Physical Sciences and Mathematics Commons^™

Non-Negative Steady State Solutions To An Elliptic Biological Model, Brian Ibanez, Joon Hyuk Kang, Jungho Lee

Faculty Publications

The non-existence and existence of positive solutions for the generalized predator-prey biological model for two species of animals Δu + ug(u,v) = 0 in Ω, Δv + vh(u,v) = 0 in Ω, u = v = 0 on ∂Ω, is investigated in this paper. The techniques used in this paper are from elliptic theory, the upper-lower solution method, the maximum principles and spectrum estimates. The arguments also rely on detailed properties of solutions to logistic equations. © 2009 Academic Publications.

A Construction Of Lagrangian Submanifolds In Complex Euclidean Spaces With Legendre Curves, Yun Myung Oh

Faculty Publications

In [1], B. Y. Chen provided a new method to construct Lagrangian surfaces in C2 by using Legendre curves in S3(1)C2. In this paper, we investigate the similar methods to construct some Lagrangian submanifolds in complex Euclidean spaces Cn (n≥b3).

Cyclic Shifts Of The Van Der Corput Set, Dmitriy Bilyk

Faculty Publications

In 1980, K. Roth showed that the expected value of the L2 discrepancy of the cyclic shifts of the N-point van der Corput set is bounded by a constant multiple of √logN, thus guaranteeing the existence of a shift with asymptotically minimal L2 discrepancy. In the present paper, we construct a specific example of such a shift.

Extending The Support Theorem To Infinite Dimensions, Jeremy J. Becnel

Faculty Publications

The Radon transform is one of the most useful and applicable tools in functional analysis. First constructed by John Radon in 1917 [9] it has now been adapted to several settings. One of the principle theorems involving the Radon transform is the Support Theorem. In this paper, we discuss how the Radon transform can be constructed in the white noise setting. We also develop a Support Theorem in this setting.

Quasi-Anosov Diffeomorphisms Of 3-Manifolds, Todd L. Fisher, Hertz M. Rodriguez

Faculty Publications

In 1969, Hirsch posed the following problem: given a diffeomorphism f:N → N and a compact invariant hyperbolic set Λ of f, describe the topology of Λ and the dynamics of f restricted to Λ. We solve the problem where Λ=M^3 is a closed 3-manifold: if M^3 is orientable, then it is a connected sum of tori and handles; otherwise it is a connected sum of tori and handles quotiented by involutions.

Health Literacy In The Mathematics Classroom: The Iowa Core Curriculum As An Opportunity To Deepen Students’ Understanding Of Mathematics, Elana Joram, Susan Dobie-Roberts, Nadene Davidson

Faculty Publications

By 2012, all high schools in Iowa will be required to incorporate the new Iowa Core Curriculum, followed by elementary and middle schools in 2014 (Iowa Department of Education, 2009). The Iowa Core Curriculum addresses the question: "How is Iowa's educational system preparing our youth for successful lives in the 21st-century global environment?" (Davidson, 2009). It consists of core content standards, and identifies essential concepts and skills for content areas. The Iowa Core Curriculum also includes the ―21st Century Skills‖ of ―health, financial, technology, and civic literacy, and employability skills. These skills are to be infused into existing subject matter …

Using A Mathematical Model Of Cadherin-Based Adhesion To Understand The Function Of The Actin Cytoskeleton, J. C. Dallon, Elijah Newren, Marc Hansen

Faculty Publications

The actin cytoskeleton plays a role in cell-cell adhesion but its specific function is not clear. Actin might anchor cadherins or drive membrane protrusions in order to facilitate cell-cell adhesion. Using a mathematical model of the forces involved in cadherin-based adhesion we investigate its possible functions. The immersed boundary method is used to model the cell membrane and cortex with cadherin binding forces added as linear springs. The simulations indicate that cells in suspension can develop normal cell-cell contacts without actin-based cadherin anchoring or membrane protrusions. The cadherins can be fixed in the membrane or free to move and the …

Meaningful Distributed Instruction— Developing Number Sense, Edward C. Rathmell

Faculty Publications

What Is Number Sense?

The primary goal for elementary and middle school mathematics is to help students learn to use numbers meaningfully, reasonably and flexibly in everyday life. This means that students must develop a deep understanding of

-- numbers and operations,
-- when operations can appropriately be used to solve problems, and
-- judging the reasonableness of their solutions to problems.

They also need to develop attitudes so they

-- believe they can make sense of mathematics, and
-- habitually try to make sense of mathematics.

In other words, students need to develop number sense.

Understandings Needed for Number …

The Iowa Core Curriculum And Me: How My Teaching Of Mathematics Methods Will Change, Catherine M. Miller

Faculty Publications

It is an exciting time to be a mathematics educator in Iowa! We are joining the other 49 states by having a set of state standards. In fact, Iowa is exceeding federal expectations by having a curriculum to inform the work of teachers and school administrators. Because of this, we enter an era of change in Iowa and, as we know, change is never easy. To succeed in implementing the Iowa Core Curriculum (ICC) in mathematics all teachers need to learn about it and have help in implementing its core ideas and content. This includes teachers who will begin their …

Conceptual Previews In Preparation For The Next Unit Of Instruction, Michele Carnahan, Bridgette Stevens

Faculty Publications

Understanding meanings of operations and how they relate to one another is an important mathematical goal for students in fourth grade (National Council of Teachers of Mathematics, 2000). Using pictures, diagrams, or concrete materials to model multiplication helps students learn about factors and how their products represent various contexts. The foundation of understanding how operations of multiplication and division relate to one another deepens the understanding of the composition of numbers. Discussing different types of problems that can be solved using multiplication and division is important, along with the ability to decompose numbers. When students can work among these relationships …

Skittles Chocolate Mix Color Distribution: A Chi-Square Experience, David R. Duncan, Bonnie H. Litwiller

Faculty Publications

In teaching statistical processes, it is important that there be application to realworld settings and activities. When this is done, students are more likely to see the meaning of the steps being developed.

One such activity involves using the Chi-Square statistical test and its applications to counting Skittles Chocolate Mix candies. Many students are aware that these candies come in five different flavors: Brownie Batter (BB), Vanilla (V), Chocolate Caramel (CC), S’mores (S), and Chocolate Pudding (CP).

Problem-Based Instructional Tasks, Larry Leutzinger

Faculty Publications

No abstract provided.