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ST 660 Special Session on ICBL Margaret Waterman Southeast Missouri State University Ethel Stanley Beloit College

Investigative Cases: Engaging Students in Scientific Problem Solving. ST 660 Special Session on ICBL Margaret Waterman Southeast Missouri State University Ethel Stanley Beloit College. The Rumor. "I read on the Internet that you can get Mad Cow Disease from Altoids.".

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ST 660 Special Session on ICBL Margaret Waterman Southeast Missouri State University Ethel Stanley Beloit College

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  1. Investigative Cases: Engaging Students in Scientific Problem Solving ST 660 Special Session on ICBL Margaret Waterman Southeast Missouri State University Ethel Stanley Beloit College

  2. The Rumor "I read on the Internet that you can get Mad Cow Disease from Altoids."

  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 do think this case could be used?

  5. Challenges for Science Instruction: NSF • Include inquiry so students understand the process of science. • Relate science to what students already know. • Put science in social and technological perspective. • Encourage collaboration and student responsibility for learning.

  6. Cases are one tool to answer these challenges

  7. Case Methods: Elements in Common • All use realistically complex problems • All are multidisciplinary • All ask learners to consider the events, decisions, facts

  8. Case Methods provide learners with an opportunity to: • Engage with characters and circumstances. • Investigate to understand facts, values, • contexts, and decisions. • Connect the meaning of the story to their • own lives

  9. Some Core Features of PBL /ICBL • Problems are real and meaningful contexts for learners. • PBL cases are complex and multidisciplinary. • The problem comes first. • Learners collaborate and identify what they need to learn. • Learners identify and use resources. • Problems require decision making, use of concepts and skills.

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

  11. The BioQUEST 3Ps The BioQUEST philosophy is based on the activities of practicing scientists. • Problem posing • Problem solving • Peer persuasion http://bioquest.org

  12. Key Questions for Planning to Teach with a Case • What is something related to the case that students could investigate? • What resource might be useful in a student investigation ? • What kinds of products could students produce related to this case? • What learning objectives can be addressed?

  13. Meet Diverse Objectives by varying PBL implementation: • To assess knowledge and skills • To initiate investigations • To introduce new technologies • To develop global and multicultural perspectives • To see value of interdisciplinarity

  14. Using PBL: Pre- Assessment The Rumor "I read on the Internet that you can get Mad Cow Disease from breath mints.”

  15. Using PBL: Assessment The following take home exam was based on a mini case in which a 14 week-old puppy that “chews on everything” was found ill in the back yard. Resources for each student: • prepared slide of suspect plant material • list of back yard plants by gardener

  16. Using PBL: Assessment Submit a memo reporting your findings as a forensics specialist: Provide an identification of the plant material with evidence to support choices: • root, stem, or leaf • dicot or monocot • herbaceous or woody

  17. Using PBL: Assessment : • Write a short letter to the pet owner advising the family to remove the poisonous plant from their back yard: • Provide a description of the plant as it would look during flowering and be sure to include: • common and scientific name • habitat preference • danger to humans

  18. Meet Diverse Objectives by varying PBL Implementation: • To assess knowledge and skills • To initiate investigations • To introduce new technologies • To develop global and multicultural perspectives • To see value of interdisciplinarity

  19. Using PBL: Investigations and Technologies New York 99 Ben called his old friend Lynn after hearing the latest count of people sick with West Nile Virus. "Hey Lynn, you work in environmental health. What can you tell me about this West Nile Virus? We have a real epidemic going on here in Texas and everyone is saying it came from your state." Lynn groaned "I am so sick of New York being blamed! West Nile Virus has been around a lot longer, and it is called West Nile for a reason,” she huffed. “It is true that the first U.S. virus was detected in 1999 in a dead flamingo and a sick horse in New York City. But now it's all over the US. ""It sure is - but, wait - a bird and a horse? I don't get it."

