Faculty of Science

School of Mathematics and Statistics

MATH1013: Mathematical Modelling

Semester 2, 2014 | 3 Credit Points | Coordinator: Dr David Easdown
(david.easdown@sydney.edu.au)

1 Introduction
MATH1013 is a 3 credit point unit of study that covers the topic of Mathematical Modelling.
Mathematical models are used in almost all branches of the natural and social sciences. A
mathematical model uses various types of equations to capture relevant aspects of some
system in order to better understand its properties, or, to make predictions about its behaviour.
One of the most challenging and exciting aspects of modelling is to create a model that is
simple enough to use, but sophisticated enough to describe interesting properties of the system.
In this course, we will look at the two most common ways in which systems are modelled. The
fi rst uses functions to describe how some property changes with time (for example, using an
exponential function to describe the increase in carbon-dioxide concentrations). The second
uses sequences of values to describe the system at equally spaced intervals in time (for
example, using a geometric progression to describe the annual population of Australia).
1.1 Assumed Knowledge and Prohibitions
Assumed knowledge: HSC Mathematics or MATH1111
Prohibition: May not be counted with MATH1003, MATH1903, MATH1907.

2 Course Aims, Learning Objectives and

Graduate Attributes
2.1 Course Aims
In the MATH1013 course students will learn and use the following mathematical techniques

In the MATH1013 course students will learn and use the following mathematical techniques
and skills.
1. Recognise simple models for growth and decay, including differential equations for
linear and exponential growth and recurrence relations for arithmetic and geometric
growth;
2. Write down general and particular solutions to simple models of growth and decay;
3. Determine the order of a differential equation or recurrence relation;
4. Find the equilibria (steady state and fixed point solutions) of simple differential
equations and recurrence relations, and analyse their stability using both graphical
methods and slope conditions;
5. Recognise separable fi rst-order equations and apply separation of variables to determine
the general solution;
6. Use partial fractions and separation of variables to solve certain nonlinear differential
equations, including the logistic equation;
7. Use a variety of graphical and numerical techniques to locate and count solutions to
equations, including the use of sign-change tests and monotonic functions;
8. Solve equations numerically by fi xed-point iteration, including checking if an iteration
method is stable;
9. Explore sequences numerically, and classify their long-term behaviour, including cycles;
10. Determine the general solution to linear second-order equations or simultaneous pairs of
first order equations, including recognising when the solutions are trigonometric.
Students enrolling in MATH1013 should be able to:
1. Solve quadratic equations;
2. Rearrange and solve simple equations involving powers, logarithms and exponential
functions;
3. Solve pairs of simultaneous equations in two variables;
4. Differentiate and integrate simple functions, including powers, exponentials, logarithms
and trigonometric functions;
5. Sketch simple functions using intercepts, asymptotes, turning points and points of
inflection;
6. Verify solutions to equations by substitution and verify inde nite integrals by
differentiation;
7. Distinguish between absolute and relative rates of change.

2.2 Learning Outcomes

After successfully completing this unit, you should be able to:
1.
2.
3.
4.

classify, interpret and construct simple mathematical models;

compare and discuss the results of applying different models to the same data or situation;
understand the limitations of models and mathematical methods, including when and why they fail;
recognise the same information or model when presented in different forms, and convert or transform
between equivalent forms;
5. extract useful information from a model or equation without solving it exactly, including the use of graphical
arguments;
6. apply simple techniques in unfamiliar situations, including generalising from simple to complex systems and

6. apply simple techniques in unfamiliar situations, including generalising from simple to complex systems and
verifying the generalisations;
7. combine two or more techniques or steps to complete a complex task, including using simple models as
building blocks;
8. use numerical exploration to aid in the understanding of the behaviour of models, including using tools, such
as calculators, efficiently to estimate and approximate.

2.3 Graduate Attributes

Graduate Attributes are generic attributes that encompass not only technical knowledge but
additional qualities that will equip students to be strong contributing members of professional
and social communities in their future careers. The overarching graduate attributes identified
by the University relate to a graduates attitude or stance towards knowledge, towards the
world, and towards themselves. These are understood as a combination of five overlapping
skills or abilities, the foundations of which are developed as part of specific disciplinary study.
For further details please refer to the Science faculty website at:
http://www.itl.usyd.edu.au/graduateAttributes/facultyGA.cfm?faculty=Science
Graduate Attributes

Learning
Outcomes

A Research and Inquiry

A1.

