Even though contemporary biology and mathematics are inextricably linked, high school biology and mathematics courses have traditionally been taught in isolation. But this is beginning to change. This volume presents papers related to the integration of biology and mathematics in high school classes. The first part of the book provides the rationale for integrating mathematics and biology in high school courses as well as opportunities for doing so. The second part explores the development and integration of curricular materials and includes responses from teachers. Papers in the third part of the book explore the interconnections between biology and mathematics in light of new technologies in biology. The last paper in the book discusses what works and what doesn't and presents positive responses from students to the integration of mathematics and biology in their classes.

Why are students today not learning biology, appreciating its importance in their lives, or pursuing it as a career? Experts believe dismal learning experiences in biology classes are causing the vast majority of students to miss information that could help them lead healthier lives and make more intelligent decisions as adults. How can we improve the teaching of biology throughout the school curriculum? Fulfilling the Promise offers a vision of what biology education in our schools could beâ€"along with practical, hard-hitting recommendations on how to make that vision a reality. Noting that many of their recommended changes will be controversial, the authors explore in detail the major questions that must be answered to bring biology education to an acceptable standard: how elementary, middle, and high-school biology education arrived at its present state; what impediments stand in the way of improving biology education; how to properly prepare biology teachers and encourage their continuing good performance; and what type of leadership is needed to improve biology education.

Essential for all biology and biomathematics courses, this textbook provides students with a fresh perspective of quantitative techniques in biology in a field where virtually any advance in the life sciences requires a sophisticated mathematical approach. An Invitation to Biomathematics, expertly written by a team of experienced educators, offers students a solid understanding of solving biological problems with mathematical applications. This text succeeds in enabling students to truly experience advancements made in biology through mathematical models by containing computer-based hands-on laboratory projects with emphasis on model development, model validation, and model refinement. The supplementary work, Laboratory Manual of Biomathematics is available separately ISBN 0123740223, or as a set ISBN: 0123740290) - Provides a complete guide for development of quantification skills crucial for applying mathematical methods to biological problems - Includes well-known examples from across disciplines in the life sciences including modern biomedical research - Explains how to use data sets or dynamical processes to build mathematical models - Offers extensive illustrative materials - Written in clear and easy-to-follow language without assuming a background in math or biology - A laboratory manual is available for hands-on, computer-assisted projects based on material covered in the text

Mathematical Models in Biology is an introductory book for readers interested in biological applications of mathematics and modeling in biology. A favorite in the mathematical biology community, it shows how relatively simple mathematics can be applied to a variety of models to draw interesting conclusions. Connections are made between diverse biological examples linked by common mathematical themes. A variety of discrete and continuous ordinary and partial differential equation models are explored. Although great advances have taken place in many of the topics covered, the simple lessons contained in this book are still important and informative. Audience: the book does not assume too much background knowledge--essentially some calculus and high-school algebra. It was originally written with third- and fourth-year undergraduate mathematical-biology majors in mind; however, it was picked up by beginning graduate students as well as researchers in math (and some in biology) who wanted to learn about this field.

Biology is where many of science's most exciting and relevant advances are taking place. Yet, many students leave school without having learned basic biology principles, and few are excited enough to continue in the sciences. Why is biology education failing? How can reform be accomplished? This book presents information and expert views from curriculum developers, teachers, and others, offering suggestions about major issues in biology education: what should we teach in biology and how should it be taught? How can we measure results? How should teachers be educated and certified? What obstacles are blocking reform?

From a mathematical point of view, physiologically structured population models are an underdeveloped branch of the theory of infinite dimensional dynamical systems. We have called attention to four aspects: (i) A choice has to be made about the kind of equations one extracts from the predominantly verbal arguments about the basic assumptions, and subsequently uses as a starting point for a rigorous mathematical analysis. Though differential equations are easy to formulate (different mechanisms don't interact in infinites imal time intervals and so end up as separate terms in the equations) they may be hard to interpret rigorously as infinitesimal generators. Integral equations constitute an attractive alternative. (ii) The ability of physiologically structured population models to increase our un derstanding of the relation between mechanisms at the i-level and phenomena at the p-level will depend strongly on the development of dynamical systems lab facilities which are applicable to this class of models. (iii) Physiologically structured population models are ideally suited for the for mulation of evolutionary questions. Apart from the special case of age (see Charlesworth 1980, Yodzis 1989, Caswell 1989, and the references given there) hardly any theory exists at the moment. This will, hopefully, change rapidly in the coming years. Again the development of appropriate software may turn out to be crucial.