Biological Sciences

Master: José Quintans, BSLC 104A, 702-7964, qui4@midway.uchicago.edu
Senior Adviser: Manfred D. E. Ruddat, HM 254, 702-8623, mdr4@midway.uchicago.edu
Administrative Assistant: Linda C. Kritch, BSLC 104C, 702-7962, lck2@midway.uchicago.edu
Laboratory Manager: Marcia A. Gilliland-Roberts, BSLC 336, 702-1930, mroberts@yoda.bsd.uchicago.edu
Staff Secretary: Cynthia Piwowar, BSLC 104B, 702-7963, piwo@midway.uchicago.edu
Faculty Advisers:
James Hopson, Organismal Biology & Anatomy, A 405B, 702-8099;
Jim Miller, Molecular Genetics & Cell Biology, CLSC 1021, 702-0981; Manfred D. E. Ruddat, Ecology & Evolution, HM 254, 702-8623;
Herbert C. Friedmann, Biochemistry & Molecular Biology, CLSC 457, 702-6902; Harry Fozzard, Pharmacological & Physiological Sciences, AMB M603, 702-1481; Dorothy Hanck, Neuroscience Concentration, AMB M604A, 702-1758
Undergraduate Research and Honors: Wolfgang Epstein, CLSC 439B,702-1331, wepstein@midway.uchicago.edu
Summer Undergraduate Research: Jim Miller, CLSC 1021,702-0981, jmiller@midway.uchicago.edu
Minority Undergraduate Research: Terence Martin, CLSC 739,702-8043, tema@midway.uchicago.edu

Program of Study

Biology is the study of living things and their adaptations to the pressures of natural selection. The faculty of the College believes that a sound knowledge of biology is essential for understanding many of the most pressing problems of modern life and for intelligent involvement in their eventual solution. The Biological Sciences Collegiate Division, therefore, provides a variety of Common Core courses for all College students, prospective biologists and nonbiologists alike. Although most of the course offerings beyond the introductory year are designed to serve the needs of biology concentrators, many of these courses are well suited to students in other concentrations who wish to study some aspect of modern biology in greater detail. Courses on the ethical and societal implications of the biological sciences, for example, will be of interest to all students.

The Biological Sciences Common Core

The goal of the courses in the Common Core biology curriculum is to give students a scientific understanding of how life functions and evolves at every level. Biology is complex, fascinating, and of increasing importance as the "biological revolution" unfolds. Common Core sequences cover the biology of cells, organisms, and populations. Students learn the key concepts and methods to generate new knowledge in each of these areas, and come to appreciate the interconnectedness of all living things and their evolutionary interactions with the environment.

There are three categories of sequences, which are described in greater detail in the course descriptions of this section. These include (1) an integrated six-quarter natural science sequence, which fulfills both the Common Core biological and physical sciences requirements; (2) biological sciences sequences for students who plan to concentrate outside the biological sciences; and (3) advanced biological science sequences designed both to fulfill the Common Core requirement and to prepare concentrators in the biological sciences for further work in the biological sciences concentration.

Each Common Core sequence includes laboratory exercises. In these laboratories, students gain firsthand experience in carrying out experiments or making observations, and in analyzing and interpreting the biological data they obtain from these experiments and observations. The laboratories are an integral part of the courses; to receive a grade in a Common Core course, students must complete the laboratory exercises associated with that course, even if the course is taken as an elective. NOTE: Some courses include laboratories that require the use of animals; students who have concerns about using animals in laboratories are urged to discuss these concerns with the instructors before registering for those courses.

Placement. Students may fulfill the Common Core requirement in biological sciences using credit attained on the AP biology test or the College's own placement exam.

1. A score of 5 on the AP biology test can be used to place out of the Common Core biological sciences requirement and into the two-course 140s sequence. The 140s sequence is open only to students who have received a 5 on the AP biology test. Completion of the 140s sequence fulfills the fundamental sequence requirement for concentrators in the biological sciences. This option is most appropriate for those intending to concentrate in the biological sciences but is open to any qualified student.

2. A score of 4 or 5 on the AP biology test or a pass on the College placement exam can be used to place out of the Common Core biological sciences requirement. Students who place out and do not concentrate in the biological sciences have no further curricular requirements in biology. Students with a 4 on the AP biology test or a pass on the placement exam, who elect this placement, and subsequently choose to concentrate in the biological sciences must then complete one of the five-course fundamental sequences, the 160s, 170s, 180s, or 190s, as part of their concentration program. Students with a 5 on the AP biology test who elect this placement, and subsequently choose to concentrate in the biological sciences must then complete the two-course 140s fundamental sequence as part of their concentration program.

Accreditation. Credit for biology courses may be granted to students upon satisfactory completion of an accreditation examination, which will be held during the first week of the quarter in which the particular course is offered. Students must register for the examination before classes begin in the office of the senior adviser (HM 264). No laboratory requirements can be met by accreditation examinations except by special petition with accompanying documentation.

The Biological Sciences Concentration Program

The goals of the biological sciences concentration are to give students (1) an understanding of currently accepted concepts in biology and the experimental support for these concepts, and (2) an appreciation of the gaps in our current understanding and the opportunities for new research in this field. The concentration is designed to prepare students for graduate or professional study in the biological sciences and for careers in biology. As in the Common Core, emphasis is placed on introducing students to the diversity of subject matter and methods of investigation in the biological sciences.

The requirements for a B.A. in the biological sciences include the following:

1. The Common Core. To prepare themselves for more advanced work in biology, biological sciences concentrators must take: Chemistry 111-112-113 or higher to satisfy the Physical Sciences Common Core requirement; Mathematics 131-132 or higher to fulfill the mathematics Common Core requirement; and three courses in the fundamental sequence (Biological Sciences 160s, 170s, 180s, or 190s) to fulfill the biological sciences Common Core requirement. [Students who fulfill the Common Core with a 5 on the AP biology test must complete the two-course BiosSci 140s sequence as a part of the fourteen-course concentration requirement. Students who fulfill the Common Core with a 4 on the AP biology test, placement exam credit, or a "general" Common Core sequence (Biological Sciences 100 to 139, 150-156), must complete a five-course fundamental sequence as part of the fourteen-course concentration requirement.]

2. Courses in the Physical Sciences Collegiate Division. Biological sciences concentrators must complete two quarters of organic chemistry (Chemistry 220-221), two quarters of physics (Physics 121-122 or higher), one additional quarter of calculus (Mathematics 133 or higher) or statistics (Statistics 220), and one additional course in mathematics or physical sciences.

3. Courses in the Biological Sciences

a. Fundamental sequence. Students who elected three courses in a fundamental sequence (Biological Sciences 160s, 170s, 180s, or 190s) to fulfill the Common Core requirement register for the final two quarters of their sequence in the concentration. Students who placed into the 140s fundamental sequence complete those two courses in the concentration. Students who fulfill the Common Core with a 4 on the AP biology test, placement test credit or a "general" Common Core sequence (Biological Sciences 100-139, 150-156), must complete a five-course fundamental sequence, all to be used in their fourteen-course concentration requirement.

b. 200-level Biological Sciences Courses. Students must register for six 200-level courses (Biological Sciences 200-270). One of these must be biochemistry (Biological Sciences 200 or 201). The other five courses are selected by the student unless the student chooses one of the specializations, in which case three courses are stipulated by the specialization (see below). [Students who fulfill the Common Core with a 4 on the AP biology test, placement exam credit or a "general" Common Core sequence (Biological Sciences 100-139, 150-156), must register for three 200-level courses instead of six. One of these courses must be biochemistry with a laboratory (Biological Sciences 200).]

NOTE: Biological Sciences 199, 297, 298, and 299 may not be used to satisfy the requirements of the concentration. Also, no course listed under the heading "Specialized Courses" may be used to satisfy the requirements of the concentration.

4. Laboratories. Three of the 200-level courses must have a laboratory. [Students who fulfill the Common Core with a 4 on the AP biology test, placement exam credit, or a "general" Common Core sequence (Biological Sciences 100-139, 150-156), must have a laboratory with each 200-level course.]

Summary of Requirements

*Students who fulfill the Common Core with a 4 on the AP biology test, placement exam credit or a "general" Common Core sequence (BioSci 100-139, 150-156), should consult the description of the concentration on the previous page. For these students, the required number of courses changes to five for completion of the 160s, 170s, 180s, or 190s; and three for the required number of 200-level courses, all of which must have a laboratory.