Apply scientific knowledge and critical thinking to identify, define and

analyse problems, create solutions, evaluate opinions, innovate and
improve current practices.

1, 2, 3, 4, 5, 6, 7,
8

A2.

Gather, evaluate and deploy information relevant to a scientific problem.

1, 3, 4, 5, 6, 7, 8

A3.

Design and conduct investigations, or the equivalent, and analyse and

interpret the resulting data.

1, 2, 3, 4, 5, 6, 7,
8

A4.

Critically examine the truth and validity in scientific argument and

discourse, and evaluate the relative importance of ideas.

1, 2, 3, 4, 5, 6, 7,
8

A5.

Disseminate new knowledge and engage in debate around scientific

issues.

1, 2, 3, 4, 5, 6, 7,
8

A6.

Value the importance of continual growth in knowledge and skills, and

recognise the rapid, and sometimes major, changes in scientific
knowledge and technology.

1, 2, 3, 4, 5, 6, 7,
8

B Information Literacy
B1.

Use a range of searching tools (such as catalogues and databases)

effectively and efficiently to find information.

1, 2, 3, 4, 5, 6, 7,
8

B2.

Access a range of information sources in the science disciplines, for

example books, reports, research articles, patents and company
standards.

1, 2, 3, 4, 5, 6, 7,
8

B3.

Critically evaluate the reliability and relevance of information in a

scientific context.

1, 2, 3, 4, 5, 6, 7,
8

B4.

Consider the economic, legal, social, ethical and cultural issues in the
gathering and use of information.

1, 2, 3, 4, 5, 6, 7,
8

B5.

Use information technology to gather, process, and disseminate scientific

information.

1, 2, 3, 4, 5, 6, 7,
8

C Communication
C1.

Explain and present ideas to different groups of people in plain English.

1, 2, 3, 4, 5, 6, 7,
8

C2.

Write and speak effectively in a range of contexts and for a variety of

different audiences and purposes.

1, 2, 3, 4, 5, 6, 7,
8

C3.

Use symbolic and non-verbal communication, such as pictures, icons and

symbols as well as body language and facial expressions, effectively.

1, 2, 3, 4, 5, 6, 7,
8

C4.

Present and interpret data or other scientific information using graphs,

tables, figures and symbols.

1, 2, 3, 4, 5, 6, 7,
8

C5.

Work as a member of a team, and take individual responsibility within the

group for developing and achieving group goals.

1, 2, 3, 4, 5, 6, 7,
8

C6.

Take a leadership role in successfully influencing the activities of a group

towards a common goal.

1, 2, 3, 4, 5, 6, 7,
8

C7.

Actively seek, identify, and collaborate with others in a professional and

social context.

1, 2, 3, 4, 5, 6, 7,
8

D Ethical, Social and Professional Understanding

D1.

Demonstrate an understanding of the significance and scope of ethical

principles, both as a professional scientist and in the broader social
context, and a commitment to apply these principles when making
decisions.

1, 2, 3, 4, 5, 6, 7,
8

D2.

Appreciate the importance of sustainability and the impact of science

within the broader economic, environmental and socio-cultural context.

1, 2, 3, 4, 5, 6, 7,
8

D3.

Demonstrate empathy with, and sensitivity towards, another's situation,

feelings and motivation.

1, 2, 3, 4, 5, 6, 7,
8

E Personal and Intellectual Autonomy

E1.

Evaluate personal performance and development, recognise gaps in

knowledge and acquire new knowledge independently.

1, 2, 3, 4, 5, 6, 7,
8

E2.

Demonstrate flexibility in adapting to new situations and dealing with

uncertainty.

1, 2, 3, 4, 5, 6, 7,
8

E3.

Reflect on personal experiences, and consider their effect on personal

actions and professional practice.

1, 2, 3, 4, 5, 6, 7,
8

E4.

