Biology

Chemical, geological and fossil data suggest that the earth is about 4.5 billion years old, and that bacterial life was present on earth for at least 3 billion years before any evidence of humans is found. The emergence of complex multicellular organisms such as humans has taken place in intimate association with microbial communities; and the present-day human-microbe association, the "metaorganism", is the product of an expansive and complex coevolutionary process. We have only recently begun to recognize the complexity and importance of the interrelationships that have evolved over millennia between human and animal cells and their associated microbial communities. In this course we will develop a framework to aid our understanding of the species diversity and critical interspecies dependencies (microbe-microbe and microbe-human) that comprise the human microbial mothership. We will explore the tools and technologies used to characterize and analyze complex microbial communities. We will examine how microbial community composition influences such things as autism and diabetes. We will also explore the impact of perturbations to metaorganismal communities on health and well-being, for example the effect of antibiotics and dietary changes. (Offered every other year).

Populations change through time, and understanding how and why they change is central to the study of biology. But, this wasn't always the case. In the Nineteenth Century, as Charles Darwin was developing the theory of evolution by natural selection, most scientists and the public alike believed that plants and animals were static, not changing since the time of creation. Thus, the writings of Darwin transformed our understanding of the dynamic natural world. His ideas have further shaped the fields of medicine, agriculture, and social policy, and motivated great works of art and literature. This discussion-based course will explore the development of Darwin's revolutionary ideas through a survey of his life, his major written works, and the influence of his writing on modern thinking. (Offered every year).

Students earning a 4 or 5 on the Advanced Placement Biology exam or a 5, 6, or 7 on the Higher-Level International Baccalaureate Exam will receive credit for this course.

This is an introductory course that provides an understanding of the scientific methods used to investigate biological questions and how the results of these studies are communicated. The semester is divided into investigative modules in which student groups learn a technique, conduct an experiment or study, and write their results in the form of a scientific paper. (Offered every Spring.) BIOL 1311 must be taken concurrently.

The course focuses on modern laboratory techniques in cell and molecular biology. Research skills are developed through hypothesis generation, experimental design, implementation, data analysis, and scientific communication. Students will conduct guided-¬-inquiry projects utilizing technologies such as flow cytometry, confocal microscopy, gene expression analysis, and quantitative modeling. Students will be required to complete 3 hours/week in lab and 1 hour weekly in recitation. Students will be expected to maintain projects outside scheduled laboratory sections. (Offered every Spring). Prerequisites: one upper-¬-level Area B Biology course in the cell and molecular area (BIOL 3450-¬-3474). This course may not be taken simultaneously with BIOL 4201.

This course will investigate both evolutionary and proximate aspects of animal behavior. Using the logical framework of the four levels of analysis, we will cover: 1) the adaptive value of specific behaviors and the role of natural selection in maintaining behaviors; 2) how behaviors have evolved over time; 3) how behaviors develop within an individual; and 4)the neural, hormonal, and physiological mechanisms underlying behaviors. Lectures will cover a variety of topics, including: natural selection and evolution; genes and the environment; animal learning and cognition; hormones and their role in mediating behavior; neural mechanisms; foraging behavior; predator-prey interactions; sexual selection; animal communication; courtship and mate choice; and social behavior. In addition to lectures, we will develop skills to understand and interpret primary literature, which will be facilitated through group-discussions of journal articles. The laboratory will focus on developing skills of hypo-deductive inquiry, and on the design, implementation, and analysis of experiments that will be carried out in the laboratory and field. As part of the laboratory, students will develop a sophisticated and in-depth review of the literature focusing on a specific topic of animal behavior, culminating in a final paper and a presentation to the class. Prerequisite: BIOL 3413, CHEM 2319, 2119

This course is a comprehensive study of plants from a variety of perspectives including plant morphology, anatomy, physiology, evolution, and ecology. The course will also cover plant ethnobotany, biogeography, and the taxonomy of several notable plant families. The laboratory is designed to give students experience with live and preserved specimens and laboratory and field techniques frequently associated with the study of plants. Students will apply skills learned in the core courses to the processes of experimental design and hypothesis testing by conducting experiments that are pertinent to the current literature. Some experiments will require time outside of scheduled lab for care of experimental subjects. The course includes two week-day and one weekend field trip. (Offered every Spring) Prerequisite: BIOL 3413, CHEM 2319, 2119

This course will survey the history of evolutionary thought, the mechanisms and patterns of evolutionary change, and the methods scientists use to study evolution. Topics to be explored include evolution by natural and sexual selection, neutral drift, fitness and adaptation, modes of speciation, phylogenetics, extinction, and applications of evolution in modern medicine. The laboratory portion of the course will include methods to describe and measure diversity, to experimentally create diversity, and to use evolutionary statistics to address broad biological questions. Some experiments will require time outside of scheduled lab. (Offered every Year). Prerequisites: BIOL 3413, CHEM 2319, 2119. Strongly Recommended: MATH 1320 or PSYC 2401

