This class analyzes complex biological processes from the molecular, cellular, extracellular, and organ levels of hierarchy. Emphasis is placed on the basic biochemical and biophysical principles that govern these processes. Examples of processes to be studied include chemotaxis, the fixation of nitrogen into organic biological molecules, growth factor and hormone mediated signaling cascades, and signaling cascades leading to cell death in response to DNA damage. In each case, the availability of a resource, or the presence of a stimulus, results in some biochemical pathways being turned on while others are turned off. The course examines the dynamic aspects of these processes and details how biochemical mechanistic themes impinge on molecular/cellular/tissue/organ-level functions. Chemical and quantitative views of the interplay of multiple pathways as biological networks are emphasized. Student work will culminate in the preparation of a unique grant application in an area of biological networks.
Anatomy and Physiology is a dynamic textbook for the two-semester human anatomy and physiology course for life science and allied health majors. The book is organized by body system and covers standard scope and sequence requirements. Its lucid text, strategically constructed art, career features, and links to external learning tools address the critical teaching and learning challenges in the course. The web-based version of Anatomy and Physiology also features links to surgical videos, histology, and interactive diagrams.
The course Bio-Inspired Design gives an overview of non-conventional mechanical approaches in nature and shows how this knowledge can lead to more creativity in mechanical design and to better (simpler, smaller, more robust) solutions than with conventional technology. The course discusses a large number of biological organisms with smart constructions, unusual mechanisms or clever sensing and processing methods and presents a number of technical examples and designs of bio-inspired instruments and machines.
Our goal is to present the key observations and unifying concepts upon which modern biology is based; it is not a survey of all biology! Once understood, these foundational observations and concepts should enable you to approach any biological process, from disease to kindness, from a scientific perspective. To understand biological systems we need to consider them from two complementary perspectives; how they came to be (the historic, that is, evolutionary) and how their structures, traits, and behaviors are produced (the mechanistic, that is, the physicochemical)
Imagine you are a salesman needing to visit 100 cities connected by a set of roads. Can you do it while stopping in each city only once? Even a supercomputer working at 1 trillion operations per second would take longer than the age of the universe to find a solution when considering each possibility in turn. In 1994, Leonard Adleman published a paper in which he described a solution, using the tools of molecular biology, for a smaller 7-city example of this problem. His paper generated enormous scientific and public interest, and kick-started the field of Biological Computing, the main subject of this discussion based seminar course. Students will analyze the Adleman paper, and the papers that preceded and followed it, with an eye for identifying the engineering and scientific aspects of each paper, emphasizing the interplay of these two approaches in the field of Biological Computing. This course is appropriate for both biology and non-biology majors. Care will be taken to fill in any knowledge gaps for both scientists and engineers.
This course covers sensing and measurement for quantitative molecular/cell/tissue analysis, in terms of genetic, biochemical, and biophysical properties. Methods include light and fluorescence microscopies; electro-mechanical probes such as atomic force microscopy, laser and magnetic traps, and MEMS devices; and the application of statistics, probability and noise analysis to experimental data.
This graduate course will introduce students to the processes controlling phytoplankton, zooplankton, heterotrophic bacterial and benthic infaunal growth and abundance. We'll do a broad-scale survey of patterns of productivity and abundance in the coastal zones, upwelling centers, gyres, and the deep sea. We'll briefly survey ecosystem simulation models, especially those applicable to the Gulf of Maine. Readings will be from the primary literature and a few book chapters. The effects of anthropogenic effects on marine communities will be stressed throughout. Calculus will be used throughout the course, but there is no formal calculus requirement.
Biology is designed to cover the scope and sequence requirements of a typical two-semester biology course for science majors. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. Biology includes rich features that engage students in scientific inquiry, highlight careers in the biological sciences, and offer everyday applications. The book also includes clicker questions to help students understand—and apply—key concepts.
Lab Manual for BIO101 at Mt Hood Community College. The associated textbook is available at https://openoregon.pressbooks.pub/mhccbiology101/
An introduction to biology intended for non-science majors. Focus areas include chemical foundations, cell structure and division, genetics, and evolution.
