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This PowerPoint-driven case study follows the progress of three undergraduate students as they attempt to model the rapid spread of an influenza outbreak to determine whether their local newspaper's claim that "40% of the campus has the flu" is accurate. The case introduces epidemiological modeling using a base model for a seasonal influenza outbreak written in the NetLogo programmable modeling environment. In class, students develop tests for the various parameters of the model, run simulations, and evaluate the output. The students then explore the impact of influenza control strategies (vaccination, isolation, and antiviral medications), and finish with the question of whether the continuing outbreak on campus could be a pandemic. The case is written at a basic level for a lower-level undergraduate lecture-style class, but can be adapted to upper-level courses as well. The case was piloted in four different microbiology courses. The simulations stimulated active discussion and the content worked well, whether it was used in a pre-nursing microbiology or upper-level immunology class.

This case study is based on the 2014 Ebola epidemic that spread to multiple highly populated countries in West Africa, making it the largest and most devastating outbreak in the history of the virus. The storyline, inspired by a compilation of factual information, unfolds through a fictional narrative wherein students play the role of an infectious disease specialist in training to learn about the techniques used in the detection, diagnosis, and management of Ebola virus outbreaks. The story is presented as an interrupted "clicker case" that combines problem-based case teaching methods with simulated biological laboratory inquiry through the use of Case It, a free molecular biology software, along with the NCBI's online bioinformatics tools and databases. Students work in groups to collaboratively explore various biological and social aspects of this infectious disease outbreak. This case was developed for senior students at the secondary level and can be modified for use in an introductory biology, microbiology, or epidemiology course at the undergraduate level.

Many of these labs allow students to test multiple variables. Caution: the journal and data entry sections of the simulations do not work, so you probably will want to arrange for students to write these on their own pages. Many of these labs are useful to substitute for activities in the class that are too costly, dangerous, or time consuming. I have assigned grades to some that I've explored in detail. Grades are based on interactivity, useability, and overall value of the exploration. Many of these can be used as simple class demonstrations, whereas others are more useful for having students explore and change variables.

his resource describes an inquiry-based, in-class exercise designed for students working in small groups. It is designed to review and enrich student understanding of probability, how probabilities of individual events can be combined to make predictions about more complex outcomes, and how observed data can be compared to a null model based on probabilities using a chi-squared test. These skills are used extensively for classical genetic analysis. Throughout the activity, peers and instructors guide students through the process of developing and solving problems using probabilities and chi-squared tests in small groups.

In this clicker case study for a flipped classroom, students familiar with the stages of meiosis work in small groups to determine the predicted genetic makeup of the parthenogenetic offspring of a Komodo dragon, based on four different types of parthenogenesis. Students then learn about the actual genetic makeup of the offspring and determine how meiosis was modified to allow parthenogenesis in this fascinating lizard. The sex of the offspring is explained, based on ZW/ZZ sex determination. A video specifically made for this case prepares students for the in-class activities, which are guided by a PowerPoint presentation. The case also examines how facultative parthogenesis may be adaptive in Komodo dragons and the implications of facultative parthogenesis to conservation of these vulnerable lizards. The case was developed for a general biology class, but could also be used in an introductory course on conservation or cell biology.

This case study provides an overview of the seminal experimental work that led to the discovery of DNA structure and the confirmation of the semi-conservative model of DNA replication. By guiding students through a chronological series of historic experiments and discussing some of the collaborations and controversies involved in the original research, students learn about the history and nature of science in addition to several important biological concepts. A number of recommended videos, including one created by the author, enable instructors to use the "flipped-classroom" mode of instruction according to which students read primary literature and watch videos on their own before group discussions and activities. The case study was developed for use in an introductory undergraduate biology course, and would also be appropriate for use in a high school biology course. Some prior knowledge or instruction may be required, depending on the level and learning objectives of the course.

In this interrupted case study, students will help Dr. Gupta investigate and assess complications arising in one of her long-term patients, Jorge Alvarez. Jorge was diagnosed with Type II diabetes mellitus 10 years ago as documented in "Living the Sweet Life," an optional prequel case study also in the NCCSTS collection. Jorge has been working with Dr. Gupta to manage his condition, but this year he has come under additional stress, both emotionally and financially, and his health has deteriorated. Jorge now presents with several new signs and symptoms, including numbness, tingling and burning sensations, and a foot sore that just won't heal. Students will review the nervous system and assess Jorge's symptoms, vitals, and blood tests to determine if his diabetes has worsened. Students will also learn about tests used to diagnose types of neuropathy and consider which of them would be most beneficial for Jorge. In addition to a non-majors anatomy and physiology course, this case study may be appropriate for an introductory biology, nutrition/dietetics, or a sensory and perception course.

Data Nuggets are free classroom activities, co-designed by scientists and teachers, designed to bring contemporary research and authentic data into the classroom. Data Nuggets include a connection to the scientist behind the data and the true story of their research. Each activity gives students practice working with 'messy data' and interpreting quantitative information. Students are guided through the entire process of science, including identifying hypotheses and predictions, visualizing and interpreting data, making evidence based claims, and asking their own questions for future research. Because of their simplicity and flexibility, Data Nuggets can be used throughout the school year and across grades K-16, as students grow in their quantitative abilities and gain confidence." Sounds like real science to me!

