This five-stage problem explores amino acid metabolism in the context of a story about a college student who chooses to become a vegetarian against the best wishes of her mother. It requires students to analyze isotopic data from classic experiments in nutritional biochemistry and explain the results in terms of now known metabolic pathways. It provides an evolutionary perspective on the meaning of essential and nonessential amino acids and on the production of secondary metabolites from amino acids by plants. Groups of students working in a problem-based learning environment integrate these ideas into concept map to complete the problem.Keywords: Problem-based learning, amino acid metabolism, isotopic tracers, nutrition, secondary metabolites, evolution, concept map.With the increasing amount of information suitable for biochemistry survey courses, instructors must make hard choices about what to include and what to delete. Often, amino acid metabolism gets brief coverage. Other than a general discussion of the source of nitrogen entering the urea cycle and transamination reactions, the numerous biosynthetic and catabolic pathways of amino acid metabolism are left for an advanced course. At the University of Delaware, that advanced course is Intermediary Metabolism, an optional three-credit course taken primarily by senior majors in biochemistry and a few graduate students. It uses a problem-based format. The problem, Plants versus animals in the dining hall, deals with amino acid metabolism and takes about 2 weeks to complete for the 15-20 students who work in groups of three or four students without a tutor-facilitator. The nature of the problem is such that it could be used or adapted for introductory biochemistry courses.The structure of this five-stage problem differs from many published in this journal in that it is written in the form of a story intended to engage undergraduate students. It involves a cogent, real-world situation that American college students certainly recognize. It requires them to analyze experimental data, make decisions, and locate information in the library or elsewhere. Although students who work on this problem will examine some amino acid pathways in depth, the objectives are to have them integrate multiple pathways and develop a broad view with detailed knowledge in a few areas, rather than memorize pathways. Among the many topics students will address while working on this problem are the following: As presented here, a number of citations appear in the text for readers to locate literature sources on these topics quickly. Normally, students do not receive these citations, because they need to become proficient in tracking down relevant information on their own.The problem consists of five stages presented successively. After reading the first, students typically discuss a variety of personal dietary experiences related to the problem and quickly realize there are many learning issues they need to address. Using textbooks available in the classroom, they answer some of their q...