School of Medicine
Phone 216-368-3344; Fax 216-368-3419
Michael Weiss, Chair

The Department of Biochemistry offers undergraduate programs leading to the Bachelor of Arts or Bachelor of Science in Biochemistry and graduate programs leading to the Master of Science, Doctor of Philosophy, the combined Bachelor of Arts-Doctor of Philosophy and combined Doctor of Medicine-Doctor of Philosophy.

In addition, many interdisciplinary and interdepartmental programs are available with other departments in the School of Medicine and in Case Western Reserve University that provide other possible avenues of study for those interested in pursuing a career in biochemistry. Research interests within the department include a broad spectrum of modern biochemical topics. Departmental facilities include major special equipment and well equipped laboratories needed for research in modern biochemistry. Additional information about either the undergraduate or graduate programs can be obtained by contacting the departmental office.

(See School of Medicine.)

The two undergraduate major programs are based on the Arts & Sciences General Education Requirements, but they differ in their requirements of fundamental mathematical and physical sciences. Either degree is excellent for students planning to undertake graduate work in biochemistry or in related areas of the biomedical sciences. Both the B.A. and the B.S. programs, shown on the following pages, permit students to follow many options after graduation. Graduates are well prepared to pursue further studies in the biological sciences, for a career in medicine, for employment in the chemical or pharmaceutical industry, or as research assistants in academic research laboratories. The B.A., has a reduced emphasis on the quantitative aspects of science and the availability of a considerable amount of elective time permits a student to concentrate on biochemistry even more intensively than the curriculum requires, or to pursue other subjects in science or the liberal arts. The B.S. degree is for the student who has a particularly strong interest in the quantitative physical sciences. A small number of additional courses will qualify biochemistry students for a double major in chemistry and for associate or full membership in the American Chemical Society.

Undergraduate research is strongly encouraged for all biochemistry majors. As many as nine hours of Research in Biochemistry (BIOC 391) may be credited toward the requirements for graduation.

(leading to the Bachelor of Arts degree)

Students enroll in the curriculum for the Bachelor of Arts degree in biochemistry, and are required to complete the following courses: BIOC 307, 308, 312 or 334, 371, 372, and approved Technical Electives in Biochemistry, 2 courses (6 cr), BIOL 214, 215, 326; CHEM 105, 106 (or CHEM 111 + ENGR 145), 113, 223, 224 (or 323,324), 233, 234, 301; MATH 125, 126 (or 121, 122); PHYS 115, 116 (or 121,122), including laboratory.

(leading to the Bachelor of Science degree)

Students enroll in the curriculum for the Bachelor of Science degree in Biochemistry, and are required to complete the following courses: BIOC 307, 308, 312, 334, 371, 372 and approved Technical Elective in Biochemistry, 1 course (3 cr), BIOL 214, 215, 326; CHEM 105, 106 (or CHEM 111 and ENGR 145), 113, 223, 224 (or 323,324), 301, 302 (or 335, 336), 321, 322 (or 233, 234, and 304); ECES 131;MATH 121, 122, 223, 224 (or 123, 124, 227, 228); PHYS 121, 122 (or 123,124), including laboratory, 221 (or 223); Statistics/Data Analysis Elective(PHYS 250, ECES 251, STAT 312, 313, or equivalent)

Biochemistry majors who have excellent academic records may be admitted to the department’s Undergraduate Honors Program. To graduate with departmental honors in biochemistry, a student must satisfy the following requirements:

The research advisor is asked to write a letter recommending the student for honors.

Students may obtain credit for a minor in biochemistry by completing one year of freshman chemistry (including laboratory), one year of organic chemistry (including laboratory), two semesters of approved biology courses, and three semesters of didactic courses in biochemistry. A recommended sequence of courses would include:

CHEM 105, 106 (or CHEM 111 + ENGR 145)

CHEM 113 laboratory

CHEM 223, 224 (or 323, 324), 233, 234

BIOL 110, 210

BIOC 307, 308, and either 312 or 334.

The sequences may be followed after consultation with the Department of Biochemistry and with the other departments involved.

(See School of Medicine.)

BIOC 307. General Biochemistry (4)
Overview of the macromolecules and small molecules key to all living systems. Topics include: protein structure and function; enzyme mechanisms, kinetics and regulation; membrane structure and function; bioenergetics; hormone action; intermediary metabolism, including pathways and regulation of carbohydrate, lipid, amino acid, and nucleotide biosynthesis and breakdown. One semester of biology is recommended. Prereq: CHEM 223 or CHEM 224.

BIOC 308. Molecular Biology: Genes and Genetic Engineering (4)
(See BIOL 308.) Cross-listed as BIOL 308.

BIOC 312. Macromolecular Structure and Function (3)
Interactions between biomolecules are discussed in a system-based approach that stresses quantitative and structural characterization. Topics discussed include site-directed mutagenesis of enzymes, DNA-protein and protein-protein interactions. Prereq: BIOC 307 and CHEM 301 and CHEM 302.

BIOC 334. Structural Biology of Proteins, Enzymes, and Nucleic Acids (3)
(See BIOL 334.) Cross-listed as BIOL 334.

BIOC 371. Undergraduate Biochemistry Seminar (1)
Discussion of current topics in biochemical research using readings from the scientific literature. Prereq: BIOC 307 and BIOC 308.

BIOC 372. Undergraduate Biochemistry Seminar (1)
Discussion of current topics in biochemical research using readings from the scientific literature. Prereq: BIOC 307 and BIOC 308.

BIOC 391. Research Project (1-9)
(Credit as arranged.) Offered on a pass/fail basis only. Maximum 9 hours total credit.

Graduate Courses
(See School of Medicine.)

NOTE: Up to nine credit hours of undergraduate research, BIOC 391, may be counted as electives toward graduation. Students should consult their academic advisors about the elective parts of the curriculum.

NOTE: Up to nine credit hours of undergraduate research, BIOC 391, may be counted as electives toward graduation. Students should consult their academic advisors about the elective parts of the curriculum.

DeGrace Hall
Phone 216-368-3558; Fax 216-368-4672
Joseph F. Koonce, Chair

The Department of Biology offers courses leading to the degrees of Bachelor of Science in biology, Bachelor of Arts, Master of Science, and Doctor of Philosophy. Cooperative programs between the Department of Biology and the Case Western Reserve University School of Medicine, the Cleveland Museum of Natural History, the Cleveland Botanical Gardens, and other departments in Case Western Reserve University significantly extend the range of resources available to biology students. Undergraduate students are encouraged to conduct individual supervised research projects with faculty in the Biology Department and with faculty in cooperating departments. A supervised research project is required of all students in the B.S. program.

The undergraduate programs in biology provide excellent preparation for graduate or professional school programs and for careers in industry and governmental agencies. Students are well prepared for medical, dental, or veterinary schools, or to enter the many specialized graduate programs in the biological sciences. Increasingly, career opportunities are opening up in the developing fields of biotechnology both in industry and government. Elective sequences of courses in areas of biotechnology within the B.A. and B.S. degrees in biology are an excellent preparation for such careers.

Joseph F. Koonce, Ph.D. (University of Wisconsin, Madison)
Professor and Chair, Professor of Electrical Engineering and Computer Science
Aquatic ecology; systems ecology

Morris Burke, Ph.D. (University of New South Wales, Australia)
Professor, Professor of Physiology and Biophysics
Muscle physiology, protein chemistry

Arnold I. Caplan, Ph.D. (Johns Hopkins University)
Professor, Professor of Physiology and Biophysics, Professor of General Medical Sciences (Oncology), Director - Skeletal Research Center
Developmental biology and biochemistry; molecular and cellular aspects of muscle, cartilage, and bone development

Hillel J. Chiel, Ph.D. (Massachusetts Institute of Technology)
Professor, Associate Professor of Neurosciences
Neurobiology and animal behavior; cellular dynamics of neuronal computation

Christopher A. Cullis, Ph.D. (University of East Anglia, United Kingdom)
Professor, Francis Hobart Herrick Professor of Biology
Plant molecular biology and genetics; modifications of the information content of plant cells

Paul B. Drewa, Ph.D.(Louisiana State University)
Assistant Professor
Ecology; effects of fire and other disturbances on plant populations and community structure

Stephen E. Haynesworth, Ph.D. (Case Western Reserve University)
Associate Professor, Assistant Professor of Orthopaedics, Assistant Professor of General Medical Sciences (Oncology); Associate Dean, College of Arts & Sciences
Developmental and aging biology

Jennifer O. Liang, Ph.D. (Washington University)
Assistant Professor
Molecular biology and genetics; the role of signaling molecules in vertebrate embryonic development

Roy E. Ritzmann, Ph.D. (University of Virginia)
Professor, Professor of Neurosciences
Neurobiology and behavior; physiology

Martin J. Rosenberg, Ph.D. (State University of New York, Stony Brook)
Senior Instructor and Executive Officer
Herpetology; vertebrate biology; human anatomy and physiology

Charles E. Rozek, Ph.D. (Wayne State University)
Associate Professor
Molecular genetics; developmental biology

