Teaching Portfolio

Teaching Portfolio
Brandy S. Wiegers
Foreword
In both mentoring research projects and in teaching, my philosophy is that all life experiences have something to
teach us. Remembering this is essential to being a commendable instructor. My own career thus far has included
a lifetime of experiences with several programs that have taught me much and has inspired my teaching of others.
I thank the following programs and people for the contributions they have made to my teaching skills, passion and
experience:
CLIMB: Being involved in the CLIMB program has been an unique and amazing experience that has provided
opportunities to learn from a diverse set of students and instructors. The work that I have done has been
possible through the support of Dr. Carole Hom, Dr. Angela Cheer and Dr. Rick Grosberg. Thank you for
providing me the freedom to try new things with these students and teaching me how to not screech the chalk
when writing on the board, a lesson that all my future students will surely appreciate.
Explore Math: I am grateful to the many people that have supported and worked with me as I have created,
funded and coordinated this program. Now serving over 120 high school students a year and standing out as
an amazing program, I thank everyone who has made it possible including the original four graduate students:
myself, Yvonne Lai, Dr. Sarah Williams and Spiros Michalakis; our adviser: Dr. Tim Lewis ; the new generation
of directors: Eva Strawbridge, Hillel Raz and Rohit Thomas. And, the instructors, the undergrads and the
Department of mathematics students, faculty and staff who make it all possible. I look forward to attending
the 10 year Explore Math reunion- keep up the good work!
MSRI and the Bay Area Math Circle Leaders: I had no idea when we started Explore Math that we had
so many people who would support us. I have appreciated the guidance and support we have received from other
Math Circles programs and I thank Jamylle Carter, Tom Davis, Tatiana Shubin, Zvezdelina Stankova, Sam
Vandervelde, Paul Zeitz and Joshua Zucker for their contribution to my programs. I also appreciate the chance
that MSRI, David Eisenbud, Kathleen OHara and Jim Sotiros took with having me start the Oakland/East
Bay Math Circle and having me organize the efforts for the National Math Circle organization.
Professors for the Future: I participated in PFTF to gain an understanding of the professorate. Teresa
Dillinger, Hector Cuevas and Dean Gibbeling provided a great set of workshops and opportunities that extended
the program beyond this original goal by supporting my GSCSC project, a program that has changed my
graduate school experience, adding a zest of community outreach experience to my portfolio. I especially thank
Chancellor Vanderhoef for believing in me enough to join Campus Compact and recommit our campus to
service learning.
UC Davis Teaching Resource Center: The UCD TRC provides inspiring workshops, presented by the best
instructors on campus. I appreciate the guidance that the TRC has provided, the exuberance of the teaching
consultants and the constant support of TRC Coordinator Mikaela Huntzinger.
Girl Scouts - as a life-long Girl Scout and more recently a Girl Scout trainer, I have had opportunities to
teach and work with a diverse and amazingly talented set of instructors, students and adults. I thank everyone
for their patience, support and help that always has and always will inspire my overall life presence.
Many other people have touched my life that have not been mentioned. I thank you all, for support that I will share
with others to inspire them to change the world.
I now present my teaching portfolio. Due to the nature of the programs that I have taught in the last several years
I have not had any opportunities to have formal individual evaluations. Instead I present this collection of my work
as a testament to the passion that I have in my mathematical teaching and the expertise that I would bring to your
institution.
Sincerely,
Brandy S. Wiegers
Brandy S. Wiegers
wiegers@math.ucdavis.edu
http://math.ucdavis.edu/wiegers
Contents
1 Statement of Teaching
1.1
Ensuring that students learn course material through SMART Course Objectives . . . . . . . . . . . .
1.2
Integration of the three components of academia: research, education, and service . . . . . . . . . . . .
1.3
Tools for Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.3.1
Teaching to Different Learning Styles
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.3.2
Using Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.3.3
Real World Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Learning for Tomorrows Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.4
2 Training and Other Professional Development
9
9
2.1
Teaching Work Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.2
Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.2.1
On-Campus Professional Development Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.2.2
Conference Talks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.2.3
Education Conferences and Workshops Attended . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3 CLIMB: Collaborative Learning at the Interface of Mathematics and Biology
13
3.1
Climb Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
3.2
Group Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
3.3
3.2.1
Using Individual Analysis to Strengthen Group Work . . . . . . . . . . . . . . . . . . . . . . . 16
3.2.2
Growth Through Failure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Using Technology: Online Course Management Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

3.3.1
CLIMB Smartsite Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
3.3.2
Smartsite Forum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
3.3.3
Smartsite Chatroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
4 Numerical Analysis
21
4.1
Syllabus- Numerical Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
4.2
Example: Midterm Solution
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
4.2.1
Solution 1: Use Definition of Natural Cubic Spline . . . . . . . . . . . . . . . . . . . . . . . . . 25
4.2.2
Method 2: Formulas in the Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
4.2.3
Method 3: Linear System of Equations - Checking the Previous Work . . . . . . . . . . . . . . 29

3
CONTENTS
5 MME: Math Modeling Experience
31
5.1
Summary of MME . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
5.2
SMART Learning Objectives for MME
5.3
MME Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
5.4
MME 2005-2006 Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
5.5
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
5.4.1
Schedule for High School Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
5.4.2
Schedule for Undergrad TA Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
MME Saturday Lesson
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
5.5.1
Plant Growth Spreadsheet Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
5.5.2
Heifer International: A Gift of Rabbits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
5.5.3
Deer Population Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
6 Mathematical Outreach
49
6.1
STEM Outreach Organizational Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
6.2
Oakland/East Bay Math Circle (OEBMC)

6.2.1
6.3
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
OEBMC Fall 2007 Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Explore Math
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
6.3.1
Explore Math Program Summary
6.3.2
Explore Math Undergraduate Program Summary . . . . . . . . . . . . . . . . . . . . . . . . . . 54
6.3.3
Explore Math Program Successes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
7 Conclusion/ Preparing for the Future
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
57
7.1
Course Development: Service Learning and Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . 57
7.2
Course and Program Development: Undergraduate Research and Mathematical Outreach . . . . . . . 57
Chapter 1
Statement of Teaching
All life experiences teach us something. Remembering this fact is essential to being an instructor; the experience our
students have during class time, during office hours and during out of class mentoring affects our students learning.
My generalized teaching goals follow directly from this philosophy:
1. Ensure that the students learn the course material.
2. Integrate the three components of academia (research, education, and service) into teaching.
3. Utilize tools for success: variety of teaching methods, technology and real world applications.
I approach these goals by utilizing the departmental and campus resources, SMART learning objectives and by using
teaching tools that reach out to todays student.
1.1
Ensuring that students learn course material through SMART Course

Objectives
Every facet of our teaching is important to the learning process, and we can leverage this fact with SMART (specific,
measurable, attainable, realistic, timely) course learning objectives. Before starting with a new course, I review
the approved departmental syllabus to access what material knowledge and skills the students should gain from the
course. Using this understanding, I create objectives for the quality and type of work to be achieved by the end of
the course, ensuring that the students not only grasp the material, but come to appreciate and be able discuss the
material at an appropriate level.
I then use these course learning objectives to create a course calendar that will, in turn, define the lesson and
assignment learning objectives for the daily classroom lectures. In the past, Ive taught in a numerical analysis
course. For this course, I created the course learning objective that by the end of the quarter [the] student should
be able to list the components of a technical report and to create such a report. Using the courses numerical
programming assignments, I was able to achieve this goal by ensuring that lectures, office hour sessions, assignments
and grading addressed how to write a technical report. At the end of the quarter, students knew how to write a
technical report and had gained a more thorough understanding of the course material because they had to move
beyond implementing and testing a numerical method to comprehensively appreciate the numerical method in order
to complete the assignments.
By defining the objectives before planning the course calendar, I ensure that the lectures are relevant and that they
include all the key components that need to be covered in the course. In class, I start my lectures with an outline
of the learning objectives to which I refer when presenting the lesson. Highlighting the objectives ensures that the
students have an understanding of what they will get out of the lesson. At the end of the session, I review the
objectives to allow the class, both myself and the students, to assess our progress. The lesson objectives provides
context to the students, helping them understand the relevance of the lectures and the assignments in relation to
5
CHAPTER 1. STATEMENT OF TEACHING
the course. Ive also found that defining SMART objectives provide everyone with a shared understanding of the
rationale for assigned grades; students must achieve the learning objective in order to obtain the grade, providing an
extra incentive and the defined emphasis of the material to be studied.
1.2
Integration of the three components of academia: research, education, and service
The experience of every individual in an academic setting should be infused with the three pillars of research,
teaching and service. When creating learning objectives for a mathematics course these three components need to
be included. To address research learning, students need to have case studies, real world problems and historical
perspectives so that they can move beyond their book studies and develop independent thoughts about the course
material. This will show the students that they do math everyday and that math is a necessary component of real
world life, not just a class to pass while in college. To integrate teaching, students need to work with each other
in a group setting to teach each other the concepts because teaching something requires a much different thought
process than learning it. Doing so will ensure that the students have a high quality understanding of the material.
To integrate service in my teaching, I use service related examples. When teaching about exponential growth, I
discussed the Heifer International program where individuals can buy a family a pair of rabbits to raise, with the
condition that the family must give the offspring to other individuals in their community. Through this lesson, a
student can understand the impact on the community that a high school graduation gift of rabbits will have by the
time they graduate from college.
1.3
1.3.1
Tools for Success

Teaching to Different Learning Styles
Beyond ensuring that these three pillars of the academic experience are included in classrooms, it is important to
provide a variety of teaching techniques to reach out to the varied learning styles. Mathematics is a very traditional
discipline which lends itself to a straightforward lecture presentation style. This method does not benefit all students,
but radical deviation from this method is not overly successful either because of the expectations that students bring
with them to the course. With these two thoughts in mind my class presentation focuses on lecture and also uses
group work and technology to add variety. Again, group work allows students to either teach one another or work
together in guided inquiry to discover the mathematical concepts together. This has worked particularly well in
the CLIMB mathematical biology research course that I am helping to teach, where a group of 9 students (both
biologists and mathematicians) are responsible for working together to complete a group report addressing a current
mathematical biology research problem. Each member of the research cohort must lead the group report process once
throughout the quarter. Also, group members are encouraged to take different roles throughout the quarter, either
leading the mathematical derivation, summarizing the biological implications or completing the literature review. I
have seen this method result in students gaining a more thorough understanding of the course material because they
share their knowledge and questions in order to gain a common-level of understanding among group members.
1.3.2
Using Technology
Technology is useful at all levels of mathematics. While at University of Idaho, I worked as a teaching assistant in the
UI POLYA Math Center, where all of the Universitys basic algebra courses are taught using a technology- centered
method. One of the primary means of teaching they use at the POLYA center are recorded mini-lectures that are
available to students via the internet. This allows students to refer back to material that they dont understand.
Additionally, it allows them to rewind and hear something that they missed the first time. My experience with
working with this innovative approach to math education has influenced the presentation that I give in my classes.
I believe in providing online resources for students to help them outside of class and in showing them during class
1.4. LEARNING FOR TOMORROWS TEACHING
how to use these resources. When working with a numerical analysis course, I show them in class how to create a
computer program and interpret the results so that they understand how the graphs in the book were made. Bringing
the computing element of the course into the lecture rather than leaving it as homework, makes it a group effort
rather than an individual effort. This is especially important with the numerical analysis course because the students
come from across disciplines and have a wide variety of computing backgrounds so in-class work helps equalize the
students programming knowledge. This aspect of teaching also allows for me to incorporate my research into the
lectures, something that I have done effectively in guest-lectures for other courses as well as in in the Math Modeling
Experience and in CLIMB.
1.3.3
Real World Applications
My double undergraduate degrees in Mathematics and Biological Systems Engineering, my variety of research experiences and my experience with CLIMB, MME, Explore Math and Oakland/East Bay Math Circles have provided
opportunities to gain exposure to a wide variety of real-world mathematical applications. In the CLIMB undergraduate course, students are amazed that a simple application of algebra can help them gain understanding of the
spread of the Wolbachia microbe in the Drosophila simulans population of California. At the same time, the middle
school students that Ive worked with in Explore Math and the Oakland/East Bay Math Circle are able to grasp
the concept of a logistic model through the use of deer population modeling and quick group games. My experience
with teaching specialized topic courses has provided a familiarity with real-world applications that give me a wealth
of examples and techniques to draw on when teaching all of my courses. present them, taking my lesson plans to
higher level that benefited my current and future students.
1.4
Learning for Tomorrows Teaching
When preparing for teaching I also create objectives for myself which focus on professionalism and personal growth.
My first objective is always to provide a professional presentation that will garner the respect of my students.
Establishing mutual respect is the first step to becoming a mentor and I consider being a mentor the most important
role that we serve for our students. My second objective is to learn from the course and apply that knowledge to
my future courses utilizing personal assessment, student evaluations and campus resources to better my presentation
style and student interactions. As I stated at the beginning, all of lifes experiences teach us something and I always
seek to learn from my current teaching to improve on future teaching. In addition, when preparing my course, I
ensure that students learn the course material through SMART course objectives, I make the most of their learning
experience by integrating all aspects of academia and I utilize tools for success to improve their learning experience.
CHAPTER 1. STATEMENT OF TEACHING
Chapter 2
Training and Other Professional

Development
2.1
Teaching Work Experience
Assistant, UC Davis CLIMB

Fall 2007, Fall 2006
Collaborative Learning at the Interface of Mathematics and Biology (CLIMB), UC Davis.
Program emphasizes hands-on training using mathematics and computation to answer state-of-the-art questions in
biology. Taught an overview of mathematical biology and guided the undergraduates in completing research exploration with 10 different UC Davis researchers. (http://climb.ucdavis.edu)
Instructor, Math Modeling Experience (MME)
Aug 2005-Feb 2006
Explore Math, Department of Mathematics, UC Davis.
Organized a series of workshops for high school and undergraduate students, preparing them for the COMAP (Consortium of Mathematics and its Applications) MCM (Mathematical Contest in Modeling) and HiMCM (High School
Mathematical Contest in Modeling) competitions. Prepared a series of 2 hour lesson plans to introduce students to
math modeling topics including disease and population growth models while providing them with the tools to develop
their own models for competition modeling problems. The result of the HiMCM is testament to the success of the
2005 program, with one regional Outstanding, two Meritorious and two Honorable Mention awards. In addition, one
of the competing undergraduate teams received National Outstanding.
Teaching Assistant
Department of Mathematics, UC Davis.
Held office hours, graded technical reports & exams, and did substitute lectures for Numerical Analysis.
Fall 2005
Girl Scout Adult and Older Girl Trainer

