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Courses
Students must confirm their registration with their instructors by the
second class meeting, or their registration may be canceled. All Common
Core courses and some advanced courses have laboratories; in the following
course descriptions, L indicates courses with a laboratory.
Common Core Sequences
Common Core biology courses are offered in sequences designed for students
who wish to fulfill jointly the Common Core biological and physical sciences
requirements (NatSci 101-106 and 151-156); for students who plan to concentrate
in areas other than biological sciences (ten general Common Core sequences);
and for students who plan to concentrate in biological sciences (the BioSci
170s, 180s, and 190s sequences).
The natural sciences sequences are described in the section on natural
sciences elsewhere in this catalog.
The Common Core sequences for students who concentrate in areas other
than biological sciences consist of three integrated courses covering cell
and organismal biology, genetics, and ecology and evolution and share Common
Core laboratories. Although Common Core courses vary somewhat with respect
to specific subject matter and format, all sequences are broadly equivalent;
sequence numbers do not indicate different levels of difficulty.
Sequences for biological sciences concentrators consist of six courses
that provide an overall introduction to the biological sciences for students
with a strong interest in biology, including Introduction to Biochemistry
(BioSci 200).
The BioSci 170s sequence (Philip Ulinski, coordinator) is intended
for students who have good quantitative skills and are considering careers
as research scientists in the biological sciences, the physical sciences,
the social sciences such as anthropology or psychology, or careers as physicians.
The first three courses (Introductory Biology I, II, and III) satisfy the
Common Core requirement in biology. They introduce all of the major areas
of biology, emphasizing topics that currently provide exciting research
opportunities and are amenable to quantitative or physiochemical analysis.
The fourth and fifth courses (Vertebrate Biology and Genes and Development)
provide systematic treatments of structure/function relationships and development
in animals. This sequence is intended for students with good quantitative
skills. Students who anticipate applying to medical school but do not wish
to concentrate in biology can obtain a solid foundation for medical school
by completing this sequence, as well as a course in biochemistry. Laboratory
exercises involve both data collection and mathematical and computer modeling
of biological system. Emphasis is placed on developing oral and written
communication skills.
The BioSci 180s and 190s sequences are broadly analogous to each
other and share common laboratories. The BioSci 180s sequence (Michael LaBarbera,
coordinator) consists of courses in cell biology, genetics, developmental
biology, organismal biology and biodiversity, and evolutionary biology.
The BioSci 190s sequence (Laurens Mets, coordinator) consists of courses
in ecology, evolution, cell biology, genetics and developmental biology,
and physiology. The 190s sequence has a prerequisite of chemistry.
Detailed descriptions of these sequences may be found on the World Wide
Web <a href="http://www-upubs.uchicago.edu/catalog/catalog.html">by
clicking here.
Advanced-level Courses
There are three types of advanced courses. General courses are courses
in which instructors present the general principles and recent developments
for broad areas within the biological sciences. Such courses are usually
offered on a regular basis, either annually or biennially. Specialized
courses either focus on a topic of particular interest to the instructor
or examine topics at a more advanced level than in general courses. Such
courses are offered less regularly, as warranted by student and faculty
interest. Unless otherwise stated, most general and specialized biological
sciences courses assume mastery of the material covered in the BioSci 170s,
180s, or 190s sequences. Courses on ethical and societal implications
of the biological sciences are, as the name implies, of interest to
all students in the College. Such courses generally either have no prerequisite
or have any Common Core biology sequence as a prerequisite.
The following table is intended to aid students in planning programs of
courses. Because of ongoing curricular improvements, course offerings may
change from year to year. The letters in parentheses indicate 1996-97 courses
that satisfy the developmental biology (d); organismal biology (o); and
ecology, populations, and behavior (e) requirements of the concentration
program.
Autumn Quarter 171. Winter Quarter 172. Spring Quarter 173.
Introductory Introductory Introductory
Biology: Pattern and Biology: Structure Biology: Dynamics of
Process. L. 174. and Function. L. Complex Systems. L.
Vertebrate Biology. 175. Genes and 183. Developmental
L. 181. Cell and Development. L. 182. Biology. L. 185.
Molecular Biology. Genetics. L. 191. Evolutionary
L. 184. Biological Ecology, Genetics, Biology. L. 192.
Diversity and and Evolution. L. Ecology, Genetics,
Organismal Biology. 194. Genetics. L. and Evolution. L.
L. 193. Cell and 202. Microbiology: 195. Organismal
Molecular Biology. Bacteria, Biosphere, Physiology. L. 200.
L. 200. Introduction Biotechnology. L. Introduction to
to Biochemistry. L. 207. Cell Biology. Biochemistry. L.
207. Cell Biology. 209. Immunobiology. 203. Introduction to
208. Immunobiology. L. 211. Systems and Biophysics and
210. Developmental Behavioral Biophysical
Biopsychology. 216. Neurobiology. L. Chemistry. 212.
Experimental 218. Plant Genetics. Cellular
Molecular Genetics. 221. Human Neurobiology. L.
L. 217. Advanced Developmental 213. Cellular
General Genetics. Biology. (d) 222. Neurobiology. 214.
228. Advanced Human Genetics and Developmental
Fundamentals in Cell Evolution. 223. Neurobiology. 215.
Biology. 231. Cancer Biology. 230. Experimental
Nonlinear Dynamics Ion Channels. 236. Bacterial Genetics:
for Neuroscience and Evolution and Genome Alignment in
Biopsychology. 232. Paleobiology. L. Not Rhodobacter. L. 226.