Norman B. Rushforth, Ph.D. (Cornell University)
Professor, Professor of Adolescent Health, Associate Professor of Epidemiology and Biostatistics
Epidemiology; animal behavior; population biology

Christopher D. Town, Ph.D. (University of London, England)
Associate Professor
Developmental genetics; cell and molecular biology

Joanne Westin, Ph.D. (Cornell University)
Senior Instructor, Premedical Advisor (Office of Undergraduate Studies)
Neurobiology and behavior; physiology

Mark A. Willis, Ph.D. (University of California, Riverside)
Associate Professor
Neurobiology and behavior; sensorimotor control of insect flight; animal behavior

Debra E. Wood, Ph.D. (Georgia State University)
Assistant Professor
Neurobiology; neural and mechanical correlates of motor pattern generation; animal behavior

James E. Zull, Ph.D. (University of Wisconsin, Madison)
Professor, Professor of Biochemistry, Director, University Center for Innovation in Teaching and Education (UCITE)
Human learning, brain function in education

Randall D. Beer, Ph.D. (Case Western Reserve University)
Professor, Professor of Computer Engineering and Science
Computational neurosciences

Peter L. McCall, Ph.D. (Yale University)
Professor, Professor of Geological Sciences
Paleoecology

Richard F. Drushel, Ph.D. (Case Western Reserve University)
Adjunct Assistant Professor
Kinematic Modeling and Neural Control

Ana B. Locci, Ph.D. (Case Western Reserve University)
Adjunct Assistant Professor
Aquatic ecology and population biology

Sandra Rode, M.S. (University of Arizona)
Adjunct Instructor
Cleveland Botanical Garden
Ecology and Evolutionary Biology; Development of Secondary Education Programs

Bettie Sogor, Ph.D. (Case Western Reserve University)
Adjunct Assistant Professor
Edison Biotechnology Center
Organic Chemistry; Development of Secondary Education Programs

Students interested in life sciences can take a major or minor in biology.

Major programs share a core of courses and provide options for specialization in a variety of areas including biotechnology and genetic engineering, molecular and cellular biology, genetics, immunology, chemical biology, physiology and biophysics, neurobiology and animal behavior, developmental biology, population biology, ecology, and environmental science. Individual research projects form a significant part of the curriculum for many undergraduates and are required for students in the B.S. program. Advanced biology majors may register, with permission, for graduate-level courses in the Biology Department and within the School of Medicine.

The department offers programs leading to the B.S. and the B.A. Thirty hours of biology are required for the B.A. and 39 hours for the B.S. Students for both the B.A. and B.S. degrees must complete the General Education Requirements (GER) of the College of Arts and Sciences. They may begin their biology program in the freshman year.

B.A. Program in Biology
The B.A. degree in biology features a three-semester core of lecture courses beginning with BIOL 214, Genes and Evolution, and continuing with BIOL 215, Cells and Proteins and BIOL 216, Organisms and Ecosystems; each of these courses incorporates a series of correlated laboratories and discussion sessions. The remaining hours include laboratory and elective courses. The laboratory requirement consists of two additional laboratory courses (4-6 hours; excluding BIOL 346, 388, and 390). The elective requirement must include one elective from two of the following major areas: cell & molecular biology, organismal biology, or population biology/ecology. At least 15 hours of the selected electives and laboratories must be at the 300 level or higher. Students are required to complete two years of chemistry - Principles of Chemistry I, II, and laboratory (CHEM 105, 106, & 113) and Organic Chemistry I, II, and Laboratory I (CHEM 223, 224, & 233 or 323, 324, & 233), one year of calculus (MATH 125, 126) and one year of Introductory Physics I, II (PHYS 115, 116).

Subject Area Requirements (56-61 credit hours): BIOL 214, 215, 216; one of BIOL 301, 313, or 344; one of BIOL 223, 305, 311, or 336; one of BIOL 308, 326, or 343; one of BIOL 358, 373, 374, or 380; CHEM 105, 106, 113, 223, 224, 233; MATH 125, 126; PHYS 115, 116; one of GEOL 101, 110, 115, or 117.

B.S. Program in Biology
The B.S. program also includes the three-semester core lecture courses beginning with BIOL 214, Genes and Evolution, and continuing with BIOL 215, Cells and Proteins and BIOL 216, Organisms and Ecosystems. The elective requirement must include one elective from two of the following major areas: cell & molecular biology, organismal biology, or population biology/ecology. In addition, students must complete a course in genetics (BIOL 301, Biotechnology Laboratory: Genes and Genetic Engineering or BIOL 326, Genetics); a quantitative biology laboratory (BIOL 300, Dynamics of Biological Systems, or BIOL 304, Laboratory in Quantitative Methods for Chemical Biology, or BIOL 315, Quantitative Biology Laboratory); one additional laboratory course (except BIOL 346) and one upper-level advanced lecture course (300- or 400-level). B.S. students must undertake an undergraduate research project, completing BIOL 388, Undergraduate Research; BIOL 390, Advanced Undergraduate Research (continuation of BIOL 388 project); and BIOL 395, Undergraduate Research Discussions. At least 11 hours of the selected electives and lab must be at the 300 level or higher. Additional requirements for the B.S. degree consist of: Mathematics: one year of calculus - MATH 125 & 126 (or 121 & 122, but former preferred); MATH 201, Linear Algebra or MATH 225, Discrete & Continuous Models or an approved statistics course; Computer Science: ENGR 131, Computer Programming (or other approved computer programming course); Chemistry: Principles of Chemistry I & II and laboratory (CHEM 105, 106, & 113); Organic Chemistry I & II and laboratory (CHEM 223, 224, & 233; or 323, 324, & 233); Physical Chemistry I (CHEM 301); and Physics: Introductory Physics I & II (PHYS 115 & 116).

All biology majors are required to meet with their departmental advisor at least once each semester to discuss their academic program and receive their registration PINs, and must have their drop-add cards signed by their advisors. In addition to formal courses, departmental seminars in recent advances in biology are held every Thursday afternoon at 4:15 p.m.

Concentrations in Areas of the Biological Sciences
Students are encouraged to utilize their elective courses in the biology major to take advantage of concentrations in various specialized areas in the biological sciences. These concentrations have been developed between the Biology Department, the basic science departments of the School of Medicine, and other departments. Currently, concentrations have been developed in the following areas: biotechnology and genetic engineering; computational biology; developmental biology; genetics; molecular & cell biology; neurobiology and animal behavior; population biology, ecology and environmental science.

Integrated Graduate Studies Program in Biology
The Biology Department participates in the Integrated Graduate Studies Programs for both B.A./M.S. and B.S./M.S. degrees. These programs are intended for gifted and highly-motivated students for the B.A. degree whose objective is a degree at the master’s or doctoral level. By more closely integrating undergraduate and graduate studies, qualified students begin a program of graduate study in their senior year leading to the simultaneous completion of requirements for both the master’s and bachelor’s degrees, each within its specified framework. Students desiring to pursue this dual degree program will normally apply during the sophomore year by contacting the department office.

A minor in biology is available to students. The minor requires a minimum of 16 credit hours in biology consisting of any two of the three core courses (BIOL 214, 215, 216) plus electives to total 16 hours of biology courses. Suitable minor sequences are available for students majoring in the humanities and arts, social and behavioral sciences, health sciences, mathematics, chemistry, physics, astronomy, and geological sciences.

To receive a bachelor’s degree with honors in biology, the student must meet the following criteria:

The Co-op (Cooperative Education) program offers full-time undergraduate students in good academic standing the opportunity to engage in full-time, paid employment consistent with their major fields of study. Typically students participate in the co-op program for one or two seven-month periods, such as summer-fall and/or spring-summer, beginning after their sophomore or junior year. Although participation in this program extends the time required to achieve a bachelor’s degree, students often benefit from higher starting salaries and greater lifetime earnings that can result from the experience acquired in co-op assignments. Co-op employment opportunities may exist at local companies engaged in biotechnology research, pharmaceuticals, or other areas involving the life sciences. Students interested in this program should contact the department office.

The Department of Biology offers both thesis and non-thesis Master of Science degree programs. Both programs require a minimum of 30 semester hours of courses at the 300 level or higher. A minimum of 18 semester hours of formal course work is required for the thesis degree, and a minimum of 24 semester hours of formal course work is required for the non-thesis degree. The remaining credits may be research credits (BIOL 601 and 651). Further information is available in the Biology Department Office.

Students who are planning to enter the doctoral program in biology should obtain information from the department office. The Doctor of Philosophy degree in biology is granted upon the completion of original research under the guidance of a faculty member in the Department of Biology.

The mission of the Department of Biology at Case Western Reserve University is to promote research programs of national and international prominence and to provide strong undergraduate and graduate educational programs that emphasize integrative approaches to biological problems. Faculty research interests involve three theme areas: Neurobiology and Neuromechanical Systems, Development and Tissue Engineering, and Great Lakes Studies. Collectively, these concentrations provide opportunities for training in Developmental Biology, Genetics and Biotechnology, Biochemistry, Neurobiology and Robotics, Neurophysiology and Behavior, Ecology, Environmental Biology, and Evolutionary Biology. These programs provide educational and research programs that support preparation for careers in health sciences and research in biological sciences and add preparation in professional development for careers that involve skills in computational biology.

