A Novel Integrated Laboratory for Plant and Animal Physiology

生物科学(61)为了充分了解生物体是如何工作的，后基因组时代的生物学家必须找到新的方法，将我们丰富的分子数据纳入细胞和生物生理学的更大背景中。为此，我们正在通过增加一个新的比较生理学实验室来加强哈维马德学院的生理学课程。这门课程伴随着一门二年级的讲授课程《结构与功能》，该课程涵盖了细胞、动物和植物的生理机制。实验课程使用了一种新颖的方法，将生理学描述为一套解决常见问题的独特方法。动物、植物和真菌模型正被用作研究能量学、离子调节和信号传递的系统。课程的结构既要考虑广度，也要考虑深度。在前九周，学生们进行广泛的练习，其中许多是从其他机构(例如格林内尔学院、斯沃斯莫尔学院、波莫纳学院、新汉普郡大学)开发的其他成功的实验室课程改编而成的。在每周的第二次会议上，学生们通过开发一个关于系统的可检验的假设来完成每个练习。这些假设为学生在课程的最后五周自行设计、实施和展示研究项目提供了起点。

Biological Sciences (61) To fully understand how organisms work, biologists in the post- genomic era must find new ways to incorporate our abundant molecular data into the larger context of cellular and organismal physiology. Towards this end, we are strengthening the physiology curriculum at Harvey Mudd College by adding a new Comparative Physiology Laboratory. This course accompanies a sophomore- level lecture course, Structure and Function, which covers cellular, animal, and plant physiological mechanisms. The laboratory course uses the novel approach of presenting physiology as a set of unique solutions to common problems. Animal, plant and fungal models are being used as systems in which to examine energetics, ionic regulation and signaling. The course is structured to allow both breadth and depth. During the first nine weeks, students perform a wide range of exercises, many of which are adapted from other successful laboratory courses developed at other institutions (e.g., Grinnell College, Swarthmore College, Pomona College, University of New Hampshire). In a second meeting each week, students complete each exercise by developing a testable hypothesis about the system. These hypotheses provide the starting point for self- initiated research projects designed, carried out and presented by students in the final five weeks of the course.