This paper outlines an inquiry-based project in which students adopt a microbial "pet." The student then puts this unknown bacterium through a variety of tests to determine its identity. This three-week project takes place in a high school microbiology classroom. According to the results of this research, students become engaged in their experiments and more interested in the information than in a traditional lecture-based classroom setting. These results were measured using a pretest and posttest, as well as a final lab report. Motivation was measured based on student response and retention. Students become skilled at new techniques while working independently to solve the mystery of the pet's characteristics. They engage in rigorous, meaningful learning leading to intrinsic motivation and knowledge retention.
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