Lesson 1: Introduction to Networks

Similar documents
Aim: What is the Height and Co-Height functions of a Ferris Wheel?

ROLLER COASTER POLYNOMIALS

Students will make a brochure for their own amusement park. They create rides and complete tasks on the inequalities they have learned about.

Math 3 Polynomials Project

STEM FUTURES. Air Travel STEM. Works! Using Maths Tasks. About the Industry. About Your Task

ROLLER COASTER POLYNOMIALS Due: Thursday, March 30th

2. In terms of forces, explain why Batman The Ride uses a long shallow climb up the first incline instead of a short steep one.

Activity Template. Drexel-SDP GK-12 ACTIVITY. Subject Area(s): Sound Associated Unit: Associated Lesson: None

Phys2010 Fall th Recitation Activity (Week 9) Work and Energy

ECLIPSE USER MANUAL AMXMAN REV 2. AUTOMETRIX, INC. PH: FX:

Pre-lab questions: Physics 1AL CONSERVATION OF MOMENTUM Spring Introduction

Unit Activity Answer Sheet

The Case of the Stolen CD Players

Lesson 1: Rolling and moving with Science

ACADEMIC ADVENTURES SCIENCE AND MATHEMATICS MIDDLE SCHOOL / HIGH SCHOOL

Mr. Freeze. as viewed from the top of the ferris wheel:

Xcalibur. b. Where are the riders torsos nearly vertical with heads down? c. Where are the riders torsos nearly horizontal relative to the ground?

Polynomial Roller Coaster

Some of the numbered sections of the track are described to the right. The times correspond to a graph found on page 58.

ABSTRACT TIES TO CURRICULUM TIME REQUIREMENT

Authentic Assessment in Algebra NCCTM Undersea Treasure. Jeffrey Williams. Wake Forest University.

Names of Lab Team Members. Scorpion Worksheet

OF ROLLERCOASTERS LESSON PLAN. LESSON CONTENT: PRE TRIP LESSON This lesson is designed to be delivered prior your school visit to THORPE PARK Resort

Wingsuit Design and Basic Aerodynamics 2

o " tar get v moving moving &

6 Haeryip Sihombing Universiti Teknikal Malaysia Melaka (UTeM)

Cluster A.2: Linear Functions, Equations, and Inequalities

Time-Space Analysis Airport Runway Capacity. Dr. Antonio A. Trani. Fall 2017

Analysis of Aircraft Separations and Collision Risk Modeling

Math at the Amusement Park

The information from the digraph can be converted into matrix form (a dominance matrix) as below:

glacier _G4U1W5_ indd 1 2/24/10 4:10:48 PM

5. Compare the tangential speed of a car to the tangential speed of the middle of a spoke. Explain!

Mapping the Snout. Subjects. Skills. Materials

Paper Roller Coasters Engineering Journal. Name: Group: Period: Due date:

Real World Performance Tasks

ultimate traffic Live User Guide

Portability: D-cide supports Dynamic Data Exchange (DDE). The results can be exported to Excel for further manipulation or graphing.

Access to debit memo analysis and financial recovery assistance helps airline get a handle on travel agency debt

Thrill U. THE PHYSICS AND MATHEMATICS OF AMUSEMENT PARK RIDES. Middle School

Aviation Operations. Program Learning Outcomes. Program Description. Career Options

Bird Strike Damage Rates for Selected Commercial Jet Aircraft Todd Curtis, The AirSafe.com Foundation

UNIT 2 ENERGY. Driving Question: How are the physics principles of energy transfer used in the safety of roller coasters?

Attachment 2: Analysis of Map Content in the RTA Ride Guide Page 1. Route 3:

Today: using MATLAB to model LTI systems

4. Compare the tangential speed of a car to the tangential speed of the middle of a spoke. Explain!

Title ID Number Sequence and Duration. Age Level Essential Question Learning Objectives

Federal GIS Conference February 10 11, 2014 Washington DC. ArcGIS for Aviation. David Wickliffe

Physics Is Fun. At Waldameer Park! Erie, PA

Analysis of Air Transportation Systems. Airport Capacity

7 CONSERVATION OF LINEAR MOMENTUM II

Model Solutions. ENGR 110: Test 2. 2 Oct, 2014

ICAO Standards. Airfield Information Signs. ICAO Annex 14, 4th Edition Aerodrome Design and Operations

News English.com Ready-to-use ESL / EFL Lessons Japan, France to develop super-concorde

MATH & SCIENCE DAYS STUDENT MANUAL

Course Outline 10/29/ Santa Teresa Blvd Gilroy, CA COURSE: AFT 134 DIVISION: 50 ALSO LISTED AS: SHORT TITLE: AVIATION FLIGHT TECH

GRADE 1 SUPPLEMENT. Set C2 Geometry: Ladybug & Butterfly Calendar Pattern. Includes. Skills & Concepts. October Calendar Pattern C2.

