biology coursework

Biology Courses

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Case Studies in Functional Genomics

Perform RNA-Seq, ChIP-Seq, and DNA methylation data analyses, using open source software, including R and Bioconductor.

Introduction to Bioconductor

The structure, annotation, normalization, and interpretation of genome scale assays.

Advanced Bioconductor

Learn advanced approaches to genomic visualization, reproducible analysis, data architecture, and exploration of cloud-scale consortium-generated genomic data.

Introduction to Linear Models and Matrix Algebra

Learn to use R programming to apply linear models to analyze data in life sciences.

Statistics and R

An introduction to basic statistical concepts and R programming skills necessary for analyzing data in the life sciences.

Quantitative Methods for Biology

Learn introductory programming and data analysis in MATLAB, with applications to biology and medicine.

Super-Earths and Life

Learn about the Earth, life, and how we can search for life elsewhere in the universe.

Food Fermentation: The Science of Cooking with Microbes

Explore the roles that microbes play in the production, preservation, and enhancement of diverse foods in a variety of culinary traditions, and learn about the history of food fermentations.

Cell Biology: Mitochondria

A human-centered approach to the fundamentals of cell biology with a focus on the power plants of the cell - mitochondria.

Bioethics: The Law, Medicine, and Ethics of Reproductive Technologies and Genetics

An introduction to the study of bioethics and the application of legal and ethical reasoning.

Principles of Biochemistry

This introduction to biochemistry explores the molecules of life, starting at simple building blocks and culminating in complex metabolism.

Human Anatomy: Musculoskeletal Cases

Learn the anatomy basic to understanding five musculoskeletal injuries commonly seen in primary care medicine and orthopedic clinical specialty practice. Follow hypothetical patients from injury to operating room.

HMX Immunology

Learn foundational concepts in immunology and gain a basis for understanding a broad range of medical conditions.

HMX Genetics

Learn foundational concepts in genetics and gain new insight into the rapidly evolving field of genomics.

Genetic Testing and Sequencing Technologies

Explore genetic testing and its clinical applications., join our list to learn more.

Browse Course Material

Course info, instructors.

• Prof. Eric Lander
• Prof. Robert Weinberg
• Prof. Tyler Jacks
• Prof. Hazel Sive
• Prof. Graham Walker
• Prof. Sallie Chisholm
• Dr. Michelle Mischke

Departments

As taught in, learning resource types, fundamentals of biology, course description.

Fundamentals of Biology focuses on the basic principles of biochemistry, molecular biology, genetics, and recombinant DNA. These principles are necessary to understanding the basic mechanisms of life and anchor the biological knowledge that is required to understand many of the challenges in everyday life, from human …

Fundamentals of Biology focuses on the basic principles of biochemistry, molecular biology, genetics, and recombinant DNA. These principles are necessary to understanding the basic mechanisms of life and anchor the biological knowledge that is required to understand many of the challenges in everyday life, from human health and disease to loss of biodiversity and environmental quality.

Course Format

• Lecture Videos by MIT faculty.
• Learning activities, including Interactive Concept Quizzes , designed to reinforce main concepts from lectures.
• Problem Sets you do on your own and check your answers against the Solutions when you’re done.
• Problem Solving Video help sessions taught by experienced MIT Teaching Assistants.
• Lists of important Terms and Definitions.
• Suggested Topics and Links for further study.
• Exams with Solution Keys.

Content Development

Eric Lander Robert Weinberg Tyler Jacks Hazel Sive

Graham Walker Sallie Chisholm Dr. Michelle Mischke

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Introduction to Biology Open & Free

Free for independent learners.

Introduction to Biology — Open & Free

An approach to Biology that helps students understand themselves and their environment. Learn about Open & Free OLI courses by visiting the “Open & Free features” tab below.

Description

What students will learn, learning objectives by module, course outline, other course details, system requirements.

• Open & Free features

New for Fall 2021:

• Fresh update of the whole course!
• New Human Body & Health Chapter
• Revised Learning Model
• All Flash removed

This introductory course defines biology and its relationship to other sciences. We examine the overarching theories of life from biological research and also explore the fundamental concepts and principles of the study of living organisms and their interaction with the environment. We will examine how life is organized into hierarchical levels; how living organisms use and produce energy; how life grows, develops, and reproduces; how life responds to the environment to maintain internal stability; and how life evolves and adapts to the environment.

This course is a part of our Community College (CC-OLI) series . Courses in this series are particularly well-suited to the needs of introductory community college courses, but are open for use by any instructor or student.

Topics Covered:

• Recurrent Themes in Biology
• The Method of Scientific Inquiry
• Biological Chemistry
• Organic Molecules
• Cell Theory
• Human Body & Health

By the time they finish this course, students will learn or be able to demonstrate an understanding of the fundamental principles of biology by systematically exploring the following characteristics of life:

• Life is organized into hierarchical levels.
• Life maintains internal stability through a process called homeostasis.
• Life requires energy.
• Life grows, develops, and reproduces.
• Life evolves.
• Life is interdependent.

Chapter 1: Biology: The Science of Life

Part 2: Levels and Diversity of Life

• Define biology.
• List the characteristics of life and apply them to identify an item as biotic (living) or abiotic (nonliving).
• Describe and identify the levels of biological organization from molecules to the biosphere, noting the interrelationships between levels.
• Based on cellular characteristics and other clues, classify organisms into Domains (Bacteria, Archaea, Eukaryota) and identify major eukaryote groups (protists, plants, fungi, animals).

Part 3: Scientific Inquiry

• Identify scientific hypotheses based on whether they are falsifiable.
• Relate biology to other scientific endeavors.
• Apply an understanding of the nature of science to identify scientific and nonscientific claims.
• Explain how science uses reproducible experiments and verifiable observations to understand the physical world; distinguish between experiments and observations.
• Identify and distinguish between the independent variable, the dependent variable, and standardized variables in a controlled experiment.
• Distinguish between and identify the control group and experimental group(s) in an experiment.
• Recognize the problem of bias in scientific research. Explain the purpose and identify examples of placebo treatments; blind; and double-blind study designs.
• Define scientific theory and contrast to the everyday use of the word “theory.”
• Evaluate the results of a scientific experiment; determine if differences are likely to be significant based on sample size and patterns in the data.
• Determine if there is evidence for a cause-effect relationship based on the type of study conducted.

Chapter 2: Chemistry for Biology

Part 5: Introduction to Chemistry for Biology

• Describe the structure of an atom; identify subatomic particles (protons, neutrons, electrons) based on charge, relative mass, and location.
• Apply your understanding of atomic structure to the function of radioactive isotopes used in medical imaging.
• Define isotope; for any given atom, mathematically relate atomic number, atomic mass, and number of neutrons in the nucleus.
• Define valence shell. Given an atomic number from 1 to 18, predict the number of electrons in the valence shell and infer the element’s reactivity.
• Define element; use atomic number to predict an atom’s structure (number of protons and electrons).

Part 6: Bonds and Molecules

• Compare ionic, covalent, and hydrogen bonds in terms of their strength and functions.
• Define ion. Based on number of valence electrons, predict the ion an element will form. Distinguish cations from anions.
• Define and describe ionic bonds.
• Define and describe covalent bonds. Given the atomic number, predict the number of bonds that an element will form and predict the structure of simple molecules.
• Interpret drawings (structural and skeletal formulae) of molecules and identify all atoms and covalent bonds in such drawings.
• Distinguish between polar and nonpolar covalent bonds. If given electronegativities of two atoms, predict the polarity of the bond between them.
• Define hydrogen bond. If given information on the structure of the molecule(s) involved, predict where hydrogen bonds will occur.

Part 7: Water

• List the four properties of water. Describe each property and identify its importance to life.
• Define hydrophobic, hydrophilic, and amphipathic; identify compounds that fit each category. Predict how compounds will interact with water based on their chemical structures.

Part 8: Organic Molecules

• Identify a molecule as organic or inorganic.
• Identify the reason organic molecules are diverse and durable.

Part 9: Carbohydrates

• Identify the four major classes of biomolecules (carbohydrates, lipids, proteins, nucleic acids) based on their properties, structure, and functions.
• Define carbohydrate. Identify and distinguish among these carbohydrates: sugars, starch, glycogen, cellulose, and chitin.
• List and identify energy-rich molecules that can be used as fuel in cells.
• Apply your understanding of carbohydrates to address dietary issues.

Part 10: Lipids

• Identify lipid types (triglycerides, waxes, phospholipids, steroids) based on structure and biological functions.
• Identify the hydrophobic and hydrophilic parts of a phospholipid.
• Distinguish among saturated, unsaturated, and trans fats. Compare their structures, properties, and health effects as part of the human diet.

Part 11: Proteins

• Recognize the chemical structure of amino acids, and describe how amino acids are connected to build proteins.
• Explain protein folding in terms of interactions among amino acids: hydrophobic effect, ionic interactions, hydrogen bonding, sulfur bridges.
• Define protein denaturation. Identify conditions that can cause proteins to denature, and describe the consequences of denaturation.
• Describe and distinguish among the four levels of protein structure.
• Describe the interaction between enzymes and substrates.
• Define activation energy. Explain how enzymes alter activation energy and predict how this changes reaction rates. Determine the consequences of an enzyme malfunction.

Part 12: Nucleic Acids

• Describe the structure of a polynucleotide. Identify the 5′ and 3′ ends and describe how new nucleotides are added.
• Describe the structure of DNA. Identify the roles of covalent and hydrogen bonds in DNA structure and function.

Chapter 3: The Cell

Part 14: Introduction to The Cell

• List, explain, and apply the two basic tenets of Cell Theory.
• Describe the functions of cellular structures possessed by all cells.
• Compare and contrast the main characteristics of prokaryotic and eukaryotic cells.

Part 15: Eukaryotic Cells

• Compare and contrast the main characteristics of animal and plant cells.
• Describe and identify the main organelles of eukaryotic cells based on structure and function.
• Define antibiotic and identify the group of microbes they are effective against. Explain how misuse of antibiotics contributes to antibiotic resistance.

Part 16: Membranes and Transport

• Describe the properties of biological membranes and explain why they are important for cellular function.
• Predict whether molecules will pass through a phospholipid bilayer based on their size, polarity, and charge.
• Identify the functions of membrane components (phospholipids, sterols, carbohydrates, and proteins). Distinguish among membrane proteins (transport, receptor, recognition, enzyme, and adhesion proteins).
• Define diffusion. Predict and explain net movement of molecules by diffusion.
• Define facilitated diffusion and describe the role of channels or pores in facilitated diffusion.
• Define osmosis. Predict and explain cellular responses to hypertonic, hypotonic, and isotonic solutions.
• Define active transport. Recognize situations where it is necessary, and identify the molecule that supplies energy for active transport.
• Describe endocytosis and exocytosis as a means of moving materials across the membrane.
• Explain how a malfunctioning membrane transporter can result in the disruption of normal bodily function.

Chapter 4: Metabolism

Part 18: Introduction to Metabolism

• Define metabolism. Identify and distinguish among the major biological energy pathways: photosynthesis, cellular respiration, and fermentation.
• Define energy and define matter. Identify examples of each.
• Distinguish between nutrients and wastes.
• Compare and contrast the cycling of nutrients and the flow of energy in ecosystems.
• Distinguish between catabolic and anabolic reactions and identify examples of each.

Part 19: Cellular Work and ATP

• Define energy and describe the different types of energy.
• Define work. Recognize examples of cellular work and identify the molecule that supplies energy to power it.
• Describe and identify the structure and function of ATP.
• Compare and contrast the reactions involved in the ATP cycle. For each reaction, identify cellular location(s), direction of energy transfer, and biological function.
• List and identify energy-rich molecules that can be used as fuel in cells. Apply knowledge of energy metabolism to the problem of obesity.

Part 20: Energy Pathways

• Describe the flow of energy in biological systems.
• Briefly state the endosymbiotic theory for the origin of mitochondria and chloroplasts. Describe evidence supporting this theory.
• Identify the inputs and outputs of photosynthesis.
• Identify the major steps of photosynthesis (light reactions, Calvin Cycle). Describe the cellular location, energy source, basic mechanism, and function of each.
• Recognize and explain some key adaptations found in photosynthetic producers, and identify factors that limit their growth.
• Identify the inputs and outputs for cellular respiration.
• Identify the four major steps of aerobic cellular respiration. Describe the mechanism, cellular location, and function of each step.
• Analyze connections between photosynthesis and cellular respiration in terms of carbon, oxygen, and energy.

