MEETING BRIEF Culturing New Connections Microbial Discovery Workshops
by William H. Coleman and Dennis Opheim
(Posted September 18, 1998 · Issue 38)
Abstract
Microbial Discovery Workshops connect college and pre-college teachers. The result is a growing curriculum of inquiry-based activities that introduce the world of microorganisms to pre-college students.
How can teachers for middle or high schools meet with professional microbiologists? One way is through summer Microbial Discovery Workshops, which are part of the Microbial Outreach Program that is supported by a partnership of the Foundation for Microbiology, Pfizer Corporate Philanthropy, and the American Society for Microbiology. These national conferences pair microbiologists and teachers, presenting the latter with inquiry-based learning modules that generate student enthusiasm and interest, even allowing students to design their own experiments. By developing teams of college and pre-college educators, activities with microorganisms can be introduced to pre-college classrooms.
At the Microbial Discovery Workshop at the University of Hartford in Connecticut, held July 22-26, 1998, some of these activities included microorganisms of different colors, magnetic bacteria, biofilms, yeast sensitive to light, colorful lichens, fungi, biodegradation, and slime molds. Such exercises are inexpensive; provide opportunities to integrate microbiology, science, and mathematics; and increase knowledge and understanding about microorganisms and life at the extreme limits of life. These activities show that microbes are essential for sustaining life on Earth, and also demonstrate the extraordinary diversity of microorganisms, exciting student interest and providing platforms both for students to perform experiments and for teachers to develop effective learning tools.
An introductory dinner included microbial food - wine, sparkling cider, and cheeses. After dinner, participants shared items, including chalk, gold fragments, and linen, that have some connection to microbes, and discussed these sometimes surprising links. At the laboratory, participants were introduced to microviewers - inexpensive magnifiers that can open eyes quickly to the microbial world. An exercise of observation and measurement then placed this world in context to the more familiar world of animals and plants.
Teams at this workshop included two from Connecticut, two from North Carolina, and one each from Pennsylvania and Iowa. After team-building exercises and a discussion of resources, all work was performed in teams. For example, teams selected chairs and secretaries, and these responsibilities rotated on a regular basis. Such experiences can help ensure successful collaborative learning when participants return to their home institutions.
Presenters showed commercial and noncommercial Internet sites and participants discussed them, stressing the need to evaluate online resources for appropriateness. Some sites were connected to the workshop's own exercises. A 30-day membership for The Biology Place was given to participants by Tom Terry (University of Connecticut) and Peregrine Press. Terry described sites containing inquiry-based activities, epidemic simulations, and resources such as image collections, all of which may be incorporated into inquiry-based projects. For example, the Black Plague Simulation site explores that epidemic disease interactively. The Microbe Zoo does the same for microbial ecosystems. The American Society for Microbiology Web site offers resources for microbiology educators.
For each activity, a related Internet site which could be found as a resource. For example, guest speaker John Stolz (Duquesne University), who discussed magnetotactic bacteria, introduced his Web site's page Hunting for Magnetotactic Bacteria, which includes detailed information for the isolation of these interesting microorganisms. Another source of Web sites is THE Journal (Technological Horizons in Education), which hosts a "roadmap" of current Web sites for educators.
The computer is no substitute for hands-on activity. After a presentation on Lyme disease, participant teams led by volunteers from Olin Corporation used microviewers and inexpensively made plankton nets to track down microorganisms at the Hog River tributary on the University of Hartford campus. Back in the lab, they observed the microbial communities both with microviewers and overhead projectors. Other hands-on exercises included growing cellular slime molds and maintaining them inexpensively on filter papers, the use of yeast sensitive to light, preparation of biofilms from different locations of the field trip, and several experiments using lichens.
A highlight of these activities was the investigation of magnetotactic bacteria. Stolz presented samples of these amazing microorganisms, collected from nearby Penwood State Park for participants, and explained methods for their isolation. As described at his Web site, magnets are placed next to slides of settled samples of naturally muddy water. To find Northern Hemisphere magnetotactic bacteria, the magnet's north pole must be used. Samples are placed on slides between strips of tape, which elevate cover slips above the sample. Close examination of an air-water interface (such as an air bubble, or along the edge of the preparation) with a light microscope begins the search. Placing a magnet next to the slide causes magnetotactic bacteria in the inverted image to cluster away from the magnet. Withdrawing the magnet results in diffusion of these microbes away from such a cluster.
Although it is known that iron crystals are formed within these microbes, the function of this property remains a matter of speculation. Participants isolated magnetotactic bacteria and observed their movements. One microscope was connected to a video camera and recorder. This type of activity invokes everyone's curiosity and inspires interest by any students, who can ask, Where are these found? Why are they found in some adjacent areas and not others? Is the property inherited? What happens if the environment of these microbes is changed? Can they grow in areas of high metal concentration, or in locations where there is a lot of electrical activity, such as near transformers and power housing?
