1. Case-based Learning in Biology Using Computer Simulations of Protein Laboratory Procedures Mark Bergland and Karen Klyczek University of Wisconsin-River Falls Mary Lundeberg Mary Lundeberg Michigan State University

2. Overview Description of Case It! ProjectDescription of Case It! Project Demonstration of DNA analysis softwareDemonstration of DNA analysis software with sample case study in human genetic disease with sample case study in human genetic disease Demonstration of new protein moduleDemonstration of new protein module with sample case study in infectious disease with sample case study in infectious disease

3. Case It! Project URL for Case It! Home Page: Http://www.uwrf.edu/caseit/caseit.html Contact: mark.s.bergland@uwrf.edu Supported by the CCLI program of the National Science Foundation

4. Case It! Project Electronic framework for analyzing and discussing case studies in molecular biology Human genetic diseases and associated ethical issuesHuman genetic diseases and associated ethical issues Students gather background information on casesStudents gather background information on cases Analyze DNA sequences using Case It! Version 4.02dAnalyze DNA sequences using Case It! Version 4.02d Prepare web-page poster using automated systemPrepare web-page poster using automated system Poster session via Internet conferencingPoster session via Internet conferencing Role-playingRole-playing

5. Techniques for DNA analysis Features of Case It! Version 4.02d DNA electrophoresisDNA electrophoresis Restriction enzyme digestion and mappingRestriction enzyme digestion and mapping Southern blottingSouthern blotting Dot blottingDot blotting Polymerase Chain ReactionPolymerase Chain Reaction

6. Sample case: Huntington’s Disease Susan is a 23-year-old whose father, age 55, and paternal aunt, age 61, have been diagnosed with Huntington’s chorea. A paternal uncle, age 66, appears to be unaffected by the disease. Susan wants to know if she inherited the mutated gene from her father so that she can prepare for that future if necessary. She arranges to undergo DNA testing for Huntington’s. Her 17-year old brother, John, also decides to be tested after talking with Susan.

7. Ethical issues raised by the case Should someone with a family history of HD be required to undergo testing? Should they have children if they test positive, or if they have not been tested? Should someone as young as John be tested? Should the results of such tests be made available to insurance companies? to potential employers? to potential mates?

8. Case analysis Case It! Investigator is used to gather background information on case Case It! Version 4.02d is used to analyze DNA sequences associated with case Case It! Launch Pad gives access to a web editor/conferencing system -electronic poster sessions -role playing

9. Case It! Launch Pad

10. Case analysis Case It! Investigator is used to gather background information on case Case It! Version 4.02d is used to analyze DNA sequences associated with case Case It! Launch Pad gives access to a web editor/conferencing system -electronic poster sessions -role playing

11. Case analysis Case It! Investigator is used to gather background information on case Case It! Version 4.02d is used to analyze DNA sequences associated with case Case It! Launch Pad gives access to a web editor/conferencing system -electronic poster sessions -role playing

33. Protein module ELISA (Enzyme immunoassay)ELISA (Enzyme immunoassay) Protein gel electrophoresis/ Western blotProtein gel electrophoresis/ Western blot Infectious disease casesInfectious disease cases »HIV »West Nile virus »Influenza

34. ELISA test results A2 Pos. control A3 Neg. control A4 Anna - 1st tri A5 Anna - 2nd tri A6Boyfriend A7Infant

35. HIV viral proteins Source: The Biology Project, U of Arizona http://www.biology.arizona.edu

36. Band pattern interpretation Source: The Biology Project, U of Arizona

37. HIV Case studies Case scenario - video and text Case scenario - video and text ELISA test - initial screening ELISA test - initial screening Western blot to follow up ELISA results Western blot to follow up ELISA results

38. Invitation to participate We welcome participation in the Case It! ProjectWe welcome participation in the Case It! Project No cost to educatorsNo cost to educators High school and university educators are invitedHigh school and university educators are invited Contact mark.s.bergland@uwrf.eduContact mark.s.bergland@uwrf.edu

39. Assessment Team: 10 preservice science teachers, 3 professors; 1 teacherTeam: 10 preservice science teachers, 3 professors; 1 teacher Pre- and post-case analysis taskPre- and post-case analysis task -understanding of ethical issues & data interpretation Observations and interviewsObservations and interviews Web PostersWeb Posters Internet conferencingInternet conferencing

40. Genetic diseases, genetic testing and underlying genetics l Seventy-six (76)% of students interviewed reported that the project helped them learn more about genetic diseases I had no idea what this disease was before..it’s amazing how much you can learn from genetic testing.

41. "To answer your question about ending the life of another because they have Alz., we won’t say whether it is the right thing to do or not, but it is something people need to think about. A couple should discuss their wishes with their partner before their disease progresses, that way the partner will know he/she is making the right decision for that person." (video clip) Ethical issues: Internet conferencing

42. Student interest 100% of the students said the project was valuable 100% of the students said the project was valuable 50% chose the disease because it was in their family 50% chose the disease because it was in their family 59% liked the project because it related to real-life 59% liked the project because it related to real-life 47% liked the project because it provided a fun and novel way to learn 47% liked the project because it provided a fun and novel way to learn

43. Role playing in internet conferencing I think it’s cool how people are really getting into it. Once in a while I forgot that the people asking the questions were others students. It’s pretty believable. It puts you in a pretty realistic situation. I like playing the role of the counselor. I don’t feel like I know that much, but I think it’s neat to just think about all these things that go on.

44. Technology 71% of students reported being asked at least one question they didn’t know the answer to, which inspired them to do additional research and to revise their poster including this new information. 71% of students reported being asked at least one question they didn’t know the answer to, which inspired them to do additional research and to revise their poster including this new information. People are asking you questions that you don’t know how to answer then you have to research it and answer them. So then you find out a lot more that if you just researched it and did a project.

45. It was cool to use the internet for chatting back and forth. I never really used it like that before. I just normally look up stuff of interest. I think it’s great to incorporate technology into class; it’s a lot of fun. I think the most positive thing for me was learning how to make a web site. It’s like doing a report but you can put it on the Internet for anyone to look at. I’m so used to just writing papers and turning them in. I thought this was a really unique way to do a report. Technology