E-Term 2014 Bulletin - page 14

Advanced Laboratory Techniques in Biochemistry
William Kittleman
Open To:
Juniors and Seniors
Grading System:
Max. Enrollment: 8
Meeting Times: M Tu WTh 11:00am-12:00pm; 1:30pm-4:30pm
The purpose of this project is to introduce students to advanced biochemical
techniques in a research setting. Students will clone, purify, and characterize
select enzymes from Staphylococcus aureus, the pathogen responsible for
numerous types of hospital-acquired infections. The ultimate goal of this
research is to develop enzyme inhibitors for potential use as therapeutic
agents to battle bacterial infections. Additionally, these enzymes will be
used for (1) in vitro production of iron-binding siderophores for future redox
characterization studies and (2) the chemoenzymatic production of complex
enzyme inhibitors. Students will learn the theory behind biochemical
techniques and also maintain a research notebook. Reference texts will be
provided. Grading will be based on the lab notebook, homework, quizzes,
and a final lab report. By completing this project, chemistry majors will have
their degrees certified by the American Chemical Society (ACS). This project
is also highly recommended for students interested in graduate work in the
biological sciences, chemistry, or health-related fields.
Advanced Laboratory Techniques in Biochemistry – Senior Project
William Kittleman
Open To:
Senior CH Majors
Grading System:
Max. Enrollment: 8
Meeting Times: M Tu WTh 11:00am-12:00pm; 1:30pm-4:30pm
See Above Description
Chemistry: A Historical Perspective
David Schedler
Open To:
All Students
Grading System:
Max. Enrollment: 15
Meeting Times:
M Tu WTh 10:00am-12:00pm
This course will likely be very different than any other science course
you’ve taken at BSC. The course will be examining the incredibly important
role chemistry (and science in general) has had in the progress of human
history. The focus will be on the historical perspective: how political, social
and cultural context has influenced the rise of new chemical concepts and
practices. A typical high school science background is all that is necessary
for the content of this course. The course will largely be discussion in nature,
so it’s critically important that you have read the assigned material prior to
coming to lecture (this reading may be tested with a short quiz at the start of
the lecture) and make every effort to participate in the discussion. The grade
will consist of class participation, quiz scores, and a final 10-12 page research
paper and the presentation of the paper to the class.
Irrational Behavior Research
Chunbei Wang
EC 202 and EC 204
Open To:
All Students
Grading System:
Max. Enrollment: 12
Meeting Times: M Tu W 10:00am-12:00pm
Standard economic theory assumes people are rational, but are they really?
Recent development in behavioral economics challenges this assumption
by conducting experiments on human behavior. You will read a fun book
that covers interesting findings about irrational behavior in decision making
and compare these findings to the standard economic theory. You will
then develop group projects of your own that try to identify the existence
of irrationality in your everyday life by designing your own experiment,
collecting data, and conducting statistical analysis. See for yourself whether
people are indeed rational and how rationality/irrationality affects their
decision making. You will write group reports of your findings and share your
findings with your fellow classmates through group presentations.
Exploring Teaching in Elementary Schools
Kelly Russell
Open To:
First-years, Sophomores, Juniors
Grading System:
Max. Enrollment: Open
Meeting Times: M Tu WTh F 8:00am-3:00pm
The field experience for this project will take place in two educational
environments in order to give students a varied view of classrooms. As the
student works as a teacher’s aide, he or she will closely observe and interact
with the teachers and children in appropriate ways. Total field placement
time required is approximately 35 hours per week. In addition, there will be
a weekly seminar focusing on classroommanagement and other aspects of
teaching. Evaluation will be based on the cooperating teacher’s assessment
of the teacher candidate’s performance in an educational setting, attendance,
observation reflections and other journal assignments, selected readings,
and participation in weekly seminars. Students must attend the scheduled
orientation meeting in November and the meeting on the first day of
Exploration Term in order to be prepared for the in-school assignment.
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