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Biological Sciences Master: José Quintans, BSLC 104A, 702-7964,
qui4@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 general education 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 biological sciences 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, are of interest to all students. The Biological Sciences General Education Sequences Students choose one of the following options to meet the general education requirement for the biological sciences: 1. an integrated Natural Sciences or Environmental Sciences sequence for nonconcentrators, covering all general education requirements in the natural sciences; or 2. a two-quarter general education sequence for nonconcentrators; or 3. a Fundamental Sequence required for biological sciences concen-trators and students preparing for the health professions. Placement. Students may also fulfill the general education requirement in biological sciences using credit attained on the AP biology test or the College's own placement exam. Nonconcentrators may use a score of 4 or 5 on the AP biology test, or a Pass on the College placement exam, to place out of the general education requirement in biological sciences. 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 College placement exam who choose to concentrate in the biological sciences must register for the first two quarters of a Fundamental Sequence to meet their general education requirement. Subject to the College's limitation on the number of credits by examination that may be counted toward electives, biological sciences concentrators may use their 4 on the AP biology test or placement credit in their electives. Students who plan to concentrate in the biological sciences may use a score of 5 on the AP biology test to place out of the general education requirement in biological sciences and into the two-quarter "AP 5" Fundamental Sequence in the concentration. This sequence is open only to students who have received a 5 on the AP biology test. Completion of this sequence, plus one quarter of Biochemistry fulfills the Fundamental Sequence requirement for concentrators in the biological sciences. This option is most appropriate for students planning to concentrate in the biological sciences but it is open to any qualified students. 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 in the office of the senior adviser (HM 261) before classes begin. No laboratory requirements can be met by accreditation examinations except by special petition with accompanying documentation. Biological Sciences Writing Program. The Biological Sciences Writing Program is designed to assist both the professors who teach and the students who enroll in biological sciences courses that are reading and writing intensive. The program hires teaching assistants who possess both science- and humanities-based backgrounds to conduct writing workshops and discussion sections. Their services may or may not be offered in addition to the assistance of other teaching assistants assigned to a specific course. The program also helps to find alternative pedagogical and resource materials (i.e., books, research articles, films, and online information). It further assists both in the conception of writing and reading assignments, and in determining grading criteria. In addition, the program is involved in a collaborative relationship with the John Crerar Science Library that provides information on library services and research strategies. The Biological Sciences Writing Program is affiliated with a limited number of courses for each quarter of each academic year. The Biological Sciences Concentration Program The goals of the biological sciences concentration program 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. Emphasis is placed on introducing students to the diversity of subject matter and methods of investigation in the biological sciences. The concentration is designed to prepare students for graduate or professional study in the biological sciences and for careers in the biological sciences. The following sections describe the requirements for a B.A. in the biological sciences. General Education To prepare for more advanced work in the biological sciences, concentrators must take Chemistry 11100-11200 or higher to satisfy the general education requirement in physical sciences; Mathematics 13100-13200 or higher to fulfill the mathematics requirement in general education; and two courses in a Fundamental Sequence (Biological Sciences 20180s or 20190s) to fulfill the general education requirement in biological sciences. Students with a score of 5 on the AP biology test may use their AP credit to fulfill the general education requirement in biological sciences. The Concentration Courses in the Physical Sciences Collegiate Division Biological sciences concentrators must complete the third quarter of general chemistry (Chemistry 11300 or higher); two quarters of organic chemistry (Chemistry 22000-22100); two quarters of physics (Physics 12100-12200 or higher); one additional quarter of calculus (Mathematics 13300 or higher) or statistics (Statistics 22000); and one additional course in mathematics or physical sciences. Courses in the Biological Sciences Fundamental Sequence. Students who elected two courses in a Fundamental Sequence (Biological Sciences 20180s or 20190s) to fulfill the general education requirement must register for the final three quarters of their sequence in the concentration. Students who placed into the two-quarter "AP 5" Fundamental Sequence register for those two courses in the concentration. 20200-level Biological Sciences Courses. Students must register for Introduction to Biochemistry (Biological Sciences 20200) plus five additional 20200-level courses in biological sciences. These five courses are selected by the student unless the student chooses to complete a "specialization," in which case three courses are stipulated by the specialization (see below). NOTE: Biological Sciences 00199, 00206, and 00299 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. Summary of Requirements General CHEM 11100-11200 or 12100-12200† MATH 13100-13200, 15100-15200, or 16100-16200† BIOS 20180s or 20190s (first two quarters) or a 5 on the AP biology test* Concentration 2-3 BIOS 20239-20240 or 20246 or 20247 (2) or completion of BIOS 20180s or 20190s (3) 1 CHEM 11300 or higher† 1 BIOS 20200 (Biochemistry) 5 biological sciences courses at the 20000-level or above (also includes BIOS 00298) 2 CHEM 22000-22100 2 PHYS 12100-12200 or higher† 1 MATH 13300, 15300, or 16300, or STAT 22000† 1 additional course in mathematics, advanced statistics, chemistry, physics, or approved 20000-level physical science course 15-16 † Credit may be granted by examination. * Students with a 5 on the AP biology test may apply one quarter of credit to their free electives. Specialization Programs in the Biological Sciences Students who plan to complete a "specialization" should discuss their plans with the specialization chair in spring quarter of their second year. 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. third quarter of organic chemistry (CHEM 22200) 2. three of the five 20200-level courses in the biological sciences that are required for the biological sciences concentration must be completed within the specialization, with one course each from three of the four following areas being selected: a. Cell Biology (BIOS 21207, 21228, or 25107) Laboratory completion of an independent research project that is Research approved by the Director of the specialization and qualifies as a senior honors project The specialization in cellular and molecular biology is administered by the Department of Molecular Genetics and Cell Biology. Contact Jim Miller (702-0981, jmiller@midway.uchicago.edu) for additional information or advice. Specialization in Ecology and Evolution. Biological sciences concentrators who complete the course work indicated below and fulfill the requirements of the senior honors paper will be recognized as having completed a specialization in ecology and evolution. This specialization is recommended for students who are interested in pursuing graduate work in the field or in laboratory sciences of ecology, evolution, population genetics, or behavior. Based on the student's particular interest, he or she will elect a faculty adviser, who then will recommend specific courses necessary to meet the specialization requirements (see following section). The faculty adviser will also facilitate the placement of the student in an appropriate research laboratory in which to conduct an individual research project. The following requirements must be met: Courses 1. three quarters of calculus and two quarters of statistics 2. three upper-level courses in the biological sciences, as recommended by the faculty adviser, from a menu of courses in ecology, evolution, genetics, and behavior Laboratory completion of original research in the laboratory under Research 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 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 neuroscience. Students who elect to specialize should consult the faculty adviser, Dr. Dorothy Hanck, who is available to advise on the choice of classes and to help identify laboratories in which individual research project can be carried out. Students are encouraged to carry out individual guided research, participate in the honors research program, and attend neurobiology-biopsychology related seminars. Required courses include: Cellular Neurobiology. BIOS 24204 Systems Neuroscience. BIOS 24205 Behavioral Neurobiology. BIOS 24206 The following courses deal with topics of interest to neuroscientists and could be used as possible elective courses to fulfill concentration requirements: BIOS 24211. Neuroethology BIOS 24216. Neuropsychopharmacology BIOS 24217. Conquest of Pain BIOS 24218. Molecular Neurobiology BIOS 24221. Computational Neuroscience I BIOS 24222. Computational Neuroscience II BIOS 24223. Computational Neuroscience III PSYC 38500. Cognitive Neuroscience PSYC 38700. Connectionist Modeling (not offered 2001-02) PSYC 45600. Population Coding in the Perceptual Brain (not offered 2001-02) Students are strongly encouraged to carry out individual guided research, participate in the honors research program, and attend neurobiology-biopsychology related seminars. The specialization in neuroscience is administered by the Department of Neurobiology, Pharmacology, and Physiology. 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 00199 or 00299 for course credit. Consult the course description section for information about procedures, grading, and requirements for registration in Biological Sciences 00199 and 00299. For more information about research opportunities, consult the biological sciences section on the following Web site: www.college.uchicago.edu/catalog. 