Carbon isotope discrepancy between precambrian stromatolites and their modern analogs: Inferences from hypersaline microbial mats of the sinai coast

1985 ◽  
Vol 15 (4) ◽  
pp. 263-277 ◽  
Author(s):  
Manfred Schidlowski
Keyword(s):  
Carbon Isotope ◽  
Microbial Mats ◽  
Hypersaline Microbial Mats

Metabolic shifts in hypersaline microbial mats upon addition of organic substrates

2002 ◽  
Vol 4 (11) ◽  
pp. 683-695 ◽  
Author(s):  
Stefan Grötzschel ◽  
Raeid M. M. Abed ◽  
Dirk De Beer
Keyword(s):  
Microbial Mats ◽  
Organic Substrates ◽  
Hypersaline Microbial Mats

scholarly journals A salinity and sulfate manipulation of hypersaline microbial mats reveals stasis in the cyanobacterial community structure

2008 ◽  
Vol 2 (5) ◽  
pp. 457-470 ◽  
Author(s):  
Stefan J Green ◽  
Cameron Blackford ◽  
Patricia Bucki ◽  
Linda L Jahnke ◽  
Lee Prufert-Bebout
Keyword(s):  
Community Structure ◽  
Microbial Mats ◽  
Cyanobacterial Community ◽  
Hypersaline Microbial Mats

scholarly journals Learning Geomicrobiology as a Team Using Microbial Mats, a Multidisciplinary Approach

2007 ◽  
Vol 8 (1) ◽  
pp. 28-35
Author(s):  
Carlos Rios-Velazquez ◽  
Lilliam Casillas-Martinez ◽  
Pieter T. Visscher
Keyword(s):  
Undergraduate Students ◽  
Microbial Mats ◽  
Opportunity To Learn ◽  
Multidisciplinary Teams ◽  
Group Discussions ◽  
Educational Backgrounds ◽  
Significant Difference ◽  
Teaching Learning ◽  
Hypersaline Microbial Mats ◽  
Science Disciplines

Microbial mats are one of the best suited laminar organo-sedimentary ecosystems for students from different educational backgrounds to visualize the direct relationship between microbes and minerals. We have used tropical hypersaline microbial mats from Puerto Rico as educational tools to promote active learning of geomicrobiology introductory concepts for undergraduate students organized in multidisciplinary teams with biological and geological backgrounds. Besides field trips and independent research projects focused on microbial mats, four intensive workshops and one capstone activity were designed to expose students to the different geomicrobiology subdisciplines (microbiology, molecular biology, geology, and geochemistry). The teaching-learning process was assessed using pre- and posttests, group discussions, activities including Gallery Walks and exquisite cadaver’s, case studies, and focal interviews. While the posttest showed a significant difference in conceptual understanding, the Gallery Walk and the capstone activities demonstrated increase in the depth, coherence, and thoughtfulness in answering questions, including a clear integration of the different subdisciplines during their presentations. Finally, the main themes described by the students as important outcomes of their participation in the Research at Undergraduate Institutions: Microbial Observatory (RUI-MO) program were: (i) the opportunity to study and learn new and different science disciplines, (ii) the microbial mats were excellent tools to learn from and integrate different science disciplines, and (iii) working in multidisciplinary teams gave them the opportunity to learn from their peers’ discipline backgrounds. To our knowledge this is the first educational initiative that uses tropical hypersaline microbial mats to teach geomicrobiology in a multidisciplinary fashion.

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