OER AT JOHN JAY COLLEGE

WEEK

TOPIC

ASSIGNMENTS &/OR CLASS WORK

Before Class Today

#5

Case Study I: Acids, pH, and Buffers

Case Study I: Law of Mass Action

In this “clicker case,” a three-year-old girl gets into the medicine cabinet and ingests an unknown number of aspirin tablets. 

The case is used to discuss the Law of Mass Action, chemical equilibrium and equilibrium constants, pH, and weak acids and buffers in the context of medical management of a life-threatening emergency

• Case #1: Pre-Class Assignment 

• Case #1: In-class Handout 

• Case #1: PPT Acids Buffers 

Case Study Part A:

Case studies are a collaborative effort and usually take two class periods to complete. Begin reading the case study assignment on Blackboard and refer to the web link:

• http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=498&id=498

Clickers will be supplied for classes that require your response using clickers. In-class.

Objectives:

• Learn about pH numerical correlations with [H+].
• Understands that life can exist only within narrow pH ranges, and the biological control of pH is essential.
• Learn that the control of pH can be mediated by buffers, usually based on acids with weakly dissociable protons; near their dissociation midpoint, buffers resist pH changes in both directions.

Case Study Part B:

http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=498&id=498

Clickers will be supplied for classes that require your response using clickers. 

Objectives:

• Learn about pH numerical correlations with [H+].
• Understands that life can exist only within narrow pH ranges, and the biological control of pH is essential.
• Learn that the control of pH can be mediated by buffers, usually based on acids with weakly dissociable protons; near their dissociation midpoint, buffers resist pH changes in both directions.

#6

The Process of Science: Scientific Ethics

Opportunity Project Revisited

e-PF6 Process of Science:: Discussion on Ethics

• Use a concept map to show why ethical conduct in science is valuable, and what best practices mean.
• Describe the difference between a mistake and misconduct.

Process of Science: Scientific Ethics

• https://www.visionlearning.com/en/library/Process-of-Science/49/Scientific-Ethics/161

Read: Scientific Ethics and describe 5 important take-away concepts from your reading.

#7

Case Study II: Between the Living and the Dead

Case Study II Part A:

As Jen pores over her introductory biology textbook, she falls asleep and enters a nightmarish world in which bacteria and viruses dwarf human beings.

Your final work will be posted on eportfolio.

Case Study II Part B:

The case includes a follow-up assignment in which students explore the risks and potential benefits of using bacteriophage to control bacterial disease.

• Case #2: Bacteriophage 

• Case #2: Group Roles 

• Case #2: Peer Evaluation Form 

Case Study II Part A:

Case studies are a collaborative effort and usually take two class periods to complete. Begin reading the case study assignment on Blackboard and refer to the web link:

http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=378&id=378

Objectives:

• Describe the differences between virus, bacteria, and bacteriophage.
• Explain the basic components and the life cycle of a T-even bacteriophage.
• Understand the indirect effect bacteriophages have on people

Case Study II Part B:

Objectives:

• Explain the classification and history of bacteriophage.
• Appreciate the risk and potential in using bacteriophage to control bacterial disease.

#8

Opportunity Project Presentations

Career Goals

e-PF5 Final Presentation of your Opportunities

PF7: Reflection on Career Goals

Planning your major and planning an interview with a faculty member.

• Finalize all of your information for your Opportunity Project

What are your career goals and which major do you think that you’d like to study?

• Explore the Department of Sciences’ Major and Minor program offerings.
• Choose the area that you would like to study and make an appointment with a faculty member to learn more about your major and program of study.

#9

The Innocence Project

Communication in the Sciences: Source Reliability

e-PF8: In-class presentation of a case from the Innocence Project

e-PF9: How to Be a Wise Consumer of Scientific Research.

In-class assignment designing a concept map using examples from Communication in the Sciences Website.

https://www.innocenceproject.org/

Choose a case history from the website and summarize in your own words what this case involved and why was the individual wrongly convicted.

Read: Understanding Scientific Journal and Articles 

• https://www.visionlearning.com/en/library/Process-of-Science/49/Understanding-Scientific-Journals-and-Articles/158

Utilizing the Scientific Literature

• https://www.visionlearning.com/en/library/Process-of-Science/49/Utilizing-the-Scientific-Literature/173

Describe 5 important take-away concepts from your reading. Put your ideas in outline form using the example from the library: https://www.lib.jjay.cuny.edu/how-to/write-an-outline