ASSIGNMENT 2 Huiyu Chen 89679716 Junyong Liang 58287723 Sharon Jiao 64517188 Tony Zhang 37406642 Daniel Mahmud 86411485 1. Consider the differences between the types of questions on the previous written assignment, Assignment 1, and the types of questions on your high school math assignments. In one or two paragraphs, describe one major difference, and explain how you might approach assignments in this course differently. Be specific and provide details. (All assignments starting from this one will include a reflection question designed to encourage you to think deeply about how mathematics is done.) Compared to works in high school, which are questions with given data and tasks, assignment 1 tends to be more abstract and conceptual.For instance, to find the polynomial function that approximates f(x) for a large value in 2. (a) in assignment 1, there was not too much calculation for us to do. But we had to mathematically translate the words "large value" into "x is approaching positive infinite", otherwise we would have no idea how to get it started. In this case, we are not provided with specific data and clear statements. So, we apply what we've learned by combining the concept of the limit with the task in question. In contrast, recalling the learning experience in high school, we were always asked to plug numbers into the formula instead of processing given conditions into crucial pathways to the solution. What's more, while tackling high school math problems, explanations regarding solutions are generally not required. Rather, all problems are solved algebraically based on pure calculations. In comparison, MATH 100 not only prompts the students to perform mathematical operations, but also emphasizes the clarifications on each step, which lead to extensive writings and arguments. During such a process, students should deeply dwell on both how and why each solution is developed and applied, as well as the relationship and inter-dependencies between different variables in the problems. For instance, in written assignment 1, right after solving for the linear approximation problem, we need to rationalize the result by stating why a linear function can be used to approximate the value of a rapidly increasing population, which we have never done in high school math courses. Overall, math in high school aims on training our techniques of calculation and solving problems, while assignment 1 reminds us of the importance of applying variable concepts and knowledge we have to finish their corresponding tasks. Sea lice are a parasite that feed on salmon. They occur naturally in low densities on wild salmon, but crowded conditions on salmon farms are ideal for sea louse outbreaks. Sea lice from salmon farms can spread onto wild migrating salmon. To help protect wild salmon, the Canadian federal government requires salmon farms to treat their fish with a parasiticide (or else to harvest the fish) when sea lice counts on a salmon farm reach a threshold of three motile lice per fish. A model for sea louse population on a salmon farm before and after treatment is given