“i’m all about that scale, ‘bout that scale...” modeling exponential growth teaching...

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“I’m All About That Scale, ‘bout That Scale . . .” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy [email protected]

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Page 1: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

“I’m All About That Scale, ‘bout That Scale . . .”

Modeling Exponential Growth

Teaching Contemporary Mathematics 2015Kevin Bartkovich

Phillips Exeter [email protected]

Page 2: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

How can you group these 9 things into 3 sets of 3?

Cha

rles R

ichte

r

Moore’s Law

New

ton

Pressure

Carbon

Savings Account

Population

Page 3: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

How can you group these 9 things into 3 sets of 3?

Cha

rles R

ichte

r

Moore’s Law

New

ton

Pressure

Carbon

Savings Account

Population

Log Scales

ExponentialGrowth

Exponential Decay

Page 4: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

Log Scales - Earthquakes

[From Exeter Math Book 3, page 71.]

Page 5: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

Richter Scale

An increase by 1 in the rating R means that the energy released increases by a factor of 103/2, or about 31.6 times as much energy.

A difference of 2 in magnitude is equivalent to a factor of about 1000 in the energy released.

Page 7: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

Frequency of Occurrence of EarthquakesMagnitude Average Annually

8 and higher 1 ¹7 - 7.9 15 ¹6 - 6.9 134 ²5 - 5.9 1319 ²4 - 4.9 13,000 (estimated)

3 - 3.9 130,000 (estimated)

2 - 2.9 1,300,000 (estimated)

¹ Based on observations since 1900. These numbers have been recently updated, based on data from the Centennial catalog (from 1900 to 1999) and the PDE (since 2000). ² Based on observations since 1990

Frequency vs. Magnitude of Earthquakes

[ http://earthquake.usgs.gov/earthquakes/eqarchives/year/eqstats.php ]

Page 8: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

Log Scales - Decibels

Exeter Math Book 3, page 74

Page 10: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

TABLE G-16 - PERMISSIBLE NOISE EXPOSURES_________________________________________ | Duration per day, hours | Sound level______________________|__________________ |8 . . . . . . . . . . . . . . . . . . . . . .| 906 . . . . . . . . . . . . . . . . . . . . . .| 924 . . . . . . . . . . . . . . . . . . . . . .| 953 . . . . . . . . . . . . . . . . . . . . . .| 972 . . . . . . . . . . . . . . . . . . . . . .| 1001 1/2. . . . . . . . . . . . . . . . . . .| 1021 . . . . . . . . . . . . . . . . . . . . . .| 1051/2 . . . . . . . . . . . . . . . . . . . .| 1101/4 or less. . . . . . . . . . . . . .| 115______________________|__________________

OSHA Standards

https://www.osha.gov/pls/oshaweb/owadisp.show_document?p_table=standards&p_id=9735

Page 11: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

OSHA Model

Page 13: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

Historic Value of Dow Jones Industrial Average

1880 1900 1920 1940 1960 1980 2000 20200

2000

4000

6000

8000

10000

12000

14000

16000

Page 14: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

Value of DJIA with log scale

1880 1900 1920 1940 1960 1980 2000 20201

10

100

1000

10000

100000

Page 15: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

One day sitting in assembly . . .

Figure 5. The observed probability (local p-value) that the background-only hypothesis would yield the same or more events as are seen in the CMS data, as a function of the SM Higgs boson mass for the five channels considered. The solid black line shows the combined local p-value for all channels.

Page 16: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

Dice Simulation and Exponential Data

• Start with at least 50 dice• Pick a number from 1 to 6• After each toss of the dice, remove all the dice that show the

chosen number• Plot the number of dice left versus the number of tosses• Re-express (and linearize) the data by plotting the log of the

number of dice left vs. number of tosses• Find a model for the original data set by “un-doing” the semi-

log transformation

Page 18: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

World Population with Log Scale

Page 19: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

World Population

• Recent data is not exponential• Historically there were times when world population

was growing exponentially• Other models need to be looked at for projections

based on recent trends

http://en.wikipedia.org/wiki/World_population#mediaviewer/File:World_population_growth_(lin-log_scale).png

Page 20: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

Why is the slope of a line in a semi-log transformation equal to the growth rate of the exponential?

