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Sequence 1. This sequence is an intensive introduction to the biological
sciences. It meets the same Common Core objectives as other sequences; however,
its courses are more advanced and are designed to prepare students for
200-level courses in the biological sciences. Past experience suggests that if
you meet the prerequisites, these courses will not be too difficult. This
sequence is open to all who meet the prerequisites, regardless of future
concentration, but is meant for students who are considering a concentration in
the biological sciences. A year of college chemistry, two quarters of calculus,
or the equivalents are prerequisites for the latter three courses.
Students ordinarily begin Sequence 1 (193 or 195) in their first year, and
these courses are without prerequisites. Students may complete their Common
Core requirement with either 193-194-196, 195-196-197, or 196-197-198.
Sequence 2. Students in Sequences 2-4 choose one from a group of selected
courses for each of three quarters, beginning with the autumn quarter. The
biological sciences are concerned with understanding the natural universe at
many different levels of organization and complexity, from molecules and cells
to populations, species, and ecosystems. Autumn quarter courses in Sequence 2
focus on the biology of cells and give students an appreciation of the cellular
and molecular mechanisms that underlie higher levels of biological
organization. Winter quarter courses focus on the biology of organisms, and
consider how these cellular and molecular mechanisms are integrated and
regulated in multicellular organisms. Spring quarter courses consider the
evolutionary processes by which organisms and species have arisen.
Sequence 3. The courses in Sequence 3 are designed to achieve the same
educational goals as do those in Sequence 2, but they present biological
concepts in a different order. Autumn quarter courses focus on organisms and
consider various features that characterize organismal function. Winter quarter
courses then emphasize the genetic mechanisms by which information is
transmitted from parents to their offspring. In the spring quarter, students
can take a course in evolutionary biology from Sequence 2, or choose a course
that emphasizes the process and progress of science.
Sequence 4. Sequence 4 presents the diversity of the biological sciences in
a different order from Sequences 2 or 3. Autumn quarter courses introduce
students to evolutionary and ecological processes. Winter quarter courses are
the same courses as in Sequence 3, and emphasize genetic mechanisms. Finally,
spring quarter courses illustrate how evolutionary processes and genetic
mechanisms contribute to the functioning of cells and organisms, or focus on
the process of scientific discovery.
Sequence 5 examines knowledge and values in biology as they influence and
are influenced by cultural ideas and human values of the nineteenth and
twentieth centuries. It emphasizes critical reading and evaluation of original
texts. This sequence is ideal for students who want a general overview of
biology or wish to sample a great many different topics.
Sequence 6 examines the basic principles of modern biology and their
application to larger societal issues, including human disease and the
environment. It is intended for students who do not plan to concentrate in the
biological sciences. The general emphasis is on an appreciation of the current
impact of the biotechnological revolution and its ramifications for the future
in the context of a liberal education.
Sequences 7 and 8. There are two six-quarter sequences in the natural
sciences. Ordinarily students must complete an entire natural sciences sequence
to fulfill the Common Core biological sciences requirement and may not enter
these sequences in the middle. As described below, however, students may take
the last three courses in the Natural Sciences 151-156 sequence as Biological
Sciences 154-156 (Sequence 9) without having taken Natural Sciences 151-153.
For descriptions of these courses, see the Natural Sciences section of the
catalog.
Sequence 9 is the latter half of the natural sciences sequence "Form and
Function in the Natural World." Students may join the sequence in either autumn
or winter quarter, and must complete all three courses in this sequence.
Biological Sciences 154 requires an elementary knowledge of chemistry or
the consent of the instructor.
Sequence 10 provides an overall introduction to the biological sciences
from an organismal viewpoint. It is intended principally for students who have
strong quantitative skills and are considering careers as research scientists
or physicians. It emphasizes areas of the biological sciences that currently
provide exciting research opportunities and are amenable to quantitative or
physiochemical analysis. Both lectures and laboratories are taught by faculty,
who are also available for discussions of potential research opportunities.
Laboratory exercises are specially designed to complement the lectures and
involve both data collection and mathematical and computer modeling of
biological systems.
Admission to the sequence is by consent of instructor. Students should be
prepared to develop the mathematical skills necessary to solve biological
problems requiring the use of differential equations as well as linear
algebra.
Sequence 11 uses the theme of growth and development as a focus around
which to organize the presentation of many of the exciting advances of
contemporary biology. The courses in this sequence emphasize cellular aspects
of growth and development, but pay attention to the molecular mechanisms that
underlie these cellular processes and the ways in which the integration of
cellular processes is essential for the survival of organisms.
Sequence 12 stresses fundamental concepts of cell biology, genetics, and
development. The courses in this sequence stress the importance of these basic
biological mechanisms in the lives of organisms and the evolutionary
conservation of cellular structures and developmental processes.
102. Introductory Genetics. PQ: Autumn quarter course in Sequence 3 or 4
and high school science/chemistry. The basic principles of genetics are
presented in terms of gene theory as it developed from transmission and
molecular investigations of eukaryotic and prokaryotic species. E. Garber.
Winter. L.
103. Introduction to Evolution. PQ: High school science. The first
part of the course presents the data of patterns and phenomena lending support
to evolutionary theory: the fossil record, diversity of organisms, and modern
approaches to phylogenetic reconstruction. The second part discusses the
genetic basis of evolution and the third covers processes and mechanisms of
evolution: natural selection and speciation. The material is presented in the
form of a scientific inquiry, posing data, developing hypotheses, and
demonstrating appropriate forms of testing. Three lab exercises and a visit to
the scientific collections at the Field Museum allow hands-on experience of
data collecting and data analysis. Two discussions explore the impact of
evolutionary theory on our society. P. Sierwald. Autumn. L.
104. Human Heredity. PQ: BioSci 135. This course examines the
principles of molecular and general genetics, emphasizing the possible
application of recent findings to humans and society. Discussion section
required. B. Strauss. Winter. L.
106. Biotic Crises. PQ: Winter quarter course in Sequence 2 or 3. In
this course, crises are defined as major instabilities that occur with
sufficiently low frequency so that species cannot adapt to or compensate for
them. Rates and patterns of crises and extinctions are important aspects of the
evolution and organization of ecological systems and can take place in
relatively short time frames (ecological time) or in longer ones (evolutionary
time). The disasters can be physical or biological in origin (for example,
flooding or a viral epidemic). Waves of extinctions in the geological past have
been recently interpreted as due to meteoritic (or cometary) impacts. We ask a
basic question: Are the cumulative effects of rare phenomena more significant
biologically than "normal" phenomena? M. Nitecki. Spring. L.
107. Evolution. PQ: High school biology. An introduction to
evolutionary biology, including discussion of population genetics, natural
selection, adaptation, speciation, origin of novelties, and evolution above the
species level, using examples from both living and extinct organisms. The last
third of the course concentrates on the history of life with special attention
to why major changes in the flora and fauna have taken place. J. Masterson.
Autumn. L.
108. Essentials of Cell Biology. PQ: High school science/chemistry.
This course surveys biochemical aspects of cellular structure and function.
Topics include protein synthesis and secretion, endocytosis and
receptor-mediated uptake, storage, energy transformations, biochemical
regulation, and cell division. These biochemical processes in the cell are
related to the health and disease of the organism of which the cell is an
integral part. P. Soltys. Autumn. L.
109. Biology of Cells and Tissues. PQ: High school science/chemistry.
The organization of living matter can be analyzed at many levels. Cells are
the most basic level for self-sustaining life. We discuss the structure and
organization of cells (with emphasis on the composition of cells) and how cells
synthesize, organize, and utilize matter. Topics include DNA structure and
replication; protein structure and synthesis; the importance of carbohydrates
and lipids for cellular function; and cellular respiration, reproduction, and
communication. Discussion section required. M. Musch. Autumn. L.
110. Bacteria, the Biosphere, and Biotechnology. PQ: Autumn quarter
course in Sequence 3 or 4. The course serves as an introduction to general
principles of biology by studying the smallest living cells, bacteria, and
their roles in the environment, symbiosis, disease, and biotechnology. The
fundamentals of biological function are illustrated by emphasis on the
biosynthesis and action of macromolecules, the operation of cellular control
circuits, the role of environmental sensing, and new insights into the
importance of intercellular communication. The importance of both natural and
synthetic genetic engineering are discussed with regard to issues of wider
social concern, such as antibiotic control of infectious disease and
biotechnological application of bacteria. J. Shapiro. Winter. L.
