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COURSES IN BIOLOGY
Undergraduate Courses
100-199 | 200-299 | 300-399
Graduate Courses
400-499 | 500-599 | 600-699 | 700-799
| Biology 114: Principles of Biology |
| Benard |
| Fall, 3 Credits |
| A basic biology course designed for the non-major. Topics include: molecules of life, cell structure, respiration and photosynthesis, molecular genetics and gene technology, heredity and human genetics, population genetics and evolution, diversity of life, and function of ecosystems. Course includes some applications of biological principles to agricultural, medical, and environmental concerns. BIOL 114 is not open to students with credit for BIOL 214. This course does not count toward the biology major. |
| Biology 116: Introduction to Human Anatomy and Physiology I |
| Benard |
| Fall, 3 Credits |
| This course is the first course in a two-semester sequence that covers most systems of the human body. BIOL 116 covers homeostasis, membrane structure and function, membrane transport, tissue types, the integumentary system, neurons and nerves, the central nervous system, the peripheral nervous system, special senses (vision, hearing and equilibrium, taste, smell), and the cardiovascular system. This course is not open to students who have completed either BIOL 216 or BIOL 340 or BIOL 346. |
| Biology 117: Introduction to Human Anatomy and Physiology II |
| Benard |
| Spring, 3 Credits |
| This course is the second course in a two-semester sequence that covers most systems of the human body. BIOL 117 covers respiratory system, endocrine system, digestive system, lymphatic system, immune system, urinary system, acid-base regulation, and reproductive systems. This course is not open to students who have completed either BIOL 216 or BIOL 340 or BIOL 346. Prereq: BIOL 116. Coreq: BIOL 114 or permission of department. |
| Biology 119: Concepts for a Molecular View of Biology I |
| Drushel |
| Spring, 3 Credits |
| Introduction to the principles of inorganic and organic chemistry essential to the study of biochemistry, molecular biology, and pharmacology. Topics include: atomic theory, the periodic table, chemical bonds, molecular geometry, ideal gas laws, equilibrium and reaction rates, acids and bases, nuclear chemistry, and nomenclature and reactions of organic compounds (including alkyl, aryl, alcohol, carbonyl, and amino compounds). Problems involving numeric computation are emphasized. This course is not open to students with credit for CHEM 105. |
| Biology 121: Concepts for a Molecular View of Biology II |
| Drushel |
| Fall, 3 Credits |
| The second semester of a two-course sequence in elementary inorganic, organic, and biochemistry. Topics include: carbohydrates, lipids, proteins, enzyme kinetics, metabolic pathways and bioenergetics, DNA and RNA, methods of molecular biology, and nutrition. Applications to human physiology and medicine emphasized. BIOL 121 is not open to students with credit for CHEM 223. Prereq: BIOL 119. |
| Biology 214: Genes and Evolution |
| Rozek (Spring); (Summer) |
| Spring, Summer, 4 Credits |
| First in a series of three courses required of the biology major. Topics include: Biological molecules with a focus on DNA and RNA; Basics of cell structure with a focus on the nucleus and chromosomes; Cell cycle, mitosis, and meiosis; Molecular genetics, viruses, and gene technology; Classical and microbial genetics; Population genetics and evolution; Diversity resulting from evolution. Prerequisite: CHEM 105. Biology majors are encouraged to take this course in the spring of their freshman year. This course is recommended to partially fulfill biology requirements of medical and dental schools. Prereq: CHEM 105. |
| Biology 215: Cells and Proteins |
| Haywood |
| Fall, 4 Credits |
| Second in a series of three courses required of the Biology major. Topics include: biological molecules (focus on proteins, carbohydrates, and lipids); cell structure (focus on plasma membrane, endomembrane system and organelles of energy metabolism); protein synthesis, targeting and trafficking; protein structure-function, including binding of antibodies to antigens, enzymes to substrates, and oxygen to hemoglobin. Transduction of neural and hormonal signals; cellular controls involved in development, cell cycle, and cancer; cellular energetics, respiration and photosynthesis. Laboratory and discussion sessions offered in alternate weeks. Prereq: CHEM 105 and CHEM 106; or CHEM 111; or BIOL 214 and 214L or consent. |
| Biology 216: Organisms and Ecosystems |
| Haynesworth |
| Spring, 4 Credits |
| Third in a series of three courses required of the Biology major. Topics include: homeostasis, including endocrine and autonomic controls; function of neurons and nervous systems; function of organ systems involved in circulation, excretion, osmoregulation, gas exchange, feeding, digestion, and temperature regulation; reproduction and development; behavior, population dynamics, community ecology, and function of ecosystems. Laboratory and discussion sessions offered in alternate weeks. Prereq: CHEM 105 and BIOL 214 or consent. |
| Biology 223: Vertebrate Biology |
| Drushel |
| Fall, 3 Credits |
| A survey of vertebrates from jawless fishes to mammals. Functional morphology, physiology, behavior and ecology as they relate to the groups' relationships with their environment. Evolution of organ systems. Two lectures and one laboratory per week. The laboratory will involve a study of the detailed anatomy of the shark and cat used as representative vertebrates. Students are expected to spend at least three hours of unscheduled laboratory each week. This course fulfills a laboratory requirement for the biology major. Recommended preparation: BIOL 214. You must choose a lab section, A (Tuesday) or B (Thursday). |
| Biology 225: Evolution |
| Staff |
| Fall, 3 Credits |
| Multidisciplinary study of the course and processes of organic evolution provides a broad understanding of the evolution of structural and functional diversity, the relationships among organisms and their environments, and the phylogenetic relationships among major groups of organisms. Topics include the genetic basis of micro- and macro-evolutionary change, the concept of adaptation, natural selection, population dynamics, theories of species formation, principles of phylogenetic inference, biogeography, evolutionary rates, evolutionary convergence, homology, Darwinian medicine, and conceptual and philosophic issues in evolutionary theory. Offered as ANTH 225, BIOL 225, GEOL 225, HSTY 225, and PHIL 225. |
| Biology 250: Introduction to Cellular and Molecular Biological Systems |
| Haywood |
| Spring, 3 Credits |
| This course will emphasize an understanding of living organisms at the cellular level from a molecular view point. Topics to be covered will include: unity and diversity of living things, evolutionary relatedness, cells, tissues and organelles, life as a biochemical process, molecular building blocks of life, gene structure and function, uses of model organisms and molecular experimental methods. The topics to be covered are relevant to current practices in biotechnology, medicine and agriculture and these connections will be highlighted. This course is not open to students who have received credit for BIOL 214 and/or BIOL 215. |
| Biology 251: Introduction to Organismal and Population Systems |
| Koonce |
| Fall, 3 Credits |
| This course will emphasize an understanding of the regulation of the structure and function of organismal and population systems. Adopting an evolutionary perspective, the course will provide students with a comparative analysis of plant and animal solutions to the problem of multicellularity. Detailed exploration of animals will focus on the development of tissue and organ systems and their coordination at an organismal level. This systems approach will then be extended to regulation of ecosystems and abundance of organisms in populations. |
| Biology 300: Dynamics of Biological Systems |
| Chiel |
| Spring, 3 Credits |
| This course will introduce students to dynamic biological phenomena, from the molecular to the population level, and models of these dynamical phenomena. It will describe a biological system, discuss how to model its dynamics, and experimentally evaluate the resulting models. Topics will include molecular dynamics of biological molecules, kinetics of cell metabolism and the cell cycle, biophysics of excitability, scaling laws for biological systems, biomechanics, and population dynamics. Mathematical tools for the analysis of dynamic biological processes will also be presented. Students will manipulate and analyze simulations of biological processes, and learn to formulate and analyze their own models. Cross-listed as EBME 300. |
| Biology 301: Biotechnology Laboratory: Genes and Genetic Engineering |
| Kumerle |
| Fall, 3 Credits |
