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In biological classification, class (Latin: classis) is a taxonomic rank, as well as a taxonomic unit, a taxon, in that rank. It is a group of related taxonomic orders.[a] Other well-known ranks in descending order of size are life, domain, kingdom, phylum, order, family, genus, and species, with class ranking between phylum and order.

The class as a distinct rank of biological classification having its own distinctive name (and not just called a top-level genus (genus summum)) was first introduced by the French botanist Joseph Pitton de Tournefort in his classification of plants that appeared in his Elments de botanique, 1694.

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In the first edition of his Systema Naturae (1735),[2] Carl Linnaeus divided all three of his kingdoms of Nature (minerals, plants, and animals) into classes. Only in the animal kingdom are Linnaeus's classes similar to the classes used today; his classes and orders of plants were never intended to represent natural groups, but rather to provide a convenient "artificial key" according to his Systema Sexuale, largely based on the arrangement of flowers. In botany, classes are now rarely discussed. Since the first publication of the APG system in 1998, which proposed a taxonomy of the flowering plants up to the level of orders, many sources have preferred to treat ranks higher than orders as informal clades. Where formal ranks have been assigned, the ranks have been reduced to a very much lower level, e.g. class Equisitopsida for the land plants, with the major divisions within the class assigned to subclasses and superorders.[3]

The class was considered the highest level of the taxonomic hierarchy until George Cuvier's embranchements, first called Phyla by Ernst Haeckel,[4] were introduced in the early nineteenth century.

A revolutionary expansion is occurring in our ability to understand the structure and function of living organisms at the cellular and molecular levels, and the traditional lines that used to demarcate the areas of genetics, biochemistry, microbiology, and cell physiology have dissolved, particularly in the research laboratory. Students may also take Biology courses or major in Biology at Bryn Mawr College.

Introduction to Life Sciences is a first-year experience course designed to assist students interested in any career related to biological/life sciences in the development of the behaviors and strategies required for college-level academic inquiry and college success. The course introduces the scientific method, including critical thinking, problem-solving, and data interpretation as well as effective communication and academic integrity. Students must demonstrate classroom behaviors associated with success (attendance, punctuality, participation) and develop college preparedness skills (such as time management, reading and note taking for comprehension, study methods, and test taking strategies). Students in the Biological Sciences AA program will be required to enroll in BIOL 100 within the first 18 credits.

This is an introductory course in the field of forensic science with a focus on forensic biology. Little or no prior knowledge of science is required; lectures and assigned readings will supply enough background information to enable the student to understand topics and techniques used in forensic science. This course will cover several disciplines within forensic biology and expose the student to the breadth of the field of forensic science. In doing so, students will gain a basic understanding of the capabilities and limitations of the forensic sciences as they are presently practiced in the field.

This course is designed to provide students with an introduction to the general concepts of biology, including the chemical and cellular organization of living things, metabolism, cell division, traditional and molecular genetics, evolution and ecology.

This course is designed to provide students with an understanding of the diversity of plant and animal life, and animal behavior. This is the second of two courses in the General Biology series. These courses are designed for the non-biology major.

Human physiology and biochemistry are studied systematically in lectures while anatomy is stressed in laboratory experiences requiring extensive dissection. This two semester sequence follows the recommendations of the Human Anatomy and Physiology Society. BIOL 109 is designed for students who have had high school biology and chemistry within 10 years or who have passed BIOL 106. BIOL 109 with a "C" or better is a prerequisite for BIOL 110.

Students explore the relationships that exist between living things and their environment, with emphasis on many of the biotic and abiotic factors that contribute to environmental health and persistence. Participation in field experiences outside the regularly scheduled class and laboratory is required.

100 (1) Pre-Health Professions Orientation. An introduction to the health professions for freshman and transfer students planning to seek admission to health professions schools such as medicine, dentistry, optometry, podiatry, pharmacy, and physical therapy. Not applicable for credit toward a major or minor in biology; may be used as a general elective. (Fall)

101 (4) Introductory Biology. Cell biology, genetics, evolution, diversity, and ecology, with emphasis on examples that relate to humans. This course may not be used to satisfy the requirements for a major or minor in biology. Three class periods; one 2-hour laboratory period per week. (Fall, Spring, Summer).

