Wed Feb 22 15:37:55 2012
Approvals Received: 



Approvals Pending:  College/Dean > LE > Catalog > PeopleSoft Manual Entry  
Effective Status:  Active  
Effective Term:  1129  Fall 2012  
Course:  MATH 1241  
Institution: Campus: 
UMNTC  Twin Cities UMNTC  Twin Cities 

Career:  UGRD  
College:  TIOT  College of Science and Engineering  
Department:  11133  Mathematics, Sch of  
General  
Course Title Short:  Calc & Dyn Sys in Biology  
Course Title Long:  Calculus and Dynamical Systems in Biology  
MaxMin Credits for Course: 
4.0 to 4.0 credit(s)  
Catalog Description: 
Differential and integral calculus with biological applications. Discrete and continuous dynamical systems. Models from fields such as ecology and evolution, epidemiology, physiology, genetic networks, neuroscience, and biochemistry.  
Print in Catalog?:  Yes  
CCE Catalog Description: 
<no text provided>  
Grading Basis:  Stdnt Opt  
Topics Course:  No  
Honors Course:  No  
Delivery Mode(s):  Classroom  
Instructor Contact Hours: 
5.0 hours per week  
Years most frequently offered: 
Every academic year  
Term(s) most frequently offered: 
Fall, Spring  
Component 1: 
DIS (no final exam)  
Component 2: 
LEC (with final exam) 

AutoEnroll Course: 
Yes  
Graded Component: 
DIS  
Academic Progress Units: 
Not allowed to bypass limits. 4.0 credit(s) 

Financial Aid Progress Units: 
Not allowed to bypass limits. 4.0 credit(s) 

Repetition of Course: 
Repetition not allowed.  
Course Prerequisites for Catalog: 
CBS student, 4 yrs high school math including trig or satisfactory score on placement test or grade of at least C in [1151 or 1155].  
Course Equivalency: 
No course equivalencies  
Consent Requirement: 
No required consent  
Enforced Prerequisites: (coursebased or noncoursebased) 
CBS student  
Editor Comments:  <no text provided>  
Proposal Changes:  <no text provided>  
History Information:  <no text provided>  
Faculty Sponsor Name: 
Bryan Mosher (Director of Undergraduate Studies)  
Faculty Sponsor Email Address: 
mosher@math.umn.edu  
Student Learning Outcomes  
Student Learning Outcomes: 
* Student in the course:
 Can identify, define, and solve problems
Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. Problem solving is at the heart of any mathematics course. In this course some problems would involve purely mathematical issues, like finding the derivative of a polynomial or determining the features of the graph of a rational function. Other problems involve taking a real world situation like predicting the trajectory of a projectile or analyzing population growth and decline, requiring students to first identify the mathematically relevant aspects, then define appropriate mathematical variables and relations, and finally solve the resulting mathematics problem. How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated. Practically every homework assignment, quiz, and exam requires students to solve problems. Students receive ample feedback about this learning outcome during the semester.  
Liberal Education  
Requirement this course fulfills: 
MATH Mathematical Thinking  
Other requirement this course fulfills: 
None  
Criteria for Core Courses: 
Describe how the course meets the specific bullet points for the proposed core
requirement. Give concrete and detailed examples for the course syllabus, detailed
outline, laboratory material, student projects, or other instructional materials or method.
Core courses must meet the following requirements:
Calculus is one of the pillars of modern mathematics, and it has important applications in science and everyday life. The course requires students to have a real understanding of the symbolic language of mathematics, giving them ample opportunity to see how mathematics is done by mathematicians and to engage in that same work by solving problems for themselves. In this way, they see how abstract mathematical concepts can find applications in the real world. An important component of a liberal education is an appreciation of mathematics as a body of thought which has been developed over the millennia, both for aesthetic reasons and to solve concrete problems. Calculus was first developed by Newton and Leibniz in the 17th century to solve many types of problems. For example, using calculus, Newton was able to derive the equations of planetary motion from basic physical laws. Since that time, calculus has touched virtually every part of modern life, through its use in areas like engineering, the stock market, agriculture, psychology, and all the physical and biological sciences. While it is beyond the scope of a 1semester course to cover even a small fraction of all these applications, students will be exposed to a variety of simplified versions of them, preparing them for later advanced study in their fields of interest. In this way, students experience both the fundamental nature of the questions and the usefulness of abstract reasoning in finding elegant and efficient solutions. Students meet twice a week in TA recitation sections, where they can ask questions, work problems together, and discuss important points in the material. The prerequisite for the course is equivalent to 4 years of high school mathematics including trig. The course is taught by a combination of regular faculty and adjunct faculty with ongoing appointments, or by experienced grad students or postdocs who act under close supervision by regular faculty. The final exam is a departmental exam that is given in common to all sections, in order to ensure consistency. 

