2. Human Biology
11F, 12F: 11
A course designed to help students (biologists and non-biologists) understand the biological basis of human health and disease. The course will emphasize the fundamental aspects of biochemistry, genetics, cell and molecular biology, physiology, anatomy, reproductive biology, and function of various organs as they relate to humans. Particular emphasis will be placed on specific topics in human health and disease and how these issues affect us all individually in our own health and collectively in our international society.
Open to all students without prerequisite. Dist: SCI. Witters.
3. Independent Research in History and Philosophy of Biology
All terms: Arrange
Original and independent investigation of a problem in the history and/or philosophy of biology with associated study of primary literature sources under supervision for one academic term. Biology 9 does not count for biology major or minor credit.
Prerequisites: At least one Biology course and permission of the chair of the Undergraduate Committee and the supervising instructor. The application and research proposal must be submitted at least one month prior to the beginning of the term in which the course is to be elected. Dietrich.
4. Genes and Society
12S, 13S: 10A
This course is designed for the humanities or social sciences major. It focuses on how our current understanding of genetic mechanisms has led to new biological insights and to the development of powerful technologies with far reaching implications for our society. It is the aim of this course to provide a solid understanding of the mechanisms of molecular genetics and to discuss implications of genetic engineering and related technologies to our every day lives. Although this course will focus on the science, we will also consider the ethical, political, human, and economic impacts of these technologies. Several guest lecturers will provide personal perspectives based on their experiences. The ultimate goal of the course is to provide an understanding of the biology and technology so that students can make informed decisions on issues that continually and increasingly arise in our society.
Open to all students without prerequisite. Dist: SCI. Gross.
5. Philosophy of Biology
11X: 10A
This course will consider philosophical issues pertinent to the biological sciences. Topics may include genetic determinism, biology and ideology, the nature of experiment in biological practice, adaptationism, the species problem, the nature of biology as a historical science, concepts of fitness and function, the units of selection debate, and phylogenetic inference.
Open to all students without prerequisite. Dist: SCI. The staff
6. Dinosaurs
12S:10A
This course is designed for the non-major. It will cover all aspects of dinosaur biology including their origin and evolution, phylogeny, behavior, physiology, and extinction. Because dinosaurs will be placed in their biological and geological contexts, other topics will include the geological record, the processes of fossilization, and vertebrate evolution in general. Particular attention will be paid to current debates including the origin of birds and mass extinction. The goal of this course is to teach the basic principles of evolutionary biology using dinosaurs as exemplars of evolutionary patterns and processes. Offered in alternate years.
Open to all students without prerequisite. Dist: SCI. Peterson.
7. First-Year Seminars in Biology
Consult special listings
8. and 9. Chemical Principles and Biological Processes I & II
(Identical to Chemistry 8 and 9)
8. 11F: 12F: 10A; Laboratory: Arrange
9. 12W: 13W: 10A; Laboratory: Arrange
This two-term course will cover principles and processes of general chemistry as applied to biochemistry and cell biology. Over the course of two terms, students will receive an introduction to the fundamental principles of chemistry (matter, elements, atoms, equilibria, acids and bases, enthalpy, thermochemistry, entropy, free energy, redox reactions, and electrochemistry) in the context of fundamental biological processes and systems (biopolymer structure, protein folding and denaturation, membranes and transport, receptor/ligand binding, metabolism and energy production). Upon completion of both Biology/Chemistry 8 and 9, students will have fulfilled the prerequisites necessary for entry into Chemistry 6 and any of the foundation level courses in Biology (Biology 12 – 16). Successful completion of only the first term (Biology/Chemistry 8) will result in a SCI distributive credit but will not fulfill any prerequisite requirements.
Prerequisite: Mathematics 3, or Mathematics 1 and 2, or Mathematics 1 and Chemistry 2. (First year students taking Mathematics 1 will be placed in Chemistry 2); Mathematics 3 may be elected concurrently with Biology/Chemistry 8; however, Mathematics 3 as well as Biology/Chemistry 8 must be completed with a passing grade before enrolling in Biology/Chemistry 9. Dist: Biology/Chemistry 8, SCI; Biology/Chemistry 9, SLA. Kull, Sloboda
11. The Science of Life
11F: 9L, 10A 12W: 10A 12S: 9L 12F: 9L, 10A 13W: 10A 13S: 9L
Biology, like all of science, is a problem-solving endeavor. This course introduces students to a major problem in biology and considers it from many different perspectives, viewpoints and biological levels of organization. Along the way, students are exposed to many of the major concepts in biology, from molecules to ecosystems. Each offering will address a different major problem.
Open to all students without prerequisite. Dist: SCI.
In 11F at 9L, DNA to Diversity. We have chosen “DNA to Diversity” as a theme because we want to highlight how modern biology integrates all levels from the molecule to the diversity of life. As an organizing principle, we focus on the development of complex multicellular organisms. We will explore how cellular processes are driven by key developmental control genes, how cells communicate, and how these molecular and cellular mechanisms shape diverse forms of life. We will investigate how ecological forces drive natural selection, and how this and other evolutionary processes have sorted and sifted DNA mutations, producing DNA blueprints that direct development. Over the course of the term, students should gain a perspective on how genetic and environmental changes have produced the astonishing variety of species and life forms that now exist on earth, and how biologists are piecing that puzzle together. Jack, Peart.
In 11F at 10A, Biology in the News. Biology is relevant to almost all aspects of everyday life. Some are obvious. Everyone recognizes that medicine and agriculture clearly have their roots in biology. However, others are not so obvious to the average person. Even insurance actuarials, economic policies and nuclear proliferation have their roots in biology. Each day we will consider the biological underpinnings and implications of a local, national or international news story taken from a broad range of topics. McClung, McPeek.