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 grade point average of at least 3.25 overall and 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 00299 during autumn and winter quarters and must complete Biological Sciences 00298 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 This program is designed for those students who have decided early in their academic careers to pursue graduate study in biology at the molecular level. It is challenging in terms of the course load, and also requires payment of graduate-level tuition during the senior year. It differs from the usual undergraduate major in the biological sciences in that it requires a central core of graduate courses in cell biology, genetics, and molecular biology. This program requires the completion of 48 credits of course work. Up to three upper-level courses, with approval, may be "double-counted" toward both degrees: i.e., used to meet both the 42-course undergraduate degree requirement and the 9-course graduate degree requirement. Each student will be required to take a minimum of six courses. One course will be taken in each of three fields: cell biology, genetics, and molecular biology. In addition, one additional course must be taken in one of these three fields. Two additional, graduate-level courses are required in fields of the student's choice. Any course approved by the faculty adviser will fulfill this last requirement. Students are also expected to (1) spend elective time and a summer residency in a laboratory working on a research problem in molecular biology, genetics, or cell biology; (2) write a formal paper describing their original research and reviewing the field; (3) pass an oral examination based on their paper during the last quarter of registration; and (4) maintain a B average in their M.S. degree courses. Students will not be admitted formally to the program until their third year. Application is made through the Department of Molecular Genetics and Cell Biology. Students must have a grade point average of 3.0 or above to qualify. For further information about the program, consult the adviser in the Department of Molecular Genetics and Cell Biology (Jim Miller, CLSC 1021, 702-0981) or the Administrative Director for Graduate Programs (Kristine Gaston, CLSC 1105B, 702-8037). Combined Bachelor of Arts/Master of Science 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. Up to three upper-level courses, with approval, may be "double-counted" toward both degrees: i.e., used to meet both the 42-course undergraduate degree requirement and the 9-course graduate degree requirement. 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 SHAWN AHMED, Assistant Professor, Ben May Institute for Cancer Research and the College PRIYANGA AMARASEKARE, Assistant Professor, Department of Ecology & Evolution and the College CHRISTINE ANDREWS, Lecturer, the College PHILIP ASHTON-RICKARDT, Assistant Professor, Department of Pathology, Ben May Institute for Cancer Research, Committees on Immunology and Developmental Biology, and the College Judith Austin, Assistant Professor, Department of Molecular Genetics & Cell Biology, Committee on Developmental Biology, and the College JOHN BAILAR, M.D., Professor, Department of Health Studies and the College WILLIAM BALLARD, Lecturer, Committee on Evolutionary Biology and the College; Associate Curator, Department of Zoology, Field Museum WILLIAM BARNHART, M.D., Clinical Associate Professor, Department of Medicine and the College Joy M. Bergelson, Associate Professor, Department of Ecology & Evolution, Committees on Evolutionary Biology and Genetics, and the College SUSAN BOYLE-VAVRA, Senior Research Associate, Department of Pediatrics and the College KATHLEEN A. CAGNEY, Assistant Professor, Department of Health Studies and the College Malcolm J. Casadaban, Associate Professor, Department of Molecular Genetics & Cell Biology, Committees on Genetics and Virology, and the College LAWRENCE P. CASALINO, Assistant Professor, Department of Health Services 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 THOMAS CHRISTIANSON, Senior Lecturer, the College MICHAEL COATES, Associate Professor, Organismal Biology & Anatomy and the College JOHN CRISPINO, Assistant Professor, Ben May Institute for Cancer Research, Committees on Cancer Biology, Developmental Biology, and Immunology, and the College NANCY JEAN COX, Associate Professor, Department of Human Genetics and the College Jerry Coyne, Professor, Department of Ecology & Evolution, Committees on Evolutionary Biology and Genetics, and the College ROBERT S. DAUM, M.D., Professor, Department of Pediatrics and the College; Section Chief, Pediatric Infectious Diseases HARRIET DE WIT, Associate Professor, Department of Psychiatry GREG DWYER, Assistant Professor, Department of Ecology & Evolution 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, Committees on Evolutionary Biology and Human Nutrition & Nutritional Biology, and the College Edwin Ferguson, Associate Professor, Department of Molecular Genetics & Cell Biology, Committees on Developmental Biology, Genetics, and Cancer Biology, and the College John Flynn, Lecturer, Associate Chair, Committee on Evolutionary Biology and the College; MacArthur Curator and Chair, Department of Geology, Field Museum MICHAEL J. FOOTE, Professor, Department of Geophysical Sciences, Committee on Evolutionary Biology, and the College JENNIFER FOSS, Director, Howard Hughes Medical Institute Undergraduate Computational Neuroscience Laboratories HARRY A. FOZZARD, M.D., Ortho S. A. Sprague Distinguished Service Professor Emeritus, Departments of Medicine and Pharmacological & Physiological Sciences, Committee on Cell Physiology, and the College GUIDO FRANZOSO, Assistant Professor, Ben May Institute for Cancer Research and the College Herbert C. Friedmann, Associate Professor, Department of Biochemistry & Molecular Biology and the College THOMAS GAJEWSKI, Assistant Professor, Department of Pathology and the College PABLO GEJMAN, Professor, Department of Psychiatry and the College; Director of Schizophrenia Genetics Research Program Godfrey S. Getz, M.D., Donald N. Pritzker Distinguished Service Professor, Departments of Biochemistry & Molecular Biology, Pathology and the College; Chairman, Department of Pathology MARYELLEN L. GIGER, Associate Professor, Department of Radiology and the College BENJAMIN GLICK, Assistant Professor, Clinical Pediatrics, Department of Pediatrics and the College Ann D. Goldblatt, Lecturer, Humanities and Social Sciences Collegiate Division, Department of Medicine, and the College PAUL GOLDSTEIN, Lecturer, Committee on Evolutionary Biology, Department of Zoology, and the College; Assistant Curator, Division of Insects, Field Museum of Natural History JEAN T. GREENBERG, Assistant Professor, Department of Molecular Genetics & Cell Biology and the College Geoffrey Greene, Professor, Ben May Institute, Committee on Cancer Biology, Department of Biochemistry & Molecular Biology, and the College ELIZABETH GROVE, Assistant Professor, Department of Pharmacology & Physiology, Committees on Developmental Biology, Cancer Biology, and Neurobiology, and the College SHANNON HACKET, Lecturer, Committee on Evolutionary Biology and the College; Assistant Curator, Department of Zoology, Field Museum KIMM HAMANN, Research Associate (Associate Professor), Department of Medicine. Committees on Immunology and Comparative Medicine & Pathology, and the College Dorothy A. Hanck, Associate Professor, Department of Medicine 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 LAWRENCE HEANEY, Lecturer, Committee on Evolutionary Biology and the College; Associate Curator Department of Zoology, Field Museum of Natural History Alfred Heller, M.D., Professor, Department of Pharmacological & Physiological Sciences and the College ROBERT HO, Associate Professor, Department of Organismal Biology & Anatomy and the College WOUTER HOFF, Assistant Professor, Department of Biochemistry & Molecular Biology and the College RICHARD R. HUDSON, Professor, Department of Ecology & Evolution and the College ALISON HUNTER, Lecturer, the College Robert Josephs, Professor, Department of Molecular Genetics & Cell Biology and the College; Director, Electron Microscopy Image Processing Lab TIM KARR, Assistant Professor, Department of Organismal Biology & Anatomy and the College Martin Kreitman, Professor, Department of Ecology & Evolution, Committees on Evolutionary Biology and Genetics, and the College STEPHEN J. KRON, Assistant Professor, Department of Molecular Genetics & Cell Biology, Committees on Cancer Biology and Genetics, the Center for Molecular Oncology, and the College VINAY KUMAR, Professor and Chairman, Department of Pathology and the College Michael C. LaBarbera, Professor, Departments of the Geophysical Sciences and Organismal Biology & Anatomy, Committee on Evolutionary Biology, and the College BRUCE T. LAHN, Assistant Professor, Departments of Human Genetics and Molecular Genetics & Cell 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; Section Chief, General Pediatrics; Associate Director, MacLean Center for Clinical Medical Ethics ERIC LARSEN, Senior Lecturer, the College DIANE S. LAUDERDALE, Assistant Professor, Department of Health Studies and the College Mathew Leibold, Associate Professor, Department of Ecology & Evolution and the College; Chair, Committee on Evolutionary Biology CRISTA LESE, Research Associate and Instructor, Department of Human Genetics and the College; Assistant Director, Cytogenetics Laboratory WEN-HSUING LI, George Beadle Professor, Department of Ecology & Evolution and the College ANNING LIN, Assistant Professor, Ben May Institute, Cancer Research, and the College Susan Lindquist, Albert D. Lasky Professor of Medical Sciences, 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 and the College, Committees on Cell Physiology and Neurobiology, and the College; Chairman, Committee on Neurobiology R. Eric Lombard, Professor, Department of Organismal Biology & Anatomy, Committee on Evolutionary Biology, and the College; Faculty Director, Health Professions Advising in the College MANYUAN LONG, Assistant Professor, Department of Ecology & Evolution 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, Committee on Genetics, and the College; Assistant Director, MacLean Center for Clinical Medical Ethics Marvin W. Makinen, Professor, Department of Biochemistry & Molecular Biology and the College JOCELYN MALAMY, Assistant Professor, Department of Molecular Genetics & Cell Biology and the College Daniel Margoliash, Associate Professor, Departments of Organismal Biology & Anatomy and Psychology, Committees on Biopsychology and Neurobiology 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 Martha K. McClintock, Professor, Department of Psychology and the College; Chairman, Committee on Biopsychology 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 KATHLEEN MILLEN, Assistant Professor, Human 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 DOMINIQUE MISSIAKAS, Assistant Professor, Biochemistry and Molecular Biology, and the College ANTHONY MONTAG, Associate Professor, Departments of Pathology and Surgery, and the College Jonathan Moss, M.D., Professor, Department of Anesthesiology & Critical Care, Committee on Clinical Pharmacology, and the College; Chairman, Institutional Review Board Gregory M. Mueller, Lecturer, Committee on Evolutionary Biology and the College; Associate Curator and Chairman Department of Botany, Field Museum PAUL MUELLER, Assistant Professor, Department of Molecular Genetics & Cell Biology, Committee on Cancer Biology, Genetics, & Developmental