CLICK HERE FOR THE COURSE SYLLABUS (.pdf)
|
Course Name
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Laboratory
(hour/week) |
Local Credits
|
ECTS
|
|
Biomathematics
|
MATH 663
|
Fall/Spring
|
3
|
0
|
3
|
7.5
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
| Course Type |
Elective
|
| Course Level |
Third Cycle
|
| Course Coordinator | - |
| Course Lecturer(s) | - |
| Course Assistants | - |
| Course Objectives | This course introduces many mathematical models in biology. To use the mathematical tools like difference equations, differential equations, probability theory to model various biological phenomena, and also understand the basic analytical method based on calculus and algebra, qualitative analysis based on elementary geometry and computer aid numerical method to completely analize some basic models. These mathematical tools will be useful for life sciences major students in any quantitative and qualitative analysis in the future. Biological applications include various population growth models. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Biological applications of linear/nonlinear Difference Equations, theory and examples. Biological applications of Linear/Nonlinear differential equations. Biological applications of partial differential equations. Biological applications of graph theory. |
| Week | Subjects | Related Preparation |
| 1 | Discrete time dynamical systems: Cobwebbing, equilibrium, and stability, drug concentration | An Introduction to Mathematical Biology, Linda J.S.Allen,Pearson, 2007 |
| 2 | Biological Applications of Differnce Equations | An Introduction to Mathematical Biology, Linda J.S.Allen,Pearson, 2007 |
| 3 | Discrete exponential and logistic growth: Growth of yeast cells, spread of a disease | An Introduction to Mathematical Biology, Linda J.S.Allen,Pearson, 2007 |
| 4 | Biological applications of differentail equations: Harvesting a single population | An Introduction to Mathematical Biology, Linda J.S.Allen,Pearson, 2007 |
| 5 | Biological applications of differentail equations: Harvesting a single population | An Introduction to Mathematical Biology, Linda J.S.Allen,Pearson, 2007 |
| 6 | Midterm Exam | |
| 7 | Predatorprey models, Competiton models, | An Introduction to Mathematical Biology, Linda J.S.Allen,Pearson, 2007 |
| 8 | Epidemic models, Population Genetic models | An Introduction to Mathematical Biology, Linda J.S.Allen,Pearson, 2007 |
| 9 | Continuous age structured model | An Introduction to Mathematical Biology, Linda J.S.Allen,Pearson, 2007 |
| 10 | ReactionDiffusion equations | An Introduction to Mathematical Biology, Linda J.S.Allen,Pearson, 2007 |
| 11 | Equilibrium and traveling , wave solutions | An Introduction to Mathematical Biology, Linda J.S.Allen,Pearson, 2007 |
| 12 | Petri Nets | An Introduction to Mathematical Biology, Linda J.S.Allen,Pearson, 2007 |
| 13 | Applications of petri nets in bio | An Introduction to Mathematical Biology, Linda J.S.Allen,Pearson, 2007 |
| 14 | Term Seminars | |
| 15 | Review for final exam | An Introduction to Mathematical Biology, Linda J.S.Allen,Pearson, 2007 |
| 16 | Review of the Semester |
| Course Notes / Textbooks | An Introduction to Mathematical Biology, Linda J.S.Allen,Pearson, 2007 |
| References | An Invitation to Biomathematics (9780120887712): Raina Stefanova Robeva, James R. Kirkwood, Robin Lee Davies, Leon Farhy, Boris P. Kovatchev, Academic Press, 2007 |
| Semester Requirements | Number | Percentage of Grade |
| Attendance/Participation | ||
| Laboratory | ||
| Application | ||
| Field Work | ||
| Special Course Internship (Work Placement) | ||
| Quizzes/Studio Critics | ||
| Homework Assignments | ||
| Presentation/Jury |
1
|
25
|
| Project | ||
| Seminar/Workshop | ||
| Midterms/Oral Exams |
1
|
35
|
| Final/Oral Exam |
1
|
40
|
| Total |
| PERCENTAGE OF SEMESTER WORK | 2 |
60 |
| PERCENTAGE OF FINAL WORK | 1 |
40 |
| Total |
|
Course Category |
Core Courses | |
| Major Area Courses |
X
|
|
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
|
#
|
Program Qualifications / Outcomes |
