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Bard College Catalogue 2009-2010
2009-2010
Biology
http://biology.bard.edu FacultyMichael Tibbetts (director), John B. Ferguson*, Philip Johns, Brooke Jude, Felicia Keesing, William T. Maple, Catherine O’Reilly
* on sabbatical, spring 2010OverviewIn order to meet the needs and interests of students within this diverse field, the biology curriculum at Bard is designed to be flexible. Students are encouraged to consult with their advisers to design a personal curriculum that covers requirements for advanced study and satisfies varied interests—addressing biological problems at different levels, such as biochemical, molecular, and ecological—and approaches (laboratory-based, field-based, computational). Students are also encouraged to explore, in depth, another scientific discipline. Gaining additional expertise in chemistry, physics, mathematics, or computer science is essential to the interdisciplinary nature of modern biological research. Bard’s laboratory facilities, field station, and relationship with The Rockefeller University allow students to undertake sophisticated Senior Projects in a wide variety of areas. Funds for summer research are available on a competitive basis.Requirements:In addition to the collegewide distribution and First-Year Seminar requirements, biology majors must complete a Senior Project of original scientific research; two semesters of 100-level courses (from among Biology 141, 142, 146, 150, 151, and 152); Biology 144, Biostatistics; Biology 201, Eukaryotic Genetics; Biology 202, Ecology and Evolution; Chemistry 141-142, Basic Principles of Chemistry; and a minimum of three additional elective courses in biology, two of which must be laboratory courses. Recent Senior Projects in Biology: - “The effects that increased temperature and rainfall have on the incidence of malaria in the United States”
- “Syntenic reconstruction of microbial genome rearrangements: A case study using Chlamydia sequenced genomes”
- “Characterization of the product of a putative mitochondrial isocitrate dehydrogenase gene (ICD1) from Tetrahymena pyriformis”
- “Investigating the role(s) of activin proteins in zebrafish development”
FacilitiesIn addition to the labs and “smart” classrooms in the Gabrielle H. Reem and Herbert J. Kayden Center for Science and Computation, biology students have access to the Bard College Field Station. Located on the Hudson River, the Field Station affords access to freshwater tidal marshes, swamps, and shallows; perennial and intermittent streams; and young and old deciduous and coniferous forests, among other habitats. It also houses a library, herbarium, and laboratories.CoursesElective courses in biology cover a variety of topics, including ecology, human physiology, botany, microbiology, cell biology, aquatic ecology, and cancer biology, among others. Upper College courses emphasize exposure to experimental techniques, examination of the primary literature, and written and oral presentation of scientific material.
Introductory Biology: Multicellular Life
Biology 100
This course begins with an introduction to ecology, from global processes to local populations in the vicinity of campus. Students then examine the diversity and phylogeny of life, emphasizing major evolutionary transitions and changes in body plans, as well as the interplay between population genetics and the expression of traits. Laboratory work follows up on topics discussed in class. Prerequisite: eligibility for Q courses.
Biology of Infectious Disease
Biology 112
Both morbidity and mortality due to infectious disease declined steadily during the 20th century in developed nations, but remain high in poorer nations. Students examine the reasons for this disparity as they study agents of bacterial, viral, protozoan, and metazoan disease. Diseases covered include anthrax, typhoid fever, cholera, botulism, tetanus, bubonic plague, Lyme disease, leprosy, tuberculosis, influenza, smallpox, rabies, yellow fever, polio, AIDS, malaria, African sleeping sickness, and schistosomiasis. Prerequisites: high school biology and chemistry; Biology 141 or the equivalent is recommended.
Biology of Noninfectious Disease
Biology 114
Conditions studied include inherited diseases such as sickle-cell anemia and cystic fibrosis; endocrine disorders; therapeutic drug addiction and toxicities; allergies; and neurological diseases such as Parkinson’s disease and Alzheimer’s; among others. Laboratory work introduces students to human physiology as it relates to disease. Prerequisites: high school biology and chemistry; Biology 141 and 142 are strongly recommended.
