Mon Jun 15 10:15:13 2015
Approvals Received: 



Approvals Pending:  College/Dean > Provost > Catalog  
Effective Status:  Active  
Effective Term:  1159  Fall 2015  
Course:  MATH 2241  
Institution: Campus: 
UMNTC  Twin Cities/Rochester UMNTC  Twin Cities 

Career:  UGRD  
College:  TIOT  College of Science and Engineering  
Department:  11133  Mathematics, Sch of  
General  
Course Title Short:  Math Model Biological Systems  
Course Title Long:  Mathematical Modeling of Biological Systems  
MaxMin Credits for Course: 
3.0 to 3.0 credit(s)  
Catalog Description: 
Development, analysis and simulation of models for the dynamics of biological systems. Mathematical topics include discrete and continuous dynamical systems, linear algebra, and probability. Models from fields such as ecology, epidemiology, physiology, genetics, neuroscience, and biochemistry. prereq: [1241 or 1271 or 1371] w/grade of at least C,CBS student 

Print in Catalog?:  Yes  
CCE Catalog Description: 
<no text provided>  
Grading Basis:  Stdnt Opt  
Topics Course:  No  
Honors Course:  No  
Online Course:  No  
Instructor Contact Hours: 
5.0 hours per week  
Course Typically Offered:  Every 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. 3.0 credit(s) 

Financial Aid Progress Units: 
Not allowed to bypass limits. 3.0 credit(s) 

Repetition of Course: 
Repetition not allowed.  
Course Prerequisites for Catalog: 
<no text provided>  
Course Equivalency: 
No course equivalencies  
Add Consent Requirement: 
No required consent  
Drop Consent Requirement: 
No required consent  
Enforced Prerequisites: (coursebased or noncoursebased) 
000056  CBS students  
Editor Comments:  <no text provided>  
Proposal Changes:  <no text provided>  
History Information:  <no text provided>  
Faculty Sponsor Name: 
Duane Nykamp  
Faculty Sponsor Email Address: 
nykamp@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: 
None  
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:
<no text provided> 

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> 

LE RecertificationReflection Statement: (for LE courses being recertified only) 
<no text provided>  
Statement of Certification: 
This course is certified for a Core,
effective
as of
This course is certified for a Theme, effective as of 

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> 

Statement of Certification:  This course is certified as Writing Internsive effective as of  
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.) Mathematical Modeling of Biological Systems Prerequisites: Math 1241 or 1271 or 1371 with grade of C or better Credits: 3 Catalog description: Development, analysis and simulation of models for the dynamics of biological systems. Mathematical topics include discrete and continuous dynamical systems, linear algebra, and probability. Models from fields such as ecology, epidemiology, physiology, genetics, neuroscience, and biochemistry. Course objectives: 1. Introduce the connections between biological questions and mathematical concepts. 2. Develop the mathematics of dynamical systems, linear algebra, and probability 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. Classstructured models multidimensional linear discrete dynamical systems matrix equations and eigenvalues of matrices agestructured models for population dynamics 2. Twodimensional continuous dynamical systems equilibria and nullclines phase plane analysis stability of equilibria partial derivatives models of infectious diseases, neurons, competition and predation 3. Diffusive processes interpretation of partial differential equations the diffusion equation models of dispersal 4. Networks metabolic networks or genetic networks 5. Probabilistic modeling probability distributions, independence, conditional probability, random variables probabilistic inference population genetics 6. Modeling philosophy development of a mathematical model appropriate use and limitations of mathematical models 

Readme link.
Strategic Objectives & Consultation section begins below


Strategic Objectives & Consultation  
Name of Department Chair Approver: 
Peter Olver  
Strategic Objectives  Curricular Objectives: 
How does adding this course improve the overall curricular objectives ofthe unit? This course will help deepen the mathematical facility of the scientific and medical community. 

Strategic Objectives  Core Curriculum: 
Does the unit consider this course to be part of its core curriculum? No. 

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. We consulted with both CBS and CFANS, and they stated they did not have overlapping courses. 