Spring 2004 - Spring 2007
Tierra del Oro Girl Scout Council, Northern California, CA.
While on fellowship at UC Davis I took time to develop my teaching skills by working as a Girl Scout trainer. In
this position I strengthened my skills in teaching a diverse range of individuals (age, experience, socioeconomic) in
a range of topics and over a range of times (2 hours - 3 days). I developed course materials, led six person training
teams and received the Girl Scout Outstanding Volunteer pin for my work.
Mathematics Tutor
Jan 2001-Dec 2002
POLYA Mathematics Center, University of Idaho.
The POLYA Center is an active learning environment with traditional courses offerings combined with online video
lessons, quizzes and an interactive tutoring. I worked with students individually and in groups to compliment their
other work.
10
2.2
2.2.1
CHAPTER 2. TRAINING AND OTHER PROFESSIONAL DEVELOPMENT
Professional Development
On-Campus Professional Development Seminars
UCD Graduate Studies Professors for the Future (PFTF)

Fall 2005 - Spring 2006
UC Davis, Davis, CA. Workshop participant.
PFTF is a year-long competitive professional development fellowship that strengthens the leadership skills of 13
graduate student scholars. The program includes participation in the Seminar of College Teaching, Seminar on
Ethics and Professionalism in the University and the PFTF professional development workshop. In addition, the
PFTF project requited completion of an individual project. My project focused on graduate student community
service involvement (GSCSC).
Seminar on Ethics and Professionalism in the University
Winter 2005
A reading and discussion seminar that reviewed the most contemporary research on academic professionalism and
ethical issues.
Seminar on College Teaching
Fall 2005
Interactive course sessions discussed creating course goals and objectives, lesson plans, communication strategies,
learning assessment, course management, and student diversity.
Teaching Resources Center Basic Skills & Complex Issues Series
Fall 2005
Topics included student disabilities, encouraging student interaction, sexual harassment, gender equity, student academic honesty, and using writing in the classroom.
Mathematics Teaching- Math 390 Course
Fall 2003
This course is intended to prepare graduate students to become successful teaching assistants. Topics included
preparing a discussion session, grading, preparing exams and overview of what it means to teach and learn mathematics.
2.2.2
Conference Talks
Special Session on Mathematics for Teaching: Educating Elementary and Middle School Teachers for
Success
Jan 7, 2008 (scheduled)
2008 Joint Mathematics Meetings (JMM), San Diego, CA. Presenter.
Oakland/East Bay Middle School Math Circle.
More Thoughtful Teaching Mini-Symposium
UC Davis, Davis, CA. Presenter.
Community Outreach and Working with Community Partners.
May 29, 2007
Special Session on Math Circles and Similar Programs

Jan 5, 2007
2007 Joint Mathematics Meetings (JMM), New Orleans, LA. Presenter.
University of California, Daviss Explore Math Program: Graduate students bringing cutting-edge research into the
classroom to share with undergraduate and high school students.
2.2. PROFESSIONAL DEVELOPMENT
2.2.3
11
Education Conferences and Workshops Attended
California Girls Collaborative Mini-Grant Conference

Oct 10, 2007
Berkeley, CA. Workshop participant.
This one-day conference targeted organizations with programs that support girls in science, technology, engineering
and math (STEM). Attendees included representatives from K-12 schools, higher education, professional organizations, business, government and community-based organizations.
Math Fest Women Count Conference
Aug 2, 2007
San Jose, CA. Workshop participant.
A Conference for Directors of Mathematics Outreach Programs for Young Women. Workshop Participant.
Critical Issues in Education: Teaching Teachers Mathematics
Mathematical Sciences Research Institute (MSRI), Berkeley, CA. Workshop participant.
May 30- June 1, 2007
Changing the Culture of the Academy: Toward a More Inclusive Practice

March 22, 2007
University of California System-wide Conference, UC Berkeley, Berkeley, CA. Workshop participant.
Continuums of Service, Western Regional Colloquium on Civic Engagement and Graduate Study at
Research Universities
April 12, 2007
San Jose, CA, Workshop participant.
Transforming the Culture of the Academy: Undergraduate Education and the Multiple Functions
of the Research University
Fall 2006
Sponsored by The Reinvention Center at Stony Brook.
Recorder for conference activities. Published special sessions summary in conference proceedings.
Northern California Trainers Consortium (NCTC) Track II Training
Marin, CA.
Focused on group work and conflict management while teaching and organizing activities.
Symposium on Civic Engagement and Graduate Education
Stanford University, Palo Alto, CA. Recorder.
September 17-18, 2006
April 24, 2006
Colloquium on Civic Engagement and Graduate Education at Research I Universities in Northern

California
Oct 21, 2005
California Campus Compact, Daly City, CA. Workshop participant.
Northern California Trainers Consortium (NCTC) Track II Training
September 16-17, 2006
Los Gatos, CA.
Focused on bringing diverse teaching styles into the classroom, incorporating service learning and networking with
other trainers.
Northern California Trainers Consortium (NCTC) Track I Training
Spring 2004
Placerville, CA.
Focused on teaching to diverse learning styles, creating SMART learning objectives and organizing lesson plans.
12
CHAPTER 2. TRAINING AND OTHER PROFESSIONAL DEVELOPMENT
Chapter 3
CLIMB: Collaborative Learning at the

Interface of Mathematics and Biology
The concept behind CLIMB is simple, in order to create successful mathematical biology collaborations universities
should start training undergraduate mathematics and biology students how to collaborate. This year-long program
brings together 7-9 undergraduate students and orchestrates their learning process, group dynamics and research skill
set to allow for a collaborative summer research project. As the Fall CLIMB assistant, I have first hand experience
with the difficulty and reward of bringing together such a group of students with diverse educational and research
backgrounds and helping them complete collaborative projects. In this program I have worked with students on over
ten different research projects, learned how to manage undergraduate research collaboration and gained insight into
student research process that will influence and provide the necessary experience to successful coordinate my own
student research projects.
CLIMB Research Topics
Evolution of recognition systems
Models of behavioral evolution
Biofluids of fish feeding
Models of marine reserves
Quantitate and molecular analysis of mitosis and intraflagellar transport
Models of cell motility
Population genetics
Models in neurobiology
Computational models of decision making
Growth kinematics
Phylogenomics and the study of microbial diversity
Wollbachia, population genetics, disease control, spatial spread
Source-sink population dynamics
13
14CHAPTER 3. CLIMB: COLLABORATIVE LEARNING AT THE INTERFACE OF MATHEMATICS AND BIOLOGY
3.1
Climb Syllabus
MAT 180
CLIMB Core Course
Fall 2007
TTh 12:10-1:30, PHYGEO 148

Instructor:
Coordinator:
TA:
Angela Cheer,aycheer@ucdavis.edu, Mathematical Sciences Building 2138, office

hours TBA
Carole Hom, clhom@ucdavis.edu, 754-9733, 4314 Storer Hall
Brandy Wiegers, bswiegers@ucdavis.edu 2139 Mathematical Sciences Building,
office hours TBA
Welcome to the CLIMB core course! In this course, you will study emerging research problems
that lie at the interface between mathematics and biology. Over the course of the quarter, you
will be introduced to five different research areas, each presented by a CLIMB faculty member at
the forefront of his or her discipline. Each two-week module will include readings, discussions,
and lectures. Readings will include background material and original literature, and will be
selected to provide an entr into the literature appropriate to a faculty members research talk.
Grades in this course will be based on participation in class discussions (30%) and on problem
sets (70%).
Tentative schedule
Weeks
dates
faculty presenter
topic
27 Sep
Angela Cheer
intro to reading math biology papers
1-2
2,4,9,11 Oct
Wendy Silk
growth kinematics
3-4
16,18,23,25 Oct Jonathan Eisen
5-6
30 Oct
1,6,8 Nov
Michael Turelli
Wollbachia, population genetics, disease

control, spatial spread
7-8
13,15,20 Nov
Sebastian Schreiber
Source-sink population dynamics
9-10
27, 29 Nov
4,6 Dec
Jonathan Scholey
Mitosis, molecular motors and cell

biophysics
Phylogenomics and the study of

microbial diversity
Format for most modules:

Day 1: overview lecture by faculty guest speaker, distribute readings and problem set
Day 2: discuss readings and initial student work on problem set
Day 3: second lecture by faculty guest speaker, questions and clarification on problem set
Day 4: wrap-up discussion on papers, problem set
Problems will be due at the start of the next module. We will adjust this schedule for the last two
modules, both of which are slightly shorter. In general, the discussions of problem sets will be
very important to your understanding. To get the most out of them, you will need to start on the
3.1. CLIMB SYLLABUS
problem set after doing the readings and before Day 2. The format for the last two modules will
differ slightly; well fill you in later in the term.
Problem sets
Problem sets will be assigned at the start of each module and due at the start of the subsequent
module. Problem sets will require both mathematical and biological literacy to solve, and we
expect you to collaborate with each other in working on these. We would like each of you to
hand in solutions to the problems (which you may solve as a group). In addition to the solutions,
at the end, please write two paragraphs: (a) who did what, how did you contribute; (b) what you
learned from the problem set. See the handout for details.
Final exam: Thursday, 13 Dec, 10:30am-12:30pm
We will meet during the final exam slot to discuss winter quarter projects.
Readings and miscellaneous references
Readings will be assigned weekly and can be downloaded from the course web site on
smartsite.ucdavis.edu. Readings not available in electronic form will be indicated clearly. Do not
wait until the last minute to do the weeks reading. The CLIMB room, 1450 Storer Hall, also has
the general reference books listed below please keep them there.
General
Edelstein-Keshet, L. 2005. Mathematical Models in Biology. SIAM.
Ellner and Guckenheimer, 2006. Dynamic Models in Biology. Princeton Univ. Press.
Murray, 2002. Mathematical Biology, Vol 1 and 2. Springer, NY.
Cell/physiology
Fall, Wagner, Marland, and Tyson, 2002. Computational Cell Biology. Springer, NY.
Keener & Sneyd. 1998. Mathematical Physiology. Springer, NY.
Biofluids/biomechanics
Vogel, Steven. 1988. Lifes Devices. Princeton
Vogel, 2005. Comparative Biomechanics. Princeton
Vogel, S. 1994. Life in moving fluids, Princeton.
15
3.2
Group Work
A key aspect of the CLIMB program is developing a team of collaborators. In order to achieve this goal, students
work on group projects throughout the quarter, developing a synergestic group dynamic in preparation for a summer
research project. The students complete the projects and the reports as a group and then turn in individual analysis
of the assignment and group process, providing an opportunity to learn from each other.
3.2.1
Using Individual Analysis to Strengthen Group Work
We started the quarter by explaining the group work dynamic of the CLIMB programming and sharing with the
students the comments that previous CLIMB cohort students had:
It is not easy to collaborate, many of us have been successful independent workers and sometimes our
abilities, styles of study, etc dont mesh. Also, group work can be intimidating because each trainee
is trying to prove their value and worth among each other and there is the additional pressure where
not all students have enough time outside of call to prepare for the readings and assignments. This is
compounded by the fact that we all have work outside of the class to do, and its hard to find a time to
meet that is convenient for everyone.
At the same time, group meetings are fun and interesting because we are enjoying the work and each
others company. Our team chemistry is improving and its easier to relax and act more like ourselves,
allowing our strengths and weakness to compliment each other and bring us together as a team. The
workload is more evenly distributed with everyone working together on the math portion by taking turns
writing on the board and everyone has chipped in on the discussions and write-up. It is especially helpful
that if someone doesnt make it to a meeting when a discussion was held, the other people will explain
the work that was done and how the answer was achieved.
This is an excellent summary of group work. It is a lot of work to successful facilitate a group project and to have
a group come together. We facilitate this process by asking the students to complete an individual analysis of each
project. At a sum total of three paragraphs, this assignment isnt a huge commitment but it provides necessary
insight into the group that can shared. The components of the analysis include:
1. Statement of Authorship: Who did what? How did you contribute? This is not an evaluation of your
cohort members but a simple statement of what happened.
2. Commentary: Comment on the groups solution. Did you disagree with anything? Would you have taken
a different approach? Also include suggestions about what worked and didnt work for the group. If you feel
comfortable with us sharing these suggestions anonymously with the group, let us know.
3. What did you learn?: Lastly, include a brief statement about what you learned. This might also be a good
place to comment on a new research idea that you thought of while working on this project that you thought
of that you might want the group to work on next summer.
I find this analysis very useful in grading and monitoring group issues. It is understood that students have outside
commitments but we can read through the quarter to ensure that students are still meeting their commitment to the
CLIMB program and their fellow students. Students are encouraged to try different tasks throughout the quarter,
as writer or programmer or literature reviewer, and reading the analysis we can see how students develop in these
different tasks. Also, by providing an anonymous third party summary of the suggestions and sharing it the students,
the group can grow with the suggestions that they arent ready to share with each other including, Make sure that
everyone is at the same place in the problems and the readings so we can work together as a team without one person
taking over; It would be helpful if the teams effort was more focused or if we divided the work up to the people so we
dont have to meet on weekends. Specifically, its helpful when people that cant make meetings volunteer to do other
work. That way everyone has the same time commitment to the class. These comments provide valuable direction
for the group and this analysis was especially useful when the students failed mid-quarter at completing a successful
model.
3.2. GROUP WORK
3.2.2
17
Growth Through Failure
The most successful group project in regards to the project that secured the group dynamic was the project that the
students failed. At the beginning of the project they misused the quadratic equation and introduced an incorrect
equilibrium point. This error propagated when no one checked the original calculations and instead they went forward
with the calculated equilibrium, simulating a negative population. The students didnt stop to think of the biological
implications of this mistake and as a result half of the report was wrong.
Instead of accepting the incorrect work, we had the group members re-write the group report individually. The
resulting report (and corresponding changes made) provided much insight into what each member of the group
focused on in terms of the project, seeing who understood the biology and who focused on the mathematics. At the
same time the group refocused themselves, using their own group work suggestions to improve the group dynamic.
They now have created project schedules to ensure that they arent attempting to complete the project the day
before it is due. They are checking each others work and taking time to understand and discuss both the biological
and mathematical implications of their modeling.
The results of this project can be seen in the 26 page report that they completed for their next group project (see
samples below). The report included 4 different computational models, beautiful plots that had been accomplished
through collaborative programming efforts and a complete biological and mathematical analysis. It was truly a
success that speaks to what they are going to be able to accomplish this summer as a group.
CLIMB
Source-Sink Population Dynamics
6 DEC 2007
CLIMB
6 DEC 2007

Andy Huang, Chris Mosser, Daniel Suderow, Mary Jacklin, Matthew Reed,
Michelle Jensen, Tania Gonzalez, Tushar Rawat, Ying Wu
Collaborative Learning at the Interface of Mathematics and
Biology, University of California, Davis, California USA1
POPULATION PERSISTENCE
Ecologists study many aspects of species dispersal patterns in heterogeneous
environments where some habitats are more suitable than others. These different habitats
can be described in terms of the following demographic parameters: birth, death,
immigration, and emigration. Source habitats are defined to have birth rates greater than
death rates and emigration rates greater than immigration rates. This implies that the
source is a net exporter of individuals. Sink patches, on the other hand, have higher death
rates than birth rates, suggesting that the sink population declines toward extinction
unless individuals emigrate from a source patch (Pulliam 1988).
Habitat patches can therefore be described in terms of their ability to maintain a
population without immigration, the habitats attractiveness to individuals, and whether
they are net exporters or importers of individuals (Table 1).
Source Patch
High-quality habitat
Attractive
Stable or growing
Net exporter
Sink Patch
Low-quality habitat
Avoidable
Declines to extinction
Net importer
Figure 13 Contour plot of (1-p)N* where 500 > (1-p)N*.