Criteria for Theme Courses: 
Describe how the course meets the specific bullet points for the proposed theme
requirement. Give concrete and detailed examples for the course syllabus, detailed outline,
laboratory material, student projects, or other instructional materials or methods. Theme courses have the common goal of cultivating in students a number of habits of mind:
<no text provided> 

Writing Intensive  
Propose this course as Writing Intensive curriculum: 
No  
Question 1 (see CWB Requirement 1): 
How do writing assignments and writing instruction further the learning objectives
of this course and how is writing integrated into the course? Note that the syllabus must
reflect the critical role that writing plays in the course. <no text provided> 

Question 2 (see CWB Requirement 2): 
What types of writing (e.g., research papers, problem sets, presentations,
technical documents, lab reports, essays, journaling etc.) will be assigned? Explain how these
assignments meet the requirement that writing be a significant part of the course work, including
details about multiauthored assignments, if any. Include the required length for each writing
assignment and demonstrate how the minimum word count (or its equivalent) for finished writing will
be met. <no text provided> 

Question 3 (see CWB Requirement 3): 
How will students' final course grade depend on their writing performance?
What percentage of the course grade will depend on the quality and level of the student's writing
compared to the percentage of the grade that depends on the course content? Note that this information
must also be on the syllabus. <no text provided> 

Question 4 (see CWB Requirement 4): 
Indicate which assignment(s) students will be required to revise and resubmit after
feedback from the instructor. Indicate who will be providing the feedback. Include an example of the
assignment instructions you are likely to use for this assignment or assignments. <no text provided> 

Question 5 (see CWB Requirement 5): 
What types of writing instruction will be experienced by students? How much class
time will be devoted to explicit writing instruction and at what points in the semester? What types of
writing support and resources will be provided to students? <no text provided> 

Question 6 (see CWB Requirement 6): 
If teaching assistants will participate in writing assessment and writing instruction,
explain how will they be trained (e.g. in how to review, grade and respond to student writing) and how will
they be supervised. If the course is taught in multiple sections with multiple faculty (e.g. a capstone
directed studies course), explain how every faculty mentor will ensure that their students will receive
a writing intensive experience. <no text provided> 

Readme link.
Course Syllabus requirement section begins below


Course Syllabus  
Course Syllabus: 
For new courses and courses in which changes in content and/or description and/or credits
are proposed, please provide a syllabus that includes the following information: course goals
and description; format;structure of the course (proposed number of instructor contact
hours per week, student workload effort per week, etc.); topics to be covered; scope and
nature of assigned readings (text, authors, frequency, amount per week); required course
assignments; nature of any student projects; and how students will be
evaluated. The University "Syllabi Policy" can be
found here
The University policy on credits is found under Section 4A of "Standards for Semester Conversion" found here. Course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification. This course syllabus information may not correspond to the course as offered in a particular semester. (Please limit text to about 12 pages. Text copied and pasted from other sources will not retain formatting and special characters might not copy properly.) Math 1241 Calculus and dynamical systems in biology Prerequisites: 4 yrs high school math including trig or satisfactory score on placement test or grade of at least C in [1151 or 1155] Credits: 4 Liberal Education: This course fulfills the Mathematical Thinking component of the Liberal Education requirements at the University of Minnesota. An important part of any liberal education is learning to use abstract thinking and symbolic language to solve practical problems. Calculus is one of the pillars of modern mathematical thought, and has diverse applications essential to our complex world. In this course, students will be exposed to theoretical concepts at the heart of calculus and to numerous examples of realworld applications. Tentative Text: Modeling the Dynamics of Life: Calculus and Probability for Life Scientists, Third Edition, by Frederick Adler Catalog description: Differential and integral calculus with biological applications. Discrete and continuous dynamical systems. Models from fields such as ecology and evolution, epidemiology, physiology, genetic networks, neuroscience, and biochemistry. Course objectives: 1. Introduce the connections biological questions and mathematical concepts. 2. Develop the mathematics of calculus and dynamical system through modeling biological systems. 3. Explore the utility of using mathematical tools to understand the properties and behavior of biological systems. 4. Develop facility in interpreting mathematical models and the conclusions based on the models. Course topics: 1. Onedimensional discrete dynamical systems cobwebbing, equilibria, long versus shorttime behavior stability of equilibria 2. Differentiation continuity and differentiability tangent line, limit definition of derivative derivative of basic functions: polynomials, exponentials, sinusoids brief overview of methods of differentation: product, chain rules second derivative partial derivative of function of two variables 3. Optimization and root finding intermediate and extreme value theorems 4. Integration indefinite integral as solution to ODE basic antiderivatives: polynomials, exponentials, sinusoids definite integral as change in solution to ODE definite integral as signed area under curve fundamental theorem of calculus Euler's method as approximate solution of ODE and numerical integration 5. 1D Ordinary differential equations exponential as solution to linear ODE steady states and stability 6. Linear algebra matricies and determinants eigenvectors and eigenvalues 7. Two dimensional dynamical systems equilibria and stability phase plane, direction field, nullclines 8. Partial differential equations recognition of meaning of terms in a PDE 

Readme link.
Strategic Objectives & Consultation section begins below


Strategic Objectives & Consultation  
Name of Department Chair Approver: 
<no text provided>  
Strategic Objectives  Curricular Objectives: 
How does adding this course improve the overall curricular objectives ofthe unit? <no text provided> 

Strategic Objectives  Core Curriculum: 
Does the unit consider this course to be part of its core curriculum? <no text provided> 

Strategic Objectives  Consultation with Other Units: 
In order to prevent course overlap and to inform other departments of new
curriculum, circulate proposal to chairs in relevant units and followup with direct
consultation. Please summarize response from units consulted and include correspondence. By
consultation with other units, the information about a new course is more widely disseminated
and can have a positive impact on enrollments. The consultation can be as simple as an
email to the department chair informing them of the course and asking for any feedback
from the faculty. <no text provided> 