Specialization Programs in the Biological Sciences

Specialization in Cellular and Molecular Biology. Biological sciences concentrators who complete the following requirements will be recognized as having completed a specialization in the area of cellular and molecular biology.

The following requirements must be met:

Courses

1. organic chemistry (Chem 222); and

2. three 200-level courses in the biological sciences, with one course from three of the four following areas being selected:

a. Cell Biology (BioSci 207 or 230), or
b. Genetics (BioSci 225 or 239), or
c. Developmental Biology (BioSci 227 or 229), or
d. Molecular Biology (BioSci 206).

Laboratory The laboratory requirements can be fulfilled by one of the following:

1. BioSci 224 (Experimental Molecular Genetics); or

2. BioSci 259 (Molecular Approaches to Developmental Biology); or

3. completion of an independent research project that qualifies as a senior honors project.

The specialization in cellular and molecular biology is administered by the Department of Molecular Genetics and Cell Biology. For additional information or advice, contact Jim Miller (702-0981, jmiller@midway).

Specialization in Ecology and Evolution. Biological sciences concentrators who complete the following course work and fulfill the requirements of the senior honors paper will be recognized as having completed a specialization in ecology and evolution. Each student will be assigned a faculty adviser based upon the student's particular topic of interest. The faculty adviser will recommend specific courses necessary to meet the requirements (see following section). The faculty adviser will also facilitate the appropriate placement of the student in a research laboratory that will satisfy the original research requirement for the senior honors project. The specialization is recommended for students who are interested in pursuing graduate work in the field or in laboratory sciences of ecology, evolution, population genetics, and behavior.

The following requirements must be met:

Courses

1. three quarters of calculus and two quarters of statistics (in lieu of physics requirement); and

2. three upper-level courses in the biological sciences as recommended by the faculty adviser and departmental chair from a menu of courses in ecology, evolution, genetics, and behavior.

Laboratory Completion of original research in the laboratory under the guidance of a member of the ecology and evolution faculty, which will qualify the student to write a senior honors paper.

The specialization in ecology and evolution is administered by the Department of Ecology and Evolution. For more information, consult Manfred D. E. Ruddat (702-8623, mdr4@midway.uchicago.edu).

Specialization in Neuroscience. Biological sciences concentrators who complete the following requirements will be recognized as having completed a specialization in neuroscience. Students who elect to specialize should consult the faculty adviser, Dr. Dorothy Hanck, who is available to advise them on choosing classes to successfully complete the specialization and to help them identify laboratories in which they can carry out individual research projects.

Required courses include:

Behavioral Neuroscience. usually BioSci 210
Cellular Neurobiology. BioSci 212
Systems Neurobiology. BioSci 213 or 215

The following elective courses deal with topics of interest to neuroscientists and may be used (in consultation with the faculty adviser) to fulfill the elective requirements of the biological sciences concentration:

BioSci 214. Developmental Neurobiology
BioSci 218. Ion Channels
BioSci 219. Nonlinear Dynamics for Neuroscience and Biopsychology
BioSci 258. Neuropharmacology
BioSci 268. Neuropsychopharmacology
BioSci 270. Conquest of Pain
BioSci 287: Computational Neuroscience I: Neurons
BioSci 288: Computational Neuroscience II: Circuits
BioSci 289: Computational Neuroscience III: Networks
Biopsy 215. Brain Asymmetry
Biopsy 231. Developmental Neuropsychology
Biopsy 280. Sensation and Perception
Biopsy 287. Connectionist Modeling I
Biopsy 291. Connectionist Modeling II

Students are strongly encouraged to carry out individual guided research, to participate in the honors research program, and to attend neurobiology/biopsychology-related seminars. The specialization in neuroscience is administered by the Committee on Neurobiology.

Grading. Students must receive quality (letter) grades in all fourteen courses in the concentration.

Research Opportunities. Students are encouraged to carry out individual guided research in an area of their interest. A student may propose an arrangement with any faculty member in the biological sciences Collegiate Division to sponsor and supervise research on an individual tutorial basis. Students register for Biological Sciences 199 or 299 for course credit. Consult the course description section for information about procedures, grading, and requirements for registration in Biological Sciences 199 and 299.

Some financial support may be available to students with third- or fourth-year standing for summer research through their research supervisors or through fellowships awarded competitively by the Biological Sciences Collegiate Division.

Special Honors in Biology. Students may earn a bachelor's degree with honors in the biological sciences by satisfactorily completing an individual research program and honors thesis. To be eligible for honors, students must also have a GPA of at least 3.00 overall and a GPA of at least 3.00 in concentration courses, based on all course work up to the final quarter of graduation. Students are urged to consult with their advisers and with the director of the honors program well before their senior year for guidance on meeting the requirements for honors.

Honors students rarely begin their research later than the summer before their senior year; most honors students begin research in their junior year or earlier. Fourth-year students usually complete Biological Sciences 299 during autumn and winter quarters and complete Biological Sciences 298 in spring quarter. Students prepare oral and visual presentations of their research for a poster session early in spring quarter. Fourth-year students who wish to be considered for honors must submit a first draft of their thesis before the end of third week of spring quarter; it will be evaluated by two reviewers and returned to them with comments. The final version will then be due at the end of eighth week, and must be approved by the director of the honors program in consultation with the reviewers.

Combined Bachelor of Arts/Master of Science Degree Program in Biochemistry and Molecular Biology

This program is designed for those students who, early in their academic careers, decide to pursue graduate study in biology at the molecular level. It differs from the usual concentration in the biological sciences in that it requires a central core of graduate courses in biochemistry and molecular biology. These, in turn, require a background in physical chemistry.

This program requires the completion of forty-eight credits of course work rather than the forty-two required for the B.A. (NOTE: Fifty-one credits, forty-two for the B.A. and nine for the M.S., are required; however, up to three upper-level course credits can be double-counted for both degrees.) The course load of the program is demanding and graduate-level tuition must be paid during the fourth year. In general, the program is suitable only for students who enter with placement or advanced placement credit, or who complete some of their work during the summer.

Students are expected to (1) spend elective time and/or a summer residency in a laboratory working on a research problem in biochemistry or molecular biology, and (2) write a formal thesis reviewing the field and describing their original research contribution. A departmental oral examination based on the thesis must be taken during the last quarter of registration.

Students will not be admitted formally to the program until their third year. Applications are made through the Department of Biochemistry and Molecular Biology. Normally only students with grade point averages above 3.0 qualify, although exceptions may be made under special circumstances.

For further information about the program, consult the adviser in the Department of Biochemistry and Molecular Biology (Herbert Friedmann, CLSC 457, 702-6902).

Faculty

JEANNE ALTMANN, Professor, Department of Ecology & Evolution, Committees on Biopsychology and Evolutionary Biology, and the College; Chairman, Committee on Evolutionary Biology

R. DEAN ASTUMIAN, Assistant Professor, Departments of Biochemistry & Molecular Biology and Surgery and the College

JUDITH AUSTIN, Assistant Professor, Department of Molecular Genetics & Cell Biology, Committee on Developmental Biology, and the College

JOY M. BERGELSON, Assistant Professor, Department of Ecology & Evolution and the College

JEFFREY A. BLUESTONE, Professor, Ben May Institute, Department of Pathology, Committee on Immunology, and the College; Chairman, Committee on Immunology

MALCOLM J. CASADABAN, Associate Professor, Departments of Biochemistry & Molecular Biology and Molecular Genetics & Cell Biology, Committees on Genetics and Virology, and the College

BARRY CHERNOFF, Lecturer, Committee on Evolutionary Biology and the College

KWEN-SHENG CHIANG, Associate Professor, Department of Molecular Genetics & Cell Biology, Committee on Genetics, and the College

LIANE COCHRAN-STAFIRA, Lecturer in the College

THOMAS COLTON, Senior Lecturer in the College

JERRY COYNE, Professor, Department of Ecology & Evolution, Committees on Evolutionary Biology and Genetics, and the College

RONALD DUBREUIL, Assistant Professor, Department of Pharmacological & Physiological Sciences, Committee on Cell Physiology, and the College

WOLFGANG EPSTEIN, M.D., Professor, Departments of Biochemistry & Molecular Biology and Molecular Genetics & Cell Biology, Committee on Genetics, and the College

ROCHELLE EASTON ESPOSITO, Professor, Department of Molecular Genetics & Cell Biology and the College; Chairman, Committee on Genetics

MARTIN E. FEDER, Professor, Department of Organismal Biology & Anatomy, Committee on Evolutionary Biology, and the College