In 12W at 10A, McPeek.
In 12S at 9L, Emerging Infectious Diseases: How Microbes Rule the World. Emerging infectious diseases, which have shaped the course of humanity and caused untold suffering and death, will continue to challenge society as long as humans and microbes co-exist. This course will explore why infectious diseases emerge and re-emerge. The viruses, bacteria and eukaryotes that cause these diseases continually evolve in response to their hosts. Dynamic interactions between rapidly evolving infectious agents and changes in the environment and in host behavior provide such agents with favorable new ecological niches. In addition, dramatic increases in the worldwide movement of people and goods drive the globalization of disease. Guerinot, B. Taylor.
12. Cell Structure and Function
11F, 12S, 12F, 13S: 9L; Laboratory: Arrange
Biology 12 will provide a foundation in the fundamental mechanisms that govern the structure and function of eukaryotic cells. Topics include membrane transport, energy conversion, signal transduction, protein targeting, cell motility and the cytoskeleton, and the cell cycle. Emphasis will be placed on discussion of the experimental basis for understanding cell function. The laboratory section will provide students with hands-on experience in modern laboratory techniques including microscopy, cell fractionation, and protein purification.
Prerequisite: Biology 11 or Biology/Chemistry 9. Biology 12-16 may be taken in any order. Dist: SLA. Bickel, Smith, Gladfelter, Schaller.
13. Gene Expression and Inheritance
12W: 9L 12X: 10 13W: 9L; Laboratory: Arrange
This course provides a foundation in genetics and molecular biology. Topics covered include the flow of genetic information from DNA to RNA to protein, transmission of genetic information from one generation to the next and the molecular mechanisms that control gene expression in bacteria and eukaryotes. These concepts will be integrated into a discussion of contemporary problems and approaches in molecular genetics. Laboratories utilize basic molecular biology techniques to further investigate topics discussed in lecture.
Prerequisite: Biology 11 or Biology/Chemistry 9. Biology 12-16 may be taken in any order. Dist: SLA. Berger, Dolph.
14. Physiology
12W: 10 12X: 10A 13W: 10; Laboratory: Arrange
This course introduces students to the complexity of organisms by studying how their different organ systems strive to maintain internal homeostasis in the face of different environmental demands. The adaptive responses of selected organisms (humans, different animals and plants) to a variety of environmental factors will be studied from the molecular, cell, tissue, organ, and systems level of organization. Some of the topics to be covered include biological control systems (hormones, neurons) and coordinated body functions (circulation, respiration, osmoregulation, digestion). All systems studied will be integrated by analyzing how different organisms adapt to living in extreme environments (deserts, high altitude) or facing environmental demands (navigation, exercise).
Prerequisite: Biology 11 or Biology/Chemistry 9. Biology 12-16 may be taken in any order. Dist: SLA. Vélez, Maue
15. Genetic Variation and Evolution (formerly Microevolution)
12W, 13W: 10A; Laboratory: Arrange
A consideration of the genetics of natural populations and the process of organic evolution. Topics include the source and distribution of phenotypic and genotypic variation in nature; the forces which act on genetic variation (mutation, migration, selection, drift); the genetic basis of adaptation, speciation, and phyletic evolution.
Prerequisites: Biology 11 or Biology/Chemistry 9. Biology 12-16 may be taken in any order. Dist: SLA. Dietrich.
16. Ecology
11F, 12S, 12F, 13S: 10; Laboratory: Arrange
This course examines fundamental concepts in the rapidly developing areas of ecology. These topics include the factors that limit the distributions and abundances of organisms, the effects that organisms have on ecosystems, the integration of ecosystems around the globe, and the conservation of species diversity. The class will also explore how the behavior and physiology of individual organisms shape both local and global patterns of distribution and abundance. Laboratories focus on experimental and quantitative analyses of local ecosystems, with an emphasis on field studies.
Prerequisite: One of Biology 11, Biology/Chemistry 9, Environmental Studies 2, 20, Engineering Sciences 37, 41 or permission of instructor. Biology 12-16 may be taken in any order. Dist: SLA. Irwin, Cottingham.
21. Population Ecology
12F: 10A; Discussion: Arrange
This course explores the description of populations, population growth, and the determination of abundance. Examples will be drawn from a diversity of plant and animal taxa to illustrate the broad scope of population ecology, including its role as a foundation for evolutionary ecology and community ecology, and its contributions to applied problems in conservation biology, pest management, human demography, and the management of harvested populations. Throughout, this course will emphasize the development of verbal, graphical, and mathematical models to describe populations, generate predictions, test hypotheses, and formalize theory. No student may receive course credit for both Biology 21 and Biology 51, Offered in alternate years.
Prerequisites: Biology 15 or 16. Dist: SCI. Peart.
22. Methods in Ecology
12X: 12; Laboratory: M 1:45-5:45
This course is an introduction to sampling and survey methodologies for populations and communities in both aquatic and terrestrial environments. The course will be divided into week-long modules, each focusing on a particular group of organisms in the environment. A great deal of emphasis will be placed on hypothesis generation, experimental design and statistical analysis. Participation in the laboratory/field component is both required and critical as one of the primary benefits of this course will be “on the ground” training in field methods.
Prerequisite: Biology 16. Dist: SLA. The staff.