| Laboratory training in recombinant DNA techniques. Basic microbiology, growth, and manipulation of bacteriophage, bacteria and yeast. Students isolate and characterize DNA, construct recombinant DNA molecules, and reintroduce them into eukaryotic cells (yeast, plant, animal) to assess their viability and function. Two laboratories per week. Offered as BIOL 301 and BIOL 401. Prereq: BIOL 215. |
| Biology 302: Human Learning and the Brain |
| Zull |
| Spring, 3 Credits |
| This course focuses on the question, "How does the human brain learn?" Through assigned readings, extensive class discussions, and a major paper, each student will explore personal perspectives on learning. Specific topics include, but are not limited to: the brain's cycle of learning; neocortex structure and function; emotion and limbic brain; synapse dynamics and changes in learning; images in cognition; symbolic brain (language, mathematics, music); memory formation; and creative thought and brain mechanisms. The major paper will be added to each student's SAGES writing portfolio. In addition, near the end of the semester, each student will make an oral presentation on a chosen topic. Prereq: BIOL 114 or BIOL 214 or PSCL 101. |
| Biology 305: Herpetology |
| Staff |
| Spring, 4 Credits |
| Reptiles (crocodilians, turtles, lizards, snakes) and amphibians (frogs, salamanders) have developed unique mechanisms for dealing with their environment. Yet their structure, function, and behavior are governed by their ancestry and by certain principles which apply to all living organisms. This course will cover many aspects of amphibian and reptile biology, including anatomy, evolution, geographical distribution, physiological adaptations to their environment, reproductive strategies, moisture-, temperature-, and food-relations, sensory mechanisms, predator-prey relationships, communication (vocal, chemical, behavioral), population biology, chemistry and physiological actions of venoms, and pathophysiology and treatment of snakebite. Laboratory Sessions will be devoted to learning species identification by means of dichotomous keys, discussion of the natural history of Ohio’s amphibians and reptiles, survey techniques for determining population size and structure, and observations of the behavior of live reptiles and amphibians. Several daytime (Saturday or Sunday) field trips are held as the weather warms, one nighttime field trip is held in late March to observe salamander migrations, and there is a one-day field trip to either the Columbus Zoo or the Toledo Zoo Reptile House. |
| Biology 306: Dynamics of Biological Systems II: Tools for Mathematical Biology |
| Snyder |
| Fall, 3 Credits |
| Building on the material in Biology 300, this course focuses on the mathematical tools used to construct and analyze biological models, with examples drawn largely from ecology but also from epidemiology, developmental biology, and other areas. Analytic "paper and pencil" techniques are emphasized, but we will also use computers to help develop intuition. By the end of the course, students should be able to recognize basic building blocks in biological models, be able to perform simple analysis, and be more fluent in translating between verbal and mathematical descriptions. Prereq: BIOL 300 or consent. |
| Biology 307: Evolutionary Biology of the Invertebrates |
| McCall |
| Spring of alternate years, 3 Credits |
| Human beings and other vertebrates comprise a very small part of the animal life on earth. Most of the over one million species of animals that exist today are invertebrates. In this course we will examine the results of over three billion years of evolution of invertebrate life on earth. How did life originate? Did it first flourish in oceans, lakes, steaming bogs, or glacial ice? Was it an accident or was it inevitable? What happened in the 2 billion years preceding the appearance of multicellular organisms? What was life like a billion years ago? A million? Who’s who among the bizarrely-shaped protozoa? Why are the sponges, clams, and starfish shaped the way they are? How do reef corals that are mostly rock compete with one another? Which are the biggest, the fiercest, the most abundant invertebrate species? And what drives the episodic and wholesale extinction and diversification of animal life that is apparent in the fossil record of life left in sedimentary rock? From stellar evolution to the fossil record to the anatomical detail of arthropod limbs and back again, we will sketch with a few broad and a few fine strokes the evolutionary biology of the invertebrates. |
| Biology 308: Molecular Biology: Genes & Genetic Engineering |
| Samols |
| Spring, 4 Credits |
| An examination of the flow of genetic information from DNA to RNA to protein. Topics include: nucleic acid structure; mechanisms and control of DNA, RNA, and protein biosynthesis; recombinant DNA; and mRNA processing and modification. Where possible, eukaryotic and prokaryotic systems are compared. Special topics include yeast as a model organism, molecular biology of cancer, and molecular biology of development. Current literature is discussed briefly as an introduction to techniques of genetic engineering. Prereq: BIOL 215 or BIOC 307. |
| Biology 312: Environmental Sculpture |
| Neff |
| Spring, 3 Credits |
| This course explores sculptural/architectural possibilities within three environmental realms: the natural, urban, and social/communal. The definition and application of "Sculpture" and "Architecture" may vary dramatically from project to project, where the boundary between sculpture and architecture may be blurred. Throughout, an emphasis on ecological awareness will be maintained, as it relates to environmental impact of structures in the landscape, as well as the materials and pathway of construction. |
| Biology 315: Quantitative Biology Laboratory |
| Locci |
| Spring, 3 Credits |
| Application of personal computers to biological research. Emphasis on the use of structured programming and flow charting. Use of statistical techniques, analysis of experimental design, modeling strategies. The use of diverse software packages such as spread sheets, word processing, statistical packages. Continuous interaction with the WWW. Weekly lectures and problem sets posted in the WWW home page. One lecture and one lab per week. |
| Biology 316: Fundamental Immunology |
| Nedrud, Levine |
| Fall, 3 Credits |
| Introductory immunology providing an overview of the immune system, including activation, effector mechanisms, and regulation. Topics include antigen-antibody reactions, immunologically important cell surface receptors, cell-cell interactions, cell-mediated immunity and basic molecular biology of B and T lymphocytes. Lectures emphasize experimental findings leading to the concepts of modern immunology. |
| Biology 318/418: Introductory entomology |
| Willis |
| Fall, 4 Credits |
| The goal of this course is to discover that, for the most part, insects are not aliens from another planet. Class meetings will alternate; with some structured as lectures, while others are laboratory exercises. Sometimes we will meet at the Cleveland Museum of Natural History, or in the field to collect and observe insects. The 50 minute discussion meeting once a week will serve to address questions from both lectures and lab exercises. The students will be required to make a small but comprehensive insect collection. Early in the semester we will focus on collecting the insects, and later, when insects are gone for the winter, we will work to identify the specimens collected earlier. Students will be graded based on exams, class participation and their insect collections. Offered as BIOL 318 and BIOL 418. Prereq: BIOL 214, and BIOL 215, and BIOL 216. Must be taken with lab. |
| Biology 324: Introduction to Stem Cell Biology |
| Claudia Mizutani |
| Fall, 3 Credits |
| This discussion-based course will introduce students to the exciting field of stem cell research. Students will first analyze basic concepts of stem cell biology, including stem cell niche, cell quiescence, asymmetric cell division, cell proliferation and differentiation, and signaling pathways involved in these processes. This first part of the course will focus on invertebrate genetic models for the study of stem cells. In the second part of the course, students will search for primary research papers on vertebrate and human stem cells, and application of stem cell research in regenerative medicine and cancer. Finally, students will have the opportunity to discuss about ethical controversies in the field. Students will rotate in weekly presentations, and will write two papers during the semester. Students will improve skills on searching and reading primary research papers, gain presentation skills, and further their knowledge in related subjects in the fields of cell biology, genetics and developmental biology. This course may be used as a cell/molecular subject area elective for the B.A. and B.S. Biology degrees.
Offered as BIOL 324 and BIOL 424.