Mammalian Biology. offered 1996-97. Animal Developmental
L. (o) 234. Chordate 240. Biology of Biology. L. (d) 227.
Biology. L. (o) 250. Plants. L. (o) 241. Animal Developmental
Evolutionary Biology of Plants. Biology. (d) 229.
Ecology. L. (e) 251. (o) 243. Physiology. Plant Development
Ecological (o) 246. and Molecular
Application to Introductory Genetics. (d) 238.
Conservation Paleontology. L. Invertebrate
Biology. (e) 254. 247. Biomechanics of Biology. L. (o) 239.
Systematic Biology. Organisms. L. (o) Microbiology. 252.
L. (e) 260. Not offered 1996-97. Field Ecology. L.
Mammalian Evolution. 248. Animal (e) 256.
L. (o) Behavior. L. (e) Fundamentals of
249. Animal Molecular Evolution.
Behavior. (e) 255. 258.
Biogeography. (e) Neuropharmacology.
257. Darwinian 259. Molecular
Medicine. Biocomputing. L.
298. Undergraduate
Research Seminar.
General Courses
199. Introduction to Research. PQ: Consent of a faculty sponsor and
the Undergraduate Research and Honors Committee. Students are required to
submit the College Reading and Research Course Form. This course is graded
P/F. May be elected for up to three quarters. This course cannot
be used to fulfill any concentration requirement in the biological sciences.
Staff. Summer, Autumn, Winter, Spring. L.
NOTE: Most general and specialized 200-level courses assume mastery of the
material covered in the Biological Sciences 170s, 180s, or 190s sequences.
Students who have not yet completed these sequences should consult with
the individual instructor and the BSCD senior adviser before registering
for any course that follows.
200. Introduction to Biochemistry. PQ: Common Core biology, and Chem
217-218 or 220-221-222. This course fulfills the biochemistry requirement
for the biological sciences concentration. The chemical nature of cellular
components, enzymes, and mechanisms of enzyme activity, energy interconversions,
and biosynthetic reactions, including template-dependent processes and some
aspects of control mechanisms, are studied in this course. H. Friedmann.
Autumn, Spring. L.
202. Microbiology: Bacteria, Biosphere, and Biotechnology. This course
is an introduction to the study of the smallest living cells, bacteria,
and their roles in the environment, symbiosis, disease, and biotechnology.
The emphasis is on the biosynthesis and action of macromolecules, the operation
of cellular control circuits, the role of environmental sensing, and new
insights into the importance of intercellular communication. The importance
of natural and synthetic genetic engineering with regard to wider social
issues such as antibiotic control of infectious disease and biotechnological
applications of bacteria is discussed. J. Shapiro. Winter. L.
203. Introduction to Biophysics and Biophysical Chemistry. PQ: Chem
217-218 or 220-221, or consent of instructor. This is an introductory
course emphasizing concepts of physical chemistry important in the interactions
of biological macromolecules, with emphasis on dynamics and kinetics. The
course focuses on basic aspects of secondary and tertiary structure, the
origin and basis of electrostatic and hydrophobic interactions, and dynamical
properties of proteins. The importance of concepts of diffusion and transport
in biological processes is also treated. Problem sets are coordinated with
lectures. M. W. Makinen, R. Astumian. Spring.
207. Cell Biology. PQ: BioSci 200 or equivalent. This course
surveys gene organization and expression; functions of the cell nucleus,
cytoskeleton, and cytoplasmic structures; and cell-cell interactions and
signaling. E. Taylor, Autumn. J. Miller, Winter.
208. Immunobiology. PQ: Chem 111-112-113, or equivalent, and Common
Core biology. This course is identical to BioSci 209 except that it
does not have a lab. Discussion section required. J. Quintans. Autumn.
209. Immunobiology. PQ: Chem 111-112-113, or equivalent, and Common
Core biology. This course presents an integrated coverage of the tactics
and logistics of immune phenomena and conveys the elegance of the biological
solutions evolved by multicellular organisms in their fights against infectious
agents. Immune phenomena are presented as unique evolutionary adaptations
of vertebrates operating in the context of ancillary defense mechanisms.
The various types of countermeasures evolved by pathogens are also discussed,
with particular emphasis on HIV and discussions on AIDS. Discussion section
required. J. Quintans. Winter. L.
210. Developmental Biopsychology (=Biopsy 217, EvBiol 320, HumDev 320, Psych
217). PQ: Psych 200 or Common Core biology. This course is an
introduction to biological and physiological analysis of behavior and to
principles of neural and endocrine integration. We use a developmental emphasis,
with experimental and clinical literature. M. McClintock. Autumn.
211. Systems and Behavioral Neurobiology (=Biopsy 207). PQ: Common
Core biology and physics recommended. This course satisfies one of the requirements
for the neuroscience specialization. This course is an introduction
to the diverse levels of analysis of the nervous system. Topics covered
include structure and organic development of the nervous system, basic cellular
neurobiology, sensory transduction, organization of sensory systems including
vision, hearing, and somatosensation, reflexes, organization of motor systems,
cortical dynamics, memory, higher-order functions, hormonal control of behavior,
and ontogeny of behavior. Students are introduced to a wide variety of experimental
and modeling paradigms, including anatomical techniques, lesions, intracellular
recordings, single site and multiple site extracellular recordings, and
computational approaches. Comparative aspects of neurobiology are stressed,
and both vertebrate and invertebrate neuroethological examples are developed.
