History of Biology

BIOL10381 History of Biology 10 Semester 1 Undergraduate Level 1 Carsten Timmermann Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' First part HE study/Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0 This course aims to provide you with a broad perspective on how today’s life sciences have grown out of past investigations of living nature and the nature of life. By focusing on "objects": topics of inquiry and tools used to carry out these inquiries we will bring biology’s past to life, as something that helps us understand our present. Looking at these objects can tell us a great deal about how biology works, how it has changed, and even how it may develop in the 21st century. You will gain insight to the motivations that inspired scholars in the past to study living things and the circumstances in which such research was pursued. This course aims to provide you with a broad perspective on how today’s life sciences have grown out of past investigations of living nature and the nature of life. By focusing on "objects": topics of inquiry and tools used to carry out these inquiries we will bring biology’s past to life, as something that helps us understand our present. Looking at these objects can tell us a great deal about how biology works, how it has changed, and even how it may develop in the 21st century. You will gain insight to the motivations that inspired scholars in the past to study living things and the circumstances in which such research was pursued. <ol><li>To gain a broad perspective on how today’s life sciences have grown out of past investigations of living nature and the nature of life.</li><li>To bring biology’s past to life as something that helps us understand our present by focusing on ’objects’: topics of inquiry and tools used to carry out these inquiries.</li><li>To understand how biology works, how it has changed, and how it may develop in the 21st century.</li><li>To gain insight into the motivations that inspired scholars in the past to study living things and the circumstances in which such research was pursued.</li></ol> We will address the following central questions:<ol><li>What did it mean to investigate living nature, to develop a science of life at various points in history?</li><li>Who was interested in this?</li><li>How was it done, in different historical, national, social or institutional settings?</li><li>Why did biology develop in the way it did?</li></ol>The course will look and feel different from history courses that students may remember from school. We are not particularly interested in the deeds of great men and women and their dates of birth or death. Lectures will be organised around "objects": topics of inquiry, key organisms or research tools. Group/team working The weekly seminars include work in small groups. Innovation/creativity The seminars include work on tasks that invite students to approach issues creatively. The essay also requires creativity. Oral communication Teaching includes a weekly seminar where students are invited to discuss topics addressed in the lectures. Research The essay assignment requires independent research. Written communication Students prepare an essay outline l and write a 1000-word essay. There will be 20 lectures on the history of selected objects. Objects include:  <ul><li>Life (as an object of scholarly inquiry) </li><li>The human body (as studied by anatomists since antiquity) </li><li>Sex (and reproduction) </li><li>Plants (collected and classified by botanists) </li><li>Skeletons and Embryos (exhibited in museums) </li><li>The Field (and voyages of discovery) </li><li>The Cell (one of the unifying concepts in modern biology)  </li><li>The Kymograph (an important device used by experimental physiologists) </li><li>The Pigeon (and other animals studied by Darwin) </li><li>The Gene (another unifying concept) </li><li>Behaviour (Pavlov, Skinner and others) </li><li>Populations (and the role of statistics in biology) </li><li>Standardised laboratory animals </li><li>The ultracentrifuge (and the birth of molecular biology) </li><li>Information (and the structure of DNA)</li><li>Genomics</li></ul> 0 Other 20% 2 Written assignment (inc essay) 80% Essay outline 20% Essay (1000 words) 80% Students receive feedback on their essay outline, which will help them when writing the essay. N <ul> <li>Allen, Garland E., Life Science in the Twentieth Century (Cambridge University Press, 1975).</li> <li>Bowler, Peter J. and Iwan Rhys Morus, Making Modern Science: A Historical Survey (University of Chicago Press, 2005).</li> <li>Cobb, Matthew, The Egg & Sperm Race: The Seventeenth-Century Scientists who unlocked the Secrets of Sex and Growth (The Free Press, 2006).</li> <li>Coleman, William, Biology in the Nineteenth Century: Problems of Form, Function and Transformation (Wiley 1971).</li> <li>Mayr, Ernst, This is Biology: The Science of the Living World (Belknap Press, 1997).</li></ul> Lectures 20 Tutorials 11 0 69