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Students will be able to critically analyze experimental evidence in order to answer a scientific question. (Essential)

Students will be able to apply and integrate biological concepts in order to solve a real-world problem. (Essential)

Students will understand the utility of multi-disciplinary interaction in answering a scientific question. (Essential)

Students will be able to extend their prior knowledge of how changes in chemical signaling affect neuron function. (Important)

Students will be able extend their prior knowledge of plant-microbe symbiotic interactions. (Important)

Students will be able to identify the role of biomagnification in an ecological system. (Important)

Students will understand how information from the ALS case study could be related to a potentially serious human health problem. (Important)

Students will be able to complete a worksheet that requires them to interpret experimental data and explain whether the data support or refute a hypothesis.

Students will be able to generate a plausible hypothesis for why the Chamorro people of Guam experienced high incidence levels of ALS in the 1960s, based on prior knowledge of plant and animal physiology and ecology.

Students will be able to describe the contributions that researchers from multiple disciplines made towards solving the ALS problem. Students will be able to collaborate with other groups by sharing data and formulating a consensus hypothesis.

Students will be able to explain how BMAA impacts neuron function.

Students will be able to explain the nature of the cycad/cyanobacteria interaction and explain the consequences from this type of interaction.

Students will be able to explain how biomagnification plays an important role in the incidence levels of ALS among the Chamorro people of Guam .

Students will be able to apply the knowledge and information gained from the case study to predict effects of BMAA on the US population.

This unit uses active learning approaches intended to give students experience in data interpretation and explanation, hypothesis construction/revision, and collaboration with group members. The exercises are designed to teach students about the utility of interdisciplinary interaction across multiple fields of biology.

Diversity is addressed in this unit by incorporating a variety of teaching methods, resources, and abilities. Teaching methods utilized in this case study include: mini-lectures and active learning at the individual and group level. Students are encouraged to utilize multiple resources in order to solve the case study: reliable websites, scientific publications, and other group members. Students become aware of the utility of different biological fields of study and the importance of the social sciences as well (understanding cultural practices) in solving a real world problem. The questions in the case study are designed to encompass diverse student abilities. For example, some questions require outside research, others require mathematical reasoning. In addition, the case study takes place in Guam and incorporates an international appeal to a universal human health issue: ALS.

The core activity is a case study. The case study is designed to guide students through a complex real-life mystery based on basic concepts that they have already learned regarding plant and animal physiology and ecology. Students will be involved in brainstorming activities as well as individual and group problem solving. These activities are designed to stimulate their ability/desire to develop hypotheses and answer scientific questions.

Learning is assessed through a pre/post survey, case study questions, and a final exam question. The pre-survey questions measure student bias regarding the relevance of certain biological disciplines. A series of case study questions (Handout #2A or 2B) assess student comprehension of concepts they have already learned and the student’s ability to interpret data. Handout #3 assesses ability of the students to explain data to other group members and formulate a hypothesis. A post-survey is conducted to see if attitudes expressed in the pre-assessment survey have changed following completion of the case. A final exam question assesses a student’s ability to apply their new knowledge in order to predict potential health consequences facing the US population.