Hampshire College
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Natural Science Course Web Sites
Fall Term 2008 Courses
Sustainable Living
(NS-0107)
In this course our conversation will take the form of critical inquiry into current popular notions of sustainable fuel, fiber, food and shelter. Can biomass fuel replace fossil fuel and with what consequences? Will local farms supplant mega-foodmarts? Can we find ways to locally integrate our life support systems, balancing human needs and the services provided by the ecosystems we occupy? Through lectures, readings, class discussions, debates and projects we will critically examine innovative "green" technologies, using our own locale as a classroom, and gaining observational and analytical skills in the process. PRJ, PRS, QUA, REA, WRI
Go to the course website.
(NS-0107)
In this course our conversation will take the form of critical inquiry into current popular notions of sustainable fuel, fiber, food and shelter. Can biomass fuel replace fossil fuel and with what consequences? Will local farms supplant mega-foodmarts? Can we find ways to locally integrate our life support systems, balancing human needs and the services provided by the ecosystems we occupy? Through lectures, readings, class discussions, debates and projects we will critically examine innovative "green" technologies, using our own locale as a classroom, and gaining observational and analytical skills in the process. PRJ, PRS, QUA, REA, WRI
Go to the course website.
Culturing the Unculturable
(NS-0119)
It is estimated that greater than 99% of the approximately one billion different species of microorganisms on Earth remain uncultivated in the laboratory and therefore mostly unknown. This vast bacterial diversity poses a major challenge for microbiologists to understand their ecological significance and role in the biosphere. Although these organisms are sometimes referred to as "unculturable" recent advances in biotechnology and creative thinking about culturing techniques has begun to shed light on this mysterious majority. We will explore these "uncultured" microorganisms through intensive, laboratory-based research projects and readings from the primary research literature. In the laboratory students will have the opportunity to use their knowledge and creativity in pursuit of bringing previously unknown microorganisms into culture.
Go to the course website.
(NS-0119)
It is estimated that greater than 99% of the approximately one billion different species of microorganisms on Earth remain uncultivated in the laboratory and therefore mostly unknown. This vast bacterial diversity poses a major challenge for microbiologists to understand their ecological significance and role in the biosphere. Although these organisms are sometimes referred to as "unculturable" recent advances in biotechnology and creative thinking about culturing techniques has begun to shed light on this mysterious majority. We will explore these "uncultured" microorganisms through intensive, laboratory-based research projects and readings from the primary research literature. In the laboratory students will have the opportunity to use their knowledge and creativity in pursuit of bringing previously unknown microorganisms into culture.
Go to the course website.
Human Biology
(NS-0121)
Students in this course will learn about the biological function of selected human organs and systems through the study of actual medical cases. Not all human systems will be covered, but students will gain a good understanding of how diseases affect the body and how they are diagnosed. Working in small teams, students will develop diagnoses for medical cases through reviewing descriptions of patient histories, physical exams, and laboratory findings. A human biology text, medical texts on reserve, and Internet resources will help students track down information they need to solve these medical mysteries. Students will also learn to find and read scientific research articles on topics of their choosing and will learn to write analytical reviews of these articles. These reviews will form the basis of final papers in which students choose particular diseases or treatments to investigate in detail and present their findings to the class. PRJ, PRS, QUA, REA, WRI
Go to the course website.
(NS-0121)
Students in this course will learn about the biological function of selected human organs and systems through the study of actual medical cases. Not all human systems will be covered, but students will gain a good understanding of how diseases affect the body and how they are diagnosed. Working in small teams, students will develop diagnoses for medical cases through reviewing descriptions of patient histories, physical exams, and laboratory findings. A human biology text, medical texts on reserve, and Internet resources will help students track down information they need to solve these medical mysteries. Students will also learn to find and read scientific research articles on topics of their choosing and will learn to write analytical reviews of these articles. These reviews will form the basis of final papers in which students choose particular diseases or treatments to investigate in detail and present their findings to the class. PRJ, PRS, QUA, REA, WRI
Go to the course website.
Sex, Death, and Teeth: Life Stories Recorded in Teeth
(NS-0137)
In this project-focused course we will research how teeth provide insights into health, nutrition, diet, and origins. Teeth develop in utero and during early life, and then are nearly inert. Because teeth grow somewhat like trees (teeth also have growth rings), one can use teeth as windows onto past lifetimes and geological times. We will learn how to read the record of nutrition and health from tooth size, shape and chemistry. Examples of hands-on projects include gender differences in prenatal nutrition among the Maya, lead pollution in contemporary Egypt and Mexico, and the geographic origin of enslaved Africans. This course is particularly recommended for students with interests in anthropology, archaeology, public health, and nutrition. MCP, PRJ, PRS, QUA, WRI
Go to the course website.
(NS-0137)
In this project-focused course we will research how teeth provide insights into health, nutrition, diet, and origins. Teeth develop in utero and during early life, and then are nearly inert. Because teeth grow somewhat like trees (teeth also have growth rings), one can use teeth as windows onto past lifetimes and geological times. We will learn how to read the record of nutrition and health from tooth size, shape and chemistry. Examples of hands-on projects include gender differences in prenatal nutrition among the Maya, lead pollution in contemporary Egypt and Mexico, and the geographic origin of enslaved Africans. This course is particularly recommended for students with interests in anthropology, archaeology, public health, and nutrition. MCP, PRJ, PRS, QUA, WRI
Go to the course website.
Biotechnology for Beginners
(NS-0143)
Organisms on Earth have found solutions for a number of our problems. Need to breakdown some toxic waste? Pseudomonas can do that. Need large quantities of some chemical compound such as insulin? Convince yeast to produce it. Heart cells damaged? Let stem cells grow to replace them. Need alcohol to run a car? Sugar cane makes great raw material for fermentation. Increasingly, we are using living organisms and their capabilities to achieve our technological goals. Biotechnology is the science that joins biology with technological and commercial development. This course will present a broad survey into how biotechnology can and will be applied across many aspects of our lives. We will look at major aspects of this field: food production and modification, genetic engineering, medicine, environmental remediation, cellular factories, transgenic animals, and the human genome. Additionally, we will evaluate how biotechnology is making our lives better (and worse). All students are expected to write three essays from the original literature and to lead one class. Students are encouraged to work in small groups on their research projects. During the seminar we will spend time thinking and working on the skills needed for successful college-level work: reading, study habits, seminar skills, and writing. PRJ PRS QUA, REA, WRI
Go to the course website.