23. Biology of Plants
12S: 10A; Laboratory: Arrange
This course provides a general survey of the plant kingdom from the level of molecules to plant diversity. The course has four themes: (1) exploring the origin and diversification of plants in an ecological and phylogenetic context, (2) understanding plant form and function, (3) learning representative plant families and genera, and (4) investigating the ways that people use plants, including agriculture and plant domestication, secondary compounds and psychoactive pharmaceuticals, and forensic botany. The lab emphasizes the molecular composition of plant cells, the anatomy and physiology of plants, and using keys and manuals to identify plants, especially New England species, in the greenhouse and on local field trips and exploring the phylogenetic relationships among plants. No student may receive course credit for both Biology 23 and Biology 54.
Prerequisite: Biology 12, 13, 14, 15, 16, Environmental Science, 2 Anthropology 6, Earth Sciences 18, Geology 3, 4 or permission of the instructor. Dist: SLA. Irwin.
24. Vertebrate Zoology
11F: 10
This course will examine origins, diversity, structure and function within and among the vertebrate classes (including fish, amphibians, reptiles, birds and mammals). We will consider the evolution of the vertebrate body plan and innovations associated with common organ systems (e.g., skeletal, muscular, digestive, sensory, etc.) shared by different taxa. In addition, we will consider specialization of form and function to the diverse ecology of vertebrates as well as the manner in which very different taxa cope with similar habitats and environmental demands. In so doing, we will draw on evolutionary principles such as adaptation, convergent and parallel evolution and evolutionary constraints. The course will primarily consist of lecture and readings with examination of specimens and opportunities for off-campus field trips. Offered in alternate years.
Prerequisites: Biology 15 or 16. Dist. SCI. Calsbeek.
25. Introductory Marine Biology and Ecology
12F: 11
A course designed both for biology majors and other students interested in the interrelationships between marine organisms and their physical and biological environments. The course emphasizes the marine environment as an ecosystem with special focus on communities in coastal margin, open ocean, and deep sea habitats ranging from polar to tropical latitudes. Applied issues relevant to human impact and conservation in marine ecosystems will also be covered. Offered in alternate years.
Prerequisite: Biology 12, 13, 14, 15 or 16. Dist: SCI. Chen.
27. Animal Behavior
12F: 10A; Laboratory-Discussion: Arrange
Behavioral sciences are extremely broad and the study of animal behavior requires an interdisciplinary approach that integrates psychology, ecology, evolutionary biology, neural science and the underpinnings of learning and memory science. We will draw on each of these fields as we explore topics ranging from signaling and cognition to mating behaviors and sexual selection to foraging and optimality theory. We will consider how proximate and ultimate causality structure behavior throughout the animal kingdom. Thus, the course will take an evolutionary approach to understand behavior in vertebrates and insects and other invertebrates; in fresh water and marine systems, and in terrestrial groups. Offered in alternate years.
Prerequisite: Biology 15 or 16. Dist: SLA. Calsbeek.
28. Macroevolution
13S: 10A
This course focuses on evolution above the level of individual species, and is designed to complement Biology 15. We will first examine the evolution of whales to learn the basic principles and methodology of macroevolutionary analysis. Then, using these tools, we will examine in detail the origin of animals, the Cambrian explosion, and their subsequent evolution from the Cambrian to the Recent. Topics covered will include body plan evolution and development, rates of morphological and molecular evolution, punctuated evolution, group selection theory, and mass extinction. Offered in alternate years.
Prerequisites: Biology 15 or 16. Dist: SCI. Peterson.
29. Biostatistics
12W, 13W: 12; Laboratory M or Tu 1:45-5:45
The course will cover basic descriptive statistics, simple probability theory, the fundamentals of statistical inference, regression and correlation, t-tests, one-way analysis of variance, basic analyses of frequency data and non-parametric statistics, and the general philosophy of experimental design. We will explore these topics from the perspective of biological applications. Examples will be drawn from all subdisciplines of biology (e.g. biochemical kinetics, development, physiology, ecology, evolution).
Prerequisites: Biology 12, 13, 14, 15, or 16. Dist: QDS. Cottingham.
31. Physiological Ecology
13S: 10A; Laboratory: Arrange
What factors determine the distribution and abundance of organisms? What are the con-sequences of climate change for biological communities? This course is an exploration of environmental effects on fundamental physiological processes in plants and animals. Abiotic factors, such as temperature and water availability, interact with biotic forces, such as predation, herbivory, and competition, to constrain the ability of organisms to survive, grow, and reproduce. Physiological solutions that allow success in one environment may preclude it in another. This course seeks to build up from physiological principles to under-stand characteristics of populations, communities, and ecosystems. Laboratories will challenge students to generate and test their own hypotheses using contemporary theoretical frameworks and modern research apparatus. Offered in alternate years.
Prerequisite: Biology 12, 13, 14, 15, or 16. Dist: SLA. Ayres.
34. Neurobiology
11F, 12F: 11; Laboratory: Arrange
This course emphasizes a cellular approach to the study of nervous systems. The study of the cellular basis of neuronal activity will form the foundation for studies on sensory physiology, the control of muscle movement, and neuronal integration. Selected topics of current research activities with vertebrate and invertebrate species will be discussed in order to provide a perspective on how the field of neuroscience is developing. Laboratory exercises will provide the opportunity to learn extracellular and intracellular electrophysiological recording techniques.
Prerequisite: Biology 12 or 14. Dist: SLA. Vélez.
35. Human Physiology
13S: 11
This course is an introduction to the biochemical aspects of human physiology. The adaptive responses of different human organ systems will be studied from the molecular, cellular, organ and systems level of organization. Topics to be covered include biological control systems (nerves, hormones, sensory and muscle cells) and coordinated body functions (circulation, respiration, osmoregulation, digestion). All the different organ systems working together during exercise will provide a framework for the final course synthesis. Offered in alternate years.
Prerequisites: Biology 12 or 14. Dist: SCI. Vélez.
