BIOL 393 - Special Topics in Biology

Semester Offered: Fall and Spring
0.5 to 1 unit(s)

A variety of current and timely topics in Biology is considered by these intensive mentored experiences. Each of these involve close mentored work in small groups of students around a key topic in biology. A variety of formats is used, including field experiences, field trips, different types of media and different approaches. Topics and instructors vary each semester.

Topic One: (a) Biology in Board Games. (Same as NEUR 393) (ungraded, 1 unit). Board games are growing in popularity and there are a number that feature biological themes from disease spread, to cell biology, to evolution. Biology is complicated: so can you make a game that is both fun to play and accurately represents biological processes? In this intensive we interrogate the representation and simulation of biological processes in board games by reading primary literature, discussing scientific concepts, and playing games. Following gameplay we evaluate the ways in which the scientific concepts are or are not accurately represented by the mechanics, art and overall presentation of the game. For the final project, students work in teams to design a board game that represents a biological process of their choosing, with a rulebook that includes an analysis of the biology and the design choices that were used to represent the process. Megan Gall.

Topic Two: (a) Investigating Nutritional Supplements & Alternative Medicines. (0.5 unit, ungraded) ”Natural” supplements are part of a multi-billion dollar alternative health industry with little in the way of government regulation or consumer protections. We examine relationships between the health claims used to market supplements with the underlying scientific research. Students develop assessments on the depth and quality of scientific evidence, who performed and funded the research, and the extent to which the scientific evidence supports the manufacturer’s claims. We also explore potential harmful effects, historical uses of these materials, who profits from their sale, and any public record of legal or ethical concerns on the part of the manufacturers. In addition to their research, students participate in a biweekly discussion and develop oral/mixed media presentations their findings. Bill Straus.

Topic Three: (a) Introduction to animal and dairy science. (1 unit, ungraded) The introduction to animal and dairy science intensive is designed to introduce students to the biological, physical, technical and economical aspects of beef, horse, sheep, goat and swine production. The intensive examines basic principles of selection, breeding, nutrition, reproduction, feeding and management of livestock for the production of meat, milk and wool. This intensive would be ideal for students who desire a career in science related fields or who wish to pursue graduate or professional degrees. “Hands on” experience with some of the above species will be conducted via local tours and workshops. Field Trips on Fridays with a corresponding class meeting during the week. Kelli Duncan.

Topic Four: (a) Ecophysiology of native and invasive species. (0.5 unit, ungraded) Students examine the physiology of woody vines present on the Ecological Preserve, specifically examining the differences between native and invasive species to better understand how they are competing for resources and informing plans for control of invasives. Projects may include studying photosynthetic capacity, light capture strategies, water relations, and water-use efficiency of the different species, among others. Students may study plants on a controlled field site on the preserve, or plants that are growing wild on the preserve. The specific project(s) is chosen by the participants in the Intensive. Relevant prior coursework, e.g., BIOL 202, BIOL 208, ENST 124, is desirable but not required. Dianne Pater

Topic Five: (b) Applied Biostatistics. (0.5 unit, ungraded) The goal of this course is to teach students how to analyze common types of data collected in the life sciences. Students learn the statistical programming language R and gain skills in 1) basic coding, 2) understanding various data structures, 3) data manipulation and 4) plotting data. Students learn specific statistical techniques including linear models (ANOVA, regression, etc.), generalized linear models, and mixed-effects models. The intensive ends with an independent project to explore in depth a dataset of the students choosing (or one can be provided if necessary). Justin Touchon.

Topic Six: (b) Design & Creation of 3D Biological Models. (0.5 or 1.0 unit, ungraded). In this intensive, students will work independently or in small groups to conceptualize, design, and execute a three-dimensional model of biological significance. Projects may include representations of data, molecules or other biological phenomena, and final projects may involve creation of visual models, 3D printed models or other representations. Limit of 8 students. Nancy Pokrywka.

Prerequisite(s): Permission of the instructor.

One 2-hour period.

Course Format: INT