Prereq: BIOL 325, or BIOL 326, or BIOL 362 |
| Biology 325: Cell Biology |
| Kuemerle |
| Fall, 3 Credits |
| This course will emphasize an understanding of the structure and function of eukaryotic cells from a molecular viewpoint. We will explore cell activities by answering the questions what do cells do and how do they do it. The answers to these questions will be developed using experimental evidence from the literature and explanations from the text. An important part of this course will be appreciation of the experimental evidence which supports our current understanding of cell function. To achieve this aim, students will read papers from the primary literature to supplement the text. Topics will include cell structure, protein structure and function, internal organization of the eukaryotic cell, membrane structure and function, protein sorting, organelle biogenesis, and cytoskeleton structure and function. The course will also cover the life cycles of cells, their interactions and finally use the immune response as a model of cell behavior. Prereq: BIOL 214 and BIOL 215 or consent of department. |
| Biology 326: Genetics |
| Rozek |
| Fall, 3 Credits |
| Transmission genetics, nature of mutation, microbial genetics, somatic cell genetics, recombinant DNA techniques and their application to genetics, human genome mapping, plant breeding, transgenic plants and animals, uniparental inheritance, evolution, and quantitative genetics. Prereq: BIOL 214. |
| Biology 328: Plant Genomics and Proteomics |
| Cullis |
| Spring, 3 Credits |
| The development of molecular tools has impacted agriculture as much as human health. The application of new techniques to improve food crops, including the development of genetically modified crops, has also become controversial. This course covers the nature of the plant genome and the role of sequenced-based methods in the identification of the genes. The application of the whole suite of modern molecular tools to understand plant growth and development, with specific examples related agronomically important responses to biotic and abiotic stresses, is included. The impact of the enormous amounts of data generated by these methods and their storage and analysis (bioinformatics) is also considered. Finally, the impact on both the developed and developing world of the generation and release of genetically modified food crops will be covered. Prereq: BIOL 326 or equivalent. |
| Biology 334: Structural Biology |
| Carey |
| Fall, 3 Credits |
| Introduces basic chemical properties of proteins and discusses the physical forces that determine protein structure. Topics include: the elucidation of protein structure by NMR and by X-ray crystallographic methods; the acquisition of protein structures from data bases; and simple modeling experiments based on protein structures. Prereq: BIOC 307 or BIOL 215. |
| Biology 336: Aquatic Biology |
| Bader |
| Fall, 3 Credits |
| Physical, chemical, and biological dynamics of lake ecosystems, particularly large lake systems such as the Great Lakes. Factors governing the distribution, abundance, and diversity of freshwater organisms. Prereq: BIOL 216 |
| Biology 338: Ichthyology |
| Oldfield |
| Spring, 3 Credits |
| Biology of fishes. Students will first develop fundamental understanding of the evolutionary history and systematics of fishes to provide a context within which they can address diverse aspects of biology including anatomy, physiology (e.g., in species that change sex; osmoregulation in freshwater vs. saltwater), and behavior (e.g, visual, auditory, chemical, electric communication; social structures). Finally, we will use this knowledge to explore the biodiversity of fishes around the world, with emphasis on Ohio species, by examining preserved specimens, observing captive living specimens, and observing, capturing, and identifying wild fishes in their natural habitats. Course will conclude with an analysis of the current global fisheries crisis that has resulted from human activities. Fishes will be used to address broad topics in ecology and evolutionary biology that transcend the pure study of ichthyology. Some classes meet at the Cleveland Museum of Natural History. Prereq: BIOL 216. |
| Biology 339: Aquatic Biology Laboratory |
| Bader |
| Fall, 2 Credits |
| The physical, chemical, and biological limnology of freshwater ecosystems will be investigated. Emphasis will be on identification of the organisms inhabiting these systems and their ecological interactions with each other. This course will combine both field and laboratory analysis to characterize and compare the major components of these ponds. Students will have the opportunity to design and conduct individual projects. Prereq or Coreq: BIOL 336. |
| Biology 340: Human Physiology |
| Oldfield |
| Spring, 3 Credits |
| This course will provide functional correlates to the students' previous knowledge of human anatomy. Building upon the basic principles covered in BIOL 216 and 346, the physiology of organs and organ systems of humans, including the musculoskeletal, nervous, cardiovascular, lymphatic, immune, respiratory, digestive, excretory, reproductive, and endocrine systems, will be studied at an advanced level. The contribution of each system to homeostasis will be emphasized. Prereq: BIOL 216 or BIOL 220, and BIOL 346. |
| Biology 342: Parasitology |
| Jolly |
| Spring, 3 Credits |
| This course will introduce students to classical and current parasitology. Students will discuss basic principles of parasitology, parasite life cycles, host-parasite interaction, therapeutic and control programs, epidemiology, and ecological and societal considerations. The course will explore diverse classes of parasitic organisms with emphasis on protozoan and helminthic diseases and the parasites' molecular biology. Group discussion and selected reading will facilitate further integrative learning and appreciation for parasite biology. This course counts as an elective in the cell/molecular biology subject area for the Biology BA and BS degrees.
Offered as BIOL 342 and BIOL 442. |
| Biology 343: Microbiology |
| Staff |
| Spring, 3 Credits |
| An introduction to the physiology, genetics, biochemistry, and diversity of microorganisms. The subject will be approached as both a basic biological science that studies the molecular and biochemical processes of cells and viruses, and as an applied science that examines the involvement of microorganisms in human disease and in the workings of ecosystems, plant symbioses, and industrial processes. Topics will include the structure and anatomy of cells and viruses, microbial growth and diversity, the genetic basis of growth and development, bioenergetics, the immune system, pathogens that cause disease in animals and plants, clinical microbiology, biotechnological applications of microbes, and microorganisms that interact with the environment. Prereq: BIOL 215 or consent of instructor. |
| Biology 344: Microbiology Laboratory |
| Bader |
| Spring, 2 Credits |
| Practical microbiology, with an emphasis on bacteria as encountered in a variety of situations. Sterile techniques, principles of identification, staining and microscopy, growth and nutritional characteristics, genetics, enumeration methods, epidemiology, immunological techniques (including ELISA and T cell identification), antibiotics and antibiotic resistance, chemical diagnostic tests, sampling the human environment, and commercial applications. One lab per week. Prereq or Coreq: BIOL 343. |
| Biology 345: Mammal Diversity and Evolution |
| Croft |
| Fall, 3 Credits |
| This course focuses on the morphologic and taxonomic diversity of
mammals in phylogenetic and ecologic contexts. By the end of the
course, students will be able to: (1) describe the key anatomical
features of mammals; (2) identify the main anatomical characteristics
of all orders and most families of living mammals and their functional
importance; (3) perform a basic phylogenetic analysis using
morphological data; (4) appreciate major modern and historical
patterns in mammal diversity and biogeography. Two lectures and one
lab each week; most labs take place at the Cleveland Museum of Natural
History. This course satisfies a laboratory requirement for the
Biology major. Prerequisite: BIOL 214. |
| Biology 346: Human Anatomy |
| Oldfield |
| Fall, 3 Credits |
| Gross anatomy of the human body. Lectures are devoted to a study of the various tissues, organs, and organ systems of the body, including the musculoskeletal system, nervous system, cardiovascular system, respiratory system, lymphatic system, immune system, digestive system, excretory system, reproductive system, and endocrine system. In addition, the anatomical organization and basic biomechanics of most of the muscles of the body will be studied. Three lectures per week. Prerequisite: BIOL 214. |
| Biology 348: Human Anatomy and Physiology |
| Wright |
| Fall, 4-5 Credits |
| The anatomy and physiology of the human body. Enrollment is restricted to students majoring in nursing or nutrition. Four lectures and one laboratory per week. |
| Biology 351: Principles of Ecology |
| Staff |
| Fall, 3 Credits |
| This lecture course explores spatial and temporal relationships involving organisms and the environment at individual, population, and community levels. An underlying theme of the course will be neo-Darwinian evolution through natural selection with an emphasis on organismal adaptations to abiotic and biotic environments. Studies and models will illustrate ecological principles, and there will be some emphasis on the applicability of these principles to ecosystem conservation. Students taking the graduate level course will prepare a grant proposal in which hypotheses will be based on some aspect of ecological theory. Recommended preparation: BIOL 216. Offered as BIOL 351 and BIOL 451. |
| Biology 351L: Principles of Ecology Laboratory |
| Staff |
| Fall, 2 Credits |
| Students in this laboratory course will conduct a variety of ecological investigations that are designed to examine relationships involving organisms and the environment at individual, population, and community levels. Descriptive and hypothesis-driven investigations will take place at Case Western Reserve University's Squire Valleevue Farm, in both field and greenhouse settings. The course is designed to explore as well as test a variety of ecological paradigms. Students taking the graduate level course will prepare a grant proposal in which hypotheses will be based on a select number of lab investigations. This course satisfies a laboratory requirement for biology majors. Recommended preparation or concurrent enrollment in BIOL 351 or BIOL 451. Offered as BIOL 351L and BIOL 451L. |
| Biology 352: Introduction to Ecology and Field Biology |
| Bader |
| Summer, 3 Credits |
| This course will be an introduction to the methods used to study the interactions that determine the abundance and distribution of organisms. There will be a heavy emphasis on experimentation and data collection in the field as we investigate a diversity of terrestrial and aquatic habitats on the Squire Valleevue Farm property. Students will have the opportunity to practice important ecological sampling techniques as they study the relationships between individuals, populations, and communities and the environments they live in. |
Biology 345/445; ANAT 445:
Mammal Diversity and Evolution |
| Croft |
| Fall, 3 Credits -
Mon 2:00-3:30 PM A.W. Smith 29
Wed 1:00-4:00 PM Cleveland Museum of Natural History - Limit: 10 students
|
This course focuses on the morphologic and taxonomic diversity of mammals in a phylogenetic context. By the end of the course, students will be able to (1) describe the key morphological and physiological features of mammals; (2) identify the main anatomical characteristics of all orders and most families of extant, non-volant mammals; (3) perform a basic phylogenetic analysis using morphological and molecular data; (4) appreciate major historical patterns in mammal diversity and biogeography. One lecture and one lab each week; most labs will be specimen-based and will take place at the Cleveland Museum of Natural History. One weekend field trip to Cleveland Metroparks Zoo. This course satisfies a laboratory requirement for the biology major. Prereq: BIOL 214. |
| Biology 357: Backyard Behavior |
| Ritzmann |
| A Capstone Course in Biology |
Interesting animal behavior is all around us. We interact with animals in our homes, in forests and wilderness areas and even in our own backyards. As pet dogs or cats interact with wild squirrels and birds they provide insights regarding predation, neuromechanics and mating behaviors just to list a few concepts. By focusing upon these readily available behaviors this capstone course will provide several benefits. First of all, it will allow senior biology students who have an interest in animal behavior and the underlying neural concepts to use the skills and concepts that they learned about in their undergraduate courses to investigate these interesting behaviors in greater depth. Second, it will provide them with experience in communicating their findings to other students and members of the general community. Finally, it will increase these students' awareness about the fascinating world of behavior in which they exist. I would hope that having used their undergraduate skills to investigate animal behavior in this capstone experience, the students who participate will view animals in an exciting new light. In this way, the capstone experience may well provide a transformational experience that will impact each student for the rest of their life. Hopefully, a walk along a beach or through the woods will be much more exciting and insightful.
