Biological Sciences Courses
01:119:155 Human Genetics
- This online class introduces the student to Human Genetics, from the micro level to the macro level. We will begin by covering some of the foundational molecular biology, such as the structure of DNA and the means by which your genes influence your development and health. We will also discuss genetics at the family level, and study the patterns of disease inheritance we see in families that have a disease-causing mutation running through them. We will then discuss a number of topics related to how we use our knowledge of genetics to tailor medical treatments to specific patient's needs, use stem cell therapies for specific diseases, and help infertile couples have children. All the cellular, molecular, and biotechnological materials is presented in a manner that assumes the student has no background in biology.
- Semester Offered: Spring
- Credits: 3
- Course URL: Canvas
Prerequisites
None
Course Description
This online class introduces the student to Human Genetics, from the micro level to the macro level. We will begin by covering some of the foundational molecular biology, such as the structure of DNA and the means by which your genes influence your development and health. We will also discuss genetics at the family level, and study the patterns of disease inheritance we see in families that have a disease-causing mutation running through them. We will then discuss a number of topics related to how we use our knowledge of genetics to tailor medical treatments to specific patient's needs, use stem cell therapies for specific diseases, and help infertile couples have children. All the cellular, molecular, and biotechnological materials is presented in a manner that assumes the student has no background in biology.
Course Syllabus
Course URL
A Canvas site will be available at the beginning of the semester
Course Satisfies SAS Core Learning Goals
- Our Common Future (CCO): Analyze the relationship that science and technology have to a contemporary social issue.
- Natural Science (NS): Understand and apply basic principles and concepts in the physical or biological sciences.
- Natural Science (NS): Identify and critically assess ethical and societal issues in science.
Course Satisfies Learning Goals
- To understand and develop an appreciation for research as the basis of scientific study
- To understand and to appreciate the process of science
- To acquire the ability to use scientific reasoning
- To understand biology as a framework of related concepts
Exams, Assignments, and Grading Policy
Grades will be derived from a combination of two exams, regular homework assignments and a group presentation.
Course Materials
No Required Textbook
Course Closed?
If this course is closed, please use the following link to add your name to the course wait list: Wait List Sign Up for Spring 2023 Courses. If you have any questions, please contact the Division of Life Sciences-Office of Undergraduate Instruction at 848-445-2075 or visit our office at Nelson Labs B112, Busch Campus.
Faculty
Dr. R. Michaelis
** All information is subject to change at the discretion of the course coordinator.
01:119:117 Biological Research Laboratory
- In Biological Research Laboratory, students conduct research in two conceptual area, aquatic ecology and DNA Barcoding. Students also complete a DNA Barcoding project from an aquatic organism from a local water body. Students design and conduct a novel research project (capstone research project) in aquatic ecology and they present their results in a research paper and oral presentation. Through these projects, students practice the process of science and acquire basal research skills.
- Semester Offered: Spring, Fall
- Credits: 2
- Course URL: Canvas
- Core Curriculum: Natural Sciences
Prerequisites
The first semester of General Biology, 119:115 or 119:101,grade C or better, is a required prerequisite for the lab. It is highly recommended to be co-registered with General Biology, 119:116 while taking BRL117. Students may take the lab after completing the two General Biology courses (119:115 and 119:116).
Course Description
In Biological Research Laboratory, students conduct research in two conceptual area, aquatic ecology and DNA Barcoding. Students also complete a DNA Barcoding project from an aquatic organism from a local water body. Students design and conduct a novel research project (capstone research project) in aquatic ecology and they present their results in a research paper and oral presentation. Through these projects, students practice the process of science and acquire basal research skills.
Course Syllabus
Course URL
A Canvas site will be available to students.
Course Satisfies Departmental Learning Goals
I. To acquire the appropriate factual and conceptual knowledge that provides students with a foundation to further their education and career in the areas of life science or health science. Students will be able to demonstrate basic knowledge (ex. identify, define, explain...) of the concepts, practices and principles that comprise the biological sciences.
II. To develop data analysis and statistical reasoning skills that prepares students for a society increasing reliant on the use of data and information. Students will be able to interpret/evaluate patterns in data presented in tables, figures, and graphs as well as be able to organize, summarize and present data.
III. To develop the ability to use scientific reasoning as embodied by the structured process commonly known as the scientific method to empower students with the ability to generate and refine knowledge. Students will be able to evaluate and apply the practice of science.
IV. To develop critical thinking and problems solving skills appropriate to prepare students to evaluate, synthesize and generate knowledge that provides them with a competitive advantage to adapt to an evolving, global, and knowledge based society. Students will be able to demonstrate application of higher order thinking (ex. classify, diagnosis, evaluate, synthesize, hypothesize...). Students will develop an understanding of not only the connections within biology but also the connections between biology and other scientific disciplines.