ADM POLICY AVIANCA BRASIL

One Way. Lesson , 3 6 5

Write the ones and the regrouped tens. Add the regrouped tens. tens + 2 tens = tens. Write the tens and the regrouped hundreds.

Helicopter Performance. Performance Class 2 - The Concept. Jim Lyons

UC Berkeley Working Papers

STUDENT'S BOOKLET. Hotel Management. Contents. Meeting 5 Student s Booklet. May 10 UCI

QuickStart Guide. Concur Premier: Travel

Seventh Grade 2003 pg. 4

PASSUR Aerospace. Departure Metering Program at Toronto Pearson International Airport. Training Manual

Aeronautics Math. Douglas Anderson Arellanes Junior High School Santa Maria-Bonita School District

Adding your Aircraft to a 14CFR 135 Operating Certificate

The Niagara SkyWheel Teacher Resource Guide Grades 9-12

USER GUIDE Cruises Section

4. Compare the tangential speed of a car to the tangential speed of the middle of a spoke. Explain!

Orientation Booklet The New Airline Chart Series

Grip Strength Comparison

Six Flags Great America (30 pts)

Designing Bumper Cars

Metrics and Representations

INTERPRETING TOPOGRAPHIC MAPS (MODIFIED FOR ADEED)

5.2 Angular Motion. Motion and Force. Objective. Materials. Introduction /// TEACHER ALERT /// Directed Instruction. Content

Physics Activity Guide

FACILITATION PANEL (FALP)

ONLINE DELAY MANAGEMENT IN RAILWAYS - SIMULATION OF A TRAIN TIMETABLE

IMPETUS: Engineering Workbook Model Roller Coaster Competition

What Passengers Did Not Expect When Their Flight Was Overbooked

How many tourists can Galapagos accomodate? 1 Bruce Epler a & María Eugenia Proaño a

Pre-Solo and BFR Written

Helicopter Performance. Performance Class 1. Jim Lyons

RNP In Daily Operations

Rationale or Purpose: This lesson will demonstrate several properties of water and bring awareness of what global warming may do to the sea level.

Syllabus Instrument Ground School 2015

ACRP 01-32, Update Report 16: Guidebook for Managing Small Airports Industry Survey

Name: Date: Period: Samples and Populations Investigation 1.1: Comparing Wait Times

Supplemental Information

Aircraft Status & Maintenance Report Procedure

Motion 2. 1 Purpose. 2 Theory

Snow Way by Beth Geiger

SATNAV-GBAS Project in India. V.K. Chaudhary Executive Director, CNS-P Airports Authority of India

To view a video tutorial, click here:

Tipi Geometry and Trigonometry

What Does a Natural Playground Cost? by Ron King, President, Natural Playgrounds Company, LLC.

Current Contents of Website, and Version History V5.17

Transcription:

Exploratory Challenge 1 One classic math puzzle is the Seven Bridges of Königsberg problem which laid the foundation for networks and graph theory. In the 18 th century in the town of Königsberg, Germany, a favorite pastime was walking along the Pregel River and strolling over the town s seven bridges... A question arose: Is it possible to take a walk and cross each bridge only once? [Source: www.mhhe.com and https://en.wikipedia.org/wiki/seven_bridges_of_k%c3%b6nigsberg] You will need: highlighters 1. Work with your partner to devise a path that crosses each bridge only once. You may draw on the map above. 2. How many solutions did your class find? Date: 9/6/16 S.7

