I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms
III Exception: Symbolic Systems * IX: American & European
if requesting
IV: Expressive Arts
X: Indigenous & Global
more than one

V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab 
w/out lab 
education
VI: Historical & Cultural Studies
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Physics and Astronomy
Course #
SCI U 226N
Course Title
Prerequisite
General Science: Earth and Life Science
SCI 225 and M 135 or equiv.
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
5
Date
Instructor
Kevin Murray
Phone / Email 4495/kevin.murray@mso.umt.edu
Program Chair Andrew Ware
Dean
Chris Comer
III. Type of request
New
One-time Only
Renew 
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
Integrated lectures, laboratory exercises, and field trips on topics in earth and biological science
for prospective elementary school teachers and the non-scientist. 2, two-hour laboratory
sessions are required each week (total 4 hours/week).
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. Courses explore a discipline in the natural
This course is designed specifically to
sciences and demonstrate how the scientific
illustrate connections and inter-relations
method is used within the discipline to draw
between the life processes (biology) and
scientific conclusions.
earth physical processes (geology).
2. Courses address the concept of analytic
Lab experiments involve collection of and
uncertainty and the rigorous process required to analysis of complex abiotic/biotic systems,
description of results and comparison with
take an idea to a hypothesis and then to a
other students.
validated scientific theory.
3. Lab courses engage students in inquiry-based Microscopic investigations, simple
learning activities where they formulate a
dissections, field collections and analyses in
hypothesis, design an experiment to test the
lab, laboratory notebook.
hypothesis, and collect, interpret, and present
the data to support their conclusions.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Compare and systemically evaluate concepts
1. Students will be able to understand the
ranging from plate tectonics vs. continental
general principles associated with the
drift, natural selection vs. acquired
discipline(s) studied.
characteristics, terrestrial vs. extra-terrestrial
origins of life.
Design experiments to test effects of abiotic
2. Students will be able to understand the
conditions on biological function (plant
methodology and activities scientists use to
growth and soil conditions), identify unknown
gather, validate and interpret data related to
mineral/rock specimens.
natural processes.
Lab experiments involve collection of and
3. Students will be able to detect patterns, draw
analysis of complex abiotic/biotic systems,
conclusions, develop conjectures and
hypotheses, and test them by appropriate means description of results and comparison with
other students.
and experiments.
Understand electromagnetic spectrum, energy
4. Students will be able to understand how
conservation/transformation, properties of
scientific laws and theories are verified by
living vs. non-living systems.
quantitative measurement, scientific
observation, and logical/critical reasoning.
5. Students will be able to understand the means Formal laboratory activities address
by which analytic uncertainty is quantified and
scientific measurement and the uncertainty
expressed in the natural sciences.
associated with the measurements.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
VIII. 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
Course Syllabus & Lecture/Lab Outline
SCI 226
Spring 2013
Instructor: Dr. Kevin Murray
Office: NS 113; office hours Tues 1:00 pm – 2:30 pm; Thur 1:00 pm – 2:00 pm
Phone: 243-4495
email: kevin.murray@umontana.edu
SCI 226 is a course designed to explore the interconnections between earth physical characteristics a
processes and living organisms. Geologic events since the formation of the earth have had profound effects
the course of biological change. Likewise, modern geological processes and conditions strongly affect
distribution, abundance and characteristics of living organisms. But living things have also had fundamen
and substantial effects on the physical characteristics of our planet, including geologic features of the earth
well as characteristics of the atmosphere and hydrosphere. Earth history and biological history have be
episodic; many revolutionary changes in the life-earth system have punctuated the history of
planet. Hopefully, this course will help you appreciate connections among living and non-living parts of
earth-biosphere system, how the history of the earth is intertwined with the history of life and how scient
engage in inquiry about the natural world we live in.
There are two lectures a week (11:00 – 12:40 pm; T, Th) as well as 2, two-hour lab meetings. I
required that you attend lecture, discussion and laboratory components of the course. Lack of attendance
lecture or lab will be noted and will affect final grade. Furthermore, your professors as well as other stude
will appreciate your participation in lecture (asking/responding to questions). Your lecture notes will be
prime importance when studying for exams, and classroom participation will help reinforce course concepts
Textbook:
Symbiosis: a Pearson Custom textbook: Essential Biology & Conceptual Physical Science. 3rd editio
for The University of Montana.
