The Virtual Bacterial Identification Lab allows students to simulate bacterial identification through the analysis of 16S rRNA gene sequences. The module presents the basic procedures of sample collection, isolation of DNA, amplification of the 16S rRNA gene through polymerase chain reaction, sequencing the amplified DNA, and comparing the sequence to known bacteria using BLAST. The lab techniques demonstrated in this animation are applicable in a wide variety of settings, including scientific research and forensic labs. The site uses one frame for the simulation and a second for a lab notebook of instructions. The only major weakness is that the results are predetermined, and therefore do not promote active learning or problem solving.
Type of Material:
Tutorial and Animation/Simulation
Technical Requirements:
HTML and Shockwave plugin
Identify Major Learning Goals:
Learn how to identify bacteria using DNA sequence comparisons
Target Student Population:
Upper division Biology or Microbiology Majors
Content Quality
Rating:
Strengths:
Quality of Content: (5.0) (5.0) = (5.0)
Superb graphics and well defined vocabulary terms.
On-line glossary and encyclopedia.
Clearly laid out and attractive
Complete and accurate coverage of topic including safety considerations
Vocabulary appropriate or linked to additional explanations
Graphics are well designed, interactive, and instructive
Site is engaging for first time user
Concerns:
May be a bit too much information for some undergraduates.
More images and diagrams would be helpful for students.
Update some of the direct MMWR links and perhaps include other appropriate graphics
Potential Effectiveness as a Teaching Tool
Rating:
Strengths:
Potential Effectiveness as a Teaching Tool: (3.0) (5.0) = (4.0)
An excellent demonstration of several current molecular techniques used to identify bacteria.
Learning objectives clearly stated in introduction
Promotes conceptual understanding of processes involved in bacterial identification
Addresses problems related to bacterial identification but little room for user error and solution
Might be used as a class demonstration with a projector unit
Could be used to introduce BLAST analysis and then give additional unknowns to students
Concerns:
Because the student has little input in the execution of the experiment, the simulation is very passive and therefore does not promote problem solving and critical thinking.
It would also be difficult to create assignments for this simulation,
other than to have the student run the simulation and see if they get the right answer. Very little is expected of the student as an active learner in this simulation.
Methods to improve interactivity, critical thinking and problem solving would greatly improve this site. Perhaps ask students to select appropriate PCR controls, and have suggestions or corrections if they choose the incorrect control.
Ease of Use for Both Students and Faculty
Rating:
Strengths:
Usability: (4.0) (4.0) = (4.0)
The instructions and goals are clearly identified and the program executed quickly and without error.
Very well written, organized and visually designed
No defective links or major bugs
Site is easy to navigate
Concerns:
Introduction should direct user to Reference link, which is useful information that may be bypassed by users who are not predisposed to explore site
Unclear if a second unknown can be accessed and the identification process repeated
Site is too slow to load
Overall rating: (4.0) (4.6) = (4.3)
Creative Commons:
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