(NS-0143)
Organisms on Earth have found solutions for a number of our problems. Need to breakdown some toxic waste? Pseudomonas can do that. Need large quantities of some chemical compound such as insulin? Convince yeast to produce it. Heart cells damaged? Let stem cells grow to replace them. Need alcohol to run a car? Sugar cane makes great raw material for fermentation. Increasingly, we are using living organisms and their capabilities to achieve our technological goals. Biotechnology is the science that joins biology with technological and commercial development. This course will present a broad survey into how biotechnology can and will be applied across many aspects of our lives. We will look at major aspects of this field: food production and modification, genetic engineering, medicine, environmental remediation, cellular factories, transgenic animals, and the human genome. Additionally, we will evaluate how biotechnology is making our lives better (and worse). All students are expected to write three essays from the original literature and to lead one class. Students are encouraged to work in small groups on their research projects. During the seminar we will spend time thinking and working on the skills needed for successful college-level work: reading, study habits, seminar skills, and writing. PRJ PRS QUA, REA, WRI
Go to the course website.
Human Gene Therapy
(NS-0148)
This seminar should be useful and provocative to all students thinking about careers in health related fields. In the past twenty years, an explosion of techniques in molecular biology has led to the promise of curing human genetic disease by gene transplantation. We will examine this promise and the risks in this technology, first by reading The Baby Business by Debra Spar and The Misunderstood Gene by Michel Morange and second by learning to read the original literature in this field. All students are expected to write three essays from the original literature and to lead one class. During the seminar we will spend time thinking and working on the skills needed for successful college-level work: reading, study habits, seminar skills, and writing. PRJ PRS QUA, REA, WRI
Go to the course website.
(NS-0148)
This seminar should be useful and provocative to all students thinking about careers in health related fields. In the past twenty years, an explosion of techniques in molecular biology has led to the promise of curing human genetic disease by gene transplantation. We will examine this promise and the risks in this technology, first by reading The Baby Business by Debra Spar and The Misunderstood Gene by Michel Morange and second by learning to read the original literature in this field. All students are expected to write three essays from the original literature and to lead one class. During the seminar we will spend time thinking and working on the skills needed for successful college-level work: reading, study habits, seminar skills, and writing. PRJ PRS QUA, REA, WRI
Go to the course website.
Agriculture, Ecology, and Society
(NS-0150)
This course will examine agriculture as a set of ecological systems and issues, including related social aspects. It refers to ecology in both the sense of interactions between organisms (e.g., crops and pests) and their environment, and in the larger-scale sense of environmental impacts. A broad range of topics will include crop pests, pesticides and alternative methods of pest control, soil erosion vs. conservation, agricultural inputs and water pollution, the problems of local farmers and of developing countries in food production, the advantages of buying local, community-supported agriculture (CSA), and more. Students will spend time in the field at our own Hampshire College farm and CSA, as well as visit some nearby farms. The course work will consist of readings, discussion, short assignments, field work, and group and independent projects. PRJ, QUA, REA, WRI
Go to the course website.
(NS-0150)
This course will examine agriculture as a set of ecological systems and issues, including related social aspects. It refers to ecology in both the sense of interactions between organisms (e.g., crops and pests) and their environment, and in the larger-scale sense of environmental impacts. A broad range of topics will include crop pests, pesticides and alternative methods of pest control, soil erosion vs. conservation, agricultural inputs and water pollution, the problems of local farmers and of developing countries in food production, the advantages of buying local, community-supported agriculture (CSA), and more. Students will spend time in the field at our own Hampshire College farm and CSA, as well as visit some nearby farms. The course work will consist of readings, discussion, short assignments, field work, and group and independent projects. PRJ, QUA, REA, WRI
Go to the course website.
Natural History of the Connecticut River Valley
(NS-0166)
Glaciers, continental collisions, and 10,000 years of human occupation have left their marks on the Hampshire environment. In this course students will learn how to decode the records these transformations have left in the landscape and learn to visualize and predict the changes currently taking place. While students will read and discuss a variety of articles, the focus of the course will be our own observations and questions growing out of a weekly field trip. Students will be expected to learn the common trees and shrubs of the area, the major ecosystems, and the geological and human history of the landscape. Students will be expected to keep a nature journal and to write up a careful report on each week's field trip. In addition, each student will do a lengthier project of his/her choosing.
Go to the course website.
(NS-0166)
Glaciers, continental collisions, and 10,000 years of human occupation have left their marks on the Hampshire environment. In this course students will learn how to decode the records these transformations have left in the landscape and learn to visualize and predict the changes currently taking place. While students will read and discuss a variety of articles, the focus of the course will be our own observations and questions growing out of a weekly field trip. Students will be expected to learn the common trees and shrubs of the area, the major ecosystems, and the geological and human history of the landscape. Students will be expected to keep a nature journal and to write up a careful report on each week's field trip. In addition, each student will do a lengthier project of his/her choosing.
Go to the course website.
Sustainable Technology
(NS-0181)
The structures and systems of the Hampshire Campus have both obvious and subtle effects on our lives as individuals and as a community. In addition, their design, construction, functioning, maintenance and eventual disposal have long-term effects on the environment and the local and global ecology. We will use these systems to examine a number of ways in which technological decisions can be evaluated in a larger context, and in so doing, develop tools for evaluating proposals for "greening" our campus. Students will work problem sets, write two papers, read and present original literature to the class, and develop original projects in fields of interest. Evaluations will be based on class participation, problem sets and papers, class presentations and a report on the final project. PRJ, PRS, REA, QUA
Go to the course website.
