Tentative
Syllabus – The Theory and Practice of Science – Biology
Biology
C1002y
Spring 2002
Instructors: Lawrence Amsel and Avital Pilpel
Class Time: Mon, Wed 5:40-6:55 PM
Class Location: 307 Pupin
Recitation Hours: TBA
Office Hours: TBA
GOALS, METHODS and CONTENT
This Course is intended to give the participants the intellectual experience of doing science, in so far as this is possible without doing experimental work. This experience will be organized around the critical reading of original scientific papers spanning a century of biology.
You will be asked to read these papers in a way that a working scientist reads original research. That is, with an eye to understanding how this research, grounded in a particular set (or sets) of assumptions, manages to move the field forward, and thereby influences what direction the next experiment must take.
For most non-scientists, reading a scientific paper in this way involves new skills, and practice at applying those skills. As an aid to this process we will introduce some (not a lot!) mathematical language and technique at the start of the course. However, the key skill acquisition will be one of learning how to pose and solve the many scientific problems that are incorporated into the design of any original research article.
In this course we will read scientific articles on a variety of topics. These include genetics – especially (but not exclusively) the discovery of the role and properties of DNA; the regulation of gene expression in the cell; neuroscience, in particular the neurological basis of learning; and medical, ethical and social implications of the modern advances in genetics. As said above, we shall also discuss the mathematical way of thought – especially statistical reasoning - that is required to understand the other articles.
The didactic approach needed to accomplish these goals will involve a combination of lectures, active class participation, and individual time spent solving problems posed by (or related to) the readings. Our discussion will aim to develop the conceptual apparatus that allows us to analyze these papers on multiple levels. Some of you will be more fluent in the analysis of narrative (from humanities courses). Others will know more science. We will therefore adjust the discussion as we go. For most of the papers (there are exceptions) the sequence will involve: a background lecture to make it possible for non-specialists to critically read the article, followed by an intensive and structure class discussion about the article, and lastly reinforced by an assigned problem set involving the science in the article.
This course differs from the usual science-for-non-scientists courses in that it is not a survey course covering what is known in a particular field. In that sense (and only in that sense) much of what we do will be “outdated”. It differs from courses on the history and philosophy of science in that we want this to be a science course and not a course about science or about scientists or even about the scientific method in general. It differs from most introductory biology courses for science majors assume both a past and a future in other scientific courses, and therefore do not focus on the critical skill acquisition discussed above.
FULFILLING THE SCIENCE
REQUIREMENT
This course fulfils one term of the science requirement for both CC and GS. If you want to take a one year sequence in biology (for CC), you should take this course and Science C1015X. The two terms might be taken in either order. Certain other combinations that include this course may be acceptable for CC, and are definitely acceptable to GS – if in doubt, ask the Dean’s office, your academic advisor, or the catalog.
If you are planning to major in science or mathematics (or have 5 units AP biology) this course is probably not for you, but you can consult your advisor if still interested. On the other hand, if you are interested in learning real biology (as opposed to learning “about” biology) but don’t have much science background, this is the course you are looking for.
GRADES
This is a discussion class. Your grade will be derived from two midterms, a final, a short (1500-2000 word) essay and presentation during recitation, problem sets, class participation, and a short (five-minute) quiz done at the beginning of each class.
REQUIRED READING
Watson, J. The Double Helix (Norton Critical Edition)
Ridley, M. Genome: The Autobiography of a Species in 23 Chapters (Perennial)
Berger and Starbird. The Heart of Mathematics.
Reading packet.
“The Double Helix” and “The Heart of Mathematics” are available at Labyrinth bookstore, 112th St. between Broadway and Amsterdam Ave. The Reading packet is available in The Village Copier, 115th St. and Broadway. “Genome” is available in most large bookstores (for those who do not have it from last semester).
RECOMMENDED READING
You might want occasionally to consult a biology or statistics textbook. The texts below are recommended, but many other biology or statistics textbooks could serve as well. In case of doubt, see the instructors. Good general biology textbooks books include those by Mader, Cambell, Gould & Singer, and others. They are on reserve in the biology library.
Gould and Keeton, Biological Science, Vol. 1
http://www.stat.berkeley.edu/~stark/SticiGui/Text/ch1.htm
(Similarly for other chapters in this electronic statistics textbook – e.g. ending with /ch2.htm, /ch3.htm, etc.)
Gonick and Smith, The Cartoon Guide to Statistics. Harper Collins.
SCHEDULE
| Lecture
# |
Date |
Topic |
Required
Reading |
|
1 |
Wed.
1/23 |
Introduction:
Reasoning in Science |
“Heart
of Mathematics”, Ch. 1; Printed outcome of chance experiments (in
reading packet). |
|
2 |
Mon.
1/28 |
Mendel
I: Choosing an Experimental
System – the Pea Plant |
Mendel,
“Elements in Plant Hybridization” (in Reading Packet) |
|
3 |
Wed
1/30 |
Mendel
II: Dominant and Recessive Traits |
Mendel
(continued) |
|
4 |
Mon.
