Biology

BIO 1. Human Evolution and Environment. 3 Units.

Human genetic and cultural evolution and how people interact with their environments, from the ancestors of Australopithecus to current events. Issues include race, gender, and intelligence; pesticide and antibiotic resistance; abortion and contraception; ecosystem services; environmental economics and ethics; the evolution of religion; climate change; population growth and overconsumption; origins and spread of ideas and technologies; and the distribution of political and economic power.

BIO 2N. Ecology and Evolution of Infectious Disease in a Changing World. 3 Units.

This seminar will explore the ways in which anthropogenic change, climate change, habitat destruction, land use change, and species invasions effects the ecology and evolution of infectious diseases. Topics will include infectious diseases of humans, wildlife, livestock, and crops, effects of disease on threatened species, disease spillover, emerging diseases, and the role of disease in natural systems. Course will be taught through a combination of popular and scientific readings, discussion, and lecture. .

BIO 3. Frontiers in Marine Biology. 1 Unit.

An introduction to contemporary research in marine biology, including ecology, conservation biology, environmental toxicology, behavior, biomechanics, evolution, neurobiology, and molecular biology. Emphasis is on new discoveries and the technologies used to make them. Weekly lectures by faculty from the Hopkins Marine Station.

BIO 3N. Views of a Changing Sea: Literature & Science. 3 Units.

The state of a changing world ocean, particularly in the eastern Pacific, will be examined through historical and contemporary fiction, non-fiction and scientific publications. Issues will include harvest and mariculture fisheries, land-sea interactions and oceanic climate change in both surface and deep waters.

BIO 4N. Peopleomics: The science and ethics of personalized genomic medicine. 3 Units.

Exploration of the new field of personalized genomic medicine. Personalized medicine is based on the idea that each person's unique genome sequence can be used to predict risk of acquiring specific diseases, and to make more informed medical choices. The science behind these approaches; where they are heading in the future; and the ethical implications such technology presents. Lectures augmented with hands-on experience in exploring and analyzing a real person's genome.

BIO 7N. Introduction to Conservation Photography. 3 Units.

Introduction to the field of conservation photography and the strategic use of visual communication in addressing issues concerning the environment and conservation. Students will be introduced to basic digital photography, digital image processing, and the theory and application of photographic techniques. Case studies of conservation issues will be examined through photographs and multimedia platforms including images, video, and audio. Lectures, tutorials, demonstrations, and optional field trips will culminate in the production of individual and group projects.

BIO 7S. Introduction to Biology. 3 Units.

The major fields of biology: biochemistry, the cell, evolution, and diversity. Foundation for higher-level biology courses.

BIO 7SL. Introduction to Biology Lab. 2 Units.

Optional lab to be taken concurrently with BIO 7S.

BIO 9S. Introduction to Biological Research Methods. 3 Units.

Theory and practice of experimental biology. Introduction to how to plan an experiment, conduct, and analyze data. Introduction to scientific writing and reading scientific journal articles. Prerequisite: high school biology.

BIO 10AX. Conservation Photography. 2 Units.

Account of the genre of conservation photography and strategic use of visual communication in the environmental arena. Introduction to use of digital SLR cameras and digital image processing. Case studies of conservation issues accompanied by multimedia platforms including images, video, and audio. Theory and application of photographic techniques. Lectures, tutorials, demonstrations, and field trips. Individual and group projects.

BIO 10SC. Natural History, Marine Biology, and Research. 2 Units.

Monterey Bay is home to the nation's largest marine sanctuary and also home to Stanford¿s Hopkins Marine Station. This course, based at Hopkins, explores the spectacular biology of Monterey Bay and the artistic and political history of the region. The course focuses on issues of conservation, sanctuary, and stewardship of the oceans and coastal lands. We will meet with conservationists, filmmakers, artists, authors, environmentalists, politicians, land-use planners, and lawyers, as well as scientists and educators, to learn what is being done to appreciate, protect, and study the coastline and near-shore waters at local and national levels. We will take a look at the discipline of marine biology to discover the range of topics and methods of research it embraces and to help define some of the larger issues in biology that loom in our future. The course emphasizes interactions and discussions between individuals, groups, and our guests; it is a total immersion experience. We will be together all of the time, either at our base at the Belden House in Pacific Grove or hiking and camping in Big Sur.nnStudents are expected to have read the several books provided as introductory material before the course begins, and each is also expected to become our local expert in an area such as plant identification, bird identification, poetry, weather prediction, photography, history, ethnography, etc. The course requires an individual research project of your choice on a topic related to the general theme. Final reports will be presented at the last meeting of the group and may involve any medium, including written, oral, and performance media.nnNote: This course will be held at the Hopkins Marine Station in the Monterey region, and housing will be provided nearby. Transportation from campus to the housing site will be provided once students arrive on campus on August 30. Transportation to campus from the Belden House in Pacific Grove will be provided on September 19. Sophomore College Course: Application required, due noon, April 7, 2015. Apply at http://soco.stanford.edu.

BIO 11N. Biotechnology in Everyday Life. 3 Units.

Preference to freshmen. The science that makes transgenic plants and animals possible. Current and future applications of biotechnology and the ethical issues raised.

BIO 12N. Sensory Ecology of Marine Animals. 3 Units.

Animals living in the oceans experience a highly varied range of environmental stimuli. An aquatic lifestyle requires an equally rich range of sensory adaptations, including some that are totally foreign to us. In this course we will examine sensory system in marine animals from both an environmental and behavioral perspective and from the point of view of neuroscience and information systems engineering.

BIO 13N. Environmental Problems and Solutions. 3 Units.

Preference to freshmen. Students do independent investigations of current environmental problems, analyzing differing views of them and discussing possible solutions. Each student gives seminar presentations and leads seminar discussions. Short, documented position papers are written for policy makers.

BIO 14. Bio-logging and Bio-telemetry. 3 Units.

Bio-logging is a rapidly growing discipline that includes diverse fields such as consumer electronics, medicine, and marine biology. The use of animal-attached digital tags is a powerful approach to study the movement and ecology of individuals over a wide range of temporal and spatial scales. This course is an introduction to bio-logging methods and analysis. Using whales as a model system, students will learn how use multi-sensor tags to study behavioral biomechanics.

BIO 15N. Environmental Literacy. 3 Units.

Preference to freshmen. Lack of public understanding of the details of most environmental problems is cited as a cause of environmental deterioration. Good citizenship requires literacy about the elements of the scientific and decision making processes that accompany most environmental issues. Whether we are aware of them or not, environmental problems significantly decrease the quality of our lives, those of future generations and of other species. For example, when the average global temperature increases to 2oC (3.6oF) above natural, as many as 400,000 species could go extinct, and definitely some of those species, such as pollinators, currently enhance our quality of life greatly. Your grandchildren may need to learn to survive in a qualitatively different world than the one we know today.nIn this class we will explore many of the major problems our world is facing today including: over population, over consumption, sustainability impediments, toxins and pollution, and climate change. In addition, we will explore policies or lack thereof, communication missteps and breakdowns, and the role of the media to educate yet they often cause confusion.nEach week we will read articles¿mainly from the scientific literature, but also some from the policy world¿and discuss them in class.

BIO 16. Conservation Storytelling: Pre-course for BOSP South Africa. 1 Unit.

Limited to students admitted to the BOSP South Africa overseas seminar. Through 4 workshop meetings, students will develop and pitch story ideas, form teams in which a writer and a photographer agree to collaborate on a story, and conduct background research prior to departing for South Africa.

BIO 18Q. Plant Evolutionary Ecology. 3 Units.

Plant EcoEvo analyzes the conceptual basis of ecology and evolution from the plants' perspective. After a broad overview of the biomes of the world, it explores population ecology, community ecology and biotic interactions. This is followed by an analysis of biodiversity from the botanical perspective and closes with a discussion of anthropogenic impact on plants. The course is based on lectures and practical activities (discussion of selected papers; analysis of data; laboratory activities, 2 field trips). Emphasis: Latin American ecosystems.

BIO 19N. Organ Development and Disease. 3 Units.

The development of tissues and organs is a fascinating process that we can directly observe in model organisms such as the zebrafish or chick. Particularly amazing is watching organs that move in front of our very eyes such as the beating heart or circulating blood. Unfortunately, the development of these complex systems often goes awry resulting in diseases that plague our society. This class will introduce some concepts of organogenesis, how disruptions can cause disease, and how we find underlying genetic mutations. It will include lectures and discussions, direct observations of developing organs in experimental animals, and an inspiring field trip. Students will be expected to participate in discussions and complete a short presentation.

BIO 20. Introduction to Brain and Behavior. 3 Units.

Evolutionary principles to understand how the brain regulates behavior physiologically, and is also influenced by behavioral interactions. Topics include neuron structure and function, transmission of neural information, anatomy and physiology of sensory and motor systems, regulation of body states, the biological basis of learning and memory, and behavioral abnormalities.
Same as: HUMBIO 21

BIO 21. The Science of the Extreme Life of the Sea. 3 Units.

Based on the book Extreme Life of the Sea, this course will explore the new science about how marine species thrive in some of the world's most difficult environments. Species that live in the hottest, coldest, deepest and shallowest habitats will be described along with the genetic, biochemical, physiological and behavioral adaptations that allow them to persist. We will also examine the fastest, the oldest, the most archaic, the smallest, biggest and the most numerous species. Emphasis will be on the scientific discoveries about these species that give insight into their lives.

BIO 22Q. Infection, Immunity, and Global Health. 3 Units.

