This case is based on an actual article entitled "Baby Alert" that appeared in Consumer Reports (May 1999). The article raises some concerns about the safety of polycarbonate baby bottles, and recommends that parents dispose of them as a precaution. However, the American Plastics Council and the Food and Drug Administration have raised concerns about the experimental methodology used as well as the recommendations made in this article. The case has been used to help develop students' critical thinking skills in an introductory chemistry course for non-majors. It may be used to illustrate applications in polymer chemistry, quantitative chemical analysis, toxicology, endocrine disruption, and risk-benefit analysis.

Imagine entering a crime scene and being the one responsible for noticing and collecting every trace of evidence. The pressure is on: you know the analysis of your evidence must be scientifically sound to crack the case.

You've seen the hit television crime drama, CSI: Crime Scene Investigation on CBS. Now, there's a forensic science exhibit related to the TV show, as well as a Web-based learning adventure.

CSI: The Experience is a completely immersive exhibit that invites visitors to enter "crime" scenes where they identify and record evidence. It takes them inside "laboratories" for scientific testing and to "autopsy" rooms for pathology analysis. Then it returns them to the "office" to build their case, based on the scientific evidence. The exhibit brings to life real scientific principles and the most advanced scientific techniques used today by crime scene investigators and forensic scientists.

From DNA and firearms analysis to forensic anthropology and toxicology, visitors will be immersed in hands-on science in an exciting multi-media environment with dazzling special effects direct from the CSI TV series. Cast members from the TV show welcome guests into the exhibit from a large video monitor, lead them through the experience, and praise them for a job well done at the end. The exhibit is geared toward adults and youth age 12 and above.

Colony Collapse Disorder (CCD) has claimed approximately one-third of the commercial honeybee population in recent years. A number of causes have been suggested for this phenomenon, including the consumption of high fructose corn syrup (HFCS) by the bees. This directed case investigates the issues and chemistry that might be involved in CCD related to HFCS. The case was developed for use in an undergraduate organic chemistry or food chemistry course.

This course covers the chemical and biological analysis of the metabolism and distribution of drugs, toxins and chemicals in animals and humans, and the mechanism by which they cause therapeutic and toxic responses. Metabolism and toxicity as a basis for drug development is also covered.

A longstanding belief that has it roots in Native American folklore is that the crushed leaves of jewelweed (Impatiens capensis) relieve the skin's allergic reaction to the toxin of poison ivy (Toxicodendron radicans). This case was developed for an introductory majors or non-majors biology or plant class. It first examines students' conceptions about the rash of poison ivy, what in the plant causes the rash, and how the body responds to the toxin. Then students in small groups plan an experiment using the scientific method to test the ability of jewelweed to reduce the reaction. Following a comparison of experimental designs from different groups, data from a scientific paper is presented for interpretation and analysis. An important outcome of this case is that students recognize the need for evaluating myths and misconceptions using scientific evidence.

This is the third module of a total of 8 modules for a two year part-time flexible distance learning course aimed primarily at medical doctors currently practising occupational health. It includes a residential block release component which consists of between 3 or 4 weeks over the two year cycle for practicum. While the course is aimed primarily at medical doctors currently practicing occupational health, it is also suited to selected graduates with appropriate University qualifications in relevant health sciences, as long as these individuals are currently practicing professionally in an occupational health setting. There are 8 modules and the two included here cover Occupational Hygiene and Epidemiology, and Biostatistics. Each module has a theme around which the inputs are organised. Teaching inputs are intended to be nondidactic and to allow student participation wherever possible. Candidates are expected to undertake substantial homework preparation and activities, as well as sel fdirected learning. They will be expected to read widely and intensively around topics and to provide teaching inputs themselves, either directly or by way of specially structured interactive debates and roleplay simulations. The content of these activities will include critical appra, toxicological, and occupational clinical assignments. Module 3 deals with basic occupational medicine and toxicology, Module 4 covers intermediate occupational medicine and toxicology, and Module 5 is advanced occupational medicine and toxicology.

The third module of a total of 8 modules for a two year part-time flexible distance learning course aimed primarily at medical doctors currently practising occupational health. It includes a residential block release component which consists of between 3 or 4 weeks over the two year cycle for practicum. While the course is aimed primarily at medical doctors currently practicing occupational health, it is also suited to selected graduates with appropriate University qualifications in relevant health sciences, as long as these individuals are currently practicing professionally in an occupational health setting. The third module of a total of 8 modules for a two year part-time flexible distance learning course aimed primarily at medical doctors currently practising occupational health. It includes a residential block release component which consists of between 3 or 4 weeks over the two year cycle for practicum.

This workshop demonstrates on-line use of the national electronic bulletin board, complete with electronic mail started in 1987 by the National Association of Biology Teachers. Once on-line, 14 special interest areas are available, such as AP- Biology, magazine and book reviews, ABT Journal, NABT membership services, question and answer forum, software reviews, and swap/sale of used equipment. Also available for downloading onto your computer are extensive files of labs, graphics, and handouts. Discussions of this and other databases will emphasize the power of these new professional communication tools. Note: This workshop is not included in the published proceedings volume because it was not submitted by the author.

Most students are aware that asbestos is a health hazard, but don't know that "asbestos" refers to a variety of minerals with both useful and harmful properties. In this case, students answer questions they have about asbestos in the context of a personal injury lawsuit. They learn about different asbestos types and uses, as well as how people are exposed to and harmed by asbestos. Students apply what they learn to the lawsuit presented in the case as well as in a follow-up activity in which they weigh the risks of leaving asbestos in public buildings against the risks of removing it.

In Nothing To Rave About, students are asked to uncover why there has been a dramatic increase in the number of teens admitted to the emergency room after partying at a local dance club. During their investigation, they learn how ecstasy and other club drugs act on the nervous system. This game consists of three consecutive episodes with a continuous storyline and we recommend playing the episodes in order.

Mary Beth was raised in Western Pennsylvania, an area where thousands of abandoned coal mines have led to extensive contamination of streams and associated ground waters. Aquatic life has clearly suffered, but the health effects on people living along the waterways have not been so clear. In working through this interrupted case study, students consider the biological consequences for Mary Beth's family by analyzing selected research articles. Originally developed for an upper level toxicology course, it would also be appropriate for a cancer biology course and could easily be adapted for a course in science and society or environmental studies.