|
| Biology 358: Animal Behavior |
| Willis |
| Fall, 4 Credits |
Ultimately the success or failure (i.e., life or death) of any individual animal is determined by its behavior. The ability to locate and capture food, avoid being food, acquiring and defending territory, and successfully passing your genes to the next generation, are all dependent on complex interactions between an animal's design, environment and behavior. This course will be an integrative approach emphasizing experimental studies of animal behavior. You will be introduced to state-of-the-art approaches to the study of animal behavior, including neural and hormonal mechanisms, genetic and developmental mechanisms and ecological and evolutionary approaches. We will learn to critique examples of current scientific papers, and learn how to conduct observations and experiments with real animals. We will feature guest appearances by the Curator of Research from the Cleveland MetroPark Zoo, visits to working animal behavior research labs here at CWRU. Group discussions and writing will be emphasized. Prereq: BIOL 114 for non-majors, BIOL 214 for majors.
|
| Biology 359/459: Genetics of Behavior |
| Rui Sousa-Neves (Fall)
Tue Thur 10:00-11:15 AM Millis 328
Limit: 16 students |
| Fall, 3 Credits |
In this course, students will discuss scientific papers on Drosophila behavior. Emphasis will be given to studies that employ the powerful genetic tools available in Drosophila to the study of behavior. The topics covered will include: innate behaviors (e.g. sexual behavior); learning and memory; sensory information processing; anatomy of the Drosophila adult brain; genetic screenings for behavioral mutants; genetic tools to interfere with behavioral response. Students will be required to write and develop an objective project that combines genetics with behavioral
tests. Students will be graded in presentations as well as a final grantproposal. Lab component will consist of experimentation in flies using genetics and behavioral analyses, to be carried out in the last 6 weeks of the course. Counts as a Biology laboratory course for the B.A. and B.S.
Biology degrees. Prereq: BIOL 216 or BIOL 251. |
| Biology 362: Principles of Developmental Biology |
| TBA (Fall); Haynesworth (Summer) |
| Summer, Fall, 3 Credits |
| The descriptive and experimental aspects of animal development. Gametogenesis, fertilization, cleavage, morphogenesis, induction, differentiation, organogenesis, growth, and regeneration. Prereq: BIOL 216. |
| Biology 363: Experimental Developmental Biology |
| Claudia Mizutani |
| Spring, 3 Credits |
| Laboratory will teach concepts and techniques in developmental biology. Emphasis will be on the mechanisms that pattern the embryo during development and how these mechanisms are explored using molecular, cellular, and genetic approaches. Term research paper required. Students taking the graduate level course will prepare a grant proposal. One laboratory per week. Limit: 10 students. Prereq: BIOL 216, BIOL 362, and consent of department. |
| Biology 364/464: Advanced evoluntionary biology |
| Michael Benard |
| Fall, 3 Credits -Tue Thur 10:00-11:15 A.M. Nord 213 |
The process of evolution explains not only how the present diversity of life on earth has formed, but also provides insights into current pressing issues today, including the spread of antibiotic resistance, the causes of geographic variation in genetic diseases, and explanations for modern patterns of extinction risk. Students in Advanced Evolutionary Biology will be introduced to several of the major research approaches of evolutionary biology, including methods of measuring natural selection on the phenotypic and genotypic levels, quantifying the rate of evolution, reconstructing evolutionary relationships, and assessing the factors that affect rates of speciation and extinction. The course will consist of a combination of interactive lectures, in-class problem solving and data analysis, and the discussion of peer-reviewed scientific papers. Student grades are based on homework assignments, contributions in class, and exams.
Prereq: BIOL 214 and BIOL 216, or BIOL 251. |
| Biology 365: Evo-Devo: Evolution of Body Plans |
| Atit |
| Spring, 3 Credits |
| This discussion-based course offers a detailed introduction to Evolutionary Developmental Biology. The field seeks to explain evolutionary events through the mechanisms of Developmental Biology and Genetics. The course is structured into different modules. First we will look at the developmental genetic mechanisms that can cause variation. Then we focus on how alterations of these mechanisms can generate novel structural changes. We will then examine a few areas of active debate, where Evo-Devo is attempting to solve major problems in evolutionary biology. We will conclude by drafting critiques of Intelligent Design. Students will be required to present, read, and discuss primary literature in each module. Prereq: BIOL 216 or BIOL 251 or permission. |
| Biology 366: Genes, Embryos, and Fossils |
| Atit |
| Fall, 3 Credits |
| This multidisciplinary seminar course is designed to help students understand fundamental concepts of development and evolution of biological systems. Because scientists communicate their ideas through journal articles, seminars, and in grant proposals, the course will focus upon reading and synthesizing primary literature. In this discussion-based course, students will also learn to effectively present and write on three topics that are at the exciting intersection of genetics, developmental biology, and evolution. Finally, students will be provided with the technical and intellectual skills which are needed to write a grant proposal and a literature review. Approved SAGES Department Seminar. Prereq: BIOL 362 or 365 or 326 or 225. |
| Biology 368: Topics in Mammalian Evolution |
| Princehouse, Croft |
| Fall, 3 Credits |
| The focus for this course on a special topic of interest in evolutionary biology will vary from one offering to the next. Examples of possible topics include theories of speciation, the evolution of language, the evolution of sex, evolution and biodiversity, molecular evolution. Cross-listed as BIOL 368, GEOL 367, and PHIL 367. Prereq: ANTH/BIOL/PHIL 225 and consent. |
| Biology 373: Introduction to Neurobiology |
| Chiel |
| Fall, 3 Credits |
| How nervous systems control behavior. Biophysical and biochemical properties of nerve cells, their organization into circuitry, and their function within networks. Emphasis on quantitative methods for modeling neurons and networks in order to understand their computational properties. Specific systems in which these methods have been applied. Prereq: BIOL 216. |
| Biology 374: Neurobiology of Behavior |
| Ritzmann |
| Fall, 3 Credits |
| In this course students will be shown how a neurobiologist interested in animal behavior studies the linkage between neural circuitry and complex behavior. Several exercises will be used in this endeavor. In addition to traditional lectures providing background on neural systems selected for the insight that they provide to behavioral principles, we will spend approximately half of the formal class periods in reading contemporary papers and discussing their methods and conclusions. Various vertebrate and invertebrate systems will be considered. In addition, several class periods will be spent observing animal behavior in order to get an appreciation of the fantastic things animals do. Finally, students will be asked to interact with one contemporary neuroethologist off campus. Each student will pick a scientist from a list of individuals that have agreed to participate in this exercise. Then, by reading the scientists' paper and interacting with them via e-mail, the students will familiarize themselves with the interests and motivations that have driven the scientists' work. At the end of the semester each student will write a biography of the scientist and present part of the scientist's published data s a brief talk. Prereq: BIOL 216. |
| Biology 375: Autonomous Robots |
| Beer, Chiel |
| Fall, 3 Credits |
How do the nervous systems of animals generate complex and adaptive behavior? Can we use what we know about biological nervous systems to build robots that are as versatile and robust as animals? This seminar will attempt to address both of these questions by discussing recent research on modeling neural circuits and brain systems for the control of behavior, as well as by discussing recent efforts to construct biologically-inspired artificial neural networks for the control of robots. This is currently an extremely exciting area of interdisciplinary research.