Exams, Assignments, and Grading Policy
Midterm Exam 20%
Assignments 20%
Capstone Project 25%
Lab Work 15%
Quizzes 15%
Deportment 5%
Total 100%
The Capstone Project is a multi-week research project that will be completed in teams and will include a written report and oral presentation. The project requires students to develop and test a hypothesis and report on the findings.
Course Materials
- Technology: it is required that you have a device (desktop or laptop, NO Chromebook, iPad, tablet or variations) that connects to the internet so that you can access Canvas daily. Warning: before beginning the course, test your computer for required software and internet connection. You will be using Word, PowerPoint, and Excel.
- Software: BRL 117 uses Microsoft Office products for presentations and assignments (Powerpoint, MS Word, MS Excel). Students are expected to utilize Microsoft Office software since the university offers free access to such products. Directions for accessing these products can be found by going to:https://it.rutgers.edu/microsoft-office/microsoft-office-for-students/.
- Textbooks: - https://openstax.org/details/books/biology-2e (free resource) and Pechenik, J. A. 2016. Guide to Writing about Biology book (9th edition) or previous editions. Older versions may be found as free of charge pdf file; however it is the responsibility of the student to locate the free source or buy their own copy.
- Lab Manual hard copies will be provided.
Course closed?
No special permission numbers or wait lists are available for Biological Research Laboratory. If the course is closed, please continue to look for openings up through the end of the add drop period in the beginning of the semester. The lab may be taken after General Biology 116. Wait list offered during summer session.
Faculty
Dr. Monica Torres
01:119:156 Genetics, Evolution, and Human Health
- Why do humans get sick? Why are diabetes and obesity on the rise? Why have cancer and cardiovascular diseases become so prevalent? Is there a mismatch between the environments in which we evolved and environments in which we now live? Why did cholera, measles, mumps, whooping cough, and malaria become epidemic diseases? Why has evolution failed to make us immune to disease? Based in cutting-edge genetic and evolutionary biology research conducted at Rutgers, “Genetics, Evolution, and Human Health” explores what science can tell us about what it means to be human and why humans get sick. How can genetics be used and misused? What social, political, environmental, and medical changes would be required to improve human health in the 21st century?
- Semester Offered: Fall
- Credits: 4
- Course URL: Sakai
- Core Curriculum: Natural Sciences
Prerequisites
None
Course Description
Why do humans get sick? Why are diabetes and obesity on the rise? Why have cancer and cardiovascular diseases become so prevalent? Is there a mismatch between the environments in which we evolved and environments in which we now live? Why did cholera, measles, mumps, whooping cough, and malaria become epidemic diseases? Why has evolution failed to make us immune to disease? Based in cutting-edge genetic and evolutionary biology research conducted at Rutgers, “Genetics, Evolution, and Human Health” explores what science can tell us about what it means to be human and why humans get sick. How can genetics be used and misused? What social, political, environmental, and medical changes would be required to improve human health in the 21st century?
Topics Include:
- Human evolution and migration
- Adaption to changing environments
- Why evolution made us vulnerable to diseases such as diabetes, and cancer
- Coevolution with other plants and animals
- Misuse of genetics (eugenics)
Course URL
Sakai
Course Learning Goals
At the end of this course students will be able to discuss (with evidence) the following topics. In addition they will be able to discuss how science can be used to help deal with social issues.
- What does it mean to be human from Genetic and Evolutionary Biology points of view. This will include the evidence that all extant humans are members of a single species (Homo sapiens ) sharing common traits.
- That the environment in which we live is not the environment in which we evolved. That is means that there is an environmental mismatch, That is, our bodies were shaped for environments far different from those we live in, and this mismatch gives rise to much disease.
- That any individual will be more or less vulnerable to diseases. Genetics and Evolution can provide clues as to why disease happens.
- That human evolution is due to a great part to technological intervention. Technological intervention can be both positive and negative. The masteries of fire and cooking were conditions that changed future evolution. (Smaller guts, larger brains smaller jaws and reduced tooth size). The invention of agriculture allowed population growth but also allowed many diseases (cholera, measles, mumps, whooping coughs, malaria) to become epidemic.
- That humans coevolved with many other organisms and in certain environments. We have 300 to 1000 species of bacteria in our intestines a that are vital to our health. We ingest or smell plants that provide important component including regulating our moods.
- That genetic and evolutionary advances, like any scientific advance, can be positive or negative. For example, misunderstanding of the nature of genetic differences contributed to the eugenics movements that occurred throughout the 2oth century (and have never really gone away) .
SAS Learning Goals
21st Century Challenges [21C] and Natural Sciences [NS].