Set achievable and realistic goals and monitor and evaluate progress
towards these goals.

1, 2, 3, 4, 5, 6, 7,
8

E5.

Demonstrate openness and curiosity when applying scientific

understanding in a wider context.

1, 2, 3, 4, 5, 6, 7,
8

2.4 Threshold Learning Outcomes

The Threshold Learning Outcomes (LTOs) are the set of knowledge, skills and competencies
that a person has acquired and is able to demonstrate after the completion of a bachelor degree
program. The TLOs are not equally weighted across the degree program and the numbering
does not imply a hierarchical order of importance.

Threshold Learning Outcomes

Learning
Outcomes

1 Understanding science
1.1
1.2

Articulating the methods of science and explaining why current scientific

knowledge is both contestable and testable by further inquiry

1, 2, 3, 4, 5, 6, 7,
8

Explaining the role and relevance of science in society

1, 2, 3, 4, 5, 6, 7,
8

2 Scientific knowledge
2.1
2.2

Demonstrating well-developed knowledge in at least one disciplinary area

1, 2, 3, 4, 5, 6, 7,
8

Demonstrating knowledge in at least one other disciplinary area

1, 2, 3, 4, 5, 6, 7,
8

3 Inquiry and problem solving

3.1

Gathering, synthesising and critically evaluating information from a range

of sources

1, 2, 3, 4, 5, 6, 7,
8

Designing and planning an investigation

1, 2, 3, 4, 5, 6, 7,
8

3.3

Selecting and applying practical and/or theoretical techniques or tools in

order to conduct an investigation

1, 2, 3, 4, 5, 6, 7,
8

3.4

Collecting, accurately recording, interpreting and drawing conclusions

from scientific data

1, 2, 3, 4, 5, 6, 7,
8

3.2

4 Communication
4.1

Communicating scientific results, information or arguments, to a range of

audiences, for a range of purposes, and using a variety of modes

1, 2, 3, 4, 5, 6, 7,
8

5 Personal and professional responsibility

5.1

Being independent and self-directed learners

1, 2, 3, 4, 5, 6, 7,
8

5.2

Working effectively, responsibly and safely in an individual or team

context

1, 2, 3, 4, 5, 6, 7,
8

5.3

Demonstrating knowledge of the regulatory frameworks relevant to their

disciplinary area and personally practising ethical conduct

1, 2, 3, 4, 5, 6, 7,
8

For further details on course learning outcomes related to specific topics see LMS site and
Course Handbook.

3 Study Commitment
The current standard work load for a 3 credit point unit of study is 3 hours per week of

The current standard work load for a 3 credit point unit of study is 3 hours per week of
face-to-face teaching contact hours (2 lectures and 1 tutorial) and an additional 3 hours per
week of student independent study. Below is a breakdown of our expectations for this unit. It
should be noted that Independent Study is based on what we believe to be the amount of time
a typical student should spend to pass an item of assessment. Times are a guide only.
In class activities

Hours

Independent Study

Hours

Lectures (26 @ 1 hr each)

26

Preparation for lectures (26 @ 0.5 hr each)

13

Tutorials(12 @ 1 hr each)

12

Review and self assessment (12 weeks@ 1 hr each)

12

Preparation for tutorials (12 @ 1 hr each)

12

Total

38
Total

37

Study Tips
You are now in control of your own study strategy, and as an adult learner it is up to you to
devise a study plan that best suits you. Many resources are available to assist your learning,
including a set of independent study exercises for you to complete.
Any questions?
Before you contact us with any enquiry, please check the FAQ page at
http://www.maths.usyd.edu.au/u/UG/JM/FAQ.html
Where to go for help
For administrative matters, go to the Mathematics Student Office, Carslaw room 520.
For help with mathematics, see your lecturer, or your tutor. Lecturers guarantee to be available
during their indicated office hour.
If you are having difficulties with mathematics due to insufficient background, you should go
to the Mathematics Learning Centre (Carslaw room 441).