Why would a roboticist be interested in animal behavior and biological nervous systems? Animals have the ability to deal with complex and changing environments, a flexibility that is still lacking in current robots. Why would a neuroscientist or biologist be interested in robotics? Constructing a physical model of a neural controller and the body it controls can serve as an extremely effective way to test a neurobiological theory. Thus, both disciplines can benefit from closer interactions.
The course will consist of discussions of recent papers describing research on the neural control of animal behavior and on biologically-inspired robots. In addition, based on these readings, students will have the opportunity to design, construct, and control their own small autonomous robot. We are not requiring any specific prerequisites for the course because we plan to have students work in interdisciplinary groups so that students can pool their expertise in (for example) computer programming, mechanical engineering, animal behavior, and neurobiology. |
| Biology 376: Neurobiology Laboratory |
| Wood |
| Fall, 3 Credits |
| Introduction to the basic laboratory techniques of neurobiology. Intracellular and extracellular recording techniques, forms of synaptic plasticity, patch clamping, immunohistochemistry and confocal microscopy. During the latter weeks of the course students will be given the opportunity to conduct an independent project. One laboratory and one discussion session per week. Prereq: BIOL 216. |
| Biology 377: Biorobotics Team Research |
| Ritzmann |
| Spring, 3 Credits |
| Many exciting research opportunities cross disciplinary lines. To participate in such projects, researchers must operate in multi-disciplinary teams. The Biorobotics Team Research course offers a unique capstone opportunity for undergraduate students to utilize skills they developed during their undergraduate experience while acquiring new teaming skills. A group of eight students form a research team under the direction of two faculty leaders. Team members are chosen from appropriate majors through interviews with the faculty. They will research a biological mechanism or principle and develop a robotic device that captures the actions of that mechanism. Although each student will cooperate on the team, they each have a specific role, and must develop a final paper that describes the research generated on their aspect of the project. Students meet for one class period per week and two 2-hour lab periods. Initially students brainstorm ideas and identify the project to be pursued. They then acquire biological data and generate robotic designs. Both are further developed during team meetings and reports. Final oral reports and a demonstration of the robotic device occur in week 15. Approved SAGES capstone. |
| Biology 378: Computational Neuroscience |
| Thomas |
| Spring, 3 Credits |
BIOLOGY 378: COMPUTATIONAL NEUROSCIENCE
Thomas
Spring, 3 Credits
Computer simulations and mathematical analysis of neurons and neural circuits, and the computational properties of nervous systems. Students are taught a range of models for neurons and neural circuits, and are asked to implement and explore the computational and dynamic properties of these models. The course introduces students to dynamical systems theory for the analysis of neurons and neural circuits, as well as a cable theory, passive and active compartmental modeling, numerical integration methods, models of plasticity and learning, models of brain systems, and their relationship to artificial and neural networks. Term project required. Students enrolled in MATH 478 will make arrangements with the instructor to attend additional lectures and complete additional assignments addressing mathematical topics related to the course.
Prereq: (MATH 223 and MATH 224) or (BIOL 300 and BIOL 306), or consent of department. Cross-listed as COGS 378, MATH 378.
|
| Biology 379: Neuroscience of Communication Disorders |
| Ciccia |
| Fall, 3 Credits |
| The course focus is neuroanatomy and neurophysiology related to motor control and cognition, particularly aspects of cognition involved in language functions. Topics to be addressed include: principles of neurophysiology and neurochemistry; functional neuroanatomy of the central and peripheral nervous systems; neurological and neuropsychological assessment of communication; neurodiagnostic methods. In part, the course material will be presented in a problem-based learning format. That is, normal aspects of human neuroscience will be discussed in the context of neurological disorders affecting communication. Prereq: Permission of department. |
| Biology 382: Drugs, Brain, and Behavior |
| Wood |
| Spring, 3 Credits |
| This course is concerned with the mechanisms underlying neurochemical signaling and the impact of drugs on those mechanisms. The first half of hte course emphasiaes the fundamental mechanisms underlying intra- and extracellular communication of neurons and the basic principles of how drugs interact with the nervous system. The second half of the course emphasizes understanding the neural substrates of disorders of hte nervous system, and the mecahnisms underlying the therapeutic effects of drugs at the cellular and behavior levels. This course will consist of lectures designed to give the student necessary background for understanding these basic principles, and class discussion. The class discussion will include viewing video examples of behavioral effects of disorders of the nervous system, and analysis of research papers. The goal of the class discussions is to enhance the critical thinking skills of the student and expose students to contemporary research techniques. Prereq: BIOL 215 and BIOL 216 or permission of department. |
| Biology 384: Read/Write Like an Ecologist |
| Snyder |
| Spring, 3 Credits |
| Students usually learn from textbooks, but scientists communicate with each other through journal articles. The purpose of this class is to help you learn to read and write like an ecologist. We will spend our time reading and discussing journal articles about three or four issues in ecology, including papers from both empirical and theoretical perspectives. In addition to the science, we'll talk about strategies for how to keep reading when you encounter something you don't understand and what makes a paper well or poorly written. At the end of each section, you will synthesize your ideas into a review article. Your initial paper will be submitted to me as hypothetical journal editor. I will send your paper out for review to two fellow classmates, and I'll send their comments back to you along with brief comments of my own. As all scientists know, it is virtually unheard of for a journal to accept a paper for publication without revisions. After this peer review, you will revise your papers and resubmit them to me. Your grade will be based on your participation in class discussions, your papers (both drafts) and your work as a reviewer for other students. Approved SAGES departmental seminar. Prereq: BIOL 216. |
| Biology 387: Seminar in Population Biology |
| Koonce, Willis |
| 1-3 Credits |
| Discussion of major themes in population biology, evolution, and ecology, based on critiquing scientific papers. One discussion per week. |
| Biology 385: Seminar on Current Research on Biological Processes in Learning and Cognition |
| Zull |
| 3 Credits - Spring 2008 |
| |
| Biology 388: Undergraduate Research |
| As Arranged |
| Spring, Fall, 1-3 Credits |
| Guided laboratory research under the sponsorship of a biology faculty member. May be carried out within the Biology Department or in associated departments. May be taken only one semester during the student's academic career. Appropriate forms must be secured in the Biology Department office. A written report must be approved by the Biology Sponsor and submitted to the chair of the Biology Department before credit is granted. For more information, see the page on Independent Research. |
| Biology 388S: Undergraduate Research—SAGES Capstone |
| As Arranged |
| Spring, Fall, 1-3 Credits |
| Guided laboratory research under the sponsorship of a biology faculty member. May be carried out within the biology department or in associated departments. May be taken only one semester during the student's academic career. Appropriate forms must be secured in the biology department office. A written report must be approved by the biology sponsor and submitted to the chairman of the biology department before credit is granted. A public presentation is required. Approved SAGES capstone. For more information, see the page on Independent Research. |
| Biology 389: Selected Topics in Biology |
| As Arranged |
| Spring, Fall, 1-3 Credits |
| Individual library research project under the guidance of a Biology Sponsor. A major paper must be submitted and approved before credit is awarded. For more information, see the page on Independent Research |
| Biology 390: Advanced Undergraduate Research |
| As Arranged |
| All Semesters, 1-3 Credits |
| Offered on a credit only basis. Students may carry out research in biology or related departments, but a Biology Sponsor is required. Does not count toward the 30 hours required for a major in biology, but may be counted toward the total number of hours required for graduation. A written report must be submitted to the office of the chair and approved before credit is granted. For more information, see the page on Independent Research. |
| Biology 394: Seminar in Evolutionary Biology |
| Princehouse |
| Spring, 3 Credits |
| This seminar investigates 20th-century evolutionary theory, especially the Modern Evolutionary synthesis and subsequent expansions of and challenges to that synthesis. The course encompasses the multidisciplinary nature of the science of evolution, demonstrating how disciplinary background influences practitioners' conceptualizations of pattern and process. This course emphasizes practical writing and research skills, including formulation of testable theses, grant proposal techniques, and the implementation of original research using the facilities on campus and at the Cleveland Museum of Natural History. Cross-listed as ANTH 394, BIOL 394, GEOL 394, and HSTY 394. |
