Difference between revisions of "Team:Exeter/Engagement"
AndrewWild (Talk | contribs) |
AndrewWild (Talk | contribs) |
||
| (26 intermediate revisions by 6 users not shown) | |||
| Line 108: | Line 108: | ||
#soc{ | #soc{ | ||
margin-top:-12px; | margin-top:-12px; | ||
| − | + | margin-left:-15px; | |
} | } | ||
| − | + | .soc_1{ | |
| − | + | ||
| − | + | ||
margin-right:3px; | margin-right:3px; | ||
| − | |||
| − | |||
} | } | ||
| − | + | .soc_2{ | |
| − | + | ||
margin-right:3px; | margin-right:3px; | ||
| − | |||
| − | |||
} | } | ||
| − | + | .soc_3{ | |
| − | + | ||
margin-right:3px; | margin-right:3px; | ||
| − | |||
| − | |||
| − | |||
} | } | ||
| Line 417: | Line 406: | ||
} | } | ||
#title{ | #title{ | ||
| − | font-size: | + | font-size:260%; |
| + | } | ||
| + | .banner_link{ | ||
| + | font-size:16px; | ||
| + | } | ||
| + | .div_banner{ | ||
| + | margin-top:20px; | ||
} | } | ||
/*Makes side pictures on banner invisible on small screens*/ | /*Makes side pictures on banner invisible on small screens*/ | ||
| Line 441: | Line 436: | ||
@media (max-width: 767px){ | @media (max-width: 767px){ | ||
.div_vl.backgroundimage{ | .div_vl.backgroundimage{ | ||
| − | height: | + | height:67vh; |
background-size: auto 200%; | background-size: auto 200%; | ||
} | } | ||
| Line 488: | Line 483: | ||
padding-top:5px; | padding-top:5px; | ||
} | } | ||
| + | } | ||
| + | #links_drop:hover span{ | ||
| + | color:#339499; | ||
} | } | ||
</style> | </style> | ||
| Line 507: | Line 505: | ||
<div> | <div> | ||
<div class="collapse navbar-collapse" id="myNavbar"> | <div class="collapse navbar-collapse" id="myNavbar"> | ||
| − | + | <ul class="nav navbar-nav"> | |
<li><div id="links_drop" class="dropdown"> | <li><div id="links_drop" class="dropdown"> | ||
<button class="dropdown-toggle" type="button" id="dropdownMenu1" data-toggle="dropdown" aria-haspopup="true" aria-expanded="true"> | <button class="dropdown-toggle" type="button" id="dropdownMenu1" data-toggle="dropdown" aria-haspopup="true" aria-expanded="true"> | ||
| Line 516: | Line 514: | ||
<li><a id="links" style="margin:10px 0 30px 2px;padding:0;font-size:1.8vh;" href="https://2016.igem.org/Team:Exeter/Project">Lab Project</a></li> | <li><a id="links" style="margin:10px 0 30px 2px;padding:0;font-size:1.8vh;" href="https://2016.igem.org/Team:Exeter/Project">Lab Project</a></li> | ||
<li><a id="links" style="margin:30px 0 10px 2px;padding:0;font-size:1.8vh;" href="https://2016.igem.org/Team:Exeter/Labbook">Lab Book</a></li> | <li><a id="links" style="margin:30px 0 10px 2px;padding:0;font-size:1.8vh;" href="https://2016.igem.org/Team:Exeter/Labbook">Lab Book</a></li> | ||
| + | <li><a id="links" style="margin:30px 0 10px 2px;padding:0;font-size:1.8vh;" href="https://2016.igem.org/Team:Exeter/Safety">Safety</a></li> | ||
</ul> | </ul> | ||
| Line 544: | Line 543: | ||
<li><a id="links" style="margin:10px 0 30px 2px;padding:0;font-size:1.8vh;" href="https://2016.igem.org/Team:Exeter/Awards">Awards</a></li> | <li><a id="links" style="margin:10px 0 30px 2px;padding:0;font-size:1.8vh;" href="https://2016.igem.org/Team:Exeter/Awards">Awards</a></li> | ||
| − | <li><span style="margin:10px 0 30px 2px;padding:0;">Special pages</span></li> | + | <li><span style="margin:10px 0 30px 2px;padding:0;"><u>Special pages</u></span></li> |
<li><a id="links" style="margin:30px 0 10px 2px;padding:0;font-size:1.8vh;" href="https://2016.igem.org/Team:Exeter/HP/Silver">HP Silver</a></li> | <li><a id="links" style="margin:30px 0 10px 2px;padding:0;font-size:1.8vh;" href="https://2016.igem.org/Team:Exeter/HP/Silver">HP Silver</a></li> | ||
<li><a id="links" style="margin:30px 0 10px 2px;padding:0;font-size:1.8vh;" href="https://2016.igem.org/Team:Exeter/HP/Gold">HP Gold</a></li> | <li><a id="links" style="margin:30px 0 10px 2px;padding:0;font-size:1.8vh;" href="https://2016.igem.org/Team:Exeter/HP/Gold">HP Gold</a></li> | ||
| Line 556: | Line 555: | ||
</ul> | </ul> | ||
| − | <ul class="nav navbar-nav navbar-right" > | + | <ul class="nav navbar-nav navbar-right"> |
| − | + | <li style="height:50px;width:48px;"class="soc_1"> | |
| − | + | <a href="https://www.youtube.com/channel/UC31qfG4hnm8gRHDCkrBtAiQ"> | |
| − | <img id = "soc" src="https://static.igem.org/mediawiki/2016/2/23/You.png"/> | + | <img id = "soc" src="https://static.igem.org/mediawiki/2016/2/23/You.png"/></a> |
| − | + | </li> | |
| − | + | <li style="height:50px;width:48px;"class="soc_2"> | |
| − | + | <a href="https://www.facebook.com/ExeteriGEM2016/?ref=aymt_homepage_panel"> | |
| − | + | <img id = "soc" src="https://static.igem.org/mediawiki/2016/5/51/Fb.png"/></a> | |
| − | <img id = "soc" src="https://static.igem.org/mediawiki/2016/5/51/Fb.png"/> | + | </li> |
| − | + | <li style="height:50px;width:48px;"class="soc_3"> | |
| − | + | <a href="https://twitter.com/exeter_igem"> | |
| − | + | <img id = "soc" src="https://static.igem.org/mediawiki/2016/7/76/Twit.jpg"/></a> | |
| − | + | </li> | |
| − | <img id = "soc" src="https://static.igem.org/mediawiki/2016/7/76/Twit.jpg"/> | + | </ul> |
| − | + | ||
| − | + | ||
| − | + | ||
</div> | </div> | ||
</div> | </div> | ||
| Line 656