Another activity was the study of biofilms. Microbiologists realize how very few microbes are known to us. One reason for this may be the need for many microbes to grow in communities or biofilms. Biofilms can be made by placing slides in soil, covering slides with water samples for several days, and then using a biofilm "generator" (specifics may be seen in a Biofilms Online Manual). Students can compare biofilms from different soils and natural bodies of water. What is the effect of pH on the biofilm formation? What are effects of various types of pollutants on the formation of biofilms? Bacterial stains can be added to biofilms by first covering the film with a cover slip, then adding a dye or staining reagent and pulling the liquid across the biofilm by using filter paper as a wick. Gram stains can be performed this way; heating is not required. Which types of microbes are more prevalent in the biofilm, Gram-positive or -negative? How does that population change with time and with changes to the environment? Students can develop a real curiosity about communities of microorganisms, and can design and perform experiments to test these questions.
As a capstone experience in the workshop, team pairs of teachers and microbiologists presented possible classroom activities. One such exercise asked students to discover why ketchup is not usually contaminated with microbes even after being opened and standing at room temperature.
One high school biology teacher said that "the ideas and techniques used in the workshop will fit nicely in my biology curriculum. In the past, 'micro' was micro in terms of the time spent [on them] in the curriculum." One evaluation question asked, Which of the inquiry-based learning ideas can you take from the workshop and use in your classroom? The responses: "I could use them all. There are a variety of places [in my curriculum]. . . ." " I will use slime molds, biodegradation columns, and light-sensitive yeast." "All of them - they could be added at various places in the curriculum." "I could use them for connecting questions about science to everyday life, asking a question back of the student based on the question the student might ask."
Everyone indicated that the workshop was very valuable. Comparing pre-evaluation and post-evaluation comments shows that teachers were aware of inquiry-based learning, but that the workshop gave them specific kinds of activities that they can use. Experiencing these laboratories helped the participants to internalize the value of the hands-on approach and to appreciate the value of this for their students.
The Microbial Discovery Workshop's activities were absorbing and thorough, and post-evaluations by participants were positive. But the mark of success will be the ability of these teacher teams to give ownership to projects and project development by their students. Microorganisms offer an extraordinary opportunity for this kind of inquiry-based learning. At the same time, pre-college education can incorporate in its curricula essential awareness of the microbial world.
William H. Coleman is professor of biology at the University of Hartford. He was site coordinator and codirector with Dennis Opheim of the Microbial Discovery Workshop in Hartford.
Dennis Opheim is professor of biology in the Department of Medical Sciences at Quinnipiac College in Hamden, Connecticut. He has directed numerous Microbial Discovery Workshops throughout the nation.
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Resources for Microbiology and Biology Educators - has links to information from courses taught by the site's developer, Thomas Terry at the University of Connecticut, and other educational resources.
At the Microbial Discovery Workshop at the University of Hartford in Connecticut, held July 22-26, 1998, some of these activities included microorganisms of different colors, magnetic bacteria, biofilms, yeast sensitive to light, colorful lichens, fungi, biodegradation, and slime molds. Such exercises are inexpensive; provide opportunities to integrate microbiology, science, and mathematics; and increase knowledge and understanding about microorganisms and life at the extreme limits of life. These activities show that microbes are essential for sustaining life on Earth, and also demonstrate the extraordinary diversity of microorganisms, exciting student interest and providing platforms both for students to perform experiments and for teachers to develop effective learning tools. 
Presenters showed commercial and noncommercial Internet sites and participants discussed them, stressing the need to evaluate online resources for appropriateness. Some sites were connected to the workshop's own exercises. A 30-day membership for 
The computer is no substitute for hands-on activity. After a presentation on Lyme disease, participant teams led by volunteers from 
Although it is known that iron crystals are formed within these microbes, the function of this property remains a matter of speculation. Participants isolated magnetotactic bacteria and observed their movements. One microscope was connected to a video camera and recorder. This type of activity invokes everyone's curiosity and inspires interest by any students, who can ask, Where are these found? Why are they found in some adjacent areas and not others? Is the property inherited? What happens if the environment of these microbes is changed? Can they grow in areas of high metal concentration, or in locations where there is a lot of electrical activity, such as near transformers and power housing? 
One high school biology teacher said that "the ideas and techniques used in the workshop will fit nicely in my biology curriculum. In the past, 'micro' was micro in terms of the time spent [on them] in the curriculum." One evaluation question asked, Which of the inquiry-based learning ideas can you take from the workshop and use in your classroom? The responses: "I could use them all. There are a variety of places [in my curriculum]. . . ." " I will use slime molds, biodegradation columns, and light-sensitive yeast." "All of them - they could be added at various places in the curriculum." "I could use them for connecting questions about science to everyday life, asking a question back of the student based on the question the student might ask." 