  20. End of 2003

  21. Clinical course of West Nile encephalitis Solomon, T.,Brit. Med. J.326, 865-869 (2003)

  22. “It’s called West Nile for a reason. . .” Data set from http://bioquest.org/bedrock/problem_spaces/wnv/data.php

  23. The Biology WorkBench is a web-based resource for analyzing and visualizing molecular data developed at NCSA (the National Center for Supercomputing Applications). Database searching is integrated with access to a wide variety of analysis and modeling tools http://workbench.sdsc.edu

  24. Aligned Sequences of WNV E Gene

  25. Approximate global distribution of West Nile virus Solomon, T.,Brit. Med. J.326, 865-869 (2003)

  26. Using Cases: Lab Technologyhttp://ublib.buffalo.edu/libraries/projects/cases/lucre1.html FILTHY LUCRE:A Case Study Involving the Chemical Detection of Cocaine-Contaminated Currency Ed AchesonDepartment of ChemistryMillikin University, Decatur, IL

  27. Using Cases: Lab Technology Tom Brown [was daydreaming while standing in the security line at the airport.] He was in a particularly good mood because Grandma Brown had given him $200 in cash as a Christmas present ... Tom had tucked the cash into his carry-on. "Sir?” repeated a loud voice. “We have detected evidence of illegal drugs and will need to search your carry-on.”

  28. Using Cases: Lab Technology Tom’s cash ($200 in ones) will be treated with methanol to extract any cocaine present in the money. The extract will then be injected into the gas chromatograph / mass spectrometer (GC/MS), which will determine if any cocaine is present.

  29. Using Cases: Lab Technology • Roll the bill and place it into a clean vial. • Add 2 mL of methanol to the vial. • Cap the vial and shake for 1 minute. • Using a glass Pasteur pipette, transfer enough methanol to an autosampler vial to fill the vial about three-quarters full. • Remove the bill from the vial when you are finished using a forceps.

  30. Meet Diverse Objectives by varying PBL Implementation: • To assess knowledge and skills • To initiate investigations • To introduce new technologies • To develop global and multicultural perspectives • To value interdisciplinarity

  31. Using PBL: Multicultural & Interdisciplinary In the 1840’s, Late Blight devastated the potato crop which resulted in mass starvation and forced migration of the human population.

  32. Using PBL: Simulating Late Blight Free software available at the link below. Click on “Modules” and then on “Lateblight” http://www.bioquest.org/BQLibrary

  33. Simulation Results: IRELAND 1840’s Cool, wet conditions, no pest management Sporangia from cull pile Infections from volunteers Crop defoliated and entirely lost well before harvest % blight infections sporangia

  34. Modern Management: BlightCast Using 1840 conditions. Result of spraying every 5 days = $278 profit, no tuber loss, 3% foliage loss. sporangia sprays

  35. Meet Diverse Objectives by varying PBL Implementation: • To assess knowledge and skills • To initiate investigations • To introduce new technologies • To develop global and multicultural perspectives • To value interdisciplinarity

  36. Footprints “I’m glad I don’t live on a 200 acre farm like you, Sam!” teased Sue as the two friends hurried into their Biology class. “Why?” asked Sam, “Weren’t you just complaining about living in your parent’s downtown condo?” “Well, that’s true,” Sue admitted, “But I was thinking about today’s class assignment on sustainability. I bet you have the biggest footprint in the whole class.” Much to Sue’s surprise, Sam didn’t look all that concerned. He held out his hand and replied confidently, “I’ll take that bet!”

  37. What is this case about? • What do you already know? • What do you need to know?

  38. Online Tools: a global resource used locally • http://www.earthday.net/footprint/index.asp

  39. Questions from Footprint Quiz • Food: amount of meat, how much food is local • Goods: how much waste is produced • Shelter: size of home, number of people, availability of water and electricity • Mobility: kinds of transportation, car pooling, air time, fuel efficiency

  40. The Results Sue Sam

  41. Go to Footprint quiz and find out your ecological footprint • http://www.earthday.net/footprint

  42. What could you teach with this? • What kinds of resources might be useful?

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