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This case study was developed for an introductory biology course with the goal of integrating content (specifically, structure/function, signaling pathways, and homeostasis) while reinforcing general critical thinking skills and the scientific method (generating hypotheses, evaluating evidence, and making predictions). The case is suitable for a flipped classroom and there are several videos associated with it. The case revolves around an obese two-and-a-half-year-old boy who won't stop eating. Students become familiar with some basic concepts related to obesity and leptin signaling through the videos that they watch before class. They then use class time to work through the case (delivered as an interactive slide show, including several clicker questions) to determine the genetic basis for this child's obesity and possible therapies to manage his weight. The case could also be adapted and expanded to be used in a physiology course to explore the interaction of various hormones that regulate appetite and metabolic rate or in a cell biology class to explore JAK-STAT signaling.

This case study follows a young cystic fibrosis (CF) patient named Lucas. Through Lucas's story and interactions between his parents and pediatrician, students learn about the scientific background and basis of CF. By reviewing email correspondence between Lucas's parents and various doctors, students gain an overview of CF research. CF has become a model disease in certain undergraduate biology classrooms due to its relatively clear mechanism and genetic basis. This case asks students to come up with their own ideas to improve on an existing line of research - gene therapy - in treating CF. During the process, students will gain a better appreciation of the innovative nature of science and develop research skills such as finding, understanding and analyzing primary literature. The activity was originally designed for first- and second-year students as part of an extracurricular case competition, but may be used for any undergraduate biology level. The case assumes basic (high school level) knowledge of genetics, biochemistry, cell biology and physiology.

An elderly woman living independently with some help from her family is brought to the local emergency room because she is confused and vomiting. While her son suspects a stroke, a quick battery of laboratory tests indicates that her current problems are the result of impaired kidney function, an old-fashioned home remedy for ulcers, and her prescribed blood pressure medication. The combination of patient- and drug-related factors produces an acid-base disorder responsible for her confusion. This disorder further disrupts her kidney function. The case illustrates secretion and reabsorption processes in the kidney tubule which regulate plasma and urinary electrolytes (including calcium) and pH. The role of bicarbonate in maintaining systemic pH is emphasized. Interactions among the renal, respiratory and nervous systems in the regulation of systemic pH are also illustrated. Further, basic principles of pharmacotherapy and issues related to the appropriate use of medications are introduced. The case was developed for use in a physiology or human anatomy and physiology course, but it might be used in undergraduate nursing courses as well (e.g., pharmacology, pathophysiology).

This interrupted case study explores the role of cytoskeletal structures on human health, specifically on respiratory function, sperm motility, and female fertility. It follows the story of a couple struggling to conceive a child and the doctors working to help them. Students are presented with clinical histories, narrative elements, documentary-style videos, and microscopic evidence in order to determine the cause of the couple's infertility. Along the way, they learn about the three types of cytoskeletal elements and the roles these play in cellular biology and human physiology. The use of videos makes it suitable for the "flipped classroom," allowing students to prepare outside the classroom for the case study, which they then complete in class. An original video by the author on the structure and function of microtubules, microfilaments, and intermediate filaments is included. The case was developed for an introductory level general biology course and could be delivered during a unit on the cell structure and function. The case could also be used in a cell biology course.

This case study presents the story of "Nick," a student who has been assigned the task of writing a research paper describing the fundamentals of chemical bonds and how they relate to human life. When Nick experiences difficulty remembering information about the different types of chemical bonds, he turns to his tutor, Josh, for help. Josh explains orbitals and valence electrons to Nick, and then they together review nonpolar and polar covalent bonds, ionic bonds, and hydrogen bonds. A final practical application exercise requires that students write about how different types of chemical bonds may relate to the development of Alzheimer's disease and to the mechanism of action of potential drug treatments.  The case is presented with PowerPoint slides and is designed to be used with a personal response system ("clickers"), but students can instead record their answers on paper or share them verbally.  The content is appropriate for use in high school and undergraduate introductory chemistry and biology courses.

Protein folding and trafficking is essential for normal cell function, and when it goes awry it can lead to various chronic conditions, including fatty liver disease, diabetes, and Parkinson's. The narrative of this case study follows two undergraduate students engaged in a summer research project evaluating the effects of cell stress on cell function and health in the model organism Caenorhabditis elegans (C. elegans).  During the case study, students review animal cell organelle function and then learn about endoplasmic stress and unfolded protein response. Prior knowledge needed for the case is basic animal cell organelles and their functions and use of model organisms in research. The case was designed for a flipped classroom in which students prepare in advance by taking a quiz and watching two videos; a PowerPoint animation is also included.

