Inquiry-based instruction has been well demonstrated to enhance long term retention and to improve application and synthesis of knowledge. Here we describe an inquiry-based teaching module that trains undergraduates as scientists who pose questions, design and execute hypothesis-driven experiments, analyze data and communicate their research findings. Before students design their research projects, they learn and practice several research techniques with the model organism, Caenorhabditis elegans. This nematode is an ideal choice for experimentation in an undergraduate lab due to its powerful genetics, ease and low cost of maintenance, and amenability for undergraduate training. Students are challenged to characterize an instructor-assigned "mystery mutant" C. elegans strain. The "mystery mutant" strain has a defect in cholinergic synaptic transmission. Students are well poised to experimentally test how the mutation impacts synaptic transmission. For example, students design experiments that address questions including: Does the effected gene influence acetylcholine neurotransmitter release? Does it inhibit postsynaptic cholinergic receptors? Students must apply their understanding of the synapse while using their recently acquired research skills (including aldicarb and levamisole assays) to successfully design, execute and analyze their experiments. Students prepare an experimental plan and a timeline for proposed experiments. Undergraduates work collaboratively in pairs and share their research findings in oral and written formats. Modifications to suit instructor-specific goals and courses with limited or no lab time are provided. Students have anonymously reported their surprise regarding how much can be learned from a worm and feelings of satisfaction from conducting research experiments of their own design.
Keywords: Caenorhabditis elegans; active learning; aldicarb; hypothesis-driven; inquiry-based instruction; levamisole; nematode; neurobiology; neuroscience education; open-ended project; worm.