Overview

In this peer-instruction case study, students will learn about the dynamics of cytoskeleton through the shape-shfiting amoeba. Students take the role of a cell biologist and are given a dataset with amoeba cell counts under multiple drug treatments that affect cell shape. They are then tasked to determine if there is a statistically significant difference between treatments. This case study uses the flipped classroom strategy in which students will prepare for the task by watching videos, reading and performing a quiz before entering the classroom. Assigned videos to watch: Read More +

In this peer-instruction case study, students will learn about the dynamics of cytoskeleton through the shape-shfiting amoeba. Students take the role of a cell biologist and are given a dataset with amoeba cell counts under multiple drug treatments that affect cell shape. They are then tasked to determine if there is a statistically significant difference between treatments. This case study uses the flipped classroom strategy in which students will prepare for the task by watching videos, reading and performing a quiz before entering the classroom. Assigned videos to watch: A tour of the cell Tour of an animal cell. In the classroom, students are asked to produce a graph that best represents the data and to chose an appropriate statistical to analyze the data. Following that, they are asked to provide conclusions about the role of cytoskeleton in Amoeba.

Read Less -

Objectives

  • To learn about cytoskeleton dynamics;
  • To appreciate how we analyze, interpret and present data in a meaningful way.

Context and requirements

Level College
Discipline Biology
Course General Biology I
Activity Content Short answer questions, quiz, learning objective/reading assignment and videos
Technological Requirements Clicker system, computer with excel
Best Use Mini case studies

Author’s Notes

Benefits

  • The case study presents students with a simple drug-to-phenotype experimental scenario that is often seen in research. Students learn how to plot data, to analyze it and to infer conclusion from it.

Challenges

  • The students tend to have difficulty with excel and producing a meaningful and properly labelled graph on excel;
  • They also tend to choose the wrong statistical test.

Tips

  • Students require lots of guidance and help reading the data, analyzing it, and plotting it using excel.

Activity Pedagogical Components

CASE STUDY

For a description of this strategy, please see here.

FLIPPED CLASSROOM

For a description of this strategy, please see here.

JUST IN TIME TEACHING (JITT)

For a description of this strategy, please see here.

PEER INSTRUCTION

For a description of this strategy, please see here.

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