Chapter 5: Cell Division

Part 22: Introduction to Cell Division

• Define cell division. Compare the parent cell to the daughter cells produced by cell division.
• Define development, cell differentiation, and stem cell. Distinguish among classes of stem cells and identify examples of each.
• Trace the events in a sexual life cycle, distinguishing somatic cells, germ cells, gametes, and the zygote. Identify the roles of mitosis, meiosis, and fertilization in the sexual life cycle.

Part 23: Chromosomes and the Cell Cycle

• Define chromosome. Compare prokaryotic and eukaryotic chromosomes. Identify the role of histone proteins.
• Identify the events that occur in each stage of the eukaryotic cell cycle. Describe the status of chromosomes (unduplicated/duplicated; loose/condensed) during each stage.
• Identify the ploidy of somatic cells, germ cells, and gametes in humans and other diploid organisms. Calculate chromosome numbers in each type of cell.
• Describe how sex is determined in humans. Identify the sex chromosomes typically found in somatic cells, germ cells, and gametes of both sexes.

Part 24: Mitosis

• Define mitosis. Explain the function of mitosis and describe how the parent and daughter cells compare in their ploidy, structure (duplicated/unduplicated), and genetic information.
• Identify the chromatids and centromere of a chromosome and describe their role in cell replication.
• Distinguish between homologous chromosomes and sister chromatids; compare them in terms of their origin and genetic information.
• List the phases of mitosis and describe what happens in each. Assign cell images or diagrams to the correct phase (prophase, metaphase, anaphase, telophase, cytokinesis, or interphase).
• Define cell cycle regulation and explain the role of checkpoints and of apoptosis. Explain how mutations of tumor suppressor genes and proto-oncogenes can lead to cancer.

Part 25: Reproduction and Meiosis

• Compare sexual and asexual reproduction and recognize the advantages and disadvantages of each.
• Define meiosis. Explain the function of meiosis and describe how the parent and daughter cells compare in their ploidy, structure (duplicated/unduplicated), and genetic information.
• List the stages of meiosis and describe what happens at each stage. Compare and contrast mitosis and meiosis in terms of their functions and phases. For each, describe the number, ploidy, and genetic diversity of cells that are produced.
• Identify the structures of the human reproductive systems and match structures to their functions. Apply knowledge to explain common methods of contraception and fertility treatments.
• Define aneuploidy. Explain what causes aneuploidy and describe how it can affect embryos or offspring. Analyze a karyotype to determine likely biological sex and detect examples of aneuploidy.

Chapter 6: Inheritance

Part 27: Introduction to Inheritance

• Define inheritance. Distinguish inherited (genetic) characteristics from those that are acquired (environmental).
• Relate an organism’s phenotype (characteristics, traits) to its genotype (genes, alleles). Explain how proteins connect genotype to phenotype. Distinguish between homozygous and heterozygous genotypes. Given the genotype, predict the gametes that an individual will produce.
• Interpret the result of a cross between two homozygotes that differ in a single trait. Based on the outcome, identify the dominant allele and trait if justified.
• Relate patterns of inheritance to mechanisms involving protein function and dosage.
• Predict and interpret results of a cross between two individuals that are heterozygous for a single gene (monohybrid cross).
• Predict and interpret results of crosses involving single-gene traits. When justified, infer genotypes of parents based on the offspring they produce, or predict genotype and phenotype ratios of offspring from parents with known genotypes.
• Predict the outcomes of crosses with two traits and interpret the results.
• Define independent assortment. Explain why not all traits assort independently.

Part 28: Non-Mendelian Inheritance

• Identify the “Mendelian” inheritance pattern and recognize exceptions to or departures from Mendelian inheritance.
• Predict and interpret the outcomes of crosses involving characteristics that show incomplete dominance.
• Predict and interpret the outcomes of crosses involving codominance.
• Define polygenic inheritance. Identify characteristics that are likely to be polygenic based on a description of the possible phenotypes (traits).
• Predict and interpret the outcomes of crosses involving epistasis between two or more genes.
• Define pleiotropy and recognize examples of this phenomenon. Define norm of reaction. Recognize examples of characteristics that are influenced by genetic and environmental factors working together.

Part 29: Human Inheritance

• Define genetic disorder and distinguish disorders from other kinds of diseases. Properly use and interpret terms mutant and wildtype to describe gene alleles.
• Analyze inheritance patterns of human genetic disorders and traits. Identify and solve problems involving autosomal recessive, autosomal dominant, and sex-linked disorders.
• Analyze a pedigree to determine the pattern of inheritance (autosomal recessive, autosomal dominant, or sex-linked) for a trait or disorder. Infer possible genotypes of individuals on a pedigree chart.

Chapter 7: Molecular Genetics

Part 31: Introduction to Molecular Genetics

• Define molecular genetics and distinguish it from other subfields of life science.
• Compare and contrast DNA and RNA in terms of structure, cellular location, and functions.

Part 32: DNA

• Describe how DNA stores genetic information. Distinguish among these levels of DNA organization: genome, chromosome, gene, codon, base pair.
• Define DNA replication. Identify its location and timing in eukaryotic cells. Specify the roles of DNA helicase, primers, DNA polymerase, and free nucleotides in the process.
• Define Polymerase Chain Reaction (PCR). Identify its purpose; list the steps of PCR; describe what happens in each step.
• Define DNA profiling. Analyze short tandem repeat (STR) numbers or gel banding patterns to identify matches between DNA profiles. Interpret complete and partial matches.

Part 33: Gene Expression

• Define gene expression. Apply this concept to explain why cells with the same genome can differ in their structure, function, and activity.
• Summarize the Central Dogma of molecular biology. Place transcription and translation in order, and for each process identify its function and cellular location.
• Explain the logic and cellular process of transcription. Identify the roles of the DNA template strand, transcription factors, promoter, RNA polymerase, and terminator. Transcribe a DNA sequence to RNA.
• Explain the logic and cellular process of translation. Identify the roles of mRNA, tRNA, amino acids, start codon, ribosome, and stop codon. Use the genetic code to translate an mRNA sequence.
• Define mutation. With reference to the genetic code, predict the likely effect of example mutations on protein structure and function. Identify silent, missense, nonsense, and frameshift mutations.
• Define tumor suppressor gene (and protein). Explain and predict how mutations in these genes affect cancer risk.

Part 34: Gene Regulation

• Define gene regulation. Compare a cell’s genome to its proteome.
• List three major reasons for gene regulation and identify examples of each.
• Distinguish among gene regulation mechanisms (DNA packaging, X inactivation, transcription factors, mRNA processing, mRNA transport, regulation of translation, RNA interference). Identify how they each work to change gene expression.
• Compare the effects of changes (mutations) in protein-coding parts of a gene to those in regulatory regions (DNA switches). Distinguish genetic vs. epigenetic inheritance. Identify causes and potential effects of epigenetic changes.

Chapter 8: Evolution

Part 36: Gene Regulation

• Correctly identify the time scale for evolutionary change, the level of organization that evolves, and the types of questions evolution can address.
• State the modern theory of biological evolution, emphasizing the long history of life on Earth, common ancestry, and natural selection.
• Distinguish between microevolution and macroevolution.

Part 37: Microevolution

• Define gene pool and microevolution and demonstrate how the two are related.
• Describe how the following concepts are interrelated: natural selection, adaptive trait, and adaptation.
• Define selection as a mechanism of microevolution; compare and contrast natural selection, sexual selection, and artificial selection.
• Define mutation, genetic drift, and gene flow. Recognize and identify examples of each and predict their consequences for a population.
• List and explain some applications of the principles of microevolution in modern medicine.

Part 38: Macro Evolution

• Define biological lineage; identify the components of a biological lineage.
• Define speciation and clade. Recognize the connection between taxonomic groups and clades.
• Relate the fossil record to evolutionary concepts; place major evolutionary events on a geologic time scale.
• Compare and contrast allopatric and sympatric speciation.
• Define homologous feature. Describe evidence for the relatedness of living organisms, including distantly and closely related species.
• Interpret a phylogenetic tree diagram; identify ancestors, evolutionary events, clades, and close vs. distant relatives on a tree diagram.
• Recognize how evolutionary thinking can contribute to our understanding of human health conditions and help us develop new therapies.

Chapter 9: Human Body & Health

Part 40: Introduction to Human Body & Health

• Explain the relationship between structure and function in biology.
• Analyze homeostatic feedback systems; for a described example, identify the setpoint, stimulus, sensor, control center, and effector(s).
• Recognize challenges in health science; distinguish between in vivo studies, in vitro studies, case reports, observational studies, clinical trials, and systematic reviews.

Part 41: Fluid Transport

• Identify organ systems involved in fluid transport in humans; recognize the physiological functions of these systems.
• Identify the major organs of the human cardiovascular system. Associate structures with their functions and recognize the causes and effects of common cardiovascular health problems.
• Identify the major organs of the human lymphatic and immune systems. Associate structures with their functions and recognize the causes and effects of common health conditions that affect these systems.

Part 42: Exchange with the Environment

• Identify organ systems involved in exchange with the environment in humans; recognize the physiological functions of these systems.
• Identify the major organs of the human respiratory system. Associate structures with their functions and recognize the causes and effects of common respiratory health conditions.
• Identify the major organs of the human digestive system. Associate structures with their functions and recognize the causes and effects of common digestive health conditions.
• Identify the major organs of the human urinary system. Associate structures with their functions and recognize the causes and effects of common urinary health conditions.

Part 43: Structure and Movement

• Identify organ systems involved in structure and movement in humans; recognize the physiological functions of these systems.
• Identify the major organs of the human skeletal system. Associate structures with their functions and recognize the causes and effects of common skeletal health conditions.
• Identify the major organs of the human muscular system. Associate structures with their functions and recognize the causes and effects of common muscular health conditions.
• Identify the major structures of the human integumentary system. Associate structures with their functions and recognize the causes and effects of common integumentary health conditions.

Part 44: Control and Regulation

• Identify organ systems involved in control and regulation in humans; recognize the physiological functions of these systems.
• Identify the major organs of the human nervous system. Associate structures with their functions and recognize the causes and effects of common nervous health conditions.
• Identify the major organs of the human endocrine system. Associate structures with their functions and recognize the causes and effects of common endocrine health conditions.

Chapter 10: Ecology

Part 46: Introduction to Ecology

• Define ecology and identify its major levels of study from individual to biosphere.
• Define interdependence and identify examples at the level of individual organisms, communities, and ecosystems; recognize human dependence on natural systems (ecosystem services).

Part 47: Populations

• Define population and use sample data to calculate population size, population density, and per capita rates of birth and death.
• Use birth and death rates to calculate the rate of increase of a population and apply this to predict numeric growth in a population over a single time step.
• Identify a graph of exponential growth and distinguish it from linear growth.
• Recognize the many sources of variability in population sizes over time and distinguish models from data in studies of population ecology. Define limiting factor and recognize that some populations tend to limit themselves.
• Recognize a graph of logistic population growth and define carrying capacity.
• Apply principles of population ecology to practical problems including pest control, endangered species conservation, and fisheries management.

Part 48: Communities

• Define ecological community and describe how a community’s membership is determined.
• Define and recognize species richness as a measurement of community health and diversity.
• Define interspecific interaction; identify examples of symbiosis, mutualism, competition, and predation.
• Identify examples of species with strong effects on ecological communities; distinguish between foundation species, ecosystem engineers, and keystone predators.

Part 49: Ecosystems

• Distinguish between the living (biotic) and nonliving (abiotic) components of an ecosystem.
• Distinguish between producers, consumers, detritivores, and decomposers; identify examples and assign organisms to trophic levels based on their feeding relationships.
• Predict relative energy available to organisms at different trophic levels; explain the energy pyramid pattern.
• Define biogeochemical cycle and apply the concept of conservation of matter to chemical cycling in ecosystems.
• Compare and contrast the water, carbon, nitrogen, and phosphorus cycles in terms of their major driving processes and abiotic reservoirs.
• Identify important human influences on the water, carbon, nitrogen, and phosphorus cycles.

Part 50: Human Impact

• Identify three major factors that promote a large human impact on our environment.
• Define sustainable technology and identify practices as sustainable or unsustainable based on long-term consequences for people and the environment.
• Define and identify renewable versus nonrenewable resources; define and identify biodegradable versus nonbiodegradable materials.
• Describe or graph how the global human population size has changed over time, identifying the roles of the Agricultural and Industrial Revolutions.
• Recognize examples of human impacts on the environment and match them to the following categories: physical disturbance, resource depletion, or pollution.
• Define biodiversity and list or identify benefits humans derive from biological diversity.
• List and identify examples of the four major threats to biodiversity in the modern world.
• Explain the greenhouse effect as it relates to climate change.
• Define anthropogenic global climate change; identify its main causes and consequences.
• Summarize projections of future growth in terms of human population size, affluence, and technology.
• Identify some changes that may help to limit future impacts of humans on the environment, including strategies to deal with global climate change.