Biology, Center for Molecular Oncology, and the College Mark Musch, Research Associate (Associate Professor), Department of Medicine; Lecturer, the College James Nachman, M.D., Professor Clinical Pediatrics, Department of Pediatrics and the College Thomas Nagylaki, Professor, Department of Ecology & Evolution, Committees on Evolutionary Biology and Genetics, and the College DEBORAH NELSON, Associate Professor, Departments of Neurobiology and Pharmacology & Physiology, Committees on Cell Physiology and Neurobiology, and the College MICHAEL NISHIMURA, Assistant Professor, Department of Surgery and the College Avertano Noronha, M.D., Associate Professor, Department of Neurology, Committee on Immunology, and the College Carole Ober, M.D., Professor, Departments of Human Genetics, and Obstetrics & Gynecology, Committees on Evolutionary Biology and Genetics, and the College CLIVE H. PALFREY, Professor, Department of Pharmacology & Physiology, Committees on Cell Physiology and Cancer Biology, and the College TAO PAN, Assistant Professor, Department of Biochemical & Molecular Biology and the College NIPAM PATEL, Assistant Professor, Department of Organismal Biology & Anatomy, Committees on Developmental Biology, Genetics, Neurobiology, and Evolutionary Biology, and the College Sujata Patel, Lecturer, the College DORIS PATENAU, Assistant Professor, Department of Pharmacology & Physiology, Committee on Neurobiology, and the College Bruce Patterson, Lecturer, Committee on Evolutionary Biology and the College; MacArthur Curator, Department of Zoology, Field Museum Robert L. Perlman, M.D., Associate Chairman, Academic Affairs, Department of Pediatrics; Professor, Departments of Pediatrics and Pharmacological & Physiological Sciences, Committee on Neurobiology, and the College Cathy A. Pfister, Assistant Professor, Department of Ecology & Evolution, Committee on Evolutionary Biology, and the College JOSEPH A. PICCIRILLI, Assistant Professor, Departments of Biochemistry & Molecular Biology and Chemistry, Howard Hughes Medical Institute, and the College KATE PICKETT, Assistant Professor, Department of Health Studies and the College LAWRENCE POTTENGER, Associate Professor, Orthopedic Surgery, Department of Surgery, and the College Rosamond V. Potter, Senior Lecturer, the College DAPHNE PRUESS, Assistant Professor, Department of Molecular Genetics & Cell Biology, Committee on Developmental Biology, and the College VICTORIA PRINCE, Assistant Professor, Department of Organismal Biology & Anatomy and 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; Director, Medical Scientist Training Program; Master, Biological Sciences Collegiate Division; Associate Dean, Division of Biological Sciences and the College CLIFTON RAGSDALE, Assistant Professor, Department of Pharmacological & Physiology, Committees on Cancer Biology, Developmental Biology, Neurobiology, and the College JAN-MARINO RAMIREZ, Associate Professor, Department of Organismal Biology & Anatomy and the College PAUL J. RATHOUZ, Assistant Professor, Department of Health Studies and the College. LYNNE J. REGAN, Professor, Department of Biochemistry & Molecular Biology and the College TERRY REGIER, Assistant Professor, Department of Psychology and the College PHOEBE A. RICE, Assistant Professor, Department of Biochemistry & Molecular Biology 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 LAINIE FRIEDMAN ROSS, Associate Professor, Department of Pediatrics, MacLean Center for Medical Ethics, and the College 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 ALAN SANDERS, Assistant Professor, Department of Psychiatry and the College OLAF SCHNEEWIND, Professor, Departments of Molecular Genetics and Cell Biology, and the College CHISTOPHER SCHONBAUM, Senior Lecturer, the College MICHAEL D. SCHRIEBER, M.D., Associate Professor, Department of Pediatrics and the College Paul T. Schumacker, Professor, Department of Medicine and the College; Chairman, Committee on Comparative Medicine & Pathology ERIC A. SCHWARTZ, M.D., Professor, Department of Pharmacological & Physiological Sciences, Committees on Neurobiology and Cell Physiology, and the College Lewis S. Seiden, Professor, Departments of Pharmacological & Physiological Sciences and Psychiatry, Committee on Neurobiology, and the College Paul Sereno, Professor, Department of Organismal Biology & Anatomy and the College James Shapiro, Professor, Department of Biochemistry & Molecular Biology and the College KAMAL SHARMA, Assistant Professor, Department of Pharmacological & Physiological Sciences and the College PETRA SIERWALD, Lecturer, Department of Zoology, Committee on Evolutionary Biology, and the College; Assistant Curator, Division of Insects, Field Museum of Natural History HARINDER SINGH, Associate Professor, Departments of Molecular Genetics & Cell Biology, Committees on Developmental Biology, Immunology, Cancer Biology, and Genetics, the Howard Hughes Medical Institute, and the College SANGRAM SISODIA, Professor and Chairman, Departments of Neurobiology and Pharmacology and Physiology; Professor, Department of Pathology, Committee on Neurobiology, and the College MIN WOONG SOHN, Assistant Professor, Department of Health Studies and the College TOBIN R. SOSNICK, Assistant Professor, Department of Biochemistry & Molecular Biology and the College ANNE SPERLING, Assistant Professor, Department of Medicine and the College BARBARA STAFFORD, William B. Ogden Distinguished Professor, Department of Art History and the College JONATHAN STALEY, Assistant Professor, Department of Molecular Genetics & Cell 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; Chairman, Environmental Studies Program, New College Division 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, Committees on Developmental Biology and Genetics, and Immunology, and the College GISELA STORZ, Associate Professor, Department of Molecular Genetics & Cell Biology and the College DOUGLAS STOTZ, Lecturer, Committee on Evolutionary Biology and the College; Assistant Curator, Department of Zoology, The Field Museum Francis H. Straus II, M.D., Professor, Department of Pathology and the College; Associate Director, Surgical Pathology Lab 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, the College Sara Szuchet, Professor, Department of Neurology, Committee on Neurobiology, and the College WEI-JEN TANG, Assistant Professor, Department of Pharmacology & Physiology, Committees on Cell Physiology, Neurobiology, Cancer Biology, and Cancer Research Center Edwin W. Taylor, Louis Block Professor, Departments of Biochemistry & Molecular Biology and Molecular Genetics & Cell Biology, and the College KENNETH THOMPSON, Associate Professor, Department of Pathology and the College; Co-Director, Clinical Microbiology and Immunology AARON TURKEWITZ, Assistant Professor, Department of Molecular Genetics & Cell Biology and the College Philip S. Ulinski, Professor and Interim Chairman, Department of Organismal Biology & Anatomy, Committee on Neurobiology, and the College Leigh M. Van Valen, Professor, Department of Ecology & Evolution, Committees on Conceptual & Historical Studies of Science, Evolutionary Biology, and Genetics, and the College Marion Verp, M.D., Associate Professor, Maternal Fetal Medicine Section, Department of Obstetrics & Gynecology, and the College PAUL VEZINA, Associate Professor, Department of Psychiatry, Committee on Neurobiology, and the College Mitchel Villereal, Professor, Department of Pharmacological & Physiological Sciences, Committees on Cell Physiology and Cancer Biology, and the College; Chairman, Committee on Cell Physiology JANET VOIGHT, Lecturer, Committee on Evolutionary Biology and the College 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 CHYUNG-RU WANG, Assistant Professor, Department of Pathology, the Gwen Knapp Center for Immunology, and the College Mark Westneat, Lecturer, Department of Organismal Biology & Anatomy, Committee on Evolutionary Biology, and the College William Wimsatt, Professor, Department of Philosophy, Committees on Conceptual & Historical Studies of Science, Evolutionary Biology, Morris Fishbein Center for the History of Science & Medicine, and the College TING-WA WONG, Associate Professor, Department of Pathology and the College J. Timothy Wootton, Associate Professor, Department of Ecology & Evolution, Committee on Evolutionary Biology, and the College CHUNG-I WU, Professor, Departments of Ecology & Evolution and Molecular Genetics & Cell Biology, Committees on Genetics and Evolutionary Biology, and the College; Chairman, Department of Ecology & Evolution XIAOXI ZHUANG, Assistant Professor, Departments of Neurobiology and Pharmacology & Physiology, and the College Courses Students must confirm their registration with their instructors by the second class meeting or their registration may be canceled. In the following course descriptions, L indicates courses with a laboratory. Laboratory courses can also be identified by the final digit in the course number; 0-5 indicates that the course has a laboratory and 6-9 indicates that there is no laboratory associated with the course (with the exception of courses in the 00299 series). General Education Sequences 1. Integrated sequences for nonconcentrators. These sequences offer two variants: A. Natural Sciences 10100-10200-10300-10400 emphasizes the evolution of the physical universe and life on Earth and is described in the Natural Sciences section of this catalog. B. Environmental Sciences 12100-12600 weaves together several basic science disciplines relevant to our understanding of human impact on the natural environment and is described in the Environmental Studies and Natural Sciences sections of this catalog. This six-quarter sequence also fulfills the general education requirement in mathematical science for nonconcentrators. 2. The general education sequence for nonconcentrators. This option consists of two courses (described below), both to be completed by the end of the second year. A. All students take Core Biology (BIOS 10100) as their first course. This comprehensive introduction to the biological sciences consists of interactive lectures, discussions, and laboratories. (Laboratory fees apply.) B. For their second quarter, students choose from a menu of courses (Biological Sciences 10101-15199) that are comprehensive reviews of specialized topics of interest in the biological sciences. Nonconcentrators are encouraged to enroll in additional biological sciences courses that cover topics that are of special interest to them. 3. Fundamental Sequences for Concentrators and Students Preparing for the Health Professions. Biological sciences concentrators take a six-quarter integrated series, which includes a five-quarter sequence and Biochemistry (Biological Sciences 20200). Each course is accompanied by major laboratory components. There are two five-quarter Fundamental Sequences (Biological Sciences 20180s and 20190s, described below). Both provide comprehensive coverage of modern biology. Topics include cell and molecular biology, genetics, developmental biology, ecology and evolution, and organismal biology. The first two quarters of these sequences are used to meet the general education requirements in the Biological Sciences. 