EDWIN FERGUSON, Assistant Professor, Department of Molecular Genetics & Cell Biology, Committees on Developmental Biology and Genetics, and the College

FRANK W. FITCH, M.D., Albert D. Lasker Professor, Department of Pathology, Committees on Developmental Biology and Immunology, and the College; Director, Ben May Institute

JOHN FLYNN, Lecturer, Committee on Evolutionary Biology and the College

HARRY A. FOZZARD, M.D., Otho S. A. Sprague Distinguished Service Professor, Departments of Medicine and Pharmacological & Physiological Sciences, Committee on Cell Physiology, and the College; Chairman, Department of Pharmacological & Physiological Sciences

HERBERT C. FRIEDMANN, Associate Professor, Department of Biochemistry & Molecular Biology and the College

LAWRENCE M. GARTNER, M.D., Professor, Department of Pediatrics and the College

GODFREY S. GETZ, M.D., Donald N. Pritzker Professor, Departments of Biochemistry & Molecular Biology, Medicine, and Pathology, and the College; Chairman, Department of Pathology

ANN D. GOLDBLATT, Lecturer, Department of Medicine and the College

LARRY GOLDMAN, M.D., Associate Professor, Department of Psychiatry and the College

EUGENE GOLDWASSER, Alice Hogge and Arthur A. Baer Professor Emeritus, Department of Biochemistry & Molecular Biology, Committee on Developmental Biology, and the College; Chairman, Department of Biochemistry & Molecular Biology

GEOFFREY GREENE, Professor, Ben May Institute, Department of Biochemistry & Molecular Biology and the College

DOROTHY A. HANCK, Associate Professor, Department of Medicine, Committees on Cell Physiology and Neurobiology, and the College

ROBERT HASELKORN, Fanny L. Pritzker Distinguished Service Professor, Departments of Biochemistry & Molecular Biology, Chemistry, and Molecular Genetics & Cell Biology, Committees on Developmental Biology, Genetics, and Virology, and the College

ALFRED HELLER, M.D., Professor, Department of Pharmacological & Physiological Sciences and the College

PHILIP C. HOFFMANN, Professor, Department of Pharmacological & Physiological Sciences and the College

JAMES A. HOPSON, Professor, Department of Organismal Biology & Anatomy, Committee on Evolutionary Biology, and the College

ROBERT JOSEPHS, Professor, Department of Molecular Genetics & Cell Biology and the College

MARTIN KREITMAN, Associate Professor, Department of Ecology & Evolution, Committees on Evolutionary Biology and Genetics, and the College

ROBERT KUSHNER, M.D., Assistant Professor, Department of Medicine and the College

MICHAEL C. LABARBERA, Professor, Departments of the Geophysical Sciences and Organismal Biology & Anatomy, Committee on Evolutionary Biology, and the College

GAYLE LAMPPA, Associate Professor, Department of Molecular Genetics & Cell Biology, Committee on Genetics, and the College

JOHN LANTOS, M.D., Associate Professor, Departments of Medicine and Pediatrics and the College

MATHEW LEIBOLD, Associate Professor, Department of Ecology & Evolution, Committee on Evolutionary Biology, and the College

SUSAN LINDQUIST, Professor, Howard Hughes Medical Institute, Department of Molecular Genetics & Cell Biology, Committees on Developmental Biology and Genetics, and the College

PHILIP E. LLOYD, Associate Professor, Department of Pharmacological & Physiological Sciences, Committees on Cell Physiology and Neurobiology, and the College; Chairman, Committee on Neurobiology

R. ERIC LOMBARD, Associate Professor, Department of Organismal Biology & Anatomy, Committee on Evolutionary Biology, and the College

ANTHONY P. MAHOWALD, Louis Block Professor, Department of Molecular Genetics & Cell Biology, Committees on Developmental Biology, Genetics, and Neurobiology, and the College; Chairman, Department of Molecular Genetics & Cell Biology and Committee on Developmental Biology

MARY MAHOWALD, Professor, Department of Obstetrics & Gynecology and the College

MARVIN W. MAKINEN, Professor, Department of Biochemistry & Molecular Biology and the College

DANIEL MARGOLIASH, Associate Professor, Departments of Organismal Biology & Anatomy and Psychology, Committees on Biopsychology and Neurobiology, and the College

ALVIN MARKOVITZ, Professor, Department of Biochemistry & Molecular Biology, Committee on Genetics, and the College

TERENCE E. MARTIN, Professor, Department of Molecular Genetics & Cell Biology, Committees on Genetics and Immunology, and the College

MARK MARTINDALE, Associate Professor, Department of Organismal Biology & Anatomy, Committees on Developmental Biology and Neurobiology, and the College

MANISHA H. MASKAY, Assistant Professor, Department of Medicine and the College

MARTHA K. MCCLINTOCK, Professor, Department of Psychology, Committees on Evolutionary Biology and Neurobiology, and the College; Chairman, Committee on Biopsychology

RIMA MCLEOD, M.D., Lecturer, Department of Medicine, Committee on Immunology, and the College

STEPHEN C. MEREDITH, M.D., Associate Professor, Department of Pathology and the College

LAURENS METS, Associate Professor, Department of Molecular Genetics & Cell Biology, Committee on Genetics, and the College

JIM MILLER, Associate Professor, Departments of Molecular Genetics & Cell Biology and Pathology, Committees on Developmental Biology and Immunology, and the College

JONATHAN MOSS, M.D., Professor, Department of Anesthesiology & Critical Care and the College

GREGORY H. MUELLER, Lecturer, Committee on Evolutionary Biology and the College

MARK MUSCH, Research Associate (Assistant Professor), Department of Medicine; Lecturer in the College

JAMES NACHMAN, M.D., Associate Professor, Department of Pediatrics and the College

THOMAS NAGYLAKI, Professor, Department of Ecology & Evolution, Committees on Evolutionary Biology and Genetics, and the College

AVERTANO NORONHA, M.D., Associate Professor, Department of Neurology, Committee on Immunology, and the College

CAROLE OBER, Associate Professor, Department of Obstetrics & Gynecology, Committees on Evolutionary Biology and Genetics, and the College

SUJATA PATEL, Lecturer in the College

BRUCE PATTERSON, Lecturer, Committee on Evolutionary Biology and the College

ROBERT L. PERLMAN, M.D., Professor, Departments of Pediatrics and Pharmacological & Physiological Sciences, Committees on Cell Physiology and Neurobiology, and the College

CATHY A. PFISTER, Assistant Professor, Department of Ecology & Evolution and the College

ROSAMOND V. POTTER, Senior Lecturer in the College

STEPHEN PRUETT-JONES, Associate Professor, Department of Ecology & Evolution, Committee on Evolutionary Biology, and the College

JOSÉ QUINTANS, M.D., Professor, Department of Pathology and the College; Master, Biological Sciences Collegiate Division; Associate Dean, Division of Biological Sciences and the College

HYMAN ROCHMAN, M.D., Associate Professor, Department of Pathology and the College

BERNARD ROIZMAN, Joseph Regenstein Distinguished Service Professor, Departments of Biochemistry & Molecular Biology and Molecular Genetics & Cell Biology, Committees on Genetics and Virology, and the College; Chairman, Committee on Virology

MARSHA R. ROSNER, Professor, Ben May Institute, Department of Pharmacological & Physiological Sciences, Committee on Cell Physiology, and the College; Chairman, Committee on Cancer Biology

LUCIA ROTHMAN-DENES, Professor, Department of Molecular Genetics & Cell Biology, Committee on Genetics, and the College

MANFRED D. E. RUDDAT, Associate Professor, Department of Ecology & Evolution, Committee on Developmental Biology, and the College; Associate Dean of the College; Senior Adviser, Biological Sciences Collegiate Division

DALE A. SCHOELLER, Associate Professor, Department of Medicine and the College; Chairman, Committee on Human Nutrition & Nutritional Biology

SIDNEY SCHULMAN, M.D., Ellen C. Manning Professor Emeritus, Division of the Biological Sciences and the College

GEBHARD F. B. SCHUMACHER, M.D., Professor Emeritus, Department of Obstetrics & Gynecology and the College

PAUL T. SCHUMACKER, Professor, Department of Medicine and the College

LEWIS S. SEIDEN, Professor, Departments of Pharmacological & Physiological Sciences and Psychiatry, Committee on Neurobiology, and the College

J. JOHN SEPKOSKI, JR., Professor, Departments of the Geophysical Sciences and Organismal Biology & Anatomy, Committee on Evolutionary Biology, and the College

