Biology Notes Form 3 Download

The A&S Graduate Student Independent Study/Research form can be found here: This form should be completed by the student and instructor and then e-mailed to the Biology Director of Graduate Studies before the beginning of the appropriate semester.

NOTE ABOUT FILLING IN PDF FORMS ELECTRONICALLY: browser-based PDF readers won't save your entries or allow electronic signatures. Electronic PDF form data can be reliably saved if you download the form and fill out with with Acrobat Reader. For more detailed information on filling in PDF forms, see this video.

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Listed below are links to various forms, which you might find useful. Some forms are fillable PDFs: please download the form, fill it out electronically in Adobe if possible, save, and send by email.

Listed below are several commonly used forms and handouts that are available electronically or as hard copies in the Dept. of Biological Sciences and the University of Pittsburgh as indicated below. Click on the highlighted links to access electronic versions of forms.

If you need a professional school requirement options (A&P, Microbiology, and Medical Terminology) we recommend you review the options on this handout. Contact the Biological Sciences Advisors with any questions.

The easiest way to take notes using the Cornell method is to use a simple piece of lined notebook paper. The notebook paper is divided into three sections: Cues or Questions, Details, and Summary. In the first column, students can write essential questions from the lecture or vocabulary words to define. In the details column, elaborating notes are written that pertain to the cues/questions. The final section, summary, provides a generalized explanation of the content on the page. Students can also add a title at the top to describe the content of the page. Images, doodles, and graphs are also helpful additions that can be included in the details column.

Although the Cornell Method may seem rigid, there are actually a lot of ways for students to individualize the pages for their own needs. Using color helps students remember content more quickly and allows them to clearly see important information like vocabulary words. Doodles and visual cues are also helpful in memorization. When discussing chemical reactions, anatomical structures, or processes, students can easily add these to the right side of the page.

The Biology Department cares about you and your needs. We would like to hear from you. The confidential C.A.R.E.S. (Courtesy, Accountability, Responsiveness, Efficiency & Service) Form is a document created for you to interact directly with the Biology Department Chair, who will work diligently to assist in resolving any issues with a specific class faculty, or staff. Once the form is completed and submitted, the Biology Department Chairperson will contact you directly with next steps. Please note: This is a confidential form that is sent directly to the Chairperson.

Please be sure to complete the override form for the specific course that you are requesting. Be sure to include all information requested on the form before submitting. Overrides are reviewed on Friday afternoon. An override submitted after 3pm on Friday will be reviewed the following Friday.

Please note: The Biology Department does all that it can to ensure that students are able to enroll in the course(s) they are requesting. However, completion of an override form does not guarantee that approval will be granted.

The Biology B.A. program also has a solid foundation in biology, but allows more flexibility in course selection by removing some of the chemistry and quantitative requirements that characterize the B.S. program. Thus, students in the B.A. program can either add more depth and focus around a sub-discipline or have more breadth, either within the biology curriculum or by taking advantage of the B.A. elective options. Many students use this flexibility to allow them to either double major or explore other subjects of interest outside of the Biology Department.

First, Biology B.S. majors need to plan how to fulfill their Introductory Physics requirement. Most students will study abroad during their junior year and this is also a time in the curriculum when B.S. majors are completing their Physics Requirement. Since Introductory Physics is a two-semester sequence, students will need to wait until their senior year to complete the requirement or they make take a calculus-based Physics course over the summer, with department approval. Pre-Med students should be aware that delaying Physics until their senior year may also mean delaying the MCAT. Please see further information from the Pre-Medical Program about Studying Abroad.

Second, both B.S. and B.A. majors should plan out their biology electives to make sure they will complete the necessary electives for graduation. The Biology department allows majors to carry over a maximum of one biology elective for each semester that they are abroad.

Students should get their biology courses approved in the Biology office before they go abroad by completing a course approval form. Courses will not be substituted until your return and the transcript has been received by Boston College. Pre-departure approval is highly recommended for the guarantee of substitution.

