GENERAL EDUCATION COURSE PROPOSA

GENERAL EDUCATION COURSE PROPOSAL

WEBER STATE UNIVERSITY

LIFE SCIENCE EMPHASIS

Area: LIFE SCIENCE

Date: _______October 02, 2009___

College: ____Science____

Department: _Microbiology___

Catalog Abbreviation: __MICR__

Catalog Title: __Introductory Microbiology_____

Course Number: ______LS1113_

Credit Hours: __3___

Substantive: ______

New: ______

Revised: ______

Renewal __X___

Course description as you want it to appear in the catalog:

An introduction to microorganisms, their biology, and their relationships to health, technology, and the environment, with practical applications. Three lectures/demonstrations per week.

Justification:

If this course proposal changes the requirements for any existing program, a program change form that reflects the change must be completed and submitted with this course proposal.

This is an introductory course in microbiology. Microbiology is a discipline within biology that has now become an integral aspect of biological study (life sciences). The scope of microbiology includes the study of all microorganisms including Bacteria, Archaea, Fungi, Algae and Viruses which represent all three of the domains of life. The course begins with a foundation that all living things share the same molecules, are organized into cells, and share basic cellular functions with all other living organisms. It then discusses the fundamental properties of life (illustrated with numerous microbial examples), the role of microorganisms play in biological processes (including chemical cycles) and interactions between humans and microbes.

Learning outcomes are addressed individually in the next section.

NATURAL SCIENCES GENERAL EDUCATION MISSION STATEMENT

The mission of the natural sciences general education program is to provide students with an understanding and appreciation of the natural world from a scientific perspective.

Science is a way of knowing. Its purpose is to describe and explain the natural world, to investigate the mechanisms that govern nature, and to identify ways in which all natural phenomena are interrelated. Science produces knowledge that is based on evidence and that knowledge is repeatedly tested against observations of nature. The strength of science is that ideas and explanations that are inconsistent with evidence are refined or discarded and replaced by those that are more consistent.

Science provides personal fulfillment that comes from understanding the natural world. In addition, experience with the process of science develops skills that are increasingly important in the modern world. These include creativity, critical thinking, problem solving, and communication of ideas. A person who is scientifically literate is able to evaluate and propose explanations appropriately. The scientifically literate individual can assess whether or not a claim is scientific, and distinguish scientific explanations from those that are not scientific.

LIFE SCIENCE GENERAL EDUCATION COURSES

An approved life science general education course will prepare a student to fulfill all of the natural science and life science learning outcomes outlined below .

NATURAL SCIENCES LEARNING OUTCOMES

After completing the natural sciences general education requirements, students will demonstrate their understanding of general principles of science:

1. Nature of science. Scientific knowledge is based on evidence that is repeatedly examined, and can change with new information. Scientific explanations differ fundamentally from those that are not scientific.

Justification: This is introduced early in the course as a lecture on AWhat is Science?@ The lecture covers the scientific method, including hypothesis testing and the development of theories and laws. Science is defined as a dynamic process with conclusions always subject to revision as new evidence occurs. The idea of hypotheses as testable predictions is stressed and that hypothesis testing separates scientific from non-scientific ideas. This theme is carried through the semester with discussions of current knowledge, the basis for that knowledge, and how the knowledge was modified over time. For example, the Germ Theory of Disease is introduced as an important historical development in the early history of microbiology and explained by key experiments behind its development. The theory is updated in a discussion of evolutionary medicine and how recent developments support the idea of infectious causes of some chronic illnesses, like ulcers and cancer.

2. Integration of science. All natural phenomena are interrelated and share basic organizational principles. Scientific explanations obtained from different disciplines should be cohesive and integrated.should be cohesive and integrated.

Justification: In order to understand basic microbiological principles (e.g., growth, nutrition, metabolism, ecology, various applications) material from other disciplines, for example, chemistry, physics, geology, and mathematics, are incorporated. As an example, discussion of metabolism requires the introduction of enzymes and how the structure of proteins influences function. In discussing the effect of pH, it is necessary to introduce the concept of logarithms and powers of 10. Cells are the basic unit of life. Cells are made of biomolecules that are governed by the principles of chemistry. The chemical reactions within cells are governed by the principle of thermodynamics. Thus, the study of cells requires an integration of different disciplines of science.