PAUL SERENO, Associate Professor, Department of Organismal Biology & Anatomy, Committee on Evolutionary Biology, and the College

JAMES SHAPIRO, Professor, Department of Biochemistry & Molecular Biology, Committee on Genetics, and the College

ELLEN SIMMS, Associate Professor, Department of Ecology & Evolution, Committee on Evolutionary Biology, and the College

THEODORE L. STECK, M.D., Professor, Departments of Biochemistry & Molecular Biology and Molecular Genetics & Cell Biology, Committee on Cell Physiology, and the College

GLENN D. STEELE, M.D., Dean, Division of the Biological Sciences and the Pritzker School of Medicine and Vice President for Medical Affairs

DONALD F. STEINER, M.D., A. N. Pritzker Professor, Howard Hughes Medical Institute, Departments of Biochemistry & Molecular Biology and Medicine, and the College

URSULA STORB, Professor, Departments of Molecular Genetics & Cell Biology and Pathology, Committees on Genetics, Developmental Biology, and Immunology, and the College

FRANCIS H. STRAUS II, M.D., Professor, Department of Pathology and the College

LORNA P. STRAUS, Professor, Department of Organismal Biology & Anatomy and the College

BERNARD S. STRAUSS, Professor, Department of Molecular Genetics & Cell Biology, Committee on Genetics, and the College

PAUL STRIELEMAN, Senior Lecturer in the College

SARA SZUCHET, Professor, Department of Neurology, Committee on Neurobiology, and the College

EDWIN W. TAYLOR, Louis Block Professor, Departments of Biochemistry & Molecular Biology and Molecular Genetics & Cell Biology, Committee on Cell Physiology, and the College

FRANK K. THORP, Associate Professor, Department of Pediatrics, Committee on Human Nutrition & Nutritional Biology, and the College

RUSSELL H. TUTTLE, Professor, Department of Anthropology, Committee on Evolutionary Biology, Morris Fishbein Center for the History of Science & Medicine, and the College

PHILIP S. ULINSKI, Professor, Department of Organismal Biology & Anatomy, Committee on Neurobiology, and the College

LEIGH M. VAN VALEN, Professor, Department of Ecology & Evolution, Committees on Conceptual Foundations of Science, Evolutionary Biology, and Genetics, and the College

MARION VERP, Associate Professor, Department of Obstetrics & Gynecology and the College

MITCHEL VILLEREAL, Professor, Department of Pharmacological & Physiological Sciences, Committee on Cell Physiology, and the College; Chairman, Committee on Cell Physiology

NORMA E. WAGONER, Professor, Department of Organismal Biology & Anatomy and the College; Dean of Students, Division of the Biological Sciences and the Pritzker School of Medicine

MARK WESTNEAT, Lecturer, Department of Organismal Biology & Anatomy, Committee on Evolutionary Biology, and the College

HUGH R. WILSON, Professor, Department of Ophthalmology & Visual Science, Committee on Neurobiology, and the College

WILLIAM WIMSATT, Professor, Department of Philosophy, Committees on Conceptual Foundations of Science, Evolutionary Biology, and General Studies in the Humanities, Morris Fishbein Center for the History of Science & Medicine, and the College

J. TIMOTHY WOOTTON, Assistant Professor, Department of Ecology & Evolution, Committee on Evolutionary Biology, and the College

RADOVAN ZAK, M.D., Professor, Departments of Medicine, Organismal Biology & Anatomy and Pharmacological & Physiological Sciences, Committee on Cell Physiology, and the College

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.

Common Core Sequences

The natural sciences sequences for nonscience concentrators (Natural Sciences 101 to 106 and 151 to 156) are described under "Natural Sciences" elsewhere in this catalog. The general Common Core biological sciences sequences for nonconcentrators (Biological Sciences courses 100 to 139, 150 to 156) are listed in the Time Schedules. They consist of three integrated courses covering cell and organismal biology, genetics, and ecology and evolution. Although specific subject matter and format vary, all sequences are broadly equivalent; sequence numbers do not indicate different levels of difficulty. For detailed descriptions of these general Common Core sequences, consult the World Wide Web site of the biological sciences (http://www-upubs.uchicago.edu/catalog/catalog.html).

The five-quarter fundamental sequences (160s, 170s, 180s, and 190s) fulfill three courses in the Common Core plus two courses in the concentration. Or, if a general sequence or placement or credit for AP 4 is used in the Common Core, they fulfill five courses required in the concentration for biological sciences concentrators.

Five-Quarter Fundamental Sequences

Biological Sciences 161-162-163-164-165

The first three quarters of the 160s fundamental sequence prepare nonconcentrators, including students preparing for the health professions, for upper-level work in the biological sciences. Nonconcentrators who complete Biological Sciences 161-162-163 and later decide to concentrate in the biological sciences may meet the concentration requirement for completion of a five-quarter fundamental sequence by registering for Biological Sciences 164 and 165. Students registering for this sequence must have completed or placed out of General Chemistry or be enrolled concurrently in General Chemistry.

161. Life, Death, and Microbes. This course provides an ecological and evolutionary overview of life and death, with particular emphasis on the evolution of hosts and their pathogens and the emergence of new plagues in humans, beasts, and trees. J. Quintans, M. Ruddat. Autumn. L.

162. Human Genetics. PQ: BioSci 161. This course offers a comprehensive overview of genetic mechanisms relevant to health and disease. C. Ober. Winter. L.

163. Cellular and Developmental Biology. PQ: BioSci 162. This course offers an overview of eukaryotic cell biology from a developmental perspective. R. Dubreuil, C. Schonbaum. Spring. L.

164. Organismal Biology. PQ: BioSci 161-163. This course covers the structure and function of major organ systems in humans. R. Perlman. Autumn. L.

165. Developmental Immunobiology. PQ: BioSci 161-164. This course discusses the evolution and function of the mammalian immune system from a developmental perspective. J. Quintans. Winter. L.

Biological Sciences 171-172-173-174-175

This five-course sequence provides an overall introduction to the biological sciences for students with a strong interest in the sciences. It is intended for students with good quantitative skills who are considering careers as research scientists in the biological, physical, or social sciences or careers in the health professions.Students taking this sequence must have completed high school biology, chemistry, and physics. Also, they must be enrolled in Math 151-152-153 or Math 161-162-163 concurrent with registration in BioSci 171-172-173; or they must have completed or placed out of calculus.

171. Introductory Biology I: Pattern and Process. This first course in the sequence deals with the problems of finding patterns in the biological world and understanding how these patterns are generated. The discovery of patterns by modern methods in systematic biology is discussed, patterns in cellular and organismal organization are introduced, and the evolutionary and developmental processes that create these patterns are considered. Labs deal with mathematical algorithms seeking evolutionary relationships among organisms, and basic cell and developmental biology. E. Lombard, M. Martindale. Autumn. L.

172. Introductory Biology II: Structure and Function. PQ: BioSci 171. This second course in the sequence deals with the issue of how parts (molecules, cells, tissues, organs, and systems) are assembled into units using energy. Aspects of cell and molecular biology are introduced and applied to basic problems in neurobiology. The mechanical properties of biological materials are analyzed and related to organismal function. Labs deal with cell biology, solid and fluid mechanics, and systems physiology. P. Ulinski. Winter. L.

173. Introductory Biology III: Dynamics of Complex Systems. PQ: BioSci 172. This last course in the Introductory Biology sequence considers the biology of systems composed of many interacting parts. It deals with the flow of energy at the ecological and cellular levels, introduces elements of classical and population genetics, and considers reproductive and population biology, as well as the evolution, ecology and behavior of primates. Labs deal with basic plant biology, cellular biochemistry, reproductive biology, and systems neurobiology. T. Karr, P. Ulinski, Staff. Spring. L.

174. Comparative and Evolutionary Vertebrate Morphology. PQ: BioSci 173. This is a systematic overview of the vertebrates with detailed examination of selected topics in their biology. The evolution of the vertebrates is explored by integrating morphology, function, zoogeography, systematics, and earth history. Topics include early embryology with a detailed consideration of head and limb morphogenesis. Major structural complexes and their functions are examined with detailed consideration of the meaning of size, shape, and material properties. Evolving structure-function relationships in locomotion in fishes, sensory perception in the origin of terrestrial life, and reproduction and feeding in aquatic and terrestrial environments are considered in both lecture and lab. M. Westneat. Autumn. L.