Why do infectious diseases continue to challenge us despite advances in medicine? This course will explore the causes and prevention of infectious diseases, focusing on the interplay between pathogens, the immune system, the environment, and societal factors that affect disease occurrence and outcomes. Topics will include: basic elements of microbiology, immunology, and epidemiology; case studies of old diseases (e.g., smallpox, tuberculosis, malaria) and recently-emergent diseases (e.g., Ebola, AIDS, antibiotic-resistant bacteria, Lyme disease, and pandemic influenza) that illustrate the biological, environmental, cultural, political, and economic factors that affect disease emergence, spread, and control; the limitations of modern medical approaches such as antibiotics and vaccines; and strategies for reducing global infectious disease threats. The seminar will feature class discussion, student projects, and faculty and student presentations. Prerequisite: biology background, preferably introductory college courses (e.g., 41, 42, or HUMBIO 2A, 3A).

BIO 25Q. The Molecular Basis of Genetic Disease. 3 Units.

Preference to sophomores. Focus is on two genetic diseases resulting from the production of protein molecules that are unable to fold into their native conformations, called conformational diseases: cystic fibrosis and amyotrophic lateral sclerosis or Lou Gehrig's disease. Hypotheses and controversies surrounding the molecular basis of these disorders, and implications for novel therapeutics. Readings from research literature.

BIO 26N. Maintenance of the Genome. 3 Units.

Preference to freshmen. The precious blueprint for life is entrusted to the genomic DNA molecules in all living cells. Multiple strategies have evolved to prevent the deleterious consequences from endogenous DNA alterations and damage from radiation or genotoxic chemicals in the environment. In this seminar you will learn about the remarkable systems that scan cellular DNA for alterations and make repairs to ensure genomic stability. Deficiencies in DNA repair have been implicated in many hereditary diseases involving developmental defects, premature aging, and/or predisposition to cancer. An understanding of DNA repair mechanisms is important for advances in the fields of cancer biology, neurobiology, and gerontology. Background readings, introductory lectures, student presentations, short term paper.

BIO 28Q. Hacking the Genetic Code. 3 Units.

How do scientists use the tools of molecular biology to engineer microorganisms, plants, and animals to advance knowledge and improve human health? In this Sophomore Seminar, we will explore the molecular details of genome manipulation tools; the biological, medical, and environmental applications of these tools; and the ethical implications of genetic engineering. Throughout the quarter, you will have an opportunity to analyze journal articles, talk with genome engineering experts, design experiments, engage in debates, and develop an original research proposal.

BIO 29N. PARTY WITH TREES. 3 Units.

Ever marveled at the imposing trees around campus? This course will explore trees on campus using Bracewell's marvelous "Trees of Stanford" as a rough guide. We will develop tools and explore ideas that will allow the wider community to cherish and appreciate the oft-neglected trees on campus. The course will include guest lectures that focus on the theme of trees: from literature to the physics and biology of trees, to the environmental impact of global forest loss.

BIO 30. Ecology for Everyone. 4 Units.

Everything is connected, but how? Ecology is the science of interactions and the changes they generate. This project-based course links individual behavior, population growth, species interactions, and ecosystem function. Introduction to measurement, observation, experimental design and hypothesis testing in field projects, mostly done in groups. The goal is to learn to think analytically about everyday ecological processes involving bacteria, fungi, plants, animals and humans. The course uses basic statistics to analyze data; there are no math prerequisites except arithmetic. Open to everyone, including those who may be headed for more advanced courses in ecology and environmental science.
Same as: EARTHSYS 30

BIO 30N. Extinctions in Near Time: Biodiversity loss since the Pleistocene. 3 Units.

The transition 11,700 years ago from the Pleistocene glacial period into the Holocene interglacial witnessed the expansion of humans around the world, climatic warming and the demise of many large vertebrate species. Since that time extinctions have continued on land and in the sea, culminating with the biodiversity crisis we are experiencing today. We will explore these prehistoric extinctions: "Who? When? Where? and Why?" in order to learn more about our planet's future.

BIO 33N. Conservation Science and Practice. 3 Units.

Preference to freshmen. This course will explore the potential for harmonizing people and nature, for achieving improved outcomes in the well-being of both as a result of conservation investments and interventions. We will consider biophysical, economic, social, and psychological perspectives, examining an array of conservation goals, from protecting endangered species to securing ecosystem services (such as flood control and climate stability) to alleviating poverty and improving mental well-being. We will also study the design and implementation of real conservation and human development efforts worldwide, among the many farmers, ranchers, fishing people, and others managing Earth's lands and waters. Highlights include a field trip to Jasper Ridge Biological Preserve, Stanford¿s very own nature reserve, and guest visits of some impressive conservation leaders internationally.

BIO 34N. Hunger. 3 Units.

The biology of hunger and satiety, disease states that disrupt normal responses to hunger and satiety, starvation responses and adaptations to starvation in a variety of organisms, food production and distribution mechanisms, historic famines and their causes, the challenges of providing adequate food and energy for the Earth's growing population, local and global efforts to alleviate hunger, and hunger in fiction.

BIO 35N. Water: From Cadillac Deserts to Plant Physiology. 3 Units.

Water is an essential ingredient for life. While the Mediterranean climate of California draws immigrants and tourists to our mild dry climate, infrequent rain and prized water rights have led to a tumultuous history behind how water is currently distributed. In this freshman seminar we will discuss water in California from multiple perspectives that span weather, history, art and plant physiology. The implications of climate change on agriculture and the Californian economy and lifestyle will also be discussed.

BIO 36N. Which differences make a difference? Practical challenges at the intersection of race and genetics. 3 Units.

Preference to freshmen. Seminar discussion of issues at the intersection of racial inequality and biological questions about human similarity and difference. Combines insights from population genetics and the sociology of race and inequality. Students will meet local experts, read original research, and employ the tools of both fields, including principles of survey design and statistical methods of evolutionary genetics. Focus is on real-world problems and their possible solutions.
Same as: SOC 20N

BIO 41. Genetics, Biochemistry, and Molecular Biology. 5 Units.

Emphasis is on macromolecules (proteins, lipids, carbohydrates, and nucleic acids) and how their structure relates to function and higher order assembly; molecular biology, genome structure and dynamics, gene expression from transcription to translation. Prerequisites: CHEM 31X (or 31A,B), 33. Recommended: CHEM 35; MATH 19, 20, 21 or 41, 42.

BIO 41A. Bio Solve-It. 1 Unit.

Students enrolled in Bio41 lecture and regular discussion sections attend two additional 80 min sections per week. The objective of the course is to help students to solidify basic concepts, identify areas to work on, and apply core concepts learned that week in Bio41 lecture and section. Space is limited, by application only. Co-Requisite: BIO 41.

BIO 41S. Biochemistry, Genetics, and Molecular Biology. 5 Units.

Emphasis is on macromolecules (proteins, lipids, carbohydrates, and nucleic acids) and how their structure relates to function and higher order assembly; molecular biology, genome structure and dynamics, gene expression from transcription to translation. Prerequisites: CHEM 31X (or 31A,B), 33; MATH 19, 20, 21 or 41, 42. Recommended: CHEM 35.

BIO 42. Cell Biology and Animal Physiology. 5 Units.

Cell structure and function; principles of animal physiology (immunology, renal, cardiovascular, sensory, motor physiology, and endocrinology); neurobiology from cellular basis to neural regulation of physiology. Prerequisites: CHEM 31X (or 31A,B), 33. Recommended: BIO 41; CHEM 35; MATH 19, 20, 21 or 41, 42.

BIO 42A. Bio Solve-It. 1 Unit.

Students enrolled in Bio42 lecture and regular discussion sections attend two additional 80 min sections per week. The objective of the course is to help students to solidify basic concepts, identify areas to work on, and apply core concepts learned that week in Bio42 lecture and section. Space is limited, by application only. Co-Requisite: BIO 42.

BIO 43. Plant Biology, Evolution, and Ecology. 5 Units.

Principles of evolution: macro- and microevolution and population genetics. Ecology: the principles underlying the exchanges of mass and energy between organisms and their environments; population, community, and ecosystem ecology; populations, evolution, and global change. Equivalent to BIOHOPK 43. Prerequisites: CHEM 31X (or 31A,B), 33. Recommended: BIO 41, 42; CHEM 35; MATH 19, 20, 21 or 41, 42.

BIO 43A. Bio Solve-It. 1 Unit.

Students enrolled in Bio43 lecture and regular discussion sections attend two additional 80 min sections per week. The objective of the course is to help students to solidify basic concepts, identify areas to work on, and apply core concepts learned that week in Bio43 lecture and section. Space is limited, by application only. Co-Requisite: BIO 43.

BIO 44X. Core Molecular Biology Laboratory. 5 Units.

Investigate yeast strains that are engineered to express the human 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 a tumor suppressor through lectures and by reading and discussing journal articles. Use molecular visualization programs to examine the structure of wild type and mutant p53 proteins. Formulate a testable hypothesis and assay the ability of mutant p53 to direct expression of several reporter genes. During guided reflection, formulate further analyses to determine whether mutant p53 is present in the cell, can bind to DNA, and/or can enter the nucleus. Conduct lab experiments, present findings through a team oral presentation, as well as a scientific poster. Prerequisites: CHEM 31X, or 31A,B, and 33; concurrent or past enrollment in Biology or Human Biology core. 44X,Y should be taken sequentially in the same year, preferably as sophomores, to prepare for internships. Preference given to juniors and seniors in fall quarter, preference given to sophomores in winter quarter. Prerequisite: BIO 41. Lab fee. Information about this class is available at http://bio44.stanford.edu.