3. Science and society. The study of science provides explanations that have significant impact on society, including technological advancements, improvement of human life, and better understanding of human and other influences on the earth’s environment.better understanding of human and other influences on the earth=s environment.

Justification: The contributions of microbiology to society are many and these are pointed out throughout the semester. Microbiology impacts healthcare, the environment, food manufacture and preservation, forensics, and renewable energy. The role of microorganisms in disease is a major topic within the course, both in terms of pathogenesis and prevention. Contributions of microorganisms to the manufacture of various foods over the last few thousand years are discussed, often with demonstrations of fermented vegetables and dairy products. The application of natural abilities of microorganisms to degrade a wide range of compounds under a wide range of conditions is described in reference to wastewater treatment, composting, landfills, and bioremediation of environmental pollutants. Knowledge of basic principles and functions of molecular biology are presented in reference to such areas as DNA fingerprinting. The production and potential impact of ethanol production from fermentation of biomass is another topic that illustrates the impact of microbiology on society.

4. Problem solving and data analysis. Science relies on empirical data, and such data must be analyzed, interpreted, and generalized in a rigorous manner.

Justification: Problem-solving is a pervasive theme within the course. The topic of cell growth provides opportunities to analyze and calculate data sets. Interpretation of data presented in graphs are analyzed. A discussion of the information stored in DNA is used to explain how to predict the structure of a protein and how mutations may or may not affect the protein structure. On another level, problems such as degradation of solid wastes in landfills are explored and potential solutions are proposed. Harkening back to the scientific method, inductive and deductive logic are employed and hypotheses proposed.

LIFE SCIENCE SPECIFIC LEARNING OUTCOMES

Students will demonstrate their understanding of the following characteristics of life science:

1. Levels of organization: All life shares an organization that is based on molecules and cells and extends to organisms and ecosystems.

Justification: These points cover the overall direction of the course. Basic chemistry (atoms, bonds, molecules) is used to provide the basis for cellular structures and functions. The fact that all living systems are more similar to each other than different is brought up several times during the semester. The fact that pure cultures of microorganisms are a rarity in nature and that ecosystems are complex structures of interacting organisms and environmental conditions, arises many times. For example, bacterial succession during the sauerkraut fermentation, mineral cycles in nature, interactions between microbes during wastewater treatment, soil microbiology, and host-parasite interactions all serve to illustrate microbial ecosystems.

2. Metabolism and homeostasis: Living things obtain and use energy, and maintain homeostasis via organized chemical reactions known as metabolism.

Justification: Metabolism is a key topic presented in terms of biochemical pathways (energy generation, biosynthesis of new cell material), leading to the main elements of cell viability and growth. The role of enzymes and mechanisms for ATP generation are discussed in detail. The central pathways and their role in catabolism and anabolism are the foundation of these discussions. Regulation of the direction of carbon flow through amphibolic pathways and the role of intermediates as metabolic precursors are briefly discussed.

3. Genetics and evolution: Shared genetic processes and evolution by natural selection are universal features of all life.

Justification: The Central Dogma of Biology, that is, the function of DNA as genetic information and its role in synthesis of proteins (enzymes), is explained. Mutation and the expression of genetic information into traits that are acted upon by natural selection are the mechanisms of evolution. This concept is described and emphasized through several topics as the unifying principle of biology, starting with origin of life scenarios, including how the discovery of self-catalytic RNA supports the exciting possibility of nucleic acids performing all critical cell processes before development of proteins as the main cellular catalysts. The Endosymbiote Theory is discussed and evidence based on similarities between prokaryotes and certain eukaryotic cell organelles (mitochondria and chloroplasts) are considered. The co-evolution of hosts and parasites are a major topic within evolutionary medicine.

4. Ecological interactions: All organisms, including humans, interact with their environment and other living organisms.

Justification: Several topics illustrate interactions between microbes and microbes, microbes and plants, and microbes and animals. These interactions include competition between microorganisms, the role of microorganisms (particularly fungi) in plant nutrition and disease, and the role of bacteria in disease and as part of our normal flora. The central and fundamental role of microbes in maintaining the ecological balance of Earth is explained in both natural activities, such as mineral cycling, and in applied systems, such as wastewater treatment. Again, microbial breakdown of human wastes in wastewater, compost piles, and landfills, as well as bioremediation of chemical pollutants, are discussed in some detail.

