printer friendly pageBIO 43: Introduction to Laboratory Research in Neuronal Cell Biology
This course provides an authentic research experience where you will study the consequences of disease-related mutations in a neuronal kinesin (KIF1A). You will evaluate scientific arguments; make discoveries by generating, testing, and revising hypotheses; communicate findings to others through oral and poster presentations; and build confidence in yourselves as scientific thinkers. To do so, you will use behavioral, genetic, and cell biological tools to assay how KIF1A mutations affect C. elegans neurons, and connect your findings to clinical severity. Completed or co-requisite in introductory courses in cell and molecular biology (
BIO 82 and 83 or
HUMBIO 2A and 3A) and (
CHEM 31A and 31B or
CHEM 31M).
Terms: Aut, Spr
| Units: 4
BIO 45: Introduction to Laboratory Research in Cell and Molecular Biology
Use modern molecular approaches to characterize a particular tumor-associated mutation in the human p53 tumor suppressor gene via expression and analysis in a yeast model system. Learn about the role of p53 as Guardian of the Genome and consider novel p53-directed tumor therapies through lectures and by reading and discussing journal articles. Use molecular visualization programs to examine the structure of the normal p53 protein and localize the alteration induced by the mutation you are investigating. Assay the ability of mutant p53 to activate expression of multiple reporter genes. Through facilitated discussions with teams of other students studying the same p53 mutant, consider a series of molecular explanations for your p53 mutant's functional defects. Conduct lab experiments to test these hypotheses, analyze data, collaboratively interpret these 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, it will be helpful if you have already taken or are concurrently enrolled in introductory courses in cell and molecular biology (
BIO 82 and 83 or
HUMBIO 2A and 3A) and general chemistry (
CHEM 31A and 31B or
CHEM 31M).
Terms: Aut, Win
| Units: 4
BIOE 42: Physical Biology
BIOE 42 is designed to introduce students to general engineering principles that have emerged from theory and experiments in biology. Topics covered will cover the scales from molecules to cells to organisms, including fundamental principles of entropy, diffusion, and continuum mechanics. These topics will link to several biological questions, including DNA organization, ligand binding, cytoskeletal mechanics, and the electromagnetic origin of nerve impulses. In all cases, students will learn to develop toy models that can explain quantitative measurements of the function of biological systems. Prerequisites:
MATH 19, 20, 21
CHEM 31A, B (or 31X),
PHYSICS 41; strongly recommended:
CS 106A,
CME 100 or
MATH 51, and
CME 106; or instructor approval.
Terms: Spr
| Units: 4
| UG Reqs: WAY-AQR, WAY-SMA
Instructors:
Bryant, Z. (PI)
;
Garten, M. (SI)
;
Al-Sayyad, N. (TA)
...
more instructors for BIOE 42 »
Instructors:
Bryant, Z. (PI)
;
Garten, M. (SI)
;
Al-Sayyad, N. (TA)
;
Henze, D. (TA)
;
Kannan, G. (TA)
;
Karaguesian, J. (TA)
BIOE 102: Physical Biology of Macromolecules
Principles of statistical physics, thermodynamics, and kinetics with applications to molecular biology. Topics include entropy, temperature, chemical forces, enzyme kinetics, free energy and its uses, self assembly, cooperative transitions in macromolecules, molecular machines, feedback, and accurate replication. Prerequisites:
MATH 19, 20, 21;
CHEM 31A, B (or 31X); strongly recommended:
PHYSICS 41,
CME 100 or
MATH 51, and
CME 106; or instructor approval.
Last offered: Winter 2019
| UG Reqs: WAY-AQR, WAY-SMA
BIOE 158: Soft Matter in Biomedical Devices, Microelectronics, and Everyday Life (MATSCI 158)
The relationships between molecular structure, morphology, and the unique physical, chemical, and mechanical behavior of polymers and other types of soft matter are discussed. Topics include methods for preparing synthetic polymers and examination of how enthalpy and entropy determine conformation, solubility, mechanical behavior, microphase separation, crystallinity, glass transitions, elasticity, and linear viscoelasticity. Case studies covering polymers in biomedical devices and microelectronics will be covered. Recommended:
ENGR 50 and
Chem 31A or equivalent.
