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.

Students choose one of the following options to meet the general education requirement in the biological sciences:

1. an integrated Natural Sciences or Environmental Studies 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 concentrators 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 240s sequence in the concentration. The 240s sequence is open only to students who have received a 5 on the AP biology test. Completion of the 240s sequence, plus Biochemistry (Biological Sciences 200), 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.

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.

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 (books, research articles, films, on-line information, etc.). 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.

To prepare for more advanced work in the biological sciences, concentrators must take Chemistry 111-112 or higher to satisfy the general education requirement in physical sciences; Mathematics 131-132 or higher to fulfill the mathematics requirement in general education; and two courses in a Fundamental Sequence (Biological Sciences 160s, 170s, 180s, or 190s) 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.

† Credit may be granted by examination.

* Students with a 5 on the AP biology test may apply one quarter of credit to their electives.

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 222)

2. three of the five 200-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:

Laboratory
Research

completion of an independent research project that is 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. For additional information or advice, contact Jim Miller (702-0981, jmiller@midway).

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:

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

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

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 in neuroscience. Students who elect to specialize should consult the faculty adviser, Dr. Dorothy Hanck, who is available to advise on the choice of classes to successfully complete the specialization and to help identify laboratories in which individual research projects can be carried out.

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

BioSci 214. Developmental Neurobiology
BioSci 218. Ion Channels
BioSci 219. Nonlinear Dynamics for Neuroscience and Biopsychology
BioSci 220. Molecular Neurobiology
BioSci 258. Neuropharmacology
BioSci 268. Neuropsychopharmacology
BioSci 270. Conquest of Pain
BioSci 287. Computational Neuroscience I: Neurons
BioSci 288. Computational Neuroscience II: Circuits
BioSci 289. Computational Neuroscience III: Networks
Biopsy 215. Experimental Approaches to Systems Neurobiology
Biopsy 231. Developmental Neuropsychology
Biopsy 280. Sensation and Perception
Biopsy 287. Connectionist Modeling I
Biopsy 291. Connectionist Modeling II

Students are strongly encouraged to carry out individual guided research, 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 199 or 299 for course credit. Consult the course description section for information about procedures, grading, and requirements for registration in Biological Sciences 199 and 299.

For more information about research opportunities, consult the biological sciences Web site (http://www-upubs.uchicago.edu/catalog/catalog.html).

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 3.0 overall and a grade point average of at least 3.0 in concentration courses, based on all course work up to the final quarter of graduation. Students are urged to consult with their advisers and with the director of the honors program well before their senior year for guidance on meeting the requirements for honors.

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

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

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

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

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

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

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.

1. Integrated sequences for nonconcentrators. These sequences offer three variants:

2. The general education sequence for nonconcentrators. This option consists of two courses, both to be completed by the end of the second year. Detailed descriptions of these courses will be available on the biological sciences Web site at http://www-pubs.uchicago.edu/catalog/catalog.html.

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 200). Each course is accompanied by major laboratory components. There are four five-quarter Fundamental Sequences (Biological Sciences 160s, 170s, 180s, and 190s, described below); all provide comprehensive coverage of modern biology, each with a slightly different curricular approach.

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 240s sequence in place of a five-quarter Fundamental Sequence. Biological Sciences 244 must be taken first. This course must be followed by either Biological Sciences 245, 246, or 247; and Biological Sciences 200.

The first two quarters of the 160s Fundamental Sequence complete the general education requirement in the biological sciences. Together with Biological Sciences 163, these two quarters prepare nonconcentrators, including students preparing for the health professions, for upper-level work in the biological sciences. Nonconcentrators who complete Biological Sciences 161-162 and later decide to concentrate in the biological sciences may meet the concentration requirement for completion of the six-quarter sequence by registering for Biological Sciences 163, 264, 265, and 200. Students registering for this sequence must have completed or placed out of Chem 111-112-113 or higher, or be enrolled concurrently in Chem 111-112-113 or higher.

This five-course sequence provides an overall introduction to the biological sciences for students with a strong interest in the sciences. It is intended for students with good quantitative skills who are considering careers as research scientists in the biological, physical, or social sciences; or careers in the health professions.

