Document Type

Article

Journal/Book Title/Conference

Bulletin of Mathematical Biology

Volume

74

Issue

9

Publication Date

7-6-2012

First Page

2232

Last Page

2264

DOI

10.1007/s11538-012-9741-1

Abstract

In this paper, we describe a project-based mathematical lab implemented in our Applied Mathematics in Biology course. The Leaky Bucket Lab allows students to parameterize and test Torricelli’s law and develop and compare their own alternative models to describe the dynamics of water draining from perforated containers. In the context of this lab students build facility in a variety of applied biomathematical tools and gain confidence in applying these tools in data-driven environments. We survey analytic approaches developed by students to illustrate the creativity this encourages as well as prepare other instructors to scaffold the student learning experience. Pedagogical results based on classroom videography support the notion that the Biology-Applied Math Instructional Model, the teaching framework encompass-ing the lab, is effective in encouraging and maintaining high-level cognition among students. Research-based pedagogical approaches that support the lab are discussed.

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Mathematics Commons

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