Exams, Assignments, and Grading Policy
Weekly quizzes & reflective writing, recitations including written assignments, course project, final exam.
Required Course Materials
- Spencer Wells. The Journey of Man: A Genetic Odyssey ISBN: 0-8129-7145-9 (Paperback)
- Rob Dunn. The Wild Life of our Bodies, ISBN: 978-0-06-180648-3
Course Closed?
If the course is closed there are no special permission numbers. The stop point is the right at the number of seats in the room.
Faculty
Dr. Terry McGuire
Nelson Biology Labs B420
Contact by email only please -
** All information is subject to change at the discretion of the course coordinator
01:119:201, 202 Independent Study
- Independent Study in Biology(119:201/202) is intended to augment the curriculum by giving students an opportunity to expand their studies into areas not specifically addressed by the formal course offerings. Students work under the direct supervision of a faculty mentor to delve into a subject of mutual interest.
- Semester Offered: Spring, Fall
- Credits: 1- 3 per semester by permission of the Office of Undergraduate Instruction ( 10 pages per credit).
Prerequisites
Open only to Biological Sciences majors and minors. Minimum GPA = 2.8 required..
Course Description
Independent Study in Biology(119:201/202) is intended to augment the curriculum by giving students an opportunity to expand their studies into areas not specifically addressed by the formal course offerings. Students work under the direct supervision of a faculty mentor to delve into a subject of mutual interest.
Course Application and Information:
Research for Credit Information
Course Syllabus:
Independent Study in Biology Syllabus
Course Satisfies Departmental Learning Goals
119:201,202: To understand and to appreciate the process of science. To acquire the ability to use scientific reasoning as embodied by the structured process commonly known as the scientific method.
Exams, Assignments, and Grading Policy
Independent Study in Biology: A term paper in appropriate scientific format, including a full bibliography (citing peer-reviewed primary and secondary sources) is due at the end of the registration period. The term paper should be at least 10 pages per registered credit and must be graded by the faculty advisor prior to submission to the Director of Advising.
Faculty
Course Coordinator:
Dr. Anne Carr-Schmid
Director of Advisng, Biological Sciences
** All information is subject to change at the discretion of the course coordinator.
01:119:307, 308, 406, 407 Research in Biological Sciences
- Research in Biology is intended to provide students with an opportunity to experience the scientific discovery process. Students engage in laboratory and/or field experimentation under the direct supervision of a faculty mentor. Each student is expected to carry out his/her own research project. "Hands-on" laboratory exposure is an essential component of this course.
- Credits: 1- 4 per semester by permission of the Director of Advising (4-5 hours of work per week per credit required).
01:119:307/308/406/407 RESEARCH IN BIOLOGY
These courses are open to Biological Sciences majors and minors who want to extend their learning experience by participating in a scientific research project. Research experience is recommended for all students intending to pursue post-graduate studies.
Upon approval, up to 6 credits total of Independent Study in Biology, Research in Biology, and Honors in Biology courses may be used towards fulfillment of the Biological Sciences elective requirement.
119:307 or higher may be used towards fulfilling only one of the Biological Sciences laboratory requirements (three labs total are required for the major).
Offered
Fall, Spring, and Summer
Credits
1- 4 per semester by permission of the Director of Advising (4-5 hours of work per week per credit required).
Prerequisites
Open only to Biological Sciences majors and minors or by special permission. Minimum cumulative GPA of 2.8 required.
In order to register for research in Biological Sciences, students must submit 1) a one page research proposal and 2) a research application signed by the student's research mentor. The proposal must include: necessary background material, a specific hypothesis to be tested, a description of the data that the student will collect, and expected results.
Course Description
Research in Biology is intended to provide students with an opportunity to experience the scientific discovery process. Students engage in laboratory and/or field experimentation under the direct supervision of a faculty mentor. Each student is expected to carry out his/her own research project. "Hands-on" laboratory exposure is an essential component of this course.
Course Research Contract and Information:
Course Syllabus
Course Satisfies Departmental Learning Goals
- To understand and develop an appreciation for research as the basis of scientific study.
- To understand and to appreciate the process of science. To acquire the ability to use scientific reasoning as embodied by the structured process commonly known as the scientific method.
Exams, Assignments, and Grading Policy
A written research paper in the format of a paper submitted to a leading journal in the field is required at the end of each registration period. The research paper should include an Abstract, Introduction, Materials and Methods, Results (data should be presented in figure and/or tabular form), Discussion and References. A minimum of 10 pages is required. The research summary must be graded by the faculty mentor prior to submission to the Director of Advising.
Faculty
Course Coordinator:
Dr. Anne Carr-Schmid
Director of Advising, Biological Sciences
** All information is subject to change at the discretion of the course coordinator.