While biologists seek general principles that explain the common characteristics of all organisms, we too often ignore that most obvious of traits: an organism's size. We will explore how size determines the form, function, pace, and complexity of life. Our questions will span realms from the miniscule (can bacteria see?) to the gigantic (how many species are there on Earth?) to the fantastic (what would it cost to feed King Kong?) Living things span an amazing range of sizes, and by studying the importance of size in the living world, we will develop a quantitative framework for comparing not just apples and oranges, but bacteria and blue whales. Surreal perspectives on biology such as Swift's Gulliver's Travels, and Kafka's Metamorphosis, as well as films like A Fantastic Voyage and Destroy All Monsters, will further highlight the truly amazing nature of biological reality. This course has no prerequisites.

This is the first laboratory course a student takes and is a prerequisite for all upper-division laboratory courses. Students are introduced to the processes of investigative biology and scientific writing. It is not designed to accompany any particular core lecture course. Laboratories cover topics presented in the core lecture courses, BIOL 115 and 116, and introduce a variety of techniques and topics, including field sampling, microscopy, PCR, gel electrophoresis, enzyme biochemistry, physiology, evolution, and population biology. The course emphasizes the development of inquiry skills through active involvement in experimental design, data collection, statistical analysis, integration of results with information reported in the literature, and writing in a format appropriate for publication. The year culminates in five-week student-designed investigations that reinforce the research skills developed during the year. Evaluation is based on short reports, quizzes, lab performance, and two scientific papers, as well as oral and written presentations based on the independent project. Prerequisite or corequisite: BIOL 115. Enrollment is limited to sixteen students in each section.

This is the first laboratory course a student takes and is a prerequisite for all upper-division laboratory courses. Students are introduced to the processes of investigative biology and scientific writing. It is not designed to accompany any particular core lecture course. Laboratories cover topics presented in the core lecture courses, BIOL 115 and 116, and introduce a variety of techniques and topics, including field sampling, microscopy, PCR, gel electrophoresis, enzyme biochemistry, physiology, evolution, and population biology. The course emphasizes the development of inquiry skills through active involvement in experimental design, data collection, statistical analysis, integration of results with information reported in the literature, and writing in a format appropriate for publication. The year culminates in five-week student-designed investigations that reinforce the research skills developed during the year. Evaluation is based on short reports, quizzes, lab performance, and two scientific papers, as well as oral and written presentations based on the independent project. Prerequisite or corequisite: BIOL 115. Enrollment is limited to sixteen students in each section.

This is the first laboratory course a student takes and is a prerequisite for all upper-division laboratory courses. Students are introduced to the processes of investigative biology and scientific writing. It is not designed to accompany any particular core lecture course. Laboratories cover topics presented in the core lecture courses, BIOL 115 and 116, and introduce a variety of techniques and topics, including field sampling, microscopy, PCR, gel electrophoresis, enzyme biochemistry, physiology, evolution, and population biology. The course emphasizes the development of inquiry skills through active involvement in experimental design, data collection, statistical analysis, integration of results with information reported in the literature, and writing in a format appropriate for publication. The year culminates in five-week student-designed investigations that reinforce the research skills developed during the year. Evaluation is based on short reports, quizzes, lab performance, and two scientific papers, as well as oral and written presentations based on the independent project. Prerequisite or corequisite: BIOL 115. Enrollment is limited to sixteen students in each section.

This is the first laboratory course a student takes and is a prerequisite for all upper-division laboratory courses. Students are introduced to the processes of investigative biology and scientific writing. It is not designed to accompany any particular core lecture course. Laboratories cover topics presented in the core lecture courses, BIOL 115 and 116, and introduce a variety of techniques and topics, including field sampling, microscopy, PCR, gel electrophoresis, enzyme biochemistry, physiology, evolution, and population biology. The course emphasizes the development of inquiry skills through active involvement in experimental design, data collection, statistical analysis, integration of results with information reported in the literature, and writing in a format appropriate for publication. The year culminates in five-week student-designed investigations that reinforce the research skills developed during the year. Evaluation is based on short reports, quizzes, lab performance, and two scientific papers, as well as oral and written presentations based on the independent project. Prerequisite or corequisite: BIOL 115. Enrollment is limited to sixteen students in each section.