(NS-0181)
The structures and systems of the Hampshire Campus have both obvious and subtle effects on our lives as individuals and as a community. In addition, their design, construction, functioning, maintenance and eventual disposal have long-term effects on the environment and the local and global ecology. We will use these systems to examine a number of ways in which technological decisions can be evaluated in a larger context, and in so doing, develop tools for evaluating proposals for "greening" our campus. Students will work problem sets, write two papers, read and present original literature to the class, and develop original projects in fields of interest. Evaluations will be based on class participation, problem sets and papers, class presentations and a report on the final project. PRJ, PRS, REA, QUA
Go to the course website.
Geological Controversies
(NS-0194)
Did a meteorite wipe out the dinosaurs? Will increases in "greenhouse" gases cause global warming? Do continents really drift across the face of Earth? How do scientists come up with these theories anyway? In this course, we will read primary literature about past and present geological controversies to learn how scientists develop, test, and modify scientific hypotheses. We will see how scientific ideas are shaped by academic debates at meetings and in scientific journals and the influence of social and political values of the times. We will also gain an appreciation of the analytical and creative skills exemplified by past and present successful scientists from different cultures. Students will research in depth two controversies of their choice and share written and oral presentations with the class. PRJ, PRS, QUA, REA, WRI
Go to the course website.
(NS-0194)
Did a meteorite wipe out the dinosaurs? Will increases in "greenhouse" gases cause global warming? Do continents really drift across the face of Earth? How do scientists come up with these theories anyway? In this course, we will read primary literature about past and present geological controversies to learn how scientists develop, test, and modify scientific hypotheses. We will see how scientific ideas are shaped by academic debates at meetings and in scientific journals and the influence of social and political values of the times. We will also gain an appreciation of the analytical and creative skills exemplified by past and present successful scientists from different cultures. Students will research in depth two controversies of their choice and share written and oral presentations with the class. PRJ, PRS, QUA, REA, WRI
Go to the course website.
Pollution and our Environment
(NS-0195)
This course will explore environmental pollution problems covering four major areas: the atmosphere, the hydrosphere, the biosphere, and energy issues. Several controversial topics, including acid rain, automobile emission, ozone layer depletion, mercury, lead and cadmium poisoning, pesticides, solid waste disposal, and problems of noise and thermal pollution will be addressed. We will emphasize some of the environmental issues affecting our immediate community, as well as those in developing nations. We will also do several project-based labs, gain understanding of scientific methodology, and learn how to write scientific research reports. Students are expected to engage in scientific inquiry and to view their investigations in broader context, gain a clear sense of scientific process, and to develop quantitative, oral and written communication skills. Class participation, satisfactory work on the required class projects, literature critiques, and laboratory/field reports are required for evaluation. PRJ, PRS, QUA, REA, WRI
Go to the course website.
(NS-0195)
This course will explore environmental pollution problems covering four major areas: the atmosphere, the hydrosphere, the biosphere, and energy issues. Several controversial topics, including acid rain, automobile emission, ozone layer depletion, mercury, lead and cadmium poisoning, pesticides, solid waste disposal, and problems of noise and thermal pollution will be addressed. We will emphasize some of the environmental issues affecting our immediate community, as well as those in developing nations. We will also do several project-based labs, gain understanding of scientific methodology, and learn how to write scientific research reports. Students are expected to engage in scientific inquiry and to view their investigations in broader context, gain a clear sense of scientific process, and to develop quantitative, oral and written communication skills. Class participation, satisfactory work on the required class projects, literature critiques, and laboratory/field reports are required for evaluation. PRJ, PRS, QUA, REA, WRI
Go to the course website.
Chemistry I
(NS-0202)
In this course students will learn the fundamental chemical concepts of composition and stoichiometry, properties of matter, the gas laws, atomic structure, bonding and molecular structure, and chemical reactions, and energy changes in chemical reactions. A considerable time will be devoted to learn the use of periodic table as a way of predicting the chemical properties of elements. Students will also emphasize on application of those chemical principles to environmental, biological, industrial and day-to-day life situations. No previous background in chemistry is necessary but a working knowledge of algebra is essential both because students will be expected to develop skill in solving a variety of numerical problems and because it is essential for understanding some of the subject matter. In the laboratory, basic skills, and techniques of qualitative and quantitative analysis, use of modern chemical instrumentation will be emphasized. Students will also do two project-based labs, learn to understand the scientific methodology and learn how to write scientific research reports.
Go to the course website.
(NS-0202)
In this course students will learn the fundamental chemical concepts of composition and stoichiometry, properties of matter, the gas laws, atomic structure, bonding and molecular structure, and chemical reactions, and energy changes in chemical reactions. A considerable time will be devoted to learn the use of periodic table as a way of predicting the chemical properties of elements. Students will also emphasize on application of those chemical principles to environmental, biological, industrial and day-to-day life situations. No previous background in chemistry is necessary but a working knowledge of algebra is essential both because students will be expected to develop skill in solving a variety of numerical problems and because it is essential for understanding some of the subject matter. In the laboratory, basic skills, and techniques of qualitative and quantitative analysis, use of modern chemical instrumentation will be emphasized. Students will also do two project-based labs, learn to understand the scientific methodology and learn how to write scientific research reports.
Go to the course website.
Physics I
(NS-0204)
The beginning of a three-semester sequence in Physics, this course will concentrate mainly on mechanics with applications to astronomy. Topics will include, kinematics and dynamics in one and two dimensions, planetary motion, conservation of energy and momentum, rigid bodies and rotation, and relativity. The course is calculus based and makes heavy use of computer modeling to develop realistic examples. It is highly recommended that students take calculus in the same semester that they begin this course. Weekly laboratory/field work is required. The labs are grouped into three major projects. Evaluations will be based on class participation, problem sets, and laboratory project reports.
Go to the course website.