36. History of Genetics
12F: 10A
This course is a survey of the history of genetics for students with some knowledge of genetics such as Biology 13 or 15. Proceeding from Galton to the present, this course will emphasize the main intellectual trends in genetics as well as the interconnection between genetics and society. Topics for discussion will include whether Gregor Mendel was a Mendelian, the importance of Thomas Hunt Morgan’s Drosophila network, the relationship between eugenics and genetics, the effect of Atomic Energy Commission report on human genetics, and the impact of molecular biology.
Prerequisite: Biology 13 or 15. Dist: SCI. Dietrich.
37. Endocrinology
12S, 13S: 10A
The molecular, biochemical, genetic and physiologic aspects of the endocrine system will be explored with an emphasis on human and mammalian biology. We will use examples of pathobiology arising from dysfunction of this system to draw attention to the normal modes of endocrines regulation. Topics will be drawn from seminal publications in the biomedical literature. The course will employ a hypothesis-based, problem-solving paradigm, involving, in part, the study of experimental techniques used in investigation.
Prerequisite: Biology 13 and either Biology 12 or Biology 14 required. Otherwise permission of instructor. Dist: SCI. Witters.
38. Experimental Genetic Analysis
12S, 13S: 12; Laboratory: Meets every M, W, F 1:45-2:50
This course provides in-depth coverage of the analysis of gene transmission and function. Biology 38 will build on material covered in Biology 13, emphasizing the use of model organisms to obtain information relevant to important problems in human genetics. Investigative laboratory exercises will reinforce and complement material covered in lecture.
Prerequisite: Biology 13. Dist: SLA. McClung.
39. Computational Molecular Biology
13W: 10A
Computers and computer programs have become essential tools in modern molecular biology. As the amount of DNA and protein sequence data continues to grow, the use and understanding of these computational tools is becoming increasingly important. Deriving biological understanding from sequence data requires sophisticated computer analyses while demanding from molecular biologists the ability to interpret intelligently the results from these analyses. Not only can these programs provide the biologist with information about his or her sequence of interest, but a solid understanding of these tools can also be used to make predictions of biological phenomena that can be tested in the lab. This course will explore computational molecular biology through both lectures and hands-on computer experimentation through homework assignments.
This course will discuss approaches to analyzing protein and DNA sequences and will foster an understanding of how to extract biologically relevant information from the numerous databases containing all this information. Topics will include basic computer architecture and operating systems, database design and searching, sequence comparisons, pattern discovery, genome comparisons, gene discovery, determining evolutionary relationships, RNA and protein structure predictions, data mining, and DNA array analysis. No computer programming experience is needed, but familiarity with using the Internet is recommended.
Prerequisites: Biology 13. Dist: SCI. Gross.
40. Biochemistry
11F, 12F: 10; Discussion W or Th 2:00-3:00
This course studies molecular structure and function from a biochemical point of view, emphasizing the biochemistry of proteins, lipids, and carbohydrates. Topics include protein structure and function, enzymes and enzyme kinetics, lipids and membranes, and carbohydrates and cell walls. The participation of these biomolecules in metabolism is also discussed, and focuses on the metabolic pathways of glycolysis, glucogenesis, fatty acid oxidation, amino acid catabolism, the TCA cycle, and oxidative phosphorylation. The course concludes with a look at the integration of metabolism in mammals. Students with credit for Chemistry 41 may not receive credit for Biology 40.
Prerequisites: Biology 12 and Chemistry 52 or 58 or permission of the instructor. Dist: SCI. Schaller.
42. Biology of the Immune Response
12W: 9L
This course will consider immunoglobulin structure, antigen-antibody reactions, complement, hypersensitivity, immunogenetics, immunodeficiency, tumor immunology and therapy, and autoimmunity. Offered in alternate years.
Prerequisite: Biology 12 or 13, or permission of the instructor. Dist: SCI. Green.
43. Developmental Biology
11F: 2A
The course of study will take a comparative approach in dissecting the molecular, cellular, and genetic basis of animal embryogenesis and other processes of development. The course will analyze the sequential steps of fertilization; specification events of early embryogenesis and basic development of the germ layers; body plan specification; morphogenesis; neurogenesis; stem cells; cell type specification and differentiation; tissue development leading to organ differentiation; and gametogenesis.
Prerequisite: Biology 12 or 13. Dist: SCI. Erives.
45. Molecular Biology
12W, 12X, 13W: 10
This course will build upon the material presented in Biology 13 with in depth analysis of the molecular mechanisms underlying fundamental processes including DNA replication, transcription and translation in bacteria and eukaryotes. Key regulatory events that influence gene expression will be discussed including the function of promoters and enhancers, chromatin structure and epigenetics, RNA mediated silencing and mRNA processing. Emphasis will be placed on understanding how molecular techniques are used to elucidate critical aspects of these processes. Selected papers from the primary literature will be presented to illustrate current advances.
Prerequisite: Biology 13. Dist SCI. Grotz.
46. Microbiology
11F, 12F: 12; Laboratory: Arrange
A lecture, discussion, and laboratory course considering the biology of microorganisms, with emphasis on bacteria. Topics such as structure, function, genetics, and metabolism of bacterial cells will be covered. The ecological role of various species of microorganisms will also be discussed.
Prerequisite: Biology 12, 13, or 16. Dist: SLA. Guerinot, O’Toole.
