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1 - 10 of 10 results for: Tim Stearns

APPPHYS 61: Science as a Creative Process (BIO 61)

What is the process of science, and why does creativity matter? We'll delve deeply into the applicability of science in addressing a vast range of real-world problems. This course is designed to teach the scientific method as it's actually practiced by working scientists. It will cover how to ask a well-posed question, how to design a good experiment, how to collect and interpret quantitative data, how to recover from error, and how to communicate findings. Facts matter! Course topics will include experimental design, statistics and statistical significance, formulating appropriate controls, modeling, peer review, and more. The course will incorporate a significant hands-on component featuring device fabrication, testing, and measurement. Among other "Dorm Science" activities, we'll be distributing Arduino microcontroller kits and electronic sensors, then use these items, along with other materials, to complete a variety of group and individual projects outside the classroom. The final course assignment will be to develop and write a scientific grant proposal to test a student-selected myth or scientific controversy. Although helpful, no prior experience with electronics or computer programming is required. Recommended for freshmen.
Terms: Aut | Units: 4 | UG Reqs: WAY-AQR, WAY-SMA | Grading: Letter (ABCD/NP)

BIO 45: Introduction to Laboratory Research in Cell and Molecular Biology

Investigate yeast strains that are engineered to express the human tumor suppressor protein, p53, and use modern molecular methods to identify the functional consequences of p53 mutations isolated from tumor cells. Learn about the protein's role as Guardian of the Genome through lectures and by reading and discussing journal articles. Use molecular visualization programs to examine the structure of normal and mutant p53 proteins. Assay the ability of mutant p53 to direct expression of several reporter genes. During guided reflection, investigate further and identify what could be wrong with the p53 mutants you have been studying. Conduct lab experiments to test hypotheses, analyze data, and present your findings through a team oral presentation, as well as a scientific poster. Although there are no pre-requisites to enroll in this class, having taken CHEM 31X, or 31A and B, and 33 and being concurrently enrolled or past enrollment in appropriate Biology Foundation classes or HumBio core classes is recommended. Note: This class has a $25 course fee.
Terms: Aut, Win | Units: 4 | UG Reqs: WAY-SMA | Grading: Satisfactory/No Credit

BIO 52: I, Scientist: Diversity Improves the Scientific Practice (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 scientific 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: Aut | Units: 1 | Grading: Satisfactory/No Credit

BIO 61: Science as a Creative Process (APPPHYS 61)

What is the process of science, and why does creativity matter? We'll delve deeply into the applicability of science in addressing a vast range of real-world problems. This course is designed to teach the scientific method as it's actually practiced by working scientists. It will cover how to ask a well-posed question, how to design a good experiment, how to collect and interpret quantitative data, how to recover from error, and how to communicate findings. Facts matter! Course topics will include experimental design, statistics and statistical significance, formulating appropriate controls, modeling, peer review, and more. The course will incorporate a significant hands-on component featuring device fabrication, testing, and measurement. Among other "Dorm Science" activities, we'll be distributing Arduino microcontroller kits and electronic sensors, then use these items, along with other materials, to complete a variety of group and individual projects outside the classroom. The final course assignment will be to develop and write a scientific grant proposal to test a student-selected myth or scientific controversy. Although helpful, no prior experience with electronics or computer programming is required. Recommended for freshmen.
Terms: Aut | Units: 4 | UG Reqs: WAY-AQR, WAY-SMA | Grading: Letter (ABCD/NP)

BIO 198: Directed Reading in Biology

Individually arranged under the supervision of members of the faculty.
Terms: Aut, Win, Spr, Sum | Units: 1-15 | Repeatable for credit | Grading: Satisfactory/No Credit

BIO 198X: Out-of-Department Directed Reading

Terms: Aut, Win, Spr, Sum | Units: 1-15 | Repeatable for credit | Grading: Satisfactory/No Credit

BIO 199: Advanced Research Laboratory in Experimental Biology

Individual research taken by arrangement with in-department instructors. See http://biohonors.stanford.edu for information on research sponsors, units, and credit for summer research. May be repeated for credit.
Terms: Aut, Win, Spr, Sum | Units: 1-15 | Repeatable for credit | Grading: Letter or Credit/No Credit

