Extend introduction to Block A workshop: add confidence-building identification example

[widdowquinn]

In the 2024-01-25 presentation, it was clear that most of the class finished within 70min, for a planned 120min session.

In addition, the initial workshop exercise starts students with a difficult case: Brucella and Ochrobactrum so they have at least three cognitive tasks: understanding and learning how to use the tools; understanding and learning how to interpret the output of the tools; interpreting tool output in the context of Brucella/Ochrobactrum classification.

This is possibly too many things at once, and extending the introduction to the workshop may help in at least two ways.

1. By providing an introductory example with a single known, good answer that students can confirm, they can learn how to use tools and interpret their output, and gain confidence that they are doing so correctly.
2. The addition of extra material extends student time in the workshop (giving them more practice)

[mafeeney]

Suggestions for first confidence-building examples that would integrate well with the BM327 lab that the students complete 1 week before this workshop:
The students will have looked at the following strains grown on nutrient agar plates and performed Gram stains on the following organisms:
Escherichia coli, Staphylococcus aureus, Bacillus cereus, Pseudomonas aeruginosa, Proteus sp.

They have also, at this point, experience with streaking different Staph strains on blood agar as a differential medium (haemolysis) - though they haven't yet seen the results from those plates.

[widdowquinn]

That's the list of organisms we'd need to help with #10 as well.