Assessment Residency Post-Assignment 1
• The unit I chose to work on is antibiotic
function/resistance. It is later on in the semester
(mid-oct)
• It is my first time teaching this microbiology class.
(100-150 students)
• I have included some ideas for clicker
questions/exam questions/activities, but will
adjust as I learn more about my students
• I have already implemented a couple of
successful things in earlier units
–
–
–
–
Clicker questions for participation credit
Study guides with learning objectives
Online homework with pre/post unit components
Printed in class activities for them to write on
Fundamental Statement: Bacteria have unique cell structures that can
be targets for antibiotics
Learning Outcomes
Students will be
able to…
Taxonomy
Level
Learning Activities
Outside of class:
*Students will be able
~Read
to identify features of
prokaryotic cell
Understand
Inside of class:
structures that can be
~Lecture
affected by a drug
(antibiotic)
*Students will be able
to predict, based on
the function of a drug, Apply
what type of organism
it will affect
Outside of class:
~Read
~Adaptive
homework
Inside of class:
~Lecture
~Case Study
Formative
Assessment
Summative
Assessment
~Clicker Questions
~Pre-Lecture
Quiz/Homework
~Clicker Questions
Unit Exam
Unit Exam
Fundamental Statement: Genetic mutations and horizontal gene
transfer, together with selective pressure, lead to the rise of antibiotic
resistance
Learning Outcomes
Students will be
able to…
Taxonomy
Level
*….explain how
antibiotic resistance
spreads in a
Understand
population of bacterial
cells
*……explain how not
completing a full
treatment of
antibiotics can lead to
Apply/Relatio
an increase in
nal
resistance
in a bacterial
population
Learning
Activities
Formative
Assessment
Summative
Assessment
Outside of class: ~Clicker
~Read
Questions
Inside of class:
~Interrupted
Lecture
~Pre-Lecture
Homework
Outside of class:
~Read
~Clicker
~Adaptive
Questions
homework
Inside of class:
~ Interrupted
Lecture
~Case Study
Unit Exam
Unit Exam
Overarching Goals of
the antimicrobial drug
unit
Students will
be able to
Students will understand what
makes a good antimicrobial drug and
how drug resistance spreads in a
population
……Understand the features of
an effective antimicrobial drug
Intermediate
steps
*…predict what
type of cells a
drug will target
……explain how not
completing a full treatment of
antibiotics can lead to an
increase in resistance
in a bacterial population
*…to analyze bacterial
growth assays to
determine antibacterial
drug resistance
*…..list the
structures
unique to
prokaryotic cells
*..explain how
antibiotic resistance
spreads in a population
of cells
Building Blocks
Eukaryotic cell
structure
Prokaryotic cell
structure
Metabolism
Information flow
Genetic
Mutation
Horizontal Gene
transfer
In class activities
…. Build on lower
Lecture with clickers level outcomes
…. Smaller group
Address problems
from homework (D) activity (TPS) (E)
Mon
Oct 12
Wed
Oct 14
Sat/Sun
Read (A)
….. Summative
Exam at Unit End
(F)
Tues
Oct 12-16,
2015
Fri
Oct 16
Thurs
Sat/Sun
Adaptive Homework: Problem Solving
Due Sunday 11pm (C )
Online Homework: Fact finding
Due Sunday 11pm (B)
Out of class activities
*150-200 Bio Majors
So-Sr
A. Read (Study Guide)
• I generate a study guide for each unit. This is an example from the first
unit
• I will generate the study guide for this unit a week or so before (Oct 5-7)
Bio 308 F15
Study Guide 1: Introduction to Microbiology
Brock 14E Reading: Chapter 1, Chapter 12.3-12.4
Keywords (be able to define these terms):
Ch 1
Microbiology
Microbe
Prokaryote
Eukaryote
Louis Pasteur
Koch
Koch’s Postulates
Ch 12
Endosymbiosis
16s rRNA
Phylogeny
Archaea
Bacteria
Eukarya
Learning objectives (by the end of this unit you should understand the following):
* Understand how microbes are essential for life as we know it and the processes that
support life. Be able to give examples of how microbes contribute to these processes.