CHAPTER 1: Biology: Science of Life

Part 1: Course Introduction

Part 4: Summary

CHAPTER 2: Chemistry for Biology

Part 5: Introduction

Part 13: Summary

CHAPTER 3: The Cell

Part 14: Introduction

Part 17: Summary

CHAPTER 4: Metabolism

Part 18: Introduction

Part 21: Summary

CHAPTER 5: Cell Division

Part 22: Introduction

Part 26: Summary

CHAPTER 6: Inheritance

Part 27: Introduction

Part 30: Summary

CHAPTER 7: Molecular Genetics

Part 31: Introduction

Part 35: Summary

CHAPTER 8: Evolution

Part 36: Introduction

Part 38: Macroevolution

Part 39: Summary

CHAPTER 9: Human Body & Health

Part 40: Introduction

Part 45: Summary

CHAPTER 10: Ecology

Part 46: Introduction

Part 51: Summary

CHAPTER 11: Endpages

Part 52: Glossary and Acknowledgments

Estimated time to complete

This course is comparable to one semester of a general education biology course at a community college.

Date last updated

August, 2021

Author and other credits

Portions of this course are built on materials developed and generously provided by University of Maryland University College , made available with permission under a CC-BY-NC license. Direct use of specific activities and media elements are noted throughout the course.

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• Molecular biological techniques
• You’ll get a foundation in biology so you can understand the current medical revolution.

This course is a prerequisite for several advanced biology courses with MIT (see our Cell Biology BCG ). And if taking this course stirs your interest, check our Genetics BCG .

“This is the best online course I have ever had. I had zero knowledge in the concepts taught but with the help of professor Lander I managed to pull through while genuinely enjoying the process…” – Victoria .

And if you aren’t interested in a certificate, but like to consolidate your knowledge with quizzes and exams, more free biology courses are available on MIT OpenCourseWare. Watch the videos conveniently on the Class Central interface, then head over to the Direct link for other materials and homework.

• Introduction to Biology (Fall 2004) (28 hours)
• Introductory Biology (Spring 2005) (26 hours)
• Introductory Biology (Fall 2018) (28 hours)

Best Short Outline of Biology

The ever-reliable CrashCourse returns to our BCG list with Biology by CrashCourse . In eight hours of videos, you will learn about:

• Carbon, water, biological molecules, plant and animal cells
• ATP, respiration, photosynthesis, membranes & transport
• Mitosis, meiosis, DNA, heredity, evolution, and genetics
• Taxonomy and what makes us animals
• Systems: the nervous, circulatory, respiratory, digestive and excretory
• More systems: skeletal, muscular,  immune system, endocrine and reproductive
• Archaea, bacteria & protists

Other CrashCourse playlists are found in our Linguistics , Anatomy , Human Physiology , Ecology , and Astronomy BCGs. They’re concise, upbeat, and popular.

“Hank Green is my hero. I grew up loving physics and biology so I surrounded myself with them and even got into two of the worlds top rated colleges because of it, yet throughout all the classes and labs I’ve taken, none have been able to teach and be as visually stimulating to me quite like CrashCourse has.” – inserian, YouTube  learner.

Best Biological History Course

First there was the universe with the laws of physics. Atoms combined into molecules, which we study using chemistry. Geologists and paleontologists study past life, and now life on Earth has countless forms. Origins – Formation of the Universe, Solar System, Earth and Life is a comprehensive, 12-module look at the origins and history of life. You can also read my in-depth review of the course. Learn about:

• The formation of elements and the Solar System
• Earth’s geological principles and early life
• Microbial life and the Cambrian Explosion
• Macrobial Life and Eukaryotic Evolution
• Climate changes, Snowball Earth, and cell evolution
• Evolution of marine animals, major faunas, and adaptations
• Changing oxygen levels and their consequences
• Terrestrial plant evolution and adaptations
• Insect biodiversity, adaptations, and specializations
• Vertebrate adaptation to land and mass extinctions
• Climate change and molecular clock technique
• Evolution of primates, early humans, and human colonization
• Modern biodiversity across various habitats
• Reflect on the course’s impact on understanding life’s evolution and diversification on Earth.

“…I thought it would be more astronomy-based, but this was just the first lecture. However, I’m glad I’ve stayed, because I’ve brushed up some of my knowledge from biology, chemistry, and geology, and I’ve learned a great amount of new interesting facts…” – Kristina Šekrst .

Best Biology Course with Possible Credit

If you are a student at one of Study.com’s 1,500+ partner institutions, you may be able to claim credit for taking Biology 101: Intro to Biology . My advice is to check with your institution to avoid disappointment. This course covers:

• Basic biological terms
• Molecular biology, organic molecules, and enzymes
• Cell structure: organelles and membranes
• Metabolism, respiration, growth and cell division
• DNA & RNA structure and replication, mutations, genetics, and genetic engineering
• Protein synthesis
• Microbiology, human biology, ecology, and botany
• Taxonomic classification, timeline, and geological evolution.

Study.com also offers a course for AP Biology: Exam Prep including practice questions.

Best Cartoon-Style Biology Course

If you learn more easily with cartoon presentations, you’ll really enjoy the Amoeba Sisters Biology Learning Playlist . After the first few introductory videos, you’re taken into the world of biology, taught by an enthusiastic former high school biology teacher. Her sister is a cartoonist, and together they have set up an educational YouTube channel. You will learn about:

• The nature of science, lab safety, and microscope use
• Characteristics that may classify an organism as living
• Prokaryotes and eukaryotes including Archaea, bacteria, protists, fungi, plants, and animals
• Why the properties of water are essential for life
• Cell structure, specialization, cell membrane, passive and active cell transport and signaling
• Nucleic acids and genetics
• Biotechnology and biological processes: cellular respiration, photosynthesis, DNA replication, mitosis, and meiosis
• Natural selection, gene regulation, mutation,  genetic drift, evolution, biodiversity, and classification of living organisms, compare and contrast bacteria with viruses
• Ecological relationships, energy, and biogeochemical cycles
• Plant structure, vascular and nonvascular plants
• Systems in the human body.

“Honestly, thank you for all the hard work and effort you 2 both put into these videos. I can’t thank you enough. I”m a pre-nursing student and you guys help, motivate and save me whenever I don’t understand the base concepts” – PieceOfReis, YouTube learner.

Best AP Biology Prep Course

Are you a high school student planning to study biology at college or university? The Advanced Placement (AP) program in the USA and Canada allows high school students to take AP exams and get a head start on their college studies. AP Biology Video Essentials covers essential topics for the exam, using plenty of images, tables, and graphics. You’ll learn:

• Essential knowledge for the AP Biology Exam
• Natural Selection, Genetic Drift, Evidence for Evolution, Speciation and Extinction
• Life’s essential Characteristics and Scientific Evidence of The Origin of Life
• Free Energy, Phylogenetics, Abiogenesis, Photosynthesis, and Respiration
• Environmental Matter Exchange, Cell Membranes and Transport Across them, Compartmentalization, Homeostasis
• Positive and Negative Feedback Loops and Response to External Environments, Biotic and Abiotic Factors
• Plant and Animal Defense, Organ Systems, Viral Replication, and Biological Molecules
• Development: Timing and Coordination
• Behavior and Natural Selection, DNA and RNA, Cell Cycle, Mitosis and Meiosis
• Mendelian Genetics and Advanced Genetics, Gene Regulation, Signal Transmission and Gene Expression, Mechanisms that Increase Genetic Variation, Genotypes and Phenotypes
• Cells: Communication, Organelles, Specialization,and Variation
• Signal Transduction Pathways and the effects of Changes, Information Exchange
• Ecosystems, Cooperative Interactions, Communities, and Biodiversity.

“…Honestly these videos are the best resource out there for the AP exam. Can’t say thank you enough.” – AgithaBugPrincess, YouTube learner.

Also Great AP Biology Course

AP Biology goes through many types of multiple-choice and free response questions to help your exam preparation. Topics covered:

• Multiple choice and free response practice questions related to scientific investigation, conceptual and data analysis
• Natural selection, ecology, chemistry of life, cell structure and function
• Cellular energetics, cell communication, the cell cycle, meiosis, diversity, gene expression & regulation
• Natural selection, ecology & the biological mechanisms involved in growth.

Class Central , a Tripadvisor for online education, has helped 60 million learners find their next course. We’ve been combing through online education for more than a decade to aggregate a catalog of 200,000 online courses and over 200,000 reviews written by our users. And we’re online learners ourselves: combined, the Class Central team has completed over 400 online courses, including online degrees.

I’ve personally completed over 150 online courses in a variety of topics including biology.

Trying to find “the best” can be daunting, even for those of us who live and breathe online courses. Here’s how I approached this task.

First, I combed through Class Central’s Catalog and the internet to find a variety of free and paid open courses, some with certificates. You don’t need to enroll in a university to learn biology.

Second, when choosing courses, I considered the following factors:

• Renowned Institutions : I started with recognized institutions in Biology
• Instructor experience : I looked for instructors with extensive experience in Biology and engaging presentation styles
• Course content : I looked for courses that covered a range of topics and presentation styles, including the basics and more advanced topics
• Learner reviews : I read learner reviews (when available) to get a sense of the quality of each course.

To evaluate the courses, I watched some course videos and read the course syllabus.

I extracted information from course syllabi and reviews, and compiled their ratings, leveraging the Class Central database with its thousands of course ratings and reviews written by our users as well as available course provider ratings. Then, I defined the scope for these recommendations. A biology course can cover various topics, so I chose top courses from a range of sub-fields.

Ultimately, I used a combination of data and my own judgment to make these picks. I’m confident these recommendations will be a reliable way to learn biology.

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The Undergraduate Major in Biology

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The major begins with a variety of introductory courses related to the different fields of Biology. Students will begin taking these courses, exploratory lab courses, and a selection of additional breadth courses in Chemistry, Math, Physics, and Statistics during their first two years. Advanced elective courses will be taken in the remaining two years. Although not required for any field of study, most Biology undergraduates choose to engage in at least one quarter of research in a lab on campus. Many go on to complete independent research that culminates in an Honors thesis and presentation. More information about the requirements for the B.S. Biology are included here.

In the next step of the curriculum, students engage with fundamental areas of Biology through Bio Foundations courses, which cover key foundational disciplines of Biology. Students will take anywhere from 2-4 Bio Foundations courses depending on their subplan within the major. These courses will delve into these fundamental areas of Biology and further build students’ skills in critical scientific thinking, reading the literature, and scientific communication.

Each Bio Foundations course is offered for 4 units:

• BIO 81 – Ecology 
• BIO 82 – Genetics
• BIO 83 – Biochemistry and Molecular Biology
• BIO 84 – Physiology
• BIO 85 – Evolutionary Biology
• BIO 86 – Cell Biology

The general Biology major allows students to choose any four out of the six Bio Foundation courses. Specialized fields of study will require specific Bio Foundations courses, please review each subplan for the specific number and 80-series courses required. 

The 80-level Bio Foundations courses must be taken for a letter grade. 

These courses provide hands-on exposure to scientific methodology and experimental design. They are inquiry-based and allow students to hone their scientific thinking and lab skills by conducting real biology research. Lab courses are designed to give a grounding in both lab research and field research. Please review each subplan for the specific number and list of required lab requirements.

Some lab courses include:

• BIO 43, Introduction to Laboratory Research in Neuronal Cell Biology
• BIO 45, Introduction to Laboratory Research in Cell and Molecular Biology
• BIO 46: Introduction to Research in Ecology and Evolutionary Biology (WIM course)
• BIO 47: Introduction to Research in Ecology and Evolutionary Biology (WIM course)

Courses in Chemistry, Math, Physics, and Statistics will be required. Although specific requirements will vary by subplan , students can expect to take the following courses:

• 1-6 courses in Chemistry
• 1-3 courses in Math
• 2-4 courses in Physics
• 1 course in Statistics

Only one course from Chemistry, Math, Physics, and Statistics requirement may be taken credit/no credit.

Upper-level courses are offered in more specialized areas of Biology, many of them are seminar-style courses that provide opportunities to explore in depth the scientific literature and develop ideas for novel areas of research. Students have the option of pursuing a General Biology major or fulfilling specific requirements to pursue a specialized field of study. The specific number of elective requirements will vary by subplan.

General Biology and students who choose a subplan will take a unique combination of course requirements as outlined in their specific area. The fields of study often referred as "subplans" are:

• General Biology
• Biochemistry/Biophysics
• Cellular, Molecular, and Organismal Biology
• Computational and Systems Biology
• Ecology, Evolution, and Environment
• Microbial Sciences
• Neurosciences

All students may take one elective course credit/no credit. 