4. Advanced Placement Sequence for Concentrators (for students with a score of 5 on the AP biology test). Concentrators with a score of 5 on the AP biology test may take the two-quarter Fundamental Sequence described below in place of a five-quarter Fundamental Sequence. These students use two quarters of AP credit to meet the general education requirement for biological sciences and register for the "AP 5" two-quarter sequence in the concentration. Biological Sciences 20239 must be taken first. This course must be followed by either Biological Sciences 20240, 20246, or 20247; and Biological Sciences 20200. General Education Courses 10100. Core Biology. This course addresses the question "what is life?" with a discussion of topics that range from the essential properties characteristic of all life to the complexities of evolution and interactions between all forms of life in the biosphere. Students in the course develop a broad common core of understanding of the nature of life through lectures, small group discussions, writing, and laboratory investigations. A second biology course builds on this core knowledge by focusing on a specialized area of biological inquiry. R. Potter, T. Christianson, A. Hunter, J. Foss. Autumn, Winter, Spring. L. 10200. Integrative Biology I. This sequence is an alternative to BIOS 10100 for those interested in a more quantitative and analytical introduction to the biological sciences. The first quarter covers the acquisition and use of energy at the cellular and organismal level. Structure and function of organisms are discussed with respect to evolutionary adaptation and biomechanics. The course has interactive lectures, discussions, and labs. E. Larsen, J. Foss. Autumn. L. 10201. Integrative Biology II. PQ: BIOS 10200. This course is the second in the sequence for those interested in a more quantitative and analytical introduction to the biological sciences. The second quarter covers the acquisition and use of energy at the population and ecosystem level. Population interactions and ecosystem structure and function are considered. The course has interactive lectures, discussions, and labs. E. Larsen, J. Foss. Winter. L. 11106. Molecular and Cellular Nature of Life. PQ: BIOS 10100. In this course we examine the principles underlying the universal processes on which all forms of life, from humans to dandelions to bacteria, are based. We begin by discussing the fundamental chemical strategies that mediate energy conversion, coupling of metabolic pathways, and information storage and expression. With that understanding, we discuss crucial characteristics of life phenomena at the cellular level and then conclude the course with a look at the rapidly advancing field of genetic engineering and its far-reaching implications for our lives. K.-S. Chiang. Winter. 11107. The Origin of Life. PQ: BIOS 10100. In this course we discuss current thinking about the processes by which life emerged from just a few abiotic molecules and evolved into the present-day dazzling structural complexity characteristic of life. We begin by defining life at its most basic level and discussing the fundamental chemical strategies that support life. With that understanding, we discuss in some depth current theories and speculations on the emergence of the very first cell, the precursor to all life on Earth. K.-S. Chiang. Spring. 11108. Human Heredity. PQ: BIOS 10100. This course introduces the progress and problems in human genetics. Topics include genetic and physiologic determinants of sex, patterns of human inheritance, analysis of DNA and DNA fingerprinting, DNA cloning, prenatal genetic diagnosis, the genetics of complex traits, and the genetics of human populations. The work of the course centers on the preparation of three short papers and one longer essay based on current newspaper or magazine articles that reflect the interaction of genetics with some political, social, economic, or ethical issue. B. Strauss. Winter. 11109. Molecules to Cells and Back. PQ: BIOS 10100. Selected topics of current medical and/or environmental interest are used to illustrate basic principles of cell and molecular biology. T. Martin. Spring. 11116. Genetic Engineering. PQ: BIOS 10100. This course covers the history and technology of man's efforts to manipulate the genetic makeup of organisms. We focus most of our attention on genetic engineering in the production of agricultural, industrial, and medical products. We engage as a group in some virtual engineering projects. We also assess the ethical and public policy issues that are raised by rapid advances in genetic engineering technology. Field trips to sites where the work of genetic engineers is on display required. L. Mets. Spring. 11117. Cell Biology. PQ: BIOS 10100. This course treats the cell as a molecular machine. The course begins with a brief introduction (or review) of the chemistry of biological molecules and the concept of energy. The sub-assemblies that make up the machine are discussed: information storage system (DNA), manufacturing machinery (protein synthesis), membranes, energy transducers (mitochondria and chloroplasts), motile systems, and communication systems. The coordination of the subassemblies makes the parts function as a living cell. The minimum requirements to be classed as a living cell (past and future) are discussed. E. Taylor. Spring. 12106. Human Physiology. PQ: BIOS 10100. This lecture/discussion class deals with topics of human physiology. The subject matter is divided into three main categories: relationship between form and function; biological order, regulation, and homeostasis; and unity within diversity and human perspective. S. Patel. Spring. 12107. Cell Biology of Physiological Stress. PQ: BIOS 10100. This course studies the application of cell biology principles to physiological stress. We use paradigms such as fasting to talk about organ interactions (e.g., the Cori cycle). This includes discussions of receptors, kinases, and other cellular biology. M. Musch. Autumn. 12108. Biology and the Human Condition. PQ: BIOS 10100. We discuss the insights that biology offers into some perennial human questions. Do the biological imperatives for reproduction and population growth inevitably conflict with the goals of a civilized society? Why do disease and suffering persist? In what ways are all people similar and in what ways is each individual unique? How do our genetic inheritances and our individual experiences interact in development? Is there a "human nature?" R. Perlman. Winter. 12109. Multicellular Organisms. PQ: BIOS 10100. This course provides a description of the relationships between structure and function in a multicellular organism. Examples are chosen that illustrate how the demands of a particular function determine its structure, and how the existences of certain structures in the developmental or evolutionary history of an organism affect its function. Examples are drawn from a variety of animals, including the human organism. L. Straus. Winter. 13106. The Hungry Earth, Light, Energy, and Subsistence. PQ: BIOS 10100. The theme of the class includes a consideration of the continuing erosion of the resources of the Earth by the persisting pressures of a growing human population, which makes a broad knowledge and appreciation of biology essential. Discussion includes the principles of energy conversion by plants as primary producers, the evolution of the structures and mechanisms involved in energy conversion, the origin of crop plants, improvements of plants by conventional breeding and genetic engineering, and the interactions of plants with pathogens and herbivores. M. Ruddat. Spring. 13107. Environmental Ecology (=BIOS 13107, ENST 10400, NTSC 10400). PQ: BIOS 10100. This course emphasizes basic scientific understanding of ecological and evolutionary principles that relate most closely to the ways humans interact with their environments. Topics include population growth, adaptation, and ecosystem structure and function. We also discuss the regulation and consequences of biodiversity. Discussion required. M. Leibold. Winter. 13108. Organisms and Ecosystems in the Environment (=BIOS 13108, ENST 12400, NTSC 12400). PQ: BIOS 10100 or consent of instructor. This course examines the interactions between organisms and their environments. Topics include reproduction, nutrition, disease, population, habitat structure, and interactions between species. We also discuss the importance of genetic and species diversity in maintaining the health of populations and of ecosystems. R. Perlman, A. Hunter. Autumn. 13109. Ecology. PQ: BIOS 10100. Ecology is the study of the distribution and abundance of organisms. This course highlights key themes in ecology (e.g., how the environment affects species, evaluating the viability of populations, the implications for interactions among species, and the function of ecosystems). Emphasis is placed on how ecological information is being applied in the area of conservation biology. C. Pfister. Autumn. 13116. Life and Its Principles (=BIOS 13116, ENST 12200, NTSC 12200). PQ: BIOS 10100 or consent of instructor. This course examines the basis for life on Earth: its origins, its chemistry, its use of energy, the structure and function of biological molecules, the organization of cells, and heredity at the level of the individual and the population. We also consider controversies surrounding recent developments in genetics (i.e., the cloning and/or genetic modification of organisms), the biological effects of anthropogenic pollutants, and declining biodiversity. A. Turkewitz. Winter. L. 14106. From Neuron to Brain. PQ: BIOS 10200 or 10100. Consent of instructor. Prior or concurrent registration in college calculus (two quarters required). This course is an introduction to the structure and function of the nervous system that is intended for non-biological science concentrators. It deals with the cellular structure of the nervous system, membrane properties of neurons, synapses and voltage gated channels, and a survey of important neural systems. J. Foss. Spring. 14107. Workings of the Human Brain. PQ: BIOS 10100. This course is designed to give students an overview of the many functions of the brain, including perception, movement, language, emotion, memory, and sleep. We use a model of disease or dysfunction in an area of the brain to understand its normal functioning. This approach is complemented by presenting modern methods such as functional MRI and by reviewing historical milestones in neuroscience. Attendance is important at each class meeting, including lectures, labs, review sessions, and screenings of videotapes and imaging sessions. A. Noronha. Spring. 15107. Cancer Biology and Natural History. PQ: BIOS 10100. This course builds on the introduction to cell biology and genetics acquired in BIOS 10100. A case-based approach examines major topics in cell regulation and genetics implicated in carcinogenesis. An introduction to cancer epidemiology, therapeutics, and natural history is included. The course is intended for students who are not biology concentrators or preparing for the medical professions but who are looking for a broad background in biologic topics that are frequently discussed in the lay media. A. Montag. Autumn. 