| source Cornell University (X) |
level |
department |
For description, see BIOPL 4831.
Score: 4.7715745 Details | Listing | Web page
For description, see BIOPL 4832.
Score: 4.7715745 Details | Listing | Web page
Score: 4.7715745 Details | Listing | Web page
For description, see BIOPL 4835.
Score: 4.7715745 Details | Listing | Web page
The department teaches “trial” courses under this number. Offerings vary by semester and are advertised by the department before the semester starts. Courses offered under the number will be approved by the department curriculum committee, and the same course is not offered more than twice under this number.
Score: 4.7715745 Details | Listing | Web page
Score: 4.7715745 Details | Listing | Web page
Score: 4.7715745 Details | Listing | Web page
Undergraduate teaching assistance in a plant breeding course. Teaching experience may include leading a discussion section, preparing and teaching laboratories, and tutoring.
Score: 4.7715745 Details | Listing | Web page
Undergraduate research projects in plant breeding.
Score: 4.7715745 Details | Listing | Web page
Advanced survey of genetics in higher plants including selected topics in transmission genetics, epigenetics, and chromosome biology. Emphasizes development of critical analytical skills through reading of current literature and a class project.
Score: 4.7715745 Details | Listing | Web page
Score: 4.7715745 Details | Listing | Web page
Score: 4.7715745 Details | Listing | Web page
Score: 4.7715745 Details | Listing | Web page
The department teaches “trial” courses under this number. Offerings vary by semester, and are advertised by the department before the semester starts. Courses offered under the number will be approved by the department curriculum committee, and the same course is not offered more than twice under this number.
Score: 4.7715745 Details | Listing | Web page
Score: 4.7715745 Details | Listing | Web page
Discussion of quantitative genetics for more effective plant breeding. Specific topics include population genetics, linkage, components of variance (estimated from various mating designs); heritability; theoretical gain from selection; and genotypic and phenotypic correlation coefficients. During one period, plants in the greenhouse are evaluated to provide data for computing quantitative genetic parameters.
Score: 4.7715745 Details | Listing | Web page
Score: 4.7715745 Details | Listing | Web page
For students working on a master’s thesis.
Score: 4.7715745 Details | Listing | Web page
For students admitted to candidacy after “A” exam has been passed.
Score: 4.7715745 Details | Listing | Web page
This course is a Freshman Writing Seminar where students will explore symbiotic biology and the nature of science and written scientific communication through discussions of a broad range of symbiotic relationships. Students will be exposed to a broad range of writing styles in scientific communication. Students will gain experience writing in a number of styles common in the biological sciences. Additionally, students will learn to use evidentiary and inferential reasoning, articulate their thoughts and ideas through writing, make logical and systematic arguments, learn to revise their own writing, and effectively critique others’ writing content, organization, and style.
Score: 4.7715745 Details | Listing | Web page
Though we live in a world infused with science and technology, most of the general public and a significant number of Cornell students do not believe in evolution. Evolution, the theory that organisms are connected by genealogy and change over time, is well supported and accepted as true by the scientific community. Nevertheless, there is an emotional debate outside scientific circles about the legitimacy of evolution as an explanation for the diversity of life on earth, and the existence of humans in particular. Readings will include books and articles that address the evidence for evolution. We will also analyze the writings of proponents of “Intelligent Design” and study descriptions of the controversy in the popular press, both current and historical.
Score: 4.7715745 Details | Listing | Web page
Presentation of the fungi and their roles in nature and in shaping past and present civilizations. Emphasizes the historical and practical significance of fungi as decayers of organic matter, as pathogens of plants and animals, as food, and as sources of mind-altering chemicals.
Score: 4.7715745 Details | Listing | Web page
The Department of Plant Pathology and Plant-Microbe Biology offers several course options for students who want to learn about the kingdom FUNGI. All three courses (PLPA 2010, 2013, and 2015) have the same two-lecture-per-week core, and students wanting only the core should enroll in PLPA 2010 for 2 credits. Students interested in additional exposure to the FUNGI can enroll in PLPA 2013 or 2015 (each for 3 credits). See individual course descriptions below for more detail.
Score: 4.7715745 Details | Listing | Web page
Lectures and exams for this course are the same as those in PLPA 2010. However, students in PLPA 2013 will also participate in a weekly 55-minute discussion section where they will grow mushrooms and other fungi in culture, learn about contemporary classification of fungi, see examples of major taxa growing on natural substrates, and determine whether suspect pathogens really can kill agricultural crops. Students also teach their peers about the fungus world with presentations of their own creation. (CALS non–life science majors can receive college physical/life science distribution credits upon completion of this course but they must register for a letter grade.)
Score: 4.7715745 Details | Listing | Web page
Lectures and exams for this course are the same as those in PLPA 2010. However, students in PLPA 2015 will also participate in a weekly 55-minute discussion section to provide more in-depth exposure to some of the issues raised in 2010 lecture. Experts will emphasize that fungi produce myriads of molecules that are beneficial to other organisms (e.g., antibiotics, immunosuppressants, biocontrol agents) or to themselves (e.g., for development, reproduction, nutrient gathering, stress reduction), or detrimental to other organisms (e.g., toxins, poisons, allergens, hallucinogens). (CALS non–life science majors can receive college physical/life science distribution credits upon completion of this course but they must register for a letter grade.)
Score: 4.7715745 Details | Listing | Web page
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