(NS-0204)
The beginning of a three-semester sequence in Physics, this course will concentrate mainly on mechanics with applications to astronomy. Topics will include, kinematics and dynamics in one and two dimensions, planetary motion, conservation of energy and momentum, rigid bodies and rotation, and relativity. The course is calculus based and makes heavy use of computer modeling to develop realistic examples. It is highly recommended that students take calculus in the same semester that they begin this course. Weekly laboratory/field work is required. The labs are grouped into three major projects. Evaluations will be based on class participation, problem sets, and laboratory project reports.
Go to the course website.
Plant Ecology
(NS-0219)
Plants adapt to their biological and physical environments in myriad remarkable ways. In this introduction to plants and the environment we will use readings from the research literature, weekly field trips and projects to explore the plant communities around us. Class will meet twice for seminar discussion and once for field trips and lab work.
Go to the course website.
(NS-0219)
Plants adapt to their biological and physical environments in myriad remarkable ways. In this introduction to plants and the environment we will use readings from the research literature, weekly field trips and projects to explore the plant communities around us. Class will meet twice for seminar discussion and once for field trips and lab work.
Go to the course website.
Peering into the Future
(NS-0225)
In this course we will examine the newest and most promising alternative energy technologies. Semester-long projects using a medium of the student's choice--whether through music, art, fiction writing, drama, journalism, design or invention--will aim to divine or design the future of a cutting-edge technology. We will also explore a number of topics as a class, analyzing and discussing readings on all levels--from magazine articles to research papers?on new developments in biofuels, solar power, hydrogen fuel cells, and energy storage. About half the classes will be devoted to common readings, the other half to developing projects. Students will be evaluated on analysis of readings, class participation and presentations, and their project, which will include a detailed paper on the science behind their topic.This course satisfies Division I distribution requirements. QUA, REA, WRI, EXP, PRJ, PRS
Go to the course website.
(NS-0225)
In this course we will examine the newest and most promising alternative energy technologies. Semester-long projects using a medium of the student's choice--whether through music, art, fiction writing, drama, journalism, design or invention--will aim to divine or design the future of a cutting-edge technology. We will also explore a number of topics as a class, analyzing and discussing readings on all levels--from magazine articles to research papers?on new developments in biofuels, solar power, hydrogen fuel cells, and energy storage. About half the classes will be devoted to common readings, the other half to developing projects. Students will be evaluated on analysis of readings, class participation and presentations, and their project, which will include a detailed paper on the science behind their topic.This course satisfies Division I distribution requirements. QUA, REA, WRI, EXP, PRJ, PRS
Go to the course website.
Science Teaching in Urban Schools
(NS-0231)
This course is intended for concentrators in education, urban studies, science, or math. The National Science Education Standards are premised on a conviction that all students deserve and must have the opportunity to become scientifically literate (Clausner and Alberts, 1996), but the opportunities for students in many urban schools to become scientifically literate are severely limited. These schools may have high teacher turnover, limited or non-existent laboratory facilities and equipment, dated textbooks, and few teachers who themselves have studied science or math. To provide students with the skills and concepts they need to become active participants in their own education, they need hands-on experiences, time to write and reflect, and chances to build academic skills they may lack. Students in this class will work with innovative ways to teach subjects like biology, earth science, or physics with inexpensive or easy to obtain materials. They will work in teams to develop interesting projects designed to engage students in active learning, teach workshops at Hampshire College's Day in the Lab for Middle School Students, and teach public school students in some after school programs.
Go to the course website.
(NS-0231)
This course is intended for concentrators in education, urban studies, science, or math. The National Science Education Standards are premised on a conviction that all students deserve and must have the opportunity to become scientifically literate (Clausner and Alberts, 1996), but the opportunities for students in many urban schools to become scientifically literate are severely limited. These schools may have high teacher turnover, limited or non-existent laboratory facilities and equipment, dated textbooks, and few teachers who themselves have studied science or math. To provide students with the skills and concepts they need to become active participants in their own education, they need hands-on experiences, time to write and reflect, and chances to build academic skills they may lack. Students in this class will work with innovative ways to teach subjects like biology, earth science, or physics with inexpensive or easy to obtain materials. They will work in teams to develop interesting projects designed to engage students in active learning, teach workshops at Hampshire College's Day in the Lab for Middle School Students, and teach public school students in some after school programs.
Go to the course website.
Evolutionary Biology
(NS-0241)
The concept of biological evolution pre-dates Darwin. However, when Darwin presented a provocative mechanism by which evolution works (i.e., natural selection), he catapulted an idea to the forefront of biology that has precipitated nearly 150 years of research into the nature and origin of organic diversity. This course will serve as an introduction to the science of evolutionary biology. We will take a historical look at the development of evolution as a concept and how it has led to the Modern Synthesis in biology and modern research in Evolutionary Biology. We will also investigate how Darwin's "dangerous idea" has infiltrated into different areas of biology as well as public forums such as social Darwinism, evolutionary medicine, and intelligent design.
Go to the course website.
(NS-0241)
The concept of biological evolution pre-dates Darwin. However, when Darwin presented a provocative mechanism by which evolution works (i.e., natural selection), he catapulted an idea to the forefront of biology that has precipitated nearly 150 years of research into the nature and origin of organic diversity. This course will serve as an introduction to the science of evolutionary biology. We will take a historical look at the development of evolution as a concept and how it has led to the Modern Synthesis in biology and modern research in Evolutionary Biology. We will also investigate how Darwin's "dangerous idea" has infiltrated into different areas of biology as well as public forums such as social Darwinism, evolutionary medicine, and intelligent design.
Go to the course website.
Cell Biology
(NS-0247)
If each of us begins as a single cell, how do we end up as such a complex multicellular organism, and how do our cellular communities talk to one another? The study of a single cell will bring us many insights, although equally as many mysteries will arise. Twenty years ago we thought the understanding of the genetic material would reveal many of the answers to life. We now realize that even a single cell is more ingenious and complex than the most powerful computers. We will explore the mystery of replication and natural selection, as well as the importance of cellular communication. The breakdown of the controlled state which results in cancer will also be considered.
Go to the course website.