15108. Immune System in Health and Disease. PQ: BIOS 10100. This class introduces basic concepts of molecular biology and immunology. 15109. The Origins of Cancer. PQ: BIOS 10100. In this lecture/discussion course, the molecular biology and clinical aspects of cancer are considered in tandem. In particular, the most prevalent malignant tumors (e.g., those arising in the breast, prostate, colon, and lung) are used as examples. T. W. Wong. Spring. Five-Quarter Fundamental Sequences Biological Sciences 20181-20185 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 sciences or medical professions. The material in this sequence is largely the same as that in the BIOS 20190s sequence. Topics include cell and molecular biology, genetics, developmental biology, organismal biology, and ecology and evolution. Students registering for this sequence must have completed or placed out of CHEM 11100-11200-11300 or higher, or be enrolled concurrently in CHEM 11100-11200-11300 or higher. 20181. 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, C. Schonbaum. Autumn. L. 20182. Genetics. PQ: BIOS 20181. 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. J. Malamy, P. Strieleman. Winter. L. 20183. Developmental Biology. PQ: BIOS 20181 and 20182. 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, C. Schonbaum. Spring. L. 20184. Biological Diversity. PQ: BIOS 20181-20183 or consent of instructor. 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, E. Larsen. Autumn. L. 20185. Ecology and Evolution. PQ: BIOS 20181 and 20182. This course surveys the major principles of ecology and evolutionary biology. Topics in evolutionary biology include the evidence for evolution, the history of life, the mechanisms of evolution (e.g., mutation, selection, and genetic drift), adaptation, speciation, the origin of evolutionary novelties, the origin of life, and human evolution. Topics in ecology include demography and life histories, competition, predation, and the interspecific interactions that shape the structure of ecological communities. T. Wooton, J. Coyne, C. Andrews. Winter. L. This integrated five-quarter sequence examines the fundamental biological processes that are the basis of all life. Topics include cell and molecular biology, genetics, developmental biology, ecology and evolution, and organismal biology. Before registering for BIOS 20191, students must have completed or placed out of General Chemistry, or they must have consent of instructor. 20191. Cell and Molecular Biology. PQ: CHEM 11300 or 12300, 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. Discussion section required. L. Mets, B. Glick, C. Schonbaum. Autumn. L. 20192. Genetics. PQ: BIOS 20191. 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, mechanisms of mutation and recombination, and transposable elements. D. Preuss, V. Priatis, C. Schonbaum, Staff. Winter. L. 20193. Developmental Biology. PQ: BIOS 20191 and 20192. 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. V. Prince, R. Ho, C. Schonbaum. Spring. L. 20194. Ecology and Evolution. PQ: BIOS 20191 and 20192. This course surveys the major principles of ecology and evolutionary biology. Topics in evolutionary biology include the evidence for evolution, the history of life, the mechanisms of evolution (e.g., mutation, selection, and genetic drift), adaptation, speciation, the origin of evolutionary novelties, the origin of life, and human evolution. Topics in ecology include demography and life histories, competition, predation, and the interspecific interactions that shape the structure of ecological communities. R. Hudson, C. Andrews. Autumn. L. 20195. Organismal Physiology. PQ: BIOS 20191 and 20192, 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 humans. P. Schumacker, D. McGehee, H. Fozzard, E. Larsen. 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 biological sciences general education requirement and into a two-quarter sequence. Students must take BIOS 20239 and either BIOS 20240, 20246, or 20247. 20239. Molecular Biology I. PQ: A score of 5 on the AP biology test, and prior or concurrent registration in CHEM 11100-11200-11300 or higher. This course introduces the concepts and fundamentals of molecular biology. The instruction includes central features and model systems of molecular biology, cellular macromolecules and their chemical structures, enzymes, protein structure and function, DNA structure and function, transcription, protein synthesis, gene regulation, and DNA technology. T. Pan. Winter. 20240. Molecular Biology II. PQ: BIOS 20239 or consent of instructor. First-year standing. A score of 5 on the AP biology test. Intention to concentrate in biological sciences recommended. This seminar course examines the experimental basis for understanding the biology of the eukaryotic cell. We focus on specific examples of scientific discovery as described in research papers taken from primary literature. Students critique each paper, both in class and in essays. A lab section allows students to form and examine their own hypotheses by observing simple biological phenomena and manipulating conditions of experiments. S. Kron. Spring. L. 20246. Photons to Consciousness. PQ: BIOS 20239 or consent of instructor. This course uses the visual system as a model to explore how the brain works. The course begins by considering the physical properties of light. We then proceed to consider the mechanism of sensory transduction, cellular mechanisms of neuron to neuron communication, the operation of small neural networks, strategies of signal detection in neuron networks, and the hierarchical organization of cortical function. We conclude with visually guided behavior and consciousness. E. Schwartz. Spring. 20247. Animal Models of Human Disease. PQ: BIOS 20180s or 20190s, or BIOS 20239, or consent of instructor. This course provides an introduction to the use of animals in biomedical research for the purposes of understanding, treating, and curing human disease. Particular emphasis is placed on rodent models in the context of genetic, molecular, and immunologic manipulations. K. Hamann, A. Sperling. Spring. 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 Fundamental Sequences. Courses listed under the headings Specialized Courses and Independent Study and Research may not be counted toward the courses required for the concentration with the exception of BIOS 00298. 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; (CI) Computer intensive courses, (E&E) Ecology and Evolution; (F) Fundamental Sequence; (M) Microbiology, virology and immunology; (N) Neuroscience; (S) Specialized; and (O) Organismal. L indicates courses with laboratory.
General Courses Most general and specialized courses that are at the 20000-level and above assume mastery of the material covered in the Fundamental 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. 20200. Introduction to Biochemistry. PQ: First two quarters of BIOS 20180s or 20190s, and CHEM 22000-22100. 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. P. Strieleman, Summer; H. Friedmann, P. Strieleman, Autumn, Winter, Spring. L. 21200. Human Molecular Genetics. PQ: BIOS 20180s or 20190s, or consent of instructor. The focus of this course is to study the basic principles of genetics in relation to human disease and human variations. Emphasis is placed on the molecular and analytical methods that are used to study human genetic diversity and evolution, as well as to map human disease genes. Lectures and labs are utilized to explore state-of-the-art approaches to a broad range of topics in human genetics. C. Ober, R. Potter. Winter. L. 21207. Cell Biology. PQ: BIOS 20200 or equivalent. This course surveys gene organization and expression; functions of the cell nucleus, cytoskeleton, and cytoplasmic structures; and cell-cell interactions and signaling. P. Mueller, G. Lamppa. Autumn. 21208. Fundamentals of Molecular Biology. PQ: Basic knowledge of genetics and biochemistry. Third- or fourth-year standing. This comprehensive course covers structure of genetic material, replication, recombination, transcription and its regulation, and post-transcriptional regulation, and protein synthesis. P. Mueller, U. Storb. Winter. 21209. Molecular Biology. PQ: BIOS 20200. This class focuses on current concepts in gene regulation at both the transcriptional and post-transcriptional levels. Topics include regulation of transcription initiation and elongation, pre-mRNA splicing and processing, RNA export, mRNA turnover, translational controls, protein degradation, and protein modification. Emphasis is placed on eukaryotic examples, but prokaryotic models are discussed where appropriate. H. Singh. Winter. 21226. Advanced General Genetics. PQ: BIOS 20182 or 20192. 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. J. Shapiro. Winter. 21227. Advanced Developmental Biology. PQ: BIOS 20180s or 20190s. This course is an overview of the field of developmental biology, emphasizing both the origins of classical concepts in the field, as well as the modern molecular and genetic approaches to the study of developmental processes. Underlying mechanisms are illuminated through discussion of key experiments. Examples come from both invertebrate and vertebrate embryology. Subjects include induction, embryonic pattern formation, cell and tissue interactions, and the control of gene expression in development. E. Ferguson. Autumn. 21228. Fundamentals in Cell Biology (=BIOS 21228, GENE 30800, MGCB 30800). PQ: BIOS 20200 and 21207. 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. G. Lamppa, S. Kron. Autumn. 21259. Development and Evolution. (=BIOS 21259, DVBI 35700, ORGB 33800). PQ: BIOS 20180s or 20190s, or consent of instructor. Over the last decade, genetic and molecular approaches in a few model systems (e.g., Drosophila, C. elegans, Arabidopsis, and mouse) have led to a detailed understanding of several steps in pattern formation during the development of each respective organism. The purpose of this course is to evaluate how our knowledge of developmental mechanisms in model organisms can help us understand the evolution of development. N. Patel. Spring. 21304. Photosynthesis. PQ: BIOS 20200 and 20180s, or BIOS 20190s. 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, developmental, physiologic, ecological, and evolutionary methods are employed to analyze the net processes and detailed mechanisms of photosynthesis. L. Mets. Spring. L. 21306. Human Genetics and Evolution. PQ: BIOS 20180s or 20190s, or consent of instructor. Open to students with advanced standing who are concentrating in the biological sciences or preparing for the medical professions. 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. C.-I. Wu. Autumn. 21307. Bacterial Genomes. PQ: BIOS 26400 and consent of instructor. This course examines the information available from complete bacterial genome sequences. It addresses the usefulness of sequence databases and bioinformatics for answering questions of functional and comparative genomics. The genome sequences serve as the basis for addressing special topics in microbiology (e.g., metabolic diversity, intercellular communication, cellular differentiation, pathogenicity, vaccine development, and bacterial evolution). The format is seminar-style discussions of specific genomes. J. Shapiro. Spring. 