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Resistant & Persistent Bacterial Cells
Jean-Louis Bru
An activity on the difference between resistant & persistent bacterial cells. This activity aims to build on the pre-lecture materials about resistant bacterial cells, so that students can make a connection toward persistent cells. In both cases, they make antibiotics less effective.
Learning Objectives
Recognize the importance of antibiotics in fighting bacterial infections. Understand how bacterial species become antibiotic resistant. Determine the difference between resistant and persistent bacterial cells.
Social and Collaborative
Students work together on this in-class activity in groups of 2-4 (3, ideally). Each student will have one of the following roles: encourager, recorded, investigator, and time keeper. At the end of the activity, students will download the Google Slides as PDF and submit it for credit, graded based on completion.
Recommended courses for the activity
This activity is recommended for students taking general microbiology. To a larger extent, this activity can be applied to classes that go over antibiotic resistance. This activity is straightforward enough to be used by students in lower division or upper division as long as they get lectured on antibiotic resistance. A short lecture is also provided in case you need to teach about antibiotic resistance.
How the activity works
First, each student takes a survey on basic knowledge about persistent, resistant, and sensitive bacterial cells.
Then, students review the concept of antibiotic resistance through the case study involving Vanessa who goes off to college and becomes infected with chlamydia. After taking antibiotics for a few days, she stops her treatment halfway because she feels better. Unfortunately, she eventually becomes much worse as the bacteria have become more aggressive and resistant to the antibiotics she has been taking.
Students continue working on this activity by going through a series of questions to explain the consequences of persistent cells. The life cycle of persistent bacterial cells and then the graph on the difference between persistent, resistant, and sensitive cells conclude the activity (on the right).
Each student finally takes a post-activity survey to ensure they understand the concepts and their thoughts on the activity.
Contents
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docx RESPER_Facilitation_Guide_SocialTools_v1.docx(DOCX | 2 MB) pptx
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RESPER_Activity_Deck_SocialTools_v1.pptx(PPTX | 2 MB) pptx
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RESPER_Lecture_Antimicrobial_Drugs_Antibiotic_SocialTools_v1.pptx(PPTX | 21 MB)
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RESPER_PrePostFeedback_Questions_SocialTools_v1.docx(DOCX | 69 KB)
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Activity_Deck_Setup_Info_SocialTools_v1.docx(DOCX | 249 KB)
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RESPER_Facilitation_Guide_SocialTools_v1.docx(DOCX | 2 MB)
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RESPER_Activity_Deck_SocialTools_v1.pptx(PPTX | 2 MB)
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RESPER_PrePostFeedback_Questions_SocialTools_v1.docx(DOCX | 109 KB)
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RESPER_Lecture_Antimicrobial_Drugs_Antibiotic_SocialTools_v1.pptx(PPTX | 21 MB)
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The Impact of Climate Change on Sea Hare Respiration
Desiree Forsythe and Richelle Tanner
In this lesson, students interpret graphs of sea hare respiration. Then, students view and reflect on an interview with environmental scientist Dr. Richelle Tanner, who collected the data in the graph. This lesson was designed for a 75-min class period with in-person delivery. Target student level is introductory biology for majors. The materials here include an instructor guide (1_LessonGuide_The Impact of Climate Change on Sea Hare Respiration), an in-class presentation (Google slides; 2_PresentationSlides_The Impact of Climate Change on Sea Hare Respiration), and a link to the interview with Dr. Richelle Tanner, (BioGraphI Interview with Richelle Tanner).
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Institutional Racism in the United States Revisited
Carmichael Peters, Louis L. Knowles, Rodè F. Cramer, Glennan Keldin, Hayley Nelson, and Lucia Beatty
This book aims to examine the current state of systemic racism in the United States as compared to baseline data collected in 1969. Using recent findings in the fields of history, economics, education, political science and public health, the work reveals the ways in which systemic racism in the US has and has not been addressed in the past five decades.
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Figure Set Update: An Inquiry-Based Module Aligned with the 4DEE Framework for Teaching about Functional Responses and Biological Control
Rosny Jean, Linda Auker, Suann Yang, and Jeremy Hsu
THE ISSUE
Biological control agents are used in a wide range of contexts to limit damage from pests. However, the broader ecological consequences of such agents often are unclear before ecological risk assessments are performed. This Figure Set guides students to think through potential consequences of using biological control agents, and then uses a specific study to challenge students to interpret results from laboratory and caged field experiments. This Figure Set also introduces the concept of functional responses to students.
FOUR DIMENSIONAL ECOLOGY EDUCATION (4DEE) FRAMEWORK
- Core Ecological Concepts:
- Organisms
- Resources and regulators
- Communities
- Predation
- Ecology Practices:
- Quantitative reasoning and computational thinking
- Data analysis and interpretation
- Designing and critiquing investigations
- Study design, familiarity with basic modes of ecological inquiry (description, comparison, experimentation, modeling)
- Evaluating claims
- Argument from evidence
- Working collaboratively
- Human-Environment Interactions:
- How humans shape and manage resources/ecosystems/the environment
- Natural resource management (biological control agents, ecological risk assessments)
- Cross-cutting Themes:
- Systems
- Biogeography
- alien/invasive species
STUDENT-ACTIVE APPROACHES
Think-pair-share, drawing predicted results, designing experiments
STUDENT ASSESSMENTS
answering questions on a worksheet, sharing responses with the class, and completing post-class homework that assesses understanding of key concepts
CLASS TIME
This Figure Set is designed to span one 75-minute class, or split over two 50-minute class sessions.
COURSE CONTEXT
This Figure Set is designed for upper-division undergraduate ecology courses.
These open educational resources (OER) were created by Chapman University researchers. Open educational resources are resources for teaching, learning, and research that have been released in the public domain or with an open license.
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