(NS-0247)
If each of us begins as a single cell, how do we end up as such a complex multicellular organism, and how do our cellular communities talk to one another? The study of a single cell will bring us many insights, although equally as many mysteries will arise. Twenty years ago we thought the understanding of the genetic material would reveal many of the answers to life. We now realize that even a single cell is more ingenious and complex than the most powerful computers. We will explore the mystery of replication and natural selection, as well as the importance of cellular communication. The breakdown of the controlled state which results in cancer will also be considered.
Go to the course website.
Culture and Biology
(NS-0254)
Anything one might think of as biological - blood, bones, brains and much more -- develops and has vitality in interaction with other body parts and processes, external physical and biotic environments, and cultural worlds of social interactions, economies, technologies, and ideologies. How do we think about and explain these interconnections? There are varied theories connecting biology and culture. In sociobiology and related fields, genetic adaptations to a past environment are considered primary determinant of culture and behavior. Conversely, more dialectical and complex biocultural perspectives aims to better understand how the quadruple helix of genes, biological milieus, environments and culture are interpenetrated through developmental and evolutionary processes. We will critically evaluate biocultural theories and approaches in arenas such as the evolution of sex, love and reproductive behavior, the etiology of disease and malnutrition, and "race," gender, personhood and life stage. What is highlighted and what is at stake in each theory?
Go to the course website.
(NS-0254)
Anything one might think of as biological - blood, bones, brains and much more -- develops and has vitality in interaction with other body parts and processes, external physical and biotic environments, and cultural worlds of social interactions, economies, technologies, and ideologies. How do we think about and explain these interconnections? There are varied theories connecting biology and culture. In sociobiology and related fields, genetic adaptations to a past environment are considered primary determinant of culture and behavior. Conversely, more dialectical and complex biocultural perspectives aims to better understand how the quadruple helix of genes, biological milieus, environments and culture are interpenetrated through developmental and evolutionary processes. We will critically evaluate biocultural theories and approaches in arenas such as the evolution of sex, love and reproductive behavior, the etiology of disease and malnutrition, and "race," gender, personhood and life stage. What is highlighted and what is at stake in each theory?
Go to the course website.
Soil Science
(NS-0256)
Aside from being an intriguing topic of study, knowledge of soil science is fundamental to meeting many of the environmental challenges currently facing humanity. This course will include a broad introduction to traditional study of soil formation, including chemical, physical, and biological properties, as well as an exploration of modern issues and problems related to soil functioning, health and sustainability.
Go to the course website.
(NS-0256)
Aside from being an intriguing topic of study, knowledge of soil science is fundamental to meeting many of the environmental challenges currently facing humanity. This course will include a broad introduction to traditional study of soil formation, including chemical, physical, and biological properties, as well as an exploration of modern issues and problems related to soil functioning, health and sustainability.
Go to the course website.
Calculus in Context
(NS-0260)
Calculus provides the language and some powerful tools for the study of change. As such, it is an essential subject for those interested in growth and decay processes, motion, and the determination of functional relationships in general. We will investigate dynamical systems from economics, ecology, epidemiology and physics. Computers are essential tools in the exploration of such processes and will be integral to the course. No previous programming experience is required. Topics will include: 1) dynamical systems, 2) basic concepts of calculus-- rate of change, differentiation, limits, 3) differential equations, 4) computer programming, simulation, and approximation, 5) exponential and circular functions. While the course is self-contained, students are strongly urged to follow it up by taking NS 316 Linear Algebra or Calculus II to further develop their facility with the concepts. Optional evening problem sessions will be available. Regular substantial problem sets will be assigned and will constitute the heart of each student's course work.
Go to the course website.
(NS-0260)
Calculus provides the language and some powerful tools for the study of change. As such, it is an essential subject for those interested in growth and decay processes, motion, and the determination of functional relationships in general. We will investigate dynamical systems from economics, ecology, epidemiology and physics. Computers are essential tools in the exploration of such processes and will be integral to the course. No previous programming experience is required. Topics will include: 1) dynamical systems, 2) basic concepts of calculus-- rate of change, differentiation, limits, 3) differential equations, 4) computer programming, simulation, and approximation, 5) exponential and circular functions. While the course is self-contained, students are strongly urged to follow it up by taking NS 316 Linear Algebra or Calculus II to further develop their facility with the concepts. Optional evening problem sessions will be available. Regular substantial problem sets will be assigned and will constitute the heart of each student's course work.
Go to the course website.
Statistics
(NS-0265)
This course will be an introduction to descriptive and inferential statistics, with examples drawn from the fields of ecology, agriculture, public health, and clinical medicine. The approach will mainly be applied and hands-on; students will complete a workbook of statistical problems, collect and analyze data as a class, design and carry out small individual projects, do weekly problem sets plus revisions, and read and interpret data from the literature. We will learn to use common computer packages for statistical analysis: Excel and Minitab. Topics will include description, estimation, and basic techniques for hypothesis testing: z-scores, t- tests, chi-square, correlation, regression, one- way and two-way analysis of variance, and odds ratios. More advanced techniques such as multi-way ANOVAs and multiple regression will also be briefly noted. We will also discuss the role of statistics in the scientific method and the philosophy of science, although the emphasis of the course will be on practical applications in design and analysis.
Go to the course website.
(NS-0265)
This course will be an introduction to descriptive and inferential statistics, with examples drawn from the fields of ecology, agriculture, public health, and clinical medicine. The approach will mainly be applied and hands-on; students will complete a workbook of statistical problems, collect and analyze data as a class, design and carry out small individual projects, do weekly problem sets plus revisions, and read and interpret data from the literature. We will learn to use common computer packages for statistical analysis: Excel and Minitab. Topics will include description, estimation, and basic techniques for hypothesis testing: z-scores, t- tests, chi-square, correlation, regression, one- way and two-way analysis of variance, and odds ratios. More advanced techniques such as multi-way ANOVAs and multiple regression will also be briefly noted. We will also discuss the role of statistics in the scientific method and the philosophy of science, although the emphasis of the course will be on practical applications in design and analysis.
Go to the course website.
