Lia Leon Margolin, Ph.D.

Marymount Manhattan College, New York, NY How to Improve Quantitative and Analytical Skills of Life Science Undergraduates

No human endeavor can be called science if it cannot be demonstrated mathematically. Leonardo da Vinci (1452-1519)

Quantitative Reasoning
Goals for students

Students should be able to: read and analyze data Create models draw inferences Support conclusions based on sound mathematical reasoning

Basic Quantitative Skills

Arithmetic -- Fractions, ratios, percentage, scaling Units -- Conversion, dimensional analysis Scientific Notation -- Significant digits, rules of exponents Linear Equations with one and two unknowns Quadratic equations- factoring, quadratic formula Exponents -- Laws of exponents, relation to logarithms Logarithms -- Properties of logarithms, relation to exponents Curve Fitting

Higher Order Skills

Problem solving -- Formulate, Solve, and Interpret Models -- Formulate, analyze, predict, linearity, non-linearity Estimation -- Reasonableness of results, checking answers Reading -- Comprehend and analyze mathematical text Writing -- Express quantitative ideas and facts effectively in writing Speaking -- Express quantitative ideas and facts effectively orally Information literacy -- Access and make effective use of quantitative

information

Learning Goal #1 Apply appropriate mathematical model to solve problems

1.

Identify alternate quantitative models and select the appropriate model to fit the problem
Select and apply correct model to a specific problems Draw conclusions from the model Provide justification for the selected model

2.

Construct complete solution to discipline specific problems

Solve problems similar to known problems Generalize solutions to types of problems and apply the generalization to other classes of problems Create solutions to new and modified problems

Learning Goal #2 Represent quanttative information verbally, numerically, symbolically, visually and and draw inferences

1. 2.

Share results in appropriate formats: verbally, graphically, symbolically Presents results in multiple formats Explain the linkage between the different formats Discusses the various methods of communicating the results Interpret data and judge the whether or not the information is useful in solving discipline specific problem Determine if a given data set is appropriate for a given problem Justify the choice of data

Learning Goal #3 Recognize limitations of quantitative models

Explain why a particular quantitative model does or doesn't apply to a given data set Examine the model to see if it fits the data Determine the limitations of a particular model Critique the use of a model and suggest alternative model for the appropriate framework 2. Identify underlying quantitative assumptions and challenges the validity of those assumptions within a given context Articulate the limitations of the model Verify whether or not the assumptions are met by the model Challenge the validity of the assumptions, critique or defend the use of the model in the context of the problem
1.
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Math in the Life Sciences

Math topics/skill
Basic numeracy/simple

Applications
Everything

arithmetic, order of operations, measured numbers scientific notation; dimensional analysis centages

Sense of the size of numbers;

Converting within the metric

system or between systems; deriving molar concentrations from g and ml solutions, percent composition of compounds Abundance, mixture problems

Fractions/proportions/ratios/per

Percent Solutions and molar

Systems of two linear equations

with two unknowns

Calculation of Relative Isotope

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Math in the Life Sciences (cont.)

Math topics/skill
Finding weighed averages Properties of exponents and

Applications
Average atomic masses Acids, and bases, calculating

logarithms, quadratic equations Slope as instantaneous rate of change. Differential and Integral equations Graphing (data presentation & interpretation) Interpretation of graphical information -- Draw inference

pH Chemical kinetics. differential and integral rate laws

Chemical kinetics

identifying the order of the reaction

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Measured & Exact Numbers

Science is based on Math is based on

measurements
All measurements

numbers
Exact numbers are

have 1. magnitude 2. uncertainty 3. units

obtained by: 1. counting 2. definition

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Uncertainty in Measurements

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Uncertainty in Measurements
The least count of an instrument is the size of the smallest scale

division on the instrument The smaller the least count the more precise the instrument is said to be.

Reference: Morgan. S.(2006). Analytical Chemistry. University of South Carolina

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Significant Figures
Learning Objectives
Explain

the concept of significant figures Define rules for deciding the number of significant figures in a measured quantity. Explain the concept of an exact number. Define rules for determining the number of significant figures in a number calculated as a result of a mathematical operation. Explain rules for rounding numbers. Provide some exercises to test your skill at significant figures.
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Rules for counting significant figures in a measured quantity

(1) All nonzero digits are significant (2) Captive Zeroes between nonzero digits
1002 kg has 4 significant figures, 3.07 mL has 3 significant figures.