* Level of Contribution
|
||||
1 |
2 |
3 |
4 |
5 |
||
| 1 | To develop and deepen his/her knowledge on theories of mathematics and statistics and their applications in level of expertise, and to obtain unique definitions which bring innovations to the area, based on master level competencies, |
X | ||||
| 2 | To have the ability of original, independent and critical thinking in Mathematics and Statistics and to be able to develop theoretical concepts, |
X | ||||
| 3 | To have the ability of defining and verifying problems in Mathematics and Statistics, |
X | ||||
| 4 | With an interdisciplinary approach, to be able to apply theoretical and applied methods of mathematics and statistics in analyzing and solving new problems and to be able to discover his/her own potentials with respect to the application, |
X | ||||
| 5 | In nearly every fields that mathematics and statistics are used, to be able to execute, conclude and report a research, which requires expertise, independently, |
X | ||||
| 6 | To be able to evaluate and renew his/her abilities and knowledge acquired in the field of Applied Mathematics and Statistics with critical approach, and to be able to analyze, synthesize and evaluate complex thoughts in a critical way, |
X | ||||
| 7 | To be able to convey his/her analyses and methods in the field of Applied Mathematics and Statistics to the experts in a scientific way, |
X | ||||
| 8 | To be able to use national and international academic resources (English) efficiently, to update his/her knowledge, to communicate with his/her native and foreign colleagues easily, to follow the literature periodically, to contribute scientific meetings held in his/her own field and other fields systematically as written, oral and visual. |
X | ||||
| 9 | To be familiar with computer software commonly used in the fields of Applied Mathematics and Statistics and to be able to use at least two of them efficiently, |
X | ||||
| 10 | To contribute the transformation process of his/her own society into an information society and the sustainability of this process by introducing scientific, technological, social and cultural advances in the fields of Applied Mathematics and Statistics, |
X | ||||
| 11 | As having rich cultural background and social sensitivity with a global perspective, to be able to evaluate all processes efficiently, to be able to contribute the solutions of social, scientific, cultural and ethical problems and to support the development of these values, |
X | ||||
| 12 | As being competent in abstract thinking, to be able to connect abstract events to concrete events and to transfer solutions, to analyze results with scientific methods by designing experiment and collecting data and to interpret them, |
X | ||||
| 13 | To be able to produce strategies, policies and plans about systems and topics in which mathematics and statistics are used and to be able to interpret and develop results, |
X | ||||
| 14 | To be able to evaluate, argue and analyze prominent persons, events and phenomena, which play an important role in the development and combination of the fields of Mathematics and Statistics, within the perspective of the development of other fields of science, |
X | ||||
| 15 | In Applied Mathematics and Statistics, to be able to sustain scientific work as an individual or a group, to be effective in all phases of an independent work, to participate decision-making process and to make and execute necessary planning within an effective time schedule. |
X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
| Activities | Number | Duration (Hours) | Total Workload |
| Course Hours (Including Exam Week: 16 x Total Hours) |
16
|
3
|
|
| Laboratory | |||
| Application | |||
| Special Course Internship (Work Placement) | |||
| Field Work | |||
| Study Hours Out of Class |
10
|
7
|
|
| Presentations / Seminar |
1
|
10
|
|
| Project | |||
| Homework Assignments | |||
| Quizzes | |||
| Midterms / Oral Exams |
1
|
10
|
|
| Final / Oral Exam |
1
|
40
|
|
| Total Workload |
CLICK HERE FOR THE COURSE SYLLABUS (.pdf)