BIO 44Y. Core Plant Biology & Eco Evo Laboratory. 5 Units.

The goal of this course is to develop an understanding of how to conduct biological research, using a topic in Ecology, Evolutionary Biology, and Plant Biology as a practical example. This includes the complete scientific process: assessing background literature, generating testable hypotheses, learning techniques for field- and lab-based data collection, analyzing data using appropriate statistical methods, and finally writing and sharing results. To build these skills, this course will focus on communities of microorganisms living in floral nectar at Stanford's nearby Jasper Ridge Biological Preserve. Students, working in teams, will develop novel research hypotheses and execute the necessary experiments and measurements to test these hypotheses. The capstone of the course will be an oral defense of students' findings, as well as a research paper in the style of a peer-reviewed journal article. Labs will be completed both on campus and at Jasper Ridge. Lab fee. Information about this class is available at http://bio44.stanford.edu. Satisfies WIM in Biology.

BIO 54SI. Aberrant Immune Responses: Allergy, Asthma, and Autoimmunity. 1 Unit.

This is a discussion-based course for advanced undergraduate and graduate students. Its purpose is to introduce students to a basic understanding of diseases involving overactive immune responses and immune responses directed against the host. Lectures may include a history of the disease, etiology, epidemiology, current and future treatments, and relevant research. This class will emphasize key scientific discoveries in molecular and cellular biology that have benefited our understanding and treatment of these diseases.

BIO 101. Ecology. 4 Units.

The principles of ecology. Topics: interactions of organisms with their environment, dynamics of populations, species interactions, structure and dynamics of ecological communities, biodiversity. Half-day field trip required. Satisfies Central Menu Area 4. Prerequisite: 43, or consent of instructor. Recommended: statistics.

BIO 104. Advanced Molecular Biology. 5 Units.

Molecular mechanisms that govern the replication, recombination, and expression of eukaryotic genomes. Topics: DNA replication, DNA recombination, gene transcription, RNA splicing, regulation of gene expression, protein synthesis, and protein folding. Satisfies Central Menu Area 1. Prerequisite: Biology core.
Same as: BIO 200

BIO 105A. Ecology and Natural History of Jasper Ridge Biological Preserve. 4 Units.

Formerly 96A - Jasper Ridge Docent Training. First of two-quarter sequence training program to join the Jasper Ridge education/docent program. The scientific basis of ecological research in the context of a field station, hands-on field research, field ecology and the natural history of plants and animals, species interactions, archaeology, geology, hydrology, land management, multidisciplinary environmental education; and research projects, as well as management challenges of the preserve presented by faculty, local experts, and staff. Participants lead research-focused educational tours, assist with classes and research, and attend continuing education classes available to members of the JRBP community after the course.
Same as: EARTHSYS 105A

BIO 105B. Ecology and Natural History of Jasper Ridge Biological Preserve. 4 Units.

Formerly 96B - Jasper Ridge Docent Training. First of two-quarter sequence training program to join the Jasper Ridge education/docent program. The scientific basis of ecological research in the context of a field station, hands-on field research, field ecology and the natural history of plants and animals, species interactions, archaeology, geology, hydrology, land management, multidisciplinary environmental education; and research projects, as well as management challenges of the preserve presented by faculty, local experts, and staff. Participants lead research-focused educational tours, assist with classes and research, and attend continuing education classes available to members of the JRBP community after the course.
Same as: EARTHSYS 105B

BIO 107. Human Physiology Laboratory. 4 Units.

This laboratory course is active and inquiry based. Aspects of exercise and temperature are explored; however, the specific questions the class tackles differ each quarter. Samples of past questions: Does lactic acid accumulation correlate with exercise fatigue at different exercise and body temperatures? Does palm cooling during exercise mitigate the effect of body temperature on fatigue with or without evaporative cooling? Students participate both as experimenters and as subjects of the experiments in two-person teams. Participants must be in good physical condition, though not necessarily ¿athletes,¿ and must be willing to participate in strenuous exercise routines under adverse environmental conditions. Varsity athletes concurrently participating in a spring sport must consult the instructor before applying. Discussion sessions include student presentations of journal articles, data analyses, and feedback on individual WIM research proposals. By application only, see ¿sites.stanford.edu/bio107¿ for the application form. Prerequisite: BIO 42 or HUMBIO 4A. Satisfies WIM for Biology.
Same as: HUMBIO 136

BIO 108. Essential Statistics for Human Biology. 4 Units.

Introduction to statistical concepts and methods that are essential to the study of questions in biology, environment, health, epidemiology and related areas. The course will teach and use the computer language R. Topics include distributions, probabilities, likelihood, linear models; illustrations will be based on recent research.
Same as: HUMBIO 85A

BIO 109A. The Human Genome and Disease. 3 Units.

The variability of the human genome and the role of genomic information in research, drug discovery, and human health. Concepts and interpretations of genomic markers in medical research and real life applications. Human genomes in diverse populations. Original contributions from thought leaders in academia and industry and interaction between students and guest lecturers. Students with a major, minor or coterm in Biology: 109A/209A or 109B/209B may count toward degree program but not both.
Same as: BIOC 109A, BIOC 209A, HUMBIO 158

BIO 109B. The Human Genome and Disease: Genetic Diversity and Personalized Medicine. 3 Units.

Continuation of 109A/209A. Genetic drift: the path of human predecessors out of Africa to Europe and then either through Asia to Australia or through northern Russia to Alaska down to the W. Coast of the Americas. Support for this idea through the histocompatibility genes and genetic sequences that predispose people to diseases. Guest lectures from academia and pharmaceutical companies. Prerequisite: Biology or Human Biology core. Students with a major, minor or coterm in Biology: 109A/209A or 109B/209B may count toward degree program but not both.
Same as: BIOC 109B

BIO 110. Chromatin Regulation of the Genome. 3 Units.

Maintenance of the genome is a prerequisite for life. In eukaryotes, all DNA-templated processes are tightly connected to chromatin structure and function. This course will explore epigenetic and chromatin regulation of cellular processes related to aging, cancer, stem cell pluripotency, metabolic homeostasis, and development. Course material integrates current literature with a foundational review of histone modifications and nucleosome composition in epigenetic inheritance, transcription, replication, cell division and DNA damage responses.
Same as: BIO 210

BIO 112. Human Physiology. 4 Units.

Human physiology will be examined by organ systems: cardiovascular, respiratory, renal, gastrointestinal and endocrine. Molecular and cell biology and signaling principles that underlie organ development, pathophysiology and opportunities for regenerative medicine are discussed, as well as integrative control mechanisms and fetal development. Prerequisite: Biology or Human Biology core.
Same as: HUMBIO 133

BIO 113. Fundamentals of Molecular Evolution. 4 Units.

The inference of key molecular evolutionary processes from DNA and protein sequences. Topics include random genetic drift, coalescent models, effects and tests of natural selection, combined effects of linkage and natural selection, codon bias and genome evolution. Satisfies Central Menu Areas 1 or 4. Prerequisites: Biology core or graduate standing in any department, and consent of instructor.
Same as: BIO 244

BIO 115. The hidden kingdom - evolution, ecology and diversity of fungi. 4 Units.

Fungi are critical, yet often hidden, components of the biosphere. They regulate decomposition, are primary partners in plant symbiosis and strongly impact agriculture and economics. Students will explore the fascinating world of fungal biology, ecology and evolution via lecture, lab, field exercises and Saturday field trips that will provide traditional and molecular experiences in the collection, analysis and industrial use of diverse fungi. Students will chose an environmental niche, collect and identify resident fungi, and hypothesize about their community relationship. Prerequisite: BIO 43 recommended.

BIO 116. Ecology of the Hawaiian Islands. 4 Units.

Terrestrial and marine ecology and conservation biology of the Hawaiian Archipelago. Taught in the field in Hawaii as part of quarter-long sequence of courses including Earth Sciences and Anthropology. Topics include ecological succession, plant-soil interactions, conservation biology, biological invasions and ecosystem consequences, and coral reef ecology. Restricted to students accepted into the Earth Systems of Hawaii Program.
Same as: EARTHSYS 116

BIO 117. Biology and Global Change. 4 Units.

The biological causes and consequences of anthropogenic and natural changes in the atmosphere, oceans, and terrestrial and freshwater ecosystems. Topics: glacial cycles and marine circulation, greenhouse gases and climate change, tropical deforestation and species extinctions, and human population growth and resource use. Prerequisite: Biology or Human Biology core or graduate standing.
Same as: EARTHSYS 111, ESS 111

BIO 118. Genetic Analysis of Biological Processes. 4 Units.

Focus is on using mutations and genetic analysis to study biological and medical questions. The first portion of the course covers how the identification and analysis of mutations can be used in model systems to investigate biological processes such as development and metabolism. In the second portion of the course, we focus on the use of existing genetic variation in humans and other species to identify disease-associated genes as well as to investigate variation in morphological traits such as body size and shape.

BIO 120. Bacteria in Health and Disease. 3 Units.

Enrollment limited to junior and senior undergraduates, graduate students and medical students. Introduces students to the bacteria that live in and on humans and, in some cases, can cause disease and sometimes death. Topics include the biology of the interaction of the simple microbe with complex human biology and the factors that determine whether or not we coexist relatively peacefully, suffer from overt disease, or succumb to the bacterial onslaught.
Same as: MI 120

BIO 121. Biogeography. 3 Units.

Global distributions of organisms through the Phanerozoic, with emphasis on historical causes. Topics: plate tectonics, island biogeography, climatic change, dispersal, vicariance, ecology of invasions, extinction, gradients, diversity. Satisfies Central Menu Area 4.

