ACTIVITY: Article Reading using Think-Pair-Share and Mind Mapping Activities Course Context Course Title: AMAT 180:

Introduction to Biomathematics Level of learners: undergraduates (3rd 4th year students) Format: blended (40% classroom, 40% online, 20% research work) Brief course overview: Major topic areas: Selected Mathematical Models of Biological Systems (e.g., involving nonlinear ordinary differential equations (ODEs), difference equations and computer simulations). For the online course, the focus is model of cell differentiation using ODEs. Typical activities: discussions, problem-sets, analytic writing Skills addressed in the course: Mathematical modelling, Analysis of models Activity Overview Brief Description: 1. The students read an article and summarize the article using a mind map. Example of journal article: http://www.ma.utexas.edu/mp_arc/c/13/13-79.pdf. 2. The instructor assigns a partner to each student. Partners discuss the story depicted in their mind maps, and each gives suggestions how to improve partners mind map. 3. Each student shares his/her improved mind map to the whole class by posting the map in the class blog site. 4. Optional: If the student is able to evaluate/critique the article, he/she may add this to his/her output. Learning Objectives: Main objective is to understand how the author models the biological phenomena and how the author analyzed the model. Note: After the instructor discussed examples of mathematical models and methods on how to analyze the models, the students need to have hands-on experience. Reading journal articles (just reading, no application, analysis, synthesis and evaluation yet) will help students jump start (probably 3-5 articles in one semester). Application, analysis, synthesis (e.g., formulating own math model) and evaluation can be done in the succeeding class activities. The process of mathematical modeling is not simple, and we need to do this step-by-step. Product or results: Posted mind map (example: http://en.wikipedia.org/wiki/Mind_map).

Rationale: The activity is part of a series of activities that enhances students cognitive skills. This activity specifically targets comprehension. Training the logical/mathematical and visual intelligences (by using mind map) of the students are also targeted in this activity. Students will also have a grasp on how to apply math models in real life scenarios. Structure Type: Initially, students work individually; then collaboratively (pair) Time required and timing: Approximate number of hours of engagement to do activity from start to finish: journal reading (2 hours) + mind mapping (2 hours) + pair discussion (1 hour) = 5 hours. The class will be given 2 weeks before submission. Required resources: Journal article, internet for posting, Skype for partner discussion, Mind mapping software (PowerPoint is also okay; scanned manual drawing is also okay) Details Detailed Description: Questions need to be answered: 1. What is the statement of the problem? (Make this as the center node in your mind map). If you think there are multiple problems addressed in the article, choose one main problem and make this as the center node. Make minor problems as secondary nodes. The students decide what would be the secondary, tertiary, etc. nodes. The nodes should contain answers to the following questions: 2. What specific biological system/phenomena the research wants to deal with? 3. What prior studies does the research used to formulate the problem? 4. What is the significance of the research (mathematically and biologically)? 5. What is/are the mathematical model/s used? 6. What are the characteristics of the model? (e.g., nonlinear, ODE, PDE, continuous-time, discrete-time, difference equation, monte carlo simulation algorithm, etc.) 7. What are the assumptions used in the model? 8. What existing knowledge does the research used to build its assumptions?

9. What are the limitations of the model? 10. What are the meanings of the variables, parameters and terms in the math model? 11. What mathematical technique/s is/are used to analyze the model? 12. What are the mathematical/numerical results and theorems proved in the article? 13. What are the biological interpretations of the mathematical results/theorems? 14. What are the recommendations and possible extension of the research? Note: Answers should be drawn only from the article. Additional personal insights/comments/suggestions/evaluation/critique should be written in a separate write-up. We do this to have an objective summary of the article; we separate personal evaluation to have a clear understanding of the article. The student can add more questions not included above. Feedback and Assessment The instructor will check if the student posted the mind map in the class blog site. The grade is 100% (submitted) or nothing (failed to submit). Late submissions will incur -1% per day. Each student will receive feedback (1) during the peer discussion and (2) from the instructor after the submission. In the blog site, other students can also post comments; however, this is moderated by the instructor to avoid blind -leadingthe-blind problem. The instructor will send via e-mail his feedback. Feedback includes the good points done by the student, clarifications, and possible further improvement that can be done in the mind map.