4 Learning and Teaching Activities

WEEKLY SCHEDULE
LECTURES
There are two different lecture streams. You should attend one stream (that is, two lectures per
week) as shown on your personal timetable. Lectures run for 13 weeks and the last lecture will
be on Friday 28 October.
Times

Location

Lecturer

Consultation

8am Thurs & Fri

to be advised

to be advised

to be advised

11am Thurs & Fri

to be advised

to be advised

to be advised

TUTORIALS
One tutorial per week, starting in week 2. You should attend the tutorial given on your
personal timetable. Attendance at tutorials will be recorded. Your attendance will not be
recorded unless you attend the tutorial in which you are enrolled.
Tutorial sheets
The tutorial sheets for a given week will be available on the MATH1013 webpage by the
Friday of the previous week. You must take the current weeks sheet to your tutorial. The
sheet must be printed from the web.
Solutions to tutorial exercises for week n will usually be posted on the web by the afternoon of
the Friday of week n.
WEEK-BY-WEEK OUTLINE

Week Topic
1

1. intro to differential equations

2. general and particular solutions (differential equations)

3. equilibrium (steady-state) solutions for differential equations

4. stability of equilibria for differential equations (graphical method)

5. separation of variables
6. simple linear models

7. partial fractions
8. the logistic function

9. Applications of logistic models

10. ... continued

11. intro to difference equations (recurrence relations)

12. general and particular solutions (difference equations)

13. equilibrium (fixed-point) solutions for difference equations

14. stability of fixed points

15. numerical solution of equations

16. fixed-point iteration (Gregory-Dary method)

17. behaviour of logistic map

18. applications of logistic map
MID SEMESTER BREAK

10

19. second-order equations

20. the characteristic quadratic (real roots case only first)

11

21. pairs of first-order differential equations

22. pairs of first-order difference equations

12

23. trigonometric solutions

24. ...continued

13

25. review of the unit of study

26. review of past exam

5 Teaching Staff and Contact Details

Unit Coordinator

Email

Dr David
Easdown

david.easdown@sydney.edu.au

Teaching Staff

Email

Room

Phone

Note

to be advised
to be advised
to be advised

6 Learning Resources
Textbook
No prescribed textbook.
Course notes
Poladian L. Mathematical Modelling. School of Mathematics and Statistics, University of
Sydney, Sydney, NSW, Australia.
Available from Kopystop, 55 Mountain St., Broadway.
References
Adler FR, 2007. Modelling the Dynamics of Life. 2nd Edition. Brooks/Cole Publishers, USA.
Banner A, 2007. The Calculus Lifesaver. Princeton University Press.
Bittinger M, Brand N and J. Quintanilla, 2006. Calculus for the Life Sciences. Pearson.
Cohen D and J. Henle, 2005. Calculus: the Language of Change. Jones and Bartlett
Publishers, USA.

Hughes-Hallett et al., 2002. Calculus. 3rd edition. John Wiley and Sons Inc.
Web Site
It is important that you check the Junior Mathematics web site regularly.
It may be found through Blackboard, by following links from the University of Sydney front
page, or by going directly to http://www.maths.usyd.edu.au/u/UG/JM/
Important announcements relating to Junior Mathematics are posted on the site, and there is a
link to the MATH1013 page. Material available from the MATH1013 page may include
information sheets, the Junior Mathematics Handbook, notes, exercise sheets and solutions,
and previous examination papers.

7 Assessment Tasks
You are responsible for understanding the University policy regarding assessment and
examination.
Formative and Summative Assessment
Assessment in this unit will be both formative (for feedback) and summative (for marks).
Quizzes and assignments incorporate both formative and summative assessment. Formative
assessment provides feedback on your performance, and summative assessment comprises
marks for performance in assignments, quizzes and examinations, which will count towards a
final unit mark.