BIO 123A. Cell and Developmental Biology I. 4 Units.

This is the first of a two course series that explores organizing principles of development at the cellular and tissue level. Students will learn the mechanisms by which cells polarize, interact with each other and their environment, divide, and generate force and movement and how these processes are utilized during the development of multicellular organisms. The course will also cover how cells communicate to pattern cell specification and morphogenesis during tissue and organ formation and during stem cell regulated homeostasis.

BIO 123B. Cell and Developmental Biology II. 4 Units.

This is the second of a two course series that explores organizing principles of development at the molecular, cellular and tissue level. Students will learn the biochemical and cellular mechanisms by which cells shape and interpret development signals in order to accomplish important developmental tasks such as directed cell movement, regulated growth of organs and tissues, and the establishment of cell-type specific gene expression. Emphasis will be placed on experimental logic and methods with discussions of primary research papers. Prerequisite: Enrollment in BIO 123B requires completion of BIO 123A.

BIO 126. Introduction to Biophysics. 3-4 Units.

Core course appropriate for advanced undergraduate students and graduate students with prior knowledge of calculus and a college physics course. Introduction to how physical principles offer insights into modern biology, with regard to the structural, dynamical, and functional organization of biological systems. Topics include the roles of free energy, diffusion, electromotive forces, non-equilibrium dynamics, and information in fundamental biological processes.
Same as: APPPHYS 205, BIO 226

BIO 127. From Generation to Generation: Scientific and Cultural Approaches to Jewish Genetics. 1 Unit.

This series of guest lectures aims to explore the connections between genetics and Jewish Studies. How do different Jewish populations relate to each other? To what extent are Jewish populations of the present descended from those of the past? What are the causes of diseases that occur disproportionately in Jewish populations? These and other questions will be addressed in a program that crosses the boundaries between science and Jewish Studies, culture and biology.

BIO 128. Geographic Impacts of Global Change: Mapping the Stories. 4 Units.

Forces of global change (eg., climate disruption, biodiversity loss, disease) impart wide-ranging political, socioeconomic, and ecological impacts, creating an urgent need for science communication. Students will collect data for a region of the US using sources ranging from academic journals to popular media and create an interactive Story Map (http://stanford.maps.arcgis.com/apps/StorytellingTextLegend/index.html?appid=dafe2393fd2e4acc8b0a4e6e71d0b6d5) that merges the scientific and human dimensions of global change. Students will interview stakeholders as part of a community-engaged learning experience and present the Map to national policy-makers. Our 2014 Map is being used by the CA Office of Planning & Research.
Same as: EARTHSYS 129

BIO 129A. Cellular Dynamics I: Cell Motility and Adhesion. 4 Units.

Cell motility emphasizing role of actin assembly and dynamics coupling actin organization to cell movement. Interaction of cells with extracellular matrix, and remodelling of extracellular matrix in development and disease. Directed cell migration by chemotaxis (neuronal path-finding, immune cells). Cell-cell adhesion, formation of intercellular junctions and mechanisms regulating cell-cell interactions in development and diseases. Emphasis is on experimental logic, methods, problem solving, and interpretation of results. Students present research papers. Satisfies Central Menu Area 2. Prerequisite: Biology core.

BIO 129B. Cellular Dynamics II: Building a Cell. 4 Units.

Principles of cell organization; how common biochemical pathways are modified to generate diversity in cell structure and function. Roles of actin and microtubule cytoskeletons in cellular architecture. Mechanisms of protein sorting and trafficking, and protein modules and switches in regulating cell polarity. Yeast to polarized epithelial cells and neurons. Emphasis is on experimental logic, methods, problem solving, and interpretation of results. Students present research papers. Satisfies Central Menu Area 2. Prerequisite: Biology core. Recommended: 129A.

BIO 131. Complex Systems Lab. 1 Unit.

Applications of complex systems will be explored in thisnseminar through lectures, discussions, and a class project. Lecture topicsninclude a discussion of chaos in weather modeling and aircraft turbulence,napplication of network science to understand Ebola and the ALS ice bucketnchallenge, and self-organized processes such as crowd dynamics andnWikipedia. The first half of the course will emphasize complex systemsnapplications. Students will apply complex systems analysis techniques tontheir personal research, a current event, or repeat a classic complexnsystems experiment. Projects can include topics such as calculating thenfractal dimension of a forest, simulating crowd dynamics, studying thendegree distribution of social networks, or making a Van der Pol oscillator.nGraduate student led seminar. Can be repeated for credit.

BIO 132. Advanced Imaging Lab in Biophysics. 4 Units.

Laboratory and lectures. Advanced microscopy and imaging, emphasizing hands-on experience with state-of-the-art techniques. Students construct and operate working apparatus. Topics include microscope optics, Koehler illumination, contrast-generating mechanisms (bright/dark field, fluorescence, phase contrast, differential interference contrast), and resolution limits. Laboratory topics vary by year, but include single-molecule fluorescence, fluorescence resonance energy transfer, confocal microscopy, two-photon microscopy, microendoscopy, and optical trapping. Limited enrollment. Recommended: basic physics, Biology core or equivalent, and consent of instructor.
Same as: APPPHYS 232, BIO 232, BIOPHYS 232, GENE 232

BIO 136. Evolutionary Paleobiology. 4 Units.

A paleontological approach to evolutionary theory. Topics: history of life, speciation, heterochrony, evolutionary constraint, coevolution, macroevolution, the Cambrian Explosion, mass extinctions, taphonomy, life on land, life in the sea, life in the air. Satisfies Central Menu Area 4. Prerequisite: Biology Core.

BIO 137. Plant Genetics. 3-4 Units.

Gene analysis, mutagenesis, transposable elements; developmental genetics of flowering and embryo development; biochemical genetics of plant metabolism; scientific and societal lessons from transgenic plants. Satisfies Central Menu Area 2. Prerequisite: Biology core or consent of instructor. Satisfies WIM in Biology.

BIO 138. Ecosystem Services: Frontiers in the Science of Valuing Nature. 3 Units.

This advanced course explores the science of valuing nature, beginning with its historical origins, and then its recent development in natural (especially ecological), economic, psychological, and other social sciences. We will use the ecosystem services framework (characterizing benefits from ecosystems to people) to define the state of knowledge, core methods of analysis, and research frontiers, such as at the interface with biodiversity, resilience, human health, and human development. Intended for diverse students, with a focus on research and real-world cases. To apply, please email the instructor (gdaily@stanford.edu) with a brief description of your background and research interests.
Same as: BIO 238

BIO 141. Biostatistics. 3-5 Units.

Introductory statistical methods for biological data: describing data (numerical and graphical summaries); introduction to probability; and statistical inference (hypothesis tests and confidence intervals). Intermediate statistical methods: comparing groups (analysis of variance); analyzing associations (linear and logistic regression); and methods for categorical data (contingency tables and odds ratio). Course content integrated with statistical computing in R.
Same as: STATS 141

BIO 143. Evolution. 3 Units.

Principles of evolution. Adaptation and natural selection. Darwin and the history of evolutionary thought. Population genetics, including genetic variation and mutation, and effects of migration, drift, linkage, and recombination. Evolutionary phenomena: developmental evolution, life history evolution, molecular evolution, sexual selection, social evolution, and speciation. Pattern and process in biological diversity. Case studies, including human evolution. Satisfies central menu area 4, ecology & evolution.

BIO 144. Conservation Biology: A Latin American Perspective. 3 Units.

Principles and application of the science of preserving biological diversity. Conceptually, this course is designed to explore 4 major components relevant to the conservation of biodiversity, as exemplified by the Latin American region. The conceptual frameworks and principles, however, should be generally applicable, and provide insights for all regions of the world, including those of lesser biodiversity. Satisfies Central Menu Area 4 for Bio majors. Prerequisite: BIO 101, or BIO 43 or HUMBIO 2A with consent of instructor. Graduate level students will be expected to conduct a literature research exercise leading to a written paper, addressing a topic of their choosing, derived from any of the themes discussed in class.
Same as: BIO 234, HUMBIO 112

BIO 145. Ecology and evolution of animal behavior. 3 Units.

Ecological and evolutionary perspectives on animal behavior, with an emphasis on social and collective behavior. This is a project-based course in a lecture/seminar format. Seminars will be based on discussion of journal articles. Independent research projects on the behavior of animals on campus. Prerequisites: Biology or Human Biology core, Biology/ES 30. Recommended: statistics.
Same as: BIO 245

BIO 146. Population Studies. 1 Unit.

Series of talks by distinguished speakers introducing approaches to population and resource studies.

BIO 149. The Neurobiology of Sleep. 4 Units.

Preference to seniors and graduate students. The neurochemistry and neurophysiology of changes in brain activity and conscious awareness associated with changes in the sleep/wake state. Behavioral and neurobiological phenomena including sleep regulation, sleep homeostasis, circadian rhythms, sleep disorders, sleep function, and the molecular biology of sleep. Enrollment limited to 16.
Same as: BIO 249, HUMBIO 161

BIO 150. Human Behavioral Biology. 5 Units.

Multidisciplinary. How to approach complex normal and abnormal behaviors through biology. How to integrate disciplines including sociobiology, ethology, neuroscience, and endocrinology to examine behaviors such as aggression, sexual behavior, language use, and mental illness.
Same as: HUMBIO 160

BIO 151. Mechanisms of Neuron Death. 3 Units.

For Biology majors with background in neuroscience. Cell and molecular biology of neuron death during neurological disease. Topics: the amyloid diseases (Alzheimer's), prion diseases (kuru and Creutzfeldt-Jakob), oxygen radical diseases (Parkinson's and ALS), triplet repeat diseases (Huntington's), and AIDS-related dementia. Student presentations. Enrollment limited to 15; application required.