Students taking this sequence must have completed high school biology, chemistry, and physics. Also, they must be enrolled in Math 151-152-153 or Math 161-162-163 concurrent with registration in BioSci 171-172-173; or they must have completed or placed out of calculus.

This five-course sequence is an integrated introduction to the breadth of biology as a modern scientific discipline. It is designed for students who are preparing for a career in the biological or medical sciences. The material in this sequence is largely the same as that in the BioSci 190s sequence. Students registering for this sequence must have completed or placed out of Chem 111-112-113 or higher, or be enrolled concurrently in Chem 111-112-113 or higher.

This integrated five-quarter sequence examines the fundamental biological processes that are the basis of all life. Students may start the sequence at the 294-295 level without the General Chemistry prerequisite. This option is of special interest to first-year students who are particularly interested in ecology and evolution. Before registering for BioSci 191, students must have completed or placed out of General Chemistry, or they must have consent of instructor.

(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 the two-quarter 240s sequence. Students must take BioSci 244 and either BioSci 245, 246, or 247.

244. Molecular Biology I. PQ: A score of 5 on the AP biology test, and prior or concurrent registration in Chem 111-112-113 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, I. Wool. Winter. L.

245. Molecular Biology II. PQ: BioSci 244. This course examines the experimental basis for understanding the biology of the eukaryotic cell. Although some material comes from textbooks and other secondary sources, the class is focused on specific examples of scientific discovery as described in research papers taken from the primary literature. Graduate students and post-doctoral trainees studying cell biology in labs at the University of Chicago visit the class to discuss their papers. We then critique each paper, both in class and in essays. Students observe simple biological phenomena and manipulate conditions of experiments during the lab section. Students also work with Dr. Kron and the visiting authors to identify an important open question in cell biology, form a hypothesis supported by the literature, and propose a series of experiments that tests their ideas. S. Kron. Spring. L.

246. Photons to Consciousness. PQ: BioSci 244. 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.

247. Animal Models of Human Disease. PQ: Completion of Fundamental Sequence in biological sciences (160s, 170s, 180s, 190s, or 244) 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. P. Padrid. Spring.

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: 160s, 170s, 180s, 190s, or 240s. Courses listed under the headings Specialized Courses and Independent Study and Research may not be counted toward the courses required for the concentration.

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

Autumn Quarter 161. Evolution: Genetics to Groups. L. 171. Introductory Biology I: Pattern and Process. L. 181. Cell and Molecular Biology. L. 191. Cell and Molecular Biology. L. 200. Introduction to Biochemistry. L. 207. Cell Biology. 210. Developmental Biopsychology. 213. Systems and Behavioral Neurobiology. L. (N) 219. Nonlinear Dynamics for Neuroscience and Biopsychology. (N) 222. Human Genetics and Evolution. (G) 224. Experimental Molecular Genetics. L. (C, G) 225. Advanced General Genetics. (G) 228. Advanced Fundamentals in Cell Biology. (C) 232. Mammalian Biology. L. (O) 234. Chordate Biology. L. (O) 237. Introductory Paleontology. L. (O) 251. Ecological Applications to Conservation Biology. L. (E&E) 253. Systematic Biology. L . (E&E) 264. Biochemical Mechanisms Underlying Cellular Processes. L. 268. Neuropsychopharmacology. L. (N) 274. Comparative and Evolutionary Vertebrate Morphology. L. 284. Biological Diversity. L. 287. Computational Neuroscience I: Neurons.

Winter Quarter 162. Human Genetics. L. 172. Introductory Biology II: Structure and Function. L. 182. Genetics. L. 192. Genetic Mechanisms and Development. L. 200. Introduction to Biochemistry. L. 202. Microbiology: Bacteria, Biosphere, and Biotechnology. L. (C) 215. Experimental Approaches to Systems Neurobiology. L. 216. Molecular Biology. 218. Ion Channels. 220. Molecular Neurobiology. 221. Human Developmental Biology. (D) 223. Cancer Biology. (C) 224. Experimental Molecular Genetics. L. (C, G) 230. Immunobiology. (C) 235. Biogeography. (E&E) 236. Evolution and Paleobiology. L. (C, O) 240. The Diversity and Evolution of Plants. L. (E&E, O) 241. The Diversity and Evolution of Plants. (E&E, O) 242. Biological Fluid Mechanics. L. 243. Physiology. (O) 244. Molecular Biology I (AP 5). L. 248. Introduction to Bioinformatics. L. (E&E) 249. Animal Behavior. (E&E) 257. Darwinian Medicine. (E&E) 265. Organismal Biology. L. 275. Genes and Development. L. 288. Computational Neuroscience II: Circuits. 294. Ecology, Genetics, and Evolution. L. (I)