Last offered: Winter 2020
| UG Reqs: WAY-AQR, WAY-SMA
CEE 278A: Air Pollution Fundamentals
The sources and health effects of gaseous and particulate air pollutants. The influence of meteorology on pollution: temperature profiles, stability classes, inversion layers, turbulence. Atmospheric diffusion equations, downwind dispersion of emissions from point and line sources. Removal of air pollutants via settling, diffusion, coagulation, precipitation, Mechanisms for ozone formation, in the troposphere versus in the stratosphere. Effects of airborne particle size and composition on light scattering/absorption, and on visual range. Prerequisites:
MATH 51 or equivalent. Recommended: 101B,
CHEM 31A, or equivalents.
Terms: Aut, Win
| Units: 3
Instructors:
Kopperud, R. (PI)
;
Teng, X. (TA)
CHEM 31A: Chemical Principles I
31A is the first course in a two-quarter sequence designed to provide a robust foundation in key chemical principles for students with a basic background in high school chemistry, who have already placed into
Math 19 or higher. The course engages students in group problem-solving activities throughout the class periods to deepen their ability to analyze and solve chemical problems. Students will also participate in a weekly laboratory activity that will immediately apply and expand upon classroom content. Labs and write-ups provide practice developing conceptual models that can explain qualitatively and quantitatively a wide range of chemical phenomena. The course will introduce a common language of dimensional analysis, stoichiometry, and molecular naming that enables students to write chemical reactions, quantify reaction yield, and calculate empirical and molecular formulas. Stoichiometry will be immediately reinforced through a specific study of gases and their properties. Student
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31A is the first course in a two-quarter sequence designed to provide a robust foundation in key chemical principles for students with a basic background in high school chemistry, who have already placed into
Math 19 or higher. The course engages students in group problem-solving activities throughout the class periods to deepen their ability to analyze and solve chemical problems. Students will also participate in a weekly laboratory activity that will immediately apply and expand upon classroom content. Labs and write-ups provide practice developing conceptual models that can explain qualitatively and quantitatively a wide range of chemical phenomena. The course will introduce a common language of dimensional analysis, stoichiometry, and molecular naming that enables students to write chemical reactions, quantify reaction yield, and calculate empirical and molecular formulas. Stoichiometry will be immediately reinforced through a specific study of gases and their properties. Students will also build a fundamental understanding of atomic and molecular structure by identifying interactions among nuclei, electrons, atoms and molecules. Through both lab and in-class exploration, students will learn to explain how these interactions determine the structures and properties of pure substances and mixtures using various bonding models including Lewis Dot, VSEPR, and Molecular Orbital Theory. Students will identify and quantitate the types and amounts of energy changes that accompany these interactions, phase changes, and chemical reactions, as they prepare to explore chemical dynamics in greater depth in 31B. Special emphasis will be placed on applying content and skills to real world applications such as estimating the carbon efficiency of fossil fuels, understanding hydrogen bonding and other interactions critical to DNA, and calculating the pressure exerted on a deep-sea diver. Prerequisites:
Math 18 and Chem11 or placement into Chem31A with Autumn General Chemistry Placement test. All students who are interested in taking general chemistry at Stanford must take the General Chemistry Placement Test before the Autumn quarter begins, regardless of chemistry background, to enroll.