111. Evolution. PQ: Winter quarter course in Sequence 2 or 3. This
course examines the pattern and process of evolution across many biological
levels, from the gene, to the individual, to groups of individuals, on up to
species and beyond. Students learn how ecology, genetics, and molecular and
developmental biology, as well as paleontology, all come together in the study
of evolution. The course covers specific topics in evolution, including natural
selection and adaptation, molecular evolution and selfish DNA, the evolution of
sex, the evolution of behavior, speciation, and the origin of diversity. Labs
include exposure to the Field Museum's collections and exhibits. R.
Bieler. Spring. L.
112. Developmental Biology. PQ: BioSci 104. The purpose of this
course is to study the processes of development from one cell, the fertilized
egg, to a whole organism. The emphasis is on understanding the concepts of
development. Topics include fertilization, cell lineage, the derivation of
tissues and organs, and cell and tissue interactions. Basic genetic principles
essential for the understanding of development are also examined. M.
Moscona. Spring. L.
115. Fundamentals of Cell Biology. PQ: High school science. This
course represents an overview of the basic molecular processes that determine
cellular structure and function. Topics include synthesis of biological
macromolecules, organelle structure and energy flow, and molecular aspects of
intercellular communication. Nucleic acid biochemistry, gene regulation, and
recombinant DNA technology are also discussed. Special emphasis is placed on
mechanisms which regulate cell division and differentiation in normal
organismal development and in disease states, such as cancer. P. Marone.
Autumn. L.
117. Introduction to Physiology. PQ: High school science/chemistry.
This course is an introduction to the study of physiology and includes
topics such as digestion, absorption, and transport of foodstuffs; the kidney
and homeostasis; the physiology of bone; the reproductive system; the
cardiovascular system; neurobiology; and endocrinology. Evening discussion
section required. H. Rochman. Autumn, Winter. L.
118. Human Physiology in Health and Disease. PQ: Autumn quarter course
in Sequence 2. Physiology is the study of biological function. In this
course, we begin to explore the physiology of the human organism, including
such functions as digestion, reproduction, circulation, sensation, and
movement. By comparing human function in health with the derangements of select
disease processes, we endeavor to gain a deeper understanding of vital
activities each of us engages in daily. Along the way, we also consider the
historical foundations of our understanding of human physiology and ponder the
distinctively human significance of our vegetative and animal functions. R.
Gunderman. Winter. L.
119. The Hungry Earth: Light, Energy, and Subsistence. PQ: Autumn
quarter course in Sequence 4 and winter quarter course in Sequence 3 or 4.
The pressure exerted on the resources of the earth by the growing human
population makes a broad knowledge of biology, especially plant biology,
relevant to finding possible solutions to crucial problems society is facing.
In this context, we discuss the principles of energy conversion by plants and
their diversity, growth, and reproduction. The origin of domesticated plants,
their improvement by genetic engineering, the interaction of plants with
pathogens, and the adaptation of organisms to the rotation of the earth are
also examined. M. Ruddat. Spring. L.
120. Brain, Perception, and Behavior. PQ: Autumn quarter course in
Sequence 2 and high school chemistry. This course provides a survey of
contemporary brain research, emphasizing the neural bases of perception and
motor control. Topics include the ionic basis of spike generation and axonal
conduction; synaptic transmission; neurotransmitters and drugs; language and
the brain; functional neurophysiology of the visual system; the physiological
basis of learning and memory; and the neural control of movement. Phylogenetic
comparisons, nervous system development, philosophical issues, and analogies
between brains and computers are discussed as appropriate. H. Fozzard,
Staff. Winter. L.
121. Nutrition in the Health of Populations. PQ: Winter quarter course
in Sequence 3 or 4 and high school science. This course examines human
nutritional needs from a population perspective, the relationship between food
choices and human health, and how scientific information translates into
recommendations on nutrition. Students learn how to assess the validity of
scientific research that provides the basis for advice about how to eat
healthfully. Topics include nutritional assessment, nutritional epidemiology,
factors affecting the nutritive value of foods, nutrification of foods,
nutrition fraud, and nutrition policy and goals. Class projects are designed to
help students apply their learning by critiquing nutritional health claims and
current nutrition policy issues. P. Strieleman. Spring. L.
122. Plant Structure and Function. This course incorporates an integrated
approach to the design and function of plants, including physiological,
morphological, and anatomical perspectives. Photosynthesis, water transport,
adaptation of plants to extreme environments, biotechnology, sexual
reproduction in plants, and other topics are covered. S. Mayer. Autumn.
L.
123. Biology of Motion. This course explores all kinds of motion in
organisms, from the streaming movements within a cell to the migratory flights
of hawks. Topics include cellular locomotion, muscle contraction, biological
pumps, the use of antagonistic muscles to move hard or soft skeletons,
burrowing, swimming, and walking. The cellular and metabolic mechanisms of
motility are related to the physiology, behavior, and ecological context of an
organism. We also see how energetics, scale, and evolutionary history constrain
the mechanisms an organism uses for motility. Students participate in hands-on
investigations in class, such as measuring the skeletons of a human and of
other animals to compare their locomotory adaptations. T. Colton. Autumn.
L.
124. Perspectives in Health. PQ: Students must attend the first class to
confirm enrollment. No exceptions. This course utilizes an investigative
approach to examine scientific concepts related to health and disease. Case
studies provide the basis for the evaluation of information and the promotion
of decision making regarding health issues. Diverse topics are explored,
including nutrition, sexual health, fertility, and chronic and communicable
diseases. M. H. Maskay. Autumn. L.
125. Heredity: Cells and Genes (How Does Heredity Work?). PQ: High
school biology; high school chemistry helpful. An introduction to molecular
and cell biology, with an emphasis on the central role of genetic processes in
the maintenance, growth, and differentiated functions of cells. Beginning with
analysis of Mendel's paper and subsequent discoveries about the chromosomal
basis of inheritance, we end with results of recombinant DNA technology.
Discussion section required. J. Spofford. Autumn. L.
127. The Science of Nutrition. PQ: Autumn quarter course in Sequence 2
and high school science. Students must attend the first class to confirm
enrollment. No exceptions. This course promotes an understanding of the
principles of human nutrition by exploring current controversies. The
underlying biological mechanisms of nutrient utilization are investigated in
relation to the role of diet and nutrition in health and disease. M. H.
Maskay. Winter. L.
131. The Workings of the Human Brain: A Disease-Oriented Approach. PQ:
Autumn quarter course in Sequence 4 and winter quarter course in Sequence 3 or
4. Neurological deficits from stroke and other neurological diseases offer
the opportunity to learn about the functions of the human brain. In this
course, a brief review of the structure of the human brain is followed by
descriptions of individuals with neurological deficits. Images from magnetic
resonance imaging (MRI) and neurophysiological recordings are shown. A modern
approach to localizing brain function, functional MRI, is discussed. The
validity of the methods used to probe brain functions and problems of
interpretation of the data are addressed. Through this exercise and selected
readings, the student receives an overview of brain function and an
appreciation of neurological disorders. A. Noronha. Spring. L.
133. Animal Behavior: Function and Evolution. PQ: Winter quarter course
in Sequence 3 or 4. Concepts of animal behavior are studied with emphasis
on experimental approaches to understanding particular behaviors. Topics
include the physiological basis of behavior, the nature of territoriality,
sexual selection and reproductive strategies, social interactions, and the
extent to which behavior is genetically determined. The emphasis is on
hypothesis testing as a means of comprehending behavioral patterns. Topics are
examined within an evolutionary context. L. Houck. Spring. L.
135. Molecular Conservation of Cell Function. Basic processes occurring in
living cells have been conserved from bacteria to plants to humans. This course
discusses the organization of parts of the cell and stresses the molecular
conservation of both structure and function in diverse groups of organisms.
T. Martin, K. Chiang. Autumn. L.
136. Conservation of Developmental Mechanisms in Biology. PQ: BioSci
104. This course explores the extreme diversity of developmental patterns
for embryonic development and indicate how recent molecular information has
established an unexpected level of molecular conservation. J. Austin.
Spring. L.
137. Introduction to Cell Biology. PQ: Autumn quarter course in Sequence
4 and winter quarter course in Sequence 3 or 4; high school science/chemistry. This course is intended to give students an awareness of recent
advances in our understanding of the working of the cell. The structure and
function of the cell and its organelles are described. Mechanisms for
controlling cell number, growth, and survival are presented. Particular
emphasis is given to cell-cell and cell-microenvironment communication.