*Explain the experiments performed by Koch and Pasteur and how they contributed to
the understanding of microbial growth and disease.
*State at least 2 characteristics all living organisms share
*Describe the evidence that supports that mitochondria evolved from bacteria
* List the three Domains of the phylogenetic tree of life. State a unique characteristic of
each Domain.
* Explain what features of 16S rRNA make it useful to compare the evolutionary
relationship between organisms.
* Draw inferences about evolutionary relatedness of organisms based on phylogenetic
trees.
End of the chapter questions:
Ch 1, Review: 2, 3, 5, 7, 9. A pplication: 3
Ch 12, Review: 4, 5, 7
B/C: Homework
• These assignments include two components. A simple set of questions on
the reading for the next unit, and a problem based set of questions for the
previous unit
• Example reading q (Blooms ½):
What does the minimum inhibitory concentration (MIC) of a chemical tell
you?
A)It tells you the smallest concentration of the chemical that is
needed to inhibit the growth of any microorganism.
B)It tells you the smallest concentration of the chemical that is
needed to kill a specific microorganism.
C)It tells you the smallest concentration of an organism that is
needed for chemical control.
D)It tells you the smallest concentration of the chemical that is
needed to inhibit the growth of a specific microorganism.
• Example Follow up q (problem based): Attached is the case study. It is
followed by a guided series of questions. From Pearson’s
MasteringMicrobiology
D) In class clickers on reading/lecture 1:Oct 12
• This question is related to the learning objective “Students
will be able to predict, based on the function of a drug, what
type of organism it will affect”
The antibiotic cycloheximide binds to the 60S subunit of the ribosome as shown in Figure
20.2. The effect is to
A) Prevent mRNA-ribosome binding in eukaryotes.
B) Prevent peptide bond formation in prokaryotes.
C) Prevent polypeptide elongation in eukaryotes.
D) Prevent transcription in prokaryotes.
E) Prevent ribosome formation in bacteria.
E) In class activity (Lecture 2): Oct 14
• I am currently working on adjusting the
following case study to meet my in class
needs. I am shortening sections 2 and 3 to fit
within a 50 minute class. I will address:
– Mechanisms of resistance
– Evolution of resistance
• http://sciencecases.lib.buffalo.edu/cs/collecti
on/detail.asp?case_id=594&id=594
F) Summative Exam (Oct 16)
• I do not have any TAs for my 150 students, so my exams are multiple choice
• I’ve attached some lower order questions to address my learning objectives
• I am working on generating higher order questions to include on the exam. I
usually include a mix of comprehension and apply/analyze on each exam.
• Objective 1: An antimicrobial that inhibits cell wall synthesis will result in
which of the following?
• A) Cells become more susceptible to osmotic pressure.
• B) Cells cannot attach to their hosts.
• C) Ribosomes lose their function.
• D) The sterols in the cell wall become nonfunctional.
• E) The replication of cells, including cancer cells, slows down.
F) Summative Exam (Oct 16)
• Objective 2: Which drug is least likely to
impact the cells of the human host?
• A) A drug that targets the plasma membrane
• B) A drug that targets peptidoglycan synthesis
• C) A drug that targets a component of the 70S
ribosome
• D) A drug that targets a component the 80S
ribosome
F) Summative Exam (Oct 16)
• Objective 3: Antibiotic resistance can spread
from one bacterium to another via direct
bacterial cell contact through the process of
• A) Transduction
• B) Transformation
• C) Recombination
• D) Conjugation
F) Summative Exam (Oct 16)
• Objective 4:The overuse and misuse of
antimicrobial drugs leads to antibiotic-resistant
bacteria because
• A) the few surviving bacteria that are affected by
the antibiotics develop immunity to the
antibiotics, which they pass on to their progeny.
• B) the antibiotics persist in the environment
• C) the antibiotics cause new mutations to occur
in the surviving bacteria, which results in
resistance to antibiotics.
• D) the antibiotics kill susceptible bacteria, but the
few that are naturally resistant live and
reproduce, and their progeny survive and grow