Some of the research being conducted within each theme area includes:

Neurobiology and Neuromechanical Systems: Electrophysiological studies of invertebrate animals; neural control of movement, pattern generation and integration of sensory information; cellular dynamics of neuronal computation; the dynamics of small artificial neural networks; the structural basis of actomyosin-based motility in muscle and non-muscle cells at the molecular level; the mechanisms by which cellular DNA can rapidly change in response to external stimuli; sensorimotor control of pheromone-guided flight in insects; the dynamics of motor control in neuronal networks that generate behavior.

Development and Tissue Engineering: Isolation of mesenchymal stem cells; the cellular and molecular mechanisms that influence and regulate human mesenchymal stem cell development into various cell types; the role of human mesenchymal stem cells in blood vessel formation; control of developmental lineage progression by means of potent growth factors; factors that control morphogenesis; the mechanism by which secreted signaling molecules affect cell fate in the vertebrate embryo; investigation of the mechanisms regulating gene expression, especially transcription and processing of messenger RNA; the role of plant hormones and their second messengers in growth control and cell differentiation, using genetic and molecular techniques;

Great Lakes Studies: Modeling of aquatic ecosystems; adaptive management of fisheries ecosystems, particularly in relation to Lake Erie; internalized management of resource ecosystems; epidemiological studies of large human populations.

BIOL 101. Introduction to Biotechnology (3)
Principles of genetic engineering and other aspects of biotechnology and their applications in science and society. Biological molecules and how they are derived from the genetic information in DNA. Theory and practice of recombinant DNA techniques; function and use of antibodies and vaccines. Applications will include biopharmaceuticals, the construction and uses of transgenic animals and plants, diagnosis and therapy of human diseases, the Human Genome Project, forensic science, and bioremediation. Patents and ethical aspects will be discussed. Assumes some high school biology but has no prerequisites. Fulfills a science requirement of the Arts and Sciences General Education Requirements but does not count toward biology major.

BIOL 103. Biological Issues (3)
This course will focus on controversial biological issues. The goal is to present basic biological and scientific knowledge about specific areas of controversy which students must confront in society. We also seek to develop an appreciation for the requirements and limits of scientific investigation, so that students can evaluate claims which may appear in the popular press or media. Biological topics will be selected by the class each term, but some obvious possibilities are: fetal tissue research, human cloning, brain and behavior. No science background is assumed.

BIOL 114. Principles of Biology (3)
A basic biology course designed for the non-major. Topics include: molecules of life, cell structure, respiration and photosynthesis, molecular genetics and gene technology, heredity and human genetics, population genetics and evolution, diversity of life, and function of ecosystems. Course includes some applications of biological principles to agricultural, medical, and environmental concerns. Coreq: CHEM 105 or BIOL 119 or consent of department.

BIOL 119. Concepts for a Molecular View of Biology I (3)
Introduction to the principles of inorganic and organic chemistry essential to the study of biochemistry, molecular biology, and pharmacology. Topics include: atomic theory, the periodic table, chemical bonds, molecular geometry, ideal gas laws, equilibrium and reaction rates, acids and bases, nuclear chemistry, and nomenclature and reactions of organic compounds (including alkyl, aryl, alcohol, carbonyl, and amino compounds). Problems involving numeric computation are emphasized.

BIOL 121. Concepts for a Molecular View of Biology II (3)
The second semester of a two-course sequence in elementary inorganic, organic, and biochemistry. Topics include: carbohydrates, lipids, proteins, enzyme kinetics, metabolic pathways and bioenergetics, DNA and RNA, methods of molecular biology, and nutrition. Applications to human physiology and medicine emphasized. Prereq: BIOL 119.

BIOL 148. Human Physiology for Health Science Students (3)
This course addresses the normal physiology of humans and how the various organ systems are integrated to maintain a homeostatic state. The systems covered include: nervous system, cardiovascular system, respiratory system, gastrointestinal system, excretory system, and reproductive systems. Three lectures per week. This course does not count towards the biology major. Prereq: BIOL 114, BIOL 119, and BIOL 346. Coreq: BIOL 121.

BIOL 205. Chemical Biology (3)
Introduction to the chemistry of biological processes. The relationship of biological function to biological structure which ultimately depends on the chemical structure of biological macromolecules. Methods of purification of proteins and nucleic acids. Chemical mechanisms for simple and complex reversible binding, and for enzyme kinetics and derivation of functions and their graphical representations from these mechanisms and their use for analyzing binding and kinetic data. The relationship of function to biological and chemical structures. Thermodynamics of biological reactions and the bioenergetics associated with the glycolytic pathway and the tricarboxylic acid cycle. Oxidative phosphorylation. Prereq: CHEM 223 or CHEM 323.

BIOL 214. Genes and Evolution (4)
First in a series of three courses required of the Biology major. Topics include: biological molecules (with a focus on DNA and RNA); basics of cell structure (with a focus on the nucleus and chromosome); cell cycle, mitosis and meiosis; molecular genetics, viruses and gene technology; classical and microbial genetics; population genetics and evolution, diversity resulting from evolution. Laboratory and discussion sessions offered in alternate weeks. Prereq: CHEM 105.

BIOL 215. Cells and Proteins (4)
Second in a series of three courses required of the Biology major. Topics include: biological molecules (focus on proteins, carbohydrates, and lipids); cell structure (focus on plasma membrane, endomembrane system and organelles of energy metabolism); protein synthesis, targeting and trafficking; protein structure-function, including binding of antibodies to antigens, enzymes to substrates, and oxygen to hemoglobin. Transduction of neural and hormonal signals; cellular controls involved in development, cell cycle, and cancer; cellular energetics, respiration and photosynthesis. Laboratory and discussion sessions offered in alternate weeks. Prereq: CHEM 105 and CHEM 106; BIOL 214 or consent.

BIOL 216. Organisms and Ecosystems (4)
Third in a series of three courses required of the Biology major. Topics include: homeostasis, including endocrine and autonomic controls; function of neurons and nervous systems; function of organ systems involved in circulation, excretion, osmoregulation, gas exchange, feeding, digestion, and temperature regulation; reproduction and development; behavior, population dynamics, community ecology, and function of ecosystems. Laboratory and discussion sessions offered in alternate weeks. Prereq: CHEM 105 and BIOL 214 or consent.

BIOL 223. Vertebrate Biology (3)
A survey of vertebrates from jawless fishes to mammals. Functional morphology, physiology, behavior and ecology as they relate to the groups’ relationships with their environment. Evolution of organ systems. Two lectures and one laboratory per week. The laboratory will involve a study of the detailed anatomy of the shark and cat used as representative vertebrates. Students are expected to spend at least three hours of unscheduled laboratory each week. This course fulfills a laboratory requirement for the biology major, and is offered in the spring semester of even-numbered years. Prereq: BIOL 110 or BIOL 214.

BIOL 225. Evolution (3)
(See PHIL 225.) Cross-listed as PHIL 225.

BIOL 300. Dynamics of Biological Systems: A Quantitative Introduction to Biology (3)
This course will introduce students to dynamic biological phenomena, from the molecular to the population level, and models of these dynamical phenomena. It will describe a biological system, discuss how to model its dynamics, and experimentally evaluate the resulting models. Topics will include molecular dynamics of biological molecules, kinetics of cell metabolism and the cell cycle, biophysics of excitability, scaling laws for biological systems, biomechanics, and population dynamics. Mathematical tools for the analysis of dynamic biological processes will also be presented. Students will manipulate and analyze simulations of biological processes, and learn to formulate and analyze their own models. Cross-listed as EBME 300.

BIOL 301. Biotechnology Laboratory: Genes and Genetic Engineering (3)
Laboratory training in recombinant DNA techniques. Basic microbiology, growth, and manipulation of bacteriophage, bacteria and yeast. Students isolate and characterize DNA, construct recombinant DNA molecules, and reintroduce them into eukaryotic cells (yeast, plant, animal) to assess their viability and function. Two laboratories per week. Prereq: BIOL 210 or BIOL 215.

BIOL 302. Human Learning and the Brain (3)
This course focuses on the question, "How does my brain learn and how can its learning best be facilitated?" Each student is required to develop a comprehensive theory about personal learning. These theories will take the form of a major paper which will be expanded and modified throughout the semester. Readings and class discussions will focus on the following five topics: major structures of the brain and their role in learning, neuronal wiring of the brain and how learning changes it, the emotional brain and its essential role in learning, language and the brain, and the role of images in learning. Students will be expected to incorporate information on these topics into their personal theory of learning. Final grades will be determined by the quality and comprehensiveness of the learning theories which students develop, as well as evidence of student progress and involvement during the semester. Prereq: BIOL 110 or BIOL 114 or BIOL 214 or PSCL 101.