This is the first laboratory course a student takes and is a prerequisite for all upper-division laboratory courses. Students are introduced to the processes of investigative biology and scientific writing. It is not designed to accompany any particular core lecture course. Laboratories cover topics presented in the core lecture courses, BIOL 115 and 116, and introduce a variety of techniques and topics, including field sampling, microscopy, PCR, gel electrophoresis, enzyme biochemistry, physiology, evolution, and population biology. The course emphasizes the development of inquiry skills through active involvement in experimental design, data collection, statistical analysis, integration of results with information reported in the literature, and writing in a format appropriate for publication. The year culminates in five-week student-designed investigations that reinforce the research skills developed during the year. Evaluation is based on short reports, quizzes, lab performance, and two scientific papers, as well as oral and written presentations based on the independent project. Prerequisite or corequisite: BIOL 115. Enrollment is limited to sixteen students in each section.

This is the first laboratory course a student takes and is a prerequisite for all upper-division laboratory courses. Students are introduced to the processes of investigative biology and scientific writing. It is not designed to accompany any particular core lecture course. Laboratories cover topics presented in the core lecture courses, BIOL 115 and 116, and introduce a variety of techniques and topics, including field sampling, microscopy, PCR, gel electrophoresis, enzyme biochemistry, physiology, evolution, and population biology. The course emphasizes the development of inquiry skills through active involvement in experimental design, data collection, statistical analysis, integration of results with information reported in the literature, and writing in a format appropriate for publication. The year culminates in five-week student-designed investigations that reinforce the research skills developed during the year. Evaluation is based on short reports, quizzes, lab performance, and two scientific papers, as well as oral and written presentations based on the independent project. Prerequisite or corequisite: BIOL 115. Enrollment is limited to sixteen students in each section.

Energy flow is a unifying principle across a range of living systems, from cells to ecosystems. With energy flow as a major theme, this course covers macromolecules, cells, respiration and photosynthesis, physiology and homeostasis, population and community interactions, and ecosystems. Throughout the course, the diversity of life is explored. The course also introduces students to the process of scientific thinking through discussion of research methodology and approaches. Majors and nonmajors may enroll. Biology majors should take this class prior to the junior year. No prerequisites. This course will be offered every year.

Energy flow is a unifying principle across a range of living systems, from cells to ecosystems. With energy flow as a major theme, this course covers macromolecules, cells, respiration and photosynthesis, physiology and homeostasis, population and community interactions, and ecosystems. Throughout the course, the diversity of life is explored. The course also introduces students to the process of scientific thinking through discussion of research methodology and approaches. Majors and nonmajors may enroll. Biology majors should take this class prior to the junior year. No prerequisites. This course will be offered every year.

Energy flow is a unifying principle across a range of living systems, from cells to ecosystems. With energy flow as a major theme, this course covers macromolecules, cells, respiration and photosynthesis, physiology and homeostasis, population and community interactions, and ecosystems. Throughout the course, the diversity of life is explored. The course also introduces students to the process of scientific thinking through discussion of research methodology and approaches. Majors and nonmajors may enroll. Biology majors should take this class prior to the junior year. No prerequisites. This course will be offered every year.

How is information generated, transmitted, stored, and maintained in biological systems? The endeavor to understand the flow of biological information represents a fundamental undertaking of the life sciences. This introductory course examines the mechanisms of heredity, the replication and expression of genetic information, and the function of genes in the process of evolution, with an emphasis on the tools of genetics and molecular biology to address research questions in these areas. Majors and nonmajors may enroll. Biology majors should take this class prior to the junior year. Prerequisites: BIOL 115, AP score of 5, or permission of instructor. This course will be offered every year.

