Investigative Case - "Holy Starbucks Batman!"
This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: May 13, 2008
This material was originally created for Starting Point:Introductory Geology
and is replicated here as part of the SERC Pedagogic Service.
- Describe how a pollutant moves through the hydrosphere.
- Make measurements to assess water quality.
- Identify field-collected invertebrates (at least to phylum).
- Describe physiological differences and similarities across the invertebrate phyla in selected organism system/systems.
- Summarize and report potential impacts of a new environmental pollutant (caffeine).
Context for Use
Considering Class Size - Different types of objectives can be accomplished by implementing case-based learning in different sized classes.
How Do Investigative Cases Fit into Courses? - What issues need to be taken into account before introducing cases to your class?
Description and Teaching Materials
The DEQ reports that the Willamette River contains measurable levels of caffeine. Water samples were taken from Harrisburg, downstream from the Eugene water treatment plant and upstream from the city of Corvallis water intake facility. Data indicates the caffeine levels are increasing from year to year.
Local fishing groups are concerned about the potential impact upon food species for migrating salmon fry. "The caffeine may make them get to the sea faster, but if it kills their food sources then they are going to be awful hungry when they get there" stated an anonymous official.
Suggested Student Questions for Exploring the Case:
- How does caffeine get into rivers?
- What do salmon fry eat?
- What types of salmon fry food species live in this part of the Willamette River?
- What are the effects of caffeine on the food species? On the fry?
- Should we do anything about caffeine in our river?
- Have students fill out a table "What do you know?" vs. "What don't you know?"
Potential Activities to Use with the Case:
- Collect and identify potential salmon fry food species in the Willamette River.
- Potential link to chemistry: Measure caffeine levels in Willamette River from water samples (or in Lane CC sewage lagoons).
- Study effects of caffeine on California Blackworm (Lumbriculus variegatus) and water flea (Daphnia spp).
- Write preliminary report on the affects of caffeine on salmon fry food species to local city regulatory board.
Case Analysis Worksheet - A helpful aid in guiding students through the use of cases.
A map of the Willamette River Basin.
Teaching Notes and Tips
Preparing Students for Cases and Collaborative Learning - Hints and advice on how to introduce cases into your class.
Suggested Student Products for use in Assessment of Learning
- Field notebook from collection field trip, including identification of organisms.
- Laboratory report on effects of caffeine on invertebrates.
- Report to regulatory board with adequate research support.
Student Survey on Using the Case (Word 24 kB) Note: You may find it helpful to use this form to gather information from students if you wish to see how they view learning with cases.