BIOL 304. Laboratory in Quantitative Methods for Chemical Biology (2)
Laboratory course designed to provide skills and the background to analyze data from biochemical, biomedical, and pharmacological processes with the goal of determining their underlying chemical mechanisms. Focus on simple and complex equilibrium binding behavior, simple and complex enzyme kinetics, and some elementary bioenergetics. Use of these functions and graphs to analyze data from the biochemical literature. Preparation for students going on to graduate studies in chemical and molecular biology or to medical school. Prereq: BIOL 215.

BIOL 305. Herpetology (4)
Structure, function, and identification of amphibians and reptiles; emphasis on North American herpetofauna. Evolution, anatomy, zoogeography, and systematics of the major families of amphibians and reptiles. Physiological ecology, behavior, reproductive and population biology, field survey techniques, and behavioral observations of live animals. Three lectures and one session on special topics per week. Several weekend field trips. The course is offered in the spring semester of odd-numbered years. Prereq: BIOL 110 or BIOL 214.

BIOL 307. Evolutionary Biology of the Invertebrates (3)
Important events in the evolution of invertebrate life, as well as structure, function, and phylogeny of major invertebrate groups.

BIOL 308. Molecular Biology: Genes and Genetic Engineering (4)
An examination of the flow of genetic information from DNA to RNA to protein. Topics include: nucleic acid structure; mechanisms and control of DNA, RNA, and protein biosynthesis; recombinant DNA; and mRNA processing and modification. Where possible, eukaryotic and prokaryotic systems are compared. Special topics include yeast as a model organism, molecular biology of cancer, and molecular biology of development. Current literature is discussed briefly as an introduction to techniques of genetic engineering. Prereq: BIOL 205 or BIOL 215 or BIOC 307. Cross-listed as BIOC 308.

BIOL 310. Population Biology: Behavior, Ecology, and Genetics (3)
An introduction to the ecology and genetics of populations. The course takes an evolutionary approach to understanding the effects of ecological and biological constraints on adaptive characteristics of populations of plants and animals, including life-history strategy, social organization, and population substructure. Emphasis will be on understanding the regulation of abundance, distribution, and diversity of natural populations and on contrasts between humans and other species. Prereq: BIOL 210 or BIOL 215 and one year of math.

BIOL 311. Field Biology Laboratory (2)
Two projects involving taxonomy, abundance, density, and distribution of plants at Squire Valleevue Farm, with particular emphasis on tree species. Students will collect plant samples and make their own herbarium. Following this there will be four weeks of field work and three weeks of workshop sessions to analyze and interpret data. Use of personal computers for analysis of field data. A final report and a presentation required for the final project. Prereq: BIOL 110 or BIOL 216.

BIOL 313. Genetics Laboratory (2)
This laboratory exposes students to the methods used to study the genetics of a wide range of organisms. Some of the topics covered are: gene mapping in diploids, tetrad analysis, mutagenesis, complementation, and mitotic recombination. Emphasis is placed on the relationship between the genotype and the biochemical events which determine the phenotype. One laboratory per week. Prereq: BIOL 326 (or concur).

BIOL 315. Quantitative Biology Laboratory (3)
Application of personal computers to biological research. Emphasis on the use of structured programming and flow charting. Use of statistical techniques, analysis of experimental design, modeling strategies. The use of diverse software packages such as spreadsheets, word processing, statistical packages. Continuous interaction with the WWW. Weekly lectures and problem sets posted in the WWW home page. One lecture and one lab per week. Prereq: BIOL 216 or BIOL 310.

BIOL 316. Fundamental Immunology (3)
Introductory immunology providing an overview of the immune system, including activation, effector mechanisms, and regulation. Topics include antigen-antibody reactions, immunologically important cell surface receptors, antigen processing and presentation, cell-cell interactions, cell-mediated immunity, cytokines, and basic molecular biology of B and T lymphocytes. Lectures emphasize experimental findings leading to the concepts of modern immunology. Prereq: BIOL 210 or BIOL 215.

BIOL 326. Genetics (3)
Transmission genetics, nature of mutation, microbial genetics, somatic cell genetics, recombinant DNA techniques and their application to genetics, human genome mapping, plant breeding, transgenic plants and animals, uniparental inheritance, evolution, and quantitative genetics. Prereq: BIOL 210 or BIOL 214.

BIOL 334. Structural Biology of Proteins, Enzymes, and Nucleic Acids (3)
A detailed consideration of the structure and function of proteins and enzymes. Topics include: enzyme structure, kinetics, and mechanisms; structural biology of proteins and protein-DNA complexes; and techniques for structural analysis. Prereq: BIOL 205 or BIOL 215 or BIOC 307. Cross-listed as BIOC 334.

BIOL 336. Aquatic Biology (3)
Physical, chemical, and biological dynamics of lake ecosystems. Factors governing the distribution, abundance, and diversity of freshwater organisms. Prereq: BIOL 110 or BIOL 216.

BIOL 339. Aquatic Biology Laboratory (2)
The physical, chemical, and biological limnology of freshwater ecosystems will be investigated. Emphasis will be on identification of the organisms inhabiting these systems and their ecological interactions with each other. This course will combine both field and laboratory analysis to characterize and compare the major components of these ponds. Students will have the opportunity to design and conduct individual projects. Prereq: BIOL 336.

BIOL 340. Human Physiology (3)
This course will provide functional correlates to the students’ previous knowledge of human anatomy. Building upon the basic principles covered in BIOL 216 and 346, the physiology of organs and organ systems of humans, including the musculoskeletal, nervous, cardiovascular, lymphatic, immune, respiratory, digestive, excretory, reproductive, and endocrine systems, will be studied at an advanced level. The contribution of each system to homeostasis will be emphasized. The course is offered in the spring semester of odd-numbered years. Prereq: BIOL 216 or BIOL 220, and BIOL 346.

BIOL 343. Microbiology (3)
An introduction to the physiology, genetics, biochemistry, and diversity of microorganisms. The subject will be approached both as a basic biological science that studies the molecular and biochemical processes of cells and viruses, and as an applied science that examines the involvement of microorganisms in human disease as well as in workings of ecosystems, plant symbioses, and industrial processes. The course is divided into four major areas: bacteria, viruses, medical microbiology, and environmental and applied microbiology. Prereq: BIOL 110 or BIOL 215.

BIOL 344. Laboratory for Microbiology (2)
Practical microbiology, with an emphasis on bacteria as encountered in a variety of situations. Sterile techniques, principles of identification, staining and microscopy, growth and nutritional characteristics, genetics, enumeration methods, epidemiology, immunological techniques (including ELISA and T cell identification), antibiotics and antibiotic resistance, chemical diagnostic tests, sampling the human environment, and commercial applications. One lab per week. Prereq: BIOL 343 (or concur).

BIOL 346. Human Anatomy (3)
Gross anatomy of the human body. Two lectures and one laboratory demonstration per week. Prereq: BIOL 110 or BIOL 214 or concurrent registration in BIOL 114 and BIOL 119.

BIOL 348. Human Anatomy and Physiology (4-5)
The anatomy and physiology of the human body. Enrollment is restricted to students majoring in nutrition. Four lectures and one laboratory per week.

BIOL 350. Introduction to Ecosystem Analysis and Environmental Science (3)
Reviews major ecological theories and principles through analysis of contemporary environmental problems. Exploration of difficulties in applying scientific information to public policy formation and the role of computer models in linking theory and practice in managing the environment. Two lectures and one laboratory per week. Prereq: BIOL 110 or BIOL 114 or BIOL 214.

BIOL 358. Animal Behavior (3)
An evolutionary approach to animal behavior, with emphasis on experimental behavioral studies. Evolution of behavior, communication, learning and sensory approaches. Field excursions to Cleveland Zoo/Rain Forest, Mentor Marsh, Squire Valleevue Farm and Sea World. Each student will design and conduct an original, independent behavioral experiment outside of class. Prereq: BIOL 114 for non-majors, BIOL 214 for majors.

BIOL 362. Principles of Developmental Biology (3)
The descriptive and experimental aspects of animal development. Gametogenesis, fertilization, cleavage, morphogenesis, induction, differentiation, organogenesis, growth, and regeneration. Prereq: BIOL 216 or BIOL 220.

BIOL 364. Endocrinology (3)
Hormonal regulation of physiological processes of development, growth, metabolism, excretion, digestion, and reproduction and the neural control of hormone secretion in vertebrates. Effects of hormones at the cellular and organismic levels. Prereq: BIOL 216 or BIOL 220 and CHEM 224.

BIOL 370. Ecology (3)
The course is a review of basic principles governing abundance and distribution of organisms. Topics will include both theoretical and empirical analysis of community structure and ecosystem processes. The course will also emphasize the practical implication these principles to contemporary environmental concerns with the sustainable use of natural resources. Prereq: BIOL 216 or BIOL 220.

BIOL 373. Introduction to Neurobiology (3)
How nervous systems control behavior. Biophysical, biochemical, and molecular biological properties of nerve cells, their organization into circuitry, and their function within networks. Emphasis on quantitative methods for modeling neurons and networks, and on critical analysis of the contemporary technical literature in the neurosciences. Prereq: BIOL 216 or BIOL 220.

