I used adapted primary literature to probe the understanding of first-year undergraduate students’ understanding of Concepts of Evidence––ideas that dictate how evidence can be collected, verified, analyzed, and interpreted––and to investigate the effectiveness of a pedagogic intervention. I identified a piece of primary literature, composed an APL based on it, and devised pre––and posttest about Concepts of Evidence contained in it. Then I identified first-year chemistry courses where the instructors agreed to be interviewed about the APL and I recruited students from these courses who participated in the intervention, completed the pre- and posttests, and were interviewed. I identified four emerging themes based on a thematic content analysis of interview transcripts: the effectiveness of the video as a teaching intervention, APL issues, understanding of Concepts of Evidence, and teaching of Concepts of Evidences. Findings showed that most student participants performed better on the posttest, suggesting that the teaching intervention was effective in furthering the understanding of the Concepts of Evidence embedded in the APL.