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4 Module 4: Figure Analysis Part 1

Figures 1-3 and Supplementary Materials

Carlos C. Goller

Module Overview

In this module, we will use our knowledge of the methods to analyze the first set of figures from this study: Figures 1-3 and S1-9. You will learn about the findings and implications of this work, thinking critically about the data and assumptions made.

Module Learning Objectives

Learning Outcomes

By the end of this module, you should be able to:

  • Analyze the research findings shared by the authors.
  • Summarize each figure, noting assumptions and implications.
  • Discuss the findings of this study with peers.

Module To-Do List

Module To Do List

During this module, you will complete the following items:

  • Review the information provided in our Delftia Book before our first session for this module.
  • Complete the in-class activity and submit it individually before the end of this module.
  • Create a summary of an assigned figure(s) to submit before the end of this module using the Data Analysis Sheet (DAS) template.

Return to the Article and Focus on the First Three Figures

Review the first three figures of this published peer-reviewed article in the prestigious scientific journal Science. Also, download and review the Supplementary Materials.

Huang, Wei, Janneth Rodrigues, Etienne Bilgo, José R. Tormo, Joseph D. Challenger, Cristina D. Cozar-Gallardo, Ignacio Pérez-Victoria et al. “Delftia Tsuruhatensis TC1 Symbiont Suppresses Malaria Transmission by Anopheline Mosquitoes.” Science, (2023). Accessed September 8, 2025. https://doi.org/adf8141.

What was accomplished in the first three figures?

Exercises

Select one figure (from Figures 1-3) and perform web searches to learn more about the techniques and background necessary to interpret the results presented. Then summarize your findings.

  • Why is this method useful for this study and research?
  • What are the controls and variables in this experiment?
  • How are samples prepared, and what data are generated using this method?
  • Are the results convincing? Why or why not?

Why are these findings important?

Consider the implications of the results presented in that figure. Read the figure legend carefully. Do you agree with the figure legend headline (first sentence)? How convincing is this figure?

Returning to the C.R.E.A.T.E. Approach

The C.R.E.A.T.E. approach is a pedagogical method for reading scientific primary literature that focuses on active learning and critical thinking. Developed by biologist Sally G. Hoskins, it encourages students to engage with research papers as scientists do, by analyzing data, questioning conclusions, and designing follow-up experiments. 
The acronym C.R.E.A.T.E. stands for five core steps: 
  • C – Consider: Before reading the article, we analyze the title, authors, and abstract to formulate a preliminary idea of the study. We then create a concept map or draw a diagram of what they already know about the topic, listing any unfamiliar terms.
  • R – Read: We read the full article, paying close attention to the details of the experimental setup and methods. We define unfamiliar vocabulary and create drawings or flowcharts to visualize the experimental design.
  • E – Elucidate the hypotheses: We identify the specific research questions and hypotheses that the study aims to address. This involves a critical comparison of the paper’s stated hypotheses with the actual outcomes and results.
  • A – Analyze and interpret the data: This is a key step where scholars intensely scrutinize the figures and data tables. They analyze the results to form their own interpretation, comparing it with the authors’ conclusions.
  • T – Think of the next Experiment: Based on their understanding of the article, scholars propose new, related experiments that could logically follow the study. They may debate these ideas in a “grant panel” style exercise with peers, which highlights the creative and open-ended nature of scientific research. 
The C.R.E.A.T.E. method is designed to demystify the scientific process and build students’ confidence in reading complex research. It has been demonstrated to enhance critical thinking skills, alter students’ attitudes toward science and research, and improve their understanding of how knowledge is constructed. 

 

Exercise

Consider the C.R.E.A.T.E. method and what you know about the study.  Which techniques should be included in your cartooning of the methods?

  • Which graphic will you use to depict each technique?
  • How will you depict the input needed for the techniques?
  • How will you depict the output needed for the techniques?

Reflect

References

Huang, Wei, Janneth Rodrigues, Etienne Bilgo, José R. Tormo, Joseph D. Challenger, Cristina D. Cozar-Gallardo, Ignacio Pérez-Victoria et al. “Delftia Tsuruhatensis TC1 Symbiont Suppresses Malaria Transmission by Anopheline Mosquitoes.” Science, (2023). Accessed September 10, 2025. https://doi.org/adf8141.

 

License

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Module 4: Figure Analysis Part 1 Copyright © 2025 by Carlos C. Goller is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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