1. Investigative Cases BioQUEST Summer Workshop 2005 Joyce Cadwallader Robin Greenler Stacey Kiser Ethel Stanley >NY-99flamingo CCAACTACTGTGGAGTCGCACGGAAACTACTCCACACAGGTTGGAGCCACTCAGGCAGGGAGATTCAGCATCACTC CTGCGGCGCCTTCATACACACTAAAGCTTGGAGAATATGGAGAGGTGACAGTGGACTGTGAACCACGGTCAGGGA TTGACACCAATGCATACTACGTGATGACTGTTGGAACAAAGACGTTCTTGGTCCATCGTGAGTGGTTCATGGACCT >NY-99equine CCAACTACTGTGGAGTCGCACGGAAACTACTCCACACAGGTTGGAGCCACTCAGGCAGGGAGATTCAGCATCACTC CTGCGGCGCCTTCATACACACTAAAGCTTGGAGAATATGGAGAGGTGACAGTGGACTGTGAACCACGGTCAGGGA TTGACACCAATGCATACTACGTGATGACTGTTGGAACAAAGACGTTCTTGGTCCATCGTGAGTGGTTCATGGACCT

2. "I read on the Internet that you can get Mad Cow Disease from Altoids." The Rumor Author: Stacey Kiser, Lane CC bioquest.org/lifelines

3. "Well, they are made in Great Britain and they do have gelatin in them.”

4. What do you think this case is about? What do you already know that relates to this case? What do you need to know to understand the case? How might this case be used to encourage students to use an interdisciplinary approach to problem solving?

5. “Build into every course inquiry*, the processes of science, a knowledge of what practitioners do, and the excitement of cutting edge research.” “involving the student in asking questions and finding answers” Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering and Technology NSF, 1996. (p. 53) NSF recommends that faculty:

6. Using investigative cases is one curricular approach to address these challenges.

7. Cases: Definition A case study is a narrative - often with characters facing decisions or a dilemma. A case defines a problem space that learners will investigate.

8. Elements in Common All use realistically complex problems All are multidisciplinary All ask learners to consider the events, decisions, facts

9. Investigative Case Based Learning: ICBL ICBL blends two established methods : cases and scientific inquiry –The cases provide a context. –Students engage in investigations related to the case. This includes lab, field, and computer activities. Instruction is organized around the BioQUEST 3Ps.

10. ICBL and the 3Ps Problem Posing –Read case and analyze –Learn more in resources –Figure out questions to investigate Problem Solving –Develop or use methods to answer questions –Use field, lab, computer simulations to inquire Peer Persuasion –Present results – many possible formats!

11. Find The Donor’s Dilemma case in the Biological Inquiry workbook.

13. BEDROCK http://bioquest.org/bedrock/problem_spaces/index.php

14. http://bioquest.org/lifelines/biotech2003/llol_project_template. php?project_id=45 Using Bioinformatics for Researching Epidemiology