175. Genes and Development. PQ: BioSci 174. This last course in the 170s sequence uses genetic approaches to present the various steps in animal embryogenesis. It begins with an overview of the molecular and genetic tools used to study questions of developmental biology and then examines some details of pattern formation in the model systems of Drosophila, Caenorhabditis elegans, and zebra fish. Particular emphasis is placed on developmental mechanisms that appear common to all animals. Lab exercises introduce basic techniques of molecular biology (recombinant DNA methodology) and genetics. Students observe normal and mutant development and learn techniques for visualizing gene expression patterns in embryos. N. Patel, V. Prince. Winter. L.

BioSci 181-182-183-184-185

This five-course sequence is an integrated introduction to the breadth of biology as a modern scientific discipline. It is designed for students who are preparing for a career in the biological or medical sciences. The material in this sequence is largely the same as that in the BioSci 190s sequence.

181. Cell and Molecular Biology. This course is an introduction to molecular and cellular biology that emphasizes the unity of cellular processes amongst all living organisms. Topics are the structure, function, and synthesis of nucleic acids and protein; structure and function of cell organelles and extracellular matrices; energetics; cell cycle; cells in tissues and cell-signaling; altered cell functions in disease states; and some aspects of molecular evolution and the origin of cells. T. Martin. Autumn. L.

182. Genetics. PQ: BioSci 181. Prior or concurrent registration in General Chemistry. The goal of this course is to integrate recent developments in molecular genetics and the human genome project into the structure of classical genetics. Topics include Mendelian inheritance, linkage, tetrad analysis, DNA polymorphisms, human genome, chromosome aberrations and their molecular analysis, bacterial and virus genetics, regulatory mechanisms, DNA cloning, mechanism of mutation and recombination, and transposable elements. B. Strauss. Winter. L.

183. Developmental Biology. PQ: BioSci 181 and 182. This course covers both the classical experiments that contributed to our understanding of developmental biology and the recent explosion of information about development made possible by a combination of genetic and molecular approaches. Examples from both vertebrate and invertebrate systems are used to illustrate underlying principles of animal development. J. Austin. Spring. L.

184. Biological Diversity. PQ: BioSci 161-163 or 181-183. An overview of the diversity of living organisms, both prokaryotes and eukaryotes is presented. We emphasize the major groups of organisms, their evolutionary histories and relationships, and the biological and evolutionary implications of the characteristic features of each group. We discuss how the biosphere transformed to its present state over the past four billion years. M. LaBarbera. Autumn. L.

185. Evolutionary Biology. PQ: BioSci 181 and 182. 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. Discussion section required. M. Kreitman, Staff. Spring. L.

BioSci 191-192-193-194-195

This integrated five-course sequence examines the fundamental biological processes that are the basis of all life. BioSci 191-192 have no prerequisites. Before registering for BioSci 193-194, students must have completed or placed out of General Chemistry and completed BioSci 191-192, or they must have consent of instructor.

191-192. 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 shape 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. Staff, T. Wootton. Winter, Spring. L.

193. Cell and Molecular Biology. PQ: Chem 113 or 123, and BioSci 191; or consent of instructor. The fundamental molecular processes of cells are examined using evidence from biochemical, physiologic, and microscopic analyses. Topics include the logical, spatial, and temporal organization and regulation of metabolism; the formation and function of proteins, RNA and DNA; generation and function of cellular structures and compartments; regulation of gene expression; the organization and regulation of cell growth and division; and cell-environment and cell-cell interactions. Comparisons among prokaryotic, free-living eukaryotic, and metazoan eukaryotic cells of diverse organisms are used to assess the universality of these processes and their mechanisms. Discussion section required. R. Dubreuil, Staff. Autumn. L.

194. Genetic Mechanisms and Development. PQ: BioSci 192 and 193, or consent of instructor. The course explores fundamentals of genetic mechanisms and analysis as they apply to simple transmission genetics and to developmental biology. The course stresses concepts and their implications for understanding the inheritance of simple traits and for discovering their molecular basis. Special emphasis is placed on the analysis of developmental processes, particularly embryonic development of model organisms. A. Mahowald. Winter. L.

195. Organismal Physiology. PQ: BioSci 193 and 194, or consent of instructor. This course is concerned with fundamental physiological functions and their relation to structure. In multicellular organisms the responsibilities for preservation of an appropriate cellular milieu, substrate intake and metabolite excretion, circulation of substrates and metabolites, locomotion, and integration of function are achieved by specializations of cells into organs. The biological principles of organ development, interaction, regulation, and coordination to mediate survival of the organism are examined using models from simple multicellular organisms to man. H. Fozzard, P. Schumacker. Spring. L.

Two-Quarter Fundamental Sequence
(for students with a score of 5 on the AP biology test)

A score of 5 on the AP biology test can be used to place out of the Common Core biological sciences requirement and into the two-course 140s sequence.

144. Molecular Biology I. PQ: A score of 5 on the AP biology test and completion of or concurrent registration in General Chemistry. Staff. Winter. L.

145. Molecular Biology II. PQ: BioSci 144. Staff. Spring. L.

Advanced-Level Courses

There are three types of advanced courses. In courses listed under the heading General Courses 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. In courses listed under the heading Specialized Courses, the focus is on either a topic of particular interest to the instructor or on topics that are examined 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 Courses and Specialized Courses assume mastery of the material covered in the introductory and fundamental sequences, 160s, 170s, 180s, or 190s. Courses listed under the headings Specialized Courses and Independent Study and Research may not be counted toward the fourteen courses required for the concentration.

The following table provides information for students who are planning programs of study. Because of ongoing curricular improvements, specific course offerings change from year to year. Letters after course titles refer to the subject matter presented in the course: (C) Cell and Molecular, Genetics or Developmental Biology; (E&E) Ecology, populations, and behavior; (N) Neuroscience; and (O) Organismal. L indicates courses with laboratory.

Autumn Quarter 161. Life, Death, and Microbes. L. 164. Organismal Biology. L. 171. Introductory Biology I: Pattern and Process. L. 174. Comparative and Evolutionary Vertebrate Morphology. L. 181. Cell and Molecular Biology. L. 184. Biological Diversity. L. 193. Cell and Molecular Biology. L. 200. Introduction to Biochemistry. L. 207. Cell Biology. (C) 210. Developmental Biopsychology. (Not offered 1998-1999; will be offered 1999-2000) 213. Systems and Behavioral Neurobiology. L. (N) 219. Nonlinear Dynamics for Neuroscience and Biopsychology. (N) 222. Human Genetics and Evolution. (G) 224. Experimental Molecular Genetics. L. (C, G) 225. Advanced General Genetics. (G) 228. Advanced Fundamentals in Cell Biology. (C) 232. Mammalian Biology. L. (O) 234. Chordate Biology. L. (O) 250. Evolutionary Ecology. L. (E&E) 251. Ecological Applications to Conservation Biology. (E&E) 254. Systematic Biology. L . (E&E) 260. Mammal Evolution. L. (E&E, O) 261. Mutualism and Symbiosis. L. 268. Neuropsychopharmacology. L. (N)

Winter Quarter 144. Molecular Biology I (AP5) L. 162. Human Genetics. L. 165. Developmental Immunobiology. L. 172. Introductory Biology II: Structure and Function. L. 175. Genes and Development. L. 182. Genetics. L. 191. Ecology, Genetics, and Evolution. L. (I) 194. Genetics Mechanisms and Development. L. 200. Introduction to Biochemistry. L. 201. Introduction to Biochemistry. 202. Microbiology: Bacteria, Biosphere, Biotechnology. L. (C) 207. Cell Biology. (C) 215. Experimental Approaches to Systems Neurobiology. L. 221. Human Developmental Biology. (D) 223. Cancer Biology. (C) 224. Experimental Molecular Genetics. L. (C, G) 230. Immunobiology. L. (C) 236. Evolution and Paleobiology. L. (C, O) (Not offered 1998-1999; will be offered 1999-2000) 240. The Diversity and Evolution of Plants. L. (E&E, O) 241. The Diversity and Evolution of Plants. (E&E, O) 243. Physiology. (O) 244. Biological Fluid Mechanics. L. 246. Introductory Paleontology. L (O) 247. Biomechanics of Organisms. L. (O) (Not offered 1998-1999; will be offered 1999-2000) 248. Animal Behavior. L. (E&E) (Not offered 1998-1999; will be offered 1999-2000) 249. Animal Behavior. (E&E) (Not offered 1998-1999; will be offered 1999-2000) 255. Biogeography. (E&E) 257. Darwinian Medicine. (E&E)