D. Margoliash. Winter. L.
212. Cellular Neurobiology. PQ: Common Core biology and physics
recommended. This course satisfies one of the requirements for the neuroscience
specialization. Topics include cellular properties of neurons and glia
(structure and function), molecular development, membrane potential, action
potential, properties of voltage-gated and ligand-gated ion channels, mechanisms
of synaptic transmission, and cellular mechanisms of sensory transduction.
The lab focuses primarily on electrophysiological techniques used in analysis
of issues fundamental to neural processing at the cellular level, including
monitoring membrane potential, carrying out voltage clamp of native and
cloned ion channels, and investigating control of synaptic transmission.
D. Hanck. Spring. L.
213. Cellular Neurobiology. PQ: Common Core biology and physics
recommended. This course is identical to BioSci 212 except that it does
not have a lab. D. Hanck. Spring.
214. Developmental Neurobiology (=Neurbi 314). PQ: BioSci 211, or
212, and consent of instructor. This course examines the development
of the vertebrate nervous system. We trace the development of the brain
from the first induction of neural tissue in the embryo to the refinement
of synaptic connections late in development by emerging brain activity.
We discuss the new synthesis of classic experimental embryology with modern
techniques of molecular biology that have led to several recent breakthroughs
in our understanding of neural development. E. Grove, C. Ragsdale. Spring.
**CANCELLED** 215. Experimental Bacterial Genetics: Genome Alignment in
Rhodobacter. PQ: BioSci 200 and consent of instructor. This
course satisfies two of the lab requirements (cell biology and genetics)
for the biological sciences concentration. This course is intended to
introduce students to current methods of investigating the molecular genetics
of bacteria. Students construct cosmid and phage libraries, screen these
libraries with DNA and RNA probes, and assemble and align extended regions
of the chromosome of the bacterium Rhodobacter capsulatus. They use
these methods to examine the process by which the bacterial genome undergoes
evolutionary change. The approaches used in this course are widely used
in eukaryotic genetics, such as in the identification of human disease genes
and in the Human Genome Project. M. Fonstein. Spring. L. **CANCELLED**
216. Experimental Molecular Genetics. PQ: BioSci 200, or equivalent,
or consent of instructor. This course satisfies two of the lab requirements
(cell biology and genetics) for the biological sciences concentration. This
course is designed to introduce students to the practice of research in
molecular biology and genetics. An actual research topic is chosen with
an attempt to obtain original, perhaps publishable, research results. Students
are encouraged to make original contributions, including--in addition to
executing experiments--experimental design, library searches, computerized
sequence analysis, and written descriptions. Students cooperate in carrying
out different aspects of the project. Previous topics included the isolation
of new reporter genes and the development of new cloning vectors. M.
Casadaban. Autumn. L.
217. Advanced General Genetics. PQ: Genetics at the level of BioSci
181, 194, or consent of instructor. This course involves application
of molecular techniques to the study of mutation and recombination. We discuss
DNA repair, induced mutation, gene conversion, mechanisms of recombination,
transposable elements, chromosome aberrations, recombinant DNA, genome structure
and the genome project, cancer genetics, mutation, recombination, and conversion
in antibody formation. Computer programs for the analysis of DNA are also
included. We read original papers from the literature. Discussion section
required. B. Strauss. Autumn.
218. Plant Genetics. PQ: Some knowledge of basic genetic principles.
This course covers a number of topics of special interest that can be
well illustrated with examples from plants, including transmission genetics,
genetic variation, allozymes, molecular genetic variation, genome organization
and gene numbers, genetics of race and species differences, cytogenetics,
polyploidy, translocation systems, asexual reproduction, mutation, genetic
load, somaclonal variation, developmental genetics, heterosis, sex determination,
self-incompatibility, cytoplasmic inheritance (chloroplast and mitochondrial
genomes), male sterility, transposable elements, disease and pest resistance,
and genetic engineering. D. Charlesworth. Winter.
221. Human Developmental Biology. PQ: Some knowledge of physics,
chemistry, and organismal biology. This course fulfills the developmental
biology requirement for the biological sciences concentration. This
course examines the physiologic, cellular, and biochemical functions of
a series of organs and systems in their transition from fetal to newborn
life in the human and the implications of these changes for successful adaptation
to independent life. Examples of failures of adaptation and disease states
are presented and discussed. The organs and systems covered are brain, lung,
heart, liver, immune system, blood-forming system, intestine, endocrine
organs, and kidney. L. Gartner, Staff. Winter.
222. Human Genetics and Evolution. This course explores normal genetic
variations and genetic bases of human disease with an emphasis on the molecular
level. The five major areas covered are genome organization, the molecular
evolution of man, population genetic theories, genetic mapping, and the
molecular basis of physiological mechanisms and diseases. C. Wu, C. Ober.
Winter.
223. Cancer Biology. This course covers the fundamentals of cancer biology
but focuses on the story of how scientists identified the genes that cause
cancer. Emphasis is on "doing" science rather than "done"
science: how do scientists think, how do they design experiments, where
do these ideas come from, what can go wrong, what it's like when things
go right. M. Rosner. Winter.
226. Animal Developmental Biology. This course fulfills the developmental
biology requirement for the biological sciences concentration. This
course studies developmental processes. Underlying mechanisms are illuminated
through discussion of key experiments. The emphasis is on differentiation
at different levels of development. Examples of developmental programs come
from both invertebrate and vertebrate embryology. Subjects include pattern
formation in the embryo, morphogenesis, cell and tissue interactions, and
the control of gene expression in development. E. Ferguson, Staff. Spring.