Sex and Gender
Biology 123
Why are there two sexes? Why do women get depressed more often than men but commit suicide less often? Why are women, on average, shorter than men? Students in this course, which is intended for nonscientists, examine the biological bases of sex and gender. They consider hypotheses that attempt to explain differences in behavior between males and females; the genetic and hormonal determinants of sex and gender; and the arguments for how and why sex evolved in the first place.
Backyard Ecology
Biology 124
This course focuses on how populations of plants, animals, and fungi function and interact with nearby natural areas, human environments, attempts at controlling natural populations, and the introduction of exotic species. In the lab, students study a seminatural local habitat, measure biodiversity, and make recommendations for ways to manage the habitat to better support local populations and meet diverse human needs.
Introduction to Insects
Biology 127
In this course, students use insects and other arthropods to explore biological topics such as how bugs are put together, how they reproduce and grow, and how they interact with their environment to find food, catch prey, avoid predators, and compete for mates. Also discussed is how the study of insects contributes to our understanding of genetics, evolution, and disease. Prerequisites: eligibility for Q courses; high school biology and chemistry.
Field Study in Natural History
Biology 130
Designed to acquaint the interested nonscience student with the plants and animals that make the Bard campus their home, including trees and shrubs in their winter condition and wildflowers in the spring. Animal tracks and bird migrations also are objects of study. Although the course includes some lab work on preserved specimens, especially during severe weather, most class meetings are field trips. Prerequisite: permission of the instructor.
Circadian Rhythms
Biology 132
Why do some flowers open at the same time each day, and how do bees consistently arrive just minutes before? Why does jet lag often feel worse the second or third day? What are possible consequences of the shift from our days being an “echo of the sun” to living in a “24/7” society? Intended for nonscientists, this course examines the timekeeping mechanisms of organisms including fungi, plants, insects, and vertebrates. A significant amount of time is also spent on human circadian biology.
Subcellular Biology
Biology 141
Beginning with the evolution and complexity of life, including prokaryotes and viruses, the course examines the commonality of life at both the biochemical and cellular levels. One primary focus is energy transfer in living systems (fermentation, respiration, and photosynthesis), followed by attention to information transfer (genetics, nucleic acid replication, transcription, and translation). The course ends with discussions of more complex topics (genetic engineering, human genetics, and immunology). Prerequisites: eligibility for Q courses; high school biology and chemistry.
Organismal Biology
Biology 142
An introduction to organismal biology and ecology, primarily for those who intend to continue in biology; also open to interested students not majoring in science. Topics include population genetics, evolution, vertebrate embryology and anatomy, and animal phylogeny, taxonomy, and ecology. Biology 142 may be taken before Biology 141, if necessary. Students majoring in biology are strongly encouraged to enroll concurrently in Chemistry 142. Prerequisite: eligibility for Q courses.
Biostatistics
Biology 144
The goal of this course is to provide a general idea of the statistical methods commonly used in biology, the methods appropriate for various types of data, and an in-depth examination of how the methods work. Topics covered include elementary probability and statistics, hypothesis testing, characteristics of frequency distributions, regression analysis, and some multivariate-based methods. Prerequisite: eligibility for Q courses.
Earth and Life through Time
Biology 146
Students examine physical processes operating on the Earth as well as ways the planet has changed since its formation. This includes longer time-scale processes like climate change and glaciation and the impacts of hazards such as volcanoes, earthquakes, and meteorites. Labs involve field trips to local sites of geologic interest. Prerequisite: eligibility for Q courses.
Evolution of Model Organism
Biology 150
An introductory course on the genetics and evolution of organisms. Students examine topics ranging from ecology and behavior to physiology and biomechanics. Prerequisite: eligibility for Q courses.
From Genes to Traits
Biology 151
An introductory look at the relationships between genetics, environment, and biochemistry. The laboratory portion of this course acquaints students with some of the methodologies and instrumentation found in a modern biology lab. Prerequisites: eligibility for Q courses; high school biology and chemistry.
