Dave Stone, University Laboratory High School, Urbana, IL.

CTER Program Final Project, Summer, 1998.

Lesson #2 - Biology WorkBench Education Version Tutorial (2 day activity)

Assumed Background:

All students will have completed a year of Introductory Biology prior to enrolling in the Field Biology class. It is assumed that all have a good grasp of Mendelian and transmission genetics, including gene structure and function. Additionally, all will have been introduced various molecular methodologies which are significantly impacting our understanding of evolution, speciation and taxonomic relationships.

Objectives:

• Students will be introduced to the goals of the team involved in developing the Biology WorkBench Education Version prototype.
• Students will develop skills in accessing gene sequence and protein databases.
• Students will use software tools which allow them to compare gene sequence and protein sequences.
• Students will develop skills in critiquing web sites.
• Students will communicate their findings in written form.

Materials:

• Each student will need a computer connected to the Internet running Netscape 4.0 or higher, word processing software and access to a printer.

Time:

• Approximately two 50 minute class periods.

Assignment:

Critiquing the Biology WorkBench Education Version Tutorial

This activity will introduce you to Biology Workbench , a scientific software tool accessible to anyone with a computer, Internet connection and web browsing software. We will begin by having one of the scientists from NCSA, either Dr. Umesh Thakkar or Dr. Eric Jakobsson, introduce the version of Biology WorkBench that is used by practicing scientists. They will then proceed to discuss the goals of the team developing the Education Version of BiologyWorkbench and the role that we at Uni will play in its development. As homework that evening, I would like each of you to read through Evaluating Internet Research Sources, a resource which gives excellent guidelines for evaluation of web sites.

The next class period will be devoted to exploration of your choice of the two human genetics tutorials developed up to this point. With Evaluating Internet Research Sources at your side, go through the tutorial you select, either the Sickle Cell Anemia Tutorial or the Cystic Fibrosis Tutorial. Be certain to critique the particular tutorial you select, keeping the following in mind:

• How visually appealing is the site?
• How might the graphics and initial presentation be improved?
• Assuming that you weren't assigned examination of this site, what could be done to maintain your interest in remaining at this site and continuing your browsing?
• What do you see as the strengths of the particular tutorial you are examining?
• What do you see as the weaknesses of the tutorial you are browsing?

In your discussion, be certain to list URLs for each page as you disuss each page in the sequence you encounter them.

This activity should be written up using the following format: 1) Title, 2) Purpose (in complete sentences), 3) Description of the Selected Tutorial (including URL) and 4) Critique of the Selected Tutorial (including URLs of each page as you discuss them).

Your tutorial critique should be approximately one to two full pages in length. This assignment carries a single lab weighting (1/3 exam).

Return to Sample Lessons

Last modified on July 26, 1998.