Molecules, signaling devices, and pathways involved in transmitting information
from the outside in and from the inside out of the cell are discussed, taking
examples from the nervous and immune systems. S. Szuchet. Spring.
138. Reproductive Biology. PQ: Autumn quarter courses in Sequence 4 and
winter quarter course in Sequence 3 or 4. This course reviews the mammalian
reproductive system and its functions, considering developmental aspects and
including comparative reproductive biology of lower animals. The biology of
human reproduction is featured and some reference is made to dysfunction,
reproductive failure, and fertility regulation. Topics include gametogenesis,
gametes and gamete transport, ovulation, fertilization, egg transport, early
embryonic development, implantation, and pregnancy. The course stresses the
biochemistry of male and female sex hormones, their regulation, and the
significance of their action for the synchronization of biological and
biochemical events in reproduction. G. F. B. Schumacher. Spring. L.
139-140-141. Growth and Development: I Molecular Aspects, II Cellular Aspects,
III Integrative Aspects. PQ: Course must be taken in sequence; high
school biology and chemistry. This sequence covers the evolving concepts of
molecular, cellular, and organismal biology. These interrelated courses focus
on some of the major advances in modern biology that address the fundamental
molecular processes leading to normal and abnormal cell growth. The autumn
course focuses on the proteins and genes that contribute to cell growth, using
the reproductive system as a model. The winter course considers the molecular
aspects of cellular interaction and communication. The spring course considers
how these processes are integrated in response to infection and injury, using
the immune system as a model. G. Greene, Staff, Autumn; M. Rosner, Staff,
Winter; F. Fitch, Staff, Spring. L.
143. Current Topics in Genetics: From Mendel to Genetic Engineering. PQ:
Autumn quarter course in Sequence 3 or 4. A topical approach is used to
explore past and current scientific developments and trends in genetics. Such
topics as Mendelian genetics, the history and practical implications of the
discovery of DNA molecular structure, organellar DNA and its evolutionary
significance, recombinant DNA and genetic engineering, the detection of human
genetic diseases and their potential treatment with gene therapy, and DNA
fingerprinting are introduced and discussed. These topics are used to develop
an understanding of approaches to scientific problem solving and to explore the
social implications of recent genetic advances. Class discussions of
controversial issues in genetics are an important component of the course.
Discussion section required. J. Feder. Winter. L.
145. Trying on Your Genes: Topics in Genetics. PQ: Autumn quarter course
in Sequence 3 or 4. Students are introduced to the study of genetics as an
exciting and challenging branch of modern biology. The overall goal of this
course is for students to gain understanding of how geneticists approach
biological questions. By studying current, newsworthy issues in genetics and
molecular biology, students learn the basic concepts of genetics, heredity, and
recombinant DNA technology. Topics include how mutations give rise to cancer,
how genes program cells to differentiate, and the genetic basis of disease. For
each example, emphasis is placed on understanding the strategy used to address
the problem. B. Berg. Winter. L.
146. Human Genetics. PQ: Autumn quarter course in Sequence 3 or 4.
The objective of this course is to provide students with an understanding
of the basic principles of human genetics and how they are applied to the study
of human disease and the delivery of medical genetic services. The course
reviews the methods for estimating recurrence risks for genetic diseases,
applying recombinant DNA technology to the diagnosis of genetic diseases,
providing genetic counseling to families at risk for genetic diseases, and
developing screening and diagnostic genetics programs in the community. The
ethical implications of the potential for preventing and treating human
diseases using new technological advancements are also considered.
Discussion section required. C. Ober. Winter. L. Not offered 1995-96; will
be offered 1996-97.
147. Genetics in an Evolutionary Perspective. PQ: Autumn quarter course
in Sequence 3 or 4 and high school advanced algebra and science/chemistry. The course covers the historical development of theories of
heredity and evolution, beginning prior to Darwin and Mendel and culminating in
the "synthetic theory" of evolution, in which macroevolutionary processes are
explained using models from population genetics. Major current disputes
concerning evolutionary theory and genetics and their historical applications
in biology and the social sciences are discussed. A lab using computer
simulations illustrates the major processes of evolution and genetics, the
characteristics of some of the simpler models in population biology, and the
strategy and tactics of mathematical model building. W. Wimsatt. Winter. L.
148. Regulation of Human Physiological Systems. PQ: Autumn quarter
course in Sequence 2. Open only to students not expecting to receive their
degree in June 1996. This course examines the manner by which the cells
that constitute a multicellular organism such as a human being are maintained
with a relatively stable chemical and thermal environment despite wide
variations in the external environment in which the organism lives. The focus
is on three organ systems (and their interrelationships) that are crucial to
this achievement: the circulatory system, the kidneys, and the neuroendocrine
system. The class format emphasizes active class participation. Attendance
at each class session required. P. Hoffmann. Winter. L.
149. Genetics. PQ: Autumn quarter course in Sequence 3 or 4. This
course examines the general principles of genetics and shows how they operate
at the organismal and molecular levels. For each, examples center on
human-based issues. Our aim is not to examine each area exhaustively but rather
to present a broad overview, concentrating on the research and problem-solving
strategies employed by workers in these fields. To experience this process in
the classroom, we use strategic simulations. In the final portion of the
course, we build our own models to study how simulations can in themselves be
very powerful and interesting tools. In this way, we gain insight into the
phenomena we are trying to model and see how models can guide explanation,
interpretation, and discovery in science. Discussion section required. J.
Kruper. Winter. L.
151. The Biological Revolution and Its Implications. This course is
intended for students not planning advanced work in the biomedical sciences but
is open to all. It examines the biological bases and technology of molecular
biology and genetic engineering, considers present and future outcomes of
scientific progress in this area, and discusses the implications of such
progress. M. Feder. Autumn. L.
152. Ecology. This course examines interactions between organisms and their
biotic/abiotic environment, and the reasons populations vary over space and
time. Topics include climate, major biomes of the world, and physical factors
affecting distribution of species; biogeochemical cycles and energy flow in
ecosystems; interactions among organisms, such as predation, competition, and
symbiosis; factors that limit populations; the structure and development of
ecological communities; and the ecological impact of human activities. Some
topics are covered through case studies, in which students are exposed to
methods of research and encouraged to discuss and evaluate controversial issues
from an ecological point of view. Field trips to museums, zoos, and field
sites required. E. Fielding. Autumn. L.
154. Living Cells (=NatSci 154). PQ: Elementary chemistry or consent of
instructor. This course considers the basic attributes of living cells with
special emphasis on how the structure of macromolecules determines their
functional role in cellular processes. Emphasis is also placed on the nature of
inquiry and discovery in modern molecular biology and on providing sufficient
basic knowledge and vocabulary to enable a nonprofessional to follow and
appreciate the reporting of future developments and their ramifications. E.
Goldwasser. Autumn. L.
155. Multicellular Organisms (=NatSci 155). PQ: BioSci 154 or consent of
instructor. This course provides a description of the relationships
between structure and function in a multicellular organism. Examples are chosen
that illustrate how the demands of a particular function determine its
structure, and how the existence of certain structures in the developmental or
evolutionary history of an organism affects its function. Examples are drawn
from a variety of animals, including the human organism. L. Straus. Winter.
L.
156. Individuals, Populations, and Groups (=NatSci 156). PQ: BioSci 155
or consent of instructor. This course focuses on biological processes at
and above the individual level: variation, selection, and the evolution of
adaptations; resources and hazards in natural environments; evolution of life
history patterns; aggregations and social groups; structure, growth,
regulation, and conservation of natural populations and communities; and
political and ethical aspects of human population problems. Vertebrate animals
will be emphasized. P. Soltys. Spring. L.
157. The Diversity of Life through Time. PQ: Winter quarter course in
Sequence 2 or 3. This course surveys the major systematic groups of plants
and animals and examines biological diversity through time (including the
current biological diversity/extinction crisis). Topics include the nature and
classification of species; processes of speciation and growth; aspects of
morphology and body plans; and ecological specializations such as plant
pollination, animal/plant coevolution, and feeding and locomotion. Evolution
and biogeography of organisms and biotas are considered within a broad context
of biological and physical influences. M. Westneat, T. Lammers. Spring.
L.
160. Animal Reproductive Strategies. Successful reproduction is essential
to the survival and evolution of species. This course examines the great
variety of reproductive strategies that organisms use to propagate their genes
and consider why such diversity exists. Topics covered include the evolution of
sexual reproduction, mate identification and courtship behavior, sexual
selection, and parental care; examples are drawn from a wide variety of
species, including humans. Reproductive physiology is introduced as needed.
