![]() ![]() Based on the number of assignments, review of drafts can be completed via email, in-person reviews with group members, or a mix of both.Īn additional review of second drafts occurs within five to seven days following, based on suggestions from the first draft. Instructors will review drafts for errors that demonstrate a disconnect between the Sci-Fi Microbe and the story. Reviewing a draft of the story is an important aspect of the learning process because students receive feedback on how they have answered the questions addressed during the brainstorming session and the instructor can assess the students’ understanding through their individual stories. Groups are given seven to ten days to develop their first draft. Review of student drafts and instructor feedback How can we use the microbe (or research generated from it) to make it useful to everyday people (cure for Alzheimer’s disease, new cosmetic product, etc.)? (Students end their story with explaining how their discovery will lead to a new product.)ī. Techniques that are too complex to mention in the story can be omitted.) Laboratory techniques covered during the course, such as Gram stain or metabolic tests, can be incorporated into the story. ![]() What techniques were performed to confirm the presence of the Sci-Fi Microbe in the story? (In the story, the student must explain the techniques used to characterize the microbe. This question also allows students to develop the role of the characters in the story.) What unusual observations led to the microorganism’s discovery and how are the characters involved? (The students answer this question to explore how the change made to the microbe will influence the story, including the initial discovery. Where was the microorganism discovered? (This question challenges the student to reflect on how metabolism, nutrition, temperature, and other conditions must be present to support the microorganism.) Too much alteration can lead to a confusing story.) Students may alter more than one structure if it can be supported by the storyline. For example, the Sci-Fi Microbe can have altered cell wall components, the production of novel protein(s), or external structures to improve resistance. Which part(s) of the microorganism do you plan to alter? (Students select one structure to change about the microorganism. ![]() Which microorganism are you going to change? (Students select a known microorganism to change in their story therefore, they must familiarize themselves with its structure, growth, and nutritional conditions, and its role and significance in health, ecology, agriculture, etc.) To keep the students focused on how the microorganism is linked to their story, they are presented the following questions: It is important to notify the students during the brainstorming session that their story can be in the form of a news story (television or news article), short story, interview, or series of journal entries (see Journal Entry Format example – supplementary material) – providing them with options on how to present their assignment. Students are assigned groups of 3–4 students and they begin to brainstorm a story and its main character, the Sci-Fi Microbe, using a brainstorming worksheet (see Brainstorming Sheet - supplementary material). One key question to ask the students: Based on our knowledge about microbial structures, what should be added, removed, or changed in order for this story to proceed? Although there is no one right answer, the discussion will lead students to reflect on how their story can develop, based on the examples presented. Therefore, incorporation on how a change in microorganisms leads to positive results will help diversify the types of stories presented.Īfter the introduction, ask students how the virus, bacteria, or microbial eukaryotes mentioned in the books or movies are different from what they have learned in microbiology. Many film and literary works describe microorganisms as being pathogens. ![]() To get students inspired about the idea of fusing their classroom information into a creative story, present the class with story lines from science fiction books and movies, such as the novel The Andromeda Strain by Michael Crichton or the movie Flu Bird Horror(2008). Introduction of assignment and brainstorming ![]()
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