(3) Leading zeros to the left of the first nonzero digits

0.001cm has only 1 significant figure, 0.012 g has 2 significant figures.

(4) Trailing zeroes to the right

0.0230 mL has 3 significant figures =2.30 x10^(-2), 0.20 g has 2 significant figures 3000 km has 1 significant figure

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Rules for counting significant figures in a measured quantity

If a number is written in exponential notation all figures in the pre-exponential value are significant Example,50,600 calories can be written as: 5.06 10^4 calories (3 significant figures) 5.060 10^4 calories (4 significant figures), 5.0600 10^4 calories (5 significant figures) Which value has more significant digits? a) 7.630 x10^5 or 0.0261140 b) 16,000 or 1600.0
Reference: Zumdahl.S. (2007). Chemistry. Houghton Mifflin Company
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Accuracy vs. Precision

Taylor J. (1999). The Study of Uncertainties in Physical Measurements. University Science Books.

16

Accuracy & Precision

Taylor J. (1999). The Study of Uncertainties in Physical Measurements. University Science Books.
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Measure of Accuracy: Percent error

Ex. 1 A student measures the mass and volume of a piece of Copper and calculate the density of the metal to be 8.37 g/cm3. The student consults a reference table and finds that density of copper is 8.92 g/cm3. What would be the student's percent error?

Percent error=-6.1659=-6.17 rounded Usa absolute Value

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Measure of Precision
The standard deviation is a statistical measure of the precision for a

series of repetitive measurements

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Dimensional Analysis

20

Unit Conversion: Cubic Units

Analysis of an air sample reveals that it contains 3.5 x 10-6 g/l of carbon monoxide. Express the concentration of carbon monoxide in lb/ft3. 1 lb = 453.6 g Conversion from liters to cubic feet using 1 ft 3 = 7.48 gal

3.785L =28.32 L 1gal

The conversion may be set up in this fashion: 3.5 x 10-6 g/L x 1 lb / 453.6 g x 28.32 L / 1 ft3 = 0.22 x 10-6 lb/ft3 = 2.2 x 10-7 lb/ft3

21

Concentration and Molarity

a) Explain how to prepare 25 liters of a 0.10 M BaCl2 solution, starting with solid BaCl2. b) Specify the volume of the solution in (a) needed to get 0.020 mol of BaCl2. a) molarity (M) = moles solute / liters solution moles solute = molarity liters solution; moles BaCl2 = 0.10 mol/liter x 25 liter=2.5 mol the weight per mole 1 mol BaCl2 weighs 137 g + 2(35.5 g) = 208 g 2.5 moles of BaCl2 = 2.5 mol 208 g / 1 mol= 520 g Part b): Rearrange the equation for molarity to get: liters of solution = moles solute / molarity = moles BaCl2 / molarity BaCl2 liters solution = 0.020 mol / 0.10 mol/liter=0.20 liter or 200 cm3
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Weighed Average (WA)

Average Atomic masses (WA) is calculated when different data points have difference levels of importance called weights

data x1 , x2 ,...xn and weights w1 , w2 ,...wn x1w1 + x2 w2 + ... + xn wn Weighted Average = w1 + w2 + .. + wn

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Average Atomic Masses: Weighed Average

Zumdahl.S. (2007). Chemistry. Houghton Mifflin Company

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Using algebra to find the missing exact mass

(38.9637)(0.9326)+(39.9639)(0.0001)+(X)(0.0673)=39.0983 36.3415+(X)(0.0673)=39.0983 X=40.9618

Zumdahl.S. (2007). Chemistry. Houghton Mifflin Company
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Practice Problems: Weighted Averages

An element consists of 1.40% of an isotope with mass 203.973 amu,

24.10% of an isotope with mass 205.9745 amu, 22.10% of an isotope with mass 206.9759 amu, and 52.40% of an isotope with mass 207.9766 amu. Calculate the average atomic mass and identify the element
Calculate the average atomic mass of argon to two decimal places

given the following information: argon36 (25.97 amu, 0.337%), argon-38 (37.96 amu, 0.063%), argon-40 (39.96 amu, 99.600%).