Spring Quarter 145. Molecular Biology II (AP5) L. 163. Cellular and Developmental Biology. L. 173. Introductory Biology III: Dynamics of Complex Systems. L. 183. Developmental Biology. L. 185. Evolutionary Biology. L. 192. Ecology, Genetics, and Evolution II. L. 195. Organismal Physiology. L. 200. Introduction to Biochemistry. L. 203. Molecular Biophysics. (C) 204. Photosynthesis. L. (C) 208. Fundamentals of Molecular Biology. 211. Cellular Neurobiology. (N) 212. Cellular Neurobiology. L. (N) 214. Developmental Neurobiology. (N) 218. Ion Channels. (C) 226. Evolutionary Genomics. (C, G) 227. Animal Developmental Biology. (D) 229. Plant Development and Molecular Genetics. (D) 231. Viruses of Eukaryotes. (C) 238. Introduction to Invertebrate Biology. L. (O) 239. Microbiology. (C) 248. Animal Behavior in Action. L. (E&E) (Not offered 1998-1999; will be offered 1999-2000) 252. Field Ecology. L. (E&E) 256. Fundamentals of Molecular Evolution. L. (E&E) 258. Neuropharmacology. (N) 259. Molecular Approaches to Developmental Biology. L. (C) 262. Electron Microscopy and Image Processing in Structural Biology. (C) 270. The Conquest of Pain. (Not offered 1998-1999; will be offered 1999-2000)

General Courses

Most general and specialized 200-level courses assume mastery of the material in the Biological Sciences 160s, 170s, 180s, or 190s sequences. Students who have not yet completed these sequences should consult with the individual instructor and the BSCD senior adviser before registering for the following courses.

200. Introduction to Biochemistry. PQ: Common Core biology, and Chem 220-221. This course fulfills the biochemistry requirement for the biological sciences concentration. This course examines 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. Students taking BioSci 200 during the winter quarter are required to fulfill the lab portion of the course during spring quarter. H. Friedmann, Autumn, L; D. Steiner, E. Goldwasser, Winter; H. Friedmann, Spring, L; P. Strieleman, Summer, L.

201. Introduction to Biochemistry. PQ: Common Core biology, and Chem 220-221. This course fulfills the biochemistry requirement for the biological sciences concentration. This course examines the same biochemical concepts as BioSci 200 except that it does not have a laboratory. D. Steiner, E. Goldwasser. Winter.

202. Microbiology: Bacteria, Biosphere, and Biotechnology. PQ: BioSci 175 or 182 or 194; and 200. This course is an introduction to the study of the smallest living cells, bacteria, and their roles in the environment, symbiosis, disease, and biotechnology. The emphasis is 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 natural and synthetic genetic engineering with regard to wider social issues such as antibiotic control of infectious disease and biotechnological applications of bacteria is discussed. J. Shapiro. Winter. L.

203. Molecular BioPhysics. PQ: Chem 220-221 or consent of instructor. This is 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. R. Astumian, M. W. Makinen. Spring.

204. Photosynthesis. PQ: BioSci 201; and 170s, 180s, or 190s sequence. Fundamental photosynthetic processes occur on time domains of femtoseconds, minutes, seasons, centuries, and eons. Critical photosynthetic events occur on molecular, sub-cellular, cellular, organismal, ecosystem and global scales. This course considers photosynthesis as an integrated whole over both its temporal and spatial domains. Chemical, biophysical, biochemical, genetic, development, physiologic, ecologic, and evolutionary methods are employed to analyze the net processes and detailed mechanisms of photosynthesis. L. Mets. Spring. L.

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. The winter quarter section includes a two hour weekly discussion of experimental approaches and data analysis in molecular and cellular biology. E. Taylor, G. Lamppa, Autumn. J. Miller, Winter.

208. Fundamentals of Molecular Biology. PQ: Basic knowledge of genetics and biochemistry. Comprehensive course for third- and fourth-year undergraduates and graduate students covering structure of genetic material, replication, recombination, transcription and its regulation and post-transcriptional regulation. L. Rothman-Denes. Spring.

210. Developmental Biopsychology (=BioSci 210, Biopsy 217, EvBiol 320, HumDev 320, Psych 217). PQ: Psych 200 or Common Core biology. This course satisfies one of the requirements of the Neuroscience specialization. This course is an introduction to biological and physiological analysis of behavior and to principles of neural and endocrine integration. We use a developmental emphasis, drawing from both the experimental and clinical literature. M. McClintock. Autumn. Not offered 1998-1999; will be offered 1999-2000.

211. Cellular Neurobiology. PQ: Common Core biology required; prior physics course recommended. This course covers the cellular properties of neurons and glia (structure and function), membrane potential, action potential, properties of voltage-gated and ligand-gated ion channels, mechanism of synaptic transmission, the known cellular bases of memory, and cellular mechanisms of sensory transduction. D. Hanck, P. Lloyd. Spring.

212. Cellular Neurobiology. PQ: Common Core biology required; prior physics course recommended. This course satisfies one of the requirements of the Neuroscience specialization. This course is identical to BioSci 211 except that it has a lab, which focuses on electrophysiological techniques used in 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, P. Lloyd. Spring. L.

213. Systems and Behavioral Neurobiology. PQ: BioSci 211 or 212, or consent of instructor. This course satisfies one of the requirements of the Neuroscience specialization. Students are introduced to mammalian systems neuroscience with a focus on the anatomy and physiology of the visual, auditory, and motor control systems. The neural bases of form and motion perception, swimming, memory, and bat sonar are examined in detail. Class assignments focus on computer simulations of neural circuits underlying these brain functions. Labs are devoted to mammalian neuroanatomy, electrophysiological recordings from neural circuits in brain slices, and visual psychophysics. H. Wilson. Autumn. L.

214. Developmental Neurobiology (=BioSci 214, Neurbi 314). PQ: BioSci 211 or 212, and consent of instructor. This course examines the development of the vertebrate nervous system. We trace the development of the brain from the first induction of neural tissue in the embryo to the refinement of synaptic connections late in development by emerging brain activity. We discuss the new synthesis of classic experimental embryology with modern techniques of molecular biology that have led to several recent breakthroughs in our understanding of neural development. E. Grove, C. Ragsdale. Spring.

215. Experimental Approaches to Systems Neurobiology (=BioSci 215, Psych 207). PQ: BioSci 173, 195, or 212; or consent of the instructor. Prior or concurrent registration in Phys 142. This course satisfies one of the requirements of the Neuroscience specialization. This is a seminar-level course that considers problems concerned with the structure and function of the nervous system in invertebrates and vertebrates. Emphasis is placed on reading primary literature related to current research topics. The lab involves learning basic techniques in neurophysiology and beginning to apply them to research projects. D. Margoliash, J. Ramirez. Winter. L.

218. Ion Channels (=BioSci 218, PhaPhy 332). PQ: BioSci 211 or 212, and consent of instructor. This course deals with the biological roles and structure-function relationships of voltage-gated and ligand-gated ion channels. Topics include permeation, gating, and interactions with pharmacological ligands. It focuses on biophysical methods through a consideration of classical papers, as well as readings in recent literature that use molecular techniques to probe basic channel properties. H. Fozzard, D. Hanck, D. Nelson. Spring.

219. Nonlinear Dynamics for Neuroscience and Biopsychology. PQ: Prior calculus course. Following development of key concepts in linear differential equations, this course focuses on the nonlinear dynamics most relevant to neural networks and action potential generation. Mathematical topics include multiple steady states, hysteresis, bifurcation theory, limit cycles, and frequency entrainment. These are applied to analysis of neural networks for short-term memory, decision making, calculation of vector sums, and the Hodgkin-Huxley equations. Students are required to simulate and analyze a neural problem related to their interests. H. Wilson. Autumn.

221. Human Developmental Biology. PQ: Common Core biology. Prior chemistry and organismal biology courses. 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.

222. Human Genetics and Evolution. PQ: BioSci 170s, 180s, or 190s; or consent of instructor. Open to biology concentrators and premeds with advanced standing. This course fulfills the requirement of biological sciences concentration. This course deals with issues in genetics of variations within as well as between modern human populations. Normal genetic variations and the genetic basis of human diseases are explored with an emphasis at the molecular level. The course stresses understanding the fundamental concepts of genetics and evolution using mainly, but not exclusively, human studies as examples. Genome organization, genetic mapping, population genetic theories, and molecular evolution of man are covered. Chung-I Wu. Autumn.

223. Cancer Biology. PQ: Common Core biology. This course covers the fundamentals of cancer biology but focuses on the story of how scientists identified the genes that cause cancer. Emphasis is on "doing" science rather than "done" science: how do scientists think, how do they design experiments, where do these ideas come from, what can go wrong, what it's like when things go right. M. Rosner. Winter.