2/4 |
Mendel
III: Stability and
Variability of Trait |
Mendel
(continued) |
|
5 |
Wed.
2/6 |
Statistics
I: Origins of Probability |
“Heart
of Mathematics”, Ch. 7 |
|
6 |
Mon.
2/11 |
Statistics
II: Probabilistic vs.
Deterministic Reasoning – the Importance of Populations |
“Heart
of Mathematics”, Ch. 7 (continued) |
|
7 |
Wed.
2/13 |
Statistics
III: Mean, Variance, and all
that |
“Heart
of Mathematics”, Ch. 7 (continued) |
|
8 |
Mon.
2/18 |
Statistics
IV: Binomial and Normal
Distributions |
“Hear
of Mathematics”, Ch. 7 (continued) |
|
9 |
Wed.
2/20 |
Review
for 1st Exam |
None |
|
10 |
Mon.
2/25 |
Weismann:
The Chromosome and its Fate |
Weismann,
“The Germ-Plasm: A Theory
of Heredity” (in Reading Packet). |
|
11 |
Wed.
2/27 |
Morgan
I: Sex Linked Traits
|
Morgan,
“Sex Limited Inheritance in Drosophila” (in Reading Packet); Ridley,
“Conflict” (in “Genome”). |
|
12 |
Mon.
3/4 |
Morgan
II: Sex Linked Traits
(continued) |
Morgan
(continued). |
|
13 |
Wed.
3/6 |
Sturtevant
I: The Relation Between
Different Genes |
Sturtevant,
“The Linear Arrangement of Six Sex-Linked Factors in Drosophila, as
Shown by Their Mode of Association” (in Reading Packet) |
|
14 |
Mon.
3/11 |
Sturtevant
II: The Relation Between
Different Genes (continued) |
Sturtevant
(continued) |
|
15 |
Wed
3/13 |
Lederberg
I: Natural Selection in
Action: Gene Mutations as the
“Missing Link” in Darwin’s Theory of Natural Selection |
Lederberg
and Lederberg, “Replica Planting and Indirect Selection of Bacterial
Mutants” (in Reading Packet) |
|
16 |
Mon.
3/25 |
Lederberg
II: Natural Selection in
Action (continued) |
Lederberg
and Lederberg (continued) |
|
17 |
Wed.
3/27 |
Watson
& Crick I: The Discovery
of the Double Helix Structure of the DNA |
Watson,
“The Double Helix” (Norton). Including
the articles printed at the end of the book. |
|
18 |
Mon.
4/1 |
Watson
& Crick II: The Discovery
of the Structure of DNA (continued) |
Watson
(continued) |
|
19 |
Wed.
4/3 |
Review
for 2nd Exam |
None |
|
20 |
Mon.
4/8 |
Jacob
& Monod: The Regulation
of Gene Expression |
Ptashne
and Gilbert, “Genetic Repressors”; Jacob and Monod, “Genetic
Regulatory Mechanism in the Synthesis of Proteins” (in reading packet). |
|
21 |
Wed.
4/10 |
Kandel
I: Learning and the Single
Synapse: Learning as a
Neurobiological Phenomena |
Kandel,
“Nerve Cells and Behavior”; “Habituation and Dishabituation of the
Gill-Withdrawal Reflex in Aplysia” (in reading packet).
Ridley, “Intelligence” (in “Genome”) |
|
22 |
Mon.
4/15 |
Kandel
II: Learning and the Single
Synapse (continued) |
Kandel,
“Neuronal Correlates of Habituation and Dishabituation of the
Gill-Withdrawal Reflex in Aplysia” (in reading packet). |
|
23 |
Wed.
4/17 |
Kandel
III: Learning and the Single
Synapse (continued) |
Kandel,
“Neural Mechanisms of Habituation and Dishabituation of the
Gill-Withdrawal Reflex in Aplysia” |
|
24 |
Mon.
4/22 |
Kandel
IV: Learning and the Single Synapse (continued) |
Kandel,
“Long-Term Habituation of a Defensive Withdrawal Reflex in Aplysia”
(in reading packet). |
|
25 |
Wed.
4/24 |
Kandel
V: Learning and the Single Synapse (continued) |
Kandel,
“Long-Term Habituation of a Defensive Withdrawal Reflex in Aplysia”
(in reading packet). |
|
26 |
Mon.
4/29 |
Amsel
I: Ethical Dilemmas in Gene
Therapy |
Amsel,
“Genetic Dilemmas in Primary Care” (Video).
Ridley, “Eugenics” (in “Genome”). |
|
27 |
Wed.
5/1 |
Amsel
II: Ethical Dilemmas in Gene
Therapy (continued) |
Collins,
“Medical and Societal Consequences of the Human Genome Project” (in
reading packet). |
|
28 |
Mon.
5/6 |
Review
for Final |
None |