21316. Biochemistry. PQ: BIOS 20200. Required of biological chemistry concentrators. This course examines a variety of biological problems from a chemical and structural perspective. Topics include protein structure-function relationships; molecular motors including muscle, RNA folding, and catalysis; nitrogen fixation; photosynthesis; and mechanisms of signal transduction. Computer graphics exercises in the lab complement the lecture topics. W. Hoff, P. Rice. Spring. 21318. Molecular BioPhysics. PQ: CHEM 22000-22100 and college-level physics, 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, including recent developments in single molecule studies. The course focuses on basic aspects of secondary and tertiary structure, the origin and basis of electrostatic and hydrophobic interactions, and dynamical properties of proteins. The importance of concepts of diffusion and transport in biological processes is also treated. Problem sets are coordinated with lectures. M. W. Makinen, W. Hoff. Spring. 21319. RRP: Ribosomes, RNA, and Protein. PQ: General Chemistry, Organic Chemistry, and BIOS 20200. The course is devoted to RNA biochemistry and molecular biology and to RNA-protein interactions with special emphasis on ribosome structure and protein biosynthesis. Topics include the biochemistry of protein synthesis (i.e., the translation reactions such as initiation, elongation, and termination); tRNA structure and identity elements; rRNA (i.e., structure, processing, regulation of systhesis, function, and evolution); ribosomal proteins (i.e, structure, function, gene organization, and regulation of synthesis); ribosome assembly; ribosome structure from immuno-electron microscopy, neutron scattering, and x-ray defraction; RNA (i.e, protein interactions including tRNA-aminoacyl-tRNA syntase, rRNA-ribosomal proteins, and other examples); and, finally, regulation and translation. I. Wool. Winter. 21336. Cell Signaling. PQ: BIOS 20200 and 20181, or BIOS 20191. Cells in the body communicate with each other by a variety of extracellular signals (e.g., hormones and neurotransmitters) that are disseminated locally or in the bloodstream to distant targets. What happens when these signals are received by the target cells? The subject matter of this course considers the wide variety of intracellular mechanisms that, when activated, change cell behavior. Both general and specific aspects of intracellular signaling are covered in the course, the latter including detailed discussions of receptors, G-proteins, cyclic nucleotides, calcium and calcium-binding proteins, phosphoinositides, protein kinases, and phosphatases. C. Palfrey. Autumn. 21406. Electron Microscopy and Image Processing (=BIOS 21406, MGCB 31000). 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. This course deals with the principles involved in processing electron microscope images, including the underlying analytical methods and their computer implementation. R. Josephs. Spring. 22226. Human Developmental Biology. PQ: Completion of the general education requirement for the biological sciences. 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. M. Schreiber. Winter. 22232. Mammalian Biology. PQ: Completion of the general education requirement for the biological sciences. 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. 22234. Chordate Biology. PQ: Completion of the general education requirement for the biological sciences. This is a general consideration of the structure, evolution, phylogeny, and life history of vertebrates. We emphasize comparative morphology, as well as structural and functional evolution. N. Shubin, M. Coates. Winter. L. 22242. Biological Fluid Mechanics. PQ: Completion of the general education requirement for the biological sciences. Prior physics course. Prior chemistry and calculus courses recommended. This course is 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. Not offered 2001-02; will be offered 2002-03. 22243. Biomechanics of Organisms. PQ: Completion of the general education requirement for the biological sciences. Prior chemistry, physics, and calculus courses 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. M. LaBarbera. Winter. L. Not offered 2001-02; will be offered 2002-03. 22244. Introduction to Invertebrate Biology. PQ: Completion of the general education requirement for the biological sciences 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. Will be offered 2001-02; not offered 2002-03. M. LaBarbera. Spring. L. 22246. Physiology. PQ: BIOS 20184 or 20195, or consent of instructor. This course considers physiological mechanisms that operate at all levels, ranging from the subcellular to the whole organism, to support organismal function. The course emphasizes physiological reasoning, problem solving, and current research. We consider examples from molecular, cellular, human, comparative, and pathophysiology. We emphasize aspects of physiology other than neurophysiology, such as membrane transport, intracellular communication, respiration, circulation, thermoregulation, and osmoregulation. M. Feder. Winter. 22247. Principles of Pharmacology. PQ BIOS 20200. This course considers the physiological and biochemical bases of drug actions, common pharmacological methods, and a small set of specific drugs and their targets. D. Hanck. Winter. 22257. Darwinian Medicine (=BIOS 22257, HIPS 25900). PQ: Completion of the general education requirement for the biological sciences. This course discusses human health and disease in an evolutionary perspective and emphasizes 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 and of host defenses; the ecology of emerging diseases, including AIDS; the cultural and social contexts of disease; and epigenetic mechanisms in health and disease. R. Perlman, W. Wimsatt. Autumn. 23240. The Diversity and Evolution of Plants. PQ: Completion of the general education requirement for the biological sciences. 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. 23246. The Diversity and Evolution of Plants. PQ: Completion of the general education requirement for the biological sciences. This course is identical to BIOS 23240 except that it does not have a lab. M. Ruddat. Winter. 23249. Animal Behavior. PQ: Completion of the general education requirement for the biological sciences. This course provides an introduction to the mechanism, ecology, and evolution of behavior, primarily in nonhuman 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, and the ecological and social context of behavior. A major emphasis is placed on understanding and evaluating scientific studies and their field and lab techniques. Will be offered 2001-02; not offered 2002-03. S. Pruett-Jones. Winter. 23252. Field Ecology. PQ: Consent of instructor. Open to students planning to pursue graduate research. 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 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. S. Pruett-Jones. Spring. L. Not offered 2001-02; will be offered 2002-03. 23255. Introductory Paleontology (=BIOS 23255, EVOL 32300, GEOS 22300). PQ: GEOS 13100-13200, or PHSC 10900-11000, or completion of the general education requirement for the biological sciences, or consent of instructor. 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 (e.g., fossilization, classification, morphologic analysis and interpretation, biostratigraphy, paleoecology, and macroevolution); labs are systematic, introducing major groups of fossil invertebrates. M. Foote. Winter. L. 23256. 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. Autumn. 23260. Mammal Evolution (=BIOS 23260, EVOL 31100). PQ: Completion of the general education requirement for the biological sciences 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. Autumn. L. Not offered 2001-02; will be offered 2002-03. 23266. Evolutionary Adaptation. PQ: BIOS 20185, 20194, or 20239; and BIOS 20240. This course deals with the adaptation of organisms to their environments and focuses on methods for studying adaptation. Topics include definitions and examples of adaptation, the notion of optimization, adaptive radiations, and the comparative method in evolutionary biology. C. Andrews. Spring. 23270. Evolution: Genes to Groups. PQ: BIOS 20180s or 20190s. This course is an introduction to evolutionary processes and patterns in present-day and fossil organisms and to how they are shaped by biological and physical forces. Topics emphasize evolutionary principles and issues of "microevolution" versus "macroevolution" by comparing and contrasting evolution across various hierarchical levels (e.g., genes, individuals, populations, and species). Specific topics include DNA and the genetic code; the genetics of populations; the origins of species; evolution above the species level and "trends"; and major events in the history of life (e.g., the origin of complex cells, the invasion of land, and mass extinctions). P. Wagner, Staff. Autumn. L. 23299. Plant Development and Molecular Genetics (=BIOS 23299, DVBI 32900, ECEV 32900, EVOL 32900, MGCB 36100). PQ: Completion of the general education requirement for the biological sciences. 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, J. Greenberg. Spring. 23300. Evolution and Paleobiology. PQ: Completion of the general education requirement for the biological sciences. 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 in the western United States immediately after spring quarter. Will be offered 2001-02; not offered 2002-03. P. Sereno. Spring. L. 23351. Ecological Applications to Conservation Biology (=BIOS 23351, ECEV 31300, ENST 25100). PQ: Completion of the general education requirement for the biological sciences. 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. Not offered 2001-02; will be offered 2002-03. 23401. Mutualisms and Symbiosis. PQ: Completion of the general education requirement for the biological sciences 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. Not offered 2001-02; will be offered 2002-03. 23402. Diversity and Evolution of Arthropods. PQ: BIOS 20180s or 20190s. This course focuses on arthropod systematics and evolution, with an emphasis on insects and spiders. Lectures focus on facets of arthropod evolution (i.e., theories of arthropod origins, the evolution of flight, and metamorphosis). Labs focus on comparative examination of diverse arthropod groups, and students are expected to achieve a general understanding of major arthropod groups. P. Goldstein, P. Sierwald. Spring. L. Not offered 2001-02; will be offered 2002-03. 23403. Systematic Biology (=BIOS 23408, EVOL 35400). PQ: Completion of the general education requirement for the biological sciences 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 testing hypotheses about evolutionary processes. From the standpoint of the three schools of systematic biology (i.e., evolutionary, phenetic, and phylogenetic), the course carefully explores the concepts of homology, relationships, 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. 23406/35500/45500. Biogeography (=BIOS 23406/35500/45500, ENST 25500, EVOL 45500, GEOG 25500/35500). PQ: Completion of the general education requirement for the biological sciences 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 (odd years), L. Heaney (even years). Winter. 