51. Advanced Population Ecology
12F: 10A; Discussion: Arrange
This course explores theory and data regarding properties of biological populations. Topics of lectures and analytical exercises include: descriptions of abundance, dispersion, and demographic schedules; applying life tables and matrix models to understand population growth and age structure; life history theory; influence of endogenous feedbacks and exogenous forces on population dynamics; spatial patterns and processes; and contributions of population ecology to applied issues in conservation, pest management, human demography, and the management of harvested populations. No student may receive course credit for both Biology 21 and Biology 51. Offered in alternate years.
Prerequisites: Biology 16 and one course from among Biology 20-31. Dist: SCI. Peart.
53. Aquatic Ecology
11F: 10A; Laboratory: Arrange
The study of interactions between biological communities and their freshwater environment. Lecture and readings provide the scientific background necessary for understanding.the physical, chemical and biological dynamics of freshwater habitats. Emphasis is placed on application of fundamental concepts to problems in conservation and management of aquatic ecosystems. The laboratory and fieldwork, including a weekend field trip during the first week of classes, will acquaint students with modern methodological approaches for studying aquatic ecosystems. Offered in alternate years.
Prerequisites: Biology 15 or 16 and one course from among 21-31, 46. Dist: SLA. B.Taylor.
54. Biology of Plants
12S: 10A; Laboratory: Arrange
This course provides a general survey of the plant kingdom from the level of molecules to plant diversity. The course has four themes: (1) exploring the origin and diversification of plants in an ecological and phylogenetic context, (2) understanding plant form and function, (3) learning representative plant families and genera, and (4) investigating the ways that people use plants, including agriculture and plant domestication, secondary compounds and psychoactive pharmaceuticals, and forensic botany. The lab emphasizes the molecular composition of plant cells, the anatomy and physiology of plants, and using keys and manuals to identify plants, especially New England species, in the greenhouse and on local field trips and exploring the phylogenetic relationships among plants. No student may receive course credit for both Biology 23 and Biology 54.
Prerequisite: Biology 12, 13, 14, 15, 16, Environmental Science, 2 Anthropology 6, Earth Science 18, Geology 3, 4 or permission of instructor. Dist: SLA. Irwin.
55. Ecological Research in the Tropics I
12W, 13W: D.F.S.P.
The Biology Foreign Studies Program (Biology 55, 56, 57) exposes students, through intensive, full-immersion study, to Earth’s most diverse biological communities. Biology 56 is a continuation of Biology 55; these courses comprise the first two-thirds of the FSP, and focus on land (tropical forests) and tropical freshwater ecosystems in Costa Rica. Biology 57 focuses on coral reef ecosystems in the Caribbean. Students are challenged to know, understand and appreciate the diversity of form and function in organisms, and the interactions that generate the often-spectacular patterns they see in the field. Habitats in Costa Rica include lowland rain forest, cloud forest, dry forest, montane forest, alpine paramo, streams and wetlands. The schedule is full, including fieldwork, laboratories, lectures and discussions, with emphasis on original research, mostly in small groups of 2-3. Faculty and advanced graduate TAs share field accommodations with students, and are in continuous contact as mentors, day and evening, throughout the program. Students master field and analytical methods (including hypothesis testing, statistical and software skills) for observational and experimental research. We pursue a great variety of research topics, including plant-pollinator and plant-herbivore interactions, processes driving coral reef structure (and coral reef decline), determinants of species distributions, animal behavior, and conservation ecology. Students practice the classic scientific approach: making observations, asking testable questions, generating hypotheses, developing experimental protocols, collecting data, making statistical inferences, writing scientific papers, and presenting seminars. Research papers are published in an annual book. Accommodations are at field stations in Costa Rica, and at a marine laboratory in the Caribbean.
Prerequisites: Biology 16, one course from among Biology 20-28, 31; acceptance into program, Biology 15 and 29 recommended. Dist: SLA. Calsbeek.
56. Ecological Research in the Tropics II
12W, 13W: D.F.S.P.
A continuation of Biology 55. See Biology 55 for a description of the Biology Foreign Study Program.
Prerequisites: Biology 55 (taken in same term). Dist: SLA. Ayres.
57. Ecological Research on Coral Reefs
12W, 12W: D.F.S.P.
Field and laboratory investigations of marine organisms and coral reef communities. Lecture and research topics include studies of algae, aquatic plants, invertebrates, and fish, with emphasis on populations, species interactions, community structure and energetics, and reef conservation and management. The course is based at the Little Cayman Research Center, Little Cayman Island. Scuba diving is optional. See Biology 55 for an overview of the Biology Foreign Study Program.
Prerequisites: Biology 55 and 56 (taken in same term). Dist: SLA. Chen.
58. Advanced Community Ecology
13W: 10A
This course will examine the various mechanisms structuring ecological communities of plants and animals. The course will consist of regular lectures, readings from the primary literature, and individual projects. Topics to be covered include simple two-species inter-actions (e.g. predation, competition, parasitism, mutualisms), simultaneous multispecies interactions, food web structure, regulation of species diversity on ecological and evolutionary time scales, community succession, and biogeography. Emphasis will be placed on the development of mathematical models and their relationship to empirical studies. Offered in alternate years.
Prerequisites: Biology 15, 16 and one course from among Biology 20-31. Dist: SCI. McPeek.
59. Biostatistics II
13S: 9L
This is an advanced course in statistics and experimental design, as applied to biological systems. There will be lectures and computer laboratories, regular homework assignments, and a major term project of statistical analysis. Topics covered include analysis of variance, generalized linear models and logistic regression, multivariate analysis methods, experimental design, and an introduction to Bayesian methods. Emphasis will be placed on the use of statistical programming for performing analyses. Offered in alternate years.
Prerequisite: Biology 29. Dist: QDS. McPeek.