COMPLETE THE FOLLOWING

1. Has this proposal been discussed with and approved by the department?

Yes

2. List those general education courses in other departments with similar subject matter and explain how this course differs.

Other courses do not use microbiology to teach these subjects.

3. If the proposed new general education course affects course requirements or enrollments in other departments, list the departments and programs involved and attach comments from each.

4. Attach a topical outline of the course. Include the number of contact hours per week and the format of these hours (e.g., lecture, lab, field trip, etc.).

New Courses Only:

5. Discuss how you will assess student learning outcomes associated with this course

Current General Education Courses and Existing Courses Seeking General Education Status:

6. Discuss how you have assessed the applicable or identified student learning outcomes associated with this course.

Exams, quizzes, assignments, and class discussions designed to evaluate information content, as well as synthesis and expression of the information in complex concepts incorporating critical thinking skills.

7. How has this assessment information been used to improve student learning?

Student responses to assessments provide a reflection of how well critical information and concepts have been communicated. Appropriate actions, for example providing additional review of material using a different perspective, such as everyday examples, are taken. The use of several assessment instruments helps students evaluate their own levels of understanding.

SEQ CHAPTER \h \r 1Fall Semester 2009 MICRO 1113: INTRODUCTORY MICROBIOLOGY

MWF 10:30- 11:20 A.M.

Office Hours: M-W-F, 11:30 - 12:30 a.m., or by appointment

Text: Microbiology by Nester et al. 6th Edition (suggested and optional).

DATE TOPICS TEXT

Week 1 Introduction: Microbiology as a Science and History Ch 1

Scope of Microbiolgy, Chemical Principles Ch.2

(Nature of Science learning outcome is addressed here and examples of experiments providing evidence for hypotheses are used throughout the course.)

Week 2 Chemical Principles

Week 3 Important Biomolecules of Microorganisms Ch. 2

(The Importance of biomolecules represents a very detailed example of the Integration of science learning outcome. The study of Biomolecules in this portion of the course integrates principles of chemistry and physics. Levels of Organization Learning Outcome are addressed here in a discussion of smaller chemical monomers are the building blocks of larger polymers and the discussion continues with the role of the chemical polymers in cell structure.)

Week 4 Microscopy and cell structure Ch. 3

Exam I Friday, September 18

Week 5 Microbial growth Ch. 4

Factors affecting growth

Cultivation and measurement of growth

(An example of Problem solving and Data analysis is attached and is related to this section of the course.)

Week 6 Control of Microbial Growth Ch. 5

Environmental Factors Affecting Microbial Growth

Week 7 Metabolism Ch. 6

(Metabolism and homeostasis learning outcomes are addressed here.)

From DNA to Protein Ch. 7

Week 8 From DNA to Protein

(An example of Problem solving and Data analysis is attached and is related to this section of the course.)

Week 9 Exam 2, Wednesday, October 21

Genetics Ch. 8

Biotechnology and recombinant DNA Ch. 9

(This section of the course directly addresses Genetic and evolution learning outcome.)

Week 10 Identification and classification Ch. 10

Diversity Ch. 11, 12

(Levels of Organization Learning Outcome are addressed in detail here.)

Week 11 Viruses, prions, and viroids Ch. 13, 14

(Science and Society learning outcomes is addressed many times throughout the course, in this case the impact of certain viral diseases on humans and agriculture)

Week 12 Host-Microbe Interactions Ch. 17

Unity of Life Assignment

(This section of the course addresses Ecological Interactions learning outcome)

Exam 3, Wednesday, November 11

Week 13 Microbial Ecology Ch. 30

Friday November 20 (Unity of Life Assignment due date)

Week 14 Environmental Microbiology Ch. 31

Levels of Organization Learning Outcome and Ecological Interactions are addressed in detail here.

Week 15 Food Microbiology Ch. 32

Levels of Organization Learning Outcome and Ecological Interactions are addressed in detail here.

Final Exam: Wednesday December 9 10:30 A.M.

**All exams are in lecture room. Any changes to exams dates, time, and location will be announced in class. Please plan to arrive on time, as exams will be given out at designated time only.

**This is a tentative syllabus and subject to change based on progression of the lecture material.

GRADING

There will be four exams each worth 50 points, giving a total of 200 exam points.

There will be additional 50 points from assignments

There is no extra credit material, if there are assignments they will be for all students.