BIO 152. Imaging: Biological Light Microscopy. 3 Units.

Survey of instruments which use light and other radiation for analysis of cells in biological and medical research. Topics: basic light microscopy through confocal fluorescence and video/digital image processing. Lectures on physical principles; involves partial assembly and extensive use of lab instruments. Lab. Prerequisites: some college physics, Biology core.
Same as: MCP 222

BIO 153. Cellular Neuroscience: Cell Signaling and Behavior. 4 Units.

Neural interactions underlying behavior. Prerequisites: PSYCH 1 or basic biology.
Same as: PSYCH 120

BIO 154. Molecular and Cellular Neurobiology. 4 Units.

For advanced undergraduate students. Cellular and molecular mechanisms in the organization and functions of the nervous system. Topics: wiring of the neuronal circuit, synapse structure and synaptic transmission, signal transduction in the nervous system, sensory systems, molecular basis of behavior including learning and memory, molecular pathogenesis of neurological diseases. Satisfies Central Menu Areas 2 or 3 for Bio majors. Prerequisite for undergraduates: Biology core or equivalent, or consent of instructors.

BIO 156. Epigenetics. 2 Units.

Epigenetics is the process by which phenotypes not determined by the DNA sequence are stably inherited in successive cell divisions. Course will cover the molecular mechanisms governing epigenetics, ranging from the discovery of epigenetic phenomena to present-day studies on the role of chromatin, DNA methylation, and RNA in regulating epigenetics processes. Topics include: position effect gene expression, genome regulation, gene silencing & heterochromatin, histone code, DNA methylation & imprinting, epigenetics & disease, and epigenetic-based therapeutics. Prerequisite: BIO41 and BIO42 or consent of instructor, advanced biology course such as Bio104.
Same as: BIO 256

BIO 157. Biochemistry and Molecular Biology of Plants. 3-4 Units.

Biochemical and molecular basis of plant growth and adaptation. Topics include: hormone signal transduction; photoreceptor chemistry and signaling; metabolite sensing and transport; dynamics of photosynthesis; plant innate immunity and symbiosis. Lectures and readings will emphasize research methods. Prerequisite: Biology core or equivalent, or consent of instructor.
Same as: BIO 257

BIO 158. Developmental Neurobiology. 4 Units.

For advanced undergraduates and coterminal students. The principles of nervous system development from the molecular control of patterning, cell-cell interactions, and trophic factors to the level of neural systems and the role of experience in influencing brain structure and function. Topics: neural induction and patterning cell lineage, neurogenesis, neuronal migration, axonal pathfinding, synapse elimination, the role of activity, critical periods, and the development of behavior. Satisfies Central Menu Areas 2 or 3. Prerequisite: BIO 42 or equivalent.
Same as: BIO 258

BIO 163. Neural Systems and Behavior. 4 Units.

The field of neuroethology and its vertebrate and invertebrate model systems. Research-oriented. Readings include reviews and original papers. How animal brains compare; how neural circuits are adapted to species-typical behavior; and how the sensory worlds of different species represent the world. Lectures and required discussions. Satisfies Central Menu Area 3 for Bio majors. Prerequisites: BIO 42, HUMBIO 4A.
Same as: BIO 263, HUMBIO 163

BIO 165. Molecular and Cellular Mechanisms of Neurological Disease. 1 Unit.

Current topics in research and investigative therapies of neurological disorders, including epilepsy, OCD, Alzheimer's disease, stroke and multiple sclerosis. Analysis and discussion of primary research papers as well as sources directed at general public. Emphasis on critical thinking, experimental design, therapeutic approaches. Guest lecturers include Dr. Lawrence Steinman and Dr. Gary Steinberg.".

BIO 168. Explorations in Stem Cell Biology. 3 Units.

A discussion-based course for advanced undergraduates. The purpose of this course is to introduce students to key topics in stem cell biology and foster the development of strong scientific writing skills. We will review and discuss some landmark and current primary literature in the stem cell field. Topics will include embryonic and adult stem cells, cellular reprogramming and stem cells in disease and regenerative medicine. Students will present a current research paper in their preferred stem cell topic area and compose a novel research proposal. Prerequisites: Biology or Human Biology core. Satisfies WIM in Biology.

BIO 173. Chemical Biology. 3 Units.

Chemical biology is an integrative discipline that seeks to apply chemical tools and approaches to understand biology. This course will introduce students to various methods and approaches used in this field, with an emphasis on the use of natural products and synthetic small molecules as probes of biological function. Specific examples will be used to illustrate the ramifications of chemical biology with molecular, cell and developmental biology. The interaction between disease and drug discovery will be considered in detail. Prerequisites: Completion of BioCore (BIO 41, 42, 43). Enrollment by application only.

BIO 174. Human Skeletal Anatomy. 5 Units.

Study of the human skeleton (a. k. a. human osteology), as it bears on other disciplines, including medicine, forensics, archaeology, and paleoanthropology (human evolution). Basic bone biology, anatomy, and development, emphasizing hands-on examination and identification of human skeletal parts, their implications for determining an individual¿s age, sex, geographic origin, and health status, and for the evolutionary history of our species. Three hours of lecture and at least three hours of supervised and independent study in the lab each week.
Same as: ANTHRO 175, ANTHRO 275, BIO 274, HUMBIO 180

BIO 177. Plant Microbe Interaction. 3 Units.

Molecular basis of plant symbiosis and pathogenesis. Topics include mechanisms of recognition and signaling between microbes and plant hosts, with examples such as the role of small molecules, secreted peptides, and signal transduction pathways in symbiotic or pathogenic interactions. Readings include landmark papers together with readings in the contemporary literature. Prerequisites: Biology core and two or more upper division courses in genetics, molecular biology, or biochemistry. Recommended: plant genetics or plant biochemistry.
Same as: BIO 277

BIO 178. Microbiology Literature. 3 Units.

For advanced undergraduates and first-year graduate students. Critical reading of the research literature in prokaryotic genetics and molecular biology, with particular applications to the study of major human pathogens. Classic and foundational papers in pathogenesis, genetics, and molecular biology; recent literature on bacterial pathogens such as Salmonella, Vibrio, and/or Yersinia. Diverse experimental approaches: biochemistry, genomics, pathogenesis, and cell biology. Prerequisites: Biology Core and two upper-division courses in genetics, molecular biology, or biochemistry.
Same as: BIO 278

BIO 180. Microbial Physiology. 3 Units.

Introduction to the physiology of microbes including cellular structure, transcription and translation, growth and metabolism, mechanisms for stress resistance and the formation of microbial communities. These topics will be covered in relation to the evolution of early life on Earth, ancient ecosystems, and the interpretation of the rock record. Recommended: introductory biology and chemistry.
Same as: EARTHSYS 255, ESS 255, GS 233A

BIO 181. Human Genetic Variation. 3 Units.

The geographic distribution of human genetic variation; the genetic perspective on ancient and recent human migrations; quantitative methods for inference of human evolutionary history from patterns of genetic variation. Connections of human genetic variation to current topics such as ancestry testing, DNA forensics, and identification of disease genes. Prerequisites; Bio or HumBio core, calculus.

BIO 182. Modeling Cultural Evolution. 3 Units.

Seminar. Quantitative models for the evolution of socially transmitted traits. Rates of change of learned traits in populations and patterns of cultural diversity as a function of innovation and cultural transmission. Learning in constant and changing environments. Possible avenues for gene-culture coevolution.
Same as: BIO 282

BIO 183. Theoretical Population Genetics. 3 Units.

Models in population genetics and evolution. Selection, random drift, gene linkage, migration, and inbreeding, and their influence on the evolution of gene frequencies and chromosome structure. Models are related to DNA sequence evolution. Prerequisites: calculus and linear algebra, or consent of instructor.
Same as: BIO 283

BIO 186. Natural History of the Vertebrates. 4 Units.

Broad survey of the diversity of vertebrate life. Discussion of the major branches of the vertebrate evolutionary tree, with emphasis on evolutionary relationships and key adaptations as revealed by the fossil record and modern phylogenetics. Modern orders introduced through an emphasis on natural history, physiology, behavioral ecology, community ecology, and conservation. Lab sessions focused on comparative skeletal morphology through hands-on work with skeletal specimens. Discussion of field methods and experience with our local vertebrate communities through field trips to several of California¿s distinct biomes. Prerequisite: Biology core.
Same as: BIO 286

BIO 188. Biochemistry I. 3 Units.

Structure and function of major classes of biomolecules, including proteins, carbohydrates and lipids. Mechanistic analysis of properties of proteins including catalysis, signal transduction and membrane transport. Students will also learn to critically analyze data from the primary biochemical literature. Satisfies Central Menu Area 1 for Bio majors. (CHEMENG offerings formerly listed as 188/288.) Prerequisites: CHEM 33, 35, 131, and 135 or 171.
Same as: CHEM 181, CHEMENG 181, CHEMENG 281

BIO 189. Biochemistry II. 3 Units.

Focus on metabolic biochemistry: the study of chemical reactions that provide the cell with the energy and raw materials necessary for life. Topics include glycolysis, gluconeogenesis, the citric acid cycle, oxidative phosphorylation, photosynthesis, the pentose phosphate pathway, and the metabolism of glycogen, fatty acids, amino acids, and nucleotides as well as the macromolecular machines that synthesize RNA, DNA, and proteins. Medical relevance is emphasized throughout. Satisfies Central Menu Area 1 for Bio majors. Prerequisite: BIO 188/288 or CHEM 181 or CHEMENG 181/281 (formerly 188/288).
Same as: CHEM 183, CHEMENG 183, CHEMENG 283

BIO 196A. Biology Senior Reflection. 3 Units.