L.
227. Animal Developmental Biology. This course fulfills the developmental
biology requirement for the biological sciences concentration. This
course is identical to BioSci 226 except that it does not have a lab. E.
Ferguson, Staff. Spring.
228. Advanced Fundamentals in Cell Biology (=Genet 308, MG/CB 308).
PQ: BioSci 200 and 207. This course focuses on fundamental concepts
in cell biology at the advanced level. Its goal is to provide a molecular
and biochemical understanding of current problems under investigation in
cell biology. Lectures are developed around the 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, R. Dubreuil. Autumn.
229. Plant Development and Molecular Genetics (=DevBio 329, Ec-Ev 329, EvBiol
329, MG/CB 361). PQ: Common Core biology. This course fulfills the
developmental biology requirement for the biological sciences concentration.
This course describes the growth, differentiation, and development of
plants at the organismal, cellular, and molecular levels. Emphasis is placed
on the regulatory function of plant hormones, particularly in response to
environmental stimuli and in control of gene expression. Recent advances
using molecular genetic approaches in Arabidopsis and maize are a
central feature of the course. M. Ruddat, B. Keith. Spring.
230. Ion Channels (=PhaPhys 332). PQ: BioSci 212, 213, and consent
of instructor. This course deals with the biological roles and structure-function
relationships of voltage-gated and ligand-gated ion channels. Topics include
permeation, gating, and interactions with pharmacological ligands. It focuses
on biophysical methods through a consideration of classical papers, as well
as readings in recent literature that use molecular techniques to probe
basic channel properties. D. Nelson, D. Hanck, H. Fozzard. Winter.
231. Nonlinear Dynamics for Neuroscience and Biopsychology. PQ: Calculus.
Following development of key concepts in linear differential equations,
this course focuses on the nonlinear dynamics most relevant to neural networks
and action potential generation. Mathematical topics include multiple steady
states, hysteresis, bifurcation theory, limit cycles, and frequency entrainment.
These are applied to analysis of neural networks for short term memory,
decision making, calculation of vector sums, and the Hodgkin-Huxley equations.
Students are required to simulate and analyze a neural problem related to
their interests. H. Wilson. Autumn.
232. Mammalian Biology. PQ: Common Core biology. This course fulfills
the organismal biology requirement for the biological sciences concentration.
This course covers the structure and function of major organ systems
of the typical mammal, with dissection, histological material, and lectures
correlating function with gross and microscopic structure. There is also
some focus on the organ systems of man. L. Straus, F. Straus. Autumn.
L.
234. Chordate Biology. PQ: Common Core biology. This course fulfills
the organismal biology requirement for the biological sciences concentration.
This is a general consideration of the structure, evolution, phylogeny,
and life history of vertebrates, with emphasis on comparative morphology
and structural and functional evolution. J. Hopson. Autumn. L.
236. Evolution and Paleobiology. PQ: General biology.
This course fulfills the organismal biology requirement for the biological
sciences concentration. Contemporary themes in evolution and paleobiology
are presented in an interactive class format. Topics include the evolution
of evolutionary thinking, recent models showing how evolution works, the
great extinction controversy (climate, volcanoes, and asteroids), the nuts
and bolts of reconstructing an evolutionary tree, and whether or not ontogeny
recapitulates phylogeny. The lab provides basic background in paleontology
and geology in preparation for an optional field trip during spring break
to the Badlands of Big Bend National Park in southern Texas. Paleontologic
topics include major events in the fossil record and dinosaur anatomy. Geologic
topics include mineral and rock identification, stratigraphic principles,
and the geology of Big Bend National Park. P. Sereno. Winter. L. Not
offered 1996-97; will be offered 1997-98.
238. Introduction to Invertebrate Biology. PQ: Common Core biology
or consent of instructor. This course fulfills the organismal biology
requirement for the biological sciences concentration. This is a survey
of the diversity, structure, and evolution of the invertebrate phyla, with
emphasis on the major living and fossil invertebrate groups. Structure-function
relationships and the influence of body plans on the evolutionary history
of the invertebrate phyla are stressed. M. LaBarbera. Spring. L.
239. Microbiology. PQ: 200-level course in cell biology or genetics.
This course is an introduction to microbial structure and function, with
an emphasis both on unique features and on those shared with eukaryotic
forms. R. Haselkorn. Spring.
240. Biology and Evolution of Plants. PQ: Common Core biology. This
course fulfills the organismal biology requirement for the biological sciences
concentration. The lectures address the diversity in morphology, anatomy,
reproduction, and evolutionary trends, beginning with cyanobacteria and
progressing to flowering plants. The unifying aspects of cell structure
and function are emphasized, along with the basic physiological and molecular
mechanisms in plants. The lab is correlated with the lectures to examine
representatives of the major taxonomic plant groups and basic physiological
techniques. M. Ruddat. Winter. L.
241. Biology and Evolution of Plants. PQ: Common Core biology. This
course fulfills the organismal biology requirement for the biological sciences
concentration. This course is identical to BioSci 240 except that it
does not have a lab. M. Ruddat. Winter.