24204. Cellular Neurobiology. PQ: Completion of the general education requirement for the biological sciences. Prior physics course recommended. This course satisfies one of the requirements of the Neuroscience specialization. This course is identical to BIOS 24236 except that it has a lab, which focuses on electrophysiological techniques used in analysis of issues fundamental to neural processing at the cellular level. These include 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. 24205. Systems Neuroscience (=BIOS 24205, PSYC 24000). PQ: BIOS 24204 or 24236, or consent of instructor. This course satisfies one of the requirements of the Neuroscience specialization. Students are introduced to vertebrate and invertebrate systems neuroscience with a focus on the anatomy, physiology, and development of sensory and motor control systems. The neural bases of form and motion perception, locomotion, memory and other forms of neural plasticity are examined in detail. We also discuss clinical aspects of neurological disorders. Labs are devoted to mammalian neuroanatomy and electrophysiological recordings from neural circuits in model systems. J. Ramirez, C. Ragsdale. Autumn. L. 24206. Behavioral Neurobiology. PQ: BIOS 24205 or 24211, or consent of instructor. This course focuses on the contribution of specific neuronal pathways to the generation of different appetitive behaviors and behavioral states. There is an overview of the functional neuroanatomy and the neurotransmitter systems of the basal ganglia and the behavioral techniques used to assess their impact on behavior. Hormonal influences on neurotransmission and behavior are also discussed. The contribution of neuronal and hormonal systems to the generation of circadian rhythms, sleep, addictive states, and affective disorders are also addressed. P. Vezina. Winter. 24211. Neuroethology (=BIOS 24211, PSYC 31500). PQ: BIOS 24204 or consent of instructor. Prior or concurrent registration in PHYS 14200. Prior knowledge of basic cellular mechanisms of neurons and basic anatomy of the vertebrate central nervous system. The design of this course considers the needs of advanced students who plan to pursue graduate work, particularly in neurobiology or experimental psychology. It covers topics in systems, computational, and behavioral neuroscience. There is a heavy emphasis on original literature, and oral and written scientific presentations. Labs include exposure to instrumentation and electronics, and involve work with live animals. Labs meet once a week and may require time beyond the posted schedule. D. Margoliash. Winter. L. 24216. Neuropsychopharmacology (=BIOS 24216, NPHP 32700, NURB 32700). PQ: BIOS 20200 or BCMB 30100, or consent of instructor. This course entails a study of the effects of pharmacological agents on behavior with an emphasis on physiological and biochemical mechanisms. P. Vezina. Autumn. 24217. The Conquest of Pain. PQ: CHEM 22000-22100-22200 or BIOS 20200. Prior course in neurobiology or physiology recommended. This course examines the biology of pain and the mechanisms by which anesthetics alter the perception of pain. The approach is to examine the anatomy of pain pathways both centrally and peripherally, and to define electrophysiological, biophysical, and biochemical explanations underlying the action of general and local anesthetics. The role of opiates and enkephalins is discussed in detail. Central theories of anesthesia, including the relevance of sleep proteins, are also examined. Additionally, mechanistic discussions of acupuncture and cutaneous nerve stimulation are included. J. Moss. Winter. 24218. Molecular Neurobiology. PQ: BIOS 20200 and 24236, or BIOS 24204, or consent of instructor. This is a lecture/seminar course that explores the application of modern cellular and molecular techniques to clarify basic questions in neurobiology. Topics include mechanisms of synaptic transmission, protein trafficking, exo- and endo-cytosis, and development and mechanisms of neurological diseases. S. Sisodia, Staff. Spring. 24219. Molecular Biology of Neural Development. PQ: BIOS 20180s or 20190s or AP 5 Sequence. This course, which is under development, will be team taught by two outstanding developmental neurobiologists. An updated course description is available on the following Web site: www.college.uchicago.edu/catalog. K. Sharma, Staff. Autumn. 24221. Computational Neuroscience I: Single Neuron Computation (=BIOS 24221, ORGB 34400). PQ: Prior course in cellular neurobiology or consent of instructor. Prior or concurrent registration in MATH 20000 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. L. 24222. Computational Neuroscience II: Vision (=BIOS 24222, ORGB 34500). PQ: BIOS 24221 and a prior course in systems neurobiology, or consent of instructor. Prior or concurrent registration in MATH 20100 recommended. This course considers computational approaches to vision. It discusses the basic anatomy and physiology of the retina and central visual pathways and then examines computational approaches to vision based on linear and nonlinear systems theory, information theory and algorithms derived from computer vision. P. Ulinski, Staff. Winter. L. 24223. Computational Neuroscience III: Language (=BIOS 24223, ORGB 34600, PSYC 34400). PQ: Consent of instructor. This course discusses computational approaches to human language. It examines the learning, production, and comprehension of language, through neural network modeling of human linguistic behavior, and through brain imaging. T. Regier, Staff. Spring. L. 24236. Cellular Neurobiology. PQ: Completion of the general education requirement for the biological sciences. 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. 25107. Immunobiology. PQ: BIOS 20180s or 20190s, or consent of instructor. 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. P. Ashton-Rickardt, Winter; J. Quintans, Spring. 25108. Cancer Biology. PQ: Completion of the general education requirement for the biological sciences. 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, and what it is like when things go right. M. Rosner. Winter. 25109. Topics in Reproductive Biology and Cancer. PQ: Completion of BIOS 20180s or 20190s, or consent of instructor. This course focuses on several aspects of the molecular and cellular biology of human reproduction as well as the basis of chemical/viral carcinogenesis and the progression, treatment, and prevention of cancer. The role of steroid hormones and their receptors in the control of growth, development, and specialized cell function is discussed in the context of normal and abnormal gene expression in human development and disease. Key historical events, research approaches, utilization of knowledge, recent advances in drug design and herbal medicines, and philosophies of scientific research are also covered. G. Greene. Spring. 25206. Fundamentals of Bacterial Physiology. PQ: BIOS 20180s or 20190s or AP 5 Sequence; and BIOS 20200. This course is part of the new undergraduate microbiology program being developed by Professor Olaf Schneewind. An updated course description is available on the following Web site: www.college.uchicago.edu/catalog. D. Missiakas. Autumn. 25210. Laboratory in Bacterial Physiology. PQ: BIOS 25206. This course is part of the new undergraduate microbiology program being developed by Professor Olaf Schneewind. An updated course description is available on the following Web site: www.college.uchicago.edu/catalog. Staff. Winter. L. 25210. Laboratory Microbiology. PQ: BIOS 25206. This course is part of the new undergraduate microbiology program being developed by Professor Olaf Schneewind. An updated course description is available on the following Web site: www.college.uchicago.edu/catalog. O. Schneewind. Winter. L. 25216. Molecular Genetics of Bacterial Pathogenesis. PQ: BIOS 25210. This course is part of the new undergraduate microbiology program being developed by Professor Olaf Schneewind. An updated course description is available on the following Web site: www.college.uchicago.edu/catalog. O. Schneewind. Spring. L. 25239. Microbiology. PQ: 20200-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. 25286. 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. 25305. Introduction to Microbes of Men and Beast. PQ: First three quarters of BIOS 20180s or 20190s. This course is intended to teach the fundamentals underlying the pathogenesis of disease caused by various types of microbes such as bacteria, viruses, and fungi. Students learn the fundamentals of the molecular interactions that occur between microbe and host that determine the outcome of an interaction between them. Intervention strategies used by humans, such as vaccination and antimicrobial therapy, and the corresponding microbial adaptive mechanisms are also covered. R. Daum, S. Boyle-Vavra, T. Christianson. Spring. L. 25306. Introduction to Microbes of Men and Beast. PQ: First three quarters of BIOS 20180s or 20190s. This course is identical to BIOS 25305 except it does not have a lab. This course is intended to teach the fundamentals underlying the pathogenesis of disease caused by various types of microbes such as bacteria, viruses, and fungi. Students learn the fundamentals of the molecular interactions that occur between microbe and host that determine the outcome of an interaction between them. Intervention strategies used by humans, such as vaccination and antimicrobial therapy, and the corresponding microbial adaptive mechanisms are also covered. R. Daum, S. Boyle-Vavra. Spring. 26099. Quantitative Topics in Biology I: Ecology. PQ: Prior introductory calculus course. This course involves learning to use mathematical techniques to solve ecological problems. The goal is to formulate mathematical models to understand the processes underlying ecological problems and make predictions about future behavior. The course emphasizes population dynamics and species interactions. P. Amarasekare. Autumn. 26100. Quantitative Topics in Biology II: Physiology and Biochemistry. PQ: Prior introductory calculus course. Open to nonmathematics concentrators. Quantitative techniques are becoming an increasingly significant tool in biological research. This introduction to biomathematics develops a basic toolbox of mathematical techniques (e.g., time series analysis, linear and nonlinear dynamics, stochastic processes, and oscillator theory) and illustrates its usefulness through study of current biological problems. A computer lab provides hands-on experience in problem solving. J. Foss, J. Milton. Winter. L. 26317. Molecular Mechanisms of Cell Signaling. PQ: BIOS 20181-20183 or 20191-2019, and BIOS 20200. Cells in the body communicate with each other by a variety of extracellular signals (e.g., hormones and neurotransmitters) and processes such as vision and olfaction, as well as diseases such as cancer, all involve aspects of such signaling processes. The subject matter of this course considers molecular mechanism of the wide variety of intracellular mechanisms that, when activated, change cell behavior. Both general and specific aspects of intracellular signaling are covered in the course, with an emphasis on the structural basis of cell signaling. W.-J. Tang. Winter. Not offered 2001-02; will be offered 2002-03. 