Physical Sciences and Mathematics Commons^™

Social Aggregation In Pea Aphids: Experiment And Random Walk Modeling, Christa Nilsen, John Paige, Olivia Warner, Benjamin Mayhew, Ryan Sutley, Mathew Lam, Andrew J. Bernoff, Chad M. Topaz

Chad M. Topaz

No abstract provided.

Using Optimal Control Theory To Optimize The Use Of Oxygen Therapy In Chronic Wound Healing, Donna Lynn Daulton

Masters Theses & Specialist Projects

Approximately 2 to 3 million people in the United States suffer from chronic wounds, which are defined as wounds that do not heal in 30 days time; an estimated $25 billion per year is spent on their treatment in the United States. In our work, we focused on treating chronic wounds with bacterial infections using hyperbaric and topical oxygen therapies.

We used a mathematical model describing the interaction between bacteria, neutrophils and oxygen. Optimal control theory was then employed to study oxygen treatment strategies with the mathematical model. Existence of a solution was shown for both therapies. Uniqueness was also …

Age Dependent Analysis And Modeling Of Prostate Cancer Data, Nana Osei Mensa Bonsu

USF Tampa Graduate Theses and Dissertations

Growth rate of prostate cancer tumor is an important aspect of understanding the natural history of prostate cancer. Using real prostate cancer data from the SEER database with tumor size as a response variable, we have clustered the cancerous tumor sizes into age groups to enhance its analytical behavior. The rate of change of the response variable as a function of age is given for each cluster. Residual analysis attests to the quality of the analytical model and the subject estimates. In addition, we have identified the probability distribution that characterize the behavior of the response variable and proceeded with …

A Proposal For A Problem-Driven Mathematics Curriculum Framework, Judith S. Zawojewski, Marta Magiera, Richard Lesh

Mathematics, Statistics and Computer Science Faculty Research and Publications

A framework for a problem-driven mathematics curriculum is proposed, grounded in the assumption that students learn mathematics while engaged in complex problem-solving activity. The framework is envisioned as a dynamic technologicallydriven multi-dimensional representation that can highlight the nature of the curriculum (e.g., revealing the relationship among modeling, conceptual, and procedural knowledge), can be used for programmatic, classroom and individual assessment, and can be easily revised to reflect ongoing changes in disciplinary knowledge development and important applications of mathematics. The discussion prompts ideas and questions for future development of the envisioned software needed to enact such a framework.