243. Physiology. This course fulfills the organismal biology requirement
for the biological sciences concentration. This course is an intensive
introduction to the mechanisms that operate in living organisms at all levels,
ranging from the subcellular to the whole organism, to support organismal
function. The course considers (1) molecular aspects of physiology (e.g.,
membrane function, channels, and receptors); (2) the neural and hormonal
mechanisms that coordinate function; (3) muscle function and its regulation;
and (4) the regulation of respiratory gas transport, temperature, water,
and ions. M. Feder. Winter.
246. Introductory Paleontology (=GeoSci 223). PQ: PQ: GeoSci 131-132;
or PhySci 108-109-110; or BioSci 195 and 198; or consent of instructor.
This course fulfills the organismal biology requirement for the biological
sciences concentration. The focus of the course is on the nature of
the fossil record, the information it provides on patterns and processes
of evolution through geologic time, and how it can be used to solve geological
and biological problems. Lectures cover the principles of paleontology (including
fossilization, classification, morphologic analysis and interpretation,
biostratigraphy, paleoecology, and macroevolution); labs are systematic,
introducing major groups of fossil invertebrates. M. Foote. Winter. L.
247. Biomechanics of Organisms (=OrB/An 346). PQ: Common Core biology;
college chemistry and physics; calculus recommended. This course fulfills
the organismal biology requirement for the biological sciences concentration.
This course examines how organisms cope with their physical environment,
covering the properties of biological materials (bone, cartilage, tendon,
shell, wood, cuticle, etc.), mechanical analysis of morphology, and principles
of design optimization. Emphasis is placed on support systems of organisms
but also examines 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. A. Biewener.
Winter. L. Not offered 1996-97; will be offered 1997-98.
248. Animal Behavior. PQ: Common Core biology. This course
fulfills the ecology, populations, and behavior requirement for the biological
sciences concentration. This course is an introduction to topics in
animal behavior from the perspectives of behavioral evolution and of physiological
mechanisms that underlie behavior. The focus is on nonhuman species. Topics
include the genetic basis of behavior, communication, hormonal influences,
mating systems and sexual selection, and social context of behavior. A major
emphasis is placed on understanding and evaluating scientific studies. The
lab considers basic elements of experimental design, methods for observing
and quantifying behavior, and simple statistical analyses; trips to Brookfield
Zoo and the Shedd Aquarium are part of the lab. L. Houck. Winter. L.
249. Animal Behavior. PQ: Common Core biology. This
course fulfills the ecology, populations, and behavior requirement for the
biological sciences concentration. This course is identical to BioSci
248 except that it does not have a lab. L. Houck. Winter.
250. Evolutionary Ecology (=EnvStd 250). PQ: BioSci 184, 191, 193,
195, or consent of the instructor. This course fulfills the ecology, populations,
and behavior requirement for the biological sciences concentration. This
class is an evolutionary approach to the study of ecological interactions.
Topics include plant-animal interactions, life history evolution, host-parasite
and host-mutualist interactions, competition, and predation. Weekly labs
stress experimental methods and exploration of current literature. Weekly
discussion section required. E. Simms. Autumn. L.
251. Ecological Applications to Conservation Biology (=Ec-Ev 313, EnvStd
251). PQ: Common Core biology. or consent of the instructors. This
course fulfills the ecology, population, and behavior requirement for the
biological sciences concentration. We focus on the contribution of ecological
theory to understanding current issues in conservation biology. The course
emphasizes quantitative methods and their use for applied problems in ecology,
such as the design of natural reserves, the risk of extinction, the impact
of harvesting, the dynamics of species invasions, and the role of species
interactions. Course material is drawn mostly from the current primary literature.
In addition to lectures, students participate in two Saturday field trips
and computer modeling labs. J. Bergelson, C. Pfister. Autumn. L.
252. Field Ecology. PQ: Consent of instructor. This course fulfills
the ecology, populations, and behavior requirement for the biological sciences
concentration. This course is an introduction to habitats and biomes
in North America and the methods of organizing and carrying out field research
projects in ecology and behavior, focusing on questions of evolutionary
significance. The course consists of a two-week field trip to the southwestern
United States during the winter/spring quarter break. Work during the field
trip consists of informal lectures and discussions, individual study, and
group research projects. During the spring quarter there are lectures on
the ecology of the areas visited and on techniques and methods of field
research. This course is designed for students with a serious commitment
to pursuing graduate research. S. Pruett-Jones. Spring. L.
254. Systematic Biology (=EvBiol 354). PQ: Common Core biology and
knowledge of algebra. This course fulfills the ecology, populations, and
behavior requirement for the biological sciences concentration. Systematic
biology encompasses such activities as discovering and classifying biological
diversity, estimating the phylogenetic relationships among species or larger
lineages, and estimating evolutionary processes. From the standpoint of
the three schools of systematic biology (evolutionary, phenetic, and phylogenetic),
the course explores carefully the concepts of homology, species, and higher
taxa. We consider the central role of systematic biology in the biological
sciences and use systematic hypotheses to test theories about evolutionary
or biological processes. B. Chernoff. Autumn. L.
255. Biogeography (=EvBiol 455, Geog 255/355). PQ: Common Core biology
or consent of instructor. This course fulfills the ecology, populations,
and behavior requirement for the biological sciences concentration. This
course examines factors governing the distribution and abundance of animals
and plants. Topics include patterns and processes in historical biogeography,
island biogeography, geographical ecology, areography, and conservation
biology (e.g., the design and effectiveness of nature reserves). Staff.
Winter.