Terms: Aut, Sum
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
CHEM 31B: Chemical Principles II
Chem 31B is the second course in this two-quarter sequence, therefore only students who have completed
Chem 31A may enroll in 31B. As with 31A, students will continue to engage in group problem-solving activities throughout class and participate in weekly laboratory activities. Labs and write-ups will allow students to more deeply explore and observe the different facets of chemical reactivity, including rates (kinetics), energetics (thermodynamics), and reversibility (equilibrium) of reactions. Through experimentation and discussion, students will determine what forces influence the rate of chemical reactions and learn how this can be applied to enzyme reactivity. Students will quantify chemical concentrations during a reaction, and predict the direction in which a reaction will shift in order to achieve equilibrium, including solubility equilibria. They will use these methods to estimate the possible levels of lead and other toxic metals in drinking water. Special emphasis will be p
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Chem 31B is the second course in this two-quarter sequence, therefore only students who have completed
Chem 31A may enroll in 31B. As with 31A, students will continue to engage in group problem-solving activities throughout class and participate in weekly laboratory activities. Labs and write-ups will allow students to more deeply explore and observe the different facets of chemical reactivity, including rates (kinetics), energetics (thermodynamics), and reversibility (equilibrium) of reactions. Through experimentation and discussion, students will determine what forces influence the rate of chemical reactions and learn how this can be applied to enzyme reactivity. Students will quantify chemical concentrations during a reaction, and predict the direction in which a reaction will shift in order to achieve equilibrium, including solubility equilibria. They will use these methods to estimate the possible levels of lead and other toxic metals in drinking water. Special emphasis will be placed on acid/base equilibria , allowing students to explore the role of buffers and antacids in our bodies, as well as ocean acidification and the impact on coral reefs. Students will then bring together concepts from both kinetics and equilibrium, in a deeper discussion of thermodynamics, to understand what ultimately influences the spontaneity of a reaction. Students will build a relationship between free energy, temperature, and equilibrium constants to be able to calculate the free energy of a reaction and understand how processes in our body are coupled to harness excess free energy to do useful work. Finally we will explore how we harness work from redox reactions, building both voltaic cells (i.e. batteries) and electrolytic cells in lab, and using reduction potentials to predict spontaneity and potential of a given reaction. We will look at the applications of redox chemistry in electric and fuel cell vehicles. The course's particular emphasis on understanding the driving forces of a reaction, especially the influence of thermodynamics versus kinetics, will prepare students for further study of predicting organic chemical reactivity and equilibria from structure in
Chem 33. Prerequisite:
Chem 31A.
Terms: Win, Sum
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
CHEM 31S: STEMentors in Chemistry
STEMentors in Chemistry has been designed to provide timely support for students in
CHEM 31A with study and problem-solving skills applicable in both chemistry and STEM courses in general. Students will join a small cohort of other CHEM31A students looking to build community with and support other students in STEM. Weekly sections will focus on group activities and individual check-ins facilitated by a peer mentor who has previously taken the
CHEM 31A/B sequence. These activities are designed to normalize challenging experiences within a college science course, build key study skills such as how to effectively review lecture notes and practice problems, prepare for and reflect on exams, and develop a consistent problem-solving process that will build student confidence over the quarter. Students should enroll in a weekly mentor section, occurring on Thursdays. You can read more about our individual mentors here:
https://chemistrystementors.sites.stanford.edu/people-0. Co-Requisite:
CHEM 31A
Terms: Aut
| Units: 1
Instructors:
Schwartz Poehlmann, J. (PI)
;
Ehsan, C. (TA)
;
Padilla, S. (TA)
...
more instructors for CHEM 31S »
Instructors:
Schwartz Poehlmann, J. (PI)
;
Ehsan, C. (TA)
;
Padilla, S. (TA)
;
Vedelli, J. (TA)
;
Villarreal, V. (TA)
;
Wolf, J. (TA)
CHEM 90: Directed Instruction/Reading
Undergraduates pursue a reading program under supervision of a faculty member in Chemistry; may also involve participation in lab. Prerequisites: superior work in
CHEM 31A, 31B, 31M, or 33; and consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
4 times
(up to 8 units total)
Instructors:
Banik, S. (PI)
;
Bao, Z. (PI)
;
Bent, S. (PI)
;
Bertozzi, C. (PI)
;
Boxer, S. (PI)
;
Burns, N. (PI)
;
Cegelski, L. (PI)
;
Chen, J. (PI)
;
Chidsey, C. (PI)
;
Cimprich, K. (PI)
;
Cui, B. (PI)
;
Cui, Y. (PI)
;
Dai, H. (PI)
;
Dassama, L. (PI)
;
Du Bois, J. (PI)
;
Fayer, M. (PI)
;
Frank, C. (PI)
;
Gaffney, K. (PI)
;
Herschlag, D. (PI)
;
Hodgson, K. (PI)
;
Kanan, M. (PI)
;
Karunadasa, H. (PI)
;
Khosla, C. (PI)
;
Kool, E. (PI)
;
Liu, F. (PI)
;
Markland, T. (PI)
;
Martinez, T. (PI)
;
Moerner, W. (PI)
;
Pande, V. (PI)
;
Pecora, R. (PI)
;
Rao, J. (PI)
;
Rotskoff, G. (PI)
;
Solomon, E. (PI)
;
Spakowitz, A. (PI)
;
Stack, D. (PI)
;
Ting, A. (PI)
;
Trost, B. (PI)
;
Wandless, T. (PI)
;
Waymouth, R. (PI)
;
Wender, P. (PI)
;
Xia, Y. (PI)
;
Zare, R. (PI)
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