Elective courses can include additional Biofoundations, foundational lab, and 100-level Bio courses. Also included are out-of-department STEM courses from an approved out-of-department electives list , which will include most 100-level courses in STEM subjects as well as some lower-level courses. Capstone units : a maximum of 7 units of BIO 196-199/X may be counted towards the electives.

Important note: All undergraduates matriculating as first-year students in 2021-22 or later and graduating in AY 2024-25 or later must complete a capstone. Transfer students who enter AY 2022-23 or AY 2023-24 and plan to graduate in AY 2024-2025 or later will also be required to complete a capstone.  

The capstone requirement in Biology may be fulfilled via one of four options. 

Option #1 - Honors in Biology

To pursue honors, students must submit an honors petition in the fall of senior year, complete at least 10 units of BIO 199/X or BIOHOPK 199H(Undergraduate Research), have a GPA of 3.0 or higher at the time of graduation, and present their honors thesis at the departmental Achauer Honors Research Symposium and through the Biology Virtual Showcase website.

Option #2 -  The Senior Reflection in Biology

Students interested in expressing their personal interests in biology via creative or artistic forms (such as writing, music, fine arts, performing arts, photography, film, or new media) may enroll in The Senior Reflection (BIO 196A, B, and C; all three courses are required for this track). A written proposal on the creative process and scientific significance of the selected topic is generated in the fall (BIO 196A). During the winter quarter in Bio 196B, weekly workshops support the development, production, and refinement of each project. In spring (BIO 196C), projects are finalized and curated for an exhibition, which is held at the end of the quarter. Students are also required to write a final reflection essay.

Option #3 - Independent Capstone in Biology

Students who wish to conduct an independent, individually-designed capstone project may enroll in the Senior Synthesis. Such individually-designed projects might involve research internships, business internships, travel-based study, teaching, or other forms of community service. Examples of possible products of these individually-designed capstones include the production of a teaching or business plan, a film or podcast, or a public education campaign. Students in this track will take three courses: BIO 199A, BIO 199B, and BIO 199C.

Option #4 - Approved Out-of-Department Capstone

Students may also fulfill their capstone requirement via other approved capstone programs or honors programs, provided that the student’s specific program or project contains a substantial amount of biological relevance or content. Students who wish to use this track must submit a petition to the Biology Undergraduate Studies Committee prior to the spring quarter of their junior year.

Students are required to take one of the  Biology university-approved WIM courses . WIM courses can overlap with other requirements.

Students can choose from the following options:

2024-2025- Checklist of Requirements by Subplan

• Biochemistry & Biophysics
• Computational and Systems Biology

2023-2024- Checklist of Requirements by Subplan

2022-2023-checklist of requirements by subplan.

• General Major
• Computational Biology
• Ecology and Evolution
• Marine Biology
• Microbes and Immunity
• Molecular, Cellular and Developmental Biology
• Neurobiology
• Approved Out of Department Electives  (applies to the general major and all fields of study)

Older Catalog Degree Requirements

2021-2022 checklist of requirements.

• All 2021-2022 Checklist folder

2020-2021 Checklist Requirements

• All 2020-2021 Checklist folder

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• BA in Biology

For contact information, please visit the Department of Biology’s website .

The Biology major provides students with a breadth of understanding across the full range of biological disciplines as well as an opportunity to explore one of several specialized areas in greater depth. Required coursework for the major and different specializations establishes a core of fundamental knowledge in biology and related sciences. Students build on this foundation through a variety of lecture, laboratory, field, and seminar courses that offer them the opportunity to focus on specific disciplines. The development of laboratory and field skills is encouraged through elective participation in the cutting-edge research of the department’s faculty and engagement in the extensive biological resources in the Boston area. Students graduate with the skills and intellectual base for employment in the burgeoning life sciences job market or for further education, including both graduate programs and professional schools.

A dual-degree BA/MS in Biology is available to students pursuing the bachelor’s degree in Biology.

Learning Outcomes

• Demonstrate knowledge of fundamental principles spanning the breadth of biology, from evolution to energy and matter transformations.
• Demonstrate expertise in the scientific method, specifically the ability to apply the scientific method—which includes critical assessment of the scientific literature, analysis of data, and use of modeling and simulation in the understanding and communication of biology.
• Attain the technical and/or analytical skills required for employment or postgraduate education in biology or biology-related careers, including professional careers and science education.

Requirements

All BU undergraduate students, including both entering first-year and transfer students, will pursue coursework in the BU Hub, the University’s general education program that is integrated into the entire undergraduate experience. BU Hub requirements can be satisfied in a number of ways, including coursework in and beyond the major as well as through cocurricular activities. Students majoring in Biology will ordinarily, through required coursework in the major, satisfy nearly all the BU Hub requirements in the Scientific and Social Inquiry, Quantitative Reasoning, and Communication Capacities, as well as most of the requirements in the Intellectual Toolkit Capacity. In addition, some BU Hub requirements may be earned in the Diversity, Civic Engagement, and Global Citizenship Capacity as well as the Philosophical, Aesthetic, and Historical Interpretation Capacity through specific Biology breadth and elective courses. Remaining BU Hub requirements will be satisfied by selecting from a wide range of available courses outside the major or through an approved cocurricular experience.

The Biology major requires a total of nine courses in biology (introductory, breadth, and elective courses) and a total of six to seven related courses in chemistry, math/computer science, and physics.

Excluding Introductory Biology courses and Non-Majors Courses:

• at least three biology courses must have a laboratory component
• at least three biology courses must be at the 300+ level
• at least five biology courses must be taken in the BU Biology Department (or be crosslisted with BI courses in CAS)

Some Biology course requirements can overlap (e.g., BI 315 simultaneously counts as a breadth requirement, as a lab course, and as a 300+ level course. Nonetheless, BI 315 is only counted as a single course toward fulfillment of the major. BI 315 cannot simultaneously count as both a Breadth and Elective course.)

A grade of C or higher is required for major units in all courses (except corequisite chemistry courses). A grade of C– or higher is required for major units in corequisite chemistry courses.

Course titles and full descriptions are located in the Courses portion of this Bulletin. Unless otherwise noted, all required courses are 4 unit hours.

Introductory Biology (2 courses)

• CAS BI 107 ( or CGS NS 201)
• CAS BI 108 ( or BI 116)

Breadth Requirement (3 courses)

Choose one course in each of the following three areas:

Cell & Molecular Biology (CM)

• CAS BI 203 ( or BI 213  or BI 218* (5 units)) or
• CAS BI 206 ( or BI 216)

Physiology and Neurobiology (PN)

• CAS BI 310* or
• CAS BI 315* or
• CAS BI 325 ( or NE 203*)

Ecology, Behavior, Evolution (EBE)

• CAS BI 225  or
• CAS BI 260  or
• CAS BI 303*  or
• CAS BI 306*  or
• CAS BI 309  or
• CAS BI 407*

*Course will also count toward the three-lab requirement.

Biology Electives (4 courses)

• Four Biology electives ^

^ These electives can be any 4-unit courses offered by the Biology Department, excluding Non-Majors Courses (see below) and including CAS BB 522 and/or eligible courses under the Optional Programs section of this Bulletin page. Many of our CAS BI 2-unit courses can be taken in combination to fulfill one elective. Other courses, including those in some study abroad programs, may fulfill electives by petition (students still need to adhere to the requirement for five BU Biology courses).

Non-Majors Courses

Please note that the following courses  cannot be used toward the major:

Related Requirements (6–7 courses)

Choose one of the following tracks (in consultation with your major advisor):

Standard Track (recommended):

• Choose one of the following general chemistry sequences:

• Choose one of the following organic chemistry courses:   CAS CH 203 ( or CH 211 or CH 218)

Alternative Track (not acceptable for most prehealth careers):

• CAS CH 171^

^ Or any completed general chemistry sequence from the standard track

• CAS CH 172 or CH 174

Note: It is recommended that the standard track general chemistry sequence (or alternative track’s CH 171 & 172 or CH 171 & 174) be taken concurrently with BI 107 and BI 108 during the first year. Most Biology majors complete the standard track and continue onto a fourth term of chemistry (CH 204 or 214), which is a requirement for medical and other professional schools. Students intending to apply to medical school are also advised to take biochemistry (CAS BI 421/422 or CH 373) in their junior or senior year.

Mathematics/Computer Science

Choose a total of two courses from the lists below. At least one course must be calculus or statistics:

Calculus Courses:

Note: Students cannot take more than one of the following for units: CAS MA 121 or 123; similarly, students cannot take more than one of the following for units: CAS MA 122, 124, 127, or 129.

Statistics Courses:

Note:   MA 113 will not satisfy major requirements. Students cannot take more than one of the following for units: CAS MA 113, 115, or 213; similarly, students cannot take more than one of the following for units: CAS MA 116 or 214.

Computer Science Courses:

Choose one of the following sequences:

• CAS PY 105 & 106 or
• CAS PY 211 & 106  or
• CAS PY 211 & 212  or
• CAS PY 241 & 242 or
• CAS PY 251 & 252

Research Opportunities

While research is not required by the major, undergrads are encouraged to participate in research in Biology faculty or outside labs through volunteering, receiving funding, or earning academic units. Students may receive funding through Work-Study arrangements or through the Undergraduate Research Opportunities Program (UROP). Academic units for research is earned through the Undergraduate Research in Biology program and the following courses require students to submit an online application and receive approval from the Director of Undergraduate Studies.

Notes: Students should discuss what constitutes a “prior term of research” with an Undergraduate Program Specialist in Biology when first applying for Undergraduate Research in Biology. Up to 8 units at the >300 level can be used to fulfill major electives (these terms do not need to be taken consecutively). Four of these units can be used toward the three-lab requirement. Both 2- and 4-unit research count toward graduation units.

Seniors may pursue Honors Research in Biology; see the Honors in the Major section below.

Please visit the Biology Department website  for additional information regarding Undergraduate Research in Biology.

Modular Medical/Dental Integrated Curriculum (MMEDIC) Program

Juniors and seniors who have been admitted to the Modular Medical/Dental Integrated Curriculum (MMEDIC) program , with the appropriate prerequisites and approval from the directors of the MMEDIC program, may register for certain courses that have been developed for this program. The MMEDIC program offers an integrated curriculum composed of undergraduate and medical/dental school–related courses that facilitate the transition to the curriculum at the  Chobanian & Avedisian School of Medicine  and the School of Dental Medicine. Those interested in early admission to the Chobanian & Avedisian SOM and Boston University Henry M. Goldman School of Dental Medicine through the MMEDIC program must apply through the Pre-Professional Advising office (100 Bay State Road, 4th Floor) at the beginning of the second term of their sophomore year.

The following courses may count toward the biology major for students enrolled in the MMEDIC program:

• GMS AN 722 Cellular Organization of Tissues (4 units)
• GMS BI 751 Biochemistry and Cell Biology (6 units)
• GMS MI 713 Comprehensive Immunology (4 units)
• GMS PH 730 Human Physiology A (4 units)
• GMS PH 731 Human Physiology B (4 units)

Note: Students enrolled in the MMEDIC program may petition for up to three MMEDIC courses to be accepted toward the biology major. MMEDIC students must take a minimum of four non-MMEDIC courses beyond the introductory level in the Department of Biology in order to fulfill the department’s residency requirement.

• Honors in the Major

Honors Research in Biology requires senior standing and an overall GPA of 3.5. Students complete two terms of 4-unit research*, the second of which is CAS BI 402 (Honors Research). They also complete one term of CAS BI 497 or 498 (Honors Seminar). Finally, Honors students complete and defend a written senior thesis.

*One term may be other research experience approved by the Biology Department; typically it’s BI 401.

Additional Information

Please see the Department of Biology  portion of this Bulletin for information on the following topics:

• Advanced Units (AP & IB Exams)
• Department Residency Requirement
• Intercollege Cross-Registration
• Premedical Students
• Study Abroad Programs

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Biological Sciences

Students majoring in fields in the Biological Sciences fulfill their Core requirement through their major coursework.

How do biologists investigate questions about our natural world, and how do they address the Grand Challenges in biology and their profound impacts on society? These are the central questions motivating the general education program in biology. Through this program, all students develop a foundation of biological knowledge necessary to engage in conversations about contemporary biological issues. They also explore how biologists produce new knowledge, and they acquire skills to evaluate biological evidence and make evidence-based decisions on biological issues that affect society.

Students majoring in Biological Sciences, Neuroscience, and certain other STEM fields and/or taking courses to meet pre-health requirements fulfill their biology general education requirement through their respective fundamentals or pre-health biology course sequences.