Biodiversity
Biology 152
This course examines scientific issues related to biological diversity. In addition to studying characteristics of the major groups of organisms on Earth, students investigate the evolutionary causes and the ecological consequences of diversity. They examine patterns of biodiversity through time and develop an understanding of how the present loss of biodiversity compares in magnitude and rate to previous periods of extinction. Finally, students evaluate methods for preserving biodiversity based on principles of conservation biology. Prerequisites: eligibility for Q courses; high school biology.
Life in Sight: Investigations under the Microscope
Biology 160
The goal of this course is to use the microscope for making inductive observations about living things, asking questions, and generating deductive hypotheses. With class themes in functional biology as a guide, students use pre-prepared and self-prepared slides of microscopic organisms and parts of larger organisms to generate questions and hypotheses about “how things work.”
Introduction to Genomics
Biology 161
What is a genome? How do genomes differ between species and individuals within a species? How are genomes sequenced, and how is computation used to understand genomes? These questions are explored through lectures and computer programming labs. In final group projects, students develop computer programs to further explore a genomic topic of interest. Prerequisite: the equivalent of AP biology or AP calculus, or permission of instructor.
Eukaryotic Genetics
Biology 201
The course takes a modern approach to the study of genetics in which classical ideas about genotype, phenotype, and inheritance are integrated into the modern molecular and genomic understanding of the processes involved in the generation of diversity. The laboratory consists of a semester-long project involving the genetic manipulation of a model organism’s genome to address one or more topics in the course. Prerequisite: one year of college biology.
Ecology and Evolution
Biology 202
An introduction to the general principles of ecology and evolution that, with genetics, form the core of biological understanding. In addition to studying foundational ideas in both ecology and evolution, the class explores how genetic variation among individual organisms can influence ecological interactions, and how these interactions can influence fitness. Students use model building to inform a mechanistic understanding of processes. Prerequisite: successful completion of Biology 201.
Introduction to Human Physiology
Biology 204
This course focuses on the relationship between the physical and chemical functions of various organs and organ systems and overall homeostasis, with an emphasis on human physiology. Systems examined include the central and peripheral nervous systems, muscle, heart and blood vessels, blood, lungs, kidneys, digestive system, endocrine glands, and reproductive systems. Laboratory work provides practical experience in relevant topics of human physiology. Prerequisites: Biology 141 and 142 and Chemistry 141-142; Chemistry 201-202 is recommended concurrently.
Botany
Biology 206
This course consists of lectures, labs, and frequent field trips. The first part surveys the plant kingdom and focuses on anatomy, histology, and physiology, with an emphasis on form, function, and adaptation. The last third of the semester covers local flora, taxonomy, and plant ecology. Prerequisites: Biology 141 and 142 and Chemistry 141-142, or permission of the instructor.
Metabolic Disease: From Genetics to Diet
Biology 211
This course examines human metabolism through instances in which it fails to function correctly. Some diseases with direct bearing on human metabolism include leptin deficiency, severe childhood epilepsy, hyper- and hypocholesterolemia, type I and II diabetes, hypogonadism, and more complex disease states, such as Syndrome X and morbid obesity. The environmental versus genetic components of these diseases, as well as methods to regulate the metabolic system, such as diet, exercise, and medication, also are discussed. Prerequisite: Biology 201 or permission of the instructor.
Biochemistry
Biology 301
An introduction to general biochemistry, including protein structure, enzyme mechanisms and kinetics, coenzymes, thermodynamics, central metabolic pathways, biological membranes, DNA structure and replication, and ribosomal translation. Emphasis is placed on integrating knowledge of fundamental organic chemistry into a biological context. Laboratory work provides practical experience in the topics covered. Prerequisites: Biology 141 and Chemistry 201-202.
