A Document-based Case Study in
Making Arguments from Evidence
Sarah Curry, Newton Schools
Tiffany Roby, Des Moines CSD
Summer 2014
INTRODUCTION
The purpose of this document-based case study is to provide you with a fictional, but realistic scenario that requires you to
use your critical thinking skills to evaluate and analyze documents to inform a decision.
You will be given several documents about the below scenario. Please read through the documents carefully while using
problem solving skills that are necessary for science. Please read the below scenario. As you review the sources, you will
be considering the credibility of each source and the validity of the data provided.
SCENARIO
Johnny sits down at his computer to begin studying for his last three finals--AP chemistry, AP Government, and AP
Literature. It has been an exhausting past two days because he has been studying for an extended period of time,
skipping meals, and staying up late in order to prepare his Economics and Theater finals he had on Monday and Tuesday.
He sits down at his computer and decides to surf the web while he drinks his fifth energy drink of the day. He thinks to
himself he is so happy his mom bought him a 12 pack. But then, the following article catches his attention.
Teen Dies after Drinking Energy Drinks
A 16-year-old died after drinking energy drinks
Carly Zinc was drinking Metallic Energy Drink (her drink of choice) on the evening she died. Her friends and family
believe the energy drink combined with dehydration was the cause of her death. “Carly loved Metallic Energy. She
always had it in her hand, and she believed it improved her ability to focus on her studies”, says her friend Brenda
Hydrogen, 15. Medical research has yet to confirm that energy drinks pose a risk beyond that of other caffeinecontaining beverages.
After reading the article online, Johnny decides he doesn’t need to drink an additional energy drink for the evening.
Johnny begins to question his habit of drinking energy drinks. He typically has at least three energy drinks throughout the
day. This habit has been occurring for the past two years. Johnny continues to research more about energy drinks to
make a decision if he needs to change his habit of drinking at least three energy drinks on a daily basis. For days that he
is stressed and under a time restriction, Johnny has been known to drink 4-7 energy drinks a day.
Johnny has researched several documents provided in this case study. He asks you, his best friend, to read through
these articles and help him with his decision making. Johnny asks you if you think he should stop drinking the energy
drinks, or if he can continue his daily habit of drinking the energy drinks. He values your opinion and gives the documents
to you to review.
QUESTION-PRODUCT
Your task is to review the information in the attached documents, evaluate it, and propose one of the following options:
1. Johnny should continue his habit of drinking multiple energy drinks a day.
2. Johnny should reduce his energy drink consumption to two energy drinks a week.
3. Johnny should eliminate energy drinks from his diet completely.
You will use a decision matrix to help you pick an option to propose to Johnny. You will provide your reasoning and
describe the evidence that supports your thinking from each document. The whole class will have a classroom “debate”
over which proposal should be communicated to Johnny. Your personal opinions are important, but this decision must be
based on the evidence you find in the documents you have been provided. In other words, be sure to make references to
the evidence in those documents and explain how it helped you reach your conclusion. Don't rely on your personal
opinions for this task.
Please refer to the decision matrix; it will help you clearly communicate which documents support your decision for
Johnny and which documents do not.
Document A
Energy Drinks and Negative Heart Health
The Research:
 Consuming one to three energy drinks daily may affect your heart rhythm
and increase your blood pressure. (severe cases may lead to irregular heart
beat and/or death)
 A study confirmed individuals between the ages of 18-45 who consumed
energy drinks had a 4% change in their heart rhythm and their blood
pressure jumped 3.5%
 People with existing heart problems and history of heart health issues should
avoid drinking energy drinks
Document B
Energy Drinks are Good for Heart Health
Produced by Metallic Energy
The Study
* Dr. Matteo Cameli of the University of Siena presented research at the European
Society of Cardiology Congress suggesting that energy drinks are actually good
for the heart, as they improve heart performance.
The Research
* In a research study, 35 males (all age 25) participated in a research
study where they all consumed an energy drink containing both
Caffeine as well as Taurine (an ingredient commonly found in
energy drinks). The results of the test include info linked to blood
pressure, heart rate, and left & right ventricle functions are shown
below.
Document C
Office of the Medical Examiner
Metropolitan Government of Silver
Case # 47
Decedent: Carly Zinc
Age: 16
Weight: 165 lbs
Height: 64 Inches
Race: Hispanic
Sex: Female
Date and Time of Autopsy: January 09, 2013 11:00 am
Performed By: Dr. King
Laboratory Results:
Toxicology:
1.
Blood:
 No evidence of alcohol.
 Evidence of heart arrhythmia medicine, equivalent to 40 mg/day.
 Blood glucose level 280 mg/dL (normal range 70-125 mg/dL)
 Concentration of caffeine in blood equal to 600 mg
Possible Causes of Death:
Cardiac Arrest
Jane King
_____________________
Jane King, MD
County Medical Examiner
Document D
Amount of Caffeine and Sugar in Commercial Products
Drink
Starbucks Brewed Coffee
Size
16 oz.
(474
mL)
Starbucks Brewed Coffee,
16 oz.
Decaffeinated
(474
mL)
Espresso
1 oz.
(30
mL)
Regular Mountain Dew
12 oz.
(355
mL)
2 oz.
Carbon Boost
(60
Energy Drink
mL)
16 oz.
Metallic Energy,
(474
regular
mL)
1
Excedrin Extra
tablet
Strength
1 cup
Chocolate chips,
(168
semisweet
g)
Dark Chocolate-Coated Coffee Bean 28
pieces
Caffeine
330 mg
Sugar
0g
25 mg
Og
77 mg
0g
54 mg
46 g
200 mg
0g
142 mg
58 g
65 mg
0g
104 mg
36 g
336 mg
0g
Document E
Are Energy Drinks Harmful?
Please watch the following YouTube video on the Hidden Dangers of Caffeinated Energy Drinks.
Click on this link: http://youtu.be/iIJ0ovk5Zc0
Document F
How Spiders Spin their Webs when Exposed to Various
Drugs
Web created while exposed to a
sleeping pill
Web created while exposed to
marijuana
Web created while exposed to LSD
Web created while exposed to
caffeine
Document G
Side Effects of Caffeine and Sugar
Insomnia and
increase anxiety
May increase
appetite, which
leads to increased
BMI
Increases the risk
for type 2
diabetes, insulin
resistant
disorders.
Causes dopamine
release which
leads to addiction
Damages teeth
Causes rapid heart
beat
% of patients who self-reported the symptoms
Document H
Self-Reported Symptoms Based on
Concentration of Caffeine
100
90
80
70
60
50
40
30
20
10
0
% of patients reported when
consumed 100 - 300 mg of
caffeine
% of patients reported when
consumed 400 - 600 mg of
caffeine
Self-Repoted Symptoms
In the month of August of 2013, Harris Hospital sent
an online survey to all patients who were admitted
to the Emergency room in the past six months. The
survey linked moderate consumption of caffeine
(100 -300 mg/ day) and high concentration of
caffeine (400-600 mg/day) to the self-reported
symptoms. 136 people were surveyed (70 males and
66 females), ranging from 18 - 45 years of age.
Decision Matrix
Option 1- Johnny should
continue his habit of
drinking multiple energy
drinks a day.
Supporting
Documents
Non-Supporting
Documents
Option 2- Johnny should
reduce his energy drink
consumption to two
energy drinks a week.
Option 3Johnny should eliminate
energy drinks from his
diet completely.
Document Analysis Tool (use with all documents)
Description of the document:
When was it written:
Why was it written:
Who was it written by:
Who was it written for:
What aspects of the document SUPPORT the claim…
What aspects of the document do NOT SUPPORT the claim…
Major points from the document that relate to the problem:
Teaching Notes
Are High Caffeinated Beverages Dangerous?
Sarah Curry ([email protected]) Tiffany Roby ( [email protected] )
Intended Audience
Time Required - Be careful
to describe in minutes –
stay away from the words,
“periods or blocks”.
Introduction/Background
Where in the semester is
this case best suited, and
what type of background do
the students have when
they encounter the case?
Objectives of the Case
List exactly what the
students should know and
be able to do after they
have finished the case that
they didn’t know and
couldn’t do before they
went through the case.
Major Issues –
Identify the major issues in
the case that the students
should analyze. Indicate
which issues you think will
(should) come up and what
information you expect
students to extract from
each document.
Classroom Management
Tells the reader just how
the case should be used in
a classroom situation. The
explanation must be
presented in detail. What to
do first, second, and last?
How long do certain
activities take? Indicate any
pre-class assignments and
follow-up assignments that
Check all that apply…
Check all that apply…
th
x 9 grade
x general audience x general science
x biology
x 10th grade
☐advanced
☐ earth science
x chemistry
audience
☐ physics/phys sci
☐
x 11th grade
biotechnology
x 12th grade
☐ environmental science ☐ ___________
10 minutes to clarify the introduction, scenario, and product
45 minutes to analyze the documents
60 minutes to write their proposal
This is intended for the beginning of the school year. This case study will help
students look make a claim, analyze the data, and conclude their results. This case
study will help students with the necessary components to write a scientific lab
report/ proposal.
Students will be able to…
 Analyze the validity and creditability of a document
 Link the evidence from the documents to a question/ proposal
 Make conclusions from the documents to justify their proposal
 Present information in the form of oral or written communication to
clearly defend their opinion.


