This file is also available in Adobe Portable Document Format (PDF). 
by
Merle Heidemann, Division of Science and Mathematics Education, Michigan State University
Gerald Urquhart, Lyman Briggs School of Science, Michigan State University
This interrupted case study, based on a biochemical analysis of the components of energy drinks, is designed for students at various levels to learn about or review aspects of large biomolecules, nutrition, and product analysis. The case is based on commonly available “energy drinks” that many students purchase at fairly high prices. The basic question is: “Do these drinks nutritionally match their marketing claims?”
The case can be used as a review of basic biochemistry and nutrition for upper level students in physiology, biochemistry, or nutrition courses or to introduce this information in introductory courses in these disciplines.
The case has been used successfully with senior biological science majors wishing to become secondary teachers as both a review of basic biochemistry and nutrition and an introduction to product analysis. This capstone course involves students in the study of all science disciplines. Students in the course have studied biochemistry and human physiology and have background knowledge in basic metabolism.
We have not tried using the case in an introductory course. However, we tested the case at a workshop in a short practice session and found we were able to use it successfully (as far as we could tell) in that context to introduce these topics to students with little formal training in biology. In this situation, we assumed our “audience” had only a high school knowledge of basic biology and knew generally that sugars make good “fuels.”
Based on these experiences, we present two ways that this interrupted case can be used: either as a self-contained, one-day exercise or a multi-day exercise. The case consists of several parts. These are:
We have designed the case to be fairly modular so that it can be presented in different ways in different learning situations.
There is no preparatory homework. All in-class work is done in groups. The first sections of the case (the case scenario and marketing claims) are given to the students in sections or all together if the instructor wishes. This should require no more than 15 to 20 minutes to orient the students. The instructor then asks the critical question:
“When we say that something gives us “energy,” what does that mean? What is the biological definition of energy?”
This question is followed by a 10- to 15-minute discussion of chemical energy and biological use of chemical energy and the appropriate food sources.
The students then are given the Ingredients & Nutrition Facts handout and Charley’s List of Questions and determine what they need to know to match the ingredients list with the marketing claims (15 minutes) and answer these questions. If the rest of the case is done in class, students are given the biochemical information. A better idea is to have them find this information on their own and bring it to the next class. Students work in groups to sort the biochemical information and complete the Post-Research Analysis (15-20 minutes). The instructor may choose to recap this analysis before assigning the writing task. The writing assignment (the Assessment) should be given to the students to complete as homework, but could also be completed in class as a group project (approximately 30 minutes).
Below we summarize how the case can be completed as either a one-day or multi-day exercise:
One-day Interrupted Case (use with both introductory and advanced students)
Students are given information for discussion and evaluation in stages (1) the case and marketing claims; (2) the list of ingredients and nutrition facts; (3) Charley’s list of questions; and (4) the biochemical definitions. They discuss the claims of each drink in light of their research to determine biochemical definitions and physiological roles of components. The writing assignment is completed as homework. Running the case this way should require approximately two hours.
Multi-day Interrupted Case (for students with a biology background)
Students are provided with the case and the marketing claims, followed by Charley’s list of questions and the list of ingredients and nutrition facts. Students research on their own the chemical nature and physiological function of each chemical component. When the students reconvene, they discuss the claims of each drink in light of their research. They can complete the writing assignment in class or as homework.
Jigsaw Option
If time constraints limit students analyzing ALL of the different energy drinks, small groups can each be assigned a drink.
There is no board work written into this case. The table for post-research analysis could be completed as board work, however. Student responses to “what is biological energy” could also be recorded on the board.
Closure to the case is provided by having the students complete the assessment task, which is to write an article scientifically evaluating the energy drinks for the readers of Runners’ World magazine. This can either be completed by groups or individually and either in class or as a homework assignment.
Although the major intent of the case is for students to learn basic biochemistry and nutrition, they also engage in product analysis. Generally, students find energy drinks appealing and believe that they provide an extra “kick.” Is the “kick” physiological or psychological? On what basis, can they make this evaluation? Can any of the drink components contribute to either kind of “kick”? Why are these drinks so expensive?
Although not really an issue, there are widespread misconceptions regarding food (matter) and chemical energy. This case provides a venue to discuss our everyday use of the term “energy” and the scientific meaning.
Also, some of the components of the energy drinks are touted to have “natural” herbs that provide energy. What does that mean? What do these herbs really do? How can we find out? (Little research has been done on them.)
Questions that might be posed in the classroom to generate discussion (note: the study questions could also be classroom questions) include the following:
Answers to the questions posed in the case study are provided in a separate answer key to the case. Those answers are password-protected. To access the answers for this case, go to the key. You will be prompted for a username and password. If you have not yet registered with us, you can see whether you are eligible for an account by reviewing our password policy and then apply online or write to answerkey@sciencecases.org.
There are no references for this case; the information for the components of each drink was taken from the cans and the biochemical information can be found in any nutrition/biochemistry text and at many websites.
Instructors may find the following articles of interest when preparing to teach this case:
Acknowledgements: This case was developed with support from the National Science Foundation under CCLI Award #0341279 as part of the NSF-funded Case Studies in Science Workshop held at Michigan State University on August 16–20, 2004. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Date Posted: 06/20/05 nas
This file is also available in Adobe Portable Document Format (PDF).
Originally published at http://www.sciencecases.org/energy_drinks/energy_drinks_notes.asp
Copyright © 1999–2010 by the National Center for Case Study Teaching in Science. Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work.