| Biology 395: Undergraduate Research Discussions |
| Willis |
| Spring, 1 Credit |
| This is a seminar course which provides a forum within which students performing undergraduate research, or who have done so previously, can present and discuss their projects. Discussions will cover all aspects of the students’ research projects: background material, experimental design and methods, results and their analysis, and conclusions. At the beginning of the semester, each student will briefly outline his or her project and distribute a few key papers to provide background reading for all participants. After this introductory phase, each student will make a presentation of his or her own research. The course will be graded as Pass/Fail. Grading will be based upon attendance and participation. Prereq: BIOL 388. Prereq or Coreq: BIOL 390. |
| Biology 396: Research in Evolutionary Biology |
| Staff |
| Spring, 3 Credit |
| Students propose and conduct guided research on an aspect of evolutionary biology. The research will be sponsored and supervised by a member of the CWRU faculty or other qualified professional. A written report must be submitted to the Evolutionary Biology Steering Committee before credit is granted. Cross-listed as BIOL 396, GEOL 396, and PHIL 396. Prereq: ANTH/BIOL/GEOL/PHIL 225 and consent. |
| Biology 401: Biotechnology Laboratory: Genes and Genetics Engineering |
| Cullis |
| Fall, 3 Credits |
| Laboratory training in recombinant DNA techniques. Basic microbiology, growth, and manipulation of bacteriophage, bacteria, and yeast. Students isolate and characterize DNA, construct recombinant DNA molecules, and reintroduce them into eukaryotic cells (yeast, plant, animal) to assess their viability and function. |
| Biology 402: Principles of Neural Science |
| Zigmond |
| Spring, 3 Credits |
| Lecture/discussion course covering concepts in cell and molecular neuroscience, principles of systems neuroscience as demonstrated in the somatosensory system, and fundamentals of the development of the nervous system. This course will prepare students for upper level Neuroscience courses and is also suitable for students in other programs who desire an understanding of neurosciences. Prereq: CBIO 453. |
| Biology 407: General Biochemistry |
| Snider |
| Fall, 4 Credits |
| Overview of the macromolecules and small molecules key to all living systems. Topics include: protein structure and function; enzyme mechanisms, kinetics and regulation; membrane structure and function; bioenergetics; hormone action; intermediary metabolism, including pathways and regulation of carbohydrate, lipid, amino acid, and nucleotide biosynthesis and breakdown. One semester of biology is recommended. Prereq: CHEM 223 or CHEM 224. |
| Biology 408: Molecular Biology: Genes and Genetic Engineering |
| Samols |
| Spring, 4 Credits |
| An examination of the flow of genetic information from DNA to RNA to protein. Topics include: nucleic acid structure; mechanisms and control of DNA, RNA, and protein biosynthesis; recombinant DNA; mRNA processing and modification. Where possible, eukaryotic and prokaryotic systems are compared. Special topics include yeast as a model organism, molecular biology of cancer, and molecular biology of development. Current literature is discussed briefly as an introduction to techniques of genetic engineering. Prereq: BIOL 205 or BIOC 307. Cross-listed as: BIOC 408. |
| Biology 415: Quantitative Biology Laboratory |
| Locci |
| Spring, 3 Credits |
| Application of personal computers to biological research. Emphasis on the use of structured programming and flow charting. Use of statistical techniques, analysis of experimental design, modeling strategies. The use of diverse software packages such as spread sheets, word processing, statistical packages. Continuous interaction with the WWW. Weekly lectures and problem sets posted in the WWW home page. During the last 6 weeks of the course the student will have a final project that consists of data analysis and interpretation. Report required for the final project. One lecture and one lab per week. |
| Biology 416: Fundamental Immunology |
| Levine, Nedrud |
| Fall, 3 Credits |
| Introductory immunology providing an overview of the immune system, including activation, effector mechanisms, and regulation. Topics include antigen-antibody reactions, immunologically important cell surface receptors, cell-cell interactions, cell-mediated immunity and basic molecular biology of B and T lymphocytes. Lectures emphasize experimental findings leading to the concepts of modern immunology. Prereq: BIOL 210 or BIOL 215, graduate standing and consent of instructor. Cross-listed as PATH 416. |
| Biology 417: Cytokines: Function, Structure |
| Levine |
| Spring, 3 Credits |
| Regulation of immune responses and differentiation of leukocytes is modulated by proteins (cytokines) secreted and/or expressed by both immune and non-immune cells. Course examines the function, expression, gene organization, structure, receptors, and intracellular signaling of cytokines. Topic include regulatory and inflammatory cytokines, colony stimulating factors, chemokines, cytokine and cytokine receptor gene families, intracellular signaling through STAT proteins and tyrosine phosphorylation, clinical potential, and genetic defects. Lecture format using texts, scientific reviews and research articles. Prereq: PATH 416 or equivalent. |
| Biology 426: Genetics |
| Rozek |
| Fall, 3 Credits |
| Transmission genetics, nature of mutation, microbial genetics, somatic cell genetics recombinant DNA techniques and their application to genetics, human genome mapping, plant breeding, transgenic plants and animals, uniparental inheritance, evolution, quantitative genetics. |
BIOLOGY 419: APPLIED PROBABILITY AND STOCHASTIC PROCESSES FOR BIOLOGY
Thomas, Peter
Fall
Applications of probability and stochastic processes to biological systems. Mathematical topices will include: introduction to discrete and continuous probability spaces (including numerical generation of psuedo random samples from specificied probability distributions), Markov processes in discrete and continuous time with discrete and continuous sample spaces, point processes including homogeneous and inhomogeneous Poisson processes and Markov chains on graphs, and diffusion processes including Brownian motion and the Ornstein-Uhlenbeck process. Biological topices will be dertermined by the interests of hte students and the instructor. Likely topices include: stochastic ion channels, molecular motors and stochastic ratchets, actin and tubulin polymerization, random walk models for neural spike trains, baceterial chemotaxis, signaling and genetic regulatory networks, and stochastic predator-prey dynamics. The emphasis will be on practical stimulation and analysis of stochastic phenomena in biological systems. Numerical methods will be developed using both MATLAB and the R statistical package. Student projects will comprise a major part of hte course. Offered as BIOL 319/419, MATH 319, EECS 319, EBME 419, PHOL 419. |
| Biology 431: Statistical Methods in Biological and Medical Sciences I |
| Ganocy |
| Fall, 3 Credits |
| Application of statistical techniques with particular emphasis on problems in the biomedical sciences. Basic probability theory, random variables, and distribution functions. Point and interval estimation, regression, and correlation. Problems whose solution involves using packaged statistical programs. First part of year-long sequence. Cross-listed as ANAT 431, BIOL 431, and MPHP 431. Prereq: Two semesters of calculus or consent of instructor. |
| Biology 432: Statistical Methods in Biological and Medical Sciences II |
| Diaz-Insua |
| Spring, 3 Credits |
| Methods of analysis of variance, regression and analysis of quantitative data. Emphasis on computer solution of problems drawn from the biomedical sciences. Design of experiments, power of tests, and adequacy of models. Prereq: EPBI 431. Cross-listed as: EPBI 432 and MPHP 432. |
| Biology 434: Structural Biology of Proteins, Enzymes, and Nucleic Acids |
| Carey |
| Fall, 3 Credits |
| Introduces basic chemical properties of proteins and discusses the physical forces that determine protein structure. Topics include: the elucidation of protein structure by NMR and by X-ray crystallographic methods; the acquisition of protein structures from data bases; and simple modeling experiments based on protein structures. Prereq: BIOC 307 or BIOL 215. Cross-listed as: BIOC 434. |
| Biology 438: Ichthyology |
| Oldfield |
| Spring, 3 Credits |
| Biology of fishes. Students will first develop fundamental understanding of the evolutionary history and systematics of fishes to provide a context within which they can address diverse aspects of biology including anatomy, physiology (e.g., in species that change sex; osmoregulation in freshwater vs. saltwater), and behavior (e.g, visual, auditory, chemical, electric communication; social structures). Finally, we will use this knowledge to explore the biodiversity of fishes around the world, with emphasis on Ohio species, by examining preserved specimens, observing captive living specimens, and observing, capturing, and identifying wild fishes in their natural habitats. Course will conclude with an analysis of the current global fisheries crisis that has resulted from human activities. Fishes will be used to address broad topics in ecology and evolutionary biology that transcend the pure study of ichthyology. Some classes meet at the Cleveland Museum of Natural History. Prereq: BIOL 216. |
| Biology 443: Advanced Microbiology |
| DiIulio |
| Spring, 3 Credits |