Table 1: Defining
characteristics of source and
sink populations.
From inspection of Figure 13, we see that (1-p)N* < 500 for all values of p and f1.
Therefore, it is always true that G > 1, and thus possible for species 2 to invade species 1.
CONCLUSION
Many factors determine whether a population will persist or go extinct in its environment.
Extensive studies into source-sink populations have shown that some of these factors are
related exclusively to the species habitat. The following list describes some of the
properties correlated with population persistence:
1. Connected habitats are better than disjointed habitats.
Over time habitats may act as either sources or sinks, depending on environmental
and demographic variability. As such, linkages between sources and sinks
significantly affect the persistence of the population. For example, productive
populations (sources) can contribute individuals to less productive populations
(sinks) through immigration, thus rescuing them from extinction. Linkages
between populations often help to minimize extinction and genetic isolation of
Keywords: source-sink population dynamics, fundamental niche, realized niche, population persistence
Environmentalists and ecologists are becoming increasingly interested in preserving and

restoring habitats of rare, threatened, and endangered species. According to Pulliam
(1988), such species preferentially dwell in high quality habitats (i.e. sources); thus, it is
important to understand how to identify high quality habitats and how populations
respond to habitat loss or change. Our first model showed that the loss of source habitat
had a significant effect on the total bird population because excess individuals from the
source habitat helped to populate the sink habitat.
A large proportion of a species population can exist in sink habitats; thus, ecologists may
misinterpret the species habitat requirements by focusing the majority of conservation
efforts where the larger population exists. In the same way, source habitat may be ignored
or even destroyed if only a small proportion of the population resides there. The
degradation or destruction of the source habitat may, in turn, heavily impact associated
sink populations, potentially over large distances (Tittler et al. 2006). For an already
16
3.3
Using Technology: Online Course Management Tool
SmartSite is the new UCD online course management tool and it has provided many useful tools for the CLIMB
program accessible from any computer with a working browser and internet connection. Although Smartsite still has
its set of bugs it is nice because it is not just for classes. The site offer several tools that can be useful to research
labs. Thats why we set up the CLIMB SmartSite, it allows us to arrange the CLIMB research project as we continue
throughout the year, introducing the students to the collaborative tools before they use them this summer.
3.3.1
CLIMB Smartsite Tools
Announcements: We can post (and email) the latest CLIMB news, assignments and other updates.
Chat Room: This is where students can live chat with one another. This works well if students are all trying
to work collaboratively from different locations. It is especially useful for quick questions that can be sent out
by one student. They can see if any of the other students are logged in and want to discuss their questions,
often leading to a quicker response then email. See Section 3.3.3.
Mailtool and Email Archive: The site provides email tools and archives the previous emails to the site
members. This helps students and faculty stay aware of group progress and important news and the archive
provides a useful resource for students to recall group work when completing group reports.
Forum: A message board to discuss current projects/ readings/ problem sets. See Section 3.3.2.
Resources: online space for sharing and archiving project-related files. Students are able to upload files, have
access to the readings/ problem set and share their group work progress.
Schedule: a calendar of CLIMB events and group meetings
Wiki : This is a webpage that you can edit- useful for personal information and group edits. CLIMB students
have used the wiki to:
Organize group schedules: each student can edit their availability schedule and check to see if others are
available to work.
Personal contacts: Students and Faculty collaborators post personal contact information that is only accessible to other CLIMB Smartsite members. This information allows for better and quicker collaboration.
Research Tools: As research issues and questions arise, we have created an archive of useful research tools
and tutorials like the LATEXtutorial that I created for the students.
For examples of well developed wikis check out: http://wiki.sfwiki.org/, http://daviswiki.org/, http:// www.wikipedia.org/
Site Info, Support & Training and Help : We want this site to be the students so we allow them site
management permissions to that they can access and change the site info, learn more about Smartsite and
continue to develop the site to meet their needs.
The use of collaborative technology and group facilitation has helped the group process and made it easier for students
to work together. Although Smartsite provides this set of tools together in one location, the same approach for using
a set of web-based course management technology can be done independent of this particular site management tool,
I look forward to learning what tools that you use in your department and incorporating them into my lectures and
group work.
3.3. USING TECHNOLOGY: ONLINE COURSE MANAGEMENT TOOL
3.3.2
19
Smartsite Forum
I used the Smartsite Forum to facilitate group by starting discussion outside of the classroom about the research
papers and problem set. Students were requested to post one question and one comment before every discussion
session. This started student group discussion that was continued on the forum and in the Smartsite Chatroom.
Send To Printer | Close Window

Messages & Forums / Fall 2007: Research Units
Discussion Forum / Eisen: Phylogenomics and
the study of microbial diversity
Bits and pieces for the paper - Gonzalez, Tania (Oct 26, 2007 6:19 PM)
Last Revised By Gonzalez, Tania on Fri Oct 26 18:24:21 PDT 2007
Everyone please post notes.
---------------------------------------------------------------------Citation: Gross L (2006) Bacterial Symbionts May Prove a Double-Edged Sword for the Sharpshooter. PLoS
Biol 4(6): e218 doi:10.1371/journal.pbio.0040218
http://biology.plosjournals.org/perlserv/?request=get-document&doi=10.1371/journal.pbio.0040218&ct=1
endosymbionts - live inside cells; bacteria help hosts synthesize essential nutrients
The agricultural pests, Sharpshooters (Homalodisca coagulata), house two endosymbionts: Baumannia
cicadellionicola and Sulcia muelleri. They're unrelated and they work together, fulfilling different needs for
their host and each other. The host can't make its own vitamins, for example, so the bacteria in its gut take
care of that.
The first endosymbiont matches AY676896 on GreenGenes. It's "specific host" is Paromenia isabellina.
EU156142 wasn't found on GreenGenes.
Endosymbiont genomes have similarities: (1) smaller genomes size, (2) less G-C pairs than A-T pairs, (3)
fast evolution of proteins. Other endosymbonts share these characteristics, inevitably leading to the
question...
WHY?
Possible explanations presented in article:
- Effects of genetic drift due to small populations.
- High rate of mutation due to loss of DNA repair genes.
Re: Bits and pieces for the paper - Jacklin, Mary (Oct 29, 2007 6:51 PM)
FUTURE AVENUES OF RESEARCH
There are many future implications for this type of genomic analysis for microbial populations from various
environments. With a seemingly never-ending index of microbial species, there is much work to be done
obtaining and sequencing rRNA and entire genomes. By using databases like Genbank, phylogenetic trees
can be made to estimate organism relatedness and make inferences about ecological properties of species
which are difficult or impossible to culture in a lab. One of the problems apparent in the Genbank
database is the lack of naming conventions yet has a policy of listing all published data providing much
room for error and repetition. To help address this issue, databases such as GreenGenes have been
created to make an attempt at condensing and verifying species uniqueness and identity.
3.3.3
Smartsite Chatroom
Students used the Smartsite Chatroom throughout the course for group meeting arrangements, completing problem
assignments, sharing references and editing the final report. This was particularly useful for students with children
and other outside obligations who werent able to make it to meetings, allowing them to work from home.
Currently viewing messages for

'Main Chat Room'
All chat messages are archived and can be read by any site
participant.
Tushar Rawat
(Oct 11, 2007 7:43 PM PDT) For some
reason I can't access the forums when I log in. I click
the link and the page loads, but no forums show up.
Brandy Wiegers
(Oct 11, 2007 8:25 PM PDT) You
might try the arrow at the top, next to the Forum,
Brandy Wiegers
(Oct 11, 2007 8:25 PM PDT) or ckick
on the forum link at the top of the "forum" section.
Tushar Rawat
(Oct 11, 2007 10:13 PM PDT) I'm not
sure what you mean by clicking the forum link at the top
of the forum section. But when I click Forums (at the left
side navigation) all that loads is the bar with the arrow,
Forums, and the help icon. Nothing underneath it
appears. I'm not sure why.
Michelle Jensen
(Oct 11, 2007 10:37 PM PDT) That's
odd. I'm not having any troubles... Matt did post some
information about the problem you are working on. Are
you still having trouble?
Tushar Rawat
(Oct 11, 2007 10:54 PM PDT) Andy
posted some stuff as well, around 6pm earlier today. But
I'm at home now and I can't access it. I'm going to try
logging out and logging back in.
Tushar Rawat
(Oct 11, 2007 11:34 PM PDT) OK, Ying
helped me out. Apparently my ad-block plug-in for
Firefox was blocking the iFrame which loads the forums.
Annoying, because it was working fine yesterday.
Michelle Jensen
(Oct 15, 2007 7:50 PM PDT) Hey
Matt, Are you there? There's no phone number listed for
you under "wiki". We're going to try to have a chat
session with everyone at 9pm.
Michelle Jensen
(Oct 15, 2007 7:57 PM PDT) Mary - I
talked to Dan and he's in a meeting until 9:30 or so, but
he'll give me a call and I will fill him in on the news. Ying
and Matt do not have phone numbers listed. How did it
go on your end?
Mary Jacklin
(Oct 15, 2007 8:33 PM PDT) I talked to
Tania and Chris and they said they'd be on around 9. I
had to leave a message for Andy and Tushar saying to
come online or at least check their email and tell us what
they think about the authorship ideas.
Mary Jacklin
(Oct 15, 2007 8:35 PM PDT) Let's just
do the best we can to come to a consensus at 9 and
then email out the results and hopefully if any one has a
problem with it they'll get back to us before we need to
print tomorrow morning.
Michelle Jensen
(Oct 15, 2007 8:50 PM PDT) That
sounds good. I just realized that I needed to refresh
this page for new postings to come up... weird.
Matthew Reed
(Oct 15, 2007 8:59 PM PDT) I should
be free to chat on and off from now on...
Mary Jacklin
(Oct 15, 2007 9:00 PM PDT) i'm here :)
Tushar Rawat
(Oct 15, 2007 9:00 PM PDT) I'm here
Michelle Jensen
(Oct 15, 2007 9:01 PM PDT) Cool. So,
to fill everyone in, the layout form we received in class
mentions that we should come up with a consensus for
the authorship listing.
Christopher Mosser
(Oct 15, 2007 9:01 PM PDT) yo
Michelle Jensen
(Oct 15, 2007 9:01 PM PDT)
Everyone so far has been expressing that they really
don't care where their name goes.
Christopher Mosser
(Oct 15, 2007 9:01 PM PDT)
ditto
Michelle Jensen
(Oct 15, 2007 9:02 PM PDT)
However, we all need to agree on this... So do you have
any suggestions on how we come to a consensus?
Mary Jacklin
(Oct 15, 2007 9:02 PM PDT) so should
we just draw straws? lol
Christopher Mosser
(Oct 15, 2007 9:02 PM PDT) I
think that we all worked hard. I don't honestly think that
I could vote for someone to take last position
Tushar Rawat
(Oct 15, 2007 9:02 PM PDT) How do
you draw straws online :)
Mary Jacklin
(Oct 15, 2007 9:03 PM PDT) ya that's
the hardest part....
Users in
Chat
Michelle
Jensen
Brandy
Wiegers
Chapter 4
Numerical Analysis
As the assistant for Math 128 I held with office hours, graded technical reports & exams, and did substitute lectures
for Numerical Analysis. The course instructor recognized my interest in teaching and allowed me extra responsibilities and teaching opportunities while I was assisting with the course. As part of this learning I also took the
opportunity to create my own course syllabus and other course materials in preparation to teach the course in the
future.
Technical Reports
As the assistant to the course, my main personal contribution came in creating the personal course learning objective
that by the end of the quarter [the] student should be able to list the components of a technical report and to
create such a report. I was able to achieve this goal by ensuring that office hour sessions, assignments and grading
addressed how to write a technical report. By providing the report format and much individual feedback, by the end
of the quarter students knew how to write a technical report and had gained a more thorough understanding of the
course material because they had to move beyond implementing and testing a numerical method to comprehensively
appreciate the numerical method in order to complete the assignments.
In grading these assignments in the past I have seen that not all student gain the same understanding of the technical
report because they miss the one lecture where it is covered. When I am teaching this course I would also spend
time discussing technical reports in class and providing examples of technical reports throughout the quarter.
Course Syllabus
As I discussed in my teaching philosophy, I design my syllabus with the course learning objectives. After my experience with this course, I have defined a future goal for teaching a numerical analysis course that deals with
the diversity of student experience which is the primary barrier to student success in the course. There are thirty
students in the course that range in academic experience from undergraduate sophomores (where this is their first
upper division course) to first and second year graduate students. It is difficult, especially when assigning the computing assignments, to reach out to this grouping and expect the same level of achievement. Although this has had
little effect on the homework and the exams the programming assignments have been a big indicator of how little
experience the younger group of students has. More specifically they dont know how to write a technical report
and dont understand the distinction between this being a mathematical class with a little bit of programming and
a programming class with a little bit of mathematics. With this said, I have focused my organization of my future
syllabus around the computer assignments and created the learning objective focusing on the technical report aspect
of the assignment (Refer to Section 4.1 to see my Numerical Analysis Syllabus and Technical Report format).
Other Responsibilities
Beyond the personal goal of assisting with technical reports I also had the responsibility to create comprehensive
exam solutions. Visit Section 4.2 to see the midterm problem key. In addition, I was responsible for the website
management where I used similar tools to those described in the CLIMB program.
21
22
4.1
CHAPTER 4. NUMERICAL ANALYSIS
Syllabus- Numerical Analysis
Math 128A: Numerical Analysis