Some of the documents in the case study purposely have unclear analysis.
For example, the article that states energy drinks are good for the heart by
increasing blood pressure is only positive for someone that has low blood
pressure.
The articles are made for students to question the source and validity of
the evidence
There are no pre-activities necessary for this case study. The case study is
intended to teach students how to accurately make claims, communicate the
evidence, and justify the reasoning.
1) Have the students read the introduction, scenario and product. Make sure the
students clearly understand the process of doing this case study.
2) Watch the YouTube vide presented in the documents together as a whole class.
3) Pair students in partners to read and analyze the documents that are provided.
4) Once the students have analyzed the results, students will individually choose
their form of communication to “Johnny” and start writing their proposal for
Johnny.
Teaching Notes
might be used after a
discussion of the case is
finished. Include study
questions and questions
you will be asking in the
classroom throughout the
case. Include what you
write on the board to direct
and guide students
throughout the case.
Provide closure for
students – how do you
wrap up this activity up?
References & Resources
Include a list of references
to follow up particular lines
of thought or included in
your documents. May also
The follow up to this activity would be to discuss the necessary components of a
lab report. The students should understand the importance of stating a claim,
using evidence to support the claim, and justifying the reasoning of the claim.
Refer to reference list
include online resources &
associated URLs.
Assessment of product –
Identify the product that
students will produce as a
result of this DBCS. Do you
evaluate class discussions?
Do you have students
complete peer evaluations?
What are students expected
to complete? Do you have a
rubric to evaluate the final
product? Include as many
tools for this element as
possible.
While completing the DBCS and preparing for the class discussion, students will
complete two key documents: the reading prompts for each document and the
decision matrix. The purpose of these two documents is to 1) help scaffold
students’ understanding and critical evaluation of each document and 2) to
provide the teacher with formative assessments of students’ understanding in
order to clarify students’ misconceptions.
Teaching Notes
Assessment Answer Key (for each document)
Document A
Relevant Information
Presented and Critical
Thinking Skill Addressed
Questions to ask students to
promote Critical Thinking