In this interrupted case study developed for use in a flipped classroom, students read about a picnic that takes place in autumn during the peak of fall color and along the way learn about light absorption by photosynthetic pigments, why leaves turn color in the fall, atmospheric CO2 concentrations and their effect on photosynthesis, and the C3, C4, and CAM photosynthetic pathways. The case is designed to provide introductory biology students with a basic understanding of photosynthetic pathways and how environmental factors affect plants using these pathways. The activity could also be used in an advanced high school biology course covering photosynthesis. The case includes several short videos that students watch as homework before coming to class so that they are prepared to work together in class in small groups to answer the case questions.

This case study was written for an introductory course for biology majors who are first learning about embryonic development. The case is composed of several parts and involves a storyline about a team of researchers who find frogs and eggs in bamboo plants during a field study. Students consider what these observations mean, learn basics about the stages of animal embryonic development, and make connections to phylogeny and natural selection. Students then apply their understanding of animal embryonic stage development to the chemical atrazine in the environment by examining data from several experiments. As a concluding activity students write a letter to an agency or newspaper of their choosing stating their opinion surrounding the use of atrazine in the environment. The case proceeds in a progressive disclosure format and involves a combination of class discussion, small group work, and homework. Because the case focuses on very basic animal embryonic development, it would also be a great start to a developmental biology course or an embryology course.

This "clicker case" tells the story of "Hannah," a baby girl adopted by two loving parents who grows up with an uncontrolled appetite and develops severe early-onset obesity. Students follow Hannah's story as she develops excessive eating early in life, which her health care team is unable to explain. A visit to obesity specialists finally reveals the underlying cause of Hannah's obsession with food: extremely low levels of circulating leptin, a hormone that regulates appetite and body weight. It is further discovered that Hannah's leptin deficiency is due to a mutation in the LEP gene. As the story unfolds, students first work on unit conversions and BMI calculations to practice quantitative skills as well as graph and data interpretation skills. Students then apply their knowledge of DNA transcription, translation, and protein structure to answer questions based on figures from a 2019 study on LEP mutations. The case is best suited for high school and lower-level undergraduate biology courses.

 Protocol to guide examination of student work focused on student thought.

This case study was inspired by a real-life scenario, and follows the story of Roberto, a migrant farmworker whose health is impacted by the usage of pesticides on a farm.  With the help of a health care provider, Roberto becomes aware of the effects of pesticides on his well-being. Students utilize a database and draw conclusions from data in order to answer the case questions.  The case concludes with an activity that uses the "intimate debate" technique in which students use scientific data as evidence to argue whether or not the pesticide under discussion should be banned from usage.  This case was originally developed for undergraduate anatomy and physiology or toxicology courses. Students are expected to have some background knowledge in nerve structure and function as well as the mechanics of neural transmission before starting the case.

The site has been pared down to focus on that which is truly important: the work of students. You'll still find links for each of the individual classes in the main navigation. Those class indexes will contain the posts for that class, for this year and prior years. They may also include examples of exemplary student work or anything that I (Mr. Kite) think may be relevant to the course.

If you're like me, you hate writing "needs support" and/or "lacks evidence" on students' papers. If you do this activity, you won't have to (as much). Here's how it works.

The Aedes aegypti mosquito is the major vector for transmission of numerous viral diseases, including yellow fever, dengue, and now, Zika. Interestingly, different subspecies of A. aegypti are known to exist in close proximity but with considerable genetic divergence between them. One major difference between a "forest" form and a "domestic" form is a strong preference in the latter subspecies for human over non-human blood biting. This difference was explored with genetic and neurophysiological approaches by a research group at Rockefeller University and published in a 2014 paper in Nature. This flipped case study uses parts of the Nature paper to focus on elements of the scientific method as well as evolutionary questions raised by the difference in biting preference between the two subspecies. Students prepare for class by watching a video that provides background information about the published study that forms the basis for the case. In class students then work in groups to develop a hypothesis, predictions and proposed experiments to test the idea of different biting preferences.

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.

This interrupted case study introduces basic modeling to investigate a decline in an American marten population on an island in Southeast Alaska. Two summer field technicians working on a long-term field ecology project for one of their professors notice that there are fewer marten captures this year. Through discussions with their professor, conversations with a local fur trapper, and based on their own observations, they develop a plan to model the population and the potential causes of the decline to solve the mystery. Students use Excel or other database software along with life tables and introductory population ecology to investigate three potential causes of the marten population decline. This case was developed for use in an environmental science or wildlife management course but could also be used in an advanced science high school course or general ecology course. It would be beneficial for students to have some background in statistics including how to interpret R-squared values, p-values, and 95% confidence intervals.

In this lesson, students consider the case of a young doctor hired by a U.S. pharmaceutical company to test a new antibiotic in Nigeria during a meningitis epidemic. Students work through a Decision-Making Framework in small groups, in which they identify the ethical question, determine which facts are known or unknown, consider the values of different stakeholder groups, generate possible solutions, and then make and justify a decision about the case. 

This case study introduces students to the structure and function of cellular organelles and seeks to show their importance by discussing diseases and disorders that can result when an organelle does not function as it should. The storyline follows a family whose joy at bringing home a new baby is soon altered by their child's sudden illness, which is eventually diagnosed as Leigh Disease. This disease occurs when defective mitochondria fail to produce energy needed by the cell, particularly affecting cells with high-energy needs like those in the brain, muscle, and gastrointestinal tract. The narrative also discusses some of the ways in which Leigh disease is inherited, treatment options, and the typical prognosis. The case was designed for an introductory non-majors biology course, but could also be used in other science or health related courses. Instructors also have the option of running the case in a "flipped classroom" in which students watch three recommended videos outside of class as a way of preparing for working on the case in class.