I have the most excellent privilege of teaching a course at Wayland in Mathematical Modeling. The course is designed as a projects course where the majority of the semester is spent working on modeling projects. The typical problem will take groups of 3 – 4 students anywhere from 2 to 4 weeks to solve. They often need to develop and learn new mathematical skills but mostly they will rely upon the mathematics courses they’ve covered up to this point. This gives them the opportunity to see their mathematics in action; they get to see what an applied mathematician actually does.

I’m always looking around for additional websites that provide real-world problems and not just problems designed for a particular application in a particular course. The problem with many problems that are included with typical textbooks is that they have been shaped and manipulated so that the techniques being covered in the course fit neatly within the problem. In practice, that rarely happens. The problem, not the technique, comes first and a mathematician must develop a reasonable model based on the desired outcome. Then appropriate techniques are used, learned or developed as the case demands.

This post marks the first of many I hope to follow which indexes a number of interesting sites that aid in promoting mathematical modeling and problem solving in the true spirit of serendipitous, constructive learning.

## eBourbaki (www.ebourbaki.com)

eBourbaki is a mathematical problem-solving company whose mission is to solve the world’s mathematical problems using contests to inspire innovation and creativity.

eBourbaki’s mission is to solve the world’s mathematical problems. Our primary role is to host prize competitions focused around pertinent problems on behalf of sponsor organizations. The competition is global and open to everyone through the internet. The only pre-requisite for winning is providing the most innovative practicable solution. Our ultimate and unique agenda is to improve mathematical engagement, education and innovation worldwide.

The site is slick. I like the idea of competing to develop the best solution and I have seen a few different competitions along this line. The first contest was held in 2007. The ultimate goal was to develop a plan to shade downtown Phoenix, AZ during the summer. Below is part of the statement of the problem:

Your task is to devise the most cost-efficient way to distribute trees and structures throughout the downtown area so that the sidewalks and public spaces are shaded for the duration of the working day (8-5).

This year’s contest runs from May 5 – 12 and the winning team will receive a cash prize. Here’s the teaser (they won’t give the full statement of the problem until the contest begins):

London faces serious transportation challenges today. With congestion charges on the rise and increased awareness of the environmental impact of many forms of commuting, cities are turning to bicycle stations to ease traffic, reduce pollution, improve parking, and enhance a green-friendly image. Last summer, Paris joined the ranks, instituting a city-wide network of high-tech low-cost rental bicycle stations.

We ask the question: if London were to embrace this concept, how would it best go about doing so? Where should the bike stations go? How many bikes at each station?

I’m setting a goal of participating in some sort of contest along these lines with a group of our students next year.

My astronomy club went to a local high school last night, where students talked about their accomplishments. There’s a school club (with a teacher as guide) called RATZ, who have built a radio telescope, up on top of the school building. It’s totally amazing. Graphs, charts, but also comms hardware, control software, analysis software.

But the problems that the students need to solve to make it happen are many and varied. There are bits of electronics, software, hardware, logistics, funding, physics, chemistry, spectroscopy, celestial mechanics, noise reduction, and probably a dozen other things that need attention. Not everyone does everything. It’s an endless supply of projects. Approx $3K has been spent.

One former student is now doing her astrophysics masters. Another is doing his BS in chemical engineering recently completed a study of star formation in medium distance galaxy clusters. Very cool. $3k well spent even if a single student goes on to do stuff like that.

LikeLike

Thanks for sharing great article.

LikeLike