Fall, 2006
Contact Information
Instructor:
Reader:
Brandy Wiegers, PhD candidate

Email:
Office:
Undergrad
Email:
bswiegers@ucdavis.edu
Mathematical Sciences Building 2139
bundergrad@ucdavis.edu
Lecture
Monday, Wednesday, Friday
1:10-2:00 PM
Cruess 107
Office Hours
Tuesday
Thursday
2 PM - 4 PM
noon - 2PM
MSB 2139
MSB 2139
Course Website: http://my.ucdavis.edu

All course information including assignments, due dates, and grades will be available on the http://my.ucdavis.edu
website. If you have any questions about logging into my ucdavis please ask the instructor as soon as possible.
Text:
Numerical Analysis (8th Edition). RL. Burden & JD. Faires. Published by Brooks/Cole (Pacifica,CA). Dec, 2004.
ISBN 0-534-39200-8.
The 7th and 6th editions contain the same discussion of the course material as the 8th edition, but the homework
problems are different in the new edition. A copy of the 8th edition will be available on reserve at the library to copy
the homework problems if you have one of the earlier editions.
An errata for the 8th edition is available online at: http://www.as.ysu.edu/faires/Numerical-Analysis/
4.1. SYLLABUS- NUMERICAL ANALYSIS
23
Course Summary
This course is an introduction to many basic methods used in numerical analysis. The main topics include: Interpolation and approximation of functions, numerical integration and differentiation, solution of non-linear equations,
acceleration and extrapolation, solution of systems of linear equations, eigenvalue problems, initial and boundary
value problems for ordinary differential equations, and computer programs applying these numerical methods.
Learning Objectives
By the end of this course you will be able to...
Define numerical analysis.
Write a technical report that presents your research findings and conclusions.
Analyze the error propagation that results from mathematical algorithms.
Have several working algorithms that can be applied to your research.
Course Prerequisites:
This is a mathematics course with a substantial programming component. The focus of the assignments is on the
mathematical analysis of these programs. Any programming language can be used to complete the assignments and
it is assumed that you are already proficient in a programming language. The programming component will only
count for 30% of the grade of the assignment so plan to spend your time accordingly.
Course Outline
Chapter 1 (1.1-1.3)
Chapter 3 (3.1-3.6)
Chapter 4 (4.1-4.8)
Chapter 8 (8.1-8.4)
Additional:
Review of calculus, roundoff errors and computer arithmetic.

Interpolation and polynomial approximations.
Numerical differentiation and integration.
Approximation Theory
We may cover additional special topics including sections 8.5-8.6
Grading
Midterm Exam
Final Exam
Homework
Computer Assignments
2-3 lectures
8-10 lectures
7-8 lectures
8-9 lectures
time permitting
18%
35%
12%
35%
Exams
Exams will be comprehensive and can not be made up without a doctors note.:
Midterm Exam: Monday, October 31, 2005. During class, 1 hour.
Final Exam: Thursday, December 15, 2005, 4:00-6:00 PM, 2 hour.
Homework
Homework will be due everyday and will be turned in at the beginning of class. No late homework will be accepted
without a university accepted excuse note.
Collaboration
You are encouraged to talk to classmates about your computer assignments and other problems from classwork but
you must complete all assignments by yourself. This means that you can discuss your algorithms as a group but you
need to create individual codes and individual results. If you do talk with others please indicate who your group
members were on your assignment.
24
Computer Assignments
There will be 6 computer assignments, but only 5 will be counted toward your grade.
The lowest score will be dropped. Students will be assigned to six computer assignments throughout the course
that will highlight the particular mathematical methods. You are welcome to write your code in any computer
language that you feel comfortable with however, it must be a general purpose programming language that does not
give any special assistance in implementing the algorithms were studying. More information will be available on
http://my.ucdavis.edu.
Assignment Descriptions
Assignment Due Dates
Program 1
October 10
Program 2
October 26
Program 3
November 9
Program 4
November 23
Program 5
December 7
Program 6
December 15
Description
Error Propagation
Interpolating Polynomials
Cubic Splines
Derivation Approximation
Integral Approximation
Integral Approximation
Assignment Due Dates

Incomplete problem solutions will NOT be accepted for credit. In order to receive full credit for an assignment, it
MUST be completed and turned in by class time on the specified due date. Any assignment turned in late, but on
or before the absolute due date (typically the following class period) will receive a maximum of one-half credit. Any
assignment turned in after the absolute due date will not be graded and no credit will be given for it.
Assignment Format
To meet the learning objective of technical report writing, for each of the programming assignments you will write
a brief technical report which answers the given questions and illustrates the fundamental ideas in clear, concise,
descriptive English prose. The report should separate the required tasks of the given project and document each in
the appropriate section, i.e. Analysis, Computer Program, or Results. Below is a brief description of each section of
the report. Refer to the Assignment Format Directions for more details. The focus of the assignments is
on the mathematical analysis of these programs, not the program. Please plan your time accordingly.
Analysis, 30%
This section should begin by stating all the problems posed in the handout, derivations and mathematical proofs
necessary, brief description of the algorithms and discussion of numerical considerations for the algorithms you have
just described. The focus of this section is on the theory discussed in class and predictions of how your algorithm
will perform based on that theory.
Computer Program, 30%
Internal comments should describe algorithms and variables, relating them to those described in your Analysis
section. And this section should describe the input and output to and from your code. Ten percent of the points
for your program will be for your programming style. If you have bugs in your program, do not expect them to be
found during the grading process, rather come to the office hours for assistance.
Results and Discussion, 30%
This section contains the output of your program and an explanation of the results. Explaining your output should
include comparing the results to the predictions in Analysis along with appropriate comparisons between the performance of different methods used and/or cases solved.
Style, 10%
Any English course has a minimum standard for quality of written expression of ideas, and you would not consider
handing in a rough draft as a final copy. The same holds true here in Math 128. Not only are you expected to
understand the given project and program it correctly, but you are also required to express this through your report
in clear, concise, and readable English or math notation. With the exception of mathematical equations please type
your report.
4.2. EXAMPLE: MIDTERM SOLUTION
4.2
25
Example: Midterm Solution
This is the midterm solution for Problem 3 from Math 128 A - Fall 2005. The original write-up was 2 pages long
and incorporated all of these elements. I have expanded on my original writeup so that it makes sense to the reader
by including the definitions that are referenced from the book and extra steps.
Some notes about this solution:
Discussion of 2+ methods of solving the problem. Although only method 1 was discussed in the course lectures,
some students memorized the formulas and used methods 2 and methods 3 on the midterm.
Methods 2 and 3 werent covered in lecture because they are applications of method 1 but now that students
understand method 1 they can be reviewed in terms of the exam, allowing review of this exam key to serve as
learning process, expanding for those students who already aced method 1.
In order to facilitate the learning, all three methods would be discussed in the post-exam review.
Problem 3 (10 pts)

A natural cubic spline S on [0,2] is defined by

1 + 2x x3
S(x) =
2 + B(x 1) + C(x 1)2 + D(x 1)3
0x1
1x2
Find B, C, and D.
4.2.1
Solution 1: Use Definition of Natural Cubic Spline
Definition 3.10. Given a function f defined on [a, b] and a set of nodes a = x0 < x1 < ... < xn = b, a cubic spline
interpolant S for f is a function that satisfied the following conditions:
1. S(x) is a cubic polynomial, denoted Sj (x), on the subinterval [xj , xj+1 ] for each j = 0, 1, ....n 1;
2. S(xj ) = f (xj ) for each j = 0, 1, ..., n;
3. Sj+1 (xj+1 ) = Sj (xj+1 ) for each j = 0, 1, ..., n 2;
0
4. Sj+1
(xj+1 ) = Sj0 (xj+1 ) for each j = 0, 1, ..., n 2;
00
5. Sj+1
(xj+1 ) = Sj00 (xj+1 ) for each j = 0, 1, ..., n 2;
6. One of the following sets of boundary conditions is satisfied:

(a) S 00 (x0 ) = S 00 (xn ) = 0 (free or natural boundary);
(b) S 0 (x0 ) = f 0 (x0 ) and S 0 (xn ) = f 0 (xn ) (clamped boundary).
- (Burden and Faires, pg 143)
For our given S(x) with n = 2 and x0 = 0, x1 = 1, x2 = 2 we need to find the B, C, and D values that fulfill the
requirements of the definition of a cubic spline:
26

1. S(x) is a cubic polynomial, denoted Sj (x), on the subinterval [xj , xj+1 ] for each j = 0, 1;

S0 (x) = 1 + 2x x3
0x1
S(x) =
S1 (x) = 2 + B(x 1) + C(x 1)2 + D(x 1)3 1 x 2
Thus:
S0 (x) = 1 + 2x x3
S00 (x) = x 3x2
S000 (x) = 6x
(4.1)
(4.2)
(4.3)
S1 (x) = 2 + B(x 1) + C(x 1)2 + D(x 1)3

S10 (x) = B + 2C(x 1) + 3D(x 1)2
S100 (x) = 2C + 6D(x 1)
(4.4)
(4.5)
(4.6)
2. S(xj ) = f (xj ) for each j = 0, 1, 2;

This doesnt help us for this problem because we dont know our f(x) function.
3. S1 (x1 ) = S0 (x1 ), where x1 = 1
S0 (x) = 1 + 2x x3 = (1)2 + B(x 1) + C(x 1)2 + D(x 1)3 = S1 (x)
S0 (1) = 1 + 2 1 = 2 + 0 + 0 + 0 = S1 (1)
S0 (1) = 2 = 2 = S1 (1)
4. S10 (x1 ) = S00 (x1 ) , where x1 = 1
S00 (x) = x 3x2 = B + 2C(x 1) + 3D(x 1)2 = S10 (x)
S00 (1) = 1 3 = B + 0 + 0 = S10 (1)
S00 (1) = 2 = B = S10 (1)
2 = B
5. S100 (x1 ) = S000 (x1 ) ;
S000 (x) = 6x = 2C + 6D(x 1) = S100 (x)
S000 (1) = 6 = 2C = S100 (1)
3 = C
Using the definition we have defined B and C. Now we must pick a boundary condition in order to find D.
Natural Cubic Spline: Using a natural cubic spline boundary condition requires S 00 (x0 ) = S 00 (x2 ) = 0
S 00 (x0 )
S 00 (x0 ) = S000 (x0 ) = 6(x0 )
S 00 (0) = S000 (0) = 0
=0
=0
=0
S 00 (x2 ) = 0
S 00 (x2 ) = S100 (x2 ) = 2C + 6D(x2 1) = 0
S 00 (2) = 2C + 6D(2 1) = 0
S 00 (2) = 2C + 6D = 0
D = C3
Thus B = 2 , C = 3 and D =
C
3
= 1
4.2.2
27
Method 2: Formulas in the Book
We want to find the interpolating cubic polynomial Sj (x) = aj + bj (x xj ) + cj (x xj )2 + d(x xj )3 for each
j = 0, 1, ...n 1. Using the definition we know that Sj+1 (xj+1 ) = Sj (xj+1 ) for j = 0, 1, ..., n 2 then
aj+1 = Sj+1 (xj+1 ) = Sj (xj+1 ) = aj + bj (xj+1 xj ) + cj (xj+1 xj )2 + d(xj+1 xj )3
for each j = 0, 1, ... n-2.
We then define hj = xj+1 xj for each j = 0, 1, ... n-1. Thus:
aj+1
= Sj+1 (xj+1 ) = Sj (xj+1 ) = aj + bj hj + cj h2j + dj h3j
(4.7)
holds for each j = 0, 1, ...n 2.

0
In a similar manner, examine Sj0 (x) = bj + 2cj (x xj ) + 3dj (x xj )2 . Using the definition, Sj+1
(xj+1 ) = Sj0 (xj+1 )
for each j = 0, 1, ..., n 2 we see that:
bj+1
bj+1
0
= Sj+1
(xj+1 ) = Sj0 (xj+1 ) = bj + 2cj (xj+1 xj ) + 3dj (xj+1 xj )2
= bj + 2cj hj +
3dj h2j
(4.8)
(4.9)
for each j = 0, 1, ...n 1.

00
Looking at the second derivative Sj00 (x) = 2cj +6dj (xxj ) and using Sj+1
(xj+1 ) = Sj00 (xj+1 ) for each j = 0, 1, ..., n2
then
2cj+1
cj+1
dj
00
= Sj+1
(xj+1 ) = Sj00 (xj+1 ) = 2cj + 6dj (xj+1 xj )
= cj + 3dj hj
1
=
(cj+1 cj )
3hj
(4.10)
(4.11)
(4.12)
holds for each j = 0, 1, ...n 1.