Spring Quarter 163. Cellular and Developmental Biology. L. 173. Introductory Biology III: Dynamics of Complex Systems. L. 183. Developmental Biology. L. 193. Organismal Physiology. L. 200. Introduction to Biochemistry. L. 201. Biochemistry. 203. Molecular Biophysics. (C) 204. Photosynthesis. L. (C) 208. Fundamentals of Molecular Biology. 211. Cellular Neurobiology. (N) 212. Cellular Neurobiology. L. (N) 214. Developmental Neurobiology. (N) 217. Cellular Biology. 226. Evolutionary Genomics. (C, G) 227. Animal Developmental Biology. (D) 229. Plant Development and Molecular Genetics. (D) 231. Viruses of Eukaryotes. (C) 233. Cell Signaling. L. 238. Introduction to Invertebrate Biology. L. (O) 239. Microbiology. (C) 245. Molecular Biology II (AP 5). L. 246. Photons to Consciousness. 247. Animal Models of Human Disease. 252. Field Ecology. L. (E&E) 256. Fundamentals of Molecular Evolution. (E&E) 258. Neuropharmacology. (N) 259. Developmental Biology III: Developmental Evolution. L. (C) 260. Mammalian Evolution. L. 261. Mutualisms and Symbiosis. L. 262. Electron Microscopy and Image Processing in Structural Biology. (C) 270. Conquest of Pain. 285. Evolutionary Biology. L. 289. Computational Neuroscience III: Networks. 295. Ecology, Genetics, and Evolution II. L.

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

200. Introduction to Biochemistry. PQ: Completion of first three quarters of a Fundamental Sequence, and Chem 220-221. This course fulfills the biochemistry requirement for the biological sciences concentration. This course examines the chemical nature of cellular components, enzymes, and mechanisms of enzyme activity, energy interconversions, and biosynthetic reactions, including template-dependent processes and some aspects of control mechanisms. P. Strieleman, Summer; H. Friedmann, Autumn; Staff, Winter; H. Friedmann, Spring. L.

201. Biochemistry. PQ: BioSci 200. This course is required for 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. Staff. Spring.

202. Microbiology: Bacteria, Biosphere, and Biotechnology. PQ: BioSci 275 or 182 or 192 and 200. This course is an introduction to the study of bacteria, which are the smallest living cells. We also study 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. We then discuss the importance of natural and synthetic genetic engineering with regard to wider social issues, such as antibiotic control of infectious disease and biotechnological application. J. Shapiro. Winter. L.

203. Molecular BioPhysics. PQ: Chem 220-221 or consent of instructor. This is an introductory course that emphasizes concepts of physical chemistry important in the interactions of biological macromolecules with an emphasis on dynamics and kinetics. The course focuses on basic aspects of secondary and tertiary structure, the origin and basis of electrostatic and hydrophobic interactions, and dynamical properties of proteins. The importance of concepts of diffusion and transport in biological processes is also treated. Problem sets are coordinated with lectures. R. Astumian, M. W. Makinen. Spring.

204. Photosynthesis. PQ: BioSci 200; and 170s, 180s, or 190s sequence. Fundamental photosynthetic processes occur on time domains of femtoseconds, minutes, seasons, centuries, and eons. Critical photosynthetic events occur on molecular, sub-cellular, cellular, organismal, ecosystem, and global scales. This course considers photosynthesis as an integrated whole over both its temporal and spatial domains. Chemical, biophysical, biochemical, genetic, development, physiologic, ecologic, and evolutionary methods are employed to analyze the net processes and detailed mechanisms of photosynthesis. L. Mets. Spring. L.