The Biology I Course was developed through the Ohio Department of Higher Education OER Innovation Grant. The course is part of the Ohio Transfer Assurance Guides and is also named OSC003. This work was completed and the course was posted in October 2019. For more information about credit transfer between Ohio colleges and universities, please visit: www.ohiohighered.org/transfer.Team LeadCathy Sistilli Eastern Gateway Community CollegeContent ContributorsLisa Aschemeier Northwest State Community CollegeShaun Blevins Rhodes State CollegeRachel Detraz Edison State Community College Sara Finch Sinclair Community CollegeWendy Gagliano Clark State Community College AJ Snow University of Akron Wayne CollegeLibrarianAmanda Rinehart Ohio State UniversityReview TeamJessica Hall Ohio Dominican UniversitySanhita Gupta Kent State UniversityErica Mersfelder Sinclair Community College
This template course was developed from generally available open educational resources (OER) in use at multiple institutions, drawing mostly from a primary work published by OpenStax College Concepts of Biology, but also including additional open works from various sources as noted in attributions on each page of materials.
The Biology II Course was developed through the Ohio Department of Higher Education OER Innovation Grant. The course is part of the Ohio Transfer Assurance Guides and is also named OSC004. This work was completed and the course was posted in October 2019. For more information about credit transfer between Ohio colleges and universities, please visit: www.ohiohighered.org/transfer.Team LeadCathy Sistilli Eastern Gateway Community CollegeContent ContributorsLisa Aschemeier Northwest State Community CollegeShaun Blevins Rhodes State CollegeRachel Detraz Edison State Community College Sara Finch Sinclair Community CollegeWendy Gagliano Clark State Community College AJ Snow University of Akron Wayne CollegeLibrarianAmanda Rinehart Ohio State UniversityReview TeamJessica Hall Ohio Dominican UniversitySanhita Gupta Kent State UniversityErica Mersfelder Sinclair Community College
Assorted biology-related OER including biomedical science, biology and forensic science. OER in multiple formats including video, animations and downloadable text.
Seminar covering topics of current interest in biology. Includes reading and analysis of research papers and student presentations. Contact Biology Education Office for topics. This course is one of many Advanced Undergraduate Seminars offered by the Biology Department at MIT. These seminars are tailored for students with an interest in using primary research literature to discuss and learn about current biological research in a highly interactive setting. In 1971, President Nixon declared the "War on Cancer," but after three decades the war is still raging. How much progress have we made toward winning the war and what are we doing to improve the fight? Understanding the molecular and cellular events involved in tumor formation, progression, and metastasis is crucial to the development of innovative therapy for cancer patients. Insights into these processes have been gleaned through basic research using biochemical, molecular, and genetic analyses in yeast, C. elegans, mice, and cell culture models. We will explore the laboratory tools and techniques used to perform cancer research, major discoveries in cancer biology, and the medical implications of these breakthroughs. A focus of the class will be critical analysis of the primary literature to foster understanding of the strengths and limitations of various approaches to cancer research. Special attention will be made to the clinical implications of cancer research performed in model organisms and the prospects for ending the battle with this devastating disease.
Biology of cells of higher organisms: structure, function, and biosynthesis of cellular membranes and organelles; cell growth and oncogenic transformation; transport, receptors and cell signaling; the cytoskeleton, the extracellular matrix, and cell movements; chromatin structure and RNA synthesis.
The goal of this course is to teach both the fundamentals of nuclear cell biology as well as the methodological and experimental approaches upon which they are based. Lectures and class discussions will cover the background and fundamental findings in a particular area of nuclear cell biology. The assigned readings will provide concrete examples of the experimental approaches and logic used to establish these findings. Some examples of topics include genome and systems biology, transcription, and gene expression.
The endoplasmic reticulum (ER) orchestrates different cellular processes by which proteins are synthesized, correctly folded, modified and ultimately transported to their final destinations. As part of this crucial biosynthetic process, proteins that are not properly folded and consequently detrimental to normal cellular function are constantly generated. A common signature of many neurodegenerative diseases, including Alzheimer's and Parkinson's, is accumulation and deposition of misfolded proteins that arise when the ability of cells to deal with the burden of misfolded proteins is compromised. In this course, we will explore how the ER quality control machinery ensures that only properly assembled proteins exit the ER while distinguishing between nascent proteins en route to their biologically active folded state from those that are terminally misfolded.