224. 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 biological sciences concentrators. 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, Winter. L.

225. Advanced General Genetics. PQ: BioSci 175 or 182 or 194. This course involves application of molecular techniques to the study of mutation and recombination. We discuss DNA repair, induced mutation, gene conversion, mechanisms of recombination, transposable elements, chromosome aberrations, recombinant DNA, genome structure and the genome project, cancer genetics, mutation, recombination, and conversion in antibody formation. Computer programs for the analysis of DNA are also included. We read original papers from the literature. Discussion section required. B. Strauss. Autumn.

226. Evolutionary Genomics. The exponentially expanding sequence databases, in consequence of the human genome project and other molecular studies, provide an opportunity to investigate the makeup of genes and genomes in evolutionary perspectives. This course is an introduction to a new field in biological sciences, the evolutionary analysis of genomic data of various organisms. It covers important concepts of evolution of genes and genomes, introduces major accomplishments in the field, and teaches basic technical skills such as computer programming and simulation necessary for the data analysis. This course focuses on training the student's ability to access and analyze available genomic databases to study questions of biological interest. M. Long. Spring. L.

227. Animal Developmental Biology. PQ: BioSci 193-194. This course studies developmental processes. Underlying mechanisms are illuminated through discussion of key experiments. The 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.

228. Advanced Fundamentals in Cell Biology (=BioSci 228, Genet 308, MG/CB 308). PQ: BioSci 200 and 207. This course focuses on fundamental concepts in cell biology at the advanced level. Its goal is to provide a molecular and biochemical understanding of current problems under investigation in cell biology. Lectures are developed around primary research literature and supplemented with textbook readings. Topics include chromosome structure, cell cycle control, mitosis/meiosis, protein synthesis, protein targeting, biogenesis of organelles, cytoskeletal architecture, cell-cell interactions, and signal transduction pathways. R. Dubreuil, G. Lamppa. Autumn.

229. Plant Development and Molecular Genetics (=BioSci 229, DevBio 329, Ec-Ev 329, EvBiol 329, MG/CB 361). PQ: Common Core biology. 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 are a central feature of the course. M. Ruddat. Spring.

230. 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. P. Ashton-Richardt, Winter, L; J. Quintans, Summer, L.

231. 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.

232. Mammalian Biology. PQ: Common Core biology. 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. There is also some focus on the organ systems of man. F. Straus, L. Straus. Autumn. L.

234. Chordate Biology. PQ: Common Core biology. 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: General biology. 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. Not offered 1998-1999; will be offered 1999-2000. L.

238. Introduction to Invertebrate Biology. PQ: Common Core biology or consent of instructor. 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, R. Bieler. Spring. L.

239. Microbiology. 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. The Diversity and Evolution of Plants. PQ: Common Core biology. 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. The Diversity and Evolution of Plants. PQ: Common Core biology. This course is identical to BioSci 240 except that it does not have a lab. M. Ruddat. Winter.

243. Physiology. PQ: Common Core biology or consent of instructor. Students who have taken BioSci 195 in 1997 or later also require consent of instructor. 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 (for example, 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. M. Feder. Winter.

244. Biological Fluid Mechanics. PQ: Common core biology and physics required; chemistry and calculus recommended. An introduction to fluid mechanics and the interactions between biology and the physics of fluid flow (both air and water). Topics covered range from the fluid mechanics of blood flow to the physics (and biology) of flight in birds and insects. M. LaBarbera. Winter. L.

246. Introductory Paleontology (=BioSci 246, GeoSci 223). PQ: GeoSci 131-132; or PhySci 108-109-110; or BioSci 195 and 198; or Common Core biology. 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. M. Foote. Winter. L.

247. Biomechanics of Organisms (=BioSci 247, OrB/An346). PQ: Common Core biology, college chemistry and physics, and calculus recommended. This course examines how organisms cope with their physical environment, covering the properties of biological materials, mechanical analysis of morphology, and principles of design optimization. We emphasize support systems of organisms but also examine aspects of cardiovascular design. Mechanical properties of biomaterials are analyzed in relation to their underlying biochemical organization and biophysical properties, with mathematical treatment at an introductory level. The lab research project is optional. Not offered 1998-1999; will be offered 1999-2000. L.

248. Animal Behavior in Action. PQ: A lab course for observational research. Prior or concurrent BioSci 249 or Stat 220 required. This course is centered on individual student research projects that are carried out from project choice and design through approximately seven weeks of data collection, and finally data analysis and presentation in both technical journal format and oral presentation. Topics include choice of research questions and species, experimental and non-experimental research design, methods for observing and quantifying behavior, simple statistical and graphical techniques, and communication of research findings. The class meets one full morning a week at Brookfield Zoo, to which transportation is provided; an additional fifty-minute, on-campus session is used for discussion, video presentations, and other special topics and tools. J. Altmann. Not offered 1998-1999; will be offered 1999-2000. L.

249. Animal Behavior (=BioSci 249, Psych 214). PQ: Common Core biology. This course provides an introduction to the mechanism, ecology, and evolution of behavior, primarily in non-human species, at the individual and group level. Topics include the genetic basis of behavior, developmental pathways, communication, physiology and behavior, foraging behavior, kin selection, mating systems and sexual selection, the ecological and social context of behavior. A major emphasis is placed on understanding and evaluating scientific studies and their field and lab techniques. S. Pruett-Jones. Not offered 1998-1999; will be offered 1999-2000.

250. Evolutionary Ecology (=BioSci 250, EnvStd 250). PQ: Common Core biology or consent of instructor. This class is 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. Weekly discussion section required. E. Simms. Autumn. L.

251. Ecological Applications to Conservation Biology (=BioSci 251, Ec-Ev 313, EnvStd 251). PQ: Common Core biology and consent of instructor. We focus on the contribution of ecological theory to the understanding of 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, the dynamics of species invasions, and the role of species interactions. Course material is drawn mostly from the current primary literature. Two Saturday field trips and computer modeling labs are in addition to scheduled class time. J. Bergelson, C. Pfister. Autumn. L.

252. Field Ecology. PQ: Consent of instructor. 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. 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.

254. Systematic Biology (=BioSci 254, EvBiol 354). PQ: Common Core biology and knowledge of college algebra. 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 carefully explores 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 (=BioSci 255, EnvStd 255, EvBiol 455, Geog 255/355). PQ: Common Core biology or consent of instructor. 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, such as the design and effectiveness of nature reserves. B. Patterson, L. Heaney. Winter.

256. Fundamentals of Molecular Evolution. PQ: Prior calculus course 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 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. L.

257. Darwinian Medicine. PQ: Common Core biology. This course discusses human health and disease in an evolutionary perspective with a focus on how principles from evolutionary biology, ecology, and genetics can increase our understanding of the physiological mechanisms and populational processes that affect the maintenance of health and origin of disease. Topics include host-parasite interactions; the evolution of virulence; the ecology of emerging diseases, including AIDS; the conflict between the good of the individual and society and the social context of disease; immunological and allergic diseases; and metabolic and nutritional disorders. R. Perlman, J. Quintans. Winter.

258. Neuropharmacology. PQ: BioSci 200 or equivalent. This course explores the biochemical basis of neuropharmacology using the textbook of the same name by Cooper, Bloom, and Roth. Cellular and molecular foundations are explored through topics including neurotransmitter systems, synaptic transmission, and centrally-active agonist and antagonist drugs. Some original research papers are read along with the textbook material. P. Hoffmann. Spring.

259. Molecular Approaches to Developmental Biology. PQ: Completion of the BioSci 170s, 180s, or 190s sequences. Prior or concurrent registration in BioSci 200. This is a seminar-level course which emphasizes modern molecular techniques that are used to tackle current problems in developmental and cellular biology. In lectures, techniques are introduced in the context of specific biological problems. For example, significant strides in understanding the mechanisms of mesoderm induction during Xenopus development have been made by using a dominant negative receptor approach to explore signaling pathways. In lab, students participate in an extended research project to isolate and characterize novel homologues of developmental control genes. V. Prince, N. Patel. Spring. L.

260. Mammal Evolution (=BioSci 260, EvBiol 311). PQ: Common Core biology or consent of instructor. 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. Not offered 1998-1999; will be offered 1999-2000. L.