All other students satisfy the biology general education requirement by taking two nonmajor-directed biology courses: a laboratory-based introductory biology course and a ‘topics’ course focused on a subfield of biology. Throughout the academic year, multiple sections of the introductory biology course are offered; each section examines biological principles and research methods from a different focus, such as ecology and evolution, infectious disease and microbiology, computational biology, organismal development and aging, or neurobiology. To gain hands-on experience in the scientific process, students can choose from a course model that offers a series of laboratory modules to introduce modern research methods or they can select an inquiry-based course model in which students conduct their own research projects to experience how biologists frame questions and test hypotheses. After completing the introductory biology lab course, students choose from a large menu of topics courses which allow them to explore a specific area of biology more deeply. Offering these different course options ensures that all students, regardless of background, can experience biology in new ways and learn about biology topics and approaches that are of interest to them.

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• College of Science & Health (CSH)

+BIO 100 Cr.4

Biology for the Informed Citizen

This course develops an understanding of what science is and utilizes biology as a framework for investigating the importance of science in our everyday lives. Topics include evolution, ecology, human impact on the environment, cell biology, and genetics as it relates to human reproduction. This course is designed as a general education course for non-science or non-allied health majors. Not applicable to the major or minor in biology. Prerequisite: Students with credit in BIO 103 or BIO 105 cannot earn credit in BIO 100 . Offered Fall, Spring, Summer.

+BIO 102 Cr.3

Contemporary Issues in Biological Sciences

An intra-disciplinary approach to investigating current issues within the biological sciences. Specific topics under the general categories of health, medicine, environment, genetics, and industrial technology will be identified, described and characterized. The science underlying the issue will be explored and the potential impact (past and future) of applied scientific advances within the respective disciplines will be examined in depth. Not applicable to a major or minor in biology. Offered Occasionally.

+BIO 105 Cr.4

General Biology

An introduction to biology including topics in ecology, population biology, nutrient cycling, food webs, cell structure and function, metabolism, photosynthesis, reproduction, genetics, molecular biology and evolution. This course provides a strong foundation for further science courses, and is designed for science majors, allied health majors and students with an interest in science. Lect. 3, Lab. 2. Offered Fall, Spring.

BIO 202 Cr.2

Introduction to Biological Data Analysis and Interpretation

This course is an introduction to the common techniques used by biologists to efficiently and effectively process, interpret, and communicate ideas and information generated in the biological sciences. Students will learn the techniques in a hands-on approach using biological databases. Topics covered in this course will include basic laboratory and field notebook production and use; the use, analysis and interpretation of databases, graphs, tables, charts, and other visual aids used in scientific papers; techniques for digital microscopic image production and analysis. Prerequisite: BIO 105 . Offered Summer, Winter.

BIO 203 Cr.4

Organismal Biology

A survey of the diverse form and function of prokaryotes, protistans, fungi, plants and animals. Basic ecology, natural history, evolution, biogeography and importance of organisms to humans will be emphasized. Lect. 3, Lab 3. Prerequisite: BIO 105 with a grade of "C" or better. If both BIO 210 and BIO 304 have been completed, BIO 203 cannot be taken for credit. Offered Fall, Spring.

BIO 210 Cr.3

Animal Biology

Animal biology is a phylogenetic survey of the animal-like protists and animal kingdom beginning with single celled organisms and ending with vertebrates. Innovation of form and function of each major animal group will be discussed along with their taxonomy, ecology, natural history, distribution, medical and economic importance to humans and natural ecosystems. Lect. 2, Lab 2. Prerequisite: BIO 203 . Offered Fall.

BIO 212 Cr.3

Biology of Health and Disease

The health of humans and other biological systems is explored from the cell to the community level. Homeostatic mechanisms that maintain health will be discussed starting at molecular and progressing to organismal mechanisms. Causes of disease and disruptions in health are examined with emphasis on prevention, diagnosis and treatment modalities in individuals and populations. Credits earned will not count towards biology major or minor requirements. Prerequisite: grade of "C" or better in BIO 100 or BIO 105 . Offered Spring, Summer.

BIO 260 Cr.1-3

Special Topics in Biology

Topics in biology of interest to selected groups. Topics will be offered with a specific title. May be staffed by resident faculty or visiting lecturers. Other departments may be invited to participate. Repeatable for credit - maximum six. Prerequisite: BIO 105 . Offered Occasionally.

BIO 289 Cr.1

Introduction to Scientific Research

This course is a directed independent study project or research assistance experience within the discipline, but outside that offered through regularly scheduled courses, under the direction of the supervising faculty member. Repeatable for credit - maximum four. Departmental option for pass/fail or letter grade. Consent of instructor. Pass/Fail grading. Offered Fall, Spring, Summer.

BIO 299 Cr.1

Biology Tutor Training Practicum

This course is designed to offer training and supervision for biology tutors. The course will include an overview of best tutoring practices and how to best serve different client populations. Students will develop a reflective tutoring practice based on reading and course discussions. Content specific training will be done throughout the semester at appropriate times. It is strongly encouraged that the student take the course during the first semester of employment at a biology tutor. Failure to complete the course during the first year of employment will result in termination of employment as a tutor. Students who repeat the course will engage more deeply with the content. Repeatable for credit - maximum three. Prerequisite: BIO 105 . Consent of instructor. Pass/Fail grading. Offered Fall, Spring.

BIO 302 Cr.2

Introductory Plant Identification

Introduction to the identification of trees, shrubs, and other herbaceous plants of both local native and cultivated species. Field trips required. Lect. 1, Lab 2. Prerequisite: BIO 203 or BIO 304 . Offered Fall - Odd Numbered Years.

BIO 303 Cr.4

Vertebrate Form and Function

Anatomy and physiology of the vertebrates with the rat as the basic study animal. Lect. 2, Lab 4. Prerequisite: BIO 105 . Offered Occasionally.

BIO 304 Cr.3

Plant Biology

Plant Biology is a phylogenetic survey of the plant-like protists and organisms in the plant kingdom beginning with single celled organisms and ending with flowering plants. Innovation of form and function of each major plant group will be discussed along with their anatomy, morphology, taxonomy, ecology, natural history, distribution, medical and economic importance to humans and natural ecosystems. Lect. 2, Lab 2. Prerequisite: BIO 203 . Offered Spring.

BIO 306 Cr.4

A comprehensive study of the basic principles of heredity, including Mendelian and Molecular Genetics. Lect. 3, Lab 2. Prerequisite: BIO 105 and a second biology course applicable to the major. Offered Fall, Spring.

BIO 307 Cr.3

A study of interactions that determine the distribution and abundance of living organisms. The basic principles of ecology are presented in order to develop an understanding of the nature of these interactions at the individual, population and community levels of biological organization. Prerequisite: BIO 203 . Offered Fall, Spring.

BIO 312 Cr.4

Human Anatomy and Physiology I

A comprehensive study of general anatomical and physiological principles of cells, body fluid compartments, the skeletal, muscular, and nervous systems and the special senses. Required elements of the laboratory portion of the course include computer simulations, microscopy, mammal organ dissections and study of cadaver prosections. Students who have completed this course, or are currently enrolled, may not register for this course again until after freshmen registration (unless they have instructor/department consent). Lect. 3, Lab 2. Prerequisite: grade "C" or better in BIO 105 & CHM 103 . Students who have completed this course, or are currently enrolled, may not register for this course again until after freshmen registration (unless they have instructor/department consent). Offered Fall, Spring, Summer.

BIO 313 Cr.4

Human Anatomy and Physiology II

A comprehensive study of the cardiovascular, respiratory, digestive, urinary, reproductive and endocrine systems. Required elements of the laboratory portion of this course include computer simulations, microscopy, mammal organ dissections and study of cadaver prosections. Lect. 3, Lab 2. Prerequisite: earn a "C" or better in BIO 105 , CHM 103 , and BIO 312 . Students who have completed this course, or who are currently enrolled, may not register for this course again until after freshmen registration (unless they have instructor/department consent). Offered Fall, Spring, Summer.

BIO 315 Cr.4

Cell Biology

A comprehensive overview of cell structure and function, including the nature of biomolecules, cellular metabolism and its regulation, the dynamics of membranes and the cytoskeleton, the execution and control of the cell cycle, cell interactions, and cell signaling. Lect. 3, Lab 3. Prerequisite: BIO 105 ; one additional semester of biology; and a minimum of three semesters of chemistry through organic chemistry. Offered Fall, Spring.

BIO 321 Cr.4

Ornithology

This course covers evolution, anatomy, physiology, ecology, and conservation of birds. It includes field identification with emphasis on Wisconsin forms. There will be a required weekend field trip on either the last weekend in April or the first weekend in May, dependent on the semester and final exam schedule. Lect. 3, Lab 3. Prerequisite: BIO 203 or BIO 210 or BIO 303 . Offered Spring.

BIO 330 Cr.3

Economic Botany

Plants provide humans with food, feed, fuel, fiber, pharmaceuticals, and other economically important products. This course provides an introduction to domesticated plant varieties and wild plant species and their value in human and domestic animal nutrition, and as energy sources, manufactured materials and drugs. Ethnobotanical interests in wild plant species will also be discussed. Prerequisite: BIO 203 or BIO 304 . Offered Alternate Years.

BIO 333 Cr.3

Radiation Biology

Applications and effects of nuclear radiation on biological systems. Lect. 2, Lab 2. Prerequisite: BIO 105 ; one additional course in biology; CHM 103 . Offered Spring.

BIO 337 Cr.3

Plant Physiology

An introduction to plant water relations, mineral nutrition, respiration, photosynthesis, growth, and development with emphasis on the physiology of seed plants. Prerequisite: BIO 203 or BIO 304 . Offered Spring.

BIO 341 Cr.3

This course includes fundamentals of aquatic ecology, with special reference to community ecology. Taxonomy, stratification and succession of organisms to be investigated. Energy traffic through aquatic ecosystems will also be investigated. Field trips required. Lect. 2, Lab 3. Prerequisite: BIO 105 ; one additional biology course; one semester of chemistry. Offered Fall.

BIO/CHM/PHY 356 Cr.2

Curriculum and Assessment in Math and Science

Students are introduced to state and national content standards and related theories on teaching and learning. They will apply this knowledge to develop a curricular framework. Topics will include: Learning outcomes, student misconceptions, balanced assessment, and lesson planning in the content areas. Prerequisite: declared math or science education major/minor; admission to teacher education. (Cross-listed with BIO/CHM/PHY; may only earn credit in one department.) Offered Fall.

BIO 365 Cr.3

Scientific Visualization

The ability to powerfully and effectively convey biological concepts and subjects can depend on the clarity, accuracy, and aesthetics of visualizing subject matter. We will learn skills of the scientific illustrator working in biology and produce a series of graphics with the intent to use in oral presentations, posters, publications, and portfolios. This course is designed to challenge scientist, graphic designer, and artist working specifically in the realm of biology. We will explore topics in biology, because depicting a subject accurately means knowing one's subject intimately. Visualization techniques will include pen and ink and other traditional illustration techniques, digital image creation and manipulation, macrophotography, microscope use, intro to 3D visualization, thermography, etc. Lab 4. Prerequisite: BIO 100 or BIO 105 ; BIO 203 or ART 262 . Offered Fall - Even Numbered Years.

BIO 390 Cr.2

Latin and Greek Roots in Scientific Terminology

Most scientific terminology comes to us as derived from Latin and Greek words. This course provides a solid background in scientific vocabulary by learning root words, prefixes and suffixes, as well as combinations of two or more root words and prefixes. Does not apply toward biology major or most concentrations. Prerequisite: BIO 105 . Offered Fall.

BIO 401/501 Cr.4

Comparative Vertebrate Anatomy

Comparative anatomy is fundamental for investigating vertebrate function and evolutionary biology. The course integrates anatomy, evolution, and development of the chordate body, system-by-system and across the group's diversity from flying and running vertebrates to sea squirts and lampreys. Labs will raise insight and skill through comprehensive, respectful dissection of minks, dogfish sharks, lampreys, and representative organ specimens. One lab period per week is dedicated to a main dissection and exploration of anatomy. The next lab period integrates lecture, dissection refinement, and collaborative reinforcement of learning. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Lect. 2, Lab 4. Prerequisite: BIO 203 or BIO 210 ; junior, senior, or graduate standing. Offered Spring.

BIO 404/504 Cr.3

Plant Taxonomy

Collection, identification, classification, and evolution of the vascular plants with emphasis on local flora. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Lect. 1, Lab 4. Prerequisite: BIO 203 or BIO 304 ; junior standing. Offered Spring - Odd Numbered Years.