Linear Algebra
(NS-0316)
This course develops the basic geometric, algebraic, and computational foundations of vector spaces and matrices and applies them to a wide range of problems and models. The material will be accessible to students who have taken at least one semester of calculus and is useful to most consumers of mathematics. The course focuses on real finite dimensional vector spaces, although abstract and infinite-dimensional vector spaces will be discussed towards the end of the semester. Applications will be made to computer graphics, environmental models, and physics using tools from differential equations, Fourier series, inner product spaces, and the theory of algorithms. Computers will be used throughout. Problem sets will be assigned for every class. Prereq: Semester of Calculus
Go to the course website.
(NS-0316)
This course develops the basic geometric, algebraic, and computational foundations of vector spaces and matrices and applies them to a wide range of problems and models. The material will be accessible to students who have taken at least one semester of calculus and is useful to most consumers of mathematics. The course focuses on real finite dimensional vector spaces, although abstract and infinite-dimensional vector spaces will be discussed towards the end of the semester. Applications will be made to computer graphics, environmental models, and physics using tools from differential equations, Fourier series, inner product spaces, and the theory of algorithms. Computers will be used throughout. Problem sets will be assigned for every class. Prereq: Semester of Calculus
Go to the course website.
Emergency Preparedness and Public Health
(NS-0338)
Although public health is grounded in scientific inquiry and methods (epidemiology, sociology, psychology, etc.) the actual practice of it is inevitably intertwined with political agendas. The investment in public health emergency preparedness since 9/11 and the subsequent anthrax attacks is illustrative of this relationship. Students will critically investigate the policies driving these investments, the strategies being used to prepare for public health emergencies and whether or not these strategies match current and potential health threats (i.e. through case studies examining the natural and social history of diseases such as influenza). Students will also gain an understanding of several of the core competencies for public health emergency practice and a general familiarity with the profession. The class will be a mix of lecture, discussion, guest presentations and individual and group work. The course is appropriate for upper-level students considering a career in public health or medicine. You may contact the instructor at bwood@schoolph.umass.edu for more information.
Go to the course website.
(NS-0338)
Although public health is grounded in scientific inquiry and methods (epidemiology, sociology, psychology, etc.) the actual practice of it is inevitably intertwined with political agendas. The investment in public health emergency preparedness since 9/11 and the subsequent anthrax attacks is illustrative of this relationship. Students will critically investigate the policies driving these investments, the strategies being used to prepare for public health emergencies and whether or not these strategies match current and potential health threats (i.e. through case studies examining the natural and social history of diseases such as influenza). Students will also gain an understanding of several of the core competencies for public health emergency practice and a general familiarity with the profession. The class will be a mix of lecture, discussion, guest presentations and individual and group work. The course is appropriate for upper-level students considering a career in public health or medicine. You may contact the instructor at bwood@schoolph.umass.edu for more information.
Go to the course website.
Human Gene Therapy
(NS-0348)
This seminar should be useful and provocative to all students thinking about careers in health related fields. In the past twenty years, an explosion of techniques in molecular biology has led to the promise of curing human genetic disease by gene transplantation. We will examine this promise and the risks in this technology, first by reading The Baby Business by Debra Spar and The Misunderstood Gene by Michel Morange and second by learning to read the original literature in this field. All students are expected to write three essays from the original literature and to lead one class. During the seminar we will spend time thinking and working on the skills needed for successful college-level work: reading, study habits, seminar skills, and writing. PRJ PRS QUA, REA, WRI
Go to the course website.
(NS-0348)
This seminar should be useful and provocative to all students thinking about careers in health related fields. In the past twenty years, an explosion of techniques in molecular biology has led to the promise of curing human genetic disease by gene transplantation. We will examine this promise and the risks in this technology, first by reading The Baby Business by Debra Spar and The Misunderstood Gene by Michel Morange and second by learning to read the original literature in this field. All students are expected to write three essays from the original literature and to lead one class. During the seminar we will spend time thinking and working on the skills needed for successful college-level work: reading, study habits, seminar skills, and writing. PRJ PRS QUA, REA, WRI
Go to the course website.
Natural History of Infectious Disease
(NS-0353)
Did you ever wonder why Jewish grandmothers who make gefilte fish from Norwegian sturgeon so frequently are parasitized by tapeworms? Maybe not, but who gets parasitized, when, and by what is highly significant to understanding the history of humankind. In this seminar we will read and think about the failure of modern (Western) medicine to eliminate most of the tropical diseases of Homo sapiens. We will also introduce the workings of Hampshire College. We will read R. S. Desowitz's Federal Bodysnatchers and The New Guinea Virus and Who Gave Pinta to the Santa Maria? and other articles from the medical and scientific literature. Each student, for an evaluation, must write three essays and give one seminar on the public health, medical, social aspects of one of these parasitic diseases (malaria, schistosomiasis, trypanosomiasis, kala-azar, Guinea worm, etc.) focusing on the disease in one particular tropical or subtropical country. You are encouraged to work in small groups on one parasite. All students are expected to participate in the seminar, to write three essays from the original literature, and to lead one seminar. During the seminar we will spend time thinking and working on the skills needed for successful college-level work: reading, study habits, seminar skills, and writing. Students enrolled at the 300 level are expected to help the 100 level students with their work. Collaborative work is expected throughout.
Go to the course website.
(NS-0353)
Did you ever wonder why Jewish grandmothers who make gefilte fish from Norwegian sturgeon so frequently are parasitized by tapeworms? Maybe not, but who gets parasitized, when, and by what is highly significant to understanding the history of humankind. In this seminar we will read and think about the failure of modern (Western) medicine to eliminate most of the tropical diseases of Homo sapiens. We will also introduce the workings of Hampshire College. We will read R. S. Desowitz's Federal Bodysnatchers and The New Guinea Virus and Who Gave Pinta to the Santa Maria? and other articles from the medical and scientific literature. Each student, for an evaluation, must write three essays and give one seminar on the public health, medical, social aspects of one of these parasitic diseases (malaria, schistosomiasis, trypanosomiasis, kala-azar, Guinea worm, etc.) focusing on the disease in one particular tropical or subtropical country. You are encouraged to work in small groups on one parasite. All students are expected to participate in the seminar, to write three essays from the original literature, and to lead one seminar. During the seminar we will spend time thinking and working on the skills needed for successful college-level work: reading, study habits, seminar skills, and writing. Students enrolled at the 300 level are expected to help the 100 level students with their work. Collaborative work is expected throughout.