66. Molecular Basis of Cancer
12W, 13W: 10A
In this course we will explore how cancer develops on a cellular level. Using primary literature as a guide, we will examine the basic cellular processes malignant tumors exploit to promote their rapid, invasive growth and ultimately disease. Topics that will be considered include the genetic factors that initiate cancer cell formation, cell cycle regulation, programmed cell death, cell signaling, angiogenesis, cytoskeletal rearrangements as well as how current cancer therapies work on a cellular level.
Prerequisites: Biology 12 and 13 and one from among Biology 38, 40, 45, Chemistry 41. Dist: SCI. Gladfelter.
67. The Biology of Fungi and Parasites that Cause Disease
12W, 13W: 2A
This course will focus on the molecular features of fungi and parasites that form the basis of strategies for adhering to and invading human host cells and tissues. The difficulties associated with development of drugs that neutralize eukaryotic fungi and parasites, but do not harm mammalian cells, heighten the importance of research on fungi and parasites and emphasize the unique aspects of eukaryotic pathogens compared to bacteria. Fungi, which are major pathogens in AIDS and other immunosuppressed patients, and parasites, such as malaria, which devastate human populations world-wide, will be emphasized.
Prerequisites: Biology 12 and 13 and one from among Biology 40, 45, Chemistry 41. Biology 46 and Biology 42 are both recommended but not required. Dist: SCI. Sundstrom.
69. Cell Signaling
11F, 12F: 2A
This course will focus on how signals are transmitted from the cell surface into changes in cellular function. Detailed analysis of specific membrane receptors, second-messenger systems, and protein kinases will be presented as well as how these components are integrated into larger “systems” such as apoptosis, metabolic signaling, synaptic transmission, and sensory transduction. Particular emphasis will be on the biochemical analysis of the pathways and their individual components as well as how these pathways are impaired in certain disease states. The course will consist of lectures and weekly discussions of recent primary literature.
Prerequisites: Biology 12 and 13, and at least one course from the following list: Biology 40, 44, 45, Chemistry 41. Dist: SCI. Dolph.
71. Current Topics in Cell Biology
12S, 13S: 2A
This course will cover in depth one or more specific topics in cell biology such as cell division, chromosome structure and function, signal transduction, the cytoskeleton, membrane assembly, and intracellular protein targeting. Material will be presented in a manner designed to encourage student comments and to demonstrate how modern molecular, bio-chemical, immunological, and genetic techniques are employed to study problems in cell biology. Reading assignments will be taken from the current research literature.
Prerequisites: Biology 12 and 13 and one from among Biology 38, 40, 45, Chemistry 41. Dist: SCI. Smith.
74. Advanced Neurobiology
12S: 10A
A seminar course that considers recent advances in specific areas of neurobiology. Topics to be discussed will be selected among ion channels, neurotransmitters, synaptic transmission, intracellular signaling pathways, synaptic connections, neuronal plasticity, brain biochemistry, behavioral neurobiology or developmental neurobiology. Offered in alternate years.
Prerequisite: Biology 34. Dist: SCI. Vélez.
75. Genomic Circuitry
12S: 10
Many genomes, including the human genome, have been sequenced. Now, increasing attention has turned to a fundamental component of these genomes: gene circuitry, i.e. the “wiring” that links together activated genes in a genomic program. Understanding the structure of regulatory DNA sequences underlying such circuitry is a top priority in post-genomic research and requires new techniques in regulatory bioinformatics and whole-genome analysis. In this project-based course, students work on real-world problems and annotate their results in a collaborative website (wiki forum) that integrates the research efforts of both the class and the global research community. Graduate students can either participate in course projects or apply the methods covered in class to their own research problem.
Prerequisites: One of the following: Biology 31, 35, 37, 39, 43, 45 or 47. Dist: SCI. Erives.
76. Advanced Genetics
12S: 11
Methods and strategies for the analysis of gene structure, function and genetic interactions. The course will examine how the genetic manipulation of model organisms, including yeast, Drosophila, C. elegans, and mouse, is used to explore the mechanisms of fundamental biological processes such as cell division, development, and intercellular communication. Emphasis will be placed on the application of classical genetic methods, including mutant screens, recombination and complementation analysis, genetic mosaics, and the use of conditional mutations. Modern molecular-based approaches, including gene knockout, gene dosage and misexpression studies will also be included. Three hours of lecture and one hour of discussion per week.
Prerequisites: Biology 12 and 13 and one from among Biology 38, 45, 47 or permission of instructor. Dist: SCI. Berger.
78. Molecular Mysteries of Human Biology
12W, 13W: 9L
Knowledge of molecular mechanisms allows new approaches to understanding human biology and disease. This course will explore the normal and abnormal biology of several human conditions relying on biochemistry, molecular genetics, and physiology as tools of inquiry. Examples will be drawn from the histories of Mona Lisa, Michel-Eugène Chevruel, Otto Warburg, Hendrickje Stöffels. Bobby Sands, Paul Cézanne, Lance Armstrong, Pearl Buck, Auguste D and Luigi Cornaro. among others.
Prerequisites: Biology 13 and 40 (or Chemistry 41) or permission of instructor. A prior course on some aspect of mammalian physiology is recommended (e.g. Biology 2, 14, 35 or 37). Priority will be given to senior Biology majors. Dist: SCI. Witters.
95. Independent Research in Biology I
All terms: Arrange
Original and independent investigation of a biological problem with associated study of primary literature sources under the supervision of a faculty member for one academic term. Open only to Dartmouth Biology majors and minors. Projects may include laboratory or field research or modeling that will further understanding of a relevant basic or applied research problem. May be taken as one course in the major by students not enrolled in the honors program. Students electing both Biology 95 and Biology 97 may count only one among the six courses in the area of concentration. In no case may a student elect more than two courses among Biology 95, 96, and 97.