207. Cell Biology. PQ: BioSci 200 or equivalent. This course surveys gene organization and expression; functions of the cell nucleus, cytoskeleton, and cytoplasmic structures; and cell-cell interactions and signaling. P. Mueller, G. Lamppa. Autumn.

208. 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. L. Rothman-Denes. Spring.

209. Immunobiology. PQ: Chem 111-112-113, or equivalent, and completion of the general education requirement in the biological sciences. 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. Summer.

210. Developmental Biopsychology (=BioSci 210, Biopsy 217, EvBiol 320, HumDev 320, Psych 217). PQ: Psych 200 or completion of the general education requirement in the biological sciences. This course satisfies one of the requirements of the Neuroscience specialization. This course is an introduction to biological and physiological analysis of behavior, and to principles of neural and endocrine integration. We use a developmental emphasis, drawing from both the experimental and clinical literature. Course offered in alternate years. Staff. Autumn.

211. Cellular Neurobiology. PQ: Completion of the general education requirement in 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.

212. Cellular Neurobiology. PQ: Completion of the general education requirement in the biological sciences. Prior physics course recommended. This course satisfies one of the requirements of the Neuroscience specialization. This course is identical to BioSci 211 except that it has a lab, which focuses on electrophysiological techniques used in analysis of issues fundamental to neural processing at the cellular level. 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.

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

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

215. Experimental Approaches to Systems Neurobiology (=BioSci 215, Psych 207). PQ: BioSci 173, 195, or 212; or consent of instructor. Prior or concurrent registration in Phys 142. Knowledge of basic cellular mechanisms of neurons. This course satisfies one of the requirements of the Neuroscience specialization. The design of this course considers the needs of advanced students who plan to pursue graduate work, particularly in neurobiology or psychology. It covers topics in systems, computational, and behavioral neuroscience. Students gain experience reading original literature, giving oral presentations, and describing a research project in the form of a written grant proposal. Labs include exposure to instrumentation and electronics, and involve work with live animals. Weekly labs required. D. Margoliash. Winter.

216-217. Molecular and Cellular Biology. This is an integrated two-quarter lecture class that covers modern concepts in molecular and cell biology with an emphasis on experimental approaches and data interpretation. The class includes a weekly discussion session of relevant research papers.

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

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

220. Molecular Neurobiology. PQ: Biosci 211 or 212, and 200; 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. Winter.

221. Human Developmental Biology. PQ: Completion of the general education requirement in 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.

222. Human Genetics and Evolution. PQ: BioSci 160s, 170s, 180s, 190s, or 240s; 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.

223. Cancer Biology. PQ: Completion of the general education requirement in 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's like when things go right. M. Rosner. Winter.

224. Experimental Molecular Genetics. PQ: BioSci 200 or equivalent, or consent of instructor. 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 in addition to executing experiments (e.g., experimental design, library searches, computerized sequence analysis, and written descriptions). Students cooperate in carrying out different aspects of the project. Previous topics include the isolation of new reporter genes and the development of new cloning vectors. M. Casadaban. Autumn, Winter. L.

225. Advanced General Genetics. PQ: BioSci 275, or 182, or 192. This course involves application of molecular techniques to the study of mutation and recombination. We discuss DNA repair, induced mutation, gene conversion, mechanisms of recombination, transposable elements, chromosome aberrations, recombinant DNA, genome structure and the genome project, cancer genetics, mutation, recombination, and conversion in antibody formation. Computer programs for the analysis of DNA are also included. We read original papers from the literature. Discussion section required. B. Strauss. Autumn.

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

227. Animal Developmental Biology. PQ: BioSci 191-192. This course studies developmental processes. Underlying mechanisms are illuminated through discussion of key experiments. The emphasis is on differentiation at different levels of development. Examples of developmental programs come from both invertebrate and vertebrate embryology. Subjects include pattern formation in the embryo, morphogenesis, cell and tissue interactions, and the control of gene expression in development. E. Ferguson, Staff. Spring.

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

229. Plant Development and Molecular Genetics (=BioSci 229, DevBio 329, Ec-Ev 329, EvBiol 329, MG/CB 361). PQ: Completion of the general education requirement in 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. Spring.