Yes, students can take either a biology course or a co-requisite course (Chemistry, Math, or Physics) in a summer session. Courses should be pre-approved by the individual department before registering for a summer course. Students may count a maximum of ONE outside (non-BC) 3000+ biology course (or its equivalent) and a maximum of two BC summer session biology courses toward the major or the minor. Summer classes must be taken at a four-year college or university. University Student Services also provides additional details about summer courses on their Academic Policies page

Introduction to Physiology (BIOL 3030) is a freshman/sophomore course with broad, comprehensive coverage of physiology. This course has a pre-requisite of BIOL 2000 (Molecules and Cells) and is specifically designed for students in the pre-medical program (biology majors and non-majors). This course does not have a laboratory.

Though the Pre-Health Program is a program of study that does not require a specific major, the Biology Department offers access to their advising resources and guides. For further information about the specific needs of your pre-health track, please visit the Pre-Health Department.

Anatomy and Physiology:

Many post-graduate allied health professions require an A&P sequence, often with accompanying labs. Biology majors will not be given permission to take the A&P sequence through the nursing program. Rather, biology majors should enroll in Human Anatomy with Lab (BIOL 4260) and Human Physiology with Lab (BIOL 4330). Both of these courses are biology electives and are best taken in sequence.

Microbiology:

Microbiology (BIOL 4140) is a biology elective. This course has an associated lab BIOL 4150 (Microbiology Labratory); it is an optional part of the course and earns the student one credit. Alternatively, students needing a laboratory can enroll in the Microbiology Lab for Health Professionals (BIOL 2210). Since the BIOL 2210 lab is not offered in the same semester as BIOL 4140, biology majors can take this lab before or after taking BIOL 4140, with department permission.

While most studies of biomolecular phase separation have focused on the condensed phase, relatively little is known about the dilute phase. Theory suggests that stable complexes form in the dilute phase of two-component phase-separating systems, impacting phase separation; however, these complexes have not been interrogated experimentally. We show that such complexes indeed exist, using an in vitro reconstitution system of a phase-separated organelle, the algal pyrenoid, consisting of purified proteins Rubisco and EPYC1. Applying fluorescence correlation spectroscopy (FCS) to measure diffusion coefficients, we found that complexes form in the dilute phase with or without condensates present. The majority of these complexes contain exactly one Rubisco molecule. Additionally, we developed a simple analytical model which recapitulates experimental findings and provides molecular insights into the dilute phase organization. Thus, our results demonstrate the existence of protein complexes in the dilute phase, which could play important roles in the stability, dynamics, and regulation of condensates.

We first set out to quantitatively measure EPYC1-Rubisco interactions. Interactions between EPYC1 and Rubisco had been studied using immunoprecipitation15, yeast two-hybrid21, and phase separation assays18 (Fig. 1), but key quantitative information including the dissociation constant Kd and complex composition is still lacking. Here, we used fluorescence correlation spectroscopy (FCS) to look for small EPYC1-Rubisco complexes in the dilute phase (Fig. 2).

To perform an FCS experiment, samples are placed inside a chamber with a bottom coverslip surface. In practice, we noted that EPYC1 protein has an unusually-high tendency to adsorb or nucleate on coverslip surfaces (Supplementary Fig. 2), even on surfaces receiving canonical modifications for single-molecule experiments, including polyethylene glycol (PEG), polyelectrolyte multilayer or detergent24 (Supplementary Fig. 2). EPYC1 aggregation on these surfaces interfered with accurate correlation analysis. We, therefore, developed a new protocol based on electrostatically pre-coated polyethyleneimine-graft-polyethylene glycol (PEI-g-PEG, Methods) and found it to produce a surface that completely eliminates EPYC1 aggregation while alleviating (although not completely suppressing) Rubisco adsorption (Supplementary Fig. 2, Supplementary Note 1 and Methods). We performed all the imaging and FCS experiments using this improved protocol. 2351a5e196