Capstone course series for seniors. Creative, self-reflective and scientifically relevant projects conceived, produced and exhibited over the course of three quarters. Explore scientific content of personal interest through creative forms including but not limited to writing, music, fine arts, performing arts, photography, film or new media. A written essay on the creative process and scientific significance of the selected topic will accompany the creative work. Completed projects may be included in a creative portfolio. Required enrollment in 196A,B,C. Satisfies WIM in Biology.

BIO 196B. Biology Senior Reflection. 3 Units.

Capstone course series for seniors. Creative, self-reflective and scientifically relevant projects conceived, produced and exhibited over the course of three quarters. Explore scientific content of personal interest through creative forms including but not limited to writing, music, fine arts, performing arts, photography, film or new media. A written essay on the creative process and scientific significance of the selected topic will accompany the creative work. Completed projects may be included in a creative portfolio. Required enrollment in 196A,B,C.

BIO 196C. Biology Senior Reflection. 3 Units.

Capstone course series for seniors. Creative, self-reflective and scientifically relevant projects conceived, produced and exhibited over the course of three quarters. Explore scientific content of personal interest through creative forms including but not limited to writing, music, fine arts, performing arts, photography, film or new media. A written essay on the creative process and scientific significance of the selected topic will accompany the creative work. Completed projects may be included in a creative portfolio. Required enrollment in 196A,B,C.

BIO 197WA. Senior Writing Project: The Personal Essay in Biology. 3 Units.

Seminar focused on writing. Compose, workshop and revise scientifically relevant and personal essays in biology directed at a mainstream audience, interweaving research, interview, memoir, and other elements of nonfiction craft. Satisfies WIM in Biology.

BIO 198. Directed Reading in Biology. 1-15 Unit.

Individually arranged under the supervision of members of the faculty.

BIO 198X. Out-of-Department Directed Reading. 1-15 Unit.

Individually arranged under the supervision of members of the faculty. Credit for work arranged with out-of-department faculty is restricted to Biology majors and requires department approval. See http://biohonors.stanford.edu for information and petitions. May be repeated for credit.

BIO 199. Advanced Research Laboratory in Experimental Biology. 1-15 Unit.

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.

BIO 199W. Senior Honors Thesis: How to Effectively Write About Scientific Research. 3 Units.

Workshop. For seniors pursuing an honors thesis in a biology-focused major or program. Focus on improving scientific writing and synthesizing in the context of students' individual research projects. Complete literature review which will form the basis for the thesis introduction. Develop methods section of the thesis. Small seminar-style discussion sections with research-based discussions, student led PowerPoint presentations, and writing workshops. Co-requisite: Concurrent enrollment in 199 or 199X or equivalent. Satisfies WIM in Biology.

BIO 199X. Out-of-Department Advanced Research Laboratory in Experimental Biology. 1-15 Unit.

Individual research by arrangement with out-of-department instructors. Credit for 199X is restricted to declared Biology majors and requires department approval. See http://biohonors.stanford.edu for information on research sponsors, units, petitions, deadlines, credit for summer research, and out-of-Stanford research. May be repeated for credit.

BIO 200. Advanced Molecular Biology. 5 Units.

Molecular mechanisms that govern the replication, recombination, and expression of eukaryotic genomes. Topics: DNA replication, DNA recombination, gene transcription, RNA splicing, regulation of gene expression, protein synthesis, and protein folding. Satisfies Central Menu Area 1. Prerequisite: Biology core.
Same as: BIO 104

BIO 202. Ecological Statistics. 3 Units.

Intended for graduate students (and advanced undergraduates in special circumstances with consent of instructors) in biology and related environmental sciences, this course is an introduction to statistical methods for ecological data analysis, using the programming language R. The course will have lectures, discussions, and independent research projects using the students¿ own data or simulated or publicly available data.

BIO 204. Neuroplasticity: From Synapses to Behavior. 3 Units.

This course will focus on neuroplasticity from a broad perspective, from molecular cellular mechanism to its involvement in behavior and diseases. Emphasis will be on: a) molecular and cellular mechanisms underlying various forms of neuroplasticity; b) the neuroplasticity during brain development; c) the neuroplasticity in adult brain with respect to learning and memory; and d) maladaptive neuroplasticity in neurodegenerative disease and drug addiction. This course is designed for Ph.D. students from both the Biology and Neuroscience programs. Open to advanced undergraduates by consent of instructor.

BIO 208. Spanish in Science/Science in Spanish. 2 Units.

For graduate and undergraduate students interested in the natural sciences and the Spanish language. Students will acquire the ability to communicate in Spanish using scientific language and will enhance their ability to read scientific literature written in Spanish. Emphasis on the development of science in Spanish-speaking countries or regions. Course is conducted in Spanish and intended for students pursuing degrees in the sciences, particularly disciplines such as ecology, environmental science, sustainability, resource management, anthropology, and archeology.
Same as: EARTHSYS 207, LATINAM 207

BIO 210. Chromatin Regulation of the Genome. 3 Units.

Maintenance of the genome is a prerequisite for life. In eukaryotes, all DNA-templated processes are tightly connected to chromatin structure and function. This course will explore epigenetic and chromatin regulation of cellular processes related to aging, cancer, stem cell pluripotency, metabolic homeostasis, and development. Course material integrates current literature with a foundational review of histone modifications and nucleosome composition in epigenetic inheritance, transcription, replication, cell division and DNA damage responses.
Same as: BIO 110

BIO 214. Advanced Cell Biology. 4 Units.

For Ph.D. students. Current research on cell structure, function, and dynamics. Topics include complex cell phenomena such as cell division, apoptosis, compartmentalization, transport and trafficking, motility and adhesion, and differentiation. Weekly reading of current papers from the primary literature. Preparation of an original research proposal. Prerequisite for advanced undergraduates: BIO 129A,B, and consent of instructor.
Same as: BIOC 224, MCP 221

BIO 216. Terrestrial Biogeochemistry. 3 Units.

Nutrient cycling and the regulation of primary and secondary production in terrestrial, freshwater, and marine ecosystems; land-water and biosphere-atmosphere interactions; global element cycles and their regulation; human effects on biogeochemical cycles. Prerequisite: graduate standing in science or engineering; consent of instructor for undergraduates or coterminal students.
Same as: ESS 216

BIO 217. Neuronal Biophysics. 4 Units.

Biophysical descriptions and mechanisms of passive and excitable membranes, ion channels and pumps, action potential propagation, and synaptic transmission. Introduction to dynamics of single neurons and neuronal networks. Emphasis is on the experimental basis for modern research applications. Interdisciplinary aspects of biology and physics. Literature, problem sets, and student presentations. Prerequisites: undergraduate physics, calculus, and biology.

BIO 222. Exploring Neural Circuits. 3 Units.

Seminar. The logic of how neural circuits control behavior; how neural circuits are assembled during development and modified by experience. Emphasis is on primary literature. Topics include: neurons as information processing units; simple and complex circuits underlying sensory information processing and motor control; and development and plasticity of neural circuits. Advanced undergraduates and graduate students with background in physical science, engineering, and biology may apply to enroll. Recommended: background in neuroscience.

BIO 226. Introduction to Biophysics. 3-4 Units.

Core course appropriate for advanced undergraduate students and graduate students with prior knowledge of calculus and a college physics course. Introduction to how physical principles offer insights into modern biology, with regard to the structural, dynamical, and functional organization of biological systems. Topics include the roles of free energy, diffusion, electromotive forces, non-equilibrium dynamics, and information in fundamental biological processes.
Same as: APPPHYS 205, BIO 126

BIO 227. Foundations of Community Ecology. 2 Units.

Discussion of classic papers in community ecology (Forbes, Clements, Gleason, Grinnell, Lindeman, Preston, Elton, Hutchinson, May, MacArthur, Odum, Connell, Paine, Tilman, etc.) and contemporary papers on related topics, to develop historical perspectives to understand current issues and identify future directions. Prerequisite for undergraduates: consent of instructor.

BIO 230. Molecular and Cellular Immunology. 4 Units.

Components of the immune system and their functions in immune responses in health and disease: development of the immune system; innate and adaptive immunity; structure and function of antibodies; molecular biology and biochemistry of antigen receptors and signaling pathways; cellular basis of immune responses and their regulation; genetic control of immune responses and disease susceptibility. Lectures and discussion in class and in sections. Satisfies Central Menu Areas 1 or 2. For upper class undergraduates and graduate students who have not previously taken an introductory immunology course. Prerequisite for undergraduates: Biology or Human Biology core, or consent of instructor.

BIO 230A. Molecular and Cellular Immunology Literature Review. 1 Unit.

Special discussion section for graduate students. Supplement to 230. Corequisite: 230.

BIO 232. Advanced Imaging Lab in Biophysics. 4 Units.

Laboratory and lectures. Advanced microscopy and imaging, emphasizing hands-on experience with state-of-the-art techniques. Students construct and operate working apparatus. Topics include microscope optics, Koehler illumination, contrast-generating mechanisms (bright/dark field, fluorescence, phase contrast, differential interference contrast), and resolution limits. Laboratory topics vary by year, but include single-molecule fluorescence, fluorescence resonance energy transfer, confocal microscopy, two-photon microscopy, microendoscopy, and optical trapping. Limited enrollment. Recommended: basic physics, Biology core or equivalent, and consent of instructor.
Same as: APPPHYS 232, BIO 132, BIOPHYS 232, GENE 232

BIO 234. Conservation Biology: A Latin American Perspective. 3 Units.

