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Course Criteria
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4.00 Credits
Prereq. CH 221; MT 123 - The student analyzes the structure and function of biomolecules with an emphasis on proteins and particularly enzymes. She also studies the function, regulation, and integration of metabolic pathways. In her laboratory work, she learns some basic biochemistry techniques and employs them in determining the molecular weight of a protein, purifying an enzyme, and conducting enzyme kinetic studies.
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4.00 Credits
Prereq. CH 113 or CH 221 or CH 234 or CH 260; SC 120 - In this course, the student learns how the different body systems work and how they are regulated to maintain a steady state within the body. She uses this knowledge to analyze and predict the body's response to stresses and to changes in the environment. In addition, she uses the computer to gather and analyze physiological data and she carries out a group research project.
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4.00 Credits
Prereq. CH 113 or CH 221 or CH 234 or CH 260; SC 120 - The student focuses on analysis and problem solving to understand the microbial world and its multiple interactions with other organisms. This course is laboratory-focused, with the student examining the form, structure, metabolic activities, and growth patterns of selected microbes. Using student-generated data and research skills, she identifies an unknown organism, designing and implementing an independent investigative learning experience. She studies the contributions of microbiology to basic science and its interface with current societal issues. In each unit, she evaluates software programs and uses CDs to assist her understanding of concepts. She uploads her final project to the Diagnostic Digital Portfolio.
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3.00 Credits
Prerequisites vary with specific courses; see Course Offerings online - The student analyzes the functioning and integration of a biological system or related biological systems. She builds and evaluates conceptual models. She becomes familiar with specific current technologies associated with the area of study. She may design and conduct experiments and evaluate the resultant data. The focus of this series changes, depending on curricular needs and student interests. Examples of areas of focus include: ? Virology ? Developmental biology ? Microbial ecology ? Examining evolution ? Neuroendocrinology ? Exercise physiology
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3.00 Credits
Prereq. BI 251 - In this advanced course in microbiology, the student focuses on the broad field of microbial ecology. She studies how the microscopic world has such a significant impact on every aspect of the life and well-being of our planet. She studies soil biota, biogeochemical cycles, water quality, energy sources, and bioremediation. A subfocus of the course is quality assurance and prime resources used as a standard. The course design necessitates that the student use advanced analytical and problem- solving skills.
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3.00 Credits
Prereq. BI 325 or BI 361 or one other 300-level BI course with consent of instructor - The student applies qualitative and quantitative analytic and problem-solving skills to understand the diverse ways that viruses invade and inhabit living cells. She explores properties of virus structure, molecular mechanisms of virus reproduction, pathways of virus infection, pathological effects on infected cells, and the impact of viruses on ecological systems. The class surveys a broad range of viruses from multiple perspectives, including problems of human disease.
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3.00 Credits
Prereq. SC 118 or SC 120 - In this course, the student explores the biological basis for understanding evolution as a unifying theory of biology. This includes the diverse and controversial mechanisms of evolution that have been proposed, accepted, and, in some cases, rejected by biologists. Primary among the accepted mechanisms is Darwinian natural selection. To gain a rich awareness of the importance of Darwin's contribution, the student begins with a historical excursion that starts in the 18th century. In taking this historical approach, she examines the case for evolution that continues to stir controversy. In broader public debate, evolution is pitted against creationism, creation science, and, most recently, intelligent design theory. The student looks at the connections between evolution as a science and the way it is portrayed in these debates. Against this backdrop, she also examines what it means to "believe" in ascientific theory.
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3.00 Credits
Prereq. BI 251; CH 113 or BI/CH 228 or BI 325 - The student examines the changes and their control that occur in an organism from a singlecelled zygote lacking any distinct observable dimensions to the formation of an embryo with three distinct dimensions and specialized cells and structures within it. The student integrates multiple areas of biology (genetics, molecular and cellular biology, biochemistry, evolution, anatomy) to complement historical embryological methods in the appreciation of the actions involved in formation of a multicellular organism.
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4.00 Credits
Prereq. BI 251; CH 113 or CH 221 or CH 234 or CH 260 - The student examines the structure/function of cell components at a level to interpret cellular change. She considers the properties of membranes, cellular organelles, cytoplasm, cytoskeleton, and the extracellular environment, and she uses this information to analyze how separate cell biology processes must relate to and cooperate with each other to achieve a normally functioning cell. Throughout the course, she gains insight into these relationships through the differences in cellular functions between a normal functioning cell and an abnormal cancer cell. In the laboratory, she performs basic quantitative and qualitative cellular biology laboratory techniques and applies the concepts in selecting the appropriate experimental technique to solve a cellular biology question.
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4.00 Credits
Prereq. BI 231 - This course deals primarily with the physiological bases of illness. Starting from the principles of physiology, the student learns to understand disease in terms of the damage it causes to the body, the body's attempt to compensate, and complications that develop. Emphasis is placed on the cause-and-effect relationship between the underlying disease and signs and symptoms observed. She uses and interprets the technical terminology associated with disease and its treatment.
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