Biological Sciences

This course presents and deepens key ecological, spatial, and socio-historical concepts to support the understanding of Brazilian reality through the observation and analysis of Brazilian biomes (Amazon, Caatinga, Cerrado, Atlantic Forest, Pampa, and Pantanal). Other objectives include: a) presenting and discussing fundamental concepts for the study of Brazilian biomes and related themes, such as: domain, ecosystem, space, phytophysiognomy, formation, boundary, landscape, region, etc.; b) analyzing and debating what has been done in each of the Brazilian biomes over time, especially in recent decades; c) presenting and critically discussing different aspects of each of the Brazilian biomes, for example: occupation and transformation of landscapes, types of vegetation, data on biological diversity, main species of flora and fauna, conservation units, etc.

In this course, students examine and integrate general biological and ecological concepts of marine mammals (with special emphasis on pinnipeds and cetaceans). Students characterize the different orders of marine mammals worldwide and identify the species present in Chile, identify and characterize adaptations of marine mammals to the aquatic environment, behavioral strategies, as well as the main research methodologies used in Chile. In the area of ​​conservation, the students examine the main current threats to marine mammals in Chile, measures of mitigation, institutions, and regulations related to management and administration, and become familiar with the application of methodological tools in the field of conservation of these species.

The course introduces basic elements of marine botany that allow students to recognize the diversity of algae. Combining lectures, laboratories and field trips, students are exposed to concepts and vocabulary specific to the complexity of this highly diverse group of organisms.

In Fundamental Cognitive Neuroscience, learn about these processes as well as other complex phenomena such as consciousness, brain structure, and how we change as we age. The course provides a comprehensive introduction to the subject of cognitive neuroscience and is aimed at both students and professionals in, for example, healthcare, or education. The course covers perception, attention, how memory works, emotions, higher cognitive function, communication and our view of others.  All based on what we know about the brain today.

Behavior is a unique trait in animals that allows them to respond rapidly to a changing environment. Most of the exciting, fast-moving phenomena associated with living organisms – fighting, flying, flocking, swimming, sensing, mating, communicating, spreading disease, and more – fall under the umbrella of behavior. As well as being important to understand in natural contexts, all of these traits and processes also have correlates or analogues in human behavior and society, adding further motivation to understanding them deeply and on a fundamental level. Ultimately, taking this perspective, the study of behavior is the study of rapid responses and interacting agents in all forms. This course introduces to the fundamental mechanisms and theories underlying behavioral processes and taught how to think like a behavioral scientist. The course discusses what behavior is and how it works across all possible scales, conveying the groundwork in the underlying structure of nervous systems and building through physiology, learning, communication, collective behavior, and social systems, up to responses to environmental stress. Drawing these lessons together, it discusses the role that behavioral science plays in understanding and managing animal populations and species in a rapidly changing world.

The course contains description of those planets and those among their moons in the solar system that can be envisioned to have physical and/or chemical preconditions to develop life. The development of the earliest lifeforms on Earth, and extreme environments for present-day life on the bottom of the oceans, around hot springs, deep underground, in permafrost, or in radioactive environments. Design of space probes, as well as experiments to study biologically relevant environments on other planets. Analysis of extraterrestrial material in the laboratory, and risks for spreading organisms between different planets. Current and planned instruments and methods to find and to study planets around other stars. Development over geological ages of different planets together with their host star and the development of their atmospheres and climates. The search for intelligent life in the Universe, and possible philosophic and other consequences of a possible discovery thereof. The prerequisites required for admission to the course are at least 60 credits of approved courses within the faculties of either science, technology and/or medicine.

This course explores the chemistry and biochemistry of fermentation and microbial metabolism, with a focus on their applications in metabolic engineering and enzymatic conversion. Students examine current trends and industrial examples involving the production of food biomaterials, biofuels, chemicals, and bioplastics through microbial fermentation. Emphasis is placed on both fundamental principles and applied strategies for microbial process development. Students gain a comprehensive understanding of fermentation chemistry and acquire applied knowledge in microbial metabolic engineering for the production of value-added products such as food additives, industrial chemicals, and renewable biofuels. 

Prerequisites: Prior coursework in biochemistry and microbiology is strongly recommended. 

This interdisciplinary course examines the biological, psychological, social, and cultural dimensions of sleep and circadian rhythms. We will investigate the science behind sleep: its functions, regulation, and role in health, cognition, and emotion.  

In parallel, the course will explore how sleep has been represented in literature, visual art, music, and film. We will consider how artists and thinkers have interpreted dreams, memory, insomnia, and altered states of consciousness, and how these portrayals reflect and inform our evolving understanding of the sleeping mind. 

Topics include What Is Sleep, and Why Does It Matter; The Physiology of Sleep; Circadian Rhythms and Biological Timekeeping; Sleep and the Brain; Dreams: Science and Symbolism; Sleep and Society; Sleep Disorders; Sleep in Art, Music, and Film 

There is no prerequisite for this course; however, a basic understanding of neuroscience, biology, and physiology concepts will be beneficial for students. 

At the end of the course, students have acquired knowledge on the main morphological, physiological, and molecular responses of higher plants to environmental cues and the basic mechanisms of tolerance and adaptation to adverse conditions. Students learn about how plants contribute to air quality by the release of biotic particulates and by interfering with air pollutants derived from anthropogenic activities. Due to changes in plant distribution in relation to climate change, students become acquainted with the contribution of alien species to the release of such biotic particulates. Students also learn about methods employed in aerobiology for the quantitative and qualitative assessment of pollen and other air-borne allergens, gain the capacity to interpret data, and critically read scientific literature relating to this topic. They also acquire knowledge on the ability of plants to monitor environmental quality and influence it, on the release of volatile plant compounds with therapeutic effects as well as on the possible use of plants in environmental phytoremediation. Additionally, students in the laboratory acquire methods to analyze plant allergenic proteins, to monitor the effect of stress on photosynthetic activity; in addition, students analyze an aerobiological sample, allowing them to know that a myriad of microorganisms and particulates (many of which are respirable) are present in the atmosphere.

Laboratory activities:

1. Microscopic recognition of aerobiological slide: allergenic and non-allergenic pollen

2. Western blotting/dot blotting for apple and pollen allergenic proteins

3. Pollen-fruit cross-reactivity with specific Ab and comparison with non-cross-reactive pollen/food

4. Handy-Pea: evaluation of photosynthetic activity in stressed and non-stressed plants (e.g. plants maintained at 4 °C)