Ecology is the study of the distribution and abundance of organisms and the structure and dynamics of biosphere. Topics will include physiological ecology, population ecology, competition, predator-prey systems, mutualism, succession, energy and nutrient dynamics, and the ecology of communities, ecosystems, and the biosphere. We will explore the influence of humans on natural systems. Students will use theoretical models and primary literature to supplement the text, lectures, and discussions. Prerequisite: BIOL 115 or permission of instructor. BIOL 229 is highly recommended.

This course examines techniques for studying ecological principles in the field and laboratory, with primary emphasis on terrestrial systems. Students will learn experimental design, sampling protocols, and quantitative methods including spatial analysis with geographic information systems. Topics include limits to distribution, interactions with the physical environment, population dynamics, species interactions, carbon sequestration, and biodiversity. Studies will include physically demanding field work in local habitats in varying weather conditions. Prerequisite: BIOL 109Y-110Y and BIOL 115 or permission of the instructor. Prerequisite or corequisite: BIOL 228.

Animal physiology examines the processes of animal cells, tissues, and organ systems. In this class, we will seek to understand how physiological processes relate to the survival of an animal in its environment. We will use three primary approaches: (1) comparative, contrasting animals that live in different environments; (2) environmental, exploring how animals survive in challenging environments; and (3) structure-function, examining how the anatomy of a system relates to its function. Each of the primary animal organ systems (nerve, muscle, cardiovascular, respiratory, gastrointestinal, renal, and excretory) will be covered in detail. Readings from the primary research literature will be assigned. This course replaces BIOL 341. Prerequisites: BIOL 109Y-110Y and BIOL 115, or permission of instructor.

This laboratory class explores the techniques, equipment, and experimental designs common to animal physiology. Topics to be studied may include muscle physiology, cardiac physiology, salt and water balance, metabolism, and exercise physiology. A variety of experimental techniques will be used. Students will participate in experimental design, perform experiments, and present results in oral and written form. Students will also read and analyze relevant papers from the primary literature. Prerequisite: BIOL 109Y-110Y. Prerequisite or corequisite: BIOL 243.

The evolution and ecology of animal behavior is explored in detail. The diversity of behavior and the ecological consequences of behavior will be studied, with emphasis on how research programs are designed to answer questions. Topics include the genetics and physiology of behavior, perceptual systems, integration and storage of information, the ecology of reproduction, feeding behavior, habitat selection and migration, and social behavior. Prerequisite: BIOL 116 or permission of the instructor.

This laboratory applies the principles of experimental design and inference to the study of animal behavior. There will be both laboratory and field components. Students should be aware that animals do not always "behave" in discrete, three-hour time periods, and that some work may have to be arranged outside of the regularly assigned class period. Prerequisites: BIOL 109Y-110Y. Prerequisite or corequisite: BIOL 261.

The molecular and genomic basis of life is at the heart of modern biology. In BIOL 263, we will learn techniques and explore research questions at the forefront of molecular research, focusing on the mechanisms by which the information of the genome is expressed to form the functional molecules of living cells and organisms. The processes of DNA replication, recombination, and repair, transcription of RNA from DNA templates, and translation of RNA into protein are discussed in the context of current research, frequently using primary literature. The function of genes and the regulation and measurement of gene expression are treated in depth. Students analyze and publish interactive tutorials on the structure and function of key macromolecules. This intermediate-level course presumes a strong background in the basics of protein structure/function, central dogma processes, fundamental molecular techniques for manipulating nucleic acids and proteins, and general chemistry. Prerequisites: BIOL 116 and one year of chemistry (Intro or Honors Intro). Recommended prerequisite or corequisite: CHEM 231 and 232 (Organic Chemistry). Note: For further study of the function of proteins, membranes, and cellular processes, the complementary course BIOL 266 (Cell Biology) is recommended.