BIO 199X: Out-of-Department Advanced Research Laboratory in Experimental Biology

Terms: Aut, Win, Spr, Sum | Units: 1-15 | Repeatable for credit | Grading: Letter or Credit/No Credit
Instructors: Barres, B. (PI) ; Beachy, P. (PI) ; Bergmann, D. (PI) ; Bertozzi, C. (PI) ; Bhalla, V. (PI) ; Bhutani, N. (PI) ; Blau, H. (PI) ; Blish, C. (PI) ; Block, B. (PI) ; Block, S. (PI) ; Brunet, A. (PI) ; Chang, H. (PI) ; Chen, L. (PI) ; Cheng, A. (PI) ; Clandinin, T. (PI) ; Crowder, L. (PI) ; Cui, B. (PI) ; Cyert, M. (PI) ; Daily, G. (PI) ; Davis, M. (PI) ; Deisseroth, K. (PI) ; Denny, M. (PI) ; Dirzo, R. (PI) ; Dixon, S. (PI) ; Ebel, E. (PI) ; Egan, E. (PI) ; Ehrlich, P. (PI) ; Feldman, M. (PI) ; Felsher, D. (PI) ; Fernald, R. (PI) ; Field, C. (PI) ; Fraser, H. (PI) ; Frydman, J. (PI) ; Fuller, M. (PI) ; Garcia, C. (PI) ; Gilly, W. (PI) ; Gordon, D. (PI) ; Gozani, O. (PI) ; Graves, E. (PI) ; Gurtner, G. (PI) ; Hadly, E. (PI) ; Hallmayer, J. (PI) ; Hanawalt, P. (PI) ; Heller, H. (PI) ; Heller, S. (PI) ; Jeffrey, S. (PI) ; Jones, P. (PI) ; Khavari, P. (PI) ; Kim, P. (PI) ; Kim, S. (PI) ; Knutson, B. (PI) ; Kopito, R. (PI) ; Kuo, C. (PI) ; Levitt, M. (PI) ; Long, J. (PI) ; Long, S. (PI) ; Longaker, M. (PI) ; Lowe, C. (PI) ; Luo, L. (PI) ; MacIver, M. (PI) ; Madison, D. (PI) ; Martinez, O. (PI) ; McConnell, S. (PI) ; Micheli, F. (PI) ; Monack, D. (PI) ; Monje-Deisseroth, M. (PI) ; Morrison, A. (PI) ; Mudgett, M. (PI) ; Nadeau, K. (PI) ; Napel, S. (PI) ; Negrin, R. (PI) ; Nelson, W. (PI) ; Newman, A. (PI) ; O'Brien, L. (PI) ; Oro, A. (PI) ; Palmer, T. (PI) ; Palumbi, S. (PI) ; Petrov, D. (PI) ; Pitteri, S. (PI) ; Plant, G. (PI) ; Pollack, J. (PI) ; Porteus, M. (PI) ; Prince, D. (PI) ; Puglisi, J. (PI) ; Quertermous, T. (PI) ; Raymond, J. (PI) ; Red-Horse, K. (PI) ; Relman, D. (PI) ; Sapolsky, R. (PI) ; Schnitzer, M. (PI) ; Shamloo, M. (PI) ; Shatz, C. (PI) ; Shen, K. (PI) ; Simon, M. (PI) ; Skotheim, J. (PI) ; Stearns, T. (PI) ; Steinberg, G. (PI) ; Stevenson, D. (PI) ; Stoyanova, T. (PI) ; Straight, A. (PI) ; Sudhof, T. (PI) ; Thompson, S. (PI) ; Ting, A. (PI) ; Tuljapurkar, S. (PI) ; Utz, P. (PI) ; Vitousek, P. (PI) ; Walbot, V. (PI) ; Wang, K. (PI) ; Weissman, I. (PI) ; Wu, J. (PI) ; Wyss-Coray, T. (PI) ; Zhao, H. (PI)

GENE 199: Undergraduate Research

Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit | Grading: Letter or Credit/No Credit
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