Practical applications to captivate management and conservation of endangered
species are discussed. L. Hornig. Autumn. L.
162. Evolution and Human Diversity. PQ: Winter quarter course in
Sequence 2 or 3. This course examines evolution and human diversity from
before Darwin to the present from a biological, historical, ethical, and
societal perspective. Evolution, gradual or sudden, species extinction, and the
role of natural selection, migration, and genetic drift in human diversity are
analyzed first. The biology, ideology, and politics of race, and the perennial
fascination with eugenics of societies from the early Greeks to the present are
used as models of the use and abuse of genetics. The evolution of skin color
and population variation in blood groups, enzymes, hemoglobins, chromosomes,
Tay-Sachs disease, and cystic fibrosis are then categorized from a population
and clinical perspective, with forays into DNA polymorphisms, forensics,
consanguinity, human and ape homology, and evolution today. Finally, the
economic, social, and political aftermath of genetic technology on the
individual, the family, and society serves as a paradigm for the unpredictable
outcome of scientific discovery. J. Bowman. Spring. L.
166. Medicine and Human Understanding. PQ: Winter quarter course in
Sequence 3 or 4. Medicine may be described as applied human biology. As
such, it moves back and forth between general theories about health and disease
and personal contact with individual human beings. It tests our capacities to
direct and apply science in the service of human welfare and provides poignant
case studies of larger questions about human virtue and suffering. In this
course, our readings interweave biological, philosophical, and literary
approaches to the science and art of healing. R. Gunderman. Spring.
L.
167. Biology of Organisms I. PQ: Previous or concurrent registration in
a first-year calculus sequence. This course considers the diversity of
animal body plans from an evolutionary and developmental viewpoint. Lectures
cover major groups of animals, systematic relationships between animals as
determined by cladistic methods, and the relationship between developmental and
evolutionary processes. R. Lombard, M. Martindale. Autumn. L.
168. Biology of Organisms II. PQ: BioSci 167. The second course in
this sequence emphasizes neurobiology and biomechanics. Lectures cover the
integrative properties of neurons as determined by their passive electrical
properties and voltage-gated conductances, the properties of groups of neurons,
the biomechanics of muscles and bones as related to terrestrial locomotion, and
the application of fluid mechanics to understanding the movements of animals in
air and water. P. Ulinski, M. Dickinson. Winter. L.
169. Biology of Organisms III. PQ: BioSci 168. The third course in
this sequence considers the relationships of organisms to their environments
and to each other. It deals with the environmental problems posed by aquatic
and terrestrial environments, the genetic and biochemical mechanisms involved
in environmental adaptations, and social behavior. D. Crawford, D.
Margoliash. Spring. L.
172. Introduction to Genetics. PQ: Autumn quarter course in Sequence 3
or 4 and high school science/chemistry. This course is an introduction to
the basic concepts in genetics, beginning with Mendelian inheritance and ending
with current topics of investigation in the field. Emphasis is on the molecular
aspects of gene expression, regulation, and modification. P. Soltys. Winter.
L.
174. Physiology of Stress. PQ: Autumn quarter course in Sequence 2.
Principles of physiological regulatory mechanisms are explained by analyzing
the response of animals, including humans, to stress--exposure to environmental
extremes, work overload (mental and physical), injury, infection, malnutrition,
and so on. Appropriate areas of organ physiology, neurobiology, cell biology,
biochemistry, and ultrastructures are covered. R. Zak. Winter.
L.
175. Introduction to Evolutionary Biology. PQ: Winter quarter course in
Sequence 2 or 3 and high school science. The course introduces students to
major facets of evolutionary biology, from the historical development of
evolutionary ideas to modern aspects of molecular evolution. The first part
presents the database of patterns lending support to evolutionary theory: the
fossil record, diversity of organisms, and modern aspects of their
classification and distribution. The second part discusses the genetic basis
and molecular evolution. The third part covers mechanisms of natural selection,
adaptation, and speciation. Four laboratories and a visit to the scientific
collections at the Field Museum introduce students to data collection and
analysis in the light of evolutionary theory. Two discussion periods explore
the impact of evolutionary theory on our society. P. Sierwald. Spring. L.
176-177-178. Biology and Society I, II, III. PQ: Courses must be taken
in sequence. This sequence is designed to develop the liberal arts of
critical thinking and critical writing, with biology as their subject. Students
examine knowledge and values in biology and how they are integrated with the
cultural ideas and human values of the nineteenth and twentieth centuries. To
understand the methods and ideas at work in biological science, we read
textbooks and original papers: ecology, cell biology, and genetics in autumn;
human physiology of the reproductive and nervous systems in winter; and
evolutionary biology in spring. Twice each week, we meet for interactive
lectures. In the textbooks we find the positive content of biology, and in the
original papers we find major decision points in the history of ideas that are
crucial in the intellectual effort of the Western world. Once each week, we
meet for small group discussions that focus on contemporary issues in society
of concern in the biology under consideration that quarter: environmental
ethics, genetic screening, manipulation, and therapy in autumn; biomedical
ethics and reproductive technologies, neural transplants into human brains,
brain-mind-selfhood, and artificial intelligence in winter; and Darwin and
literature, philosophy and religion, the race-IQ debate, sociological critiques
of sociobiology, and evolutionary ethics in spring. This course emphasizes
careful preparation of texts and active participation in each class. R.
Holmes. Autumn, Winter, Spring. L.
182. Immunology: Basic Concepts and Its Role in Health and Disease.
PQ: Autumn quarter course in Sequence 4 and winter quarter course in
Sequence 3 or 4. Recommended for premedical students. This course
deals with the fundamentals of immunology, with particular reference to
immunology as it relates to defense against infection and to immunologic
processes in certain disease states. General principles of cellular and humoral
immunity are covered in detail with appropriate clinical correlations. Other
topics include the complement system, phagocytosis, metabolic processes
relating to bacterial killing, and antiviral defense systems. Allergic
phenomena and autoimmune processes are discussed as examples of immunologically
mediated disease. J. Nachman. Spring. L.
185-186-187. Biological Basis of Health and Disease I, II, III. PQ:
Courses must be taken in sequence; high school science, biology, and chemistry
helpful. This three-quarter sequence covers the evolving concepts of
molecular, cellular, and organismal biology through the study of normal and
abnormal states in health and disease. These interrelated courses focus on some
of the major advances in modern biology and medicine that have contributed to
our understanding of the origins and maintenance of life and explore the
fundamental mechanisms by which illness develops and may be treated or
prevented. The process of scientific investigation leading to these discoveries
is considered from a historical perspective, with emphasis on the impact of
these discoveries on society and on the delivery of health care. Discussion
section optional. Staff. Autumn, Winter, Spring. L.
193-194. Ecology, Genetics, and Evolution. This two-quarter sequence
surveys the major principles of ecology, Mendelian genetics, and evolutionary
biology. Topics in ecology include demography and life histories, competition,
predation, and the interspecific interactions that shape the structure of
ecological communities. The fundamentals of classic transmission genetics, the
major experimental studies in heredity, and the consequences of Mendelian
inheritance for evolution are presented. We discuss in a quantitative way the
constellation of evolutionary forces that shapes adaptation and the diversity
of all biological systems, including mutation, random genetic drift, and
natural selection. Specific topics in this section of the course include sexual
selection and the evolution of sex dimorphism as well as the evolution of
social behaviors. The overall goals of this two-quarter sequence are (1) to
teach students how to think about the population processes that affect the
numbers and genetic diversity of living systems and (2) to expose students to
current problems in ecology and evolution suitable for advanced study in
upper-level courses or in lab rotations. Discussion section required. M.
Wade, T. Wootton. Winter, Spring. L.
195. Biological Diversity. This course examines the diversity of living
things, including viruses, bacteria, protistans, fungi, plants, and animals, as
well as the diversity of the environments in which they occur and interact. The
intent is to provide a firm grounding in adaptations and life processes as they
occur in organisms in their natural setting, and to set the stage for a
consideration of the major principles and processes underlying the function of
living things and their evolution. Although this course is open to any
undergraduate, it is an intensive introduction to biological diversity designed
for those considering a concentration in the biological sciences. Staff.
Spring. L.
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196. Cell and Molecular Biology. PQ: Chem 111-112-113 and two quarters
of calculus, or equivalent. An introduction to molecular and cellular
biology, emphasizing the unity of biochemical processes in cells. The following
topics are covered: the structure, function, and synthesis of nucleic acids and
protein; cell structure; functional organization; intermediary metabolism;
energetics; some properties of differentiated cells; aspects of chemical
evolution and the origins of cellular structure; and genetic engineering.