261. Mutualisms and Symbiosis. PQ: Common Core biology or consent of instructor. Fungi, bacteria, and other microbes are often intimately associated with plants and animals in diverse mutualistic and other symbiotic relationships. This course focuses on the importance and intricacies of these associations. A survey of the variety of mutualisms with animals and plants is presented. Plant/fungus mutualisms highlighted include mycorrhizae, endophytes, and lichens. Morphological, physiological, and ecological aspects of these associations are treated. G. Mueller. Spring. L.

[UPDATED] 262. Electron Microscopy and Image Processing in Structural Biology (=BioSci 262, MG/CB 310). PQ: One year of calculus. Whether one is trying to read radio signals from far away galaxies or to understand molecular structures, it is necessary to understand how to read, interpret, and process the data that contain the desired information. In this course we learn how to process the information contained in images of molecules as seen in the electron microscope, which 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. We use computers to analyze various periodic structures and to become acquainted with the various graphics systems used in image processing. The analytical principles we examine in classs are applicable to many different types of signal processing problems. Although we use IDL (Research Systems, Inc.) as one of the programing tools to help analyze the molecular images, familiarity with IDL is not a prequisite. R. Josephs. Spring.

268. Neuropsychopharmacology (=BioSci 268, 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: Prior organic chemistry or biochemistry course required; prior nuerobiology or physiology course 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. Not offered 1998-1999; will be offered 1999-2000.

Specialized Courses

These courses may not be counted toward the fourteen courses required for the concentration.

263. Introduction to Medical Physics. PQ: Two years of college physics. This course covers basic radiation physics, including interactions with matter, dosimetry, and radiobiology. Topics in medical imaging include X-ray imaging with both analog screen/film and digital recording acquisition systems, and radionuclide imaging. Coverage of advanced technologies that provide three-dimensional images include X-ray computed tomography (CT), single photon emission computed tomography (SPECT), positron emission tomography (PET), and magnetic resonance imaging (MRI). In vivo magnetic resonance spectroscopy, ultrasound imaging therapy, and depth dose calculations and treatment planning for radiation therapy is also discussed. R. Beck, M. Giger, F. Kuchnir. Autumn.

269. Perspectives on Imaging (=ArtH 257/357, BioSci 269). PQ: Any 100-level ArtH or COVA course. Third- or fourth-year standing. Consent of instructor. This course focuses on the evolution and history of the production and dissemination of knowledge by visual means. Topics include evaluation of light perception and vision; emergence of drawing, writing, and printing; early optical instruments to extend vision; photographic recording of images; X-rays and computer-based, non-optical imaging methods; conceptual foundations of imaging science; visual knowledge, education, and multimedia learning; and the cultural impact of imaging in the twenty-first century. R. Beck, B. Stafford. Winter.

272. Diet and Behavior. PQ: Common Core biology sequence. Students must attend the first class to confirm registration; 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. Maskay, R. Kushner, F. Thorp. Autumn.

273. Evolutionary Processes (=BioSci 273, 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, essays, and discussions. L. Van Valen. Winter.

274. Introduction to Epidemiology (=BioSci 274, EnvStd 274, HlthSt 310). PQ: Prior statistics course or consent of instructor. Epidemiology is the study of the distribution and determinants of disease in human populations. This course examines epidemiologic study designs and basic analytic methods. The course emphasizes how to determine whether an observed association between an exposure and a disease is valid and, if so, whether it is likely to be causal. Topics include the application of epidemiologic methods to studies of environmental exposures, and to studies that include the role of genetics in disease risk. D. Mundt, J. Bailar. 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 includes the historical and cultural context in which the practice of psychiatry takes place. We emphasize the history of concepts and institutions. S. Gilman, M. Silverman. Winter.

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 lab 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 labs, informal lectures, and open discussion. S. Patel. Spring.

285. Biological Approach to the Problem of Knowledge: Kant's Theory of Cognition (=BioSci 285, HiPSS 285). PQ: Common Core biology. This course is about human cognition, and how the mind works in furnishing the kind of experience and knowledge that 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. S. Schulman. Autumn.

286. Foundation of Gender and Gender Differences. PQ: Common Core biology. 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. McClintock. Spring.

287. Computational Neuroscience I: Neurons (=BioSci 287, OrB/An 344). PQ: Prior cellular neurobiology course or consent of instructor required; prior or concurrent registration in Math 200 and 201 recommended. This course briefly reviews the historical development of computational neuroscience and discusses the functional properties of individual neurons. The electrotonic structure of neurons, functional properties of synapses and voltage-gated ion channels are discussed. P. Ulinski, Staff. Autumn.

288. Computational Neuroscience II: Circuits (=BioSci 288, OrB/An 345). PQ: BioSci 281, prior systems neurobiology course, or consent of instructor required; prior or concurrent registration in Math 200 and 201 recommended. This course discusses the way in which individual neurons interact to form functioning circuits. Specific topics include central pattern generators, neuroethology of sensory systems, perception of visual motion and color, and an introduction to the mathematics of dynamical systems. D. Margoliash, Staff. Winter.

289. Computational Neuroscience III: Networks (=BioSci 289, OrB/An 346). PQ: Consent of instructor. This quarter discusses neural nets and cognitive neuroscience. Specific topics include brain imaging and cognition, human speech perception, an introduction to the mathematics of neural nets, and connectionist modeling of psychological processes. T. Regier, Staff. Spring.

292. Medical Odysseys. PQ: Consent of instructor. Physicians and patients have new moral responsibilities because of 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. A. Goldblatt, J. Lantos. Winter.

294. Nutrition and the Ages of Man (=BioSci 294, ClnNutr 336). This seminar course explores nutrition through the life cycle, starting with physical, physiologic and psychologic/cognitive changes from intrauterine existence to old age. Attention is directed to issues in feeding persons at various stages of life including comparative nutrition requirements, factors affecting diet habits, major nutrition related disorders, and immunomodulation. We discuss prevention of nutrition-related disorders by intervention early in life, such as obesity, hypertension, metabolic bone disease, atherosclerotic heart disease and cancer. A final section covers ethics of feeding the very small infant and the very old adult. F. Thorp, M. Sutton. Spring.

295. Doctors as Guides and Helpers in the Healing Professions. Physicians have been present in Western society since the time of the ancient Greeks, and most cultures have some form of doctors, yet the biologic approach to medicine has been used to alter the course of disease for less than a century. Using readings and discussion, this course explores the meaning of healing, ancient forms of healing, and aspects of present day healing that supplement current biological approaches. Additional topics include personal inventory and preparation to become a healer, evolution and transformation of the healing role with regard to the changing concepts of interpersonal relationships, and challenges of becoming a healer. L. Pottenger, H. Pokharna. Spring.

Independent Study and Research

219. Undergraduate Research. PQ: Consent of research sponsor and the director of the honors program in biological sciences. Students are required to submit the College Reading and Research Course Form. This course is graded P/F. This course does not satisfy Common Core or concentration requirements. This course may be elected for up to three quarters. Students must submit a one-page summary of the research planned to their research sponsor and the director of the honors program before the Friday of the fifth week of the quarter in which they register. A detailed five- to ten-page report on the completed work must be submitted to the research sponsor and the director of the honors program before the Friday of examination week. Staff. Summer, Autumn, Winter, Spring. L.

297. Readings in Biology. PQ: Consent of faculty sponsor. Students are required to submit the College Reading and Research Course Form. This course is graded P/F. This course does not satisfy Common Core or concentration requirements. Students may register for only one BioSci 297 tutorial per quarter. Enrollment must be completed by the end of the second week of the quarter. This is a tutorial offering individually-designed readings. Staff. Summer, Autumn, Winter, Spring.

298. Undergraduate Research Seminar. PQ: Fourth-year standing, BioSci 299, and consent of the director of the honors program. This course is graded P/F. This course does not satisfy the Common Core or concentration requirements. This seminar course is required of graduating students in the honors program. The honors thesis is revised during the year and submitted third week of spring quarter. Students also participate in a poster session early in spring quarter. Staff. Spring.

299. Advanced Research in the Biological Sciences. PQ: Fourth-year standing. Consent of research sponsor and the director of the honors program in biological sciences. Students are required to submit the College Reading and Research Course Form. This course is graded P/F. This course does not satisfy Common Core or concentration requirements. In the first quarter of registration students must submit a Supplementary Information Form to their research sponsor and to the director of the honors program. In addition to conducting research, students meet biweekly with the director of the honors program beginning in autumn quarter of their senior year. Topics include issues in research and the preparation of oral and written reports. Staff. Summer, Autumn, Winter, Spring.

Graduate-Level Courses

Many graduate-level courses in the Division of the 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.