Chemical reaction
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Chemical reaction▪ Using technology to explore
www.geogebra.org/m/pwwcdafy
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Applications
First order differential equations can be used
in modelling:
▪ Exponential growth
▪ Radioactive decay
▪ Cooling liquids or objects
▪ Continuous compound interest (stocks,
investments)
▪ Mixing solutions
▪ …..
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Applications
Second order differential equations can be used
to model:
▪ Falling objects
▪ Mechanical oscillations
• Damped oscillations
• Forced oscillations
• Resonance
▪ Electrical circuits
• Series LCR circuits for radio and
communication engineering
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A pair of coupled first
order differential equations
can be used to model:
▪ Spread of epidemics; as
people transform from
being “at risk” to “infected”
to immune”
▪ Predator-prey (e.g. foxes
and rabbits, bears and
berries)
▪ Competing populations:
• Two newspapers of similar
type compete for the same
potential circulation
• Two bird-of-prey species
hunt a woodland for the
same small mammals
Applications
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The SIR model is used to model infectious disease
(e.g. Zombies)
Susceptible
Infected
Recovered
3 variables, so need 3 Differential Equations
Zombie horde...?
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Herd Immunity and Vaccination
The SIR model can be used to discuss effectiveness of
vaccines and how even those who cannot be vaccinated
might be protected via Herd Immunity.
All modelled with an SIR model and differential equations.
Excellent introduction here: http://op12no2.me/toys/herd/
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About the AMSP▪ A government-funded initiative, managed by MEI,
providing national support for teachers and students in
all state-funded schools and colleges in England.
▪ It aims to increase participation in AS/A level
Mathematics and Further Mathematics, and Core
Maths, and improve the teaching of these qualifications.
▪ Additional support is given to those in priority areas to
boost social mobility so that, whatever their gender,
background or location, students can choose their best
maths pathway post-16, and have access to high quality
maths teaching.
amsp.org.uk
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2019 FM Conference
V1.2
Version 1.0
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Differential equations
A level Mathematics content
G6 Construct simple differential equations in pure mathematics and in context (contexts may include kinematics, population growth and modelling the relationship between price and demand)
H7 Evaluate the analytical solution of simple first order differential equations with separation of variables, including finding particular solutions (Separation of variables may require factorisation involving a common factor)
(Reference: DFE-00706-2014 Mathematics AS and A level content)
A level Further Mathematics content
I1 Find and use an integrating factor to solve differential equations of form
𝑑𝑦
𝑑𝑥+ 𝑃(𝑥)𝑦 = 𝑄(𝑥) and recognise when it is appropriate to do so
I2 Find both general and particular solutions to differential equations
I3 Use differential equations in modelling in kinematics and in other contexts
I4 Solve differential equations of form 𝑦′′ + 𝑎𝑦′ + 𝑏𝑦 = 0 where 𝑎 and 𝑏 are constants by using the auxiliary equation
I5 Solve differential equations of form 𝑦′′ + 𝑎𝑦′ + 𝑏𝑦 = 𝑓(𝑥) where 𝑎 and 𝑏 are constants by solving the homogeneous case and adding a particular integral to the complementary function (in cases where f(𝑥) is a polynomial, exponential or trigonometric function)
I6 Understand and use the relationship between the cases when the discriminant of the auxiliary equation is positive, zero and negative and the form of solution of the differential equation
I7 Solve the equation for simple harmonic motion �̈� = −𝜔2𝑥 and relate the solution to the motion
I8 Model damped oscillations using 2nd order differential equations and interpret their solutions
I9 Analyse and interpret models of situations with one independent variable and two dependent variables as a pair of coupled 1st order simultaneous equations and be able to solve them, for example predator-prey models
(Reference: DFE-00707-2014 Further mathematics AS and A level content)
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What is a differential equation?
If you are using maths to describe the spread of diseases, the growth of a flower or fluctuations in the financial markets you will soon find that you’ll need to be using differential equations. Differential equations are fundamental to nearly all modern applications of mathematics and many natural phenomena. The vast majority of differential equations cannot be solved using known analytical methods; solutions are found using numerical methods. Essentially, a differential equation is an equation involving one or more derivatives. Here are some examples:
Terminology
(A) 1st order, linear – we can solve it (integrate both
sides)
(B) 1st order, linear – we can solve it (separate variables and integrate)
(C) 1st order, linear – we can solve it (use
integrating factor)
(D) 2nd order, linear, constant coefficients – we can solve it (auxiliary equation method)
(E) 1st order, non-linear – we can’t solve it
analytically (use a numerical method e.g. Euler’s method)
(F) 2nd order, linear, variable coefficients – we
(probably) can’t solve it analytically (use a numerical method)
(G) 2nd order, non-linear, constant coefficients – we
can’t solve it analytically (use a numerical method)
When f(x) = 0, the
equation is
homogeneous
When f(x) ≠ 0, the
equation is
non-homogeneous
2
2 2
2
2
2
22
2
22
2
(A) 2
(B) sin
(C) 3
(D) 6 3 cos
(E)
(F) 3 2 sin
(G)
x
x
x
dyx x
dx
dyy x
dx
dyx y e
dx
d y dyy x
dxdx
dyy x e
dx
d y dyx x y e x
dxdx
d y dyy x
dxdx
2
25 6 4 xd y dy
y edx dx
The r.h.s.