256. Fundamentals of Molecular Evolution. PQ: Calculus or consent
of instructor. The comparative analysis of DNA sequence variation has
become an important tool in molecular biology, genetics, and evolutionary
biology. This course covers major theories that form the foundation for
understanding evolutionary forces governing molecular variation and divergence
and genome organization. It explores the evolutionary assembly of genes,
the origin of novel gene function, the population genetics of repetitive
DNA variation, and the evolution of multigene families. The course also
provides practical information on accessing genome databases, searching
for homologous sequences, aligning DNA and protein sequences, calculating
sequence divergence, producing sequence phylogenies, and estimating evolutionary
parameters. M. Kreitman, T. Nagylaki. Spring.
257. Darwinian Medicine. This course discusses human health and disease
in an evolutionary perspective with a focus on how principles from evolutionary
biology, ecology, and genetics can increase our understanding of the physiological
mechanisms and populational processes that affect the maintenance of health
and origin of disease. Topics include host-parasite interactions; the evolution
of virulence; the ecology of emerging diseases, including AIDS; conflict
between good of the individual and society, the social context of disease;
immunological and allergic diseases; and metabolic and nutritional disorders.
R. Perlman, J. Quintans, M. Wade. Winter.
258. Neuropharmacology. PQ: BioSci 200 or equivalent. This course
explores the biochemical basis of neuropharmacology using the textbook of
the same name by Cooper, Bloom, and Roth. Cellular and molecular foundations
are explored through topics including neurotransmitter systems, synaptic
transmission, and centrally-active agonist and antagonist drugs. Some original
research papers are read along with the textbook material. P. Hoffmann.
Spring.
259. Molecular Biocomputing. PQ: Common Core biology and some knowledge
of molecular biology concepts and principles. This course introduces
students to the various facets of using computers to augment research in
molecular biology. Topics covered include the use of the Internet to enhance
communication, collaboration, and research; DNA and protein sequence analysis;
database design, access, and usage; and the use of visualization tools to
augment discovery in structural biology. This is a hands-on course with
a significant lab component. J. Kruper. Spring. L.
260. Mammal Evolution (=EvBiol 311). PQ: Common Core biology or consent
of instructor. This course fulfills the organismal biology requirement for
biological sciences concentration. This course is an introduction to
the major features of mammalian evolution. It surveys major groups of mammals,
including both living and fossil taxa. We focus on phylogeny, morphology,
biogeography, and patterns of diversification and extinction, using illustrations
from the Field Museum's world-class collections of fossil and living mammals.
Transportation to and from the museum is arranged as needed. J. Flynn.
Autumn. L.
261. Animal Cells and Their Viruses (=Genet 346, MG/CB 346, Virol 346).
PQ: BioSci 200 or equivalent. B. Roizman.
276. Muscle Physiology and Function. L. Ford.
**CANCELLED** 281. Searching Bibliographic Databases. Spring. **CANCELLED**
297. Readings in Biology. PQ: Consent of faculty sponsor. Students
are required to submit the College Reading and Research Course Form. This
is a tutorial offering individually designed readings. Students may take
only one unit of BioSci 297 per quarter and must register by the end of
the second week. This course is graded P/N and may not be used to
satisfy an area requirement in advanced-level biology or as a substitute
for one of the quarter courses in a Common Core biological sciences sequence.
Staff. Summer, Autumn, Winter, Spring.
298. Undergraduate Research Seminar. PQ: BioSci 299. This seminar
course is required of all graduating students who have taken BioSci 299
during the academic year and who plan to graduate with honors in the biological
sciences and is open without credit to students who have taken BioSci 199.
The poster session is held in early May. This course is graded P/F and
may not be used to satisfy an area requirement in advanced-level biology
or as a substitute for one of the quarter courses in a Common Core biology
sequence. Staff. Spring.
299. Advanced Research in the Biological Sciences. PQ: Consent of
faculty sponsor and the Undergraduate Research and Honors Committee. Students
are required to submit the College Reading and Research Course Form and
the Supplementary Information Form. Advanced, individually guided research
for undergraduate biology concentrators. Students submit a written report
covering their research activities to the chairman of the Undergraduate
Research and Honors Committee. As registrants in BioSci 299, they are required
to participate in a biweekly senior honors forum beginning in autumn quarter
and to register for BioSci 298 (Undergraduate Research and Seminar) in the
spring quarter of their senior year. Both courses are graded P/F and
may not be used to satisfy an area requirement in advanced-level biology
or as a substitute for one of the quarter courses in a Common Core biology
sequence. Staff. Summer, Autumn, Winter, Spring. L.
Specialized Courses
261. Viruses of Eukaryotes. PQ: Consent of instructor. This course
is concerned with various aspects of the molecular biology of viruses of
animal cells, including viruses that afflict man. Special emphasis is given
to recent developments in the field related to viral nucleic acid replication,
controls of viral gene expression, use of viruses as cloning vectors to
amplify specific cellular genes, and the contribution of virus research
to our understanding of mechanisms underlying eukaryotic gene expression.
The course attempts to develop experimental thinking and knowledge of experimental
approaches currently in use in related fields in molecular biology and cell
biology. B. Roizman. Spring.
262. Electron Microscopy and Image Processing in Structural Biology (=MG/CB
310). PQ: One year of calculus. Electron microscopy is an important
tool for studying the structure of biological macromolecular assemblies.
Much information inherent in an electron micrograph is accessible only after
the micrograph is subjected to a computer analysis of its periodic features.