| The physiology, genetics, biochemistry, and diversity of microorganisms. The subject will be approached both as a basic biological science that studies the molecular and biochemical processes of cells and viruses, and as an applied science that examines the involvement of micro organisms in human disease as well as in the workings of ecosystems, plant symbioses, and industrial processes. The course is divided into four major areas: bacteria, viruses, medical microbiology, and environmental and applied microbiology. Prereq: BIOL 214. |
| Biology 448: Human Anatomy and Physiology |
| Wright |
| Fall, 4-5 Credits |
| The anatomy and physiology of the human body. Enrollment is restricted to students majoring in nursing or nutrition. Four lectures and one laboratory per week. |
| Biology 451: Principles of Ecology |
| Drewa, Locci |
| Fall, 4 Credits |
| This course will focus on spatial and temporal relationships involving organisms and the environment at individual, population, and community levels. An underlying theme will be Darwinian evolution through natural selection with an emphasis on organism adaptations to biotic and abiotic environments. Case studies and models will illustrate ecological principles, and there will be some emphasis on the applicability of these principles to ecosystem conservation. Laboratory will complement lecture material and involve hypothesis-driven investigations in field and greenhouse settings at Squire Valleevue Farm. Prerequisite: BIOL 216 or consent of instructor. |
| Biology 455: Coexistence in a Variable Environment |
| Snyder |
| Spring, 3 Credits |
| The question of what maintains biodiversity is a central question of ecology. Over the last decade or so, researchers have come to realize that spatial and temporal environmental variability can play a key role in maintaining species coexistence, but the literature in this area is often confusing and can be difficult to synthesize into a unified understanding. Much of the research in this area has mathematical underpinnings, and so the difficulty is compounded when students are uncomfortable reading mathematically-based papers. This class will help students come to terms with an important and growing segment of the ecological literature and will help them learn how to read mathematically-based papers even if they do not use mathematical modeling in their own research.Prereq: Consent of department. |
| Biology 457: Proteins and Nucleic Acids |
| Wintrode |
| Fall, 3 Credits |
| The goal of this course is to provide a basic working knowledge of protein structure/function and molecular biology. The course begins with a discussion of protein structure and enzyme catalysis followed by protein purification and characterization. The course then addresses concepts relating to the application of modern molecular biology techniques. Students are taught how to clone genes and use these clones in animal and cell-based studies. The overall goal is to provide students with an understanding of proteins and genetic approaches that can be used in experimental work and to facilitate comprehension of the scientific literature. Prereq: Permission of instructor required. |
| Biology 458: Animal Behavior |
| Willis |
| Fall, 4 Credits |
| Ultimately the success or failure (i.e., life or death) of any individual animal is determined by its behavior. The ability to locate and capture food, avoid being food, acquiring and defending territory, and successfully passing your genes to the next generation, are all dependent on complex interactions between an animal's design, environment and behavior. This course will be an integrative approach emphasizing experimental studies of animal behavior. You will be introduced to state-of-the-art approaches to the study of animal behavior, including neural and hormonal mechanisms, genetic and developmental mechanisms and ecological and evolutionary approaches. We will learn to critique examples of current scientific papers, and learn how to conduct observations and experiments with real animals. We will feature guest appearances by the Curator of Research from the Cleveland MetroPark Zoo, visits to working animal behavior research labs here at CWRU. Group discussions and writing will be emphasized. Prereq: BIOL 114 for non-majors, BIOL 214 for majors. |
| Biology 462: Advanced Principles of Developmental Biology |
| Haynesworth (Summer); Liang (Fall) |
| Summer, Fall, 3 Credits |
| The descriptive and experimental aspects of animal development. Gametogenesis, fertilization, cleavage, morphogenesis, induction, differentiation, organogenesis, growth, and regeneration. The required term paper is an NIH-format research proposal. Prereq: BIOL 220, BIOL 216. Cross-listed as ANAT 462. |
| Biology 463: Experimental Developmental Biology |
| Staff |
| Spring, 3 Credits |
| Laboratory will teach concepts and techniques in developmental biology using wildtype, mutant, and transgenic fluorescent zebrafish. Emphasis will be on the mechanisms that pattern the embryo during development and how these mechanisms are explored using molecular, cellular, and genetic approaches. Term research paper required. Students taking the graduate level course will prepare a grant proposal. One laboratory per week. |
| Biology 465: Evo-Devo: Evolution of Body Plans |
| Atit |
| Spring, 3 Credits |
| This discussion-based course offers a detailed introduction to Evolutionary Developmental Biology. The field seeks to explain evolutionary events through the mechanisms of Developmental Biology and Genetics. The course is structured into different modules. First we will look at the developmental genetic mechanisms that can cause variation. Then we focus on how alterations of these mechanisms can generate novel structural changes. We will then examine a few areas of active debate, where Evo-Devo is attempting to solve major problems in evolutionary biology. We will conclude by drafting critiques of Intelligent Design. Students will be required to present, read, and discuss primary literature in each module. Prereq: BIOL 216 or BIOL 251 or permission. |
| Biology 467: Biorobotics Team Research |
| Ritzmann |
| Spring, 3 Credits |
| Many exciting research opportunities cross disciplinary lines. To participate in such projects, researchers must operate in multi-disciplinary teams. The Biorobotics Team Research course offers a unique capstone opportunity for undergraduate students to utilize skills they developed during their undergraduate experience while acquiring new teaming skills. A group of eight students form a research team under the direction of two faculty leaders. Team members are chosen from appropriate majors through interviews with the faculty. They will research a biological mechanism or principle and develop a robotic device that captures the actions of that mechanism. Although each student will cooperate on the team, they each have a specific role, and must develop a final paper that describes the research generated on their aspect of the project. Students meet for one class period per week and two 2-hour lab periods. Initially students brainstorm ideas and identify the project to be pursued. They then acquire biological data and generate robotic designs. Both are further developed during team meetings and reports. Final oral reports and a demonstration of the robotic device occur in week 15. Approved SAGES capstone. |
| Biology 473: Introduction to Neurobiology |
| Chiel |
| Fall, 3 Credits |
| How nervous systems control behavior. Biophysical, biochemical, and molecular biological properties of nerve cells, their organization into circuitry, and their function within networks. Emphasis on quantitative methods for modeling neurons and networks, and on critical analysis of the contemporary technical literature in the neurosciences. Term paper required. Two lectures per week. Cross-listed as: NEUR 473. Prereq: Consent of department. |
| Biology 474: Neurobiology of Behavior |
| Ritzmann |
| Fall, 3 Credits |
| In this course students will be shown how a neurobiologist interested in animal behavior studies the linkage between neural circuitry and complex behavior. Several exercises will be used in this endeavor. In addition to traditional lectures providing background on neural systems selected for the insight that they provide to behavioral principles, we will spend approximately half of the formal class periods in reading contemporary papers and discussing their methods and conclusions. Various vertebrate and invertebrate systems will be considered. In addition, several class periods will be spent observing animal behavior in order to get an appreciation of the fantastic things animals do. Finally, students will be asked to interact with one contemporary neuroethologist off campus. Each student will pick a scientist from a list of individuals that have agreed to participate in this exercise. Then, by reading the scientists' paper and interacting with them via e-mail, the students will familiarize themselves with the interests and motivations that have driven the scientists' work. At the end of the semester each student will write a biography of the scientist and present part of the scientist's published data s a brief talk. Prereq: BIOL 216. |
| Biology 475: Autonomous Robots |
| Beer, Chiel |
| Fall, 3 Credits |
| Introduction to the design, construction and control of autonomous mobile robots. The first half of the course consists of focused exercises on mechanical construction with LEGO, characteristics of sensors, motors and batteries, and control strategies for autonomous robots. In the second half of the course, students design, build and program their own complete robots that participate in a public competition. All work is performed in groups. Biologically-inspired approaches to the design and control of autonomous robots are emphasized throughout. Lab reports and a term paper required. Prereq: consent of department. Cross-listed as: EECS 475. |