Zumdahl.S. (2007). Chemistry. Houghton Mifflin Company

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Solving Systems of Linear Equations with two variables

Relative isotope Abundances

Calculate the percent relative abundance of the two isotopes of a given element with given average atomic mass of the element and given exact masses of both isotopes
Mixture Problems

Calculating exact amounts of different components in percent-mixture problems

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Calculation of Relative Isotope Abundance

The element Indium exists naturally as two isotopes. 113 In has a mass of 112.9043amu & 115In has a mass of 114.9041amu. Calculate the percent Relative Abundance of the two isotopes of indium Equation#1: (Atomic mass of 113In )(Relative Abundance of 113In )+ +(Atomic mass of 115In )(Relative Abundance of 115In )= =Average Atomic mass of In Equation#2 The total of 2 isotopic abundances =100%
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Relative Isotope Abundance

System of equations to solve

112.9043(X)+114.9041(Y)=114.82 X+Y=1 Substitution Method: Y=1-X 112.9043(X)=114.9041(1-X)=114.82 X=0.042=4.2% (In 113) Y=0.958=95.8% (In 115)

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Mixture Problem #1
A chemist has a solution that is 75% sulfuric acid and a

solution that is 25% sulfuric acid. How much of each should she use to obtain 40 milliliters of a solution that is 45% sulfuric acid? Create a system of 2 linear equations X+Y=40 0.75X+0.25Y=(0.45)(40) Substitute; Y=40-X 0.75X+0.25(40-X)=0.45(40) X=16 mL 75% solution Y=24 Ml 25% solution
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Mixture Problem #2

Mixture Problems. (2002). Retrieved from www.uiuc.edu

31

Percent Composition of Compounds.

Calculating Percent Composition. (2002). Retrieved from www.uiuc.edu

32

Percent Composition of Compounds

Calculating Percent Composition. (2002). Retrieved from www.uiuc.edu

33

Properties of Logarithms: Calculating pH

Acids, Bases, and pH . Calculate pH and [H+] When water dissociates it yields a hydrogen ion and a hydroxide. H2O <--> H+ + OH- ; pH = -log[H+] and [H+] = 10-pH

Calculate pH given [H+] = 1.4 x 10-5 M ; pH = -log[H+]=- log(1.4 x 10-5)=4.85 Calculate [H+] from a known pH. Find [H+] if pH = 8.5 [H+] = 10-pH [H+] = 10-8.5 [H+] = 3.2 x 10-9 M
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Solving Quadratic Equations

Calculating pH of a Weak Acids
What is the pH of a 0.01 M benzoic acid solution? Given: benzoic acid Ka= 6.5 x 10-5 Benzoic acid dissociates in water as C6H5COOH H+ + C6H5COOKa = [H+][B-]/[HB] Benzoic acid dissociates one H+ ion for every C 6H5COO- ion, so [H+] = [C6H5COO-]. Let x represent the concentration of H+ that dissociates from HB, then [HB] = C - x where C is the initial concentration. Ka = x x / (C -x); Ka = x/(C - x) (C - x)Ka = x; x + Kax - CKa = 0

x = [-Ka + (Ka + 4CKa)]/2

where Ka = 6.5 x 10-5 and C = 0.01 M

x = {-6.5 x 10-5 + [(6.5 x 10-5) + 4(0.01)(6.5 x 10-5)]}/2 = 7.7 x 10-4 pH = -log[H+] = -log(x)= -log(7.7 x 10-4)= -(-3.11)=3.11
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Solving Quadratic Equations

Calculating pH of a Weak Acids

Analysis of Results The pH of a 0.01 M benzoic acid solution is 3.11. In this solution we found the acid only dissociated by 7.7 x 10-4 M. The original concentration was 1 x 10-2 or 770 times stronger than the dissociated ion concentration. If we substitute C for (C - x) in the Ka equation, Ka = x/(C - x) Ka = x/C ; x = KaC ; x = (6.5 x 10-5)(0.01)=6.5 x 10-7 x = 8.06 x 10-4 pH = -log[H+] = -log(x)=-log(8.06 x 10-4)=-(-3.09) pH = 3.09
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Slope as Rate of Change: Reaction Kinetics