BIOL 374. Neurobiology of Behavior (3)
In this course students will be shown how a neurobiologist interested in animal behavior studies the linkage between neural circuitry and complex behavior. Several exercises will be used in this endeavor. In addition to traditional lectures providing background on neural systems selected for the insight that they provide to behavioral principles, we will spend approximately half of the formal class periods in reading contemporary papers and discussing their methods and conclusions. Various vertebrate and invertebrate systems will be considered. In addition, several class periods will be spent observing animal behavior in order to get an appreciation of the fantastic things animals do. Finally, students will be required to complete a term project that will be designed to give them a first hand feel for the processes followed in studying neurobiology of behavior. The exact form of the project will vary from year to year. Prereq: BIOL 216 or BIOL 220.

BIOL 375. Autonomous Robotics (3)
Introduction to the design, construction and control of autonomous mobile robots. The first half of the course consists of focused exercises on mechanical construction with LEGO, characteristics of sensors, motors and batteries, and control strategies for autonomous robots. In the second half of the course, students design, build and program their own complete robots that participate in a public competition. All work is performed in groups. Biologically-inspired approaches to the design and control of autonomous robots are emphasized throughout. Prereq: Consent of department. Cross-listed as EECS 375.

BIOL 376. Neurobiology Laboratory (3)
Introduction to the basic laboratory techniques of neurobiology. Intracellular and extracellular recording techniques, forms of synaptic plasticity, patch clamping, immunohistochemistry and confocal microscopy. During the latter weeks of the course students will be given the opportunity to conduct an independent project. One laboratory and one discussion session per week. Prereq: BIOL 216 or BIOL 220.

BIOL 378. Computational Neuroscience (3)
Computer simulation of neurons and neural circuits, and the computational properties of nervous systems. Students are taught a range of models for neurons and neural circuits, and are asked to implement and explore the computational and dynamic properties of these models. The course introduces students to dynamical systems theory for the analysis of neurons and neural circuits, as well as to cable theory, passive and active compartmental modeling, numerical integration methods, models of plasticity and learning, models of plasticity and learning, models of brain systems, and their relationship to artificial neural networks. Term project required. Two lectures per week.

BIOL 380. Introduction to Neuropharmacology (3)
This course focuses on the principles of drug absorption, distribution, and elimination. Current theories on the mechanisms through which therapeutic agents and drugs of abuse affect brain chemistry and behavior are presented. Among the topics to be covered are receptor-ligand interaction/tolerance; neuroanatomy, electrophysiology, and neurotransmitters; receptors/second messengers; dopamine and Parkinson’s Disease; antischizophrenic agents; amphetamine, cocaine, alcohol, psychedelics, and other agents. Prereq: BIOL 110 or BIOL 216.

BIOL 387. Seminar in Population Biology (1-3)
Discussion of major themes in population biology, evolution, and ecology, based on critiquing scientific papers. One discussion per week.

BIOL 388. Undergraduate Research (1-3)
Guided laboratory research under the sponsorship of a biology faculty member. May be carried out within the biology department or in associated departments. May be taken only one semester during the student’s academic career. Appropriate forms must be secured in the biology department office. A written report must be approved by the biology sponsor and submitted to the chair of the biology department before credit is granted.

BIOL 389. Selected Topics (1-3)
Individual library research projects under the guidance of a biology sponsor. A major paper must be submitted and approved before credit is awarded.

BIOL 390. Advanced Undergraduate Research (1-3)
Offered on a credit only basis. Students may carry out research in biology or related departments, but a biology sponsor is required. Does not count toward the 30 hours required for a major in biology, but may be counted toward the total number of hours required for graduation. A written report must be submitted to the chair’s office and approved before credit is granted.

BIOL 394. Seminar in Evolutionary Biology (3)
(See PHIL 394.) Cross-listed as PHIL 394.

BIOL 395. Research Discussions (1)
This is a seminar course which provides a forum within which students performing undergraduate research, or who have done so previously, can present and discuss their projects. Discussions will cover all aspects of the students’ research projects: background material, experimental design and methods, results and their analysis and conclusions. At the beginning of the semester, each student will briefly outline his or her project and distribute a few key papers to provide background reading for all participants. After this introductory phase, each student will make a presentation of his/her own research. Graded as pass/fail, based upon attendance and participation. Prereq: BIOL 388. Prereq or Coreq: BIOL 390.

BIOL 401. Biotechnology Laboratory: Genes and Genetic Engineering (3)
Laboratory training in recombinant DNA techniques. Basic microbiology, growth, and manipulation of bacteriophage, bacteria, and yeast. Students isolate and characterize DNA, construct recombinant DNA molecules, and reintroduce them into eukaryotic cells (yeast, plant, animal) to assess their viability and function.

BIOL 402. Principles of Neural Science (3)
(See NEUR 402.) Cross-listed as NEUR 402.

BIOL 404. Laboratory in Quantitative Methods for Chemical Biology (2)
Laboratory course designed to provide skills and the background to analyze data from biochemical, biomedical, and pharmacological processes with the goal of determining their underlying chemical mechanisms. Focus on simple and complex equilibrium binding behavior, simple and complex enzyme kinetics, and some elementary bioenergetics. Use of these functions and graphs to analyze data from the biochemical literature. Preparation for students going on to graduate studies in chemical and molecular biology or to medical school.

BIOL 407. General Biochemistry (4)
(See BIOC 407.) Cross-listed as BIOC 407.

BIOL 408. Molecular Biology: Genes and Genetic Engineering (4)
An examination of the flow of genetic information from DNA to RNA to protein. Topics include: nucleic acid structure; mechanisms and control of DNA, RNA, and protein biosynthesis; recombinant DNA; and mRNA processing and modification. Where possible, eukaryotic and prokaryotic systems are compared. Special topics include yeast as a model organism, molecular biology of cancer, and molecular biology of development. Current literature is discussed briefly as an introduction to techniques of genetic engineering. Prereq: BIOL 205 or BIOL 215 or BIOC 307. Cross-listed as BIOC 408.

BIOL 415. Quantitative Biology Laboratory (3)
Application of personal computers to biological research. Emphasis on the use of structured programming and flow charting. Use of statistical techniques, analysis of experimental design, modeling strategies. The use of diverse software packages such as spreadsheets, word processing, statistical packages. Continuous interaction with the WWW. Weekly lectures and problem sets posted in the WWW home page. During the last 6 weeks of the course the student will have a final project that consists of data analysis and interpretation. Report required for the final project. One lecture and one lab per week.

BIOL 416. Fundamental Immunology (3)
Introductory immunology providing an overview of the immune system, including activation, effector mechanisms, and regulation. Topics include antigen-antibody reactions, immunologically important cell surface receptors, antigen processing and presentation, cell-cell interactions, cell-mediated immunity, cytokines, and basic molecular biology of B and T lymphocytes. Lectures emphasize experimental findings leading to the concepts of modern immunology. A term paper is required. Prereq: BIOL 210 or BIOL 215. Cross-listed as PATH 416.

BIOL 417. Cytokines: Function, Structure, and Signaling (3)
(See PATH 417.) Cross-listed as CLBY 417 and PATH 417.

BIOL 426. Genetics (3)
Transmission genetics, nature of mutation, microbial genetics, somatic cell genetics recombinant DNA techniques and their application to genetics, human genome mapping, plant breeding, transgenic plants and animals, uniparental inheritance, evolution, quantitative genetics.

BIOL 427. Neural Development (3)
Topics include cell commitment, regulation of proliferation and differentiation, cell death and trophic factors, pathfinding by the outgrowing nerve fiber, synapse formation, relationships between center and periphery in development and the role of activity. Cross-listed as NEUR 427.

BIOL 431. Statistical Methods I (3)
(See EPBI 431.) Cross-listed as EPBI 431.

BIOL 432. Statistical Methods II (3)
(See EPBI 432.) Cross-listed as EPBI 432 and MPHP 432.

BIOL 434. Structural Biology of Proteins, Enzymes, and Nucleic Acids (3)
A detailed consideration of the structure and function of proteins and enzymes. Topics include: enzyme structure, kinetics, and mechanisms; structural biology of proteins and protein-DNA complexes; and techniques for structural analysis. Prereq: BIOL 215 or BIOL 205 or BIOC 307. Cross-listed as BIOC 434.

BIOL 436. Advanced Aquatic Biology (3)
Physical, chemical, and biological dynamics of lake ecosystems. Factors governing the distribution, abundance, and diversity of freshwater organisms.

BIOL 443. Advanced Microbiology (3)
The physiology, genetics, biochemistry, and diversity of microorganisms. The subject will be approached both as a basic biological science that studies the molecular and biochemical processes of cells and viruses, and as an applied science that examines the involvement of microorganisms in human disease as well as in the workings of ecosystems, plant symbioses, and industrial processes. The course is divided into four major areas: bacteria, viruses, medical microbiology, and environmental and applied microbiology. Prereq: BIOL 110 or BIOL 215.