Principles and application of the science of preserving biological diversity. Conceptually, this course is designed to explore 4 major components relevant to the conservation of biodiversity, as exemplified by the Latin American region. The conceptual frameworks and principles, however, should be generally applicable, and provide insights for all regions of the world, including those of lesser biodiversity. Satisfies Central Menu Area 4 for Bio majors. Prerequisite: BIO 101, or BIO 43 or HUMBIO 2A with consent of instructor. Graduate level students will be expected to conduct a literature research exercise leading to a written paper, addressing a topic of their choosing, derived from any of the themes discussed in class.
Same as: BIO 144, HUMBIO 112

BIO 238. Ecosystem Services: Frontiers in the Science of Valuing Nature. 3 Units.

This advanced course explores the science of valuing nature, beginning with its historical origins, and then its recent development in natural (especially ecological), economic, psychological, and other social sciences. We will use the ecosystem services framework (characterizing benefits from ecosystems to people) to define the state of knowledge, core methods of analysis, and research frontiers, such as at the interface with biodiversity, resilience, human health, and human development. Intended for diverse students, with a focus on research and real-world cases. To apply, please email the instructor (gdaily@stanford.edu) with a brief description of your background and research interests.
Same as: BIO 138

BIO 244. Fundamentals of Molecular Evolution. 4 Units.

The inference of key molecular evolutionary processes from DNA and protein sequences. Topics include random genetic drift, coalescent models, effects and tests of natural selection, combined effects of linkage and natural selection, codon bias and genome evolution. Satisfies Central Menu Areas 1 or 4. Prerequisites: Biology core or graduate standing in any department, and consent of instructor.
Same as: BIO 113

BIO 245. Ecology and evolution of animal behavior. 3 Units.

Ecological and evolutionary perspectives on animal behavior, with an emphasis on social and collective behavior. This is a project-based course in a lecture/seminar format. Seminars will be based on discussion of journal articles. Independent research projects on the behavior of animals on campus. Prerequisites: Biology or Human Biology core, Biology/ES 30. Recommended: statistics.
Same as: BIO 145

BIO 249. The Neurobiology of Sleep. 4 Units.

Preference to seniors and graduate students. The neurochemistry and neurophysiology of changes in brain activity and conscious awareness associated with changes in the sleep/wake state. Behavioral and neurobiological phenomena including sleep regulation, sleep homeostasis, circadian rhythms, sleep disorders, sleep function, and the molecular biology of sleep. Enrollment limited to 16.
Same as: BIO 149, HUMBIO 161

BIO 254. Molecular and Cellular Neurobiology. 3-5 Units.

For graduate students. Includes lectures for BIO 154. Cellular and molecular mechanisms in the organization and functions of the nervous system. Topics: wiring of the neuronal circuit, synapse structure and synaptic transmission, signal transduction in the nervous system, sensory systems, molecular basis of behavior including learning and memory, molecular pathogenesis of neurological diseases.
Same as: NBIO 254

BIO 256. Epigenetics. 2 Units.

Epigenetics is the process by which phenotypes not determined by the DNA sequence are stably inherited in successive cell divisions. Course will cover the molecular mechanisms governing epigenetics, ranging from the discovery of epigenetic phenomena to present-day studies on the role of chromatin, DNA methylation, and RNA in regulating epigenetics processes. Topics include: position effect gene expression, genome regulation, gene silencing & heterochromatin, histone code, DNA methylation & imprinting, epigenetics & disease, and epigenetic-based therapeutics. Prerequisite: BIO41 and BIO42 or consent of instructor, advanced biology course such as Bio104.
Same as: BIO 156

BIO 257. Biochemistry and Molecular Biology of Plants. 3-4 Units.

Biochemical and molecular basis of plant growth and adaptation. Topics include: hormone signal transduction; photoreceptor chemistry and signaling; metabolite sensing and transport; dynamics of photosynthesis; plant innate immunity and symbiosis. Lectures and readings will emphasize research methods. Prerequisite: Biology core or equivalent, or consent of instructor.
Same as: BIO 157

BIO 258. Developmental Neurobiology. 4 Units.

For advanced undergraduates and coterminal students. The principles of nervous system development from the molecular control of patterning, cell-cell interactions, and trophic factors to the level of neural systems and the role of experience in influencing brain structure and function. Topics: neural induction and patterning cell lineage, neurogenesis, neuronal migration, axonal pathfinding, synapse elimination, the role of activity, critical periods, and the development of behavior. Satisfies Central Menu Areas 2 or 3. Prerequisite: BIO 42 or equivalent.
Same as: BIO 158

BIO 263. Neural Systems and Behavior. 4 Units.

The field of neuroethology and its vertebrate and invertebrate model systems. Research-oriented. Readings include reviews and original papers. How animal brains compare; how neural circuits are adapted to species-typical behavior; and how the sensory worlds of different species represent the world. Lectures and required discussions. Satisfies Central Menu Area 3 for Bio majors. Prerequisites: BIO 42, HUMBIO 4A.
Same as: BIO 163, HUMBIO 163

BIO 267. Molecular Mechanisms of Neurodegenerative Disease. 4 Units.

The epidemic of neurodegenerative disorders such as Alzheimer's and Parkinson's disease occasioned by an aging human population. Genetic, molecular, and cellular mechanisms. Clinical aspects through case presentations.
Same as: GENE 267, NENS 267

BIO 268. Statistical and Machine Learning Methods for Genomics. 3 Units.

Introduction to statistical and computational methods for genomics. Sample topics include: expectation maximization, hidden Markov model, Markov chain Monte Carlo, ensemble learning, probabilistic graphical models, kernel methods and other modern machine learning paradigms. Rationales and techniques illustrated with existing implementations used in population genetics, disease association, and functional regulatory genomics studies. Instruction includes lectures and discussion of readings from primary literature. Homework and projects require implementing some of the algorithms and using existing toolkits for analysis of genomic datasets.
Same as: BIOMEDIN 245, CS 373, GENE 245, STATS 345

BIO 274. Human Skeletal Anatomy. 5 Units.

Study of the human skeleton (a. k. a. human osteology), as it bears on other disciplines, including medicine, forensics, archaeology, and paleoanthropology (human evolution). Basic bone biology, anatomy, and development, emphasizing hands-on examination and identification of human skeletal parts, their implications for determining an individual¿s age, sex, geographic origin, and health status, and for the evolutionary history of our species. Three hours of lecture and at least three hours of supervised and independent study in the lab each week.
Same as: ANTHRO 175, ANTHRO 275, BIO 174, HUMBIO 180

BIO 274S. Hopkins Microbiology Course. 3-12 Units.

(Formerly GES 274S.) Four-week, intensive. The interplay between molecular, physiological, ecological, evolutionary, and geochemical processes that constitute, cause, and maintain microbial diversity. How to isolate key microorganisms driving marine biological and geochemical diversity, interpret culture-independent molecular characterization of microbial species, and predict causes and consequences. Laboratory component: what constitutes physiological and metabolic microbial diversity; how evolutionary and ecological processes diversify individual cells into physiologically heterogeneous populations; and the principles of interactions between individuals, their population, and other biological entities in a dynamically changing microbial ecosystem. Prerequisites: CEE 274A and CEE 274B, or equivalents.
Same as: BIOHOPK 274, CEE 274S, ESS 253S

BIO 277. Plant Microbe Interaction. 3 Units.

Molecular basis of plant symbiosis and pathogenesis. Topics include mechanisms of recognition and signaling between microbes and plant hosts, with examples such as the role of small molecules, secreted peptides, and signal transduction pathways in symbiotic or pathogenic interactions. Readings include landmark papers together with readings in the contemporary literature. Prerequisites: Biology core and two or more upper division courses in genetics, molecular biology, or biochemistry. Recommended: plant genetics or plant biochemistry.
Same as: BIO 177

BIO 278. Microbiology Literature. 3 Units.

For advanced undergraduates and first-year graduate students. Critical reading of the research literature in prokaryotic genetics and molecular biology, with particular applications to the study of major human pathogens. Classic and foundational papers in pathogenesis, genetics, and molecular biology; recent literature on bacterial pathogens such as Salmonella, Vibrio, and/or Yersinia. Diverse experimental approaches: biochemistry, genomics, pathogenesis, and cell biology. Prerequisites: Biology Core and two upper-division courses in genetics, molecular biology, or biochemistry.
Same as: BIO 178

BIO 282. Modeling Cultural Evolution. 3 Units.

Seminar. Quantitative models for the evolution of socially transmitted traits. Rates of change of learned traits in populations and patterns of cultural diversity as a function of innovation and cultural transmission. Learning in constant and changing environments. Possible avenues for gene-culture coevolution.
Same as: BIO 182

BIO 283. Theoretical Population Genetics. 3 Units.

Models in population genetics and evolution. Selection, random drift, gene linkage, migration, and inbreeding, and their influence on the evolution of gene frequencies and chromosome structure. Models are related to DNA sequence evolution. Prerequisites: calculus and linear algebra, or consent of instructor.
Same as: BIO 183

BIO 286. Natural History of the Vertebrates. 4 Units.

Broad survey of the diversity of vertebrate life. Discussion of the major branches of the vertebrate evolutionary tree, with emphasis on evolutionary relationships and key adaptations as revealed by the fossil record and modern phylogenetics. Modern orders introduced through an emphasis on natural history, physiology, behavioral ecology, community ecology, and conservation. Lab sessions focused on comparative skeletal morphology through hands-on work with skeletal specimens. Discussion of field methods and experience with our local vertebrate communities through field trips to several of California¿s distinct biomes. Prerequisite: Biology core.
Same as: BIO 186

BIO 287. Advanced topics in human population genetics. 3 Units.