Reaction Kinetics (n.d.) Retrieved from www.chem.ufl.edu

37

Chemical Kinetics: Reaction Rates

Blaunch. D. (2009). Chemical Kinetics. Retrieved from www.chm.davidson.edu

38

Pratt, C and Cornely, K. (2004). Essential Biochemistry, Wiley &Sons Inc

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The Units of the Rate Constant

General form of Rate Equation rate = dA n = k [ A] dt

mol rate L sec = 1/ c = if n = 1 then k = [ A] mol / L if n = 2 then k = rate

[ A]

mol

L sec = L mol sec mol 2 / L2

2 L sec L if n = 3 then k = = = 2 3 3 3 mol sec mol L / A [ ]

rate

mol

( n 1) L for n th order k has units of

mol ( n 1) sec
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Differential Rate Laws

Zero order reaction r = k where k has units of mole/( L) (sec) First order reaction r = k [A] where k, has units of (1/sec) Second-Order Reaction r = k [A]^2, where k, has units of L/ (mole)(sec) Blaunch. D. (2009). Chemical Kinetics. Retrieved from www.chm.davidson.edu
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Integrated Rate Equations

Order in [A]

Rate Law

Integrated Form, y = mx + b

Straight Line Plot

Half-Life t1/2

zero order (n = 0) first order (n = 1) second order (n = 2)

rate = k [A] o= k rate = k [A] 1

[A]t = - k t +[A]o

[A]t vs. t (slope = - k)

t1/ 2 =

[ A]0 2k

ln[A]t = - k t + ln[A]o
1 1 =kt + [ A]0 [ A]t

ln[A]t vs. t (slope = - k)

t1/ 2 =

ln2 0.693 = k k

rate = k [A] 2

1 vs. t [A]t
(slope = k)

t1/ 2 =

1 k [ A]0

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Other forms of first Order Integrated Rate Equations

The first-order rate equation is frequently re-arranged to give

[ A]t =kt ln [ A ]0
Using the properties of logarithms,

or

[ A] ln 0 = k t [ A]t

ln

a = ln( a) ln(b ) b

If ln(y) = x then y = ex

[ A]t =e [ A ]0

kt

or

[ A ]0 =e kt [ A]t

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Determining the Order of Reaction

The following data were obtained on the reaction 2 A Time, s [A], mol L-1 0 5 0.100 0.0141

B:

10 15 20 0.0078 0.0053 0.004

(a)Plot the data and determine the order of the reaction.

Time, s 0 5 10 15 20

[A], mol L-1 0.1000 0.0141 0.0078 0.0053 0.0040

ln[A] -2.303 -4.262 -4.854 -5.240 -5.521

1/[A], L mol-1 10 71 128 189 250

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Chang. (2002). Chemistry. 7-th edition.

Reaction 2AB Concentration vs. Time

Blaunch. D. (2009). Chemical Kinetics. Retrieved from www.chm.davidson.edu 45

Reaction 2AB Graphing ln [A] vs. Time

Blaunch. D. (2009). Chemical Kinetics. Retrieved from www.chm.davidson.edu

46

Reaction 2AB Graphing 1/ [A] vs. Time

Determine the rate constant. Slope=k. k=(250-189)/(20-15)=12 L/(mol)(sec)

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Conclusion: Important Math Concepts

Graphs
Relationships among variables -- Concept of

function Interpretation of graphical information (linear, polynomials, exponential, logarithmic) Visualization of data -- Histograms, pie charts, scatter plots Log-log and log-linear plots Draw inference

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Conclusion: Important Concepts

Functions

Linear -- Slopes and intercepts Polynomial -- Factors and roots Rational -- Fractions of polynomials Power integral and fractional powers, nth roots Exponential -- growth/decay, relation to logarithm Logarithm -- Natural and base b, growth rate, relation to exponential

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Conclusion: Important Concepts

College Algebra & Calculus
Operations with polynomial and rational expressions Solving linear and quadratic equations Solving systems of linear equations Applying rules of exponents and properties of logarithms to manipulate exponential and logarithmic functions Solve exponential and logarithmic equations Apply concept of slope as instantaneous rate of change in chemical kinetics Differentiate and integrate polynomial and transcendental functions

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