This course deals with the principles involved in processing electron microscope
images, including the underlying analytical methods and their computer implementation.
Students have an opportunity to use computers to analyze various periodic
structures and to become acquainted with the various graphics systems used
in image analysis. R. Josephs. Spring.
263. Introduction to Medical Physics. PQ: Two years of college physics.
This course covers basic radiation physics, including interactions with
matter, dosimetry, and radiobiology. Topics in medical imaging include x-ray
imaging with both analog screen/film and digital recording acquisition systems,
and radionuclide imaging. Coverage of advanced technologies that provide
three-dimensional images include x-ray computed tomography (CT), single
photon emission computed tomography (SPECT), positron emission tomography
(PET), and magnetic resonance imaging (MRI). In vivo magnetic resonance
spectroscopy, ultrasound imaging therapy, and depth dose calculations and
treatment planning for radiation therapy is also discussed. M. Giger,
F. Kuchnir, R. Beck. Spring.
264. Endocrinology. PQ: Common Core biology or consent of instructor.
A general introduction to the study of hormones and the homeostatic interaction
of organ systems mediated by hormones. J. Jarabak. Winter.
265. The Biology of Toxoplasma (=Immun 365). This course undertakes
a study of Toxoplasma gondii and toxoplasmosis: a model system to
study the cellular and molecular biology, biochemistry, and genetics of
an obligate intracellular protozoan parasite; the immune responses it elicits;
and the pathogenesis of the diseases it causes. This information is also
applied to consideration of public health measures for prevention of infection,
for vaccines, and for development of new antimicrobial therapy. General
principles applicable to the study of other microorganisms are emphasized.
This course is suitable for undergraduates with a good background in biology
and molecular genetics, as well as for graduate and medical students and
postdoctoral fellows in immunology and infectious diseases. R. McLeod.
Spring.
268. Neuropsychopharmacology (=Neurbi 327, PhaPhy 327, Psych 327). PQ:
BioSci 200 or BchMB 301, or consent of instructor. This course entails
a study of the effects of pharmacological agents on behavior with emphasis
on physiological and biochemical mechanisms. L. Seiden, H. De Wit, P.
Vezina. Autumn. L.
269. Perspectives on Imaging. PQ: Open to third- and fourth-year
students with consent of instructor. The course focuses on the evolution
and history of the production and dissemination of knowledge by visual means,
from the perspectives of imaging science and the visual arts, leading to
the convergence of the visual and verbal modes in multimedia technologies.
R. Beck, B. Stafford. Winter.
270. The Conquest of Pain. PQ: Organic chemistry or biochemistry;
neurobiology or physiology recommended. This course examines the biology
of pain and the mechanisms by which anesthetics alter the perception of
pain. The approach is to examine the anatomy of pain pathways both centrally
and peripherally, and to define electrophysiological, biophysical, and biochemical
explanations underlying the action of general and local anesthetics. The
role of opiates and enkephalins is discussed in detail. Central theories
of anesthesia, including the relevance of sleep proteins, are also examined.
Additionally, mechanistic discussions of acupuncture and cutaneous nerve
stimulation are included. J. Moss. Spring.
272. Diet and Behavior. PQ: Common Core biology sequence. Students
must attend the first class to confirm enrollment. No exceptions. Behavioral
factors influence food selection and eating patterns, thus playing a key
role in the process of facilitating dietary change. Disorders of eating
may frequently be associated with changes in mood. This course utilizes
weekly didactic sessions and the ambulatory clinical nutrition setting to
examine topics in diet and behavior. In addition, case studies are utilized
extensively to help explore pertinent issues. Since the subject matter is
complex and extensive, students are required to review a large body of literature.
M. H. Maskay, Staff. Autumn.
273. Evolutionary Processes (=CFS 348, Ec-Ev 310, EvBiol 310). PQ:
Consent of instructor. Examination of evolutionary aspects of ecology,
genetics, biochemistry, paleontology, development, philosophy, and related
subjects through readings, essays, and discussions. L. Van Valen. Winter.
274. Introduction to Epidemiology. PQ: Math 102, 106, or placement
into Math 131 or higher; third- or fourth-year standing. This course
discusses the distribution of disease in human populations, and the causes
and correlates of disease. The focus is on toxic agents in the environment.
The most commonly used types of epidemiologic study designs and the numbers
most often used to describe relationships between exposures (such as smoking)
and outcomes (such as lung cancer) are introduced. The course emphasizes
how to use knowledge of the study design and results to determine if an
association between an exposure and an outcome is valid and, if so, if it
is cause-and-effect. A. Toledano, J. Bailar. Winter.
275. Introduction to Psychiatry. PQ: Common Core biology. This
course surveys fundamental aspects of the treatment, assessment, diagnosis,
etiology, and prognosis of common psychiatric disorders. Emphasis is placed
on the integration of epidemiologic, biological, psychological, and social
perspectives in understanding and intervening in these disorders. Topics
include principles of assessment and diagnosis, reviews of major psychiatric
syndromes, and treatment modalities. This course includes the historical
and cultural context in which the practice of psychiatry takes place. We
emphasize the history of concepts and institutions. S. Gilman. Winter.
276. Muscle Physiology and Function (=Med 510). PQ: Knowledge of
physical concepts required; elementary knowledge of chemistry and biology
helpful; third- or fourth-year standing. This course considers muscle
architecture, muscle structure, mechanisms of contraction, mechanochemical
energy transduction, mechanisms of muscle activation, cardiac mechanics,
animal locomotion, and optimization of locomotive parameters for athletics.
