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Cell Biol Educ 3(1): 62-68 2004
DOI: 10.1187/cbe.03-06-0022
© 2004 American Society for Cell Biology
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ARTICLES

Mystery of the Toxic Flea Dip: An Interactive Approach to Teaching Aerobic Cellular Respiration

A. T. Baines*, M. McVey, B. Rybarczyk, J. T. Thompson, and H. R. Wilkins

Department of Biology, University of North Carolina, Chapel Hill, NC 27599–3280

* Corresponding author: Department of Biology CB#3280 Coker Hall University of North Carolina Chapel Hill, NC 27599–3280. E-mail address: antonio_baines{at}med.unc.edu.

We designed an interrupted case study to teach aerobic cellular respiration to major and nonmajor biology students. The case is based loosely on a real-life incident of rotenone poisoning. It places students in the role of a coroner who must determine the cause of death of the victim. The case is presented to the students in four parts. Each part is followed by discussion questions that the students answer in small groups prior to a classwide discussion. Successive parts of the case provide additional clues to the mystery and help the students focus on the physiological processes involved in aerobic respiration. Students learn the information required to solve the mystery by reading the course textbook prior to class, listening to short lectures interspersed throughout the case, and discussing the case in small groups. The case ends with small group discussions in which the students are given the names and specific molecular targets of other poisons of aerobic respiration and asked to determine which process (i.e., glycolysis, citric acid cycle, or the electron transport chain) the toxin disrupts.

Key Words: undergraduate • electron carrier • electron transport chain • energy • enzyme • glycolysis • Krebs cycle • mitochondria • thermodynamics • adenosine triphosphate






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