230. Immunobiology. PQ: Chem 111-112-113 or equivalent. Completion of the general education requirement in the biological sciences. This course presents an integrated coverage of the tactics and logistics of immune phenomena and conveys the elegance of the biological solutions evolved by multicellular organisms in their fights against infectious agents. Immune phenomena are presented as unique evolutionary adaptations of vertebrates operating in the context of ancillary defense mechanisms. The various types of countermeasures evolved by pathogens are also discussed, with particular emphasis on HIV and discussions on AIDS. Discussion section required. P. Ashton-Richardt. Winter.

231. Viruses of Eukaryotes. PQ: Consent of instructor. This course is concerned with various aspects of the molecular biology of viruses of animal cells, including viruses that afflict man. Special emphasis is given to recent developments in the field related to viral nucleic acid replication, controls of viral gene expression, use of viruses as cloning vectors to amplify specific cellular genes, and the contribution of virus research to our understanding of mechanisms underlying eukaryotic gene expression. The course attempts to develop experimental thinking and knowledge of experimental approaches currently in use in related fields in molecular biology and cell biology. B. Roizman. Spring.

232. Mammalian Biology. PQ: Completion of the general education requirement in 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.

233. Cell Signaling. PQ: BioSci 181 or 191 and BioSci 200. 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. Processes such as vision and olfaction, as well as diseases such as diabetes and cancer, all involve aspects of such signaling processes. Both general and specific aspects of intracellular signaling are covered in the course, with an emphasis on systems that are important in the brain. C. Palfrey, W. Tang. Spring. L.

234. Chordate Biology. PQ: Completion of the general education requirement in 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. J. Hopson. Autumn. L.

235. Biogeography (=BioSci 235, EnvStd 255, EvBiol 455, Geog 255/355). PQ: Completion of the general education requirement in 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, L. Heaney. Winter.

236. Evolution and Paleobiology. PQ: Completion of the general education requirement in 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 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. Course offered in alternate years. P. Sereno. Spring. L.

237. Introductory Paleontology (=BioSci 237, GeoSci 223). PQ: GeoSci 131-132; or PhySci 108-109-110; or BioSci 193; or cmpletion of the general education requirement in the biological sciences. 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. Autumn. L.

238. Introduction to Invertebrate Biology. PQ: Completion of the general education requirement in 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. M. LaBarbera, R. Bieler. Spring. L.

239. Microbiology. PQ: 200-level course in cell biology or genetics. This course is an introduction to microbial structure and function, with an emphasis both on unique features and on those shared with eukaryotic forms. R. Haselkorn. Spring.

240. The Diversity and Evolution of Plants. PQ: Completion of the general education requirement in 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.

241. The Diversity and Evolution of Plants. PQ: Completion of the general education requirement in the biological sciences. This course is identical to BioSci 240 except that it does not have a lab. M. Ruddat. Winter.

242. Biological Fluid Mechanics. PQ: Completion of the general education requirement in the biological sciences. Prior physics course required. 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 1999-2000; will be offered 2000-2001.

243. Physiology. PQ: BioSci 172, 193, 245, 264, or 284; or consent of instructor. This course is an advanced treatment of the physiological fundamentals that were introduced in the prerequisite courses. It 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. Because many other 200-level BioSci courses consider the nervous system and its physiology in detail, this course emphasizes aspects of physiology other than neurophysiology, such as membrane transport, intracellular communication, respiration, circulation, thermoregulation, and osmoregulation. M. Feder. Winter.

246. Photons to Consciousness. PQ: BioSci 244. 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.

247. Animal Models of Human Disease. PQ: Completion of Fundamental Sequence in Biology (160s, 170s, 180s, 190s, or 244) 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. P. Padrid. Spring.

248. Introduction to Bioinformatics. PQ: BioSci 182; Math 151; Stat 220, 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.

249. Animal Behavior (=BioSci 249, Psych 214). PQ: Completion of the general education requirement in 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. This course is offered in alternate years. S. Margulis. Winter.

251. Ecological Applications to Conservation Biology (=BioSci 251, Ec-Ev 313, EnvStd 251). PQ: Completion of the general education requirement in 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.