Molecular Biology
Biology 302
Through close reading of primary and secondary literatures, students examine the molecular and biochemical mechanisms that control the dynamic cellular processes involving DNA and RNA. Of particular consideration are the regulatory mechanisms controlling such processes as DNA replication, transcription, translation, and genome structure. The laboratory consists of a semester-long project in which a cellular or developmental process is probed at the molecular level. Prerequisites: Biology 201 and 202 and Chemistry 201-202.
Microbiology
Biology 303
An introduction to the biology and ecology of prokaryotes and viruses. The first portion of the course deals with prokaryotic cell biology and growth; the second with plant viruses, viroids, bacteriophages, animal viruses, and prions; and the third with the diversity of the prokaryotes, ranging from archaea through both pathogenic and nonpathogenic bacteria. Laboratory work provides practical experience in dealing with prokaryotes and bacteriophages. Prerequisites: Biology 141 and 142 and Chemistry 141-142; Chemistry 201-202 is recommended.
Cell Biology
Biology 304
This course examines the molecular and biochemical mechanisms involved in processes relating to eukaryotic cellular organization, communication, movement, reproduction, and death. These topics are considered through close reading of the primary and secondary literature. The laboratory consists of a semester-long project. Prerequisites: Biology 201 and 202 and Chemistry 201-202.
Comparative Anatomy
Biology 305
cross-listed: cognitive science
This dissection-intensive course compares the development, evolution, and function of the major anatomical features of vertebrates, from fish to mammals. Students dissect preserved sharks, amphibians, and cats. The class also compares some of the older and more recent primary literature dealing with chordate morphology. Independent work, in addition to scheduled labs, is expected; students must supply their own tools. Prerequisites: Biology 141 and 142 or equivalent; Upper College standing or permission of the instructor.
Vertebrate Zoology
Biology 306
This course surveys the natural history, evolution, and ecology of the vertebrates native to the Hudson Valley region. Lab sessions are used for identification, taxonomy, and study techniques, with as much work as possible done in the field. Prerequisites: Biology 141 and 142, Upper College status, and permission of the instructor; Biology 305 is recommended.
Aquatic Ecology
Biology 307
Freshwater ecosystems span a wide range of environments. This course explores the physical and chemical processes that structure these ecosystems and examines how these influence the abundance and diversity of plants and animals. Students subsequently look at how different human activities are affecting our freshwater resources. The course is lab- and fieldwork-intensive and involves studying several lakes, wetlands, streams, and rivers in the area. Prerequisites: Chemistry 142 and two biology courses, at least one at the 200 level.
Animal Behavior
Biology 309
cross-listed: cognitive science, eus
This course examines the evolutionary and ecological causes and consequences of animal behavior. The course relies heavily on readings in primary literature, laboratory work, and independent projects. Prerequisites: Biology 201 and 202.
Biogeochemical Cycles
Biology 312
Our planet is basically a closed system, and cycles of certain elements dictate life-determining processes. Students examine how interactions between biological processes (like primary productivity) and geological processes (like rock weathering) influence nutrient availability and long-term climate. With this understanding, students investigate how various human activities, such as agriculture and energy consumption, are affecting these cycles. Prerequisites: Chemistry 142 and two biology courses, at least one at the 200 level.
Advanced Evolution
Biology 315
Evolution is one of the primary ties that bind the discipline of biology together. This course examines the various forces of evolution, using population and quantitative genetics to address fundamental questions in biology. Patterns of evolution within and among populations, across species, and through time are explored. The class also addresses what evolution can reveal about other disciplines, such as medicine, and how modern genomic and bioinformatic techniques rely on evolutionary principles.
Tropical Ecology
Biology 316
Tropical ecosystems are among the most biodiverse, most threatened, and least studied in the world. This course examines both practical and theoretical aspects that are unique to tropical ecosystems, including the role of geology, biogeochemical cycling, evolutionary processes, and species interactions. Students design, conduct, and present a field research project, to be conducted at La Selva Biological Station in Costa Rica over spring break. Prerequisites: Moderation, Biology 202, and permission of the instructor.
