I. ASCRC General Education Form
Group
XI – Natural Sciences
Dept/Program
DBS/BIOL
Course Title
Prerequisite
Course #
BIOL 135N
Biology of Yellowstone hot springs
NA
Credits
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Scott R. Miller
Instructor
Date
Phone / Email
X5149
Program Chair
Charles Janson
Dean
CAS
III. Description and purpose of the course: General Education courses must be introductory
and foundational. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://www.umt.edu/facultysenate/gened/GEPreamble_final.htm
Description: A field and laboratory-based exploration of the microbial diversity of the thermal
features of our first national park. Topics to be discussed include how these communities are
shaped by the physical and chemical conditions of the environment, how microorganisms can
thrive at life’s extremes, and the technological and economic potential of these extremophiles.
Includes a field trip to Yellowstone National Park.
Purpose: The principal objectives of the course are: (1) to use the diverse hot springs of
Yellowstone NP as a natural laboratory to provide a foundation for integrating student
understanding of the natural sciences through the experiential, field-based demonstration of
how biology, chemistry and geology interact to shape the structure and function of the natural
world; and (2) to foster a hands-on appreciation of how science works as a process, both by
discussing the park’s rich history of revolutionary microbiological research, and through
laboratory experiences aimed at enhancing our understanding of novel microorganisms in these
communities.
IV. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
Through their field and laboratory experiences throughout the seminar, students will develop
essential skills in scientific questioning, including how to form meaningful hypotheses,
design experiments to test hypotheses, and critically evaluate experimental data. The
primary means of assessing student development in these areas will be in the form of a
research proposal to be written and presented in class at the end of the semester. The
research focus of the proposal will be developed by individual students in consultation with
the instructor. As is the case in all scientific disciplines, we will introduce more questions
than answers during the field trip, and these questions, as well as students’ own
observations, will serve as raw material for the proposal.
V. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
Through observation and implementation of scientific equipment both in the field and in the
laboratory, and through the development of a research proposal based on these observations,
students will come away from the course with an understanding of how to gather data,
interpret it, and pose follow-up questions for further hypothesis-testing. Replication of
measurements in the field and lab will illustrate how analytic uncertainty is quantified.
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
BIOL 135N
Biology of Yellowstone Hot Springs
Instructor: Scott Miller
Office hours: By appointment
Office location: HS 302A
Phone: 243-5149
E-mail: scott.miller@umontana.edu
The spectacular setting of Yellowstone National Park’s thermal features provides an ideal
backdrop for discussing the interdependence of biology, chemistry and geology, with respect to
both how biological communities are shaped by the physical and chemical conditions of the
environment, and, in turn, how the activities of organisms alter these conditions. Our first
national park will serve as a natural laboratory for introducing several themes for subsequent
development throughout the course.
Goals:
(1) Develop a better understanding of how biology, chemistry and geology interact to shape the
structure and function of the natural world
(2) Introduce how extremophilic microorganisms meet the challenges posed by these
environments
(3) Enhance appreciation of how research science works as a process, both by discussing the
park’s rich history of revolutionary microbiological research, and through laboratory
experiences aimed at enhancing our understanding of novel microorganisms in these
communities.
Text: There is no text for this course. Readings will be provided as appropriate.
Performance will be evaluated with the +/- system: A (>92-100); A- (>90-92); B+ (>87-90);
B (>82-87); B- (>80-82); C+ (>77-80); C (>72-77); C- (>70-72); D+ (>67-70); D (>62-67); D(>60-62); F (<60).
Assessment will be based on the following criteria:
(1) Attendance and participation (25% of grade). Classroom and laboratory experiences will
be most successful if there is a spirit of open discussion, sharing of ideas and asking of
questions. Missing class without a valid reason will result in a 5 point deduction of your final
grade.
(2) Homework and classroom exercises (25% of grade). These assignments are intended to
prepare for and motivate class discussion.
(3) Final project (50% of grade). A small, independent project, to be developed in consultation
with the instructor. As is the case in all scientific disciplines, we will introduce more questions
than answers during the field trip to Yellowstone, and these questions, as well as your own
observations, will provide the raw material for the project. The project will take the form of a
research proposal, with research questions (i.e., hypotheses) derived from an observation,
followed by proposed experiments to test the question. At the end of the semester, you will
submit a 5-8 page paper and deliver a short (ca. 15 minute) presentation to the group. Details
of the paper and presentation guidelines to follow.
Week
Topic
August 28
September 4
September 11
September 14-16
September 18
September 25
October 2
October 9
October 16
October 23
Introductions; Geology of Yellowstone and its thermal features
Yellowstone hot springs: A window on the evolutionary history of life
Primer of microbial diversity; Field trip logistics
Weekend field trip to Yellowstone National Park
Recap on geology, chemistry and microbial communities of Yellowstone
Laboratory Exercise I. Yellowstone microbiology: Where discoveries still h
Evolution at life’s extremes: Temperature and thermophilic microorganisms
Evolution at life’s extremes: pH and acidophilic microorganisms
Laboratory Exercise II. Yellowstone microbiology: Where discoveries still
Yellowstone microbiological research in the post-genomics era: Insights fro
October 30
November 6
November 13
November 20
Microbial biogeography: Is everything everywhere?
Economics and ethics of Yellowstone microbiological research
Supervolcano! The future of Yellowstone
Extreme environments, astrobiology, and life on other planets
November 27
December 4
Student presentations
Student presentations
*Please note: As an instructor of a general education course, you will be expected to provide
sample assessment items and corresponding responses to the Assessment Advisory Committee.