is of form
f(x)
It is
“second
order”
It is
“linear”
It has
“constant
coefficients”
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Notation Sometimes, especially when we have a variable that changes with time, we use the more compact ‘dot’
notation in which �̇� is d𝑥
d𝑡 and �̈� is
d2𝑥
d𝑡2.
Damped oscillations
𝑎�̈� + 𝑏�̇� + 𝑐𝑥 = 0 𝑎 > 0
Roots of the auxiliary equation are:
𝜆1 =−𝑏+√𝑏2−4𝑎𝑐
2𝑎 and 𝜆2 =
−𝑏−√𝑏2−4𝑎𝑐
2𝑎
When both roots are real and negative, or the real part of complex roots is negative, the motion is
damped and the curve eventually tends to zero. In these cases 𝑏 > 0
When 𝑏2 − 4𝑎𝑐 < 0 we have under-damping (solution contains sin / cos functions)
When 𝑏2 − 4𝑎𝑐 = 0 we have critical-damping (solution doesn’t contain sin / cos)
When 𝑏2 − 4𝑎𝑐 > 0 we have over-damping (solution doesn’t contain sin / cos)
When 𝑏 = 0 the motion is
Simple Harmonic Motion (S.H.M)
(constant amplitude)
When 𝑏 < 0 and 𝑏2 − 4𝑎𝑐 < 0 the oscillations increase in
amplitude, being enveloped in a positive exponential curve.
𝑥 = 𝐴𝑒𝜆1𝑡 + 𝐵𝑒𝜆2𝑡
under-damping
critical-damping
under-damping
over-damping
Note it is possible to have b>0 and
no damping
e.g. �̈� + �̇� − 2𝑥 = 0
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Coupled differential equations
Problem:
In the simultaneous differential equations
d d
4 6 28 3 2 26d d
x y
x y x yt t
𝑥 and 𝑦 are the quantities of compounds produced in a chemical reaction.
(i) Eliminate y from the equations to show that 2
2
d d2 10 100
d d
x xx
t t.
(ii) Find the general solution for 𝑥 and use this to find the corresponding general solution for 𝑦.
(iii) Given that 𝑥 = 𝑦 = 0 when 𝑡 = 0, find particular solutions for 𝑥 and 𝑦.
(iv) Sketch the solution curves, indicating the long term values for 𝑥 and 𝑦. Explain how the long
term values could be found without solving the differential equations.
A worked solution:
2
2
d4 6 28
d
1 d4 28
6 d
d 1 d d4
d 6 d d
xx y
tx
y xt
y x x
t t t
Substituting into d
3 2 26d
yx y
t:
2
2
2
2
2
2
1 d d 1 d4 3 2 4 28 26
6 d d 6 d
d d d4 18 2 8 56 156
d d d
d d2 10 100
d d
x x xx x
t t t
x x xx x
t t t
x xx
t t
(ii) Auxiliary equation is
2 2 10 0
2 4 40 2 61 3
2 2
ii
Complementary function is e ( cos3 sin 3 )tx A t B t
Particular integral is x c
Substituting into differential equation gives 10 100 10c c
General solution for x is e ( cos3 sin 3 ) 10tx A t B t
d
e ( 3 sin 3 3 cos3 ) e ( cos3 sin 3 )d
t txA t B t A t B t
t
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16
12
1 d4 28
6 d1e ( 3 sin 3 3 cos3 ) e ( cos3 sin 3 )
6
4e ( cos3 sin 3 ) 40 28
e ( 3 4 )sin 3 (3 4 )cos3 2
e ( )sin 3 ( )cos3 2
t t
t
t
t
xy x
t
A t B t A t B t
A t B t
A B B t B A A t
A B t B A t
(iii)When t = 0, x = 0 0 10 10A A
When t = 0, y = 0 120 ( ) 2 4 6B A A B B
e ( 10cos3 6sin 3 ) 10tx t t
12 e 16sin3 4cos3 2
e 8 sin3 2cos3 2
t
t
y t t
t t
(iv)
The long term values could be found by solving the equations d
0d
x
t and
d0
d
y
t
simultaneously.
2 4 6
5
10
15
20
t
x
1 2 3 4 5 6
5
10
t
y
2