Exam I 50 pts. 20 %

Exam II 50 pts. 20 %

Exam III 50 pts. 20 %

Final Exam 50 pts. 20 %

Assignments 50 pts. 20 %

250 pts. 100 %

The grade ranges will be as follows:

SEQ CHAPTER \h \r 1Class Policies

1) NO "make-up" exams or LATE finals are allowed in this class without written documentation (e.g. hospitalization, medical emergency, or death in the immediate family). Questions and format of "make-up" exams may differ from original exam, and they may include fill-in-the-blank and/or essay questions.

2) If you know in advance that you cannot take an exam at the scheduled time, it MAY be possible to take an exam EARLY. Arrangements must be made with the instructor BEFORE the scheduled exam day.

3) CHEATING OF ANY TYPE IS NOT ALLOWED. Cheating will result in an automatic "E" in the class. In addition, cheating may be reported and, depending on the severity, may result in expulsion from school. If you are caught cheating in this class, you will be subject to academic discipline including the imposition of University sanctions. A description of cheating and possible sanctions may be found in the Student Code. Copies of the Student Code are available at the offices of the Vice President for Student Services and the ASWSU.

4) The instructor reserves the right to check the picture identification of anyone in the classroom and during or after an exam.

5) You will have 1 hour for the first three exams and 2 hours for the final exam. No exam will be given out after the first student in the class turns in an exam and no make-ups will be given to students arriving too late for an exam. (BE ON TIME!).

6) DAILY ATTENDANCE IS EXPECTED. Attendance may be taken daily using a roll sheet.

7) Because of the nature of this class it becomes imperative that all lectures be attended and that class discussion have your participation. Attendance is important and expected. Both attendance and participation will have a considerable effect in the final grade.

8) Students are expected to show courtesy to the instructor and to any guest lecturers by arriving on time, not talking during class, not leaving before class is over and not creating a disturbance.

9) Students are expected to show common courtesy to others, particularly during class discussions. Differing points of view are expected and welcome.

10) In a large classroom, at times it may be difficult to hear the instructor, fellow students or a videotape. Students are expected to refrain from talking among themselves during class time. This can be distracting and can prevent other students from hearing the lecture, discussion, etc. Students who are rude will be publicly asked to be quiet and repeat offenders will be asked to leave.

11) The standard university policy for adds and drops will be in effect for this course.

12) Students may be tested on information from lecture, assignments/readings, and class discussions.

13) Use computers, cell phones (for any purpose), recorders, or any other equipment is not allowed.

15) Considering possible Swine Flu Epidemic this semester; if you think you are coming down with something, call in or send an e-mail and stay home until you know what is causing the problem.

Students with disabilities are encouraged to contact the Students with Disabilities Office for assistance as needed. Assistance is available for test taking, lecture notes (sign language interpreters, etc.), as well as getting around campus.

Students who need help in learning to take lecture notes, have test anxiety or who need extra help are encouraged to contact Student Support Services for available workshops, tutors, etc.

There are several Testing Centers on campus. In the event that an early exam or make-up exam is given for this class, it will be given in the Natural Science Testing Center (SL228). There is also a Student Computer Lab and a copy machine at this location.

A hypothetical Question on the Concept of Exponential Growth: What will be the size of the biomass (the weight) of E. coli cells after 5 days growing exponentially?

The Answer: mathematically speaking the biomass will be several times bigger than Earth.

The Answer: limited availability of nutrients, space, and favorable environmental parameters.

Environmental Factors Affecting Microbial Growth (Temperature as an Example)

In class students are asked to think of an experimental set up to show minimum, optimum, and maximum growth temperatures for E. coli. Students are steered in the direction of a set up made of 100 tubes of identical E. coli cultures that are incubated at temperatures ranging from 0 ^oC to 100 ^oC. The goal is to observe the growth and plot the growth rate. A data set similar to the above graph will be obtained.

Question: Students are asked to venture an educated guess about the minimal, optimal, and maximal growth temperature of E. coli and explain their reasoning.

In class, students are already familiar with growing organisms under laboratory conditions, students are asked to come up with a similar experimental set up for bacterial isolates from:

Question: Students are asked to venture an educated guess about the minimal, optimal, and maximal growth temperature of these microorganisms, explain their reasoning, and assign these organisms to categories listed on the graph above.

The expected outcome of the above exercises is that the students should be able to produce the same line of reasoning using other environmental parameters (salinity, pH, oxygen concentration, etc.).