7.1 Summative Assessments

Assessment Task

Percentage Mark

Due Date

Learning Outcomes

Quiz 1

15

Week 6
(week starting Sunday, 31 August 2014)

1, 2, 3, 4, 5, 6, 7, 8

Quiz 2

15

Week 12
(week starting Sunday, 19 October 2014)

1, 2, 3, 4, 5, 6, 7, 8

Homeworks

Weekly

1, 2, 3, 4, 5, 6, 7, 8

Assignment

Week 11
(week starting Sunday, 12 October 2014)

1, 2, 3, 4, 5, 6, 7, 8

Final exam

55

Exam Period

1, 2, 3, 4, 5, 6, 7, 8

7.2 Assessment Grading

Your final raw mark for this unit will be calculated as follows:
Exam at end of semester: 55%

Exam at end of semester: 55%

Quiz 1 mark (using the bettermark principle): 15%
Quiz 2 mark (using the bettermark principle): 15%
Homeworks: 10%
Assignment 5%
The bettermark principle means that for each quiz, the quiz counts if and only if it is
better than or equal to your exam mark. If your quiz mark is less than your exam mark
the exam mark will be used for that portion of your assessment instead. So for
example if your quiz 1 mark is better than your exam mark while your quiz 2 mark is
worse than your exam mark then the exam will count for 70%, quiz 1 will count for
15%, the homework will count for 10% and the assignment 5% of your overall mark.
The homework and assignment marks count regardless of whether they are better
than your exam mark or not.
Final grades are returned within one of the following bands:
High Distinction (HD), 85100: representing complete or close to complete
mastery of the material;
Distinction (D), 7584: representing excellence, but substantially less than
complete mastery;
Credit (CR), 6574: representing a creditable performance that goes beyond
routine knowledge and understanding, but less than excellence;
Pass (P), 5064: representing at least routine knowledge and understanding
over a spectrum of topics and important ideas and concepts in the course.
A student with a passing or higher grade should be well prepared to undertake further
studies in math- ematics on which this unit of study depends.

8 Learning and Teaching Policies

For full details of applicable university policies and procedures, see the Policies Online site
at https://sydney.edu.au/policy
Academic Policies relevant to student assessment, progression and coursework:
Academic Dishonesty in Coursework. All students must submit a cover sheet for all
assessment work that declares that the work is original and not plagiarised from the
work of others. The University regards plagiarism as a form of academic misconduct,
and has very strict rules that all students must adhere to. For information see the
document defining academic honesty and plagiarism at:
https://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/254&RendNum=0
Coursework assessment policy. For information, see the documents outlining the
University assessment policy and procedures at:

https://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/266&RendNum=0 and
https://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/267&RendNum=0.
The Faculty process is to use standards based assessment for units where grades are
returned and criteria based assessment for Pass / Fail only units. Norm referenced
assessment will only be used in exceptional circumstances and its use will need to be
justified to the Undergraduate Studies Committee. Special consideration for illness or
misadventure may be considered when an assessment component is severely
affected. Details of the information that is required to be submitted along with the
appropriate procedures and forms is available at:
https://sydney.edu.au/science/cstudent/ug/forms.shtml#special_consideration
Start by going to the Faculty of Science Webpage, and downloading the Special
Consideration pack at the link above.
Special Arrangements for Examination and Assessment. In exceptional
circumstances alternate arrangements for exams or assessment can be made. However
concessions for outside work arrangements, holidays and travel, sporting and
entertainment events will not normally be given. The policy, guidelines and application
form including examples of circumstances under which you might be awarded a special
arrangement for an examination or assessment task can be found at:
https://sydney.edu.au/science/cstudent/ug/forms.shtml#special_arrangements
Student Appeals against Academic Decisions. Students have the right to appeal any
academic decision made by a school or the faculty. The appeal must follow the
appropriate procedure so that a fair hearing is obtained. The formal application form can
be obtained at:
https://sydney.edu.au/science/cstudent/ug/forms.shtml#appeals
Relevant forms are available on the Faculty policies website
at https://sydney.edu.au/science/cstudent/ug/forms.shtml
Special consideration and special arrangements
Students who suffer serious illness or misadventure that may affect their academic
performance may request that they be given special consideration in relation to the
determination of their results.
Students who are experiencing difficulty in meeting assessment tasks due to competing
essential community commitments may request that special arrangements be made in respect
of any or all factors contributing to their assessment.
The Faculty of Science policies on these issues apply to all Mathematics and Statistics units of
study. Information relating to these policies, including the Application Packs and instructions
on how to apply, can be obtained from the Faculty of Science website.
Before applying for special consideration, please read the Faculty Policy, and the rest of this
section, to determine whether or not you are eligible. Note that occasional brief or trivial

illness will not generally warrant special consideration.