252. Field Ecology. PQ: Consent of instructor. This course is an introduction to habitats and biomes in North America and the methods of organizing and carrying out field research projects in ecology and behavior, focusing on questions of evolutionary significance. The course consists of a two-week field trip to the southwestern United States during the winter/spring quarter break. The field trip consists of informal lectures and discussions, individual study, and group research projects. During the spring quarter there are lectures on the ecology of the areas visited and on techniques and methods of field research. This course is designed for students with a serious commitment to pursuing graduate research. S. Pruett-Jones. Spring. L. Not offered 1999-2000; will be offered 2000-2001.

253. Systematic Biology (=BioSci 253, EvBiol 354). PQ: Completion of the general education requirement in the biological sciences. Knowledge of college algebra. Systematic biology encompasses such activities as discovering and classifying biological diversity, estimating the phylogenetic relationships among species or larger lineages, and estimating evolutionary processes. From the standpoint of the three schools of systematic biology (evolutionary, phenetic, and phylogenetic), the course carefully explores the concepts of homology, species, and higher taxa. We consider the central role of systematic biology in the biological sciences and use systematic hypotheses to test theories about evolutionary or biological processes. B. Chernoff. Autumn. L.

256. Fundamentals of Molecular Evolution. PQ: Prior calculus course or consent of instructor. The comparative analysis of DNA sequence variation has become an important tool in molecular biology, genetics, and evolutionary biology. This course covers evolutionary forces governing molecular variation and divergence and genome organization. It explores the evolutionary assembly of genes, the origin of novel gene function, the population genetics of repetitive DNA variation, and the evolution of multigene families. The course also provides practical information on accessing genome databases, searching for homologous sequences, aligning DNA and protein sequences, calculating sequence divergence, producing sequence phylogenies, and estimating evolutionary parameters. M. Kreitman, T. Nagylaki. Spring.

257. Darwinian Medicine. PQ: Completion of the general education requirement in the biological sciences. This course discusses human health and disease in an evolutionary perspective with a focus on how principles from evolutionary biology, ecology, and genetics can increase our understanding of the physiological mechanisms and populational processes that affect the maintenance of health and origin of disease. Topics include host-parasite interactions; the evolution of virulence; the ecology of emerging diseases, including AIDS; the conflict between the good of the individual and society and the social context of disease; immunological and allergic diseases; and metabolic and nutritional disorders. R. Perlman, W. Wimsatt. 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. Developmental Biology III: Developmental Evolution (=BioSci 259, DevBio 357, OrB/An 338). PQ: Background in developmental biology (such as DevBio 355 or 356, or BioSci 275) or consent of instructor. Over the last decade, genetic and molecular approaches in a few model systems (Drosophila, C. elegans, Arabidopsis, mouse, etc.) 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, V. Prince. Spring.

260. Mammal Evolution (=BioSci 260, EvBiol 311). PQ: Completion of the general education requirement in 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. This course is offered in alternate years. J. Flynn. Spring. L.

261. Mutualisms and Symbiosis. PQ: Completion of the general education requirement in 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. Not offered 1999-2000; will be offered 2000-2001. L.

262. Electron Microscopy and Image Processing (=BioSci 262, MG/CB 310). PQ: One year of calculus. Whether one is trying to read radio signals from far-away galaxies or to understand molecular structures, it is necessary to understand how to read, interpret, and process the data that contain the desired information. In this course we learn how to process the information contained in images of molecules as seen in the electron microscope. This course deals with the principles involved in processing electron microscope images, including the underlying analytical methods and their computer implementation. R. Josephs. Spring.

264. Biochemical Mechanisms Underlying Cellular Processes. PQ: BioSci 161-163, and general and organic chemistry. This is an intermediate-level course that builds upon concepts developed in BioSci 163. We cover structure of biologically important molecules and catalysis, bioenergetics and metabolism, intracellular compartments, transport, cell signaling, and cell-cell interaction. Emphasis is placed on molecular mechanisms of cell function. S. Szuchet. Autumn. L.

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

268. Neuropsychopharmacology (=BioSci 268, Neurbi 327, PhaPhy 327, Psych 327). PQ: BioSci 200 or BchMB 301, or consent of instructor. This course entails a study of the effects of pharmacological agents on behavior with an emphasis on physiological and biochemical mechanisms. L. Seiden, H. De Wit, P. Vezina. Autumn. L.