| Biology 476: Neurobiology Laboratory |
| Wood |
| Fall, 3 Credits |
| Introduction to the basic laboratory techniques of neurobiology. Intracellular and extracellular recording techniques, forms of synaptic plasticity, patch clamping, immunohistochemistry, and confocal microscopy. During the latter weeks of the course students will be given the opportunity to conduct an independent project. One laboratory per week. Prereq: BIOL 216. Cross-listed as: NEUR 476. |
| Biology 478: Computational Neuroscience |
| Chiel, Beer |
| Spring, 3 Credits |
| Computer simulation of neurons and neural circuits, and the computational properties of nervous systems. Students are taught a range of models for neurons neural circuits, and are asked to implement and explore the computational and dynamic properties of these models. The course introduces students to dynamical systems theory, passive and active compartmental modeling, numerical integration methods, models of plasticity and learning, models of brain systems, and their relationship to artificial neural networks. Term project required. Two lectures per week. Cross-listed as: EBME 478, ECES 478. |
| Biology 479: Seminar: Computational Neuroscience |
| Beer, Chiel |
| Spring, 3 Credits |
| How do nervous systems of animals generate complex and adaptive behavior? Can our knowledge of biological nervous systems be used to build robots as versatile and robust as animals? To address these questions, students will read and discuss technical papers from the literature describing recent research on modeling neural circuits and brain systems, as well as recent efforts to construct biologically-inspired artificial neural networks for the control of robots. Term project required. Two lectures per week. Cross-listed as: EBME 479, ECES 479, NEUR 479. |
| Biology 480: Physiology of Organ Systems |
| Stanley |
| Spring, 3 Credits |
| An advanced introduction to the fundamental physiological principles governing major organ systems of mammals. The function of the nervous, endocrine, digestive, muscle, circulatory, respiratory, and urinary systems will be discussed. At the conclusion of the semester integrative aspects of the major organ systems will be illustrated through a consideration of exercise physiology and high altitude physiology. Prereq: BIOL 220. Cross-listed as: PHOL 480. |
| Biology 482: Drugs, Brain, and Behavior |
| Wood |
| Spring, 3 Credits |
| This course is concerned with the mechanisms underlying neurochemical signaling and the impact of drugs on those mechanisms. The first half of hte course emphasiaes the fundamental mechanisms underlying intra- and extracellular communication of neurons and the basic principles of how drugs interact with the nervous system. The second half of the course emphasizes understanding the neural substrates of disorders of hte nervous system, and the mecahnisms underlying the therapeutic effects of drugs at the cellular and behavior levels. This course will consist of lectures designed to give the student necessary background for understanding these basic principles, and class discussion. The class discussion will include viewing video examples of behavioral effects of disorders of the nervous system, and analysis of research papers. The goal of the class discussions is to enhance the critical thinking skills of the student and expose students to contemporary research techniques. Prereq: BIOL 215 and BIOL 216 or permission of department. |
| Biology 491: Biotechnology Innovation I |
| Cullis |
| Fall, 3 Credits |
| The first half of a two-semester sequence providing an understanding of biology as a basis for successfully launching new high-tech ventures. The course will examine physical limitations to present technologies and the use of biology to identify potential opportunities for new venture creation. The course will provide experience in using biology in both identification of incremental improvements and as the basis for alternative technologies. Case studies will be used to illustrate recent commercially successful (and unsuccessful) biotechnology-based venture creation and will illustrate characteristics for success. Prereq: Consent of department. |
| Biology 491: Biotechnology Innovation II |
| Cullis |
| Fall, 3 Credits |
| Continuation of BIOL 491 with an emphasis on current and prospective opportunities for Biotechnology Entrepreneurship. Longer term opportunities for Biotechnology Entrepreneurship in emerging areas including (but not limited to) applications of DNA sequence information in medicine and agriculture; energy and the environment; biologically-inspired robots. Prereq: BIOL 491 or consent of department. |
| Biology 531: Seminar in Experimental Ecology |
| Staff |
| Fall, 1-2 Credits |
| This course explores scientific research articles primarily in disturbance ecology using a seminar format. Oral presentations and active group discussion help elucidate relationships involving the nature of disturbance regimes, other ecological processes, and organismal responses at multiple scales. Prerequisite: Consent of instructors. |
| Biology 536: Seminar in Great Lakes Issues |
| Matisoff |
| Fall, 1-3 Credits |
| Selected topics related to Great Lakes basin studies: research problems, scientific processes, classic research papers, current events, policy issues, and legislative initiatives. Course content will vary each offering depending on interests of students and faculty. Cross-listed as: GEOL 536. |
| Biology 550C: Seminar in Experimental Biology |
| Koonce, Willis |
| Spring, 1-3 Credits |
| Biology 569: Advanced Seminar in Developmental Biology |
| As Arranged |
| Spring, 1-3 Credits |
| Participants prepare and present seminars on subjects of contemporary interest and importance in developmental biology. Cross-listed as ANAT 569. |
| Biology 599: Advanced Independent Study for Graduate Students |
| As Arranged |
| All Semesters, 1-3 Credits |
| Independent study of advanced topics in biology under the supervision of a biology faculty member. Registration requires submission of a proposal for a project or study and approval of the department. |
| Biology 601: Graduate Research |
| As Arranged |
| All Semesters, 1-9 Credits |
|
| Biology 651: Master of Science Thesis |
| As Arranged |
| All Semesters, 1-9 Credits |
| Biology 701: PhD Dissertation |
| As Arranged |
| All Semesters, 1-9 Credits |
| Pre- and Post-Candidacy Dissertation Research: When a student has been advanced to candidacy, he or she may begin dissertation research by formally registering for course 701 Credits. At this point the department must identify a university faculty member who will serve as the doctoral student's principal research advisor, and formally notify the Dean of Graduate Studies. Students who have been advanced to candidacy may register for 1-9 Credits of course 701 each fall and spring semester (or up to 6 Credits for the summer when needed). In certain cases, students who have not advanced to candidacy may begin registering for up to 6 credit hours of course 701 at the discretion of the department and upon written notification to the Dean of Graduate Studies. Pre-Candidacy 701 hour(s) can only be taken concurrently with coursework. |
| Biology 703: Dissertation Fellowship |
| As Arranged |
| Fall, Spring, 1-9 Credits |
| Dissertation Fellowship and Post-Candidacy Research: Students who have been advanced to candidacy and have met all coursework requirements, including 18 credit hours of 701, and are within their five-year time limit for completion of the degree, but have not completed the dissertation, can register for Dissertation Fellowship upon department recommendation. The full-time appointment (9 credit hours) is available for a maximum of four consecutive semesters, and tuition is charged at the rate of one credit hour. If the dissertation is not completed and defended in the fourth semester of the fellowship, the fellow must resume registration for course 701 at a minimum of one credit hour each semester through the allowed five-year time limit. |
| Biology 802: Autonomous Robotics for High School Teachers |
| Drushel |
| Summer, 2 Credits |
| A 2-week summer ecology course to take place at the University Farm in Hunting Valley, OH. It is designed for teachers of grades 6-12 in both public and private schools who have an interest in current ecological problems. Participants will learn field sampling techniques and identification of a diversity of living organisms, both plant and animal. They will study the distribution and abundance of terrestrial and aquatic organisms. Field work in the varied habitats of CWRU University Farm will be an integral part of the program. Data will be analyzed and interpreted using personal computers. Participants will receive supplies, field guides, and detailed laboratory exercises that are designed specifically for the classroom. The course will be offered during the last two weeks of June and is limited to 12 participants. |
| Biology 803: Terrestrial and Aquatic Ecology for High School Teachers |
| Locci |
| Summer, 2 Credits |
| A 2-week, 10-day summer course in designing, building, and programming computer-controlled robots which are able to function autonomously in complex, real-world environments. LEGO Technics components are used for structures and gear trains. Various mechanical and photodetection sensors provide sensory feedback. A microcontroller board programmed in C is used for sensory integration and behavioral control. Participants work in groups of two per workstation. Detailed written documentation and laboratory exercises will be provided. Topics include: mechanical design with LEGO, sensors and feedback control, C programming, multi-tasking control strategies, and an end-of-course robot competition. Eligibility: high school (grades 9-12) science teachers; those in the biological sciences preferred. Limit 10. Prereq: Consent of department. |
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