Molecular Evolution
Biology 321
This lecture/lab examines the apparent evolution of nucleotide (and amino acid) sequences in biology and the extent to which species phylogeny can be reliably reconstructed from such sequences. Students learn how to retrieve sequences from computerized data banks, align them, and construct phylogenic trees by parsimony analysis. The course concludes with a project in which students perform these manipulations on sets of sequences of their own choosing. Prerequisites: Biology 201 and Biology 301.
Bioinformatics
Biology 323
This course examines different computational methods used to search for, analyze, classify, and model DNA, RNA, and protein sequences. Included are methods that examine genome sequencing, gene expression, functional genomics, and variation within populations, as well as genome-wide analysis. These methods are then related to the larger context of the human genome project and where such research may lead the field of biology. Prerequisites: Biology 141 and Computer Science 141, or permission of the instructor.
Advanced Topics in Cell Biology
Biology 403
This two-credit course meets once a week for two hours. Weeks alternate between lectures and group evaluation of papers from the primary literature relevant to the previous week’s topic. Teams of two students present the papers. Some topics focus on historical investigations central to cell biology, while others focus on current and sometimes controversial investigations. Prerequisites: Biology 201 and Chemistry 201-202.
Prokaryotic and Viral Genetics
Biology 404
This course considers biological inheritance in prokaryotes (bacteria) and their viruses (bacteriophages). Lectures alternate with student presentations. Topics include mutagenesis and repair, plasmids, conjugation, transformation, intemperate and temperate phages, transduction, transposition and nonhomologous recombination, homologous recombination, and the regulation of gene expression. Offered every other spring. Prerequisites: Biology 201, Biology 303, and Chemistry 201-202.
Diabetes Mellitus
Biology 407
Diabetes mellitus is responsible for a large fraction of the morbidity and mortality of developed nations. This seminar examines the development of scientific understanding of diabetes, from the Ebers papyrus (1536 b.c.e.) and Aretaeus the Cappadocian (200 c.e.) to papers describing the latest advances in the field. Prerequisites: extensive course work in molecular, cellular, and organismal biology; senior status; permission of the instructor.
Protein Structure and Function
Biology 409
How does an endogenous protein become an infectious agent in mad cow disease? How do antibodies trigger immune responses to such a wide range of antigens? How can eating the wrong part of a puffer fish kill you? Answering these questions requires an understanding of how a protein’s structure(s) affects its function or dysfunction. Among the topics explored are methods of solving, predicting, and visualizing protein structures; structural motifs; conformational change; and proteins’ interactions with one another, small molecules, and membranes. Prerequisite: Biology 301 (may be taken concurrently) or permission of the instructor.
Cancer Biology
Biology 411
Cancer is a genetic disease that cannot be inherited; a disease in which one’s own cells disrupt normal physiological functions; a disease for which some therapies result in the loss of the body’s ability to fight disease. This advanced course looks at the complex reasons for these paradoxes, and more, by examining a particular cancer from several perspectives: epidemiological, physiological, genetic, molecular, and cellular. Prerequisites: Moderation in biology and permission of the instructor.
Advanced Seminar in Ecology
Biology 415
This course includes a review of the conceptual bases of restoration ecology, including succession, recruitment, plant/animal interactions, and landscape scale phenomena. It also addresses particular operational problems in restoration (genetics, hydrological regimes, physical barriers, exotic species, fire, and grazing). Students also participate in a class project to design and execute a restoration plan for a location on campus.
Sexual Selection
Biology 417
This seminar examines sexual selection, mate competition, and mate choice, primarily in animals, using classic models as well as recent outgrowths of those models. Students also look at how recent advances in genomic studies have changed studies of sexual selection and sexually selected traits. Prerequisites: Biology 201 and 202; Biology 144 is encouraged.
Conflicts in Social Biology
Biology 418
The evolution of complex sociality remains one of biology’s unsolved mysteries. Theories underlying sociality are currently in flux, as some social researchers have returned focus to the ecological benefits of cooperation, while others emphasize the role of kinship.
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