Document B


Identify the study is from
the American Heart
Association
Consuming 1-3 Energy
Drinks Daily shows a
positive correlation of
irregular heart rhythm and
higher blood pressure

On the surface, students

should understand the
purpose of document is
state a positive heart health 
due to energy drinks.
Looking deeper, it states
energy drinks raise blood
pressure, which is only
good if the person has look 
blood pressure. Also,
energy drinks enhance
heart contractions. The
document is saying this is a
positive statement with
heart health, however, it
can cause negative effects
with rapid heart rate
What was motive for the American
Heart Association to publish these
results? (Intended to show
harmful effects of energy drinks on
the Human heart)
Are the individuals studied
comparable to Johnny? (Yes, the
age range is 18 -45 and they drink
energy drinks daily)
Is the study valid? (No, all males
and no females, everyone is the age
of 25)
Could there be alternative motives
for Metallic Energy producing their
own research? (Yes, they would
like to provide a positive spin on
their research)
Is the chart clear? (No, it does not
include a title, or provide clear
data to the claim)
Teaching Notes
Document C
Relevant Information
Presented and Critical
Thinking Skill Addressed
Questions to ask students to
promote Critical Thinking



Document D


Document E





Students should notice that
Carly’s cause of death was
cardiac arrest which is
associated with the over
consumption of caffeine;
however, Carly had a preexisting heart condition
that could have also led to
her cause of death.
Students should recognize
that Johnny doesn’t have
any known heart
conditions, based on the
information provided.