Discussion section required. L. Mets. Autumn. L.
197. Genetics. PQ: BioSci 196. Fundamentals of genetic mechanisms as
they apply to simple transmission genetics and developmental biology. The
course stresses concepts and their implications for understanding the
inheritance of simple traits and for discovering the molecular basis for
developmental processes, with special emphasis on the embryonic development of
model organisms. B. Strauss, A. Mahowald. Winter. L.
198. Evolutionary Biology. PQ: BioSci 196-197. This course surveys
the major principles of evolutionary biology. Topics include the evidence for
evolution, the history of life, the mechanisms of evolution (mutation,
selection, and genetic drift), adaptation, speciation, the origin of
evolutionary novelties, the origin of life, and human evolution. Lectures are
combined with lab and discussion classes. B. Charlesworth, J. Coyne. Spring.
L.
There are three types of advanced courses. General courses are courses
in which instructors present the general principles and recent developments for
broad areas within the biological sciences. Such courses are usually offered on
a regular basis, either annually or biennially. Specialized courses
either focus on a topic of particular interest to the instructor or examine
topics at a more advanced level than in general courses. Such courses are
offered less regularly, as warranted by student and faculty interest. Unless
otherwise stated, most general and specialized biological sciences courses
assume mastery of the material in Biological Sciences 195-196-197-198 or its
equivalent. These courses are open to all students in the College who satisfy
the prerequisites. Courses on ethical and societal implications of the
biological sciences are, as the name implies, of interest to all students
in the College. Such courses generally either have no prerequisite or have any
Common Core biology sequence as a prerequisite.
The following table is intended to aid students in planning programs of
courses. Course offerings may change from year to year. The letters in
parentheses indicate 1995-96 courses that satisfy the developmental biology
(d); organismal biology (o); and ecology, populations, and behavior (e)
requirements of the concentration program.
199. Introduction to Research. PQ: Consent of a faculty sponsor and the
Undergraduate Research and Honors Committee. Students are required to submit
the College Reading and Research Course Form. This course is graded P/F.
May be elected for up to three quarters. This course cannot be used to satisfy
any requirements for the biological sciences concentration. Staff. Summer,
Autumn, Winter, Spring. L.
200. Introduction to Biochemistry. PQ: BioSci 196-197; Chem 217-218 or
220-221-222 recommended. This course fulfills the biochemistry requirement for
the biological sciences concentration. The chemical nature of cellular
components, enzymes, and mechanisms of enzyme activity, energy
interconversions, and biosynthetic reactions, including template-dependent
processes and some aspects of control mechanisms, are studied. H.
Friedmann. Autumn, Spring. L.
203. Introduction to Biophysics and Biophysical Chemistry. PQ: Chem
217-218 or 220-221, or consent of instructor. An introductory course
emphasizing concepts of physical chemistry important in the interactions of
biological macromolecules, with emphasis on dynamics and kinetics. The course
focuses on basic aspects of secondary and tertiary structure, the origin and
basis of electrostatic and hydrophobic interactions, and dynamical properties
of proteins. The importance of concepts of diffusion and transport in
biological processes is also treated. Problem sets are coordinated with
lectures. M. W. Makinen, R. Astumian. Spring.
207. Cell Biology. PQ: BioSci 200 or equivalent. This course surveys
gene organization and expression; functions of the cell nucleus, cytoskeleton,
and cytoplasmic structures; and cell-cell interactions and signaling. E.
Taylor, Autumn. T. Martin, J. Miller, Winter.
208. Immunobiology. PQ: Chem 111-112-113 or equivalent and Common Core
biology. This course presents an integrated coverage of the tactics and
logistics of immune phenomena and conveys the elegance of the biological
solutions evolved by multicellular organisms in their fights against infectious
agents. Immune phenomena are presented as unique evolutionary adaptations of
vertebrates operating in the context of ancillary defense mechanisms. The
various types of countermeasures evolved by pathogens are also discussed, with
particular emphasis on HIV and discussions on AIDS. Discussion section
required. J. Quintans. Winter. L.
209. Immunobiology. PQ: Chem 111-112-113 or equivalent and Common Core
biology. This course is identical to BioSci 208 except that it does not
have a lab. Discussion section required. J. Quintans. Autumn.
212. Neurobiology. PQ: Common Core biology and consent of
instructor. This is a first advanced course in neurobiology. Topics include
cellular properties of neurons and glia (their structure and function); the
membrane potential, action potentials, and mechanisms of synaptic transmission;
the organization of neurons into neuronal pathways; and sensory transduction.
The lab focuses primarily on electrophysiological techniques used in the
analysis of issues fundamental to neural processing at the cellular level,
including monitoring membrane potential, carrying out voltage clamp of native
and cloned ion channels, and investigating the control of synaptic
transmission. D. Hanck. Spring. L.
213. Neurobiology. PQ: Common Core biology and consent of
instructor. This course is identical to BioSci 212 except that it does not
have a lab. D. Hanck. Spring.
215. Experimental Bacterial Genetics: Genome Alignment in
Rhodobacter. PQ: BioSci 200 and consent of instructor. This
course satisfies two of the lab requirements (cell biology and genetics) for
the biological sciences concentration. This course is intended to introduce
students to current methods of investigating the molecular genetics of
bacteria. Students construct cosmid and phage libraries, screen these libraries
with DNA and RNA probes, and assemble and align extended regions of the
chromosome of the bacterium Rhodobacter capsulatus. They use these
methods to examine the process by which the bacterial genome undergoes
evolutionary change. The approaches used in this course are widely used in
eukaryotic genetics, such as in the identification of human disease genes and
in the Human Genome Project. M. Fonstein. Spring. L.
216. Experimental Molecular Genetics. PQ: BioSci 200 or equivalent, or
consent of instructor. This course satisfies two of the lab requirements (cell
biology and genetics) for the biological sciences concentration. This
course is designed to introduce students to the practice of research in
molecular biology and genetics. An actual research topic is chosen with an
attempt to obtain original, perhaps publishable, research results. Students are
encouraged to make original contributions, including--in addition to executing
experiments--experimental design, library searches, computerized sequence
analysis, and written descriptions. Students cooperate in carrying out
different aspects of the project. Previous topics included the isolation of new
reporter genes and the development of new cloning vectors. M. Casadaban.
Autumn. L.
217. General Genetics. PQ: BioSci 200 or equivalent, or consent of
instructor. This is an advanced course in genetics designed to bridge the
gap between BioSci 197 and graduate-level genetics that involves the
application of molecular biology to some of the problems of classical genetics:
the nature of the gene, recombination, and mutation. The role of mutation and
recombination in immunology and carcinogenesis is discussed. The implications
of our increasing knowledge of the base sequence of the human genome is
considered in some detail. B. Strauss. Autumn.
218. Plant Genetics. PQ: Biological Sciences Sequence 1 or
equivalent. This course assumes some knowledge of basic genetic principles
and covers a number of topics of special interest that can be well illustrated
with examples from plants. These topics include transmission genetics, genetic
variation, allozymes, molecular genetic variation, genome organization and gene
numbers, genetics of race and species differences, cytogenetics, polyploidy,
translocation systems, asexual reproduction, mutation, genetic load, somaclonal
variation, developmental genetics, heterosis, sex determination,
self-incompatibility, cytoplasmic inheritance (chloroplast and mitochondial
genomes), male sterility, transposable elements, disease and pest resistance,
and genetic engineering. D. Charlesworth. Winter. Not offered 1995-96; will
be offered 1996-97.
219. Human Genetics. PQ: Biological Sciences Sequence 1 or
equivalent. Introduction to the methods of analysis of human genetic
processes and the human genome, including molecular, pedigree, and population
methods. These are applied to topics of social, medical, anthropological, and
evolutionary interest. J. Spofford. Winter.
221. Human Developmental Biology. PQ: Biological Sciences Sequence 1 or
equivalent and some knowledge of physics, chemistry, and organismal biology.
This course fulfills the developmental biology requirement for the biological
sciences concentration. This course examines the physiologic, cellular, and
biochemical functions of a series of organs and systems in their transition
from fetal to newborn life in the human and the implications of these changes
for successful adaptation to independent life. Examples of failures of
adaptation and disease states are presented and discussed. The organs and
systems covered are brain, lung, heart, liver, immune system, blood-forming
system, intestine, endocrine organs, and kidney. L. Gartner, Staff.