BIO 405/505 Cr.2

Aquatic and Wetland Vascular Plants

Identification and collection of vascular plants of aquatic and marsh habitats with emphasis on adaptive morphology and ecology of local species. Field trips required. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Lect. 1, Lab 2. Prerequisite: BIO 203 or BIO 304 ; junior standing. Offered Fall - Even Numbered Years.

BIO 406/506 Cr.4

Parasitology

A survey of the major groups of animal parasites with regard to their taxonomy, morphology, life histories, host-parasite relationships, and economic importance. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Lect. 2, Lab 4. Prerequisite: BIO 203 or BIO 210 or BIO 303 ; junior standing. Offered Fall.

BIO 408/508 Cr.4

Developmental Biology

An exploration of the cellular and molecular mechanisms that underlie embryonic development in several model organisms. Topics include fertilization, regulation of gene expression, cell fate determination, stem cells, early pattern formation, morphogenesis of tissues/organs, and limb formation. The course primarily focuses on animal models with an emphasis on evolutionarily conserved processes, structures, and molecular pathways. Technological advances and relevance to human development and disease are highlighted throughout. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Lect. 2, Lab. 4. Prerequisite: BIO 203 or BIO 210 or BIO 303 ; BIO 306 or MIC 416 ; BIO 315 ; junior standing. Offered Spring.

BIO 410 Cr.1

Human Cadaver Dissection

This supervised cadaver dissection course uses a regional anatomy approach and is designed to improve students' competency in human gross anatomy. Students will prepare a human cadaver prosection for use in undergraduate anatomy and physiology laboratories. In addition to dissections, students will use computer-based learning projects and literature reviews to enhance their understanding of human anatomy and the historical and current role of cadavers in society. Prerequisite: BIO 312 , BIO 313 , and BIO 479 (must have been a TA for BIO 312 or BIO 313 ). Consent of instructor. Offered Summer.

BIO 412/512 Cr.4

A survey of all the major groups of fungi of the fungal kingdom (and relatives) in terms of systematics, anatomy, morphology, ecology, physiology, genetics, evolutionary relationships, and human and plant pathology. Laboratory includes microscopic and macroscopic study of the fungi, as well as making a collection of cultures and of fungal reproductive structures (including mushrooms) from selected groups. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Lect. 2, Lab 4. Prerequisite: BIO 203 or BIO 304 or MIC 230 (Both the microbiology course and one of the biology courses are strongly recommended); junior standing. Offered Fall.

BIO 413/513 Cr.3

Medical Mycology

A study of the increasing number of medically important fungi, including the yeasts, molds, other fungi, and actinomycetes that are pathogenic to humans and other animals. Emphasis is on laboratory techniques for isolation and identification of pathogenic fungi. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Lect. 2, Lab 2. Prerequisite: BIO 203 or MIC 230 ; junior standing. Offered Spring.

BIO 414/514 Cr.3

Freshwater Invertebrate Zoology

Introduces the ecology and taxonomy of the metazoan, non-parasitic freshwater invertebrates. An extensive course designed to provide a foundation for taxonomic knowledge, and basic understanding of the biology and ecology of freshwater invertebrates for advanced students in aquatic and environmental sciences. Lectures will focus on ecology; labs on taxonomy and quantitative skills. A student reference collection and field trips will be required. Lect. 2, Lab. 2. Prerequisite: BIO 203 or BIO 210 or BIO 341 ; junior standing. Offered Occasionally.

BIO 415 Cr.3

Neuroethology

Neuroethology is the study of the neural basis of natural animal behaviors. This course will integrate animal behavior, physiology, comparative anatomy, and neuroscience. Course topics will include the study of a variety of animal species with unique behaviors such as echolocation in bats and cetaceans, social communication in songbirds, jamming avoidance in electric fish, or auditory mapping in owl predation. Prerequisite: BIO 105 ; CHM 103 ; NEU 200 or BIO 203 or BIO 312 . Offered Fall.

BIO 419/519 Cr.3

Quantitative Methods in Ecology

An introduction to field and laboratory procedures used by ecologists to describe and analyze the interactions between organisms and their environments. The course will emphasize quantitative techniques, including the use of computer technology, for collecting, recording and interpreting ecological data. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Lect. 2, Lab 2. Prerequisite: BIO 307 or BIO 341 ; STAT 145 or MTH 265 or equivalent experience with statistics; junior standing. Offered Fall.

BIO 421/521 Cr.3

Comparative Vertebrate Endocrinology

A comprehensive study of the production, regulation, structure, molecular to whole-body actions, metabolism, and excretion of biochemical signaling molecules across vertebrates with a focus on amphibians, fish, birds, and mammals. Hormone and neurotransmitter pathways will be examined with relationship to evolutionary and environmental influences using lecture, review of primary literature, and case studies. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Credit toward the biology major can only be received for this class or BIO 424 , not both. Prerequisite: BIO 313 or BIO 458 ; junior standing. Offered Spring.

BIO 422/522 Cr.3

Ichthyology

A study of the taxonomy, anatomy, physiology, and ecology of fish, with emphasis on the fresh water fishes. Lect. 2, Lab. 2. Prerequisite: BIO 203 or BIO 210 or BIO 303 ; junior standing. Offered Fall - Odd Numbered Years.

BIO 424/524 Cr.3

Human Endocrinology

A comprehensive study of the production, regulation, structure, molecular to whole body actions, metabolism, and excretion of biochemical signaling molecules in humans. The classical and more recently recognized neurotransmitter and hormone pathways and clinical and pharmacology considerations of each will be explored using lectures, primary literature, and case studies. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Credit toward the biology major can only be received for this class or BIO 421 , not both. Prerequisite: BIO 313 or BIO 458 ; junior standing. Offered Fall.

BIO 428/528 Cr.3

Advanced Nutrition for the Health Professions

A comprehensive study of nutrition-related diseases and nutrition assessment, evaluation, and management in clinical settings that people working in healthcare may encounter. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Prerequisite: BIO 313 or NUT 200 ; junior standing. Offered Fall, Spring.

BIO 429/529 Cr.3

Consideration of the principles and the record of organic evolution of plants and animals. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Prerequisite: BIO 306 ; junior standing. Offered Fall, Spring.

BIO 432/532 Cr.2

Biology of Cancer

A survey of the current knowledge of cancer biology. The course will include lectures on a wide range of cancer topics, including: characteristics of cancer cells, carcinogenesis, cancer genes, tumor classification, invasion, metastasis, inheritance, immunology, drug development, treatment, and prevention. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Prerequisite: BIO 303 or BIO 313 ; BIO 306 or MIC 416 ; junior standing. Offered Fall, Spring.

BIO 435/535 Cr.3

Molecular Biology

A study of molecular biology with an emphasis on eukaryotic systems. The course will focus on the molecular aspects controlling biological processes. The impact of recombinant DNA technology on biotechnology and medicine will also be examined. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Prerequisite: BIO 306 and BIO 315 , or MIC 416 and three semesters of college chemistry including organic chemistry; junior standing. Biochemistry strongly recommended. BIO 436 is an optional laboratory which can be taken concurrently. Offered Fall, Spring.

BIO 436/536 Cr.1

Molecular Biology Laboratory

A study of molecular biology with an emphasis on eukaryotic systems. Laboratory emphasis is on recombinant DNA technology, current techniques used to express recombinant proteins in eukaryotic cells, computer based DNA analysis, macromolecular modeling using computers, and quantitative assay techniques. This lab is optional for those enrolled in BIO 435 . This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Lab 3. Prerequisite: taken concurrently with BIO 435 ; junior standing. Offered Fall, Spring.

BIO 437/537 Cr.3

Plant Growth and Development

Discussion of experiments and analysis of research data obtained from the living plant. Prerequisite: BIO 203 or BIO 304 ; junior standing. Offered Occasionally.

BIO 439/539 Cr.3

Plant Anatomy

A detailed examination of plant structure and development as revealed with the light and electron microscopes. Primarily seed plants will be examined. Structure and development will be studied as a means by which plants cope with their ecology, evolution and function. Lect. 2, Lab. 2. Prerequisite: BIO 203 or BIO 304 ; junior standing. Offered Occasionally.

BIO/MIC 440/540 Cr.2

Bioinformatics

In this course, students will use computers to study and compare the sequence of nucleotides in DNA or RNA, or the amino acids in a protein. Computers are also used to examine the three dimensional structure of protein. Being able to manipulate and study this information is the basis for the current revolution in biotechnology. Topics include evolution, taxonomy, genomics and understanding disease. This course provides students an opportunity to explore the relationships between biology, microbiology, chemistry and computer science. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Lect. 1, Lab 2. Prerequisite: BIO 306 or MIC 416 ; junior standing. (Cross-listed with BIO/MIC, may only earn credit in one department.) Offered Spring, Winter.

BIO 441/541 Cr.3

Environmental Toxicology

The study of the lethal and sublethal effects of chemical contaminants on ecosystems and humans. Topics covered include environmental legislation, chemical distribution and fate in the environment, methods of toxicity testing, assessment of exposure and risk, effects of chemical contaminants on humans, and fish and wildlife populations, communities and ecosystems, and toxicity of specific chemical groups. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Prerequisite: BIO 307 or BIO 341 ; CHM 104 ; junior standing. Offered Spring - Odd Numbered Years.

BIO/MIC 442/542 Cr.3

Plant Microbe Interactions

This course explores in depth various ways that plants interact with microbes in the environment, at the macroscopic, cellular, and molecular levels. Case studies include both parasitic and mutualistic (symbiotic) interactions. Microbes include fungi, bacteria, nematodes, and viruses. Includes plant pathology and studies of the beneficial relationships between plants and microbes. Inquiry based labs are integrated into the lecture and discussion sessions. This course is taught largely at an undergraduate level. Graduate students have additional course requirements/expectations. Lect. 2, Lab 2. Prerequisite: BIO 203 or MIC 230 ; junior standing. (Cross-listed with BIO/MIC, may only earn credit in one department.) Offered Fall - Odd Numbered Years.

BIO 443/543 Cr.3

Molecular Mechanism of Disease and Drug Action

A survey of the leading non-infectious and non-cancerous diseases in the industrialized world. This course will explore the molecular mechanisms of disease, clinical symptomology, and pharmacological treatment. Students will be expected to conduct thorough research on a given disease and present their results in a poster session. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Prerequisite: BIO 306 , BIO 313 ; CHM 300 or CHM 304 ; junior standing. Offered Spring.

BIO 444/544 Cr.4

Insects and their close relatives are ubiquitous, affecting humans' lives in profound ways. We will investigate the anatomy, behavior, evolution, and ecology of insects, as well as how insects impact human culture. Discussions, presentations, illustrations, field research, curation of specimens, and other activities offer opportunities for students to apply insect research knowledge and skills. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Lect. 3, Lab 2. Prerequisite: BIO 203 ; junior standing. Offered Fall - Odd Numbered Years.

BIO 446 Cr.3

Animal Behavior

We will explore factors that help to explain how and why animals behave as they do. Example topics include social behavior, learning, symbiotic relationships, sensory systems, communication, mating systems, defense, and parental care. Emphasis will be placed on non-human animals. Discussions, presentations, illustrations, and other activities offer opportunities for students to apply behavioral research knowledge and skills. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Prerequisite: BIO 105 ; BIO 203 or PSY 331 or NEU 200 ; junior standing. Offered Annually.

BIO 447/547 Cr.3

Standard Methods/Quality Assurance Water Analyses

This course will instruct students on the use of standard methods for analyses of selected biological, chemical, and physical constituents commonly included in water quality analyses. Quality assurance procedures, including Good Laboratory Practice Standards (GLPS) will be integrated into all activities. Materials covered include: principles of methods used; evaluation of precision, bias, and contamination; proper reporting and interpretation of results; and environmental sources and significance of constituents analyzed. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Lect. 1, Lab 4. Prerequisite: BIO 203 or BIO 210 or BIO 303 or BIO 304 ; three semesters of college chemistry; junior standing. BIO 341 recommended. Offered Spring.

BIO 449/549 Cr.3

Advanced Microscopy and Biological Imaging

Principles and techniques used in modern microscopy and biological image analysis. Emphasis will be on student projects to become proficient at confocal, fluorescence, and scanning electron microscopy. Students will also learn specimen preparation, digital imaging, and image processing and analysis for biological applications. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Lect. 2, Lab 2. Prerequisite: BIO 315 or MIC 230 ; junior standing. Offered Fall - Even Numbered Years.

BIO 450 Cr.1-3

Internship in Biology

An academically relevant field experience in government, industry, business, or community agencies. Students must have their internships approved and be advised by the department. Students must be on their internship worksite during the semester for which they are registered for academic credit. Credits earned will count only toward university electives and not toward the completion of any major or minor unless listed. Repeatable for credit - maximum eight. Pass/Fail grading. Offered Fall, Spring, Summer.