Focused examination of specific topics in human population genetics, with emphasis on primary literature. Course themes may include: mathematical properties of statistics used in human population genetics, population genetics and biological race, and statistical inference of human migrations.

BIO 290. Teaching of Biology. 1-5 Unit.

Open to upper-division undergraduates and graduate students. Practical experience in teaching lab biology or serving as an assistant in a lecture course. May be repeated for credit. Prerequisite: consent of instructor.

BIO 291. Development and Teaching of Core Experimental Laboratories. 1-2 Unit.

Preparation for teaching the core experimental courses (44X and 44Y). Emphasis is on lab, speaking, and writing skills. Focus is on updating the lab to meet the changing technical needs of the students. Taken prior to teaching either of the above courses. May be repeated for credit. Prerequisite: selection by instructor.

BIO 292. Curricular Practical Training. 1-3 Unit.

CPT course required for international students completing degree requirements.

BIO 294. Cellular Biophysics. 3 Units.

Physical biology of dynamical and mechanical processes in cells. Emphasis is on qualitative understanding of biological functions through quantitative analysis and simple mathematical models. Sensory transduction, signaling, adaptation, switches, molecular motors, actin and microtubules, motility, and circadian clocks. Prerequisites: differential equations and introductory statistical mechanics.
Same as: APPPHYS 294, BIOPHYS 294

BIO 299. Biology PhD Lab Rotation. 1-10 Unit.

Limited to first year Biology PhD students. Lab rotations with Biosciences faculty.

BIO 300. Graduate Research. 1-10 Unit.

For graduate students only. Individual research by arrangement with in-department instructors.

BIO 300X. Out-of-Department Graduate Research. 1-10 Unit.

Individual research by arrangement with out-of-department instructors. Master's students: credit for work arranged with out-of-department instructors is restricted to Biology students and requires approved department petition. See http://biohonors.stanford.edu for more information. May be repeated for credit.

BIO 301. Frontiers in Biology. 1-3 Unit.

Limited to and required of first-year Ph.D. students in molecular, cellular, and developmental biology. Current research in molecular, cellular, and developmental biology emphasizing primary research literature. Held in conjunction with the department's Monday seminar series. Students and faculty meet weekly before the seminar for a student presentation and discussion of upcoming papers.

BIO 302. Current Topics and Concepts in Population Biology, Ecology, and Evolution. 1 Unit.

Required of first-year PhD students in population biology, and ecology and evolution. Major conceptual issues and developing topics. This course isnnopen only to Biology PhD students and is not open to auditors.".

BIO 303. Current Topics and Concepts in Population Biology, Ecology, and Evolution. 1 Unit.

Required of first-year PhD students in population biology, and ecology and evolution. Major conceptual issues and developing topics. This course isnnopen only to Biology PhD students and is not open to auditors.".

BIO 304. Current Topics and Concepts in Population Biology, Ecology, and Evolution. 1 Unit.

Required of first-year PhD students in population biology, and ecology and evolution. Major conceptual issues and developing topics. This course isnnopen only to Biology PhD students and is not open to auditors.

BIO 306. Current Topics in Integrative Organismal Biology. 1 Unit.

Limited to and required of graduate students doing research in this field. At Hopkins Marine Station.

BIO 312. Ethical Issues in Ecology and Evolutionary Biology. 1 Unit.

Focus is on ethical issues addressed in Donald Kennedy's Academic Duty and others of importance to academics and scientists in the fields of ecology, behavior, and evolutionary biology. Discussions led by faculty and outside guests. Satisfies ethics course requirement for ecology and evolutionary biology. Prerequisite: PhD student in the ecology and evolutionary biology or marine program, or consent of instructor.

BIO 321. Ecological Genetics. 1-3 Unit.

Systematic exploration of (1) the types of questions that can be addressed by ecological genetics techniques (i.e., community genomics, genetic variation between species in the same ecosystem, resource use, landscape genetics, etc.); (2) laboratory techniques available; and (3) analyses and modeling best suited for ecological genetics questions. Analysis of specific research problems and efforts (now underway or planned for the near future) among seminar participants, and discussion of these efforts with group review of the relative merits of alternative approaches.

BIO 325. The Evolution of Body Size. 2 Units.

Preference to graduate students and upper-division undergraduates in GS and Biology. The influence of organism size on evolutionary and ecological patterns and processes. Focus is on integration of theoretical principles, observations of living organisms, and data from the fossil record. What are the physiological and ecological correlates of body size? Is there an optimum size? Do organisms tend to evolve to larger size? Does productivity control the size distribution of consumers? Does size affect the likelihood of extinction or speciation? How does size scale from the genome to the phenotype? How is metabolic rate involved in evolution of body size? What is the influence of geographic area on maximum body size?.
Same as: GS 325

BIO 326. Foundations in Biogeography. 2 Units.

Seminar. Focus on classic papers covering the global distribution and abundance of organisms through time. Topics include: phylogenetics, phylogeography, plate tectonics, island biogeography, climatic change, dispersal, vicariance, ecology of invasions, extinction, gradients, diversity, conservation and a history of the field.

BIO 340. The History of Evolution. 4-5 Units.

This course examines the history of evolutionary biology from its emergence around the middle of the eighteenth century. We will consider the continual engagement of evolutionary theories of life with a larger, transforming context: philosophical, political, social, economic, institutional, aesthetic, artistic, literary. Our goal will be to achieve a historical rich and nuanced understanding of how evolutionary thinking about life has developed to its current form.
Same as: HISTORY 240, HISTORY 340

BIO 342. Plant Biology Seminar. 1-3 Unit.

Topics announced at the beginning of each quarter. Current literature. May be repeated for credit. See http://carnegiedpb.stanford.edu/seminars/seminars.php.

BIO 346. Advanced Seminar on Prokaryotic Molecular Biology. 1 Unit.

Enrollment limited to PhD students associated with departmental research groups in genetics or molecular biology.

BIO 355. Ecology and Conservation of the Brazilian Cerrado: a neglected Latin American Ecosystem. 2 Units.

This course addresses the origin, evolution and ecology of the second major biome of South America, the Brazilian Cerrado. Strong environmental filters have shaped the most diverse savanna in the world. The Cerrado is under strong pressure due to the expansion of agriculture, cattle ranching, and now afforestation programs. Land use change is the major driver of its destruction and fragmentation, which leads to the erosion of biodiversity and ecosystem services, and loss of cultural heritage. Prerequisite: BioCore or equivalent.

BIO 356. Ecology & Conservation beyond Amazon and the Andes: The Rupestrian Grasslands of Tropical Mountains. 2 Units.

The course addresses the biodiversity, ecosystem services and impacts of land use change in the sole mountain chain found in Brazil, the Espinhaço Mountains. Although representing only 3% of the Brazilian savanna, these mountains support 50% of its biodiversity. The biodiversity, and particularly the concentration of endemic organisms these mountains hold, and the degree of threat by human activities, make this system a real global biodiversity hotspot. Course will address its ecology and conservation and major threats such as mining, biological invasions, and other anthropogenic drivers of change. Prerequisites: Biocore or equivalent.

BIO 375. Field Ecology & Conservation. 4 Units.

This course is based on question-driven research in the field, addressing both conceptual frameworks and methodological aspects of evolutionary ecology and conservation biology. It consists of faculty-led research projects and student independent projects. The field part takes place in a tropical rain forest research station in Mexico September 5-15, 2014. The field component is followed by sessions on campus, where the research data are analyzed, discussed and prepared as scientific papers. The training includes presentations of the papers in a mini-symposium organized as a professional meeting.

BIO 383. Seminar in Population Genetics. 1-3 Unit.

Literature review, research, and current problems in the theory and practice of population genetics and molecular evolution. May be repeated for credit. Prerequisite: consent of instructor.

BIO 384. Theoretical Ecology. 1-3 Unit.

Recent and classical research papers in ecology, and presentation of work in progress by participants. Prerequisite: consent of instructor.

BIO 387. Hacking Consciousness: Consciousness, Cognition, and the Brain. 1 Unit.

Listen to renowned physicists, nutritionists, neuroscientists, etc. as they investigate the nature of consciousness as a field of all possibilities. We'll explore consciousness as the source not only of the human mind and its ability to experience, know, innovate... but also as the source of all structures and functions in creation, from fine particles to DNA to galaxies, in parallel with the scientific notion of a unified field, or superstring at the basis of the infinite diversity of time and space.

BIO 390. Topics in Biology. 1 Unit.

Seminar. Topics in biology ranging from neurobiology to ecology.

BIO 459. Frontiers in Interdisciplinary Biosciences. 1 Unit.

Students register through their affiliated department; otherwise register for CHEMENG 459. For specialists and non-specialists. Sponsored by the Stanford BioX Program. Three seminars per quarter address scientific and technical themes related to interdisciplinary approaches in bioengineering, medicine, and the chemical, physical, and biological sciences. Leading investigators from Stanford and the world present breakthroughs and endeavors that cut across core disciplines. Pre-seminars introduce basic concepts and background for non-experts. Registered students attend all pre-seminars; others welcome. See http://biox.stanford.edu/courses/459.html. Recommended: basic mathematics, biology, chemistry, and physics.
Same as: BIOC 459, BIOE 459, CHEM 459, CHEMENG 459, PSYCH 459

BIO 802. TGR Dissertation. 0 Units.

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