102 (4) Human Biology. Structure and function of all organ systems in humans, including disease. Fundamental chemical and biological concepts from the cellular to organismal level. Three class periods; one 2-hour laboratory period per week. (Fall, Spring).

111 (4) Principles of Biology. The chemical basis of life, cell structure and function, metabolism, and genetics. Designed for biology and other science majors or minors. Three class periods; one 2-hour laboratory period per week. (Fall, Spring)

112 (4) Principles of Biology. Evolution, diversity, and ecology of organisms. Designed for biology and other science majors or minors. Three class periods; one 2-hour laboratory period per week. Prerequisite: BI 111. (Fall, Spring)

200W (2) Biological Literature. Training in locating and utilizing biological information in the technical literature and in writing a scientific paper. One class period per week plus additional library assignments. Prerequisite: BI 112. (Fall, Spring, Summer)

241 (4) Human Anatomy and Physiology I. Structure and physiology of the human body, with emphasis on the integumentary, skeletal, muscular, endocrine, and nervous systems. This course may not be used to satisfy the requirements for a major or minor in biology. Three class periods; one 2-hour laboratory period per week. Prerequisite: BI 101 with a grade of C or higher or BI 111. (Fall, Spring, Summer)

242 (4) Human Anatomy and Physiology II. A continuation of Biology 241, with emphasis on the digestive, circulatory, excretory, respiratory, and reproductive systems. This course may not be used to satisfy the requirements for a major or minor in biology. Three class periods; one 2-hour laboratory period per week. Prerequisite: BI 241 with a grade of C or higher. (Fall, Spring, Summer)

306 (4) Genetics. The basic principles of heredity and their significance in the development and function of organisms. Three class periods; one 3-hour laboratory period per week, plus additional assignments. Prerequisites: BI 112; CH 111. (Fall, Spring)

307 (4) Microbiology. Fundamentals of microbiology including a study of the history of microbiology, cell structure, physiology and growth, clinical significance, taxonomy and genetics, and ecology of microorganisms and their effects on humans and their environment. Emphasis will be placed on the bacteria, but viruses, fungi, protistans, and protozoans will also be discussed. Three class periods; one 2-hour laboratory period per week. Prerequisite: BI 112; CH 111. (Fall, Spring, Summer)

310 (4) Comparative Vertebrate Morphology. Anatomy of selected vertebrates with emphasis on the functional aspects of homologous structures. Two class periods; two 2-hour laboratory periods per week. Prerequisite: BI 112. (Fall, odd-numbered years)

311 (4) Animal Physiology. The basic physiological processes of animals. Three class periods; one 3-hour laboratory period per week. Prerequisites: BI 112; CH 112, 112L; BI 310 is recommended. (Spring)

312 (3) Evolution. Principles of evolution, including natural selection, speciation, adaptation, and phylogeny. Three class periods per week. Prerequisite: BI 112; BI 200W. (Fall, Spring)

340 (4) Invertebrate Zoology. The morphology, phylogeny, ecology, and adaptive diversity of invertebrates. Two class periods; two 2-hour laboratory periods per week. Prerequisite: BI 112. (Fall)

341 (4) Natural History of the Vertebrates. A survey of chordates, with emphasis on their phylogeny, classification, general characteristics, life histories, behavior, and distribution. Laboratory will include field work, collection, and identification of local vertebrates. Three class periods; one 3-hour laboratory period per week. Prerequisite: BI 112. (Spring)

362 (4) Non-Vascular Plants. A survey of algae, fungi, and bryophytes, with emphasis on reproduction, morphology, taxonomy, and evolution. Three class periods; one 3-hour laboratory period per week. Prerequisite: BI 112. (Spring)

363 (4) Vascular Plants. A survey of ferns, fern allies, gymnosperms, and flowering plants, with emphasis on reproduction, morphology, taxonomy, and evolution. Three class periods; one 2-hour laboratory period per week. Prerequisite: BI 112. (Fall) ff782bc1db