printer friendly pageBIO 47: Introduction to Research in Ecology and Evolutionary Biology
The goal of this course is to develop an understanding of how to conduct biological research, using a topic in Ecology, Evolutionary Biology, and Plant Biology as a practical example. This includes the complete scientific process: assessing background literature, generating testable hypotheses, learning techniques for field- and lab-based data collection, analyzing data using appropriate statistical methods, and finally writing and sharing results. To build these skills, this course will focus on nectar microbes at Stanford's nearby Jasper Ridge Biological Preserve. Students, working in teams, will develop novel research hypotheses and execute the necessary experiments and measurements to test these hypotheses. The capstone of the course will be an oral defense of students' findings, as well as a research paper in the style of a peer-reviewed journal article. Labs will be completed both on campus and at Jasper Ridge. Lab fee. Information about this class is available at
http://bio44.stanford.edu. Satisfies WIM in Biology.
Terms: Spr
| Units: 4
Instructors:
Coyle, J. (PI)
;
Fukami, T. (PI)
;
Hekmat-Scafe, D. (PI)
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more instructors for BIO 47 »
Instructors:
Coyle, J. (PI)
;
Fukami, T. (PI)
;
Hekmat-Scafe, D. (PI)
;
Malladi, S. (PI)
;
Paulus, L. (PI)
;
Costa, S. (TA)
;
Mansfield, B. (TA)
;
Nova, N. (TA)
;
Paulus, L. (TA)
;
Wong, M. (TA)
BIO 50S: Introduction to Cancer Biology
Introduction to the molecular basis of cancer. This course will examine the biological processes that are disrupted in cancer, such as DNA repair, cell cycle control and signaling pathways, as well as the science behind some current treatments. Prerequisites: general biology
Last offered: Summer 2016
BIO 51S: The Gene: The History and Science of our Genetic Code
This discussion-based course will use the novel ¿The gene¿ by Siddhartha Mukherjee and other selected readings to explore the science behind our genetic code. We will cover topics such as regulation of gene expression, inheritance, genetic testing, manipulation of the genome, and the relationship between genetics and identity. Prerequisites: Instructor consent, AP Biology Recommended.
Terms: Sum
| Units: 3
Instructors:
Imam, J. (PI)
;
Kim, C. (TA)
BIO 52: I, Biologist: Diversity Improves the Science of Biology (CSRE 52H)
Disciplinary priorities, research agendas, and innovations are determined by the diversity of participants and problem-solving is more successful with a broad range of approaches. Using case studies in biological research, we propose to use these insights to help our students learn why a diverse scientific community leads to better discovery and improves the relevance of science to society. Our premise is that a diverse set of perspectives will impact not only how we learn science, but how we do science.
Terms: Spr
| Units: 1
Instructors:
Hadly, E. (PI)
;
Stearns, T. (PI)
BIO 60: Introduction to Problem Solving in Biology
Why is Lyme disease spreading? How does HIV become drug resistant? How do other animals affect our disease risk? In
BIO 60 students will examine actual case studies to experience how different scientific approaches are used to battle infectious disease. They will evaluate information presented in the popular media and the scientific literature, and will directly participate in the scientific process through hands-on collection, documentation and analyses of authentic scientific data. Students will cultivate their scientific curiosity by discovering the natural world with a Foldscope, the `origami paper microscope¿ (
https://microcosmos.foldscope.com). Students will build critical thinking skills by creating hypotheses, and designing experiments that pertain to problems in infectious disease. Students will work in teams to expand their thinking and will practice communicating science to different audiences.
Terms: Spr
| Units: 4
| UG Reqs: WAY-SMA
Instructors:
Cyert, M. (PI)
;
Fraser, H. (PI)
;
Khalfan, W. (PI)
;
Mudgett, M. (PI)
;
Ching, K. (TA)
;
Ebel, E. (TA)
;
Grewelle, R. (TA)
;
Lindqwister, A. (TA)
BIO 101: Ecology
The principles of ecology. Topics: interactions of organisms with their environment, dynamics of populations, species interactions, structure and dynamics of ecological communities, biodiversity. Half-day field trip required. Satisfies Central Menu Area 4. Prerequisite: 43, or consent of instructor. Recommended: statistics.
Terms: Aut
| Units: 4
| UG Reqs: GER: DB-NatSci
BIO 104: Advanced Molecular Biology (BIO 200)
Molecular mechanisms that govern the replication, recombination, and expression of eukaryotic genomes. Topics: DNA replication, DNA recombination, gene transcription, RNA splicing, regulation of gene expression, protein synthesis, and protein folding. Satisfies Central Menu Area 1. Prerequisite: Biology core.
Terms: Win
| Units: 5
| UG Reqs: GER: DB-NatSci
Instructors:
Frydman, J. (PI)
;
Gozani, O. (PI)
;
Aguilar Rangel, M. (TA)
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more instructors for BIO 104 »
Instructors:
Frydman, J. (PI)
;
Gozani, O. (PI)
;
Aguilar Rangel, M. (TA)
;
Masto, V. (TA)
;
Pettie, K. (TA)
;
Xu, L. (TA)
BIO 105A: Ecology and Natural History of Jasper Ridge Biological Preserve (EARTHSYS 105A)
Formerly 96A - Jasper Ridge Docent Training. First of two-quarter sequence training program to join the Jasper Ridge education/docent program. The scientific basis of ecological research in the context of a field station, hands-on field research, field ecology and the natural history of plants and animals, species interactions, archaeology, geology, hydrology, land management, multidisciplinary environmental education; and research projects, as well as management challenges of the preserve presented by faculty, local experts, and staff. Participants lead research-focused educational tours, assist with classes and research, and attend continuing education classes available to members of the JRBP community after the course.
Terms: Win
| Units: 4
BIO 105B: Ecology and Natural History of Jasper Ridge Biological Preserve (EARTHSYS 105B)
Formerly 96B - Jasper Ridge Docent Training. First of two-quarter sequence training program to join the Jasper Ridge education/docent program. The scientific basis of ecological research in the context of a field station, hands-on field research, field ecology and the natural history of plants and animals, species interactions, archaeology, geology, hydrology, land management, multidisciplinary environmental education; and research projects, as well as management challenges of the preserve presented by faculty, local experts, and staff. Participants lead research-focused educational tours, assist with classes and research, and attend continuing education classes available to members of the JRBP community after the course.
Terms: Spr
| Units: 4
BIO 107: Human Physiology Laboratory (HUMBIO 136)
This laboratory course is active and inquiry based. Aspects of exercise and temperature are explored; however, the specific questions the class tackles differ each quarter. Samples of past questions: Does lactic acid accumulation correlate with exercise fatigue at different exercise and body temperatures? Does palm cooling during exercise mitigate the effect of body temperature on fatigue with or without evaporative cooling? Students participate both as experimenters and as subjects of the experiments in two-person teams. Participants must be in good physical condition, though not necessarily athletes, and must be willing to participate in strenuous exercise routines under adverse environmental conditions. Varsity athletes concurrently participating in a spring sport must consult the instructor before applying. Discussion sessions include student presentations of journal articles, data analyses, and feedback on individual WIM research proposals. By application only, see
sites.stanford.edu/bio107humbio136 for the application form. Prerequisite:
Bio 42 or
HumBio 4A. Satisfies WIM for Biology.
Terms: Spr
| Units: 4
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