BIOL 448. Human Anatomy and Physiology (4-5)
(See BIOL 348.)

BIOL 457. Proteins: Structure and Function (3)
(See PHOL 456.) Cross-listed as PHOL 456.

BIOL 458. Animal Behavior (3)
(See BIOL 358.)

BIOL 460. Introductory Molecular Biology (3)
(See PHOL 460.) Cross-listed as PHOL 460.

BIOL 462. Advanced Principles of Developmental Biology (3)
Same as BIOL 362 except the required term paper is an NIH-format research proposal. Prereq: BIOL 216 or BIOL 220. Cross-listed as ANAT 462.

BIOL 465. Endocrinology (3)
Hormonal regulation of physiological processes of development, growth, metabolism, excretion, digestion, and reproduction and the neural control of hormone secretion in vertebrates. Effects of hormones at the cellular and organismic levels.

BIOL 473. Introduction to Neurobiology (3)
How nervous systems control behavior. Biophysical, biochemical, and molecular biological properties of nerve cells, their organization into circuitry, and their function within networks. Emphasis on quantitative methods for modeling neurons and networks, and on critical analysis of the contemporary technical literature in the neurosciences. Term paper required. Two lectures per week. Prereq: Consent of department. Cross-listed as NEUR 473.

BIOL 474. Neurobiology of Behavior (3)
(See BIOL 374.) Cross-listed as NEUR 474.

BIOL 475. Autonomous Robotics (3)
Introduction to the design, construction and control of autonomous mobile robots. The first half of the course consists of focused exercises on mechanical construction with LEGO, characteristics of sensors, motors and batteries, and control strategies for autonomous robots. In the second half of the course, students design, build and program their own complete robots that participate in a public competition. All work is performed in groups. Biologically-inspired approaches to the design and control of autonomous robots are emphasized throughout. Lab reports and a term paper required. Prereq: Consent of department. Cross-listed as EECS 475.

BIOL 476. Neurobiology Laboratory (3)
Introduction to the basic laboratory techniques of neurobiology. Intracellular and extracellular recording techniques, forms of synaptic plasticity, patch clamping, immunohistochemistry, and confocal microscopy. During the latter weeks of the course students will be given the opportunity to conduct an independent project. One laboratory per week. Prereq: BIOL 216 or BIOL 220. Cross-listed as NEUR 476.

BIOL 477. The Dynamics of Adaptive Behavior (3)
(See EECS 477.) Cross-listed as EECS 477.

BIOL 478. Computational Neuroscience (3)
Computer simulation of neurons and neural circuits, and the computational properties of nervous systems. Students are taught a range of models for neurons and neural circuits, and are asked to implement and explore the computational and dynamic properties of these models. The course introduces students to dynamical systems theory for the analysis of neurons and neural circuits, as well as to cable theory, passive and active compartmental modeling, numerical integration methods, models of plasticity and learning, models of brain systems, and their relationship to artificial neural networks. Term project required. Two lectures per week. Cross-listed as EECS 478.

BIOL 479. Seminar in Computational Neuroscience (3)
Readings and discussion in the recent literature on computational neuroscience, adaptive behavior, and other current topics. Cross-listed as EBME 479, EECS 479, and NEUR 479.

BIOL 480. Physiology of Organ Systems (3)
This course presents an advanced introduction to the fundamental physiological principles governing the major organ systems in mammals. The function of the nervous, endocrine, digestive, muscle, circulatory, respiratory, and urinary systems are discussed. At the conclusion of the semester, integrative aspects of the major organ systems will be illustrated through consideration of exercise and high altitude physiology. Cross-listed as PHOL 480.

BIOL 494. Seminar in Evolutionary Biology (3)
(See PHIL 494.) Cross-listed as PHIL 494.

BIOL 536. Seminar in Great Lakes Issues (1-3)
Selected topics related to Great Lakes basin studies: research problems, scientific processes, classic research papers, current events, policy issues, and legislative initiatives. Course content will vary depending on interests of students and faculty. Cross-listed as GEOL 536.

BIOL 550. Neuromechanics Seminar (0)
(See EBME 550.) Cross-listed as EBME 550.

BIOL 552. Seminar in Developmental Biology (1-3)
Topics pertaining to the field of development, such as regeneration and induction, which address both vertebrate and invertebrate forms.

BIOL 569. Advanced Seminar in Developmental Biology (1-3)
Participants prepare and present seminars on subjects of contemporary interest and importance in developmental biology.

BIOL 599. Advanced Independent Study for Graduate Students (1-3)
Independent study of advanced topics in biology under the supervision of a biology faculty member. Registration requires submission of a proposal for a project or study and approval of the department.

BIOL 801. Biotechnology Workshop (2)
The course will cover the topics of DNA structure and isolation, restriction enzyme digests, the fractionation of DNA by gel electrophoresis, southern blotting, hybridization and the nature of restriction fragment length polymorphisms, the cloning of DNA in various vectors and the identification of recombinant molecules, the use of the polymerase chain reaction to amplify DNA and its use in DNA fingerprinting. The ethical issues arising from the implementation of recombinant DNA technology and the advances in the human genome project will also form part of the course. The laboratory exercises include DNA extraction from pea seeds, digestion with restriction enzymes and gel electrophoresis followed by southern blotting and hybridization. A fragment of bacteriophage lambda will be cloned in a plasmid vector and recombinant molecules isolated. A fingerprint of the participants’ own DNA will be developed using the polymerase chain reaction. Prereq: Co-registration Biotec Institute.

BIOL 802. Terrestrial and Aquatic Ecology for High School Teachers (2)
A 2-week summer ecology course to take place at the University Farm in Hunting Valley, OH. It is designed for teachers of grades 6-12 in both public and private schools who have an interest in current ecological problems. Participants will learn field sampling techniques and identification of a diversity of living organisms, both plant and animal. They will study the distribution and abundance of terrestrial and aquatic organisms. Field work in the varied habitats of the University Farm will be an integral part of the program. Data will be analyzed and interpreted using personal computers. Participants will receive supplies, field guides, and detailed laboratory exercises that are designed specifically for the classroom. The course will be offered during the last two weeks of June and is limited to 12 participants.

BIOL 803. Autonomous Robotics for High School Science Teachers (2)
A 2-week, 10-day summer course in designing, building, and programming computer-controlled robots which are able to function autonomously in complex, real-world environments. LEGO Technics components are used for structures and gear trains. Various mechanical and photodetection sensors provide sensory feedback. A microcontroller board programmed in C is used for sensory integration and behavioral control. Participants work in groups of two per workstation. Detailed written documentation and laboratory exercises will be provided. Topics include: mechanical design with LEGO, sensors and feedback control, C programming, multi-tasking control strategies, and an end-of-course robot competition. Eligibility: high school (grades 9-12) science teachers; those in the biological sciences preferred. Limit 10. Prereq: Consent of department.

BIOL 804. School Yard Ecology (2)
This 13-day program (including 10 days of summer instruction) will introduce teachers of middle grades (4-9) to both ecological concepts and scientific inquiries. Participants will conduct daily observations and use hands-on studies to build understanding of the abiotic environment, diversity and adaptation, biogeochemical cycles and energy flow, interspecific interactions, population characteristics, and change in ecological time. After practicing using simple field instruments and basic methods, participants will be challenged to design instruments and methods to answer their own research questions using their schoolyards. Three follow-up sessions for this course will be held during the school year. These will permit teachers to investigate seasonal phenomena and share the results of personal and student investigations with other participants.

Millis Science Center
Phone 216-368-5914; Fax 216-368-3006
Lawrence M. Sayre, Chair

The Department of Chemistry is the largest department and central focus of a wide array of departments representing the chemical sciences at the University. It consists of 22 faculty members, approximately 15 postdoctoral associates, more than 80 graduate students, and more than 100 undergraduate students majoring in chemistry. The department offers programs leading to both undergraduate degrees (Bachelor of Arts and Bachelor of Science) and graduate degrees (Master of Science and Doctor of Philosophy).

The general focus of chemistry is on (i) understanding the basic properties of matter, and (ii) employing this knowledge in the design, synthesis, and characterization of substances with novel and useful properties. The various degree programs strive to develop all aspects of the student’s chemical knowledge via a broad range of lecture and laboratory courses. Chemical research is an integral part of the department’s activities; more than $3 million of federal and private research support flows into the department each year. The facilities for carrying out first-rate research are outstanding and are available to both graduate and undergraduate students. Undergraduates are encouraged to participate in research projects with individual faculty members as a method of expanding their chemical training, and to more fully develop their comprehension of what is involved in the chemical research enterprise. These research programs typically involve interchange and collaboration across all levels of experience and may also involve faculty from other departments and institutions.

Chemistry is often referred to as the central science because of the key role it plays in a number of areas of interdisciplinary studies. Correspondingly, an important aspect of a degree in chemistry is the broad range of employment opportunities it affords. Chemists can direct their talents to specialized problems of applied research, or they can choose to delve into fundamental investigations. They cover the spectrum of chemical specialties from microbiochemistry to the study of lunar materials. A chemical degree also provides a valuable preparation for various other related professions, such as medicine, dentistry, and law.