More than 400 scientists, bioethicists, and historians from 20 countries on 6 continents have gathered this week in Washington, DC, for the Human Gene Editing Summit. The attendees are a veritable who's who of genome editing: Jennifer Doudna of the University of California, Berkeley, Emmanuelle Charpentier of Max Planck Institute for Infection Biology, and Feng Zhang of the Broad Institute of MIT and Harvard-the three discoverers of the CRISPR-Cas9 system's utility in gene editing-plus dozens of other big names in genome science. Cal Tech's David Baltimore along with the heads of the four national societies hosting the meeting (US National Academy of Sciences, US National Academy of Medicine, Chinese Academy of Sciences, and the U.K.'s Royal Society) provided opening remarks on Tuesday (December 1). And as I sat stage right in the NAS auditorium, I noticed the unmistakable rear profile of Harvard Medical School's George Church three rows in front of me. Church was scheduled to speak at a session later that afternoon about the application of CRISPR and other new precision gene editing techniques to the human germline-a hot-button topic since April, when a Chinese group published it had successfully modified the genomes of human embryos, and the National Institutes of Health (NIH) said it would not fund such research. Then in September, the U.S./U.K.-based Hinxton Group, an international consortium of scientists, policy experts, and bioethicists, said it supported the use of genetic editing in human embryos for limited applications in research and medicine.  

This flipped case study begins with a video in which a student reveals a family member's diagnosis with breast cancer and then considers the whirlwind of questions that arise in such a situation. Students are asked to relate to the main character and identify what questions they would have and what resources they could consult to seek information.  This sets the context for students to use websites and videos to investigate the nature of cancer, its causes, and progression. Students then learn about the major methods of cancer treatment (surgery, radiation therapy, and chemotherapy), how they work, and the limitations and side effects of each. The case concludes by addressing the claim of one of the characters that there is a conspiracy to hide a cure for cancer. The case would be implemented near the middle of a high school, non-majors, or introductory biology course after discussion of basic cell biology and the cell cycle.

In this directed case study students follow a nurse practitioner and work with a diagnostics team to determine what is wrong with Tristan, an infant who comes to the clinic with multiple bruises. Students are given background and patient history, and are then given results of various blood tests ordered by the diagnostics team. The exercise emphasizes the physiological process of coagulation and the importance of various clotting factors, especially factor VIII. Students will be introduced to results from several blood tests, including: complete blood count, partial thromboplastin time, prothrombin time, metabolic panel, and factor VIII assay. The patient is ultimately diagnosed with severe hemophilia A and the case then introduces students to this disorder, the genetic determinants, the incidence, and ways to manage the disease. The data in this case are real and the story represents the medical history of an actual patient. Originally developed for pre-nursing students, this activity would also be suitable for majors in physiology or pre-medical students; it could also be used in an introductory genetics or biology course.

This case study focuses on the relationship between evolution and plasticity using a hands-on, inquiry-based approach. Students view examples from the literature that illustrate the difference between nature and nurture, or the relative contributions of genes and the environment in shaping phenotypes. Using the Trinidadian guppy system as an example, students learn about seminal work in the field in addition to exploring quantitative genetic techniques used to partition phenotypic variance between genes (G) and the environment (E). They use real data from one of the publications cited in the case to graph reaction norms illustrating GxE interactions at the family and population level. The inquiry-based approach means that students are introduced to new concepts in a stepwise fashion, and asked to develop and build their understanding using causal, explanatory evidence. The case concludes with an exercise in which students apply their knowledge to a real conservation problem in Trinidad and Tobago, where guppies are native. This case would be appropriate for an upper level biology, genetics, or evolution course.

This integrative case study is based on real events that the author experienced with her ten-year-old daughter. Although the names have been changed, all of the events (symptoms, diagnoses and treatments, types of healthcare professionals) are recorded exactly as they occurred. Both asthma and pneumonia are common in the United States (and globally). Many of the drugs described in the case study are frequently prescribed for a wide variety of ailments. The four "episodes" that constitute the case cover 1) a study of asthma triggers, incidence and treatment; 2) side effects and possible medication errors associated with steroids; 3) causes, diagnosis, treatment and prevention of community-acquired bacterial pneumonia; and 4) the mechanism of action of two different antibiotics. The "epilogue" explores a few larger themes related to healthcare and public health (e.g., continuity of care, drug resistance, asthma prevention programs). The case study could be used in an undergraduate, upper-level, infectious disease, microbiology, public health or physiology course or in a graduate-level health professions program.

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.

