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#12
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Using Math to Model the Corona Virus Spread
On Mon, 23 Mar 2020 12:46:38 -0700 (PDT), Its Me wrote:
On Monday, March 23, 2020 at 2:57:29 PM UTC-4, John H wrote: On Mon, 23 Mar 2020 18:41:02 -0000 (UTC), Bill wrote: Adorable Deplorable wrote: On Mon, 23 Mar 2020 12:37:06 -0400, wrote: On Mon, 23 Mar 2020 11:43:17 -0400, Adorable Deplorable wrote: On Mon, 23 Mar 2020 11:20:51 -0400, wrote: On Mon, 23 Mar 2020 10:46:55 -0400, Adorable Deplorable wrote: On Mon, 23 Mar 2020 10:33:00 -0400, wrote: Here's a good article from WIRED magazine on how to develop a model for predicting the number of new cases over time. Of course there's some math involved but it's fairly easy to follow: https://www.wired.com/story/how-fast-does-a-virus-spread/?utm_source=nl&utm_brand=wired&utm_mailing=WIR_Tra nsportation_TopClickers_032320&utm_campaign=aud-dev&utm_medium=email&bxid=5cc9e2952ddf9c1a7adfa79b &cndid=54884204&esrc=&source=EDT_WIR_NEWSLETTER_0_ TRANSPORTATION_ZZ&utm_term=WIR_TopClickers_EXCLUDE _Transportation You'll also get a working script for doing your own calculations and graphs. Assuming the growth resembles a quadratic (exponential) equation, I've put a function up earlier that should give a rough approximation. -- === Yes, I saw that but I thought you might be interested in their slightly different approach. You also get a working script which you can modify with different assumptions, and automatically produce graphs. I'll have to admit I didn't get as deep as differential calculus! -- === I studied calculus in engineering school but never considered myself to be highly proficient at it. A few years later I was on the technical staff of a high energy physics lab at Cornell University. On of my colleagues was a PhD EE who could solve differential equations in his head. That always amazed me. I took three semesters of calculus, and one of advanced calculus. I never understood anything, really, until the next semester. The stuff in advanced calculus is still over my head. -- Freedom Isn't Free! Should have asked Tom Francis to explain the math. His Doctorate was in math. Quadratic equations are not that difficult. That's algebra stuff. Well, maybe advanced algebra, but high school stuff nevertheless. -- Freedom Isn't Free! I hated algebra in high school. I just didn't "get it". It wasn't until later that I figured out I just had a bad teacher. She taught from the book in a dry, robotic way. Once I saw the practical applications of it, it all made sense. If she would only have shown the class that, it would have helped a lot. I loved teaching algebra in the eighth grade. For one thing, they were on the upper end of the scale academically, and they were just great kids. -- Freedom Isn't Free! |
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#13
posted to rec.boats
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Using Math to Model the Corona Virus Spread
Adorable Deplorable wrote:
On Mon, 23 Mar 2020 12:46:38 -0700 (PDT), Its Me wrote: On Monday, March 23, 2020 at 2:57:29 PM UTC-4, John H wrote: On Mon, 23 Mar 2020 18:41:02 -0000 (UTC), Bill wrote: Adorable Deplorable wrote: On Mon, 23 Mar 2020 12:37:06 -0400, wrote: On Mon, 23 Mar 2020 11:43:17 -0400, Adorable Deplorable wrote: On Mon, 23 Mar 2020 11:20:51 -0400, wrote: On Mon, 23 Mar 2020 10:46:55 -0400, Adorable Deplorable wrote: On Mon, 23 Mar 2020 10:33:00 -0400, wrote: Here's a good article from WIRED magazine on how to develop a model for predicting the number of new cases over time. Of course there's some math involved but it's fairly easy to follow: https://www.wired.com/story/how-fast-does-a-virus-spread/?utm_source=nl&utm_brand=wired&utm_mailing=WIR_Tra nsportation_TopClickers_032320&utm_campaign=aud-dev&utm_medium=email&bxid=5cc9e2952ddf9c1a7adfa79b &cndid=54884204&esrc=&source=EDT_WIR_NEWSLETTER_0_ TRANSPORTATION_ZZ&utm_term=WIR_TopClickers_EXCLUDE _Transportation You'll also get a working script for doing your own calculations and graphs. Assuming the growth resembles a quadratic (exponential) equation, I've put a function up earlier that should give a rough approximation. -- === Yes, I saw that but I thought you might be interested in their slightly different approach. You also get a working script which you can modify with different assumptions, and automatically produce graphs. I'll have to admit I didn't get as deep as differential calculus! -- === I studied calculus in engineering school