An understanding of genetics is fundamental to most studies in biology because of the central role of heredity in life and evolution. This course will use a text and primary literature to study the following subjects and principles: Mendelian inheritance of qualitative and quantitative characters and probabilistic analysis of heredity; the molecular nature of genes, including the basic classes and functions of genes and regulation of transcription in both prokaryotic and eukaryotic systems; and the behavior of genes in populations, including mathematical treatments of Hardy-Weinberg equilibrium and the five evolutionary forces (mutation, migration, selection, drift, and non-random mating). The laboratory will use model systems to investigate these basic principles. Some experiments will require time outside of schedule lab hours. Prerequisites: BIOL 3413, CHEM 2319, 2119

The study of microbial organisms is of tremendous importance in our world today. This course emphasizes the basic biology of bacteria, including their varied morphology, growth and nutritional requirements, cell motility, gene regulation, mechanisms of antibiotic resistance, and bacterial interactions as populations and with other organisms. Other topics covered include viruses and the Archaea. The impact of microbes on medicine, public health, agriculture and biotechnology are discussed. In addition to exams, a research paper on a recent topic from the primary research literature in microbiology is required. The laboratory covers diverse techniques on manipulation and growth of bacterial cultures, microscopy, testing of environmental samples, bacterial genetics and molecular biology, and identification of unknown organisms. Multiple experiments are run concurrently. Students are expected to visit the lab on days other than the assigned period to monitor experiments. (Offered every Spring) Prerequisites: BIOL 3413 and CHEM 2319, 2119.

This course is a study of the principles of homeostasis with emphasis on major vertebrate organ systems. This course begins with a detailed molecular investigation of excitable membrane physiology (nerve and muscle) followed by a systematic investigation of endocrine, cardiovascular, respiratory, renal and gastrointestinal physiology. Integrative problem sets are assigned to address the complex interactions between organ systems. Laboratory experience involves experimentation with sophisticated physiological equipment and computerized data acquisition systems to reinforce concepts presented in lecture. Lecture examinations, laboratory reports, homework problem sets, and a research paper with presentation will be used to assess student understanding in this course. Prerequisites: Biol 3413, Chem 2319, 2119.

Cells form the basic working units of organs and the systems that organs comprise. This course is designed to build an understanding of the fundamental processes that govern the operations of cells. Cells face challenges of maintaining boundaries, communicating with neighboring cells, transporting essential components across barrier membranes, generating chemical energy, regulating cell phenotype, and maintaining cell structure. In order to function as part of a specialized tissue or organ, cells elaborate specific subsets of organelles to dedicate themselves to performing specific functions. The course will provide the background to understand the cellular mechanisms of specialized cells, and allow one to predict the underlying cellular physiology of most tissue systems. The laboratory takes an investigative approach, introducing microscopic, molecular, and biochemical tools for studying cells. Grades for the course are to be determined by in-class examinations and laboratory reports. Additional Prerequisite: BIOL 3413, CHEM 2319, 2119; at least one Area B course or CHEM 3330

Students must attend a minimum of 10 scientific seminars. Appropriate seminars are those offered by the Department of Biology, the Department of Chemistry, the Department of Physics and Astronomy, the Neuroscience Program, and/or seminars presented as part of the Distinguished Scientist Lecture Series. (Same as CHEM 3000) Pass/Fail.

Off-campus study in a research laboratory arranged by the student. Prior written approval of a faculty member and departmental permission are required. Guidelines are available in the departmental office. May be repeated for a maximum of 3 credit hours. Graded only on a pass-fail basis.

Built around the Biology Department's seminar series, students will interact with seminar speakers visiting campus to discuss readings provided by the speaker the week before. Students will maintain a journal that briefly summarizes the readings and logs thoughts about the significance of the work, how it extends what has been learned in biology classes at Trinity, and what major questions the work raises. After the discussion, students will attend the seminar to learn about the broader context of the work. Prerequisite: Senior standing and biology major. This course may not be taken simultaneously with BIOL 3301 or BIOL 3302.

Individual research and scholarly investigation under faculty supervision leading to the preparation of a thesis. Attendance at the weekly Biology Seminar, which consists of presentations of original research from diverse fields of Biology, is required. A formal research proposal must be submitted to the department chair by the end of the add/drop period during the semester of enrollment in the course. (Offered every semester) Prerequisites: Senior standing and approval of the supervising faculty member.