270. The Conquest of Pain. PQ: Chem 220-221-222 or BioSci 200 required. 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. Spring.

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

275. Genes and Development. PQ: BioSci 274. This last course in the 170s sequence uses genetic approaches to present the various steps in animal embryogenesis. It begins with an overview of the molecular and genetic tools used to study questions of developmental biology and then examines some details of pattern formation in the model systems of Drosophila, Caenorhabditis elegans, and zebra fish. Particular emphasis is placed on developmental mechanisms that appear common to all animals. Lab exercises introduce basic techniques of molecular biology (recombinant DNA methodology) and genetics. Students observe normal and mutant development and learn techniques for visualizing gene expression patterns in embryos. N. Patel, V. Prince. Winter. L.

284. Biological Diversity. PQ: BioSci 181-183 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. Autumn. L.

285. Evolutionary Biology. PQ: BioSci 181 and 182. This course surveys the major principles of evolutionary biology. Topics include the evidence for evolution, the history of life, the mechanisms of evolution (mutation, selection, and genetic drift), adaptation, speciation, the origin of evolutionary novelties, the origin of life, and human evolution. Discussion section required. M. Kreitman, Staff. Spring. L.

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

288. Computational Neuroscience II: Circuits (=BioSci 288, OrB/An 345, Psych 324). PQ: BioSci 287 and prior systems neurobiology course or consent of instructor required. Prior or concurrent registration in Math 200 and 201 recommended. This course discusses the way in which individual neurons interact to form functioning circuits. Specific topics include an introduction to the mathematics of dynamical systems and visual neuroscience. P. Ulinski, Staff. Winter.

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

294-295. Ecology, Genetics, and Evolution. This two-quarter sequence surveys the major principles of ecology, Mendelian genetics, and evolutionary biology. Topics in ecology include demography and life histories, competition, predation, and the interspecific interactions that shape the structure of ecological communities. The fundamentals of classic transmission genetics, the major experimental studies in heredity, and the consequences of Mendelian inheritance for evolution are presented. We discuss in a quantitative way the constellation of evolutionary forces that shape adaptation and the diversity of all biological systems, including mutation, random genetic drift, and natural selection. Specific topics in this section of the course include sexual selection and the evolution of sex dimorphism, as well as the evolution of social behaviors. The overall goals of this two-quarter sequence are (1) to teach students how to think about the population processes that affect the numbers and genetic diversity of living systems, and (2) to expose students to current problems in ecology and evolution suitable for advanced study in upper-level courses or in lab rotations. Discussion section required. Staff, T. Wootton. Winter, Spring. L.

263. 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. R. Beck, M. Giger, F. Kuchnir. Autumn.

269. Perspectives on Imaging (=ArtH 257/357, BioSci 269). PQ: Any 100-level ArtH or COVA course. Third- or fourth-year standing. Consent of instructor. This course does not satisfy concentration requirements. This course focuses on the evolution and history of the production and dissemination of knowledge by visual means. Topics include evaluation of light perception and vision; emergence of drawing, writing, and printing; early optical instruments to extend vision; photographic recording of images; X-rays and computer-based, nonoptical imaging methods; conceptual foundations of imaging science; visual knowledge, education, and multimedia learning; and the cultural impact of imaging in the twenty-first century. R. Beck, B. Stafford. Autumn.

271. Introduction to Epidemiology (=BioSci 271, EnvStd 274, HlthSt 310). PQ: Prior statistics course or consent of instructor. This course does not satisfy concentration requirements. Epidemiology is the study of the distribution and determinants of disease in human populations. This course examines epidemiologic study designs and basic analytic methods. The course emphasizes how to determine whether an observed association between an exposure and a disease is valid and, if so, whether it is likely to be causal. Topics include the application of epidemiologic methods to studies of environmental exposures, and to studies that include the role of genetics in disease risk. D. Mundt, J. Bailar. Winter.

272. Diet and Behavior. PQ: Completion of the general education requirement in the biological sciences. Students must attend the first class to confirm registration; no exceptions. This course does not satisfy concentration requirements. 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. Because the subject matter is complex and extensive, students are required to review a large body of literature. M. Maskay, R. Kushner, F. Thorp. Autumn.