L. Ford. Autumn.
278. Molecular Physiology. PQ: BioSci 242, 243, or consent of instructor.
This course examines insights yielded by the utilization of molecular
techniques in physiological investigations. R. Zak. Staff.
**CANCELLED** 281. Searching Bibliographic Databases (=HiPSS
221). Computer databases of indexes, abstracts, citations, and text
provide indispensable routes of intellectual access to the world of knowledge.
We focus on search strategy development, the organization and structure
of databases and index languages, and techniques for evaluating search results.
The interplay of human judgment with computer procedures is analyzed throughout,
particularly in comparing subject, text, and citation searching. Using campus
computers and the Internet, students search local and remote databases for
references in journal articles related to a variety of assigned problems
in the medical, biological, and environmental sciences and individually
chosen problems that may be in any discipline. D. Swanson. Autumn, Spring.
**CANCELLED **
Courses on the Ethical and Societal Implications
of the Biological Sciences
282. Laboratory Fundamentals in Clinical Research. PQ: Common Core
biology. This unique, new course has been designed to provide students
in different stages of education and career development with the background
necessary to plan, manage, and communicate within the world of clinical
research. The course introduces students to the basics of the clinical lab
and includes the tools, techniques, and skills required to assist in clinical
human research protocols. Topics emphasized are lab safety, instrumentation,
quality control and assurance, immunological assays, DNA preparation, and
the ethics and logistics of research protocol development. The course consists
of labs, informal lectures, and open discussion. S. Patel. Winter.
283. Disease (=Pathol 313). Intended for both science and nonscience
concentrators, this course examines disease as a contextual and historical
entity in the writings of several novelists and philosophers. S. Meredith.
Spring.
** CANCELLED **285. Biological Approach to the Problem of Knowledge: Kant's
Theory of Cognition (=HiPSS 285). PQ: Common Core biology. This
course is about human cognition, how the mind works in furnishing the kind
of experience and knowledge which human beings have. It is about sensation
and thought, consciousness and awareness of self, and, most importantly,
about the reflections of Immanuel Kant on these matters. During the quarter,
we acquire, stepwise, a grasp of Kantian theory by a close reading of the
text of the Critique of Pure Reason, together with a few landmarks
from the related scientific literature subsequent to Kant's time. S.
Schulman. Autumn, Spring. ** CANCELLED **
286. Foundation of Gender and Gender Differences (=NCD 228, Psych 219).
This course examines issues fundamental to an understanding of sex,
sex differences, and gender differences. The course begins by considering
the significance of the evolution of sexually reproducing species and by
studying mechanisms of normal and abnormal early embryonic sexual development.
The relative influence of innate (or "primarily biological") and
learned (or "primarily environmental") factors is discussed. The
different reproductive roles of males and females in various species are
examined to relate sexual dimorphism, mating strategies, and life cycle
differences. This is a seminar course involving faculty from different departments.
M. Moscona, M. McClintock. Spring.
290. Context of Medicine I (=Peds 342, PubPol 481, SSA 497). PQ:
Consent of instructor. NOTE: This course ends in the spring quarter.
Students receive a grade of Incomplete for the winter quarter and
a course grade at the end of the spring quarter. The course considers
the multiple influences on medicine and health care in the United States.
It examines the roles of patients, physicians, and other health care professionals
and institutions from historical, sociologic, economic, and interactional
perspectives. Students participate in field experiences in hospitals and
other settings to sharpen their skills as observers and data gatherers,
and to have direct insight into the context of medicine. A. Kohrman,
C. Kohrman. Winter.
291. Science and Ethics (=NCD 218). This course explores scientific
and ethical underpinnings of the biological sciences. Scientifically speaking,
what are the essential characteristics of biology and what distinguishes
it from other intellectual endeavors? Where does biology stand with respect
to such disciplines as anthropology, philosophy, and physics, and is there
potential for genuine conversation between them? In regard to ethics, what
are the implications for the ordering of human affairs of ongoing biological
research, particularly in the areas of genetics, mortality, and the nature
of mind? In what way(s) might the growth of biological knowledge in these
areas enrich human life? We explore these questions through a combination
of scientific and ethical readings. R. Gunderman. Spring.
292. Medical Odysseys. PQ: Consent of instructor. Physicians
and patients have new moral responsibilities due to changes in medical technology,
economics, and public policy. Both physicians and patients must frame responses
to the moral dilemmas of modern medicine: truth; conflict of interest; disparities
in knowledge and power; allocation of scarce resources; and the meaning
of life, disease, and death. This course studies works that present these
and other dilemmas through the immediacy of lived personal experiences,
as documented in books of medical autobiography, essays, and poems. J.
Lantos, A. Goldblatt. Winter.
296. The New Genetics and Health Care. PQ: Consent of instructor.
This course addresses issues raised by research in genetics and examines
the implications of alternative solutions. Topics considered are the goals,
methods, and achievements of the Human Genome Project; examples of genetic
conditions about which information is being or will be generated; implications
of genetics for concepts of disease and health; cultural, ethnic, gender,
and socioeconomic differences in genetic research and its applications;
ethical and legal issues related to genetic tests and screening; genetic
counseling and medical models of the clinician-patient interaction; ethical
and policy dimensions of genetic disabilities; and scientific, clinical,
ethical, and legal aspects of gene theory. M. Mahowald, M. Verp. Autumn.
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.
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