Grading:
There will be 2 regular session exams and a final exam; the final is partly comprehensive. Exams w
consist of objective (true/false, multiple choice) as well as short answer questions. Each exam will be wo
approximately 75 points. Scantron (Parscore) answer forms are required for all exams. Your grade can
modified (either up or down) by classroom attendance and participation. Your final grade in this course will
a composite of your lecture and laboratory scores and performance. Your laboratory instructor will expl
grading procedures and student obligations during the laboratory segment of the course.
Makeup exams:
With legitimate evidence makeup exams will be scheduled, typically one week following the d
listed in the lecture schedule. NOTE: there will be no makeup for the final.
Lab:
Students are required to attend lab sessions and actively participate in lab/field investigations. L
investigations will require teamwork and student interaction. This is viewed as a crucial component of the
experience. You will need a lab notebook (standard 3-ring binder recommended). The notebook should b
record of investigations made in lab or in the field. Your lab instructor will periodically examine the conte
of your notebook for content and clarity; your lab instructor will further assess your performance in
through quizzes, 2 lab practical exams and participation / interaction with other students.
Your lab "textbook" is a Web-based resource located on Moodle. While some copies of lab procedu
will be available in lab, it is your responsibility to read, study and print lab exercises before coming to
meetings. Use of virtual learning tools is a critical part of education at all levels, and demonstration of yo
proficiency in its use is a component of SCI 226. Further details on laboratory requirements will be discus
in lab.
Lecture and lab schedule - SCI 226 - Spring, 2013
Date
Lecture topic
Readings
Lab activity
Jan 29
course introduction
Jan 31
earth origins & structure
430 – 441; 354 - 356
no labs this week
Feb 05
rocks & minerals
313 - 315
Lab 1: intro/tools
Feb 07
rocks & minerals
316 - 320
Lab 1: intro/tools
Feb 12
rocks & minerals
320 - 340
Lab 2: minerals & rocks
Feb 14
the nature of life
3 - 16
Lab 2: minerals & rocks
Feb 19
basics of cells
24 - 29
Lab 3: the nature of cells
Feb 21
basics of cells
30 - 32
Lab 3: the nature of cells
Feb 26
basics of cells
34 - 40
Lab review
Feb 28
diversity of life (prokaryotes, protists) 129 - 140
Lab practical exam I
Mar 05
diversity of life (fungi)
Lab 4: plant/animal diversity
Mar 07
Exam I
Mar 12
evolution (natural selection)
96 - 104
plant/animal diversity cont.
Mar 14
evolution (natural selection)
96 - 104
Lab 5: fossils
Mar 19
the nature of DNA
65 - 70
Lab 5: fossils
Mar 21
the nature of DNA
72 - 78
Lab practical exam II
Mar 26
the nature of DNA
72 - 78
Lab 7: maps
Mar 28
plate tectonics
357 - 362
Lab 7: maps
no labs this week
160 - 164
Lab 4: plant/animal diversity
Apr 02
Spring Break
Apr 04
Spring Break
Apr 09
plate tectonics
Apr 11
Exam II
Apr 16
photosynthesis
47 - 51
Lab 9: photosynthesis
Apr 18
photosynthesis
51 - 58
Lab 9: photosynthesis
Apr 23
plant production
Lecture only
grade school: questions/answers
Apr 25
human evolution
195 - 200
grade school: questions/answers
Apr 30
human evolution
195 - 200
Lab 10: lichens & biodiversity
May 02
environmental concerns
Lecture; pp. 242 - 265
lichens cont.; campus field trip
May 07
environmental concerns
Lecture; pp. 242 - 265
soils and plant growth cont.
May 09
course synopsis, final review
May 14
Final Exam (8:30 – 10:00 am)
357 - 362
Lab 8: soils & plant growth
Lab 8: soils & plant growth
lab synopsis
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.