How to apply
Applications for special Consideration must be made within 5 working days of the date for
which consideration is being sought.
Applications for special arrangements must be submitted at least seven days BEFORE the due
date of the assessment or examination for which alternative arrangements are being sought.
The procedure is as follows.
Obtain the application forms from the Faculty of Science website or from the Student
Information Office of the Faculty of Science.
Take the original paperwork, plus one copy for each piece of assessment for which
consideration is being sought, to the Student Information Office of the Faculty of
Science. Note that applications are to be lodged with the Science Faculty, regardless of
the faculty in which you are enrolled. Your copies will be stamped at the Faculty Student
Information Office.
Take the stamped documentation to the Mathematics Student Services Office, Carslaw
room 520 opposite the lifts on Carslaw Level 5). Your personal information must be
completed on all the forms, including the Academic Judgement form, before the form
will be accepted.
Note that an application for special consideration or special arrangements is a request only,
and not a guarantee that special consideration will be granted or special arrangements made.
Applications are considered in the light of your participation in the unit during the semester,
and your academic record in mathematics.
Special consideration relating to assignments
Applications for special consideration relating to assignments will not be accepted.
Exemptions from submission of assignments are not generally granted. If serious illness or
misadventure during the period prior to the due date prevents you from submitting an
assignment on the due date then you should do the following:
1. Contact the Mathematics Student Office (by phone or email, or in person) to request an
extension. Unless there are exceptional circumstances you must do this before the due
date.
2. If you are granted an extension, take your assignment to the Mathematics Student Office
by the extended due date. (Do not put the assignment in the collection boxes.)
3. Submit some supporting documentation (for example, a medical certificate) when you
hand in your assignment.
Late assignments will only be accepted if you have an approved extension, or in the following
circumstance:
Should you be ill on the due date only, and unable to submit your assignment, then you may
submit it the following day, accompanied by supporting documentation (for example, a
medical certificate). In this case, your assignment should be taken to Mathematics Student

Office. (Do not put the assignment in the collection boxes.)

Special consideration relating to quizzes
If you miss a quiz due to illness or misadventure, then you must go to the Mathematics Student
Services Office as soon as possible afterwards. Arrangements may be made for you to sit the
quiz at another time. If that is not possible then you may be eligible to apply for special
onsideration.
If your application for special consideration relating to missing a quiz is successful then a
pro-rata mark for that quiz will be awarded, based on your final examination mark in the unit
of study.
Special consideration relating to end-of-semester examinations
If you believe that your performance on an exam was impaired due to illness or misadventure
during the week preceding the exam, then you should apply for 28 special consideration. If
your application is successful then your mark may be adjusted, or you may be offered the
opportunity to sit a supplementary exam.
Please note that illness or misadventure during the week preceding the exam is not an
acceptable reason for missing an exam. If you miss an exam due to illness or misadventure on
the day of the exam then you should apply for special consideration. If your application is
successful you will be granted the opportunity to sit a supplementary examination.
Students who have participated only minimally in the unit throughout the semester will not be
granted supplementary exams.
Special consideration relating to attendance
The Faculty policy applies. Note that special consideration will not be granted for brief illness
or minor misadventure that causes you to miss a tutorial. Unless a quiz was held during the
tutorial, applications for special consideration in such cases will not be accepted.
Jury duty, military service, national sporting and religious or cultural commitments
Students who will miss an assessment due to commitments such as these may apply for special
arrangements to be made. The Faculty of Science Special Arrangements Policy applies for all
first year mathematics units. Note that an application for special arrangements must be made
at least seven days before the date of the assessment concerned.

Replacement assessments for end of semester examinations

Students who apply for and are granted either special arrangements or special consideration for
end of semester examinations in units offered by the Faculty of Science will be expected to sit
any replacement assessments in the two weeks immediately following the end of the formal
examination period. Later dates for replacement assessments may be considered where the
application is supported by appropriate documentation and provided that adequate resources

application is supported by appropriate documentation and provided that adequate resources

are available to accommodate any later date.