Prerequisites: at least two Biology courses above the foundation level, a 2.67 average in previous biology courses, and permission of the chair of the Undergraduate Committee and the supervising instructor. The application and research proposal must be submitted at least one month prior to the beginning of the term in which the course is to be elected.
96. Independent Research in Biology II
All terms: Arrange
A second term of original and independent investigation of a biological problem under the supervision of faculty member. Open only to Dartmouth Biology majors who have satisfied the requirements for Biology 95 and who wish to continue their independent research for a second term. Does not count for credit in the major.
Prerequisites: Satisfactory completion of Biology 95 (including research paper) and per-mission of both the chair of the Undergraduate Committee and the supervising instruc-tor(s). The application and research proposal must be submitted at least one month prior to the beginning of the term in which the course is to be elected.
97. Honors Research in Biology
All terms: Arrange
Original and independent investigation of a biological problem with associated study of primary literature sources under the supervision of a faculty member. Open only to Dartmouth Biology majors. Projects may include laboratory or field research or modeling that will further understanding of a relevant basic or applied research problem. Required of honors students as part of the major. Students taking both Biology 95 and Biology 97 may count only one term toward the elective courses for their major. In no case may a student elect more than two courses among Biology 95 and 97. Students who have completed or are taking Biology 97 may enroll and receive college credit for Biology 99 during spring term of their senior year.
Prerequisites: at least two Biology courses above the foundation level, a 3.0 average in previous Biology courses, and permission of the chair of the Undergraduate Committee and the supervising instructor, obtained at least one month prior to the beginning of the term in which the course is to be elected.
99. Senior Seminar in Biology
12S, 13S: Arrange
This course will focus on presentation techniques and critical evaluation of other students’ research and presentations. Students who have conducted Independent Research will present background information related to their research projects, develop seminars based on their own findings, and receive feedback. All students taking Biology 97 are encouraged to enroll in this course. The course does not count towards the major.
Prerequisites: Senior standing and previous or current enrollment in Biology 97.Grotz.
GRADUATE COURSES
110. Scientific Integrity and Research Ethics
12F: Tu 1:00-3:00
This course is designed to introduce scientific researchers to issues in research ethics. We will emphasize foundational principles underlying scientific integrity and their application to a range of issues including data management, animal and human subjects, collaboration, mentoring, peer review and the ethical implications of different forms of scientific research. Analysis and presentation of case studies will constitute important focal points for discussion in class meetings. Dietrich.
120. Advanced Population Ecology
12F: 10A
Described under Biology 51. Offered in alternate years. Peart.
123. Advanced Community Ecology
13W: 10A
Described under Biology 58. Offered in alternate years. McPeek.
125. The Nature and Practice of Science
13S: Arrange
This course compares and contrasts the nature and practice of science across the range of contemporary biological disciplines. Topics include: What is science? What is the structure of scientific knowledge? What are the philosophical, logical, and practical aspects of hypothesis testing? What are intellectual strategies for successful research in biology? What is the role of ethics in science? Format includes readings, exercises, and discussion. Offered in alternate years. Ayres, Dietrich.
128. Statistics and Experimental Design I
12W, 13W: 12
Described under Biology 29.
Prerequisites: Graduate standing. Cottingham.
129. Statistics and Experimental Design II
13S: 9L
Described under Biology 59. Offered in alternate years.
Prerequisites: Graduate standing and at least one elementary course in statistics. McPeek.
133. Foundations of Ecological and Evolutionary Biology
13F: Arrange
In this graduate course, students will read and discuss a series of classic and contemporary papers taken from the primary literature on various topics in ecology and evolutionary biology. Each week a series of lectures will be given and a set of 2-4 papers will be discussed covering a different major topic. The papers will be chosen to expose students to the foundations of major ideas and theories in ecology and evolution and to contemporary tests of these major theories. Bio 133 covers topics in ecosystem and community ecology, natural selection and adaptation, and research approaches in ecology and evolution. Offered in alternate (odd) years. The staff.
134. Foundations of Ecological and Evolutionary Biology II
12F: Arrange
In this graduate course, students will read and discuss a series of classic and contemporary papers taken from the primary literature on various topics in ecology and evolutionary biology. Each week a series of lectures will be given and a set of 2-4 papers will be discussed covering a different major topic. The papers will be chosen to expose students to the foundations of major ideas and theories in ecology and evolution and to contemporary tests of these major theories. Bio 134 covers topics in population biology, population genetics, speciation, and macroevolution. Offered in alternate (even) years. The staff.
138. Introduction to Polar Systems (Identical to Earth Sciences 128)
11F, 12F: Arrange
This course will examine current polar science that has relevance to critical environmental issues and policies for the high latitude regions. It will provide a foundation on topics such as ice core interpretation, declining sea ice and changes in ice sheet dynamics, alterations in the terrestrial and marine carbon cycles, and climate change impacts on polar biodiversity. The later portion of the course will focus on the development of a group interdisciplinary research project.. This is a core course in the IGERT Polar Environmental Change curriculum. Virginia.
In keeping with the interdisciplinary theme of this course, several faculty will lecture or lead discussions. Professor Virginia is responsible for organizing the course, administration and assigning final grades.
139. Computational Molecular Biology
13W: 10A
Described under Biology 39. Gross.
148. Polar Science, Policy, and Ethics
12S, 13S: Arrange
This course examines the connections between polar science and the human dimensions of rapid environmental change in the Arctic. The differing ways of understanding environmental change from the standpoints of western science and traditional knowledge information will be viewed as drivers of policy formulation. The course will emphasize team learning and the development of science communication skills as an important part of the policy research process. This is a core course in the IGERT Polar Environmental Change graduate curriculum and will include instructors from several disciplines. Open to qualified undergraduates by permission of the instructor as Environmental Studies 80. Virginia.