Plug (??) into (4.17) and (4.9) to reveal:
aj+1
bj+1
h2j
(2cj + cj+1 )
3
= bj + (cj + cj+1 )hj
= aj + bj hj +
(4.13)
(4.14)
for each j = 0, 1, ...n 1.

(4.13) can be solved for bj :
bj
bj1
1
hj
(aj+1 aj ) (2cj + cj+1 )
hj
3
1
hj1
(aj aj1 )
(2cj1 + cj )
hj1
3
(4.15)
(4.16)
28
which can be substituted into ( 4.14):

bj = bj1 + (cj1 + cj )hj1
1
hj
1
hj1
(aj+1 aj ) (2cj + cj+1 ) =
(aj aj1 )
(2cj1 + cj ) + (cj1 + cj )hj1
hj
3
hj1
3
hj1
hj
1
1
(2cj1 + cj ) (2cj + cj+1 ) (cj1 + cj )hj1 =
(aj aj1 ) (aj+1 aj )
3
3
hj1
hj
3
3
hj1 (2cj1 + cj ) hj (2cj + cj+1 ) 3(cj1 + cj )hj1 =
hj1
hj
3
3
hj1 cj1 + (2hj 2hj1 )(cj ) hj cj+1 =
hj1
hj
So:
hj1 cj1 + 2(hj + hj1 )(cj ) + hj cj+1
3
3
(aj+1 aj ) (aj aj1 )
hj1
hj
(4.17)
for each j = 1, ...n 1.

n1
n1
Thus, using a linear combination of {hj }n1
j=0 and {aj }j=0 , the {cj }j=0 can be determined and the remained of the
n1
constants, {bj }j=0
and {dj }n1
j=0 can be calculated via (4.15) and (4.12) respectively.
So, given:

S(x) =
1 + 2x x3
2 + B(x 1) + C(x 1)2 + D(x 1)3
0x1
1x2
We have
S0 (x) = 1 + 2x x3 = a0 + b0 (x x0 ) + c0 (x x0 )2 + d0 (x x0 )3
S0 (x) = 1 + 2x x3 = a0 + b0 (x) + c0 (x)2 + d0 (x)3
, x0 = 0
thus a0 = 1, b0 = 2, c0 = 0, d0 = 1
S1 (x) = 2 + B(x 1) + C(x 1)2 + D(x 1)3 = a1 + b1 (x x1 ) + c1 (x x1 )2 + d1 (x x1 )3

S1 (x) = 2 + B(x 1) + C(x 1)2 + D(x 1)3 = a1 + b1 (x 1) + c1 (x 1)2 + d1 (x 1)3
, x1 = 1
thus a1 = 2, b1 = B, c1 = C, d1 = D
We want to solve for a natural boundary condition so we know that c2 = 0 = c0 . Thus, using (4.16), j = 1,
hj = hj1 = h = 1:
1
1
(a1 a0 ) (2c0 + c1 )
1
3
1
2 = (2 1) (2(0) + C)
3
C
1 =
3
3 = C
b0
29
-orUsing (4.11): j = 0
c1
C
C
= c0 + 3d0
= 0 + 3(1)
= 3
(4.18)
(4.19)
(4.20)
(4.21)
Now, use (4.14), j = 0, h =1 and C = -3 = c1 :

b1
B
B
= b0 + (c0 + c1 )
= 2 + (0 + C)
= 1
Now, use ( 4.12), j = 1, h =1 and C = -3 = c1 :
4.2.3
d1
1
(c2 c1 )
3
1
(0 C)
3
1
Method 3: Linear System of Equations - Checking the Previous Work
Burden and Faires, pg 143-146 outlines a method of creating a linear system of equations that extend from the (4.17).
More specifically, Theorem 3.11 says:
Theorem 3.11. If f is defined at a = x0 < x1 < ... < xn = b then f has a unique natural spline interpolant S on the
nodes x0 , x1 , ...xn ; that is, a spline interpolant that satisfies the boundary conditions S 00 (a) = 0 and S 00 (b) = 0.
The proof of Theorem 3.11 provides the following vector equation, Ax = b, where A is the (n+1) x (n+1) matrix:
1
0
0
...
0
h0 2(h0 + h1 )
h1
...
0
0
h
2(h
+
h
)
h
...
0
1
1
2
2
A=
...
....
...
...
...
...
0
...
...
hn2 2(hn2 + hn1 ) hn1
0
...
...
0
0
1
and b and x are the vectors:
0
3
3
h1 (a2 a1 ) h0 (a1 a0 )
and
...
b=
3
(a
a
)
(a
a
)
n
n1
n1
n2
hn1
hn2
0

c0
c1

x=
c2
...
cn
Pn
|aij |) so Ax = b is a linear system with a unique solution
(j=1
j6=i )
for c0 , c1 , ...cn (for more information review Burden & Faires, pg 398).
Matrix A is strictly diagonally dominant (ie: |aii | >
30
Starting with:

S0 (x) = 1 + 2x x3 = a0 + b0 (x x0 ) + c0 (x x0 )2 + d0 (x x0 )3
S(x) =
S1 (x) = 2 + B(x 1) + C(x 1)2 + D(x 1)3 = a1 + b1 (x x1 ) + c1 (x x1 )2 + d1 (x x1 )3
0x1
1x2
were already found a0 = 1, b0 = 2, c0 = 0, d0 = 1, a1 = 2, b1 = B, c1 = C, d1 = D, c2 = 0 (refer to previous

method). Also, h0 = h1 = 1.
Thus:
1
A = h0
0

0
0
1
2(h0 + h1 ) h1 = 1
h1
1
0
0
4
1
0
1
1
(4.22)
0
0
0
b = 3(a2 a1 ) 3(a1 a0 ) = 3(a2 2) 3(2 1) = 3(a2 ) 9
0
0
0

c0
0
x = c1 = C
c2
0
Using (4.17), j =1
a2
a2
= a1 + b1 + c1 + d1
= 2+B+C +D
Thus
0
b = 3B + 3C + 3D 3
0
Combining into matrix form:
1
1
0
0
4
1
0
0
0
1 C = 3B + 3C + 3D 3
1
0
0
We can solve this quickly, as only the middle row is significant:

4C = 3(B + C + D 1)
We previously found B = 1, C = 3, D = 1, does this solution work for (4.23)?
4C = 3(B + C + D 1)
4(3) = 3(1 + 3 + 1 1)
12 = 3(5 + 1)
12 = 12
YEAH
It is correct!
(4.23)
Chapter 5
MME: Math Modeling Experience

I co-organized a series of workshops for high school and undergraduate students, preparing them for the COMAP
(Consortium of Mathematics and its Applications) MCM (Mathematical Contest in Modeling) and HiMCM (High
School Mathematical Contest in Modeling) competitions. Most importantly, I prepared a series of 2 hour lesson
plans to introduce students to math modeling topics including disease and population growth models while providing
them with the tools to develop their own models for competition modeling problems.
In preparing for this program I needed to create promotional materials, program schedules and lesson plans. See the
following sections for more information:
Summary of the MME Program Section 5.1
Learning Objectives Section 5.2
Topics: Research, Mathematical and Competition Topics Covered throughout the year Section 5.3
Schedule: High School and Undergraduate Course Topic Schedule Section 5.4
Saturday lesson: Modeling in Nature Section 5.5
I particularly proud of my Modeling in Nature lesson plan because it shows a simplified application of my research
in the MME program. Students were introduced to my research and gained an important competition skill through
spreadsheet mathematics.
31
32
5.1
CHAPTER 5. MME: MATH MODELING EXPERIENCE
Summary of MME
The MME, Mathematical Modeling Experience, is a multi-level experience for high school students and undergraduates. The focus of the experience is to use the COMAP sponsored HiMCM and MCM to introduce both sets of
students to mathematical modeling. The goal of the program is to use the university support to provide the high
school with motivation and confidence to start their own team.
What is Math Modeling?
Math modeling is an extension of already existing math skills to real world problems. Thus math modeling means
different things to different people. The overall idea is something like this: start with an interesting problem from
the real world; make decisions about how to simplify the complex problem and approach the simplified version with
mathematics; do the mathematics; interpret the result so that (ideally) something interesting can be said about the
original real-world problem. ALL kinds of math are of interest to us.
HiMCM: High School Mathematical Contest in Modeling
Designed to provide students with the opportunity to work as team members in a contest that will stimulate and
improve their problem solving and writing skills. This competition takes place online with teams of up to four
students-working on a real-world problem for a consecutive thirty-six hour period. Teams are allowed to work on the
contest problem at any available facility and then submit their solution papers via mail to COMAP for centralized
judging. The teams solutions are then judged compared to other team solutions, receiving designations in descending order: National Outstanding, Regional Outstanding, Meritorious, Honorable Mention, and Successful Participant.
MCM: Mathematical Contest in Modeling for Undergraduates
This setup allows for the undergraduates to participate in 2 programs. First they get to work on their skills in
teaching as teaching assistants for the high school teams, 1 TA for each high school team. Second they work on
their own mathematical modeling skills by preparing for the MCM. The MCM takes place online with teams of up
to three students-working on a real-world problem for a consecutive seventy-two hour period. The teams receive the
problems on Thursday night and submit the solution on Monday night. Teams are allowed to work on the contest
problem at any available facility and then submit their solution papers via mail to COMAP for centralized judging.
The teams solutions are then judged compared to other team solutions, receiving designations in descending order:
Outstanding, Meritorious, Honorable Mention, and Successful Participant.
5.2. SMART LEARNING OBJECTIVES FOR MME
5.2
33
SMART Learning Objectives for MME
(S - specific M - measurable A - achievable R - relevant T - timely)
By the end of the MME, we should be able to...
Instructors:
advise other instructors about the MME program.
promote the MME program to different audiences (academic, administrative, corporate).
Speak intelligently about teaching and mathematics outreach philosophy, including gender issues, effective
classroom management, student mentorship, undergraduate research and applied mathematics education.
Students:
feel confident entering the (Hi)MCM by:
understanding the format, rules, and expectations of the contest.
having a good relationship with teammates.
being aware of resources available during the contest including departmental computers, library services
and MME library.
formulating a contest strategy.
present ideas in a concise professional manner including a demonstration of written ability (referencing) and
an ability to present ideas.
speak persuasively about the purpose and value of math modeling.
be aware of continuing research opportunities.
have an awareness of the following topics:
differential equations and difference equations.
stochastic-deterministic models.
the difference of continuous and discrete models.
graph theory.
linear regression.
optimization and linear programming.
have a facility with the computers which can be measured by the ability to share files, print, save, and manage
directories.
use the following programs: MATLAB, Spreadsheets, Mathematica,
do purposeful internet searching, create weblinks, and understand what makes reliable internet sources.
have undergraduate teaching assistants learn about the teaching experience.
34
5.3
MME Topics
Defining the Modeling Process:

Start with a real world problem
Define the problem: state assumptions
Build a model:
List constraints
Brainstorm different ideas for models
Research
Test the model: how to put the numbers in and get results, using real-world data.
Evaluate the model
Refine/improve the model and restart the testing and evaluation process.
Write the Report (see below)
Relating this process back to the real world problem.
Computer Resources:
Internet Resources: judging the value of an internet source and do purposeful internet search.
Spreadsheets: functions, charts, linear programming
Open Source Office quirks (specific to the Linux based UCD Computer system)
Programming: Matlab, Mathematica
Typesetting ( Latex )
Mathematical Topics:
Combinatorics
Differential Equations (Require High School students to know calculus)
Discrete Math: including difference equations, and graph theory.
Optimization and linear programming.
Stochastic-deterministic models.
Statistical Overview
Mathematical Approaches:
How to simplify math problems.
Discuss how equations are related to the data they model (regression, etc.)
How to transfer a conceptual model into some that can generate numbers and make predictions based on
model parameters.
Data Analysis: discussing all possible explanations for relationships among data.
Real World Data.
Other Topics:
Team Work Strategy: Job assignments, how to get out of a rut, how to decide on a problem.
Using the Library: How to get to the information that you need.
Writing a technical report: basic structure, how it compares to an essay, does and donts, COMAP
guidelines.
References: How to find references, what makes a good reference?
5.4. MME 2005-2006 SCHEDULE
5.4
5.4.1
35
MME 2005-2006 Schedule

Schedule for High School Meetings
Basic Plan for High School Meetings:

Have a weekly theme to discuss, be careful to provide several real world examples and to provide a combination of
theoretical and computer solutions. At the end of the lessons the students should feel comfortable with their own
skills and should feel like they can discover the solutions themselves, without requiring an authority figure to tell
them what to do.
Note: Every week have an activity for them to do when they get in the door.
Ideas: find modeling in the newspaper, solving a simple word problem, do a thought process of this weeks problem.
This allows students who will be late to not miss too much.
2005 MME Schedule
Meeting 1: Introduction, Showing Math Modeling is Fun!
Waiting Time, waiting for people to arrive- do brain teasers (15 mins)
Welcome, Introductions, Overview Program (10 mins)
Ice Breakers for the group (7 mins- 3 mins)
Many Models (Using TA demo models- use TAs to bring out more) (30mins)
Activity Wrap up (15 mins- 2 mins on each model)
Team Activity- Voting (35 mins)
Wrap Up- Handout technical writing information, assignment, and discuss next week (5 mins)
Individual Assignment: Type up your voting model, bring for next week.
Paperwork: Send home a description of the program, timeline (emphasize parents meeting), our contact
information for Saturday mornings, call for volunteers
Meeting 2: Population Models
Waiting Time- brain teaser (15 mins)
Sign up for their computer accounts (10 mins)
Split the groups: Need spreadsheet refresher group & the good with spreadsheets group
1 group gets the basics
Other group does the plant growth kinematics spreadsheet
Heifer Intl. Population Model (30 mins)
Deer Population Model
Problem Solving Session
Meeting 3: Spreadsheets and Volume
Computer Basics: Using a spreadsheet and Open Office quirks
Continue Developing the Model- either population or volume in a room.
Assignment: 1 member of group write up further developed model.
Meeting 4: Evaluation and Validation
Individual Plant Growth Model: Develop a model for plant growth
36