15. >Russia-63 CCAACCACTGTGGAGTCGCATGGAAACTACCCCACACAGATTGGGGCCACTCAGGCAGGGAGATTCAGCATCACTCCTGCGGCGCCTTCATACACACTAA AACTTGGAGAGTATGGAGAGGTGACGGTGGACTGTGAACCCGATCAGGGATTGACACCAATGCATACTACGTGATGACTGTCGGAACAAAGACGTTCTT GGTCCATCGTGAGTGGTTTATGGACCTCAACCTCCCCTGGAGCAGTGCCGGAAGCACTGTGTGGAGGAACAGAGAGACGTTG >Azerbaijan-67 CCAACCACTGTGGAGTCGCATGGAAACTACCCCACACAGATTGGGGCGACTCAGGCAGGGAGATTTAGCATCACTCCTGCGGCGCCTTCATACACACTAA AACTTGGAGAGTATGGAGAGGTGACGGTGGACTGTGAACCACGATCAGGGATTGACACCAATGCATACTACGTGATGACTGTCGGAACAAAGACGTTCT TGGTCCATCGTGAGTGGTTTATGGACCTCAACCTCCCCTGGAGCAGTGCCGGAAGCACTGTGTGGAGGAACAGAGAGACGTTG >Azerbaijan-70 CCAACCACTGTGGAGTCGCATGGAAACTACCCCACACAGATTGGGGCGACTCAGGCAGGGAGATTTAGCATCACTCCTGCGGCGCCTTCATACACACTAA AACTTGGAGAGTATGGAGAGGTGACGGTGGACTGTGAACCACGATCAGGGATTGACACCAATGCATACTACGTGATGACTGTCGGAACAAAGACGTTCT TGGTCCATCGTGAGTGGTTTATGGACCTCAACCTCCCCTGGAGCAGTGCCGGAAGCACTGTGTGGAGGAACAGAGAGACGTTG >India-55 CCGACTACAGTCGAATCGCATGGCATCTACTCAACACAGCAGGGCGCCACTCAAGCAGGCCGGTTCAGCATAACTCCAGCCGCGCCATCATACACTCTAA AGCTTGGGGAATATGGAGAAGTCACTGTGGACTGCGAGCCCCGCTCGGGCATAGACACAAACGCGTACTATGTGATGACAGTTGGGACGAAGACGTTTC TAGTCCACCGAGAATGGTTCATGGACCT >Israel-98 CCAACTACTGTGGAGTCGCACGGAAACTACTCCACACAGGTTGGAGCCACTCAGGCAGGGAGATTCAGCATCACTCCTGCGGCGCCTTCATACACACTAA AGCTTGGAGAATATGGAGAGGTGACAGTGGACTGTGAACCACGGTCAGGGATTGACACCAATGCATACTACGTGATGACTGTTGGAACAAAGACGTTCT TGGTCCATCGTGAGTGGTTCATGGACCT >Italy-98 CCAACCACTGTGGAGTCGCATGGAAACTACTCCACACAGATTGGGGCCACTCAGGCAGGGAGATTCAGCATCACTCCTGCGGCGCCTTCATACACACTAA AGCTTGGAGAATATGGAGAAGTGACAGTGGACTGTGAACCACGGTCAGGGATTGACACTAATGCCTACTACGTGATGACTGTTGGAACAAAGACGTTTTT GGTCCATCGTGAGTGGTTCATGGACCT >Morocco-96 CCAACCACTGTTGAGTCTCATGGTAACTACTCCACACAGATTGGGGCCACTCAGGCAGGGAGATTCAGCATCACTCCTGCGGCGCCTTCATACACACTAA AGCTTGGAGAATATGGAGAAGTGACAGTGGACTGTGAACCACGGTCAGGGATTGACACCAATGCCTACTACGTGATGACTGTTGGAACAAAGACGTTTTT GGTCCATCGTGAGTGGTTCATGGACCT >NY-99flamingo CCAACTACTGTGGAGTCGCACGGAAACTACTCCACACAGGTTGGAGCCACTCAGGCAGGGAGATTCAGCATCACTCCTGCGGCGCCTTCATACACACTAA AGCTTGGAGAATATGGAGAGGTGACAGTGGACTGTGAACCACGGTCAGGGATTGACACCAATGCATACTACGTGATGACTGTTGGAACAAAGACGTTCT TGGTCCATCGTGAGTGGTTCATGGACCT >NY-99equine CCAACTACTGTGGAGTCGCACGGAAACTACTCCACACAGGTTGGAGCCACTCAGGCAGGGAGATTCAGCATCACTCCTGCGGCGCCTTCATACACACTAA AGCTTGGAGAATATGGAGAGGTGACAGTGGACTGTGAACCACGGTCAGGGATTGACACCAATGCATACTACGTGATGACTGTTGGAACAAAGACGTTCT TGGTCCATCGTGAGTGGTTCATGGACCT >Romania-96 CCAACCACTGTGGAGTCGCATGGAAACTACTCCACACAGATTGGGGCCACTCAGGCAGGGAGATTCAGCATCACTCCTGCGGCGCCTTCATACACACTAA AGCTTGGAGAATATGGAGAAGTGACAGTGGACTGTGAACCACGGTCAGGGATTGACACCAATGCTTACTACGTGATGACTGTTGGAACAAAGACGTTTTT GGTCCATCGTGAGTGGTTCATGGACCT >Connecticut-99 CCAACTACTGTGGAGTCGCACGGAAACTACTCCACACAGGTTGGAGCCACTCAGGCAGGGAGATTCAGCATCACTCCTGCAGCGCCTTCATACACACTAA AGCTTGGAGAATATGGAGAGGTGACAGTGGACTGTGAACCACGGTCAGGGATTGACACCAATGCATACTACGTGATGACTGTTGGAACAAAGACGTTCT TGGTCCATCGTGAGTGGTTCATGGACCT

16. Rooted Tree Based on Clustal W Analysis of E-protein Nucleic Acid Sequences: WNV

18. Warning! Case in Use

19. Angela sighed as she held a copy of Derrick’s Malaise. “I’m supposed to come up with my own problems for study in this bio course?” she asked no one in particular. She re-read the short case.

20. “What caused Derrick’s malaria?” Angela thought. The only thing Angela knew about malaria was that people got it when they lived in other countries.

21. Angela noticed other students going to the computers or leafing through books at the front of the room. She decided to go to a computer herself. Using Google, she looked up malaria and found the Mosquito Bytes site.

22. http://whyfiles.org/016skeeter/malaria2.html When the teacher walked by, he saw this on Angela’s screen.

23. Do you think Angela is a good student? How could we help her? Student Notes for Using Cases http://serc.carleton.edu/files/introgeo/icbl/CaseUserNotes.doc

24. Implementation and Developing Assessment Strategies http://serc.carleton.edu/introgeo/icbl/index.html

26. Microbes Count! 2003. ASM Press Biological Inquiry: A Workbook of Investigative Cases. 2005. Benjamin Cummings Finding Cases

27. Finding Cases http://bioquest.org/lifelines/index.html

28. Finding Cases http://ublib.buffalo.edu/libraries/projects/cases/case.html

29. Finding Cases https://www.mis4.udel.edu/Pbl/

30. http://www.foothill.fhda.edu/bio/programs/bioinfo/images/micro1.jpg Bioinformatics program at Foothills College, CA Photo credits for opening page