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Microbiology for Majors
Course Context: 3000 level course that is part of our Biology Core
Learning Objective
Taxonomy
Level/Category
Learning
Activities
Formative
Assessment
Summative
Assessment
Compare and contrast
the cell walls of grampositive bacteria, gramnegative bacteria, acidfast bacteria and
archaea and discuss
their environmental and
medical significance.
analysis
In-class
group work
Gram
staining,
acid fast
staining
Worksheet
(homework)
Quiz
Unit exam
Pre/Post test
Learning Activities
• Group activity (in-class)
– Draw and label cell walls of Gram positive, Gram negative
and acid-fast bacteria.
– Draw and label the cell wall of archaea.
– Compare and contrast how cell wall structures of Gram
positive bacteria, Gram negative bacteria, acid-fast
bacteria, and archaea that
• Impact environmental stability
• Play a role in disease
• Impact sensitivity to antibiotics and disinfectants
• Gram staining (in lab)
• Acid-fast staining (in lab)
Formative Assessments
• Worksheet (pre-work)
1.
All of the following are found in the cell walls of gram-positive bacteria
except
a)
b)
c)
d)
2.
N-acetylglucosamine
Lipoteichoic acid
Lipid A
Teichoic acid
Gram-negative cells contain a periplasmic space that is
a)
b)
c)
d)
filled with lysozyme
the site of protein synthesis
rich in degradative enzymes
a site of endocytosis
• Quiz (short answer)
1.
2.
What structural feature is responsible for the thicker peptidoglycan in Gram
positive bacteria?
What is the most common type of cell wall in the archaea made out of?
Summative Assessments
• Unit exam
– Cell wall essay exam question rubric
– Question: Compare and contrast the cell walls of
Gram + bacteria, Gram – bacteria, and Archaea.



Unacceptable
Below average
Average
Above average
Excellent
<3.0
3.0 – 3.25
3.5 – 3.75
4.0 – 4.75
4.5 – 5.0
Identifies and
describes < 3
structural
components
No discussion
of their
function
No mention
of
significance



Identifies and
describes < 3
structural
components
Discusses
their function
No mention
of
significance



Identifies and
describes 3 to
4 structural
components
Discusses
their function
Some
mention of
significance



Identifies and
describes 5 to
6 structural
components
Discusses
their function
Discusses
significance
of each
component



Identifies > 6
structural
components
Discusses
their function
Discusses
significance
of each
component
Timeline
• August: finalize learning activities and summative
and formative assessments for learning objective
#2. Revise pre/post test
• September: implement new tools in class and
evaluate their effectiveness
• October – November: Start developing a
knowledge survey for our Microbiology Course
that aligns with our pre/post test
• December: Develop appropriate case studies and
continue to align exam questions and learning
objectives