What is a plant? Just the seed or the whole plant?
Steps to Evaluate and Validate
SIR Model Lecturette
Group SIR Model Evaluation and Validation
Assignment: Group Paper of SIR model
TA Meeting: Discussed the topics that we still need to cover, gave them the chance to get out of the
program.
Meeting 5: Optimization
Worked on Graph Theory: http://www.utm.edu/departments/math/graph
Reminder: Long Meeting
Problem Solving Session
Meeting 6: Practice Competition (longer meeting)
Competition Practice (3 hours):
Provide Problem Statement

They create team strategy
1 hour check in: Review model (assumptions, is it the simplest?) and team strategy
3 hour check in: Review Teach Report status
final: Evaluate team performance and strategy
Parents Meeting (1/2 hour, during last 1/2 hour of practice):

Competition Timeline (schedule for Sat and Sun).
Volunteers: Food, drivers
paperwork
Student Presentation (1/2 hour): Students present their competition results to their parents
Meeting 7:
Return reviewed competition reports
Discuss results
Discuss Team Strategies
Do Team Building Exercises
Review previous lessons
Resource Scavenger Hunt: practice saving files, sending files, building web links, mme library, using
OOwriter, printing, and looking at the HiMCM instructions.
Meeting 8: HiMCM
Meeting 9: Evaluation/HiMCM Wrap-up Party
Discuss their results- handout the certificates and t-shirts
Discuss other Explore Math Programs (ARML & Math Circle), plans for the next year, and possible
summer math programs.
Have a Party!
Arrange for students who didnt come to get their stuff.
5.4. MME 2005-2006 SCHEDULE
5.4.2
37
Schedule for Undergrad TA Meetings
Basic Plan: Have a weekly theme to discuss, focusing on teaching them how to teach and work with the high school
students. Its important that the TAs dont do the work for the high school students, instead they should help guide
the students to find their own solutions. These weekly meetings should focus on this but also should provide time to
discuss their weekly computer assignments (so that they can also learn how to use the programs).
Pre-Meeting Preparation: Each TA should spend the summer preparing a demonstration model.
Meeting 1 (on first day of classes): Introduction to MME
Introductions (5 mins)
Present individual demonstration models (quick- 20 mins)
Overview Details: What is this contest(s), Payment, Program Time-lines, Website (10 mins)
Model Problems (10 mins)
How to work with high school students- being constructive (5 mins)
Computer Assignment: Spreadsheets (spreadsheet growthexample.xls)
Meeting 2: Canceled, students were asked to work on their spreadsheet assignment, emailing the results to the
instructors by Friday evening.
Meeting 3: ??
Discussed spreadsheet assignment
Meeting 4: Volume Model
Reviewed Saturdays Lesson of Spreadsheets and Volume.
Continue to develop volume models
Discuss Evaluation and Validation of volume models
Assignment: Read the HiMCM past problems, what topics do we still need to cover?
Assignment: Write a problem for the long competition based on the general format of the previous HiMCM
problems.
Meeting 5:
Decide problem to bring to long competition
SIR model discussion, plotting and studying equations without solving them.
Discuss leaving team and finding replacements
Assignment:
Meeting 6: Finalize Practice Competition
Look at both of the chosen problems and make them more high school friendly.
Meeting 7: Review the Practice Competition Reports
Discuss changes that need to be made.
Discuss team selections
Discuss the mathmodels.org problem
Meeting 8: HiMCM Preparation This is the last meeting prior to the HiMCM
Set schedule for TAs during the competition
38

Finalize team selections
Work on mathmodels.org problem: Have each group present their approach and take parts to start the
solution.
December Meetings:
Completing the mathmodels.org problem (The undergrad practice problem) took the place of meetings for the
rest of Fall quarter. The undergraduates had a really hard time finishing this problem and they just kept
dragging out this process. We tried to help them separate the tasks and set deadlines but they didnt turn
anything in.
January Meetings:
Note: The following meetings took place in January, prior to the HiMCM. Initially they were
not going to be required but after students were having problems bringing together their teams
we changed them to be required to decrease team frustration about inability to meet each other
and develop team strategy.
The format of these meetings were:
1. As long as teams are motivated to keep working on problems, we will assign them every 1-2 weeks, and
then arrange meetings to provide feedback about their work.
2. For the other topics, we make group appointments with everyone who is interested. For example, if 3
people want to work on Matlab, well find a time to do that for a couple hours together in the lab.
Meeting 9: Introduction to Library Resources Presented by UCD Librarians Ruth Gustafson (ragustafson@ucdavis.edu)
and Bob Heyer-Gray (rheyer@ucdavis.edu). The librarian walked through the lib.ucdavis.edu website and gave
example searches to help students understand the library website.
Information provided to the speakers: information about our computer lab (PC on Linux based system running mozilla with projector available), COMAP website, highlighting the previous competition
problems, sample topics to help them put together their presentation.
This session was in the MSB Undergraduate computer lab, we reserved a projector so that the presenters
could work with the students.
This session was open to all graduate students, invitation including a request that they not interfere with
the high school students.
Meeting 10: Matlab and Team planning
An online MATLAB tutorial was available for those who are interested to work through it and ask the
instructors questions.
The teams will meet to make plans for:
finishing their component of the room capacity problem
agreeing on strategy for the competition.
Those who were not interested in the MATLAB tutorial can use the rest of the hour to make progress on
these two issues.
Meeting 11: MCM Preparation & Typesetting
LaTeX Tutorial: Teams completed an online LaTeX tutorial.
Discuss possible competition conflicts (projects, assignments, midterms) and possible teamwork solutions
to these conflicts.
Work on the room capacity problem, and/or ask any other questions that have come up (questions about
MATLAB? about how to do the writeup?)
MCM
Evaluation & Dinner
Discuss their MCM process
Discuss plans for the next year
5.5. MME SATURDAY LESSON
5.5
MME Saturday Lesson
Schedule: Saturday October 8, 2005

Todays Theme: Modeling in Nature
10:00 am
Opening Activities: Population Brain Teaser, Introductions (15 mins)
10:15am
Computer Time (25 mins): Start by getting everyones computer accounts set up.
Then do the spreadsheet activity rootgrowth.xls. Split the groups into spreadsheet
knowledge- those that need a refresher and those that dont. Goal: Prepare students
to be able to use spreadsheet computations in the competition.
Those that need a refresher- go over the basics. Step them through the spreadsheet root growth example using the undergraduate assistant.
Those that have enough experience and dont need a refresher let them try
it for themselves.
Notes about this for the future: None of the students had enough spreadsheet knowledge, even if they
thought they did. Keep them together as a big group and plan to spend more time on this because
this will be a useful resource that they can use during the actual competition.
10:40am
11:05 am
11:15 am
Rabbit growth (25 mins) - see attached lesson

Bring the groups back together and recap. Have snack (10 mins)
Deer Population modeling. - work in HiMCM teams. (40 mins)
Play Oh Deer (10 mins)
Students analyze the results of the game. (25 mins)
Students should use spreadsheet to graph the data collected while playing
Oh Deer.
They should review their data and the information provided about deer
populations. If they were a wildlife manager what sort of deer management would they use?
Wrap up the activity (5 mins): What did they learn? They should use the
TA modeling results to write up their final reports.
Note: The Oh Deer game really helped drive the point home about environmental control of population growth. This was made apparent in the writeups where the students often referenced it. They
also referenced the model throughout the quarter so it must have really made a mental impact.
11:55 am
Wrap up the day (5 mins)

1. We find modeling in nature, where else can we find it?
2. Review/Suggestions from the last report.
39
40
Carrying Capacity Brain Teasers

Q: A pair of mallard ducks begins breeding at one year of age. They average eight offspring each year. If they
original pair lives ten years (quite possible) and all the offspring survive, how many ducks will there be at the
end of ten years?
A: 1,953,125
Q: In the above example, if there is no increase in the population (zero population growth), how many ducks will
there be at the end of ten years?]
A: 2
Q: If there is a 100% increase in the population, how many ducks will there be?
A: 4
Q: What happened to all the other offspring?
A: Group discussion/ introduction to the topic
Other Data
? Field mice produce an average of 17 litters of young a year with 6 young per litter.
? Snowshoe hares and jackrabbits have the potential to produce 13 million offspring per couple every 3 years.
? It took thousands of years for the human population to reach 1 billion. The second billion was reached in 75 years.
In 1960, after only 35 years there was 3 billion of us. By 1976, there were 4 billion. By the year 2000, it is
estimated that the population will exceed 6 billion.
Did this in fact occur? What is the estimate for 2050?
5.5.1
Plant Growth Spreadsheet Lesson
Problem Set on Growth Kinematics- Learning to Use
The data on the following page are taken from a biology lab, representing the movement of a
plant root tip growing away from the surface. The distance from the root tip, x , and the rate of
displacement from the soil surface, u (x ), are shown. We are going to use this data to do a
thought excercise to understand that there is different ways to think about root growth: (1)
Watching from the soil surface as the plant root tip grows away from you. -or- (2) Watching from
e root tip backwards as the tip moves away from the surface. If you are actually sitting on the
ip then you can think of the soil surface moving away from you at some constant rate
equal to the growth rate of the root.
The best way to think about this growth process is to think about putting a mark on the side of a
plant root at 2mm and watching how the mark moves away from the root tip as the root grows.
You expect that the mark and the root tip will move away from the soil surface but you will find
that the mark will change the rate as it moves through the plant growth zone ( which is only 10
mm long). When the mark is out of the growth zone then it will stop moving/growing and the tip
will continue to grow away from the surface. Look at the marking experiment on the right to
Variables:
x: distance from the root tip where x = 0 is at the root tip
(mm), 0.2 mm increments between x=0 and x=12.4 mm
u(x) : rate of displacement from the soil surface (mm h-1)
v(x) : rate of displacement from the root tip (mm h-1)
REG: Relative Elemental Growth Rate (h-1)
t: time in hours
m: location of mark on plant through time that was
originally at x0 = 2.0mm. (mm)
v(m) : rate of displacement from the root tip of the mark that
was originally at xo= 2.0mm (mm h-1)
n: location of mark on plant through time that was
originally at x0 = 3.0mm. (mm)
v(n) : rate of displacement from the root tip of the mark that
was originally at xo= 3.0mm (mm h-1)
s: length of segement that was originally 1 mm, between x0=
3.0 and x0=2.0 mm (mm)
Assignment Goals:
* Learn how to use spreadsheet formulas that reference
cells in the spreadsheet
* Learn how to plot and manipulate those plots.
* Show your understanding of spreadsheets.
* Do a basic plant physiology model of plant root growth.
41
42
Problem Set on Growth Kinematics- Learning to Use Spreadsheets

a) Convert u(x), the displacement rate from soil surface, to v(x), the displacement rate from
root tip.
i ) Calculate values of v(x) into column C in worksheet 'Initial Data' using the equation: v(x) = u(x) - u (tip),
where the tip is located at x = 0.
ii ) Create a new worksheet called 'plots'. All plots made for this assignment will be kept in 'plots'
iii ) Plot v(x) against x and put the plot in your "plots" worksheet (note: you do not need to copy your data
into this worksheet, instead when you reference your data and the plot function can put the plot in a
different worksheet). Make sure to label the plot "Velocity of Displacement from root tip" and label the xaxis "Distance from the tip (mm)" with the y-axis labeled "Velocity of displacement from the root tip
(mm/hr)".
b) Estimate relative elemental growth rate (REG):
i ) Use a two-point backward difference formula to estimate REG rates in Column D, v / x
ie:
v / x = (v3 - v1) / (x3-x1).
Note: this formula won't work for x=0, at x = 0 assume REG = 0 or use a two-point forward difference
formula.
ii ) Plot the relative elemental growth rates against the distances from root tip.
c) Growth Trajectories: Use your data in column C to find the position of a mark (m) on the
plant root as a function of time (t)
I ) In column F, count from 0 to 10 hours, in 0.25 hr increments.
ii ) In column G, multiply the velocity for the point two mm from the tip, v(x=2.0), by a time increment of 0.25
h. Add the resulting distance increment to the former mark position (m0 =2.0 mm) to find the new mark
location. mnew = 2.0 + v(m=2.0) * (.25)
iii ) The new mark location (mnew) will be between two x values (xold<mnew<xnew). If the new mark
location (mnew) is more than half-way to another tabulate location (xnew), update the mark velocity, v(m),
to the value corresponding to the new position, v(m)= v(xnew). Otherwise the old velocity value stays the
same, v(m) = vold.
iv ) Continue this process in column G, multiplying by the displacement velocity, v(m_old), by a time
increment of 0.25 h. Add the resulting distance increment to the former mark position (m_old) to find the
new mark location: mnew = mold + vm(mold) * (.25).
example: if mold = 2.22 then mnew = 2.22 + vm(2.2)*.25
and if mold = 2.32 then mnew = 2.32 + vm(2.4)*.25
Note: Multiplying by 0.25 at time t is not the same as multiplying by the time,t. Make sure that you are using
the right quantity.
v ) Continue this process until you know the m value after ten hours of growth!
vi ) Plot position, m, vs time for the mark found initially at x = 2.0 mm. This is the growth trajectory of the 2.0
mm mark.
vii ) We want to create a growth trajectory for x = 3.0 mm. Choose one of the following ways to do this
and put the results in Column H:
A ) Look at your data in column G. Copy the data starting at x = 3.0 mm into column G.
B) Repeat the process described above that was used to get the trajectory for x=2.0mm
viii) Calculate the segment length (s) by taking the difference in position of marks found initially at x = 3 mm
and x = 2 mm: s = n-m
ix ) Plot the segment length vs. time. This plot should be a bar graph.
x,
distance
from tip
(mm)
u, velocity of v, velocity of REG rate

displacement displacement (h-1)
from
soil from root tip
surface
(mm h-1)
(mm h-1)
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
2
2.2
2.4
2.6
2.8
3
3.2
3.4
3.6
3.8
4
4.2
4.4
4.6
4.8
5
5.2
5.4
5.6
5.8
6
6.2
6.4
6.6
6.8
7
7.2
7.4
7.6
7.8
8
-3.14
-3.1
-3.05
-3.02
-3.01
-2.99
-2.97
-2.94
-2.91
-2.87
-2.82
-2.76
-2.7
-2.64
-2.57
-2.5
-2.42
-2.34
-2.27
-2.2
-2.14
-2.06
-1.99
-1.91
-1.83
-1.75
-1.67
-1.59
-1.5
-1.42
-1.33
-1.26
-1.19
-1.12
-1.05
-0.97
-0.9
-0.82
-0.75
-0.67
-0.62
43
t,
Time
(h)
0
0.25
m, location of
mark on plant
through time
that
was
originally at x0
=
2.0mm.
(mm)
2
2
n, location of x0
= 3.0mm point
through time.
(mm)
44
5.5.2
Heifer International: A Gift of Rabbits
Overview: The students will be provided information about Heifer International and asked to create a model of
rabbit population growth.
Lesson Objectives
Receive a basic introduction to the idea of exponential growth.
Learn how to state assumptions based on received data
Learn how to present your results
Show that even international thought can be made into a mathematical concept.
Basic Process
Students should use provided information from the worksheet to create a rabbit population model. The following
steps are the basic process they should achieve.
1. Rate of Population Growth We see from their advertising that rabbits can have up to 40 offspring a year.
2. Time Length How long will it take you to graduate from college? If we refer to UC Davis Facts and Figures
Page we find that most undergraduates graduate in a little over 4 years.
3. Total Growth of Population With 40 offspring/ year x 4 years = 160 offspring from 1 graduation gift.
4. Graphing: Adding a visual always can make the point more clear. They should graph the growth from year
to year. This can be done by hand.
5. Assumptions
What assumptions did we make when we made this model?
Growth Rate of Rabbits- look at the bounds, what about survival rates?
College Graduation- What if you dont go to UCD? What if you dont go to college right away? How does
this change the bounds of the problem?
6. For teams that get done quickly, they can answering Another Problem
Now that weve looked at our initial question of the number of offspring produced we can now look at the
question of Passing on the Gift. From the Heifer webpage that they participate in the Passing on the Gift
program, where Heifer project recipient share the offspring of their animals. How many recipients in the village
will benefit from this program?
45
Creating a Heifer International Population Model

