1. Microbiology for Majors
Course Context: 3000 level course that is part of our Biology Core
Learning Objective
Taxonomy Level/Category
Learning Activities
Formative Assessment
Summative Assessment
Compare and contrast the cell walls of gram-positive bacteria, gram-negative bacteria, acid-fast bacteria and archaea and discuss their environmental and medical significance.
analysis
In-class group work
Gram staining, acid fast staining
Worksheet (homework)
Quiz
Unit exam
Pre/Post test

2. Learning Activities Group activity (in-class) Gram staining (in lab)
Draw and label cell walls of Gram positive, Gram negative and acid-fast bacteria.
Draw and label the cell wall of archaea. 
Compare and contrast how cell wall structures of Gram positive bacteria, Gram negative bacteria, acid-fast bacteria, and archaea that
Impact environmental stability
Play a role in disease
Impact sensitivity to antibiotics and disinfectants
Gram staining (in lab)
Acid-fast staining (in lab)

3. Formative Assessments
Worksheet (pre-work)
All of the following are found in the cell walls of gram-positive bacteria except
N-acetylglucosamine
Lipoteichoic acid
Lipid A
Teichoic acid
Gram-negative cells contain a periplasmic space that is
filled with lysozyme
the site of protein synthesis
rich in degradative enzymes
a site of endocytosis
Quiz (short answer)
What structural feature is responsible for the thicker peptidoglycan in Gram positive bacteria?
What is the most common type of cell wall in the archaea made out of?

4. Summative Assessments
Unit exam
Cell wall essay exam question rubric
Question: Compare and contrast the cell walls of Gram + bacteria, Gram – bacteria, and Archaea.
Unacceptable
Below average
Average
Above average
Excellent
<3.0
3.0 – 3.25
3.5 – 3.75
4.0 – 4.75
4.5 – 5.0
Identifies and describes < 3 structural components
No discussion of their function
No mention of significance
Discusses their function
Identifies and describes 3 to 4 structural components
Some mention of significance
Identifies and describes 5 to 6 structural components
Discusses significance of each component
Identifies > 6 structural components

5. Timeline
August: finalize learning activities and summative and formative assessments for learning objective #2. Revise pre/post test
September: implement new tools in class and evaluate their effectiveness
October – November: Start developing a knowledge survey for our Microbiology Course that aligns with our pre/post test
December: Develop appropriate case studies and continue to align exam questions and learning objectives