Students begin by watching the online video clip and completing a worksheet. After that assignment, instructors can decide which of the two activities (or both!) to use in class. In Activity 1, students identify the locations on chromosomes of genes involved in cancer, using a set of 139 "Cancer Gene Cards" and associated posters. In Activity 2, students explore the genetic basis of cancer by examining cards that list genetic mutations found in the DNA of actual cancer patients. Small-group work spurs discussion about the genes that are mutated in different types of cancers and the cellular processes that the affected genes control. The Activity 1 and 2 Overview document provides short summaries of the two activities along with key concepts and learning objectives, background information, references and rubrics, and answers to students' questions. Both cancer discovery activities are appropriate for first-year high school biology (honors or regular), AP and IB Biology. Activity 2 is also appropriate for an undergraduate freshman biology class.

This set of mini cases on the ecology of eastern cottontail rabbits is designed to give students practical experience using statistics in a scientific context. Given a dataset and experimental design, groups of students are asked to play the part of a wildlife management researcher to determine the results for each study. Students practice the scientific process and gain experience making hypotheses and predictions, choosing an appropriate statistical test, interpreting and displaying results, and presenting data to others. Students choose between four basic, commonly used, statistical tests (t-test, one-way ANOVA, linear regression, and Chi-square test), and justify their choices. This activity was developed for undergraduate level students and is applicable to biology courses, particularly those dealing with ecology or management. The case is designed for student groups, but could be modified into clicker questions or individual assignments.

This interrupted case study examines molecular genetic evidence reported in scientific literature to determine the fate of Louis-Charles, son of Louis XVI and Marie-Antoinette of France. Controversy and rumors surrounding the death of Louis-Charles suggested that either he died as a young boy while being held in captivity by the French revolutionaries or he escaped and was replaced by a substitute who died in his place. One individual claiming to be Louis-Charles was Karl Naundorff. Students begin the case by preparing pedigrees for the descendants of Maria Theresa and Francis I, the Holy Roman Emperor, parents of Marie-Antoinette. The pedigrees can be used to introduce the concepts of alleles identical-by-descent and cytoplasmic inheritance patterns. Students then compare mitochondrial DNA sequences and XY chromosome sequences from hair, bone, heart, and blood samples taken from descendants of Marie Theresa, Karl Naundorff and the heart of the boy who died in captivity to determine if the latter was truly Louis-Charles. An optional PowerPoint presentation with clicker questions is available to help guide the classroom activities.

Metacognition refers to awareness of one's own knowledge-what one does and doesn't know-and one's ability to understand, control, and manipulate one's cognitive processes (Meichenbaum, 1985). It includes knowing when and where to use particular strategies for learning and problem solving as well as how and why to use specific strategies. Metacognition is the ability to use prior knowledge to plan a strategy for approaching a learning task, take necessary steps to problem solve, reflect on and evaluate results, and modify one's approach as needed.

TeachUNICEF is a portfolio of free global education resources. Resources cover grades PK-12, are interdisciplinary (social studies, science, math, English/language arts, foreign/world languages), and align with standards. The lesson plans, stories, and multimedia cover topics ranging from the Millennium Development Goals to Water and Sanitation. Our mission is to support and create well-informed global citizens who understand interconnectedness, respect and value diversity, have the ability to challenge injustice and inequities and take action in personally meaningful ways. We hope that in providing engaging and academically rich materials that offer multiple voices, we can encourage the exploration of critical global issues while presenting opportunities to take action.

Life sciences focus on all things living, exploring the patterns, processes and relationships of organisms. The goal of life sciences is to demonstrate how unifying principles can help us to make sense of the natural world and solve problems in the world we live in. High school life sciences extend student knowledge of topics such as organisms, ecosystems, heredity and evolution, integrating a long history of scientific research from multiple fields. In high school, students will build on their conceptual understanding of life sciences by investigating and witnessing the relationships among structure and function, matter and energy, ecosystems and natural selection. Students should be able to effectively communicate facts and findings, as supported in the science literacy skills covered in the Common Core State Standards.

In this lesson, students explore some of the risks and benefits of gene-based medicine. They look at concerns related to genetic testing (which looks for particular genetic variations) and personal genome sequencing (which sequences the entire genome of an individual). Through videos and discussions, students learn about existing technologies for genetic testing and therapies. They also explore matters such as the emotional consequences of genetic testing, discrimination, and privacy issues. In small groups, students discuss scenarios and then share and analyze related opinions and concerns.

The world is becoming more urban every day, and the process has been ongoing since the industrial revolution in the 18th century. The United Nations now estimates that 3.9 billion people live in urban centres. The rapid influx of residents is however not universal and the developed countries are already urban, but the big rise in urban population in the next 30 years is expected to be in Asia and Africa. Urbanization leads to many challenges for global health and the epidemiology of infectious diseases. New megacities can be incubators for new epidemics, and zoonotic diseases can spread in a more rapid manner and become worldwide threats. Adequate city planning and surveillance can be powerful tools to improve the global health and decrease the burden of communicable diseases.