152. Student-organized seminar in Ecology and Evolution
11F, 12W, 12S, 12F, 13W, 13S: Arrange
Graduate students who have advanced to candidacy may organize a seminar course on topics of their choosing. The course will be conceived, organized, and led by students with faculty involvement. Course proposals should contain: (1) title; (2) one-page exposition on the intellectual motivation for the course; (3) syllabus, including reading list and example problem sets, if appropriate; (4) name(s) of faculty advisor(s); (5) names of students and postdoctoral researchers that will participate in the seminar; and if appropriate, (6) a listing of potential products of the seminar, such as joint papers or proposals. Proposals will be evaluated by a faculty committee. Students are encouraged to collaborate with faculty advisors during proposal development. The staff.
153. Aquatic Ecology
11F: 10A
Described under Biology 53. Offered in alternate years. B. Taylor
166. Molecular Basis of Cancer
12W, 13W: 10A
Described under Biology 66. Gladfelter.
169. Supervised Teaching in Biology
All terms: Arrange
This course is required for all graduate students, based on the assertion that an essential element of graduate education is the experience gained in teaching other students. Such teaching experience is of particular relevance to students interested in academic careers. Students will conduct laboratory or discussion sessions in undergraduate courses under the supervision of the course faculty. The faculty and student teaching assistant work very closely to develop lab and discussion assignments. In some cases, the students are encouraged to present lectures for which they receive detailed feedback on their teaching style. In all cases students will receive instruction on effective teaching techniques through weekly preparation sessions. Topics for discussion include how to teach the material, how to run a discussion, how to evaluate student responses, and grading. Performance will be monitored throughout the term and appropriate evaluation, coupled with detailed suggestions for improvement, will be provided. This course is not open to undergraduates. The staff.
171. Current Topics in Cell Biology
12S, 13S: 2A
Described under Biology 71. Smith.
173. Cell Signaling
11F, 12F: 2A
Described under Biology 69. Dolph.
175. Genomic Circuitry
12S: 10
Described under Biology 75. Erives.
176. Advanced Genetics
12S: 11
Described under Biology 76. Berger.
197. Graduate Research I: Level I
All terms: Arrange
An original individual experimental or theoretical investigation beyond the undergradu-ate level in one of the fields of biology. This course is open only to graduate students, prior to passing their qualifying examination; it may be elected for credit more than once. This course carries one course credit and should be elected by students conducting research and also electing two or more other graduate or undergraduate courses. The staff.
198. Graduate Research I: Level II
All terms: Arrange
An original individual experimental or theoretical investigation beyond the undergradu-ate level in one of the fields of biology. This course is open only to graduate students, prior to passing their qualifying examination; it may be elected for credit more than once. This course carries two course credits and should be elected by students electing only depart mental colloquia in addition to research. The staff.
199. Graduate Research I: Level III
All terms: Arrange
An original individual experimental or theoretical investigation beyond the undergradu-ate level in one of the fields of biology. This course is open only to graduate students, prior to passing their qualifying examination; it may be elected for credit more than once. This course carries three course credits and should be elected by students conducting research exclusively in any one term. The staff.
261-270. Graduate Research Colloquium in Biological Sciences
F, W, S: Arrange
This course is required of all students during each term of residence, except summer. An essential element of scientific training is in the critical analysis and communication of experimental research in an oral format. Evaluation will be based on quality of the work described, quality of critical analysis, and on presentation style, including effective use of audiovisual materials. All students will be required to participate in at least one Journal Club/Research in Progress series. Although minor variations in format exist among the several series, all students will make oral presentations that describe work from the current literature or their own research. Normally these series meet weekly. This course is not open to undergraduates. The staff.
Biology 261, Building a Science Career
Biology 262, Mechanisms of Evolution and Development
Biology 263, Cell Biology
Biology 265, Microbial Ecology and Environmental Biology
Biology 266, Ecology and Evolution
Biology 268, Genes and Gene Products
Biology 269, Plant Molecular Biology
Biology 270, Computational Biology
271. Research in Progress Colloquium
12S, 13S: Arrange
This course is designed to monitor participation of first year MCB graduate students in the Research in Progress Seminars. The Research in Progress Seminars are presentations by MCB students, second year and older. These Research in Progress Seminars meet five times per month for 1-1.5 hours from September through May. The course will be taken by all first year MCB students in the Spring term, and the course will monitor Research in Progress Seminar participation throughout the first year.
297. Graduate Research II: Level I
All terms: Arrange
An original individual experimental or theoretical investigation beyond the undergraduate level in one of the fields of biology. This course is open only to graduate students, subsequent to passing their qualifying examination; it may be elected for credit more than once. This course carries one course credit and should be elected by students conducting research and also electing two or more other graduate or undergraduate courses. The staff.
298. Graduate Research II: Level II
All terms: Arrange
An original individual experimental or theoretical investigation beyond the undergraduate level in one of the fields of biology. This course is open only to graduate students, sub-sequent to passing their qualifying examination; it may be elected for credit more than once. This course carries two course credits and should be elected by students electing only departmental colloquia in addition to research. The staff.
299. Graduate Research II: Level III
All terms: Arrange
An original individual experimental or theoretical investigation beyond the undergraduate level in one of the fields of biology. This course is open only to graduate students, sub-sequent to passing their qualifying examination; it may be elected for credit more than once. This course carries three course credits and should be elected by students conducting research exclusively in any one term. The staff.