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The Biology and Math Interface Group Presents…PowerPoint Presentation

The Biology and Math Interface Group Presents…

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The Biology and Math Interface Group Presents…

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The Biology and Math Interface Group Presents…

Learning Outcomes From Tidbit:

The student should be able to:

- Fit an exponential model to data
- Make predictions using an exponential model
- Interpret components of a exponential model
- Do sensitivity analysis
- Read, understand, and know how to graph an exponential function

What the instructors and students need to know

Overall Goals for Unit: Students will appreciate the importance of mathematics in modeling biological processes

Skill Level of Students: This tidbit can be used in a college calculus course or an introductory biology class

What we assumed: Students have little to no prior experience with college level biology, but students have been exposed to logarithms and exponentials

http://contagionmovie.warnerbros.com/index.html#/home

If we let P define the number of people infected lets look at a way we can model the spread of infection starting with Gwyneth Paltrow…

Each group should have two cups, one with pennies and one without. We will be simulating a model of exponential growth, that is the spread of disease, by flipping the pennies and adding a penny for every head.*

Begin with one penny, the initial infected individual. Your group will need a scribe, someone to flip pennies, and someone to add pennies.

*Exponential decay can also be modeled using pennies just begin with all pennies instead of one and remove a penny for every heads or tails.

Suppose we have two diseases spreading through two different populations. Disease A’s propagation is identical to disease B, except disease B has a k value twice as big as disease A. How is the population of people affected by disease A compared to disease B?

A. Population of A is twice the population of B

B. Population of B is twice the population of A

C. Both populations are the same

D. Not enough information given to determine populations

E. None of the above

Example of an isomorphic homework assignment

Extension ideas?????