Modeling Rabbits- Problem Statement
How would we model the growth of the rabbit population from a single gift from Heifer International? Lets think
about how a high school graduation gift of rabbits will grow by the time you graduate from college. State any
assumptions that you make and provide a visual.
Heres how Heifer International works:
A typical Heifer project consists of three essential components:
Livestock and other material goods
Training and extension work
Organizational development, which includes planning, management, record keeping, passing on the gift, reporting and evaluation.
First, Heifer helps a community group analyze their situation. They ask: What do we need? What are our resources?
What would we like to see happen in five years? Then, they plan specific activities to achieve their goals. At this
point, the Heifer living loan becomes reality. Farmers prepare for their animals by participating in training sessions,
building sheds, and sometimes planting trees and grasses. Then the livestock arrives -bringing with it the benefits of
milk, wool, draft power, eggs and offspring to pass on to another farmer. Finally, the group evaluates its progress, and
the cycle repeats as the group moves to more and more ambitious goals, each time visioning, deciding, implementing
and reflecting.
Every family and community that receives assistance promises to repay their living loan by donating one or more of
their animals offspring to another family in need. This practice of Passing on the Gift ensures project sustainability,
develops community and enhances self-esteem by allowing project partners to become donors.
Rabbits Get Results -from Heifer International (http://www.heifer.org)
A gift of rabbits to a family with little land and few resources yields remarkable results. From Chicago to Haiti to
North Korea, families with Heifer rabbits are raising them on the back porch -or even in the kitchen.
So long as they are warm and dry, rabbits thrive, and they love to eat leftover vegetables. In turn, families get
nitrogen-rich manure to use on gardens or to sell as fertilizer. And since rabbits have up to 40 offspring a year, they
provide families with steady sources of protein and income.
If youre tired of spending a lot for gifts that dont mean much to the recipient, think about a gift of Heifer rabbits
that multiply many times over. Youll be making a statement that will capture the imagination of your friends and
family.
...You can get involved in Heifer International several ways. One is to buy a gift of animals to be sent to another
family. These gifts come in several forms including rabbits, camels, water buffalos, alpacas, llamas, silkworms and
chickens, to name a few.
Student Success
UC Davis undergraduates persist at rates among the highest for all UC students. Among freshmen entering
from 1995 to 1999, 91% returned fall quarter of their second year and 85% returned for their third year.
UC Davis students also graduate at a very high rate. Among freshmen entering from 1988 to 1997, 79%
completed a degree at UC Davis.
Most freshmen who complete a bachelors degree do so in just over four years; the average time required to
complete a degree for freshmen entering UC Davis between 1993 and 1997 was 13 quarters. 43% of students
who graduated did so within 4 years, 88% within 5 years and 97% within 6 years.
- from UCD Facts and Figures (http://admissions.ucdavis.edu/facts figures.cfm)
46
5.5.3
Deer Population Modeling
Overview: The students will be provided information about deer population dynamics and controls and will then
be asked to create a model of deer population growth.
Lesson Objectives
Receive a basic introduction to the idea of population growth and the factors that will affect it.
Provide another example of how modeling is in our everyday lives.
Learn how to use spreadsheets
Review technical writing
Basic Process
Students play Oh Deer. While playing they will keep track of the population growth/ decline on the board.
If there are any special considerations for that year (a drought or forrest fire) make a note. After the game is
ended, provide each group of students with a copy of the results.
Student groups will now analyze the results of the game. They need to come up with a management plan based
on the Kiabab Grand Canyon National Game Preserve:
Kaibub Deer Population Model

When President Theodore Roosevelt created the Grand Canyon National Game Preserve on November 28, 1906 he set aside the finest deer herd in America. In doing so, he unintentionally wrote the
first chapter of a harsh lesson whose impact is felt to this day in every deer management plan on the
continent.
The million-acre game preserve included and roughly outlined the Kaibab North Plateau just north
of the Colorado River in Northwestern Arizona. This enormous mesa was home to some 3,000 Rocky
Mountain mule deer, splendid animals, outstanding in their large size and massive antlers. The deer
had evolved in almost genetic isolation; their range, devoid of flowing streams, was buffered by deep
canyons and open desert. The plateau had been the traditional hunting grounds of the Navajos
and Paiutes, who in earlier days had gathered there each autumn to collect their winter supplies of
deerhides. In those days the Kaibub was a botanists paradise. Groves of pine, fir, and aspen bordered
broad grassy meadows that sparkled in the warmer months with patches of wildflowers.
-From The Terrible Lesson of the Kiabub by James B. Trefethen.
Problem Statement:
You are the ranger responsible for managing the Grand Canyon National Game Preserve Rocky Mountain mule
deer population. Use your experience from Oh Deer to create a range management plan that is supported by
a mathematical model.
Resources Available:
Computer- 2 students from your team may use the computer for 15 minutes to prepare for your presentation.
47
TITLE: OH DEER!
AUTHOR: Patty Dalton, 5th Grade Teacher, Reno, Nevada
OVERVIEW: This lesson in environmental education is necessary to show children the interdependence of animal
life with their environment.
PURPOSE: With our planet in the serious condition it exists today, children need to see the plan of nature so that
they can understand the need to preserve and protect our resources.
OBJECTIVES: Students will be able to:
1. identify and describe food, water and shelter as three essential components of habitat.
2. describe the importance of good habitat for animals.
3. define limiting factors and give examples.
4. recognize that some fluctuations in wildlife populations are natural as ecological systems undergo a constant
change.
RESOURCES/MATERIALS: Project Wild, Western Regional Environmental Education Council
ACTIVITIES AND PROCEDURES:
Describe the fundamental necessities of animals: food, water and shelter.
Have students count off in fours, with all those sharing the same number gathering in certain corners of the
classroom. (This game is best played outdoors but may be adapted to inside play.)
Have all the ones go to the center of a circle created by all the rest of the students. The ones will become
the deer. The other students will become the components of habitat: food, water and shelter.
When a deer is looking for food, it should clamp its hands over its stomach. When its looking for water, it
puts its hands over its mouth. When it is looking for shelter, it holds its hands together over its head. A deer
can choose to look for any of these needs during each round, but it cannot change what it is looking for in that
round. It can change in the next round if it survives.
The students who are the components of habitat may choose which they will be at the beginning of each round.
They will depict that component in the same manner as the deer.
The game starts with all players lined up on their respective lines and with their backs to the students at the
other side. The teacher asks all students to pick their sign. When they are ready, count: One...two...three.
At the count of three, the students turn and face each other showing their signs.
The deer run to the habitat component they are looking for and take that component back to the deer side
of the line. (This represents the deers successfully meeting its needs and reproducing as a result.) Any deer
that fails to find the component it was seeking dies and becomes part of the habitat, joining the students in
the habitat circle.
The students keeps track of the number of deer at the beginning and ending of each round. Continue play for
fifteen rounds.
At the end of fifteen rounds discuss the activity; encouraging the students to talk about what they experienced
and saw. The herd grows in the beginning, than some must die as the habitat is depleted. This fluctuation is
a natural process unless factors which limit population become excessive.
At this point start including the limiting factors (drought, fires, deforestation, uncontrolled hunting). For
example, if there is a drought no student on the habitat side can choose water as their symbol.
Have the students summarize what they have learned from the activity.
48
Kaibub Deer Population Model - Student Assignment

When President Theodore Roosevelt created the Grand Canyon National Game Preserve on November 28,
1906 he set aside the finest deer herd in America. In doing so, he unintentionally wrote the first chapter
of a harsh lesson whose impact is felt to this day in every deer management plan on the continent.
The million-acre game preserve included and roughly outlined the Kaibab North Plateau just north of the
Colorado River in Northwestern Arizona. This enormous mesa was home to some 3,000 Rocky Mountain
mule deer, splendid animals, outstanding in their large size and massive antlers. The deer had evolved in
almost genetic isolation; their range, devoid of flowing streams, was buffered by deep canyons and open
desert. The plateau had been the traditional hunting grounds of the Navajos and Paiutes, who in earlier
days had gathered there each autumn to collect their winter supplies of deerhides. In those days the
Kaibub was a botanists paradise. Groves of pine, fir, and aspen bordered broad grassy meadows that
sparkled in the warmer months with patches of wildflowers.
-From The Terrible Lesson of the Kiabub by James B. Trefethen.
Problem Statement:
You are the ranger responsible for managing the Grand Canyon National Game Preserve Rocky Mountain
mule deer population. Use your experience from Oh Deer to create a range management plan that is
supported by a mathematical model.
Resources Available:
Computer- 2 students from your team may use the computer for 15 minutes to prepare for your presentation.
Notes to Instructor:
Things the students need to consider when creating their model:
Predators
Open Range Grazing (sheep/ cattle)
Hunting
Carrying Capacity
Reminders for the students:

Create a visual to explain your model results
What assumptions are you making in your model?
Chapter 6
Mathematical Outreach
6.1
STEM Outreach Organizational Experience
MSRI National Math Circle Coordinator

June 2007- Current
Mathematical Sciences Research Institute (MSRI), Berkeley, CA.
Creating the National Math Circle (NMC) organization and website, providing a support network for
mathematical enrichment program directors nationwide. Project involves integrating the directors from
across the country to create consensus on governing structure, mission statement and long-term goals. In
addition, creation of funding proposals are currently being finalized.
Oakland/ East Bay Math Circle Director
June 2007- Current
Sponsored by Mathematical Sciences Research Institute (MSRI) at Laney College, Oakland, CA.
Created the Oakland/ East Bay Math Circle program, a weekly after-school program for middle and
high school teachers and students centered on mathematical exploration and discovery. Duties include
program administration, student and teacher recruitment and inviting math professionals to give weekly
presentations. See Section 6.2 for more information.
Explore Math Program Coordinator

Nov 2005- Sept 2007
Explore Math, Department of Mathematics, UC Davis.
Co-founded, obtained funding ($200,000 over five years) and coordinated the Explore Math program,
a graduate student taught community enrichment program spanning the academic year and providing
mathematical experience for high school and undergraduate students. In this role I guided a group of
strong-willed leaders, ensured successful program and funding development, monitored financial management and most importantly created a solid program foundation for the program with documentation,
ensuring longevity and sustainability of the program. The program has received national praise and a
departmental citation. See Section 6.3 for more program information.
49
50
CHAPTER 6. MATHEMATICAL OUTREACH
6.2
Oakland/East Bay Math Circle (OEBMC)
The Oakland/East Bay Math Circle offers middle school students and teachers in the Oakland and East
Bay area the opportunity to learn advanced mathematics in a free, after-school enrichment program. This
is an extraordinary activity for students who enjoy mathematics and want to learn more.
6.2. OAKLAND/EAST BAY MATH CIRCLE (OEBMC)
6.2.1
51
OEBMC Fall 2007 Calendar
As you can see, we have had a wide assortment of topics, instructors and mathematical applications. The
students have enjoyed the sessions, most especially the origami frisbee star and deer population model.
Home
SCHEDULE
Our
Mission
The
Program
DETAILED CALENDAR
Student &
Guardian Info.
Teacher
Information
LOCATION
LINKS
Registration
FAQ
IMAGE GALLERY
Contact Us
INSTRUCTOR BIO
Math Circle Calendar

For an overview of the OEB Math Circle Schedule Click Here!
Note: Teachers' Circle sessions (only for teachers) are scheduled the 2nd Monday of every month from 4-7 PM.
To visit a specific Month, Click: September, October, November, December, January, February, March, April, May.
Date
Topic
Instructor
Yvonne Lai
Criss Cross Handout, from

Sam Vandervelde(.pdf)
Tatiana Shubin
Math Games (.doc), (.pdf)

Splite a Pile (.doc), (.pdf)
Open House
For all students, parents, teachers
Waiver and Release

Agreement for Minors.pdf
Student: Probability
Peter Tingley
Questions from lecture (.pdf)
Charles Chrissman
Lecture Notes(.pdf)
Sep 10
Student: Criss Cross
Sep 10
Teachers: Teachers'
Circle: Math Games
Sep 10
Sep 17
Sep 17
Sep 24
Lecture Notes
References
and Additional
Problems
Teacher: Winning Game

