PHY3048 : Mathematical Biology
PHY3048 : Mathematical Biology
- Offered for Year: 2024/25
- Module Leader(s): Dr Graeme Sarson
- Owning School: Mathematics, Statistics and Physics
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
Semester 2 Credit Value: | 10 |
ECTS Credits: | 5.0 |
European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Code | Title |
---|---|
PHY2031 | Differential Equations, Transforms and Waves |
Pre Requisite Comment
N/A
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
Mathematical Biology is an important application of mathematics to biology. Students are introduced to the concepts and techniques involved in developing mathematical models of biological systems. Students will learn how to analyse the resulting models and interpret their results in the context of the biological questions being asked. In particular, topics considered include population dynamics, delay effects, and inter-species interactions. Students will consider questions of stability in detail, both analytically and computationally.
Outline Of Syllabus
Continuous population models and their study via differential equations and delay differential equations (DDEs), including linear stability analysis. Discrete population models and their study via difference equations and delay difference equations, including linear stability analysis. Stochastic birth and death models, and moment generating functions. Predator-prey interactions and other inter-species interactions, and ecological networks. Computational applications.
Learning Outcomes
Intended Knowledge Outcomes
Students will gain further insight into the application of mathematics methods (e.g. stability analysis) in studying real (biological) systems. They will improve their understanding of modelling strategies and limitations.
Intended Skill Outcomes
Students will improve their modelling skills as well as gaining more expertise in both analytical and computational calculations. They will be able to formulate, and solve, problems in population dynamics.
Students will develop skills across the cognitive domain (Bloom's taxonomy, 2001 revised edition): remember, understand, apply, analyse, evaluate and create.
Teaching Methods
Teaching Activities
Category | Activity | Number | Length | Student Hours | Comment |
---|---|---|---|---|---|
Guided Independent Study | Assessment preparation and completion | 15 | 1:00 | 15:00 | Completion of in course assessments |
Scheduled Learning And Teaching Activities | Lecture | 5 | 1:00 | 5:00 | Problem Classes |
Scheduled Learning And Teaching Activities | Lecture | 2 | 1:00 | 2:00 | Revision Lectures |
Scheduled Learning And Teaching Activities | Lecture | 20 | 1:00 | 20:00 | Formal Lectures |
Guided Independent Study | Independent study | 58 | 1:00 | 58:00 | Preparation time for lectures, background reading, coursework review |
Total | 100:00 |
Jointly Taught With
Code | Title |
---|---|
MAS3815 | Mathematical Biology |
MAS8815 | Mathematical Biology |
Teaching Rationale And Relationship
The teaching methods are appropriate to allow students to develop a wide range of skills, from understanding basic concepts and facts to higher-order thinking.
Lectures are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on marked work. Problem Classes are used to help develop the students’ abilities at applying the theory to solving problems.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
Description | Length | Semester | When Set | Percentage | Comment |
---|---|---|---|---|---|
Written Examination | 120 | 2 | A | 80 | N/A |
Exam Pairings
Module Code | Module Title | Semester | Comment |
---|---|---|---|
Mathematical Biology | 2 | N/A | |
Mathematical Biology | 2 | N/A |
Other Assessment
Description | Semester | When Set | Percentage | Comment |
---|---|---|---|---|
Prob solv exercises | 2 | M | 5 | Problem solving exercise assignment |
Prob solv exercises | 2 | M | 5 | Problem solving exercise assignment |
Prob solv exercises | 2 | M | 5 | Problem solving exercise assignment |
Prob solv exercises | 2 | M | 5 | Problem solving exercise assignment |
Assessment Rationale And Relationship
A substantial formal unseen examination is appropriate for the assessment of the material in this module. The format of the examination will enable students to reliably demonstrate their own knowledge, understanding and application of learning outcomes. The assurance of academic integrity forms a necessary part of programme accreditation.
Examination problems may require a synthesis of concepts and strategies from different sections, while they may have more than one ways for solution. The examination time allows the students to test different strategies, work out examples and gather evidence for deciding on an effective strategy, while carefully articulating their ideas and explicitly citing the theory they are using.
The coursework assignments allow the students to develop their problem solving techniques, to practise the methods learnt in the module, to assess their progress and to receive feedback; these assessments have a secondary formative purpose as well as their primary summative purpose.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- PHY3048's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- PHY3048's past Exam Papers
General Notes
N/A
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Disclaimer
The information contained within the Module Catalogue relates to the 2024 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.