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1 - 10 of 52 results for: BIO ; Currently searching spring courses. You can expand your search to include all quarters

BIO 2N: Ecology and Evolution of Infectious Disease in a Changing World

This seminar will explore the ways in which anthropogenic change, climate change, habitat destruction, land use change, and species invasions effects the ecology and evolution of infectious diseases. Topics will include infectious diseases of humans, wildlife, livestock, and crops, effects of disease on threatened species, disease spillover, emerging diseases, and the role of disease in natural systems. Course will be taught through a combination of popular and scientific readings, discussion, and lecture. .
Terms: Spr | Units: 3 | UG Reqs: WAY-SMA | Grading: Letter or Credit/No Credit
Instructors: Mordecai, E. (PI)

BIO 3N: Views of a Changing Sea: Literature & Science

The state of a changing world ocean, particularly in the eastern Pacific, will be examined through historical and contemporary fiction, non-fiction and scientific publications. Issues will include harvest and mariculture fisheries, land-sea interactions and oceanic climate change in both surface and deep waters.
Terms: Spr | Units: 3 | UG Reqs: GER: DB-NatSci | Grading: Letter or Credit/No Credit
Instructors: Gilly, W. (PI)

BIO 8N: Human Evolution

A survey of the anatomical and behavioral evidence for human evolution and of the increasingly important information from molecular genetics. Emphasis on the split between the human and chimpanzee lines 6-7 million years ago, the appearance of the australopiths by 4.1 million years ago, the emergence of the genus Homo about 2.5 million years ago, the spread of Homo from Africa 1.7-1.6 million years ago, the subsequent divergence of Homo into different species on different continents, and the expansion of fully modern humans (Homo sapiens) from Africa about 50,000 years ago to replace the Neanderthals and other non-modern Eurasians.
Terms: Spr | Units: 3 | UG Reqs: GER: DB-NatSci, WAY-SMA | Grading: Letter (ABCD/NP)
Instructors: Klein, R. (PI)

BIO 24N: Visions of Paradise: Garden Design

Through literature readings and field trips to local gardens learn the principles and esthetics of classic garden designs: Italian Renaissance, botanical teaching, Japanese, English cottage, and others. Design a personal vision of paradise with details of species, visual and scent impact, water features, and hardscape. Open your eyes to a new appreciation of the world of plants and learn some physiology and genetics that explains the specific properties of individual species.
Terms: Spr | Units: 3 | Grading: Letter or Credit/No Credit
Instructors: Walbot, V. (PI)

BIO 30: Ecology for Everyone (EARTHSYS 30)

Everything is connected, but how? Ecology is the science of interactions and the changes they generate. This project-based course links individual behavior, population growth, species interactions, and ecosystem function. Introduction to measurement, observation, experimental design and hypothesis testing in field projects, mostly done in groups. The goal is to learn to think analytically about everyday ecological processes involving bacteria, fungi, plants, animals and humans. The course uses basic statistics to analyze data; there are no math prerequisites except arithmetic. Open to everyone, including those who may be headed for more advanced courses in ecology and environmental science.
Terms: Spr, not given next year | Units: 4 | UG Reqs: GER: DB-NatSci, WAY-SMA | Grading: Letter or Credit/No Credit

BIO 33N: Conservation Science and Practice

Preference to freshmen. This course will explore the potential for harmonizing people and nature, for achieving improved outcomes in the well-being of both as a result of conservation investments and interventions. We will consider biophysical, economic, social, and psychological perspectives, examining an array of conservation goals, from protecting endangered species to securing ecosystem services (such as flood control and climate stability) to alleviating poverty and improving mental well-being. We will also study the design and implementation of real conservation and human development efforts worldwide, among the many farmers, ranchers, fishing people, and others managing Earth's lands and waters. Highlights include a field trip to Jasper Ridge Biological Preserve, Stanford¿s very own nature reserve, and guest visits of some impressive conservation leaders internationally.
Terms: not given this year | Units: 3 | UG Reqs: GER: DB-NatSci, WAY-SMA | Grading: Letter or Credit/No Credit

BIO 43: Plant Biology, Evolution, and Ecology

Principles of evolution: macro- and microevolution and population genetics. Ecology: the principles underlying the exchanges of mass and energy between organisms and their environments; population, community, and ecosystem ecology; populations, evolution, and global change. Equivalent to BIOHOPK 43. Prerequisites: CHEM 31X (or 31A,B), 33. Recommended: BIO 41, 42; CHEM 35; MATH 19, 20, 21 or 41, 42.
Terms: Spr | Units: 5 | UG Reqs: GER: DB-NatSci, WAY-SMA | Grading: Letter or Credit/No Credit

BIO 43A: Bio Solve-It

Students enrolled in Bio43 lecture and regular discussion sections attend two additional 80 min sections per week. The objective of the course is to help students to solidify basic concepts, identify areas to work on, and apply core concepts learned that week in Bio43 lecture and section. Space is limited, by application only. Co-Requisite: Bio 43.
Terms: Spr | Units: 1 | Grading: Letter or Credit/No Credit

BIO 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 | Grading: Satisfactory/No Credit

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 | Grading: Satisfactory/No Credit
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