This last equation is linear in (x, log y).

Page 21: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

Modeling Atmospheric CO2 Concentration

Page 22: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

BAC and THC: Two Very Different Models

• Blood alcohol content (BAC) is proportional to the number of drinks and inversely proportional to the weight of the person.

• BAC declines at a rate of .015 per hour in men and at a rate of .017 in women.

• How does BAC vary over time?

• Make two graphs, one for a 160-lb man and one for a 120-lb woman, showing BAC vs. time (hours) for 1, 2, 3, 4, and 5 drinks.

Page 23: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

Reference: http://www.clemson.edu/campus-life/campus-services/redfern/alcohol/bac.html

Table of BAC Relative to Body Weight and Number of Drinks

Page 24: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

Plot of BAC vs. time in hours

Page 25: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

THC concentration

• The amount of THC in the blood spikes quickly (within minutes), then decays exponentially.

• A typical concentration of THC after smoking marijuana is 160 ng/ml (nanograms per milliliter) within minutes, then reducing to 5 ng/ml in 3 hours. What exponential function models THC concentration? What is the half-life of THC in the blood?

• Certain states are considering laws that would set 5 ng/ml THC as the legal maximum for driving while impaired. How long would it take to reach 5 ng/ml if two doses of marijuana were taken 1 hour apart, each one raising the THC level by 100 ng/ml?

Page 26: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

TCH Concentration vs. Time

Page 27: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

Kepler and Logarithms

Exeter Math Book 3, page 56

Page 28: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

The “Power” of Compound Interest And Saving for Retirement

Page 29: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

0 5 10 15 20 250

1020304050607080

Model with Original Data For Dice Experiment

Number RemainingModel original data

1880 1900 1920 1940 1960 1980 2000 20200

2000400060008000

10000120001400016000

Frequency of Occu

rrence of E

arthquakes

Magnitude

A

verage Annually

8 and higher

1 ¹

7 - 7.9

15 ¹

6 - 6.9

134 ²

5 - 5.9

1319 ²

4 - 4.9

1

3,000

(estimated)

3 - 3.9

1

30,000

(estimated)

2 - 2.9

1,300,000

(estimated)

TABLE G-16 - PERMISSIBLE NOISE EXPOSURES

_________________________________________

|

Duration per day, hours | Sound level

______________________|__________________

|

8 . . . . . . . . . . . . . . . . . . . . . .| 90

6 . . . . . . . . . . . . . . . . . . . . . .| 92

4 . . . . . . . . . . . . . . . . . . . . . .| 95

3 . . . . . . . . . . . . . . . . . . . . . .| 97

2 . . . . . . . . . . . . . . . . . . . . . .| 100

1 1/2. . . . . . . . . . . . . . . . . . .| 102

1 . . . . . . . . . . . . . . . . . . . . . .| 105

1/2 . . . . . . . . . . . . . . . . . . . .| 110

1/4 or less. . . . . . . . . . . . . .| 115

______________________|__________________

BAC and THC1880 1900 1920 1940 1960 1980 2000 20201

10

100

1000

10000

100000

LOG SCALES

EXPONENTIAL GROWTH

EXPONENTIAL DECAY

World Population with Log Scale

RETIREMENT SAVINGS

KEPLER

DJIA

Page 30: “I’m All About That Scale, ‘bout That Scale...” Modeling Exponential Growth Teaching Contemporary Mathematics 2015 Kevin Bartkovich Phillips Exeter Academy

The greatest shortcoming of the human race is our inability to understand the exponential function.

Dr. Albert A. Bartlett, Emeritus Professor of Physics, University of Colorado; World Population Balance Board of Advisors

[ http://www.worldpopulationbalance.org/quotes ]