26400. Introduction to Bioinformatics. PQ: BIOS 20182 or 20192, or MATH 15100, or consent of instructor. This course introduces the concepts, purposes, tools, skills, and resources of bioinformatics. It includes a description of GenBank and other sequence databases; genetic and physical mapping databases; and structure databases. It also explains definitions such as homology, similarity, and gene families. Other topics include the basic principles and computational skills of comparative and phylogenetic analyses of DNA and protein sequence data; computer skills in database searching and information retrieval; predictive methods using DNA sequences; predictive methods using protein sequences; and comparative genomics. Finally, cutting-edge developments such as DNA chips and other information technologies are discussed. W. Li. Winter. L. 26401. 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. Big Problems Courses 02370. Psychoneuroimmunology: Links between the Nervous and Immune Systems (=BIOS 02370, BPRO 24200). PQ: Fourth-year standing and BIOS 20180s or 20190s. This course covers all aspects of neuroimmuno-endocrinology at the molecular, cellular, and organismal and social levels. M. McClintock, J. Quintans. Autumn. Not offered 2001-02; will be offered 2002-03. 02800. Cultural Evolution and Dimensions of Globalization (=BIOS 02800, BPRO 24000, CFSC 25000, HIPS 21500, LING 11200, NCDV 27500, PHIL 32600). PQ: BIOS 29286 or consent of instructor. This course does not satisfy concentration requirements. The focus of this two-quarter sequence is on cultural evolution and the globalization of culture. Relevant disciplines are evolutionary genetics, epidemiology, demography, economics, communications, science and technology, anthropology, history, and political science. We discuss issues such as the spread of new diseases, rise of multinational corporations, free trade, popular culture, the Internet, English as an emerging world language, and extinction of languages and cultures. S. Mufwene, J. Sadock, W. Wimsatt, Staff. Winter. Not offered 2001-02; will be offered 2002-03. Specialized Courses These courses may not be counted toward the courses required for the concentration. 29206. Introduction to Medical Physics. PQ: Two years of college physics. This course does not satisfy concentration requirements. 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. M. Giger, T. Pan, R. Hamilton. Autumn. 29278. Scientific Approaches to Mental Illness. PQ: Third- or fourth-year standing. This course does not satisfy concentration requirements. This course is an introduction to the bases of biological psychiatry, designed to enable interested students from multiple concentrations to acquire current knowledge of biological aspects of mental illness and pertinent research methods. Therefore, several main lines of inquiry into contemporary biological psychiatry are discussed. The last class consists of a panel discussion of coming developments of biological psychiatry. P. Gejman, A. Sanders. Autumn, Spring. 29281. Introduction to Medical Ethics. PQ: Second-year standing or higher. This course does not satisfy concentration requirements. This course explores the ethical issues raised by modern medicine. We begin with an introductory examination of the foundations of medical ethics. We also discuss the doctor-patient relationship: how it evolved since World War II and how it should evolve in the twenty-first century. We examine moral issues raised by human experimentation, organ transplantation, and the human genome project. L. Ross. Winter. 29282. Advanced Medical Ethics. PQ: BIOS 29281 or 29296, or other prior ethics course. This course does not satisfy concentration requirements. This course explores the ethical issues raised by children in all areas of modern medicine. We begin with an introductory examination of the ethics of family, and how modern medical ethics cannot easily accommodate the child-parent relationship. We then consider particular situations such as human experimentation, organ transplantation, and the competent adolescent's right to privacy with regard to reproductive health care. L. Ross. Spring. 29283. Neurology and Kant's Theory of Knowledge (=BIOS 29283, HIPS 28500). PQ: Third- or fourth-year standing. The course does not satisfy concentration requirements. In this course we cover most of the first half of Kant's Critique of Pure Reason, which contains his theory of perception and cognition. We read a number of selected passages closely, in an effort especially to grasp the distinctively Kantian level of abstraction, which he called "transcendental." When this is understood, the Critique is transformed from an object of misinterpretation and uninformed criticism, into a text which speaks intelligibly, and even helpfully, to present-day cognitive neurobiology–though Kant was not primarily analyzing, nor, much less, doing, empirical physiology or psychology. Along with the Critique, we read several original, landmark papers from the related scientific literature subsequent to Kant's time. This highlights and emphasizes for us the differences in aims, and ways of thinking, between the conceptual and very general analysis of the philosopher, and the factual and specific investigations of the natural scientist. Yet, we come to recognize also, that despite these fundamental differences, it is possible for work in each of the two distinct venues to illuminate the other. It is those differences, together with this reciprocity, that make casual and unthinking dismissiveness of one side toward the other as regrettable as it is common. S. Schulman. Autumn, Spring. 29286. Biological and Cultural Evolution (=BIOS 29286, CFSC 37900, HIPS 23900, NCDV 23900, PHIL 32500). PQ: Fourth-year standing or consent of instructor. Core background in evolution and genetics strongly recommended. This course does not satisfy concentration requirements. This course elaborates theory to understand and model cultural evolution; analogies, differences, and relations to biological evolution; considering basic biological, cultural, and linguistic topics and case studies from an evolutionary perspective. Time is spent both on what we do know and to determine what we don't. Instructors are from linguistics, evolutionary genetics, history, and philosophy of science. Will be offered 2001-02; not offered 2002-03. W. Wimsatt, S. Mufwene, J. Sadock, Staff. Autumn. 29290. Doctors as Guides and Helpers in the Healing Professions. This course does not satisfy concentration requirements. 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. 29292. Medical Odysseys. PQ: Consent of instructor. This course does not satisfy concentration requirements. 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. J. Lantos. Winter. 29293. On Becoming a Doctor. This course does not satisfy concentration requirements. The goal of this course is to help the student understand the current legal, economic, and ethical climate for the practice of medicine. We explore the goals of the physician as they relate to individual suffering and to issues of societal justice and professional responsibility. Ethical issues are confronted that shape the future of the physician-patient relationship (e.g., euthanasia, conflicts of interest in managed care, and rationing). Students are encouraged to crystallize their life narratives. Methods include small group discussions, seminars, and personal exploration using literature and reflection. W. Barnhart. Winter. 29296. Ethical Issues in Biology and Medicine. This course does not satisfy concentration requirements. This course examines principle-based and case-based approaches to ethical questions in biology and medicine, and key concepts such as health, disease, person, life, death, and rights. We apply these methodological and conceptual considerations to topics such as research with human subjects, research with nonhuman animals, cloning and stem cell research, genetics, abortion, reproduction, refusal of treatment, euthanasia, and assisted suicide. Each topic is treated in the context of cases for which we articulate the ethical questions raised and evaluate arguments for alternative responses. M. Mahowald. Autumn. 29306. Evolutionary Processes (=BIOS 29306, CFSC 34800, ECEV 31000, EVOL 31000). PQ: Consent of instructor. This course does not satisfy concentration requirements. In this course we examine evolutionary aspects of ecology, genetics, biochemistry, paleontology, development, philosophy, and related subjects through readings, essays, and discussions. L. Van Valen. Autumn. 29316. Molecular Dissection of the Gene and Genome. PQ: Consent of instructor. This course does not satisfy concentration requirements. This course deals with the impact of molecular genetics on basic concepts of heredity and evolution. We discuss the theoretical significance of discoveries presented in Scientific American articles dealing with the classical view of the gene, genetic structure in the molecular era, transcriptional regulation in prokaryotes and eukaryotes, splicing and RNA processing, genetic engineering, mobile genetic elements, bacterial antibiotic resistance as an evolutionary case study, DNA repair systems and mutagenesis, and the action of the genome in development. J. Shapiro. Spring. Not offered 2001-02; will be offered 2002-03. Independent Study and Research 00199. 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 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. D. Nelson. Summer, Autumn, Winter, Spring. 00206. 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 concentration requirements. Students may register for only one BIOS 00206 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. 00207. The Evolution of the Contributions of Master Biological Scientists (Two Case Studies). PQ: BIOS 20200. This reading/discussion course deals with the work of two winners of the Nobel Prize and one winner of the Lasker award. Students are expected to read the papers of these scientists to follow how their work evolved to be of prize-winning significance. Each session examines two or three significant papers of these scientists. Students then write a substantial paper doing this same kind of analysis for a Nobel laureate who is not discussed in class. G. Getz. Spring. 00276. Fundamentals of Clinical Research. PQ: Completion of the general education requirement for the biological sciences. This course does not satisfy concentration requirements. This 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 fundamentals of all aspects of clinical research, which can lead to better understanding of safe and effective planning as well as implementation of patient oriented research. Based on availability, students may consult with the instructor on having a small project of their own for one summer. S. Patel. Winter. 00298. Undergraduate Research Seminar. PQ: Fourth-year standing and consent of the director of the honors program. Students will receive a letter grade. 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. D. Nelson. Spring. 00299. 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 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. D. Nelson. 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. |