BIO/CHM/MTH/PHY 451 Cr.2

Curriculum and Content in Science and Mathematics

This is a methods course for science education and mathematics education majors that focuses on how content knowledge and pedagogical content knowledge are used to inform instruction. The course will focus on exploration of state and national standards, academic language, and methods of assessment. Prerequisite: EDS 203 , EDS 206 ; concurrent enrollment in the department's section of BIO/CHM/MTH/ PHY 454 or BIO/CHM/MTH/ PHY 455 ; admission to teacher education. (Cross-listed with BIO/CHM/MTH/PHY; may only earn credit in one department.) Consent of instructor. Offered Spring.

BIO/CHM/PHY 452 Cr.2

The Learner and Learning in Science

This is a methods course for science education majors that focuses on learning theories, equitable practices, and culturally relevant pedagogy. The course draws on recommendations from state and national standards. Prerequisite: EDS 203 , EDS 206 ; concurrent enrollment in the department's section of BIO/CHM/MTH/ PHY 454 or BIO/CHM/MTH/ PHY 455 ; admission to teacher education. (Cross-listed with BIO/CHM/MTH/PHY; may only earn credit in one department.) Consent of instructor. Offered Fall.

BIO/CHM/PHY 454 Cr.2

Field Experience I in Science Education

This course is the first field experience in a school environment. Candidates plan and teach lessons within the designated grade range of 4-12. Candidates are introduced to classroom management and conflict resolution. A multi-day, consistent schedule in the middle or high school field experience classroom is established by the course instructor in consultation with the teacher candidate and cooperating teacher. Prerequisite: EDS 203 , EDS 206 ; concurrent enrollment in the department's section of BIO/CHM/ PHY 451 or BIO/CHM/ PHY 452 ; admission to teacher education. (Cross-listed with BIO/CHM/PHY; may only earn credit in one department.) Consent of instructor. Offered Fall, Spring.

BIO/CHM/PHY 455 Cr.2

Field Experience II in Science Education

This course is the second field experience in a school environment. Candidates plan and teach lessons within the designated grade range of 4-12. Candidates are introduced to classroom management and conflict resolution. A multi-day, consistent schedule in the middle or high school field experience classroom is established by the course instructor in consultation with the teacher candidate and cooperating teacher. Prerequisite: EDS 203 , EDS 206 ; concurrent enrollment in the department's section of BIO/CHM/ PHY 451 or BIO/CHM/ PHY 452 ; admission to teacher education. (Cross-listed with BIO/CHM/PHY; may only earn credit in one department.) Consent of instructor. Offered Fall, Spring.

BIO 456/556 Cr.4

Plant Ecology

Conservation biology, ecological restoration, and predicting the effects of climate change all require an understanding of plant ecology. This course is focused on the interactions among plants, other organisms, and the environment. We will work across the individual, population, and community levels, and emphasize an exploratory approach to plant ecology. Class activities will include lectures, the discussion of ecological journal articles, and carrying out student-designed experiments. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Lect. 2, Lab 3. Prerequisite: BIO 307 or BIO 341 ; junior standing. Offered Fall - Even Numbered Years.

BIO 458/558 Cr.4

Comparative Animal Physiology

This course has both a lecture and a laboratory component. It aims to provide a thorough understanding of animal physiology from a comparative perspective. Emphasis will be placed on the basic physiological principles by which animals perform their life sustaining functions. Lectures will focus on vertebral animals, but will span both invertebrate and vertebrate models to illustrate how largely divergent groups have evolved different (or similar) mechanisms to cope with environmental challenges. The laboratory component will provide an active learning environment and hands-on experience in physiological experimentation. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Lect. 3, Lab 2. Prerequisite: BIO 203 or BIO 210 or BIO 401 ; junior standing. Offered Fall.

BIO 460/560 Cr.1-4

Symposium in Biology

Studies in biology of interest to specific groups. Varying topics will be offered at intervals with a specific title assigned to each. May be staffed by resident faculty or visiting lecturers. Other departments may be invited to participate. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Repeatable for credit - maximum 16. Variable offerings - check registration schedules. Prerequisite: four semesters of biology; junior standing. Offered Occasionally.

BIO 464/564 Cr.3

Stream and Watershed Ecology

An introduction to key concepts and theory pertinent to understanding and managing fluvial ecosystems (rivers and streams) and their watersheds. The course emphasizes rivers as large-scale physical and biological systems. Course work includes a comparative case study of distinctive types of temperate, tropical, and polar rivers. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Prerequisite: BIO 307 or BIO 341 ; junior standing. Offered Spring.

BIO 465/565 Cr.3

Neurophysiology

An examination of the nervous system beginning at the cellular level and working up to neuronal systems. Topics covered include the ionic basis of membrane potentials, synaptic communication, organization of functional circuits of neurons, and systems within the brain and/or spinal cord which control learning and memory, vision and motor function. Exploration of these fundamental neurophysiology topics from the basis for understanding a variety of student-selected topics which will be covered later in the semester. Late-semester topics often include higher-order aspects of brain function or challenges to the nervous system, such as the repair of brain or spinal cord injury, degenerative disease states, dyslexia, or consciousness. BIO 467 is an optional laboratory course which can be taken concurrently. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Prerequisite: BIO 105 , CHM 103 , and either BIO 312 or NEU 200 ; junior standing. Offered Annually.

BIO 466/566 Cr.3

Human Molecular Genetics

A study of the basic principles of heredity in humans. Focus will be on modern molecular techniques used in isolating human disease genes and modes of inheritance of human traits and disorders. Ethical issues in human genetics will also be discussed. This course is taught largely at a graduate level. Prerequisite: BIO 306 ; junior standing. Offered Fall.

BIO 467/567 Cr.2

Neurobiology Laboratory Techniques

An introduction to common laboratory techniques in neurobiology, including electrophysiology with invertebrate preparations, mammalian neuronal cell culture, and computational modeling. Students will receive training in techniques while performing classical experiments, then design their own novel experiments and carry them out. Prerequisite: BIO 312 ; BIO 465 or concurrent enrollment; junior standing. Offered Spring - Odd Numbered Years.

BIO 468/568 Cr.1

Human Molecular Genetics Lab

A study of the techniques used in doing research in human molecular genetics with a focus on commonly used model organisms in the study of human genetic disorders. Laboratory emphasis is on phenotype analysis, library screening, DNA microarray analysis, gene mapping, and bioinformatics. This course is taught largely at a graduate level. This lab is optional for those enrolled in BIO 466 /566. Lab 3. Prerequisite: BIO 306 ; BIO 466 concurrently; junior standing. Offered Fall.

BIO 473/573 Cr.3

Marine Biology

Marine biology is an interdisciplinary field that includes elements of geology, physics, chemistry and biology. Students will gain an introduction to how biological organisms deal with varying physical, geological and chemical conditions found in marine ecosystems. Emphasis will be placed on current conservation concerns and marine invertebrate diversity. Prerequisite: BIO 203 ; CHM 103 ; junior standing. Offered Spring - Odd Numbered Years.

BIO 476/576 Cr.3

Ecosystem Ecology

Ecosystems include the living and non-living components of an environmental system and have emergent properties that can only be understood by examining the system as a whole. This course will examine advanced ecological topics centered around the structure and function of aquatic and terrestrial ecosystems. Topics covered will include the development of the ecosystem concept, ecosystem succession, production/decomposition, energy transfer in food webs, and nutrient cycling. The course will consist of classroom lectures, problem sets, and reading/discussion of relevant literature. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Prerequisite: BIO 307 ; one semester of chemistry; junior standing. Offered Spring - Even Numbered Years.

BIO 479 Cr.1

Biology Teaching Assistant

An opportunity to assist in the preparation and/or instruction of a biology course. Working with a faculty members, students may be expected to assist in the development and preparation of course materials, course instruction and student assessment. Repeatable for credit - maximum two. Departmental option for pass/fail or letter grade. Consent of instructor. Pass/Fail grading. Offered Fall, Spring, Summer.

BIO 483/583 Cr.3

Cell Signaling

Cell signaling controls the inner workings of organisms, allowing them to survive, reproduce, develop, respond, and adapt. Course topics will include how cells perceive changes in the environment by receptors, how they transmit the signal from receptors to other signaling molecules, and how signaling results in a cellular response. The course will integrate cell biology, genetics, and biochemistry. It will also complement several biology topics such as biology of cancer, developmental biology, molecular biology, and endocrinology. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Prerequisite: CHM 325 , CHM 417 , or both BIO 306 and BIO 315 ( BIO 315 may be taken concurrently); junior standing. Offered Annually.

BIO 488 Cr.3

A study of the diversity and biology of mammals. The evolutionary history of mammals provides the basis for a survey of modern mammalian groups, including their phylogenetic relationships, ecology, adaptations, and complex behaviors. Specimens of Wisconsin species will supplement the lectures. Prerequisite: BIO 105 ; BIO 203 or BIO 210 ; junior standing. Offered Fall.

BIO 489 Cr.1

Independent Study in Biology

A directed reading project or job shadowing experience within the discipline but outside that offered through regularly scheduled courses. Under the direction of the supervising faculty member (and in coordination with mentoring professional for job shadowing experience). A written report is an expected outcome. Repeatable for credit - maximum two. Consent of instructor. Offered Fall, Spring, Summer.

BIO 490/590 Cr.1-3

Current Topics in Biology Education

Biological researchers produce new discoveries almost daily. The purpose of this course is to train K-12 pre-service and in-service teachers in the current technologies and theories used in biology and to demonstrate the current approaches to teaching these materials. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Repeatable for credit under different topics. Not applicable to a major or minor in biology, except for teacher certification major. Departmental option for pass/fail grading. Prerequisite: junior standing. Pass/Fail grading. Offered Occasionally.

BIO 491 Cr.1

Capstone Seminar in Biology

A seminar-style course designed for students to review and discuss basic concepts necessary for a career in the biological sciences and to assess their major in biology. This course will cover basic concepts of resume and cover letter writing, quantitative skills, computer literacy and current topics in biology. Students are expected to actively participate in an assessment of their major, and participate in discussions on major issues and developments in the biological sciences. Students will present a seminar on a contemporary biological topic incorporating primary literature. Prerequisite: senior standing. Offered Fall, Spring.

BIO 495 Cr.1-3

Service Learning in Biology

Students will plan, implement, and reflect on community service projects that will allow them to apply, enhance, and share what they have learned in a specific area of focus (such as aquatic science, nutrition, etc.) in cooperation with one or more community partners. The student's university advisor(s) and the participating community partner(s) will provide constructive evaluation of the project and student reflections throughout the experience. The student will provide formal written and oral communications to the advising faculty and community partner(s) regarding the outcomes of the service project. Repeatable for credit - maximum three. Prerequisite: junior standing. Offered Fall, Spring, Summer.

BIO 499 Cr.1-3

Independent Research

Individual research projects. Open to advanced students. Students may enroll for 1-3 credits per semester for a maximum of six credits. A maximum of two credits can be applied to the major in biology. Prerequisite: four semesters of biology and the completion of a consent form signed by the project director. Consent of instructor. Offered Fall, Spring, Summer.

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PAWS Princeton Advanced Wireless Systems

Introduction to genomics and computational molecular biology.

This interdisciplinary course provides a broad overview of computational and experimental approaches to decipher genomes and characterize molecular systems. We focus on methods for analyzing "omics" data, such as genome and protein sequences, gene expression, proteomics and molecular interaction networks. We cover algorithms used in computational biology, key statistical concepts (e.g., basic probability distributions, significance testing, multiple hypothesis correction, data evaluation), and machine learning methods which have been applied to biological problems (e.g., hidden Markov models, clustering, classification techniques).

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Introduction to Biology: Ecology

This course is part of Introduction to Biology: Ecology, Evolution, & Biodiversity Specialization

Financial aid available

7,200 already enrolled

(86 reviews)

Recommended experience

Beginner level

What you'll learn

How interdependent every living thing is; how people are impacting the natural world

Skills you'll gain

• Recording observations
• Ecosystem Model
• Identifying species
• Communicating scientific ideas
• Concept mapping and visualization

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There are 9 modules in this course

Ecology is all about connections. In this course, we’ll see how interdependent every living thing is and how people are impacting the natural world. Like all sciences, ecology isn’t just a list of known facts– it’s also a process. I love telling stories, and I’ve included many stories about how we’ve come to know what we know about ecology through observations and experiments.

Welcome to Introduction to Biology - Ecology

What's included.