273. Evolutionary Processes (=BioSci 273, CFS 348, Ec-Ev 310, EvBiol 310). PQ: Consent of instructor. 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.

277. 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. The class meets twice a week. J. Shapiro. Spring.

278. Mens sana in corpore sano: An Apocryphal History of Medicine. PQ: Open only to biological sciences concentrators and students preparing for the health professions. This course does not satisfy concentration requirements. A farewell course taught by faculty luminaries. This course covers selected and exciting topics on the history of medicine and biology. The course is part of the Biological Sciences Writing Program. J. Quintans, Staff. Spring.

279. Introduction to Psychiatry. PQ: Completion of the general education requirement in the biological sciences. This course does not satisfy concentration requirements. This course surveys fundamental aspects of the treatment, assessment, diagnosis, etiology, and prognosis of common psychiatric disorders. Emphasis is placed on the integration of epidemiologic, biological, psychological, and social perspectives in understanding and intervening in these disorders. Topics include principles of assessment and diagnosis, reviews of major psychiatric syndromes, and treatment modalities. This course includes the historical and cultural context in which the practice of psychiatry takes place. We emphasize the history of concepts and institutions. S. Gilman, M. Silverman. Winter.

281. Introduction to Medical Ethics. PQ: Second-year standing or above, and consent of instructor. Class limited to twenty-five students. 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. Spring.

282. Laboratory Fundamentals in Clinical Research. PQ: Completion of the general education requirement in the biological sciences. This course does not satisfy concentration requirements. 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, and DNA preparation. We also discuss the ethics and logistics of research protocol development. The course consists of labs, informal lectures, and open discussion. S. Patel. Winter.

283. Biological Approach to the Problem of Knowledge: Kant's Theory of Cognition (=BioSci 283, HiPSS 285). PQ: Completion of the general education requirement in the biological sciences. This course does not satisfy concentration requirements. This course is about human cognition, and how the mind works in furnishing the kind of experience and knowledge that human beings have. Our focus is on sensation and thought, consciousness and awareness of self, and, most importantly, the reflections of Immanuel Kant on these matters. We acquire, stepwise, a grasp of Kantian theory by a close reading of Critique of Pure Reason, together with a few landmarks from the related scientific literature subsequent to Kant's time. S. Schulman. Autumn.

286. Biological and Cultural Evolution (=BigPro 239, BioSci 286, CFS 379, HiPSS 239, NCD 274, Philos 325). PQ: Basic knowledge of evolution and genetics helpful. This course does not satisfy concentration requirements. This course is taught by guest lecturers from linguistics, evolutionary genetics, and the history and philosophy of science. We elaborate theory to understand and model cultural evolution; explore analogies, differences, and relations to biological evolution; and consider basic biological, cultural, and linguistic topics and case studies from an evolutionary perspective. Time is spent both on what we do know, and on determining what we don't. W. Wimsatt, S. Mufwene, J. Sadock. Autumn.

290. 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.

291. Nutrition and the Ages of Man (=BioSci 291, ClnNutr 336). This course does not satisfy concentration requirements. This seminar course explores nutrition through the life cycle, starting with physical, physiologic, and psychologic/cognitive changes from intrauterine existence to old age. Attention is directed to issues in feeding persons at various stages of life including comparative nutrition requirements, factors affecting diet habits, major nutrition related disorders, and immunomodulation. We discuss prevention of nutrition-related disorders (e.g., obesity, hypertension, metabolic bone disease, atherosclerotic heart disease, and cancer) by intervention early in life. A final section covers ethics of feeding the very small infant and the very old adult. F. Thorp, M. Sutton. Spring.

292. 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. A. Goldblatt, J. Lantos. Winter.

293. 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.

296. 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 (e.g., health, disease, life, and death). We apply these methodological and conceptual considerations to topics such as research with human subjects, genetics, reproduction, euthanasia, and assisted suicide. Each topic is treated in the context of actual cases for which we articulate the ethical questions raised and evaluate arguments for alternative responses. M. Mahowald. Autumn.

199. 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. T. Serio. Summer, Autumn, Winter, Spring.

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

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

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