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In this interrupted case study, students shadow an endocrinologist as she tries to determine what is wrong with Angela Barber. Angela is a middle-aged woman presenting with symptoms suggestive of a thyroid issue. Students are given background information, patient history, and results from thyroid-specific blood tests. The exercise emphasizes the hypothalamic-pituitary-thyroid axis and particularly highlights the role of negative feedback. Students will use results from serum thyrotropin and thyroid hormone level tests, as well as patient symptoms, to come up with a diagnosis. In preparation for the diagnosis, students are asked to compare the endocrine profiles of patients with Graves' disease, Hashimoto's disease, iodine deficiency (primary hypothyroidism), and various tumors. The case was developed for college-level biology majors in a physiology course, but also has been used successfully for pre-nursing students in a non-majors anatomy and physiology course. Thus, this activity would be suitable for majors in physiology or pre-medical students, as well as allied health majors.

website addressing college majors and occupations; interactive graphic and video 

In this interrupted case study students analyze the complexities surrounding identification and confirmation of cancer clusters. The case challenges students to consider the evidence from two different perspectives; a local family physician representing the community, and a cluster investigation officer who has worked on several cancer cluster investigations. This case was inspired by the discussion about a possible cancer cluster in Clyde, Ohio, where around 20 cases of childhood cancer since 2001 fueled public concern, leading to an investigation by the Ohio department of health in 2006. This case was designed for introductory courses in biology and environmental sciences, taken by both science majors and non-science majors. In addition to introductory college classes, this case could also be used in advanced high school biology classes.

All introductory biology textbooks, and many sophomore-level genetics textbooks as well, describe several classic experiments in molecular biology. This interrupted case study takes students through two of these classic experiments, namely, those by Griffith and Avery, McCarty and MacLeod that showed DNA to be the genetic material in Streptococcus pneumoniae, and the experiment by Meselson and Stahl that demonstrated DNA replication to be semiconservative. Engaging students with the experiments in a more exploratory manner can reinforce the nature of scientific discovery and the logic behind these findings. The case, which has been formatted as two separate exercises that can be used independently, was developed for use in introductory biology classes for biology majors. The material is accessible enough to also be useful for non-majors college biology or high school AP biology students.

When Jordan is diagnosed with brain cancer (glioblastoma multiform), his college plans are unexpectedly put on hold. This scenario is presented in order to teach students about gene regulation, as the efficacy of the drug Jordan receives for post-surgical treatment is dependent upon the activity level of a gene encoding a protein involved in DNA repair. This "flipped" case study requires students to prepare in advance outside of class by watching several short videos that have been selected to teach the basics of how cancer forms as well as the role of epigenetics in gene silencing. Inside of class, the case is delivered using progressive disclosure format in which students gradually receive additional information to answer a series of directed questions. To determine a treatment plan for Jordan, students analyze data from a research study involving patients treated for his specific type of cancer. The case is designed for advanced high school biology classes as well as lower-level undergraduate general biology courses for non-majors and majors.

In most animals, the drive to breed and produce offspring is strong. However, most males live their whole lives without having the chance to breed. The events leading up to mating can be very dangerous and also very costly to an individual. Some males have evolved elaborate structures, or weapons, as a result. The structures do help males in both combative situations and with attracting females, but ironically, the structures themselves come with certain costs. This flipped case study provides students with the opportunity to not only see how animal structures and functions are linked, but also to see how certain animal structures are needed and costly. There are videos that students are expected to view before the case. The case was initially designed for a second semester college general biology class for majors. However, it can also be used in non-major biology classes. Students should have some background knowledge of natural selection, specifically sexual selection as well as energetic demands of certain structures.

This interrupted case study tells the story of Miles, a freshman in college, who volunteers to help with the composting program on campus. Miles is excited about composting but his mother is hesitant to try it at home. Miles learns about the key ingredients for successful composting and his mother eventually begins to see its value. This case is presented in four parts, and can be used with or without the PowerPoint presentation and associated clicker questions (see Supplemental Materials). First, students are asked to analyze waste that they generate at home and identify any material that is compostable. Next, students explore the science of composting. Finally, students explore the topic of human manure to consider composting to the extreme. The case was designed for an environmental science course for non-majors; no prerequisite knowledge is assumed.

This directed case study follows the story of "Pauline," a 20-year-old college student who has just received results from a personal genetic testing kit she purchased online. The report shows a negative result for variants of the BRCA 1 and 2 genes, which are associated with a greater risk for breast cancer. Although Pauline has a family history of breast cancer, she concludes that she no longer needs to be concerned, or does she? As students work through the questions in this case study, they review the role of genes and how they code for proteins as well as the effects of proteins on health, especially on cellular growth regulation and cancer. They also learn about the process of genetic testing and consider the ramifications of positive and negative tests for diseases or health conditions, especially with respect to breast cancer. The case is designed for non-science majors in a scientific methods course and could also be used in an introductory biology course. The questions in the case could be adapted for an upper level genetics class.

While the "vaccine controversy" has made headlines since the late 1990s, the emergence and popularity of social media has created a public opinion space bursting with pseudoscience, debatable claims and anecdotes regarding the value and importance of childhood vaccines. Because college students get a good deal of news and information from these resources, it is imperative that they distinguish science from pseudoscience and do not perpetuate rumor and falsehoods.  In this case study, written for lower division non-science majors, students will view videos on the scientific method and a mock talk show, analyze data, and scrutinize social media posts.  One of the takeaway points is that if a post/blog/interview identifies a victim, villain, and hero then the student should suspect a story grounded in belief involving pseudoscience.  Following completion of the case, students will hopefully come to conclusions about vaccines based more in the realm of science rather than pseudoscience and continue to apply the scientific method when evaluating social media posts on other scientific topics.