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Virtual Bacterial Identification Lab

Reviewed:	Apr 16, 2001 by Biology Editorial Board
Overview:	The Virtual Bacterial Identification Lab allows students to simulate bacterial identification through the analysis of 16S rRNA gene sequences. The module presents the basic procedures of sample collection, isolation of DNA, amplification of the 16S rRNA gene through polymerase chain reaction, sequencing the amplified DNA, and comparing the sequence to known bacteria using BLAST. The lab techniques demonstrated in this animation are applicable in a wide variety of settings, including scientific research and forensic labs. The site uses one frame for the simulation and a second for a lab notebook of instructions. The only major weakness is that the results are predetermined, and therefore do not promote active learning or problem solving.
Learning Goals:	Learn how to identify bacteria using DNA sequence comparisons
Target Student Population:	Upper division Biology or Microbiology Majors
Type of Material:	Tutorial and Animation/Simulation
Technical Requirements:	HTML and Shockwave plugin

Rating:

Strengths:

Quality of Content: (5.0) (5.0) = (5.0)

Concerns:

May be a bit too much information for some undergraduates.
More images and diagrams would be helpful for students.
Update some of the direct MMWR links and perhaps include other
appropriate graphics

Rating:

Strengths:

Potential Effectiveness as a Teaching Tool: (3.0) (5.0) =
(4.0)

An excellent demonstration of several current molecular
techniques used to identify bacteria.
Learning objectives clearly stated in introduction
Promotes conceptual understanding of processes involved in
bacterial identification
Addresses problems related to bacterial identification but
little room for user error and solution
Might be used as a class demonstration with a projector unit
Could be used to introduce BLAST analysis and then give
additional unknowns to students

Concerns:

Because the student has little input in the execution of the
experiment, the simulation is very passive and therefore does not
promote problem solving and critical thinking.
It would also be difficult to create assignments for this
simulation, other than to have the student run the simulation and
see if they get the right answer. Very little is expected of the
student as an active learner in this simulation.
Methods to improve interactivity, critical thinking and
problem solving would greatly improve this site. Perhaps ask
students to select appropriate PCR controls, and have suggestions
or corrections if they choose the incorrect control.

Rating:

Strengths:

Usability: (4.0) (4.0) = (4.0)

The instructions and goals are clearly identified and the
program executed quickly and without error.
Very well written, organized and visually designed
No defective links or major bugs
Site is easy to navigate

Concerns:

Introduction should direct user to Reference link, which is
useful information that may be bypassed by users who are not
predisposed to explore site
Unclear if a second unknown can be accessed and the
identification process repeated
Site is too slow to load

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