Go to the course website.
Special Topics in Childhood, Youth, and Learning: An Integrated Division III Seminar
(NS-0356)
This seminar is designed for students pursuing a Division III project on a topic related to childhood, youth, or learning, and is appropriate for students whose primary work is in any of the five schools. We will begin the semester by considering the assumptions, perspectives, and methodologies involved in different disciplinary approaches to work related to childhood, young people, and/or education. Students will help select reading of texts relevant to their area of focus. The remainder of the course will involve students' presentation of works in progress, peer editing, and sharing strategies for completing large independent projects. Assignments will include brief reaction papers, as well as a substantial longer piece of work that could be incorporated into the Division III project. This course is designed for students in the first or second semester of their Division III projects, and can be used as an advanced learning activity.
Go to the course website.
(NS-0356)
This seminar is designed for students pursuing a Division III project on a topic related to childhood, youth, or learning, and is appropriate for students whose primary work is in any of the five schools. We will begin the semester by considering the assumptions, perspectives, and methodologies involved in different disciplinary approaches to work related to childhood, young people, and/or education. Students will help select reading of texts relevant to their area of focus. The remainder of the course will involve students' presentation of works in progress, peer editing, and sharing strategies for completing large independent projects. Assignments will include brief reaction papers, as well as a substantial longer piece of work that could be incorporated into the Division III project. This course is designed for students in the first or second semester of their Division III projects, and can be used as an advanced learning activity.
Go to the course website.
Culture, Brain, and Development: Developmental Psychopathology
(NS-105T)
Until the last 10 years or so Autism, a disorder with known biological correlates, was almost unheard of, why is this disorder suddenly so prevalent? Is it something in our culture? our environment? our genetics? This course will examine developmental psychopathologies such as ADHD, Autism, Conduct Disorder, Tourettes, and others from multiple perspectives. We will examine the role of culture, experience, and brain development in the development of these disorders in children using psychological and neuroscientific perspectives. Students do not need to have any specific background but should be willing to read scientific articles and open to understanding not only the role of culture and society in development but the biological underpinnings as well. Students will be expected to read primary research, write several short papers, as well as complete a course long project that will be presented to the class. This is a course in the Culture, Brain and Development Program. PRJ, REA, WRI
Go to the course website.
(NS-105T)
Until the last 10 years or so Autism, a disorder with known biological correlates, was almost unheard of, why is this disorder suddenly so prevalent? Is it something in our culture? our environment? our genetics? This course will examine developmental psychopathologies such as ADHD, Autism, Conduct Disorder, Tourettes, and others from multiple perspectives. We will examine the role of culture, experience, and brain development in the development of these disorders in children using psychological and neuroscientific perspectives. Students do not need to have any specific background but should be willing to read scientific articles and open to understanding not only the role of culture and society in development but the biological underpinnings as well. Students will be expected to read primary research, write several short papers, as well as complete a course long project that will be presented to the class. This is a course in the Culture, Brain and Development Program. PRJ, REA, WRI
Go to the course website.
Molecules of Farm and Forest
(NS-115T)
This course will explore the natural product chemistry of plants through a combination of classroom, field and lab experiences. We?ll take advantage of both the Farm Center and the richly forested areas on and around Hampshire?s campus to learn about the roles of molecules plants make?from carbohydrates to antioxidants to pigments to toxins?in both the human world and the lives of plants themselves. In lab, we?ll learn to detect, isolate, and characterize natural products and examine some of their properties. In class we will learn to analyze primary literature as well as critically examining articles from the popular press. Students will regularly present readings and lead discussions, as well as completing a full-semester project on a topic of their choice. QUA, REA, WRI, PRJ, PRS
Go to the course website.
(NS-115T)
This course will explore the natural product chemistry of plants through a combination of classroom, field and lab experiences. We?ll take advantage of both the Farm Center and the richly forested areas on and around Hampshire?s campus to learn about the roles of molecules plants make?from carbohydrates to antioxidants to pigments to toxins?in both the human world and the lives of plants themselves. In lab, we?ll learn to detect, isolate, and characterize natural products and examine some of their properties. In class we will learn to analyze primary literature as well as critically examining articles from the popular press. Students will regularly present readings and lead discussions, as well as completing a full-semester project on a topic of their choice. QUA, REA, WRI, PRJ, PRS
Go to the course website.
Environmental Science in the Movies
(NS-138T)
Films and documentaries like "Ice Age" and "Inconvenient Truth" can potentially teach us about environmental issues such as the role of prehistoric Native Americans in megafaunal extinctions 10,000 years ago and future climate change scenarios. But how can we know if these story lines are based on solid science? This question is the basis for this class which will use movies and documentaries as the starting point for discussions and study of a range of environmental science issues. Ecological and environmental topics will include introduced species, climate change ecology, fire and other disturbances, marine overfishing, and effects on 18th century agriculture on the New England landscape. It is important to emphasize that this is a science class and not a course in film criticism. Students will read and analyze primary science articles, work with data, debate different sides of controversial issues, and write numerous short papers. The culmination of the class will be an all-college environmental "movie night" run by the students. PRS, QUA, REA, WRI
Go to the course website.
(NS-138T)
Films and documentaries like "Ice Age" and "Inconvenient Truth" can potentially teach us about environmental issues such as the role of prehistoric Native Americans in megafaunal extinctions 10,000 years ago and future climate change scenarios. But how can we know if these story lines are based on solid science? This question is the basis for this class which will use movies and documentaries as the starting point for discussions and study of a range of environmental science issues. Ecological and environmental topics will include introduced species, climate change ecology, fire and other disturbances, marine overfishing, and effects on 18th century agriculture on the New England landscape. It is important to emphasize that this is a science class and not a course in film criticism. Students will read and analyze primary science articles, work with data, debate different sides of controversial issues, and write numerous short papers. The culmination of the class will be an all-college environmental "movie night" run by the students. PRS, QUA, REA, WRI
Go to the course website.
