Courses in Biology (DIVISION 328)

152(Biology 112). Introduction to Biology: Term A. Chem. 123 or 107 or the equivalent recommended. No credit is granted to those who have completed Biol. 195. (4). (NS).

Biology 152 is the first term of a two-term introductory sequence (152/154) intended for concentrators in biology or other science programs, and for preprofessional students. Other students wishing detailed coverage of biology who have suitable preparation are also welcome. The aims of Biology 152/154 are to provide factual and conceptual knowledge of biology; to afford experience in obtaining and interpreting biological data, including formulation and testing of hypotheses; and to give an integrated overview of modern biology. Development of thinking and writing skills is also a major aim. The topical coverage of Biology 152 is divided among three areas: (a) cellular and molecular biology; (b) genetics and developmental biology; and (c) microbial and plant biology (structure, function, diversity).

Each week, students must attend three lectures and one three-hour laboratory/discussion section. STUDENTS MUST ATTEND THEIR REGULARLY ASSIGNED LABORATORY/DISCUSSION MEETINGS EACH WEEK STARTING WITH THE FIRST WEEK OF THE COURSE OR THEIR SPACE MAY BE GIVEN TO SOMEONE ON THE WAITING LIST. Attendance at all laboratories and discussions and completion of written laboratory reports are required for credit in the course. There will probably be three course-wide examinations and a final examination. Students MUST be sure to reserve appropriate times and dates for these activities (specified in the Time Schedule).

Students usually purchase a textbook, laboratory manual, and course pack of syllabus and lecture notes. Students need not buy any other study guides or supplementary materials.

Enrollment for Honors work entails time and effort beyond the regular course material. For Honors credit, register in Biology 152, lecture section 002 and ANY lab/discussion, plus Biology 153 (one credit hour). See separate listing.

NOTE CONCERNING PREREQUISITES. A functional knowledge of general chemistry at the college level is recommended, and is utilized starting at the outset of the term in Biology 152. Chemistry 123 or 107 or the equivalent college-level chemistry course is recommended (Chemistry 125 is even more helpful). High school biology is not required. For further information contact the Biology 152/154 office, Room 1563 C.C. Little Building, 764-1430.) [Cost:3] [WL:2, but go to 1563 CCL]

305. Genetics. Biol. 152 or 195 (or the equivalent). (4). (Excl).

This course is designed for students who are concentrating in the natural sciences, or who intend to apply for graduate or professional study in basic or applied biological sciences. This introduction to genetics is divided into the following segments: gene transmission in eukaryotes, DNA and chromosomes, bacterial genetics, linkage and recombination, mutation and its consequences, gene expression and regulation, developmental genetics, and population genetics. There are six hours of lecture a week, and two discussion sessions per week directed by teaching assistants. The discussion sections are used to introduce relevant new material, to expand on and review the lecture material, and to discuss problem assignments. Grading is based on examinations covering the lecture material, discussion material, and new problems that test applications of basic concepts and genetic techniques. Practice problem sets designed for this course will be available and are covered in discussion sections or the Genetics Office where all office hours of TA's are held. Two demonstrations of living material and genetic tools are given during the term. [Cost:2] [WL:2] (Jeyabalan)

411. Introductory Biochemistry. Biol. 152 or 195 (or the equivalent); and Math. 113 or 115; and organic chemistry and physics. No credit is granted to those who have completed Biol. Chem. 415. (4). (Excl).

The major objective of this course is to provide upper level undergraduates and beginning graduate students in biology, physiology, cellular and molecular biology, pharmacy, biological chemistry, chemistry, pharmacology, toxicology, nutrition, physical education, microbiology, bioengineering, and other related areas of biology with an appreciation of the molecular aspects basic to metabolism in living cells. As an introductory course, emphasis is placed on a broad view rather than a detailed knowledge of this enormously encompassing field. Thus, biochemistry is defined in the broad sense, i.e., that organizational level of biology as described in molecular or chemical terms and reactions; the chemical basis of life. This course is directed toward those contemplating a career in some aspect of experimental biology including medicine, dentistry, and other professional pursuits. The general subject matter includes amino acids, protein structure and function, allosterism, molecular disease, enzyme properties, kinetics and mechanisms, connective tissue proteins, membrane structure and function, energetics, intermediary metabolism and its regulation, biosynthetic processes, DNA, RNA, transcription, the genetic code and protein synthesis, control of gene expression, free radical and antioxidant biochemistry, hormone action and metabolic control.

This course is taught by a self-paced, personalized system of instruction. Students interact, according to their own schedules, with undergraduate TA's chosen according to interest and ability to help other undergraduates with biochemistry. The course is divided into 15 logical units of material, and students are required to MASTER the content of each unit. Upon attaining mastery, the student may take both a written and an oral quiz which, upon completion, is graded and evaluated by the TA. If mastery is attained, the student may proceed to the next unit. Grades are assigned according to the number of units successfully completed plus a factor derived from performance on the midterm and final examinations. This system is designed to take into consideration different rates of individual learning as well as to eliminate competition among students. TA's are available approximately 60 hours/week in a suite permanently assigned to this course. Several lectures dealing with biochemical topics are presented by Professor Beyer. Material covered in these lectures represents an extension of information in the course, i.e., not in the textbook, and is not the subject of examination. Students are encouraged to attend sessions in which biochemical discoveries are presented by TA's and the professor. [Cost:3] [WL:3] (Beyer)

412. Teaching Biochemistry by the Keller Plan. Biol. 411 and permission of instructor. May not be included in any of the Biological Sciences concentration programs. (3). (Excl).This is a graded course. (EXPERIENTIAL).

Biology 412 adheres to the old Chinese proverb: "I hear and I forget. I see and I remember. I do and I understand." Undergraduates who previously have taken an introductory biochemistry course act as proctors (tutors, TA's) for students currently taking Introductory Biochemistry (Biology 411). Six hours per week (twelve hours in the Spring half-term) are spent helping and quizzing Biology 411 students. In addition, each proctor provides two mastery level, multi-choice questions for each course unit (30 total) from which the instructor constructs the final examination and midterm examination for both Biology 411 and 412. Proctors also prepare a report on a biochemical discovery which they present to their peers, the 411 students, and the instructor. The major roles of the proctors are to examine the students on their mastery of unit material and to help the student requiring explanation supplementary to the textbook. At the completion of an instructor-generated written quiz, the student and proctor grade the quiz together. The proctor asks the student additional verbal questions generated by the proctor. The proctor passes a student when, and if, the proctor feels the student has MASTERED the unit material. Student-proctor interactions are evaluated by the students. The proctors are graded on the basis of the quality of their final and midterm examination questions, their biochemical discovery session presentations, and their grades on the midterm and final examination. Proctors learn considerable biochemistry by repeated teachings of unit materials and, in addition, profit from their experience as teachers and evaluators. [Cost:1] [WL:3] (Beyer)

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