This course teaches advanced methods of gene isolation, manipulation, and characterization. An assortment of the following techniques will be covered: the isolation of DNA and RNA from tissues and cells; recombinant DNA technique; expression of genes in heterologous systems; the polymerase chain reaction (PCR); measurement of gene expression, and bioinformatics and sequence analysis. Prerequisite: BIOL 109Y-110Y. Prerequisite or corequisite: BIOL 263, one year of chemistry with labs, or permission of instructor.

This course is designed to introduce the student to the wide variety of questions being asked by researchers in this exciting field and the approaches they are taking to answer these questions. This course complements BIOL 263 (Molecular Biology) in content, concentrating on the nongenomic aspects of the cell. We will cover topics such as biological membranes and ion channels, cell organelles and their function, cell regulation, and intercellular and intracellular communication. May be offered in alternating years. Prerequisite: BIOL 116. Prerequisite or corequisite: CHEM 121.

This laboratory course is designed to complement BIOL 266. The topics covered in the laboratory will expose the student to some of the standard techniques used in modern cell biology. The laboratories will also illustrate some of the fundamental ideas of the field. Instead of covering a wide variety of techniques and preparations superficially, we will concentrate on a select few, covering them in greater depth. Some topics that will be covered are protein and lipid separation, cell permeability, cell motility, and mitochondrial function. May be offered in alternating years. Prerequisites: BIOL 109Y-110Y. Prerequisite or corequisite: BIOL 266.

Cell signaling is the molecular choreography that allows cells to respond to changes in their internal and external environment. It is a vast and exciting field of study that underpins one of the pillars of life, the ability of organisms to sense and respond to changing conditions. This class will introduce students to the major players in signal transduction and how they coordinate to mount an effective cellular response. Examples of particular pathways will be drawn from plants, animals, and bacteria and may include quorum sensing and chemotaxis in bacteria, DNA damage response and energy homeostasis in animals, and phototropism and wound response in plants. Students will be expected to actively participate in class discussions of assigned readings, both textbook and primary literature. Prerequisites: BIOL 116, a 200-level biology course, and junior or senior standing.

This course is designed to introduce students to the study of freshwater ecosystems, including lakes, streams, and wetlands. Human activities have had profound impacts on freshwater life and an understanding of the dynamics of freshwater systems is instrumental in determining how to protect and restore these habitats. We will examine the physical, chemical, and biological factors influencing biological diversity and productivity, and will emphasize the application of ecological principles to study these systems. Possible topics include the effects of agricultural run-off and eutrophication; erosion resulting from human development; the introduction of non-native species; toxic contaminants; and restoration techniques. Standard texts as well as primary literature will be used. May be offered in alternating years. Prerequisite: BIOL 115 and at least one biology lecture course at the 200 or 300 level.

This combined discussion and laboratory course aims to develop abilities for asking sound research questions, designing reasonable scientific approaches to answer such questions, and performing experiments to test both the design and the question. We consider how to assess difficulties and limitations in experimental strategies due to design, equipment, organism selected, and so on. The course provides a detailed understanding of selected modern research equipment. Students select their own research problems in consultation with one or more biology faculty members. This course is designed both for those who plan to undertake honors research in their senior year and for those who are not doing honors but want some practical research experience. A student can begin the course in either semester. If a year of credit is earned, it may be applied toward one laboratory requirement for the major in biology. Prerequisites: BIOL 109Y-110Y and 116, and permission of instructor.

This course offers an in-depth research experience. Prior to enrollment in Senior Honors, students are expected to complete at least one semester of BIOL 385-386 (Research in Biology) and participate in the Summer Science Scholars program. Two semesters of BIOL 385-386 are recommended. Emphasis is on completion of the research project. Students are also instructed in poster production and produce one or more posters of their honors work for presentation at Kenyon and possibly at outside meetings. There will be oral progress reports. The letter grade is determined by the instructor and project advisor in consultation with the department. Students must have an overall GPA of at least 3.33 and a GPA of 3.33 in biology. Prerequisites: BIOL 385 or 386 and permission of the project advisor and the department.