Strategies
Student: Probability
Peter Tingley
Questions from lecture (.pdf)
Sep 24
Teacher:Winning Game
Strategies
Charles Crissman
Lecture Notes(.pdf)
Oct 1
Student: Mathematics of
Origami
Emily Peters
Building an Origami Cube
Oct 1
Teacher: Teachers'
Meeting
Brandy Wiegers, Tom Rike
Oct 8
Student: Mathematics of
Origami
Emily Peters
You Tube Video- Making a

Frisbee star, Building a Butterfly
Ball
Oct 8
Teacher: Teachers'
Circle: One Player Games
Joshua Zucker
One Player Games with

Invariants
Oct 15
Student: King Chickens
Charles Crissman
Oct 15
Teacher: Mobius Strips
Ezra Gouvea
Oct 22
Student:Definitions &
Algorithms
Yaim Cooper
Oct 22
Teacher:Geometric
Topology
Ezra Gouvea
Oct 29
Student: Population
Dynamics
Brandy Wiegers
Oct 29
Teacher: Definitions &

Algorithms
Yaim Cooper
Nov 5
Student & Teachers : Laws

of Chance.
Dr. Michael Orkin, Dean of Business,

Mathematics, and Sciences -and- Dr. David Ross,
Chair of Mathematics Department at Laney
College
Dec - Jan
Jan 14
Feb 4
Winter Activity Book(.pdf)
Winter Holiday
Special Session for
TEACHERS ONLY
Student:
Feb 4
Teacher:
Feb 11
Student:
Feb 11
Teacher:
Feb 25
Student:
Teachers' Circle
Teacher: Mass Point
Teacher:
Teachers' Circle
52
6.3
Explore Math
Explore Math is a year-long program in mathematics for high school and undergraduate students created
and taught by graduate students. There are three opportunities offered by Explore Math: Math Modeling
Experience, Math Circle and ARML. Each of these three opportunities strive to achieve the Explore Math
program goals of student mentorship, continued increase of interest in mathematics, and the development
of mathematical teaching expertise.
6.3.1
Explore Math Program Summary
UNIVERSITY OF CALIFORNIA, DAVIS EXPLORE MATH
Fall
Winter
MME
Math Modeling Experience
Members of the Math Modeling

Experience (MME) learn how to use
math and computers to answer real world
questions like: Can we design safer
buildings? Will an ecosystem recover
from pollution?
The program culminates with the national
Mathematical Contests in Modeling for
undergraduate and high school students.
UCD has consistently achieved high
rankings in this competition.
Topics that MME has taught include:
difference equations, differential
equations, graph theory, and
optimization.
MME has introduced students to:
Mathematical Models: epidemiology,
population dynamics, voting theory.
Research skills: programming,
teamwork, technical writing, library
research.
Winter & Spring

Math Circle
Davis Math Circle
Math Circle guides the mathematical

development of high school and
undergraduate students by exposing them
to topics that have the potential of
independent exploration.
Besides classes taught by graduate
students, Math Circle hosts guest
speakers from across the nation who
share cutting-edge mathematics with the
students in an accessible and dynamic
way.
Classes that Math Circle has offered
include: tilings and number theory, game
theory, cryptography and geometry.
Math Circle has introduced students to:
Potential projects: RSA encryption,
geodesics of the game Set, knot
invariants.
Research Skills: creating conjectures,
proofs, articulating concepts, and
distinguishing between intuition and
proof.
ARML
Northern California American Regions
Math League
The Northern California ARML program
prepares students to participate in the
American Regions Math League
(ARML) competition.
The regional ARML competition consists
of several events, including a team round,
a power question (in which a team solves
proof-oriented questions), an individual
round, two relay rounds, and a super
relay.
ARML has taught problem solving skills
in: number theory, algebra, geometry,
and combinatorics.
ARML has introduced students to:
Standard problem solving tools:
inclusion-exclusion principle, power of a
point, trigonometric identities.
Research Skills: elementary methods
of problem solving, teamwork.
6.3. EXPLORE MATH
6.3.2
53
Explore Math Undergraduate Program Summary
Participate in one of the UC Davis Department of

Mathematics many programs for high school students.
http://explore.math.ucdavis.edu/
We are looking for undergraduates who:
want to practice skills in teaching, mentoring, leadership, and communication.
want to learn more about how math and science address real-world problems.
Fall: Math Modeling Experience (MME)

A hands-on introduction to dynamic research topics, teaching and mentoring of high school students
during Saturday workshops, as well as competition in applied mathematics. It is the perfect trio and no
experience in mathematical modeling is necessary!
MME Undergraduate Assistants:
Must have taken -or- be taking MAT 22A,B.
Enroll in MAT 192, a 3-unit course.
Mentor high school students in an interactive workshop.
Join a math modeling team for a fun competition!
For more information on getting involved with the MME course, please contact the Director,
mme@math.ucdavis.edu or visit http://explore.math.ucdavis.edu/mme
Winter: Math Circle

A unique immersion in designing and teaching advanced math classes to motivated high school
students. Math Circle 2008 explores firefly blink oscillations,
projective geometry, knot theory, and math through games.
Math Circle Undergraduate Assistants:
Discuss mathematical gems and pedagogy with graduate students.
Help guide high school students to mathematical discovery.
For more information on getting involved with the Math Circle course, please contact the Director,
mathcircle@math.ucdavis.edu or visit http://explore.math.ucdavis.edu/mathcircle
Spring: ARML
Prepares the Northern California ARML high school team for the annual competition in Las Vegas. during
weekly Thursday practices that cover your favorite subject from Geometry, Number Theory, Probability
or Algebra.
ARML Undergraduate Assistants:
Must have taken -or- be taking MAT 22A.
Develop teaching and interpersonal skills while
presenting solutions of problems you find interesting.
Learn more about powerful problem solving techniques at the weekly Wednesday seminar.
For more information on getting involved with the ARML course, please contact the Director,
arml@math.ucdavis.edu or visit http://explore.math.ucdavis.edu/arml
Explore Math Programs sponsored by the UC Davis Department of Mathematics and National Science Foundation VIGRE grant #DMS-013545.
54
6.3.3
Explore Math Program Successes
U.C. Davis Explore Math Program Successes

Successful Involvement of a Diverse Set of Students
The success of the recruitment and retention efforts of Explore Math can be seen in the increases in the overall attendance and
diversity of students involved in the program. During this year, each of the sub-programs grew:
Math Modeling Experience: In Fall 2006, thirty students (50% female) from seven local high school studied mathematical
modeling and applications, this was a growth of 3 additional high school participants in the last year.
In Winter 2007 Math Circle succeeded in attracting more then forty high school students interested in mathematics from
a wide range of neighborhoods ranging from Dixon all the way to Elk Grove, ten more students then the previous years
program. Additionally the program saw improvements with more then 50% retention and representative diversity of students
(50% female and ethnic diversity) through the course of the entire program, an above-average achievement compared to
other Math Circle programs around the country.
In Spring 2006, the ARML program took two teams of students to the regional competition in Las Vegas. This was growth
over the one team that had been previously sent. In addition, the Winter extension of the ARML program allowed for
fifteen additional students to become involved in this years competition.
With the further development of the undergraduate component (15 students this year, growth from 6 last year) the program
has seen a wider variety of undergraduates involved. The interests of the students range form from neurobiology to
engineering majors, and from those on the graduate school track to those on the math secondary education track.
The seven directors of the Explore Math program represent a diverse cross-section of the U.C. Davis graduate program,
with five underrepresented students and two foreign students.
Individual Subprogram Successes
MME Competition Successes: HiMCM 2004 National Outstanding, HiMCM 2005 Regional Outstanding, MCM 2006 Outstanding, HiMCM 2006 Regional Top Scorer.
ARML 2006 placed 2nd in Western ARML Division B and ranked in the top 20 of Division B nationwide.
Explore Math directors received 2006 U.C. Davis Kaplan Teamwork Award for efforts in creating the program.
Explore Math Professional Presentations
The graduate student directors of the Explore Math program are sharing the knowledge theyve gained in creating their program
with the mathematical community. The directors presented at two sessions during the 2007 JMM:
University of California, Daviss Explore Math Program: Graduate students bringing cutting-edge research into the classroom to share with undergraduate and high school students, one of the longest of the sixteen presentations during the
Math Circles and Similar Programs Session (Abstract #1023-97-1723).
Strategies for Inclusion in the U.C. Davis Math Modeling Experience for Undergraduates and High School Students.
during the MAA Session on Building Diversity in Advanced Mathematics: Models that Work (Abstract #1023-E1-1739).
The focus of these presentations was on both the creation of the program and talking about how to successfully recruit a diverse
group of students. At the sessions, the program was recognized by other program directors as being one-of-a-kind because of
the level of graduate student involvement and the successful vertical integration that has been created in the program structure.
Additional accolades were given for the diversity, goals and accomplishments of the program.
The success of the presentations has led to the group preparing an abstract for 2007 Math Fest. Also, as a result of MSRI
Director David Eisebud meeting graduate student Brandy Wiegers, the current Explore Math program coordinator, at her JMM
presentation, Brandy is being hired her to spearhead the effort to create a national mathematics outreach organization.
Student Feedback
The following are comments from the high school students, shared on the program exit-surveys
Emily Peters lecture was interesting, and she made 4-D quite understandable an amazing feat!
You did a great job with presenting all of these new ideas on how math can be used for many other things than just solving
equations.
There is more to math than the trig, +/-/x/division, functions, derivative, and integral ... YAY!
One of the Math Circle parents was quoted as saying, Thank you for creating an amazing program for high school students.
Michael, who loves to sleep in on the weekends more than I can describe, was up every Saturday of Math Circle, eager to get
there on time. Michael was an ideal Explore Math student, eager and interested to learn more.
Chapter 7
Conclusion/ Preparing for the

Future
Academia is an environment open for continued improvement and educational opportunities. I learn
from every course that I teach, every conference that I attend and every student that I mentor. Beyond
extending my current teaching through practice, utilization of professional development opportunities
and personal evaluation I also will be extending my skill set, course experience and program offerings.
7.1
Course Development: Service Learning and Mathematics
With a background in service learning and community program development I have always had an interest in developing service learning mathematics courses. Beyond including smaller examples in my
coursework, including my Heifer International population dynamics lesson, I have been inspired to invision a larger service learning course by a presentation that I attended at last years JMM, Meals on
Wheels Meets College Algebra and the Traveling Salesman Problem, presented by Joanne Caniglia and
Krish Naranayan of Eastern Michigan University. These faculty members taught a college algebra course
that prepared students for a student project of designing a Meals on Wheels meal delivery route that
minimized the cost of delivery. This project provided valuable insight to students into the mathematical
applications of the problem while also providing a useful report that was used and implemented by the
local community service program. Using this program as inspiration I am exciting to develop an honors
or upper level mathematical service learning seminar.
7.2 Course and Program Development: Undergraduate Research

and Mathematical Outreach
CLIMB and Explore Math/ MME are a different type of mathematical research program that I would
like to develop at a new institution. Both programs allow for further integration of research into the
teaching process, providing important hands-on research experience for the students that participate. In
addition, MME is an undergrad program that allows integration of research, K-12 educators and industry
researchers, a connection that fits the current needs of California and opens the possibility of grant
support. I co-authored the successful grant that funds the Math Modeling Experience and I plan to use
my knowledge from this process to develop and fund similar programs in the future.
55

Teaching Portfolio

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Teaching Portfolio

Uploaded by

Copyright:

Available Formats

Teaching Portfolio

Integration of the three components of academia: research, education, and service . . . . . . . . . . . .

Tools for Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Teaching to Different Learning Styles

Real World Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Learning for Tomorrows Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Training and Other Professional Development

Teaching Work Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

On-Campus Professional Development Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Education Conferences and Workshops Attended . . . . . . . . . . . . . . . . . . . . . . . . . . 11

3 CLIMB: Collaborative Learning at the Interface of Mathematics and Biology

Using Individual Analysis to Strengthen Group Work . . . . . . . . . . . . . . . . . . . . . . . 16

Growth Through Failure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Using Technology: Online Course Management Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

CLIMB Smartsite Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Syllabus- Numerical Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Example: Midterm Solution

Solution 1: Use Definition of Natural Cubic Spline . . . . . . . . . . . . . . . . . . . . . . . . . 25

Method 2: Formulas in the Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Method 3: Linear System of Equations - Checking the Previous Work . . . . . . . . . . . . . . 29

5 MME: Math Modeling Experience

SMART Learning Objectives for MME

MME 2005-2006 Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Schedule for High School Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Schedule for Undergrad TA Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

MME Saturday Lesson

Plant Growth Spreadsheet Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Heifer International: A Gift of Rabbits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Deer Population Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

STEM Outreach Organizational Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Oakland/East Bay Math Circle (OEBMC)

OEBMC Fall 2007 Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Explore Math Program Summary

Explore Math Undergraduate Program Summary . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Explore Math Program Successes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

7 Conclusion/ Preparing for the Future

Course Development: Service Learning and Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Course and Program Development: Undergraduate Research and Mathematical Outreach . . . . . . . 57

Ensuring that students learn course material through SMART Course

CHAPTER 1. STATEMENT OF TEACHING

Integration of the three components of academia: research, education, and service

Tools for Success

1.4. LEARNING FOR TOMORROWS TEACHING

Real World Applications

Learning for Tomorrows Teaching

CHAPTER 1. STATEMENT OF TEACHING

Training and Other Professional

Teaching Work Experience

Assistant, UC Davis CLIMB

Girl Scout Adult and Older Girl Trainer

CHAPTER 2. TRAINING AND OTHER PROFESSIONAL DEVELOPMENT

UCD Graduate Studies Professors for the Future (PFTF)

May 29, 2007

Special Session on Math Circles and Similar Programs

2.2. PROFESSIONAL DEVELOPMENT

Education Conferences and Workshops Attended

California Girls Collaborative Mini-Grant Conference

May 30- June 1, 2007

Changing the Culture of the Academy: Toward a More Inclusive Practice

September 17-18, 2006

April 24, 2006

Colloquium on Civic Engagement and Graduate Education at Research I Universities in Northern

CHAPTER 2. TRAINING AND OTHER PROFESSIONAL DEVELOPMENT

CLIMB: Collaborative Learning at the