The American Chemical Society, with its more than 100,000 members, is the major professional society in the United States for practicing chemists. Both undergraduate and graduate students may become affiliated with the society.

Lawrence M. Sayre, Ph.D. (University of California, Berkeley)
Frank Hovorka Professor and Chair of the Department of Chemistry
Bioorganic and bioinorganic chemistry; redox coenzyme mechanisms; protein oxidation/modification; neurotoxicology

Alfred B. Anderson, Ph.D. (Johns Hopkins University)
Professor
Pure and applied theoretical chemistry: surface science, inorganic chemistry and properties of materials

Mary D. Barkley, Ph.D. (University of California, San Diego)
Professor
Time-resolved fluorescence spectroscopy; biophysical chemistry; HIV reverse transcriptase; HCV RNA polymerase

Clemens Burda, Ph.D. (University of Basel, Switzerland)
Assistant Professor
Physical chemistry of nanostructures; molecular electronics; femtosecond laser spectroscopy

James D. Burgess, Ph.D. (Virginia Commonwealth University)
Assistant Professor
Physical Chemistry of platinum-based anticancer drugs; electrode-supported bilayer membranes; electron transfer enzymes

Robert C. Dunbar, Ph.D. (Stanford University)
Professor
Gas phase ions and ion-neutral interactions: ion-molecular reaction kinetics

Philip P. Garner, Ph.D. (University of Pittsburgh)
Professor
Synthetic organic chemistry

Zhong-Wu Guo, Ph.D. (Polish Academy of Sciences)
Assistant Professor
Carbohydrate chemistry, oligosaccharide and glycopeptide synthesis

Malcolm E. Kenney, Ph.D. (Cornell University)
Hurlbut Professor of Chemistry
Photodynamic therapy; porphyrin-like compounds; organosilicon compounds; flue gas desulfurization

Gilles Klopman, Ph.D. (University of Brussels, Belgium)
Charles F. Mabery Professor of Research in Chemistry.
Theoretical chemistry; artificial intelligence programming; drug design; environmental impact of chemicals

Irene Lee, Ph.D. (Penn State University)
Assistant Professor
Biochemistry; enzymology

Gheorghe D. Mateescu, Ph.D. (Case Western Reserve University)
Professor
In vivo cell bioenergetics (concerted 17O/31P nmr spectroscopy and imaging); instrumental analytical chemistry

Barry Miller, Ph.D. (Massachusetts Institute of Technology)
Hovorka Professor Emeritus of Chemistry
Analytical chemistry; electrochemistry

Ignacio Ocasio, Ph.D. (University of Puerto Rico)
Assistant Professor
Physical chemistry

Anthony J. Pearson, Ph.D. (University of Aston, Birmingham, England)
Rudolph and Susan Rense Professor of Chemistry
Natural products, organometallics; organic synthesis

John D. Protasiewicz, Ph.D. (Cornell University)
Associate Professor
Inorganic chemistry; organometallic reaction mechanisms; catalyzed oxidations

Robert G. Salomon, Ph.D. (University of Wisconsin, Madison)
Professor
Organic chemistry; synthesis; biosynthesis; homogeneous catalysis

Daniel A. Scherson, Ph.D. (University of California, Davis)
Professor
Electrochemistry; electrode kinetics; electrocatalysis; in-situ spectroscopic methods in electrochemistry

M. Cather Simpson, Ph.D. (University of New Mexico)
Assistant Professor
Biophysical chemistry; spectroscopic studies of biologically significant processes

John E. Stuehr, Ph.D. (Case Western Reserve University)
Professor of Chemistry and Biochemistry; Associate Chair, Chemistry Department
Rapid reactions in solution; metal complexing kinetics; proton transfer kinetics; protein and enzymatic dynamics

Fred L. Urbach, Ph.D. (Michigan State University)
Professor
Inorganic chemistry; multidentate transition metal chelates; models for copper protein active sites; redox behavior of metal complexes and oxometalate species

Michael G. Zagorski, Ph.D. (Case Western Reserve University)
Associate Professor
Organic chemistry; nuclear magnetic resonance; structure of peptides

Vernon E. Anderson, Ph.D. (University of Wisconsin-Madison)
Professor of Biochemistry and Chemistry
Enzyme reactions and mechanisms

Paul Carey, Ph.D (University of Sussex, UK)
Professor of Biochemistry and Chemistry
Raman spectroscopy; proteins and protein-ligand interactions

John J. Mieyal, Ph.D. (Case Western Reserve University)
Professor of Pharmacology and Chemistry
Hemoprotein chemistry, oxygen transport and activation; drug metabolism and related activity of cytochrome P 450

Charles R. Sanders, Ph.D. (The Ohio State University)
Associate Professor of Physiology and Biophysics, and Chemistry
Structural and chemical biology of membrane proteins; NMR spectroscopy

Witold K. Surewicz, Ph.D (University of Lodz, Poland)
Professor of Pathology and Chemistry
Protein aggregation and the pathogenesis of aging-related diseases; prion protein; protein folding and protein-membrane interactions

The Department of Chemistry offers two basic curricula for undergraduate chemistry majors, leading to either a Bachelor of Science degree or a Bachelor of Arts degree.

The Bachelor of Science degree program is designed for students who plan professional careers in chemistry and leads to certification by the American Chemical Society. The required science, math and computing courses for the B.S. curriculum are shown on the following page. The B.S. curriculum provides a rigorous background in chemistry yet has considerable flexibility in the senior year in the choice of electives. During the senior year, the B.S. major is expected to go a step beyond basic preparation in an area of chemistry of particular interest to him or her. Research is strongly encouraged. As many as nine hours of research (CHEM 397) may be credited toward the degree. B.S. majors who plan to go on to graduate study may elect to take advanced courses in inorganic chemistry (CHEM 412, 413); organic chemistry (CHEM 421, 422, 435); chemical thermodynamics (CHEM 407); quantum mechanics (CHEM 446); instrumental analytical chemistry (CHEM 410), or other graduate offerings. Interdisciplinary strengths can be achieved by selecting technical electives to follow designed "tracks" in biological chemistry, environmental chemistry, material science or polymer science.

The B.A. program is intended for students who plan careers in medicine or other health or science-related fields for which a baccalaureate degree in chemistry provides appropriate pre-professional training. B.A. majors may supplement their chemical training by electing additional chemistry courses or may utilize the curriculum flexibility in the Department of Chemistry to develop an interdisciplinary program of their choice. Many B.A. majors participate in undergraduate research within the Department of Chemistry (CHEM 397) or in other science departments including those in the medical school.

Chemistry majors who have excellent academic records may participate in the Honors in Chemistry program. To graduate with honors in chemistry, a student must satisfy the following requirements:

Students may complete a minor in chemistry, defined as one year of freshman chemistry (including laboratory); two additional three hour lecture courses; and two additional laboratory or approved courses. A recommended sequence would include: CHEM 105, 106, Principles of Chemistry I, II (3,3), and CHEM 113, Principles of Chemistry Laboratory (2); CHEM 223, 224, Introductory Organic Chemistry I, II (3,3), or CHEM 323, 324, Organic Chemistry I, II (3,3), and CHEM 233, 234, Introductory Organic Chemistry Laboratory I, II (2,2). Other sequences may be followed after consultation with the Department of Chemistry.

Teacher Licensure in Physical Science (Chemistry and Physics)
An option is available within the B.A. Chemistry major for students to become eligible for licensure as teachers of Physical Science (Chemistry and Physics) in secondary schools (Adolescents to Young Adults). Students interested in this option should contact Professor John Stuehr. A total of 57 contact hours in the content area is required for teacher licensure, as well as a 35-hour sequence in professional education (see Education [EDUC & EDJC]) taken here and at John Carroll University, including student teaching.

Subject Area Requirements for Chemistry majors:* ASTR 201 or BIOL 101 or GEOL 110; PHYS 121, 122, 196, 221; CHEM 105, 106, 113, 223, 224 (or 323, 324); PHYS 331; ENGR 131; MATH 125, 126; CHEM 301, 302, 304, 305, PHYS 310, 324; PHYS 315 or 316.

*Course requirements for students majoring in Physics and seeking physical science teacher licensure are listed under the Department of Physics.

The Master of Science degree in chemistry may be obtained by completing a program including the preparation of a master’s thesis or a program involving only course work. Both programs require a minimum of 27 semester credit hours, of which up to 6 semester credit hours may be for the master’s thesis. Course work for the master’s degree may be taken on a part-time basis. Thesis research can be undertaken only by full-time graduate students. Only the master’s degree without thesis can be earned entirely on a part-time basis.