but never considered myself to be highly proficient at it. A few years later I was on the technical staff of a high energy physics lab at Cornell University. On of my colleagues was a PhD EE who could solve differential equations in his head. That always amazed me. I took three semesters of calculus, and one of advanced calculus. I never understood anything, really, until the next semester. The stuff in advanced calculus is still over my head. -- Freedom Isn't Free! Should have asked Tom Francis to explain the math. His Doctorate was in math. Quadratic equations are not that difficult. That's algebra stuff. Well, maybe advanced algebra, but high school stuff nevertheless. -- Freedom Isn't Free! I hated algebra in high school. I just didn't "get it". It wasn't until later that I figured out I just had a bad teacher. She taught from the book in a dry, robotic way. Once I saw the practical applications of it, it all made sense. If she would only have shown the class that, it would have helped a lot. I loved teaching algebra in the eighth grade. For one thing, they were on the upper end of the scale academically, and they were just great kids. -- Freedom Isn't Free! After the three of got a patent using sin sq plus cos sq =1. Bruce one of my co inventors sent a note to his trig teacher telling her he finally found a use for it. |
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#14
posted to rec.boats
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Using Math to Model the Corona Virus Spread
On Mon, 23 Mar 2020 20:56:45 -0000 (UTC), Bill
wrote: Adorable Deplorable wrote: On Mon, 23 Mar 2020 12:46:38 -0700 (PDT), Its Me wrote: On Monday, March 23, 2020 at 2:57:29 PM UTC-4, John H wrote: On Mon, 23 Mar 2020 18:41:02 -0000 (UTC), Bill wrote: Adorable Deplorable wrote: On Mon, 23 Mar 2020 12:37:06 -0400, wrote: On Mon, 23 Mar 2020 11:43:17 -0400, Adorable Deplorable wrote: On Mon, 23 Mar 2020 11:20:51 -0400, wrote: On Mon, 23 Mar 2020 10:46:55 -0400, Adorable Deplorable wrote: On Mon, 23 Mar 2020 10:33:00 -0400, wrote: Here's a good article from WIRED magazine on how to develop a model for predicting the number of new cases over time. Of course there's some math involved but it's fairly easy to follow: https://www.wired.com/story/how-fast-does-a-virus-spread/?utm_source=nl&utm_brand=wired&utm_mailing=WIR_Tra nsportation_TopClickers_032320&utm_campaign=aud-dev&utm_medium=email&bxid=5cc9e2952ddf9c1a7adfa79b &cndid=54884204&esrc=&source=EDT_WIR_NEWSLETTER_0_ TRANSPORTATION_ZZ&utm_term=WIR_TopClickers_EXCLUDE _Transportation You'll also get a working script for doing your own calculations and graphs. Assuming the growth resembles a quadratic (exponential) equation, I've put a function up earlier that should give a rough approximation. -- === Yes, I saw that but I thought you might be interested in their slightly different approach. You also get a working script which you can modify with different assumptions, and automatically produce graphs. I'll have to admit I didn't get as deep as differential calculus! -- === I studied calculus in engineering school but never considered myself to be highly proficient at it. A few years later I was on the technical staff of a high energy physics lab at Cornell University. On of my colleagues was a PhD EE who could solve differential equations in his head. That always amazed me. I took three semesters of calculus, and one of advanced calculus. I never understood anything, really, until the next semester. The stuff in advanced calculus is still over my head. -- Freedom Isn't Free! Should have asked Tom Francis to explain the math. His Doctorate was in math. Quadratic equations are not that difficult. That's algebra stuff. Well, maybe advanced algebra, but high school stuff nevertheless. -- Freedom Isn't Free! I hated algebra in high school. I just didn't "get it". It wasn't until later that I figured out I just had a bad teacher. She taught from the book in a dry, robotic way. Once I saw the practical applications of it, it all made sense. If she would only have shown the class that, it would have helped a lot. I loved teaching algebra in the eighth grade. For one thing, they were on the upper end of the scale academically, and they were just great kids. -- Freedom Isn't Free! After the three of got a patent using sin sq plus cos sq =1. Bruce one of my co inventors sent a note to his trig teacher telling her he finally found a use for it. Yay! I loved trig. -- Freedom Isn't Free! |
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