Leonhard Euler, a Swiss mathematician, proved in 1736 that it was impossible to cross each bridge exactly once and go over every one of the seven bridges. He created a simplified version of the map so that only the bridges and land masses were visible. He then simplified this even more by using dots or vertices for the land masses and segments or arcs or edges for the bridges as shown below. This final map is called a network. [sources: https://commons.wikimedia.org/w/index.php?curid=990540 and https://commons.wikimedia.org/w/index.php?curid=851840 and https://en.wikipedia.org/wiki/leonhard_euler] 3. Use highlighters to show the connection between each model above. For example, you could highlight one bridge and its corresponding arcs in the same color. The ideas behind networks are found in many fields and occupations. Two different network examples are shown below. Semanics networks represent the meaning between concepts [source: http://www.jfsowa.com/pubs/semnet.htm] Date: 9/6/16 S.8

Food web network source: [http://idahoptv.org/sciencetrek/topics/food_chain/facts.cfm] 4. Name one other network that you use or know of? Exploratory Challenge 2 In this exploration, your group will create your own network based on criteria about the bus routes to and from four cities. 5. Work with your group to draw a network for the bus routes in the space below. Be sure your finished network satisfies ALL the conditions for each city. Network Conditions The City 1 buses have routes to City 2 and City 3. The City 2 buses have one route to City 4. Network Conditions The City 3 buses have routes to City 2 and City 4. There is no City 4 bus routes. Date: 9/6/16 S.9

The diagram you created in the Exercise 5 may have looked something like this: This is a vertex of the graph. This is an edge of the graph. 6. This is a called a directed graph. Why do you think it has this name? The routes from one city to another are edges on the graph and the cities are vertices. 7. How many ways can you travel from City 1 to City 4? Explain how you know. 8. What about these bus routes doesn t make sense? Date: 9/6/16 S.10

It turns out there was an error in printing the first route map. An updated network diagram showing the bus routes that connect the four cities is shown below. Arrows on both ends of an edge indicate that buses travel in both directions (bidirectional). 9. How many ways can you reasonably travel from City 4 to City 1 using the route map in Figure 2? Explain how you know. A rival bus company offers more routes connecting these four cities as shown in the network diagram in at the right. Discussion 10. What might the loop at City 1 represent? 11. What might be difficult about describing the path from City 1 to City 4 with this diagram? Date: 9/6/16 S.11

To better analyze the different paths from one city to another, mathematicians often label each path. Because there are multiple routes to each city, we ll label the different routes with letters to distinguish one from another. In that way you can distinguish the path from City 1 to City 2 using Route A, Route B or Route C. 12. How many ways can you travel from City 1 to City 4 if you want to stop in City 2 and make no other stops? 13. How many possible ways are there to travel from City 1 to City 4 without repeating a city? Discussion As a transportation network grows, these diagrams become more complicated, and keeping track of all of the information can be challenging. People that work with complicated networks use computers to manage and manipulate this information. 14. What challenges did you encounter as you tried to answer Exercises 12 and 13? 15. How might we present the possible routes in a more organized manner? Date: 9/6/16 S.12

Lesson Summary A network is a collection of points, called vertices, and a collection of lines, called arcs or edges, connecting these points. A network is a graphical representation of a relationship between objects or ideas. If the edges in a network are shown with arrows, then the network is called a directed network or directed graph. If no arrows appear in a network, then it is assumed that all edges are bidirectional. Directed Network Bidirectional Network Homework Problem Set 1. Consider the railroad map between Cities 1, 2, and 3, as shown. A. How many different ways can you travel from City 1 to City 3 without passing through the same city twice? B. How many different ways can you travel from City 2 to City 3 without passing through the same city twice? C. How many different ways can you travel from City 1 to City 2 with exactly one connecting stop? D. Why is this not a reasonable network diagram for a railroad? Date: 9/6/16 S.13

2. Consider the subway map between stations 1, 2, and 3, as shown. A. How many different ways can you travel from station 1 to station 3 without passing through the same station twice? B. How many different ways can you travel directly from station 1 to station 3 with no stops? C. How many different ways can you travel from station 1 to station 3 with exactly one stop? D. How many different ways can you travel from station 1 to station 3 with exactly two stops? Allow for stops at repeated stations. 3. Consider the airline flight routes between Cities 1, 2, 3, and 4, as shown. A. How many different routes can you take from City 1 to City 4 with no stops? B. How many different routes can you take from City 1 to City 4 with exactly one stop? C. How many different routes can you take from City 3 to City 4 with exactly one stop? D. How many different routes can you take from City 1 to City 4 with exactly two stops? Allow for routes that include repeated cities. E. How many different routes can you take from City 2 to City 4 with exactly two stops? Allow for routes that include repeated cities. Date: 9/6/16 S.14