ncs-NSDL-COLLECTION-000-003-112-046

This interrupted case study begins with the construction of a pedigree following an initial encounter with a clan of “blue people.” After constructing a pedigree, students decide whether the condition (methemoglobinemia) is a heritable trait. Students are then exposed to a different perspective of this condition and have to re-evaluate the inheritance pattern. This case study was written for a first year honors course in general biology. It could be modified for most general science majors’ biology, genetics, biochemistry, and cell biology courses.

Summary

SubjectsChemistry, Life Science
Education levelHigh School, Higher Education, Vocational/Professional Development Education
Resource typesInstructional Material
Resource formatapplication, application/pdf
CreatorCeleste A. Leander, Robert J. Huskey
Languageen
PublisherNational Center for Case Study Teaching in Science, University of Buffalo, New York
DOIhttp://dx.doi.org/2200/20110630164205550T

Rights and restrictions

CopyrightCopyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Please see our usage guidelines, which outlines our policy concerning permissible reproduction of this work.

Found in collection(s)

NCCSTS
Title Case Study Collection: National Center for Case Study Teaching in Science
Link http://sciencecases.lib.buffalo.edu/cs/
Description The Case Study Collection makes science relevant by presenting contemporary science problems about issues that students encounter in the news. The case studies in the collection are created by science and engineering faculty and facilitate a powerful pedagogical technique for teaching scientific concepts and content, while also advancing student process skills and critical thinking. The cases can be presented in several formats and taught in a variety of ways, ranging from the classical discussion method to problem-based or team learning, with their emphasis on small-group, cooperative learning strategies. The cases are published after undergoing peer review and revision, and all of the cases have teaching notes, including classroom management and assessment strategies with answer keys, and printable student background material. Permission is granted to modify and personalize the case study documents and instructors may tailor them to meet individual classroom needs.