# Math Modeling

## Our math modeling class is taught by Mrs.
Burns. This course goes beyond the traditional high school math class
by not only teaching mathematical concepts, but also having students
apply them to open-ended real-world problems. In addition, problem
solving skills, collaboration, and logic are emphasized by modeling
real world problems using concepts such as algebra, geometry,
trigonometry, and statistics. Below are some examples of my work.

#### Epsilon School Problem

For our first math modeling problem, we were put into groups and
tasked with the Epsilon school problem. In summary, we were given data
about student enrollments per department for the Epsilon School of
Math and Science. In the problem, the school was enrolling more
students, and thus needed to hire more faculty. However, there was a
limit to how many new teachers could be hired. Thus, our goal was to
model the problem and figure out which departments needed more
teachers and which did not. For this project, I worked with Suhruth
and Jaylin. Through a lot of messing around in google sheets, we were
able to come up with our solution. Below is the presentation, along
with the google sheet where all the calculations were performed (be
warned, it’s a bit messy).

#### HiMCM

HiMCM is the High School Mathematical Contest in Modeling. This
was a three day long contest in which all school activities were
suspended and students formed groups of 3-4 to work on the problem.
This wasn’t limited to school, as most groups met outside of school
and some even pulled all-nighters to finish the problem. The unique
part of HiMCM is that it is a math modeling competition. This means
that the problems were open-ended and had a multitude of solutions,
depending on how the problem was approached. Two problems were
released, and groups could choose which problem to pursue. My group
consisted of me, Shuling and Emily, and we chose to tackle the bee
problem, which included modeling a bee population through the years. We chose this problem not only because
bees are more interesting than temperature changes, but also that the problem seemed more fun. And if we were about to do
math for three days straight, the topic better be interesting.
On day one, we mostly did research on the internet, looking for
information about factors that might affect bee populations. On day
two, we focused on our calculations, trying to model the population with all the factors impacting the bees. This was all done in Google Sheets.
On the final day, we finished our calculations and wrote up our
solution. This contest was very difficult and frustrating. However,
our group pulled through. Below, you can find the problem, our
solution, brainstorming, and calculations.