Terrestrial Ecology and Natural History
(NS-149T)
This course will examine terrestrial ecology and natural history with an emphasis on our area, and studies of the Hampshire fields and forests as well as visits to other local points of interest (e.g., Mount Tom, the Conn. River flood plain, the Quabbin reservoir,?); focusing on birds, arthropods, and plants, but with attention to mammals, herps, geology, etc. We will spend a lot of time outside, as much as possible weather permitting, and combine walking and seeing and learning the local flora and fauna, such as the birds migrating through in the Fall or local trees, with scientific sampling studies of such features as life under logs (e.g., millipedes and red-backed salamanders) or in the canopy (using the Hampshire canopy walkway), or the biodiversity of the Hampshire campus (including quantitative inventories and museumtype collections for display in Cole Science).
Go to the course website.
(NS-149T)
This course will examine terrestrial ecology and natural history with an emphasis on our area, and studies of the Hampshire fields and forests as well as visits to other local points of interest (e.g., Mount Tom, the Conn. River flood plain, the Quabbin reservoir,?); focusing on birds, arthropods, and plants, but with attention to mammals, herps, geology, etc. We will spend a lot of time outside, as much as possible weather permitting, and combine walking and seeing and learning the local flora and fauna, such as the birds migrating through in the Fall or local trees, with scientific sampling studies of such features as life under logs (e.g., millipedes and red-backed salamanders) or in the canopy (using the Hampshire canopy walkway), or the biodiversity of the Hampshire campus (including quantitative inventories and museumtype collections for display in Cole Science).
Go to the course website.
Natural History of Infectious Disease
(NS-153T)
Did you ever wonder why Jewish grandmothers who make gefilte fish from Norwegian sturgeon so frequently are parasitized by tapeworms? Maybe not, but who gets parasitized, when, and by what is highly significant to understanding the history of humankind. In this seminar we will read and think about the failure of modern (Western) medicine to eliminate most of the tropical diseases of Homo sapiens. We will also introduce the workings of Hampshire College. We will read R. S. Desowitz's Federal Bodysnatchers and The New Guinea Virus and Who Gave Pinta to the Santa Maria? and other articles from the medical and scientific literature. Each student, for an evaluation, must write three essays and give one seminar on the public health, medical, social aspects of one of these parasitic diseases (malaria, schistosomiasis, trypanosomiasis, kala-azar, Guinea worm, etc.) focusing on the disease in one particular tropical or subtropical country. You are encouraged to work in small groups on one parasite. All students are expected to participate in the seminar, to write three essays from the original literature, and to lead one seminar. During the seminar we will spend time thinking and working on the skills needed for successful college-level work: reading, study habits, seminar skills, and writing. Students enrolled at the 300 level are expected to help the 100 level students with their work. Collaborative work is expected throughout.
Go to the course website.
(NS-153T)
Did you ever wonder why Jewish grandmothers who make gefilte fish from Norwegian sturgeon so frequently are parasitized by tapeworms? Maybe not, but who gets parasitized, when, and by what is highly significant to understanding the history of humankind. In this seminar we will read and think about the failure of modern (Western) medicine to eliminate most of the tropical diseases of Homo sapiens. We will also introduce the workings of Hampshire College. We will read R. S. Desowitz's Federal Bodysnatchers and The New Guinea Virus and Who Gave Pinta to the Santa Maria? and other articles from the medical and scientific literature. Each student, for an evaluation, must write three essays and give one seminar on the public health, medical, social aspects of one of these parasitic diseases (malaria, schistosomiasis, trypanosomiasis, kala-azar, Guinea worm, etc.) focusing on the disease in one particular tropical or subtropical country. You are encouraged to work in small groups on one parasite. All students are expected to participate in the seminar, to write three essays from the original literature, and to lead one seminar. During the seminar we will spend time thinking and working on the skills needed for successful college-level work: reading, study habits, seminar skills, and writing. Students enrolled at the 300 level are expected to help the 100 level students with their work. Collaborative work is expected throughout.
Go to the course website.
What is a Species?
(NS-168T)
Theodosius Dobzhansky, a prominent evolutionary biologist, wrote "biological classification is simultaneously a man-made system of pigeonholes devised for the pragmatic purpose of recording observations in a convenient manner and an acknowledgment of the fact of organic discontinuity." What does it mean to be a species? How do we define a species and are they even real? How does speciation work? This course will consist of two parts: We will survey definitions of "species" (there are over 20), we will produce our own definition, and we will discuss how speciation works ? when it starts, when it ends, what is required. Additionally, we will explore first-hand the variation of a particularly difficult natural system ? fritillary butterflies ? to evaluate and determine the taxonomic status of this group. Students will read and discuss primary literature, synthesize ideas and data in writing, and develop research projects addressing the species-status of butterflies. PRJ, PRS, QUA, REA, WRI
Go to the course website.
(NS-168T)
Theodosius Dobzhansky, a prominent evolutionary biologist, wrote "biological classification is simultaneously a man-made system of pigeonholes devised for the pragmatic purpose of recording observations in a convenient manner and an acknowledgment of the fact of organic discontinuity." What does it mean to be a species? How do we define a species and are they even real? How does speciation work? This course will consist of two parts: We will survey definitions of "species" (there are over 20), we will produce our own definition, and we will discuss how speciation works ? when it starts, when it ends, what is required. Additionally, we will explore first-hand the variation of a particularly difficult natural system ? fritillary butterflies ? to evaluate and determine the taxonomic status of this group. Students will read and discuss primary literature, synthesize ideas and data in writing, and develop research projects addressing the species-status of butterflies. PRJ, PRS, QUA, REA, WRI
Go to the course website.