Students should notice that 
there are other products on
the market that provide the
same amount of caffeine, if
not more than the Metallic
Energy Drink, and those
products are more socially
acceptable than the energy
drinks.
Also, there are alternative
products with caffeine
Johnny could assume to
increase his mood and
alertness.
Energy drinks are not

regulated by the FDA
Contains more sugar than
multiple cans of Cola and
cheesecake
Includes dangers of energy

drinks mixed with alcohol
Labels may be missing
important
consumption information
Discusses the side effects of
both sugar and caffeine
How generalizable is Carly’s
death?
What needs to be true of Johnny
for the death to be generalizable to
him?
To what extent to we know if these
conditions are true for Johnny?
o Does Johnny have a known
heart condition?
o How does the amount of
caffeine that Johnny
consumes on average
compare to that found in
Carly’s bloodstream?
What other products could Johnny
consume that would provide him
with the same effect of increasing
his mood and alertness?
o Refer to Documents A and H
What is the importance of a doctor
discussing the hidden dangers?
(She has studied the effects to
great extent and has a tremendous
knowledge about the dangers of
energy drinks
Would this YouTube video relate
to a high school student? (Varied
responses)
Teaching Notes
Relevant Information
Presented and Critical
Thinking Skill Addressed
Document F
 Students should notice the
caffeine web is drastically
different than a drug free
spider web. The LSD web
appears to be made better
than the caffeine web
 Students should
understand spiders are
animals but humans will
probably not have the same
effect.
Questions to ask students to
promote Critical Thinking






Would a human have the
same effect as a spider?
Spiders and humans both
have a central nervous
system.
Spiders and humans differ
greatly in their make-up
Do humans spin webs?
How could this picture relate
to humans?
What can we reject from this
picture?
Document G

Students can see the
side effects of caffeine
and sugar

What items does this
document not provide that
may be important for the
proposal for Johnny?
(It does not include the
concentration of the sugar or
caffeine. It also doesn’t include
the side effects for the mixture
of both caffeine and sugar)
Document H

Students should
identify there are
positive side effects
from drinking caffeine
in moderation.
Students should
identify there are
negative side effects
from drinking caffeine
in excess

Why is important that this
data was collected from a
hospital? (There is no
alternative motive)
Why is it important that the
data is self-reported? (It
shows validity in the
responses)
What is the importance of the
patients being admitted to the
ER? (These patients had at
least one serious health
concern in the past six
months)



Teaching Notes
References:
Document A: "New Study: Do Energy Drinks Affect Your Heart Health?" Men's Fitness. American Media,
2014. Web. 15 July 2014. Available online at: http://www.mensfitness.com/nutrition/what-to-drink/energydrinks-heart-health
Document B: "Study Suggests Energy Drinks Are Good for the Heart." The Mary Sue Study Suggests
Energy Drinks Are Good for the Heart Comments. N.p., n.d. Web. 15 July 2014. Available online at:
http://www.themarysue.com/study-energy-drinks-good-for-heart/
Document D: Adapted from "Nutrition and Healthy Eating." Caffeine Content for Coffee, Tea, Soda and
More. Mayo Foundation for Medical Education and Research, n.d. Web. 15 July 2014. Available online at:
http://www.mayoclinic.org/healthy-living/nutrition-and-healthy-eating/in-depth/caffeine/art-20049372?pg=2
"Caffeine Informer." Caffeine Informer. Exis, 2014. Web. 15 July 2014. Available onlilne at:
http://www.caffeineinformer.com
Document E: "Hidden Dangers of Caffeinated Energy Drinks." YouTube. N.p., n.d. Web. 15 July 2014.
Available online at: http://youtu.be/iIJ0ovk5Zc0
Document F: "Spiders On Drugs." Spiders On Drugs. N.p., n.d. Web. 15 July 2014. Available online at:
http://www.trinity.edu/jdunn/spiderdrugs.htm
Document G: "10 Disturbing Reasons Why Sugar Is Bad For You." Authority Nutrition. N.p., n.d. Web. 15
July 2014. Available online at: http://authoritynutrition.com/10-disturbing-reasons-why-sugar-is-bad/
Document H: "Pros and Cons of Caffeine Consumption - Biology, Drugs, Health, Nutrition."
ScienceUnraveledcom. N.p., n.d. Web. 15 July 2014. Available online at:
http://scienceunraveled.com/2013/02/06/pros-and-cons-of-caffeine-consumption/