Winter.
226. Animal Developmental Biology. PQ: Biological Sciences Sequence 1.
This course fulfills the developmental biology requirement for the biological
sciences concentration. This course studies developmental processes.
Underlying mechanisms are illuminated through discussion of key experiments.
Emphasis is on differentiation at different levels of development. Examples of
developmental programs come from both invertebrate and vertebrate embryology.
Subjects include pattern formation in the embryo, morphogenesis, cell and
tissue interactions, and the control of gene expression in development. E.
Ferguson, Staff. Spring. L.
227. Animal Developmental Biology. PQ: Biological Sciences Sequence 1.
This course fulfills the developmental biology requirement for the biological
sciences concentration. This course is identical to BioSci 226 except that
it does not have a lab. E. Ferguson, Staff. Spring.
229. Plant Development and Molecular Genetics (=DevBio 329, Ec-Ev 329, EvBiol
329, MG/CB 361). PQ: Common Core biology. This course fulfills the
developmental biology requirement for the biological sciences concentration.
This course describes the growth, differentiation, and development of
plants at the organismal, cellular, and molecular levels. Emphasis is placed on
the regulatory function of plant hormones, particularly in response to
environmental stimuli and in control of gene expression. Recent advances using
molecular genetic approaches in Arabidopsis and maize will be a central
feature of the course. M. Ruddat, B. Keith. Spring.
232. Mammalian Biology. PQ: Common Core biology. This course fulfills
the organismal biology requirement for the biological sciences concentration.
This course covers the structure and function of major organ systems of the
typical mammal, with dissection, histological material, and lectures
correlating function with gross and microscopic structure. Some focus on the
organ systems of man. L. Straus, F. Straus. Autumn. L.
234. Chordate Biology. PQ: Common Core biology. This course fulfills the
organismal biology requirement for the biological sciences concentration.
This is a general consideration of the structure, evolution, phylogeny, and
life history of vertebrates, with emphasis on comparative morphology and
structural and functional evolution. J. Hopson. Autumn. L.
236. Evolution and Paleobiology. PQ: Common Core biology.
This course fulfills the organismal biology requirement for the biological
sciences concentration. Contemporary themes in evolution and paleobiology
are presented in an interactive class format. Topics include the evolution of
evolutionary thinking, recent models showing how evolution works, the great
extinction controversy (climate, volcanoes, and asteroids), the nuts and bolts
of reconstructing an evolutionary tree, and whether or not ontogeny
recapitulates phylogeny. The lab provides basic background in paleontology and
geology in preparation for an optional field trip during spring break to the
Badlands of Big Bend National Park in southern Texas. Paleontologic topics
include major events in the fossil record and dinosaur anatomy. Geologic topics
include mineral and rock identification, stratigraphic principles, and the
geology of Big Bend National Park. P. Sereno. Winter. L.
238. Introduction to Invertebrate Biology. PQ: Common Core biology or
consent of instructor. This course fulfills the organismal biology
requirement for the biological sciences concentration. This is a survey of
the diversity, structure, and evolution of the invertebrate phyla, with
emphasis on the major living and fossil invertebrate groups. Structure-function
relationships and the influence of body plans on the evolutionary history of
the invertebrate phyla are stressed. M. LaBarbera. Spring. L.
239. Prokaryotic Biology. PQ: 200-level course in cell biology or
genetics. This course is an introduction to microbial structure and
function, with an emphasis both on unique features and on those shared with
eukaryotic forms. R. Haselkorn. Spring.
240. Biology and Evolution of Plants. PQ: Common Core biology. This
course fulfills the organismal biology requirement for the biological sciences
concentration. The lectures address the diversity in morphology, anatomy,
reproduction, and evolutionary trends, beginning with cyanobacteria and
progressing to flowering plants. The unifying aspects of cell structure and
function are emphasized along with the basic physiological and molecular
mechanisms in plants. The lab is correlated with the lectures to examine
representatives of the major taxonomic plant groups and basic physiological
techniques. M. Ruddat. Winter. L.
241. Biology and Evolution of Plants. PQ: Common Core biology. This
course fulfills the organismal biology requirement for the biological sciences
concentration. This course is identical to BioSci 240 except that it does
not have a lab. M. Ruddat. Winter.
242. Physiology. PQ: Biological Sciences Sequence 1 or consent of
instructor. This course fulfills the organismal biology requirement for
the biological sciences concentration. This course is an intensive
introduction to the mechanisms that operate in living organisms at all levels,
ranging from the subcellular to the whole organism, to support organismal
function. The course considers (1) molecular aspects of physiology (e.g.,
membrane function, channels, and receptors); (2) the neural and hormonal
mechanisms that coordinate function; (3) muscle function and its regulation;
and (4) the regulation of respiratory gas transport, temperature, water, and
ions. A weekly lab illustrates principles introduced in the lecture. Staff.
Winter. L.
244. Introduction to Neurobiology (=Biopsy 207). PQ: Common Core
biology. This course fulfills the organismal biology requirement for the
biological sciences concentration. An introduction to the diverse levels of
analysis of the nervous system. Topics covered include structure of the nervous
system, basic cellular neurobiology including membrane properties, synaptic
transmission and transmitter/receptor systems, sensory transduction, nerve and
muscle, central pattern generators, sensory systems, developmental
neurobiology, and neuroethology. Comparative aspects of neurobiology are
stressed, and both vertebrate and invertebrate examples are developed. D.
Margoliash, M. Dickinson. Autumn. L.
246. Introductory Paleontology (=GeoSci 223). PQ: GeoSci 131-132, or
Biological Sciences Sequence 1, or consent of instructor. This course fulfills
the organismal biology requirement for the biological sciences concentration.
The focus of the course is on the nature of the fossil record, the
information it provides on patterns and processes of evolution through geologic
time, and how it can be used to solve geological and biological problems.
Lectures cover the principles of paleontology (including fossilization,
classification, morphologic analysis and interpretation, biostratigraphy,
paleoecology, and macroevolution); labs are systematic, introducing major
groups of fossil invertebrates. J. Sepkoski. Winter. L.
248. Animal Behavior. PQ: Common Core biology. This course
fulfills the ecology, populations, and behavior requirement for the biological
sciences concentration. This is an introduction to the mechanisms and
evolution of behavior in nonhuman species. The course is concerned with the
mechanistic basis of behavior and the ecology and evolution of behavior at the
individual and group level. Topics include behavioral genetics, developmental
pathways, communication, foraging behavior, kin selection, mating systems,
sexual selection, the ecological and social contexts of behavioral variation,
and field and lab techniques. The lab focuses on research design and
observational methods in behavioral biology and meets at Brookfield Zoo;
transportation will be provided. J. Altmann, S. Pruett-Jones. Spring. L.
249. Animal Behavior (=Psych 214). PQ: Common Core biology.
This course fulfills the ecology, populations, and behavior requirement
for the biological sciences concentration. This course is identical to
BioSci 248 except that it does not have a lab. S. Pruett-Jones, J. Altmann.
Spring.
250. Evolutionary Ecology. PQ: Common Core biology. This course fulfills
the ecology, populations, and behavior requirement for the biological sciences
concentration. An evolutionary approach to the study of ecological
interactions. Topics include plant-animal interactions, life history evolution,
host-parasite and host-mutualist interactions, competition, and predation.
Weekly labs stress experimental methods and exploration of current literature.
E. Simms, M. Leibold. Winter. L.
251. Ecological Applications to Conservation Biology. PQ: BioSci 193 or
195 or consent of instructor. This course fulfills the ecology, population, and
behavior requirement for the biological sciences concentration. We focus on
the contribution of ecological theory to understanding current issues in
conservation biology. The course emphasizes quantitative methods and their use
for applied problems in ecology, such as the design of natural reserves, the
risk of extinction, the impact of harvesting, and the dynamics of species
invasions. Course material is drawn mostly from the current primary literature.
In addition to lectures, students participate in weekly discussion groups and
computer modeling lab exercises. J. Bergelson, C. Pfister, T. Nagylaki.
Winter.
252. Field Ecology. PQ: Biological Sciences Sequence 1 and consent of
instructor. This course fulfills the ecology, populations, and behavior
requirement for the biological sciences concentration. This course is an
introduction to habitats and biomes in North America and the methods of
organizing and carrying out field research projects in ecology and behavior,
focusing on questions of evolutionary significance. The course consists of a
two-week field trip to the southwestern United States during the winter/spring
quarter break. Work during the field trip consists of informal lectures and
discussions, individual study, and group research projects. During the spring
quarter there are lectures on the ecology of the areas visited and on
techniques and methods of field research. This course is designed for students
with a serious commitment to pursuing graduate research. S. Pruett-Jones.