Master’s Program in Science Entrepreneurship
In conjunction with four other departments in the College of Arts and Sciences (Biology, Mathematics, Physics, Statistics), the Chemistry Department offers an M.S. degree with specialization in Chemistry Entrepreneurship. This is a 27-credit-hour program that includes 18 hours of formal course work. The first year involves taking a two-semester science innovation sequence and a two-semester entrepreneurship sequence in the Weatherhead School of Management. During the two-year curriculum, the student will also take two technical electives, one of which must be in chemistry. The program capstone features a 9-credit-hour M.S. thesis based on the industrial internship of the student or on creation of a new venture. A seminar program provides continual exposure to scientists, technologists, and entrepreneurs.

The Doctor of Philosophy degree in chemistry is granted to those students who have shown an extensive knowledge of advanced chemistry and the ability to do original research. The program usually requires four years of full-time study after the bachelor’s degree. Besides advanced courses, the program consists of cumulative and oral examinations, seminars and colloquia, and, most importantly, original research. At least twelve months must be spent in residence on campus while fulfilling the Ph.D. thesis research requirement.

Full-time graduate students who maintain satisfactory academic performance while pursuing the Ph.D. degree in chemistry normally receive a stipend for teaching and/or research which includes full tuition and a monthly amount sufficient to cover living expenses.

Facilities for experimental and theoretical research are modern and extensive. They include diverse major instruments for use by faculty and students, as well as specialized equipment serving individual research groups. The major instrument facility centers on Varian Gemini 200 and 300 MHz NMR spectrometers, a Varian Inova 600 MHz NMR, a Kratos MS-25 RFA GC mass spectrometer, and an electron-spin resonance spectrometer.

Other departmental instrumentation includes equipment for ion cyclotron resonance spectrometry, laser Raman spectroscopy, x-ray diffraction, extremely rapid kinetics measurements, spectropolarimetry and circular dichroism, protein structure elucidation, ellipsometry, electrochemical measurements, and low-energy diffraction and Auger studies of surfaces. Access to very high field NMR instrumentation is available on campus at the Cleveland Center for Structural Biology (CCSB). Many faculty in the chemistry department are actively involved with the CCSB, which is equipped with a modern 300 and 500 MHz, plus two 600 MHz, spectrometers. A 900 MHz spectrometer will be added by 2003. The Frank Hovorka Information Center stands as the core of the Chemistry Department’s computer facility. This center and associated laboratories represents an array of advanced computational and graphics capabilities, including several Silicon Graphics Indigo computers and two SUN workstations. Many of the department’s analytical instruments are networked with these workstations together with computers in individual faculty research areas. The Chemistry Department’s computers are part of the campus-wide communications network, CWRUnet. In addition to the full complement of software, Internet, and library database services offered by the University through CWRUnet, connections to off-site databases, such as STN and Ohio Supercomputer Center, are available to departmental users. A large number of laboratory microcomputers are in operation throughout the department.

The Department of Chemistry is noted for the diversity of its research efforts. These range from synthetic studies of important bioactive substances, including antibiotics and DNA-binding substances, to a detailed understanding of the surface properties of materials used in batteries and electrolytic cells. Studies are being performed with molecules as simple as oxygen and as complicated as those which describe the active centers of enzymes or the protein core of insoluble aggregates which deposit in neurodegenerative disease. Multidisciplinary approaches are being applied to understanding energy transfer in proteins. Efforts are being made to understand the basic chemical properties leading to reactive modifiers generated from physiological lipids. Other research is aimed at developing new drugs for photodynamic therapy and at understanding biological activity through artificial intelligence approaches. The influence of metal ions in modifying reactivity is a common interest of several members of the faculty, as is the development of organometallic compounds for synthesis and catalysis. Experimental and theoretical studies of gas phase molecules are providing a fundamental understanding of unimolecular reaction dynamics and ionization processes important in atmospheric chemistry. Chemical surfaces are being studied. Of particular importance are studies designed to characterize the electrode-electrolyte interfaces important in electrocatalysis and the electrochemical properties of new semiconductors. These efforts are complemented by theoretical studies on the interfacial structure and bonding in composite materials.

The department uses some of the foremost equipment available in high-resolution nuclear magnetic resonance spectroscopy and in tunable laser spectroscopy. Work on various aspects of chemistry as studied by these techniques is recognized throughout the world.

The Chemistry of Life Processes offers the student the opportunity of pursuing a course of study that cuts across traditional disciplines. The three traditional areas of chemistry˜inorganic, organic, and physical˜are all represented in their biological aspects. Through strong ties with the biomedical community within the University surroundings, faculty who carry out research in biochemical areas have coordinated a program of integrated course work, seminar offerings, and research experience. Although the student receives a Ph.D. degree in chemistry, participants in this program gain a broader, interdisciplinary background which provides distinct advantages when embarking upon a career in teaching/research, industry, or at government laboratories.

Case Western Reserve University ranks among the leading universities internationally in its strengths in electrochemistry and has brought these strengths together under one coordinated structure, the Yeager Center for Electrochemical Studies (YCES). The interdisciplinary nature of electrochemistry involves the interaction of electrochemists in the chemistry and chemical engineering departments with metallurgists, surface physicists, inorganic and organic chemists, polymer membrane chemists, and electrical engineers. Such interactions, lacking on most campuses, are promoted at Case Western Reserve University through YCES. Graduate students in the chemistry department have the opportunity to specialize in the area of electrochemistry with one of the most extensive course and research programs in the United States.

The department sponsors a rich program of colloquia and seminars on recent advances in chemical research. Most notable among these is the Frontiers in Chemistry Lecture Series, in which scientists of international distinction lecture on major discoveries and developments in chemistry. In addition, a weekly colloquium series provides lectures by invited speakers in a variety of fields of chemical investigation. Both of these programs are addressed to the general audience of faculty, students, and other chemical scientists in the University and the Cleveland area, and are a vital means to a broad, current knowledge. Numerous other seminars and meetings are held on a more specialized and informal level. Most individual research groups conduct weekly discussions to evaluate their progress.

CHEM 101. The Wide, Wild World of Chemistry (3)
This is designed to give the non-science major an introduction to chemistry and its role in society. Chemical concepts will be presented in a non-mathematical way focusing on their implication for current scientific inquiry. Topics include forensics, explosives, green chemistry, nuclear energy, batteries, chemistry in the kitchen, and scientific ethics.

CHEM 105. Principles of Chemistry I (3)
Atomic structure; thermochemistry; periodicity, bonding and molecular structure; intermolecular forces; properties of solids; liquids, gases and solutions. Prereq: One year of high school chemistry.

CHEM 106. Principles of Chemistry II (3)
Thermodynamics, chemical equilibrium; acid/base chemistry; oxidation and reduction; kinetics; spectroscopy; introduction to nuclear, organic, inorganic, and polymer chemistry. Prereq: CHEM 105 or equivalent.

CHEM 111. Principles of Chemistry for Engineers (4)
A first course in University Chemistry emphasizing chemistry of materials for engineering students. Atomic theory and quantitative relationships; gas laws and kinetic theory; solutions, acid-base properties and pH; thermodynamics and equilibrium; kinetics, catalysis, and mechanisms; molecular structure and bonding. Prereq: One year of high school chemistry or permission of department.

CHEM 113. Principles of Chemistry Laboratory (2)
A one semester laboratory based on quantitative chemical measurements. Experiments include analysis, synthesis and characterization, thermochemistry and chemical kinetics. Computer analysis of data is a key part of all experiments. Coreq: CHEM 105, CHEM 106, CHEM 111, or ENGR 145.

CHEM 223. Introductory Organic Chemistry I (3)
Introductory course for engineering students and science majors. Develops themes of structure and bonding along with elementary reaction mechanisms. Includes extensive treatment of hydrocarbons, alkyl halides, alcohols, and ethers as well as an introduction to spectroscopy. Prereq: CHEM 106 or CHEM 111.

CHEM 224. Introductory Organic Chemistry II (3)
Continues and extends themes of structure and bonding from CHEM 223 and introduces spectroscopy and more complex reaction mechanisms. Includes extensive treatment of aromatic rings, carbonyl compounds, amines and selected special topics. Prereq: CHEM 223 or CHEM 323.

CHEM 233. Introductory Organic Chemistry Laboratory I (2)
An introductory organic laboratory course emphasizing microscale operations. Synthesis and purification of organic compounds, isolation of natural products, and systematic identification of organic compounds by physical and chemical methods. Prereq: CHEM 113 and CHEM 106 or equivalent. Coreq: CHEM 223 or CHEM 323.

CHEM 234. Introductory Organic Chemistry Laboratory II (2)
A continuation of CHEM 233, involving multi-step organic synthesis, peptide synthesis, product purification and analysis using sophisticated analytical techniques such as chromatography and magnetic resonance spectroscopy. Prereq: CHEM 233.

CHEM 290. Chemical Laboratory Methods for Engineers (3)
Techniques of chemical synthesis, analysis, and characterization. Uses students’ backgrounds in general and organic chemistry, but requires no background in chemical laboratory operations. Coreq: CHEM 223 or CHEM 323.

CHEM 301. Introductory Physical Chemistry I (3)
First of a two-semester sequence covering principles and applications of physical chemistry, intended for chemistry and chemical engineering majors and other students having primary interests in