2 videos 3 readings 1 discussion prompt

2 videos • Total 5 minutes

• Welcome to Ecology • 2 minutes • Preview module
• Meet Your Professor • 3 minutes

3 readings • Total 25 minutes

• Discussion Forum Guidelines • 10 minutes
• Disability Accommodation Statement • 5 minutes
• Read Before You Proceed • 10 minutes

1 discussion prompt • Total 10 minutes

• Where are you from? • 10 minutes

What is Ecology?

In this module, we will learn about the goals of the science of ecology and some of the ways in which ecology can be applied to help people.

2 videos 4 readings 2 quizzes 1 discussion prompt

2 videos • Total 8 minutes

• Humboldt's Climb • 4 minutes • Preview module
• The Science of Ecology • 4 minutes

4 readings • Total 27 minutes

• Incomplete Notes on "Humboldt's Climb" • 1 minute
• Incomplete Notes on "The Science of Ecology" • 1 minute
• 📖 Openstax textbook references for Module 1 • 15 minutes
• What Ecologists Are Learning from Indigenous People? • 10 minutes

2 quizzes • Total 35 minutes

• High Latitude & High Elevation • 5 minutes
• Module 1 Quiz • 30 minutes

1 discussion prompt • Total 15 minutes

• Your Thoughts on Ecology • 15 minutes

Module 2: Community Ecology

In this module, we will Learn about the factors that influence the distribution of life on Earth, some of the approaches that ecologists use to study ecological communities, and how the concept of an ecological niche can be used to understand the outcome of competition between species.

7 videos 10 readings 2 quizzes 1 peer review 2 discussion prompts

7 videos • Total 44 minutes

• Linnaeus' Quest • 6 minutes • Preview module
• Abiotic Factors • 8 minutes
• Geographic Distribution Modeling • 10 minutes
• Barnacles • 4 minutes
• The Ecological Niche Concept • 7 minutes
• What Happens When Niches Overlap? • 3 minutes
• Ecological Specialization • 3 minutes

10 readings • Total 107 minutes

• Incomplete Notes on "Linnaeus' Quest" • 1 minute
• Reading Related to Linnaeus' Quest • 30 minutes
• Incomplete Notes on "Abiotic Factors" • 1 minute
• Abiotic Factors in Different Environments • 20 minutes
• Incomplete Notes on "Geographic Distribution Modeling" • 1 minute
• Incomplete Notes on "Barnacles" • 1 minute
• Incomplete Notes on "Niche Concept" • 1 minute
• Incomplete Notes on " What Happens When Niches Overlap?" • 1 minute
• Incomplete Notes on "Ecological Specialization" • 1 minute
• 📖 Openstax textbook references for Module 2 • 50 minutes

2 quizzes • Total 40 minutes

• Abiotic Factors Affecting a Tree • 10 minutes
• Module 2 Quiz • 30 minutes

1 peer review • Total 60 minutes

• Name These Plants • 60 minutes

2 discussion prompts • Total 25 minutes

• Abiotic Factors Affecting Animals • 15 minutes
• Examples of Niche Partitioning • 10 minutes

Module 3: Island Biogeography

In this module, we will learn about the development of the equilibrium theory of island biogeography and how it can be applied both to real islands and to protected areas.

3 videos 4 readings 1 quiz 1 discussion prompt

3 videos • Total 20 minutes

• Island Biogeography • 9 minutes • Preview module
• Classic Experiment: Mangrove Islands • 2 minutes
• Applying Island Biogeography to All Types of Islands • 7 minutes

4 readings • Total 13 minutes

• Incomplete Notes on "Island Biogeography" • 1 minute
• Incomplete Notes on "Mangrove Islands" • 1 minute
• Incomplete Notes on "Applying Island Biogeography" • 1 minute
• 📖 Openstax textbook references for Module 3 • 10 minutes

1 quiz • Total 30 minutes

• Module 3 Quiz • 30 minutes
• Islands in Your Neighborhood • 10 minutes

Module 4: Species Interactions

In this module, we will learn about the various ways that species interact with one another, the role of keystone species in natural ecosystems, and how disturbances like floods and fires affect ecological communities.

6 videos 8 readings 2 quizzes 1 discussion prompt

6 videos • Total 34 minutes

• Classic Experiment: Sea Stars • 5 minutes • Preview module
• The Wolves of Yellowstone • 4 minutes
• How Prey Avoid Predators • 6 minutes
• When Species Cooperate: Ants and Acacias • 3 minutes
• Why Species Sometimes Cooperate?-Part II • 12 minutes
• Commensalism • 2 minutes

8 readings • Total 17 minutes

• Incomplete Notes on "Sea Stars" • 1 minute
• Incomplete Notes on "The Wolves in Yellowstone" • 1 minute
• Incomplete Notes on "How Prey Avoid Predators" • 1 minute
• Incomplete Notes on "When Species Cooperate" • 1 minute
• Incomplete Notes on "Interview with Dr. Correa" • 1 minute
• (Optional) Correa Lab • 1 minute
• Incomplete Notes on "Commensalism" • 1 minute
• 📖 Openstax textbook references for Module 4 • 10 minutes

2 quizzes • Total 60 minutes

• 🦦Sea Otters as Keystone Species • 30 minutes
• Module 4 Quiz • 30 minutes
• Reflection on Species Interaction • 10 minutes

Module 5: Population Ecology

In this module, we will learn how ecologists estimate population sizes of wild animals, the factors that affect population size in animals and people, and the history and recent trends in human population growth.

4 videos 7 readings 2 quizzes 1 discussion prompt

4 videos • Total 21 minutes

• Conducting a Population Census • 6 minutes • Preview module
• Changes in Population Size • 6 minutes
• Factors that Limit Population Growth • 5 minutes
• Human Population Growth • 3 minutes

7 readings • Total 104 minutes

• Incomplete Notes on "Conducting a Population Census" • 1 minute
• Alligators in Brazos Bend • 40 minutes
• Incomplete Notes on "Changes in Population Size" • 1 minute
• Incomplete Notes on "Factors that Limit Population Size" • 1 minute
• Moose on Isle Royale • 10 minutes
• Incomplete Notes on "Human Population Growth" • 1 minute
• 📖 Openstax textbook references for Module 5 • 50 minutes

2 quizzes • Total 45 minutes

• Moose Island • 15 minutes
• Module 5 Quiz • 30 minutes

1 discussion prompt • Total 40 minutes

• Conducting Your Own Census • 40 minutes

Module 6: Conservation Biology

In this module, we will learn about the major threats to living species and the impacts of habitat loss, invasive species, and climate change on the natural world.

5 videos 8 readings 2 quizzes 1 discussion prompt

5 videos • Total 22 minutes

• How Humans Impact the Natural World - Habitat Loss • 4 minutes • Preview module
• Classic Experiment: Amazon Forest Fragmentation • 5 minutes
• Invasive Species • 4 minutes
• Climate Change and the Carbon Cycle • 4 minutes
• How Climate Change Affects Nature • 3 minutes

8 readings • Total 70 minutes

• Incomplete Notes on "How Humans Impact the Natural World" • 1 minute
• Impact of Habitat Loss • 30 minutes
• Incomplete Notes on "Amazon Forest Fragmentation Project" • 1 minute
• Incomplete Notes on "Invasive Species" • 1 minute
• The Birds of Shakespeare Cause US Trouble • 10 minutes
• Incomplete Notes on "Climate Change" • 1 minute
• Incomplete Notes on "How Climate Change Affects Nature" • 1 minute
• 📖 Openstax textbook references for Module 6 • 25 minutes
• Fires in the Udzungawa Mountains • 15 minutes
• Module 6 Quiz • 30 minutes
• Invasive Species in Your Region • 10 minutes

Module 7: The Future of the Biosphere

In this module, we will learn about the current declines in biodiversity and how biodiversity loss affects ecosystems and people.

6 videos 8 readings 1 quiz 2 discussion prompts

6 videos • Total 33 minutes

• The Sixth Mass Extinction? • 7 minutes • Preview module
• What Happens to Ecosystems When Species Disappear? • 8 minutes
• Pollination and Our Food Supply • 4 minutes
• How Biodiversity Loss Affects People: Wetlands • 3 minutes
• How Biodiversity Loss Affects People: Disease • 4 minutes
• Biophilia and Cultural Considerations for Biodiversity Loss • 4 minutes

8 readings • Total 58 minutes

• Incomplete Notes on "The 6th Mass Extinction" • 1 minute
• The Zoo's Connection with Houston Toads • 10 minutes
• Incomplete Notes on "What Happens to Ecosystems When Species Disappear?" • 1 minute
• Incomplete Notes on "Pollination and Our Food Supply" • 1 minute
• Incomplete Notes on "How Biodiversity Loss Affects People: Wetlands" • 10 minutes
• Incomplete Notes on "How Biodiversity Loss Affects People: Disease" • 10 minutes
• Incomplete Notes on "Biophilia and Cultural Considerations" • 10 minutes
• 📖 Openstax textbook references for Module 7 • 15 minutes
• Module 7 Quiz • 30 minutes

2 discussion prompts • Total 20 minutes

• Plates for Pollinators • 10 minutes
• The Value of Nature • 10 minutes

Final Assessment and Course Summary

1 video 1 peer review

• Ecology Course Conclusion • 0 minutes • Preview module
• 📍Ecological Aspects of an Organism • 60 minutes

Instructor ratings

We asked all learners to give feedback on our instructors based on the quality of their teaching style.

Rice University is consistently ranked among the top 20 universities in the U.S. and the top 100 in the world. Rice has highly respected schools of Architecture, Business, Continuing Studies, Engineering, Humanities, Music, Natural Sciences and Social Sciences and is home to the Baker Institute for Public Policy.

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Introduction to Biology: Ecology, Evolution, & Biodiversity

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Reviewed on Jul 15, 2023

it was great to have enrolled for this course it added to my knowledge!

Reviewed on Feb 8, 2023

it is actually a amazing course. i learnt alot from it.

Reviewed on Feb 12, 2024

amazing course to learn about evolution, ecology, and biodiversity

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Student Assessment Division

(512) 463-9536

Brandon University

2024, fall term, course-based contract opportunities, department of biology – faculty of science.

The Department of Biology is seeking Contract Academic Staff to teach the following laboratories in person at the Brandon University Campus for the 2024 fall session (September 16th to October 11th).

15:162 Cells, Genetics and Evolution (2.5 credit hours) Z01 – Mondays 1:40-430 PM Z03 – Tuesdays 1:40-430 PM Z10 – Tuesdays 6-9 PM Z05 – Wednesdays 1:40-4:30 PM Z06 – Thursdays 1:40-4:30 PM

Responsibilities include:

• Ability to work independently, including preparation of all materials related to lab content
• Experience in using basic laboratory equipment, techniques, organisms, including but not limited to the following: micropipettes, spectrophotometers, microscopes, molecular techniques (DNA, protein), bioinformatics
• Familiarity with basic scientific reporting (written, graphical, numeracy)
• Familiarity with basic statistics (e.g. Chi-square)

Qualifications: M.Sc. preferred; completion of B.Sc required. Preference will be given to applicants who have previously taken a first-year Biology course that included labs. Prior experience in laboratory instruction is required.

Salary: $6901 per 3 credit hour course; additional stipend will apply as per Article 16.6 of the Collective Agreement.

Application deadline: Review of applications will begin September 13th, 2024 and the posting will remain open until it is filled. Applications should be sent via e-mail in a single pdf file of reasonable size, and include a letter of application, citizenship or Canadian immigration status, curriculum vitae, copies of transcripts, and the names of three references to:

Dr. Chris LeMoine, Dean of Science Brandon University, Brandon, MB; Science@brandonu.ca

We thank all applicants for their interest in applying for this position and advise that only candidates selected for interviews will be contacted.

Issued September 9, 2024

Brandon University is committed to equity, welcomes diversity, and hires on the basis of merit. All qualified individuals who may contribute to the diversification of the University, especially women, persons with disabilities, Indigenous persons, racialized persons, and persons of all sexual orientations and genders are encouraged to apply. Canadian citizens and permanent residents are given priority. Evidence of citizenship must be provided.

We are committed to providing an inclusive and barrier-free work environment. This starts with the hiring process. Should you require an accommodation during any phase of the recruitment process, contact HR at hr@brandonu.ca . All information received related to an accommodation is kept confidential. To ensure this employment opportunity is accessible to all interested individuals, this posting is available in an alternate format upon request.

Employment Opportunities

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Human Resources Room 337, Clark Hall 270 - 18th Street Brandon, Manitoba R7A 6A9

Phone: (204) 727-9782 Fax: (204) 726-1957 Email: hr@brandonu.ca