Spring. L. Not offered 1995-96; will be offered 1996-97.
254. Systematic Biology (=EvBiol 354). PQ: Common Core biology and
knowledge of algebra. This course fulfills the ecology, populations, and
behavior requirement for the biological sciences concentration. Systematic
biology encompasses such activities as discovering and classifying biological
diversity, estimating the phylogenetic relationships among species or larger
lineages, and estimating evolutionary processes. From the standpoint of the
three schools of systematic biology (evolutionary, phenetic, and phylogenetic),
the course explores carefully the concepts of homology, species, and higher
taxa. We consider the central role of systematic biology in the biological
sciences and use systematic hypotheses to test theories about evolutionary or
biological processes. B. Chernoff. Autumn. L.
255. Biogeography (=EvBiol 455, Geog 255/355). PQ: Common Core biology
or consent of instructor. This course fulfills the ecology, populations, and
behavior requirement for the biological sciences concentration. This course
examines factors governing the distribution and abundance of animals and
plants. Topics include patterns and processes in historical biogeography,
island biogeography, geographical ecology, areography, and conservation biology
(the design and effectiveness of nature reserves). Staff. Winter.
256. Fundamentals of Molecular Evolution. PQ: Biological Sciences
Sequence 1 and calculus; or consent of instructor. The comparative analysis
of DNA sequence variation has become an important tool in molecular biology,
genetics, and evolutionary biology. This course covers major theories that form
the foundation for understanding evolutionary forces governing molecular
variation and divergence and genome organization. It explores the evolutionary
assembly of genes, the origin of novel gene function, the population genetics
of repetitive DNA variation, and the evolution of multigene families. The
course also provides practical information on accessing genome databases,
searching for homologous sequences, aligning DNA and protein sequences,
calculating sequence divergence, producing sequence phylogenies, and estimating
evolutionary parameters. M. Kreitman, T. Nagylaki. Spring.
259. Molecular Biocomputing. PQ: Biological Sciences Sequence 1 or
equivalent; some knowledge of computing. This course introduces students to
the various facets of using computers to augment research in molecular biology.
Topics discussed may include experiment planning, expert systems,
DNA/RNA/protein sequence analysis, and database access and usage. Issues such
as the human genome project, genetic counseling, and DNA forensic science are
also considered. This is a hands-on course with a significant lab component.
J. Kruper. Spring. L.
260. Mammal Evolution (=EvBiol 311). PQ: Common Core biology or consent
of instructor. This course fulfills the organismal biology requirement for
biological sciences concentration. This course is an introduction to the
major features of mammalian evolution. It surveys major groups of mammals,
including both living and fossil taxa. We focus on phylogeny, morphology,
biogeography, and patterns of diversification and extinction, using
illustrations from the Field Museum's world-class collections of fossil and
living mammals. Transportation to and from the museum is arranged as needed.
J. Flynn. Autumn. L.
297. Readings in Biology. PQ: Consent of faculty sponsor. Students are
required to submit the College Reading and Research Course Form. This is a
tutorial offering individually designed readings. Students may take only one
unit of BioSci 297 per quarter and must register by the end of the second week.
This course is graded P/N and may not be used to satisfy an area
requirement in advanced-level biology or as a substitute for one of the quarter
courses in a Common Core biological sciences sequence. Staff. Summer,
Autumn, Winter, Spring.
298. Undergraduate Research Seminar. PQ: BioSci 299. This seminar
course is required of all graduating students who have taken BioSci 299 during
the academic year and who plan to graduate with honors in the biological
sciences and is open without credit to students who have taken BioSci 199. The
poster session is held in early May. This course is graded P/F and may
not be used to satisfy an area requirement in advanced-level biology or as a
substitute for one of the quarter courses in a Common Core biology sequence.
Staff. Spring.
299. Advanced Research in the Biological Sciences. PQ: Consent of
faculty sponsor and the Undergraduate Research and Honors Committee. Students
are required to submit the College Reading and Research Course Form.
Advanced, individually guided research for undergraduate biology
concentrators. Students submit a written report covering their research
activities to the chairman of the Undergraduate Research and Honors Committee.
As registrants in BioSci 299, they are required to participate in a biweekly
senior honors forum beginning in autumn quarter and to register for BioSci 298
(Undergraduate Research and Seminar) in the spring quarter of their senior
year. Both courses are graded P/F and may not be used to satisfy an area
requirement in advanced-level biology or as a substitute for one of the quarter
courses in a Common Core biology sequence. Staff. Summer, Autumn, Winter,
Spring. L.
261. Viruses of Eukaryotes. PQ: Consent of instructor. This course
is concerned with various aspects of the molecular biology of viruses of animal
cells, including viruses that afflict man. Special emphasis is given to recent
developments in the field related to viral nucleic acid replication, controls
of viral gene expression, use of viruses as cloning vectors to amplify specific
cellular genes, and the contribution of virus research to our understanding of
mechanisms underlying eukaryotic gene expression. The course attempts to
develop experimental thinking and knowledge of experimental approaches
currently in use in related fields in molecular biology and cell biology. B.
Roizman. Spring.
262. Electron Microscopy and Image Processing in Structural Biology (=MG/CB
310). PQ: One year of calculus. Electron microscopy is an important
tool for studying the structure of biological macromolecular assemblies. Much
information inherent in an electron micrograph is accessible only after the
micrograph is subjected to a computer analysis of its periodic features. This
course deals with the principles involved in processing electron microscope
images, including the underlying analytical methods and their computer
implementation. Students have an opportunity to use computers to analyze
various periodic structures and to become acquainted with the various graphics
systems used in image analysis. R. Josephs. Spring.
264. Endocrinology. PQ: Common Core biology or consent of
instructor. A general introduction to the study of hormones and the
homeostatic interaction of organ systems mediated by hormones. J. Jarabak,
T. Jones. Winter.
265. The Biology of Toxoplasma (=Immun 365). This course undertakes a study
of Toxoplasma gondii and toxoplasmosis: a model system to study the
cellular and molecular biology, biochemistry, and genetics of an obligate
intracellular protozoan parasite; the immune responses it elicits; and the
pathogenesis of the diseases it causes. This information is also applied to
consideration of public health measures for prevention of infection, for
vaccines, and for development of new antimicrobial therapy. General principles
applicable to the study of other microorganisms are emphasized. This course is
suitable for undergraduates with a good background in biology and molecular
genetics, as well as for graduate and medical students and postdoctoral fellows
in immunology and infectious diseases. R. McLeod. Spring.
268. Neuropsychopharmacology (=Neurbi 327, PhaPhy 327, Psych 327). PQ:
BioSci 200 or BchMB 301, or consent of instructor. This course entails a
study of the effects of pharmacological agents on behavior with emphasis on
physiological and biochemical mechanisms. L. Seiden, H. De Wit, P. Vezina.
Autumn. L.
270. The Conquest of Pain. PQ: Organic chemistry or biochemistry;
neurobiology or physiology recommended. This course examines the biology of
pain and the mechanisms by which anesthetics alter the perception of pain. The
approach is to examine the anatomy of pain pathways both centrally and
peripherally, and to define electrophysiological, biophysical, and biochemical
explanations underlying the action of general and local anesthetics. The role
of opiates and enkephalins is discussed in detail. Central theories of
anesthesia, including the relevance of sleep proteins, are also examined.
Additionally, mechanistic discussions of acupuncture and cutaneous nerve
stimulation are included. J. Moss. Spring.
272. Diet and Behavior. PQ: Common Core biology sequence.
Students must attend the first class to confirm enrollment. No exceptions.
Behavioral factors influence food selection and eating patterns, thus
playing a key role in the process of facilitating dietary change. Disorders of
eating may frequently be associated with changes in mood. This course utilizes
weekly didactic sessions and the ambulatory clinical nutrition setting to
examine topics in diet and behavior. In addition, case studies are utilized
extensively to help explore pertinent issues. Since the subject matter is
complex and extensive, students are required to review a large body of
literature. M. H. Maskay, Staff. Autumn.
273. Evolutionary Processes (=CFS 348, Ec-Ev 310, EvBiol 310). PQ:
Consent of instructor. Examination of evolutionary aspects of ecology,
genetics, biochemistry, paleontology, development, philosophy, and related
subjects through readings, written essays, and discussions. L. Van Valen.
Winter.
275. Introduction to Psychiatry. PQ: Common Core biology. This
course surveys fundamental aspects of the treatment, assessment, diagnosis,
etiology, and prognosis of common psychiatric disorders. Emphasis is placed on
the integration of epidemiologic, biological, psychological, and social
perspectives in understanding and intervening in these disorders. Topics
include principles of assessment and diagnosis, reviews of major psychiatric
syndromes, and treatment modalities. This course also includes the historical
and cultural context in which the contemporary practice of psychiatry takes
place. Emphasis is placed on the history of concepts and institutions. S.
Gilman. Winter.
276. Muscle Physiology and Function (=Med 510). PQ: Knowledge of
physical concepts; elementary knowledge of chemistry and biology helpful;
third- or fourth-year standing. This course considers muscle architecture,
muscle structure, mechanisms of contraction, mechanochemical energy
transduction, mechanisms of muscle activation, cardiac mechanics, animal
locomotion, and optimization of locomotive parameters for athletics. L.
Ford. Autumn.
278. Molecular Physiology. PQ: BioSci 242 or 243, or consent of
instructor. This course examines insights yielded by the utilization of
molecular techniques in physiological investigations. R. Zak, Staff. Not
offered 1995-96; will be offered 1996-97.
281. Searching Bibliographic Databases (=HiPSS 221). Computer databases of
indexes, abstracts, citations, and text provide indispensable routes of
intellectual access to the world of knowledge. We focus on search strategy
development, the organization and structure of databases and index languages,
and techniques for evaluating search results. The interplay of human judgment
with computer procedures is analyzed throughout, particularly in comparing
subject, text, and citation searching. Using campus computers and the Internet,
students search local and remote databases for references in journal articles
related to a variety of assigned problems in the medical, biological, and
environmental sciences and individually chosen problems that may be in any
discipline. D. Swanson. Autumn, Spring. Not offered 1995-96; will be offered
1996-97.
Courses on the Ethical and Societal Implications of the Biological
Sciences
282. Laboratory Fundamentals in Clinical Research. PQ: Common Core
biology. This unique, new course has been designed to provide students in
different stages of education and career development with the background
necessary to plan, manage, and communicate within the world of clinical
research. The course introduces students to the basics of the clinical
laboratory and includes the tools, techniques, and skills required to assist in
clinical human research protocols. Topics emphasized are lab safety,
instrumentation, quality control and assurance, immunological assays, DNA
preparation, and the ethics and logistics of research protocol development. The
course consists of hands-on lab participation, informal lectures, and open
discussion. S. Patel. Winter.
283. Disease (=Pathol 313). Intended for both science and nonscience
concentrators, this course examines disease as a contextual and historical
entity in the writings of several novelists and philosophers. S. Meredith.
Spring.
284. The Quest for Human Nature. PQ: Common Core biology or consent of
instructor. Do we have a nature? If so, what is it? How do we know? In this
course, we join the enduring quest for human nature by exploring works of two
of its seminal students, Aristotle and Darwin. What is the relationship between
our biology and the ethical and social spheres of human life? How does our
method of inquiry into human nature impact upon our results? In what ways might
we manipulate our nature, and toward what ends might we change it? Our readings
are drawn from select works by each author. R. Gunderman. Autumn. Not
offered 1995-96; will be offered 1996-97.
285. Biological Approach to the Problem of Knowledge: Kant's Theory of
Cognition (=HiPSS 285). PQ: Common Core biology. Term paper required for
letter grade. This course is about human cognition, how the mind
works in furnishing the kind of experience and knowledge which human beings
have. It is about sensation and thought, consciousness and awareness of self,
and, most importantly, about the reflections of Immanuel Kant on these matters.
During the quarter, we acquire, stepwise, a grasp of Kantian theory by a close
reading of the text of the Critique of Pure Reason, together with a few
landmarks from the related scientific literature subsequent to Kant's time. The
class sessions consist of detailed discussion of the texts, with students
participating at a maximum level consistent with progress at a reasonable pace.
S. Schulman. Autumn, Spring.
286. Foundation of Gender and Gender Differences (=NCD 228, Psych 219).
This course examines issues fundamental to an understanding of sex, sex
differences, and gender differences. The course begins by considering the
significance of the evolution of sexually reproducing species and by studying
mechanisms of normal and abnormal early embryonic sexual development. The
relative influence of innate (or "primarily biological") and learned (or
"primarily environmental") factors is discussed. The different reproductive
roles of males and females in various species are examined to relate sexual
dimorphism, mating strategies, and life cycle differences. This is a seminar
course involving faculty from different departments. M. Moscona, M.
McClintock. Spring.
290. Context of Medicine I (=Peds 342, PubPol 481, SSA 497). PQ: Consent
of instructor. NOTE: This course ends in the spring quarter. Students
receive a grade of Incomplete for the winter quarter and a course grade
at the end of the spring quarter. The course considers the multiple
influences on medicine and health care in the United States. It examines the
roles of patients, physicians, and other health care professionals and
institutions from historical, sociologic, economic, and interactional
perspectives. Students participate in a variety of field experiences in
hospitals and other settings to sharpen their skills as observers and data
gatherers, and to have direct insight into the context of medicine. A.
Kohrman, C. Kohrman. Winter.
291. Medicine and Ethics (=NCD 218). Clinical medicine and biomedical
science pose fascinating questions. These involve permanent human concerns,
such as the meaning of life, suffering, the relationship between healer and
patient, and the pursuit of health, as well as issues on the cutting edge of
contemporary science and society, such as new genetic and reproductive
technologies, AIDS, and the organization and funding of health care. In the
interplay between such questions lies not only enhanced understanding of
pressing personal and public policy problems but also enduring insights into
humanity. R. Gunderman. Autumn.
292. Medical Odysseys. PQ: Consent of instructor. Physicians and
patients have new moral responsibilities due to changes in medical technology,
economics, and public policy. Both physicians and patients must frame responses
to the moral dilemmas of modern medicine: truth; conflict of interest;
disparities in knowledge and power; allocation of scarce resources; and the
meaning of life, disease, and death. This course studies works that present
these and other dilemmas through the immediacy of lived personal experiences,
as documented in books of medical autobiography, essays, and poems. J.
Lantos, A. Goldblatt. Winter. Not offered 1995-96; will be offered
1996-97.
294. Professional Ethics in Science (=HiPSS 297). PQ: Common Core
biology or consent of instructor. This course is designed primarily for
students pursuing a professional career in science rather than medicine. It
explores the ethical context of biology by analyzing the values, goals,
purposes, moral claims, and aspirations of the professional scientific
activity. It does not present scientific material but draws heavily on the
works of major figures who developed systems of ethics and of scientists who
have articulated the ethos of science as actually practiced. These theoretical
systems are applied to a few paradigmatic case studies in which societal values
seem to be in conflict with the scientific ethic. The course concludes with a
presentation of a major theory in which human values are given a biological
foundation. R. Holmes. Spring.
296. The New Genetics and Health Care. PQ: Consent of instructor.
This course addresses issues raised by research in genetics and examines
the implications of alternative solutions. Topics to be considered are the
goals, methods, and achievements of the Human Genome Project; examples of
genetic conditions about which information is being or will be generated;
implications of genetics for concepts of disease and health; cultural, ethnic,
gender, and socioeconomic differences in genetic research and its applications;
ethical and legal issues related to genetic tests and screening; genetic
counseling and medical models of the clinician-patient interaction; ethical and
policy dimensions of genetic disabilities; and scientific, clinical, ethical,
and legal aspects of gene theory. M. Mahowald, M. Verp. Autumn.
Many graduate-level courses in the Division of Biological Sciences are open to
qualified College students. Students should consult their advisers, the BSCD
office, or the various departments and committees in the division to identify
appropriate courses.
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Biological Sciences Courses
Students must confirm their registration with their instructors by the
second class meeting, or their registration may be canceled. All Common Core
courses and some advanced courses have laboratories; in the following course
descriptions, L indicates courses with a laboratory. No more than four
courses below Biological Sciences 193 may be taken without consent of the
senior adviser. Students who have taken or are taking courses in Biological
Sciences Sequence 1 may not enroll in other 100-level courses (except 195)
without consent of the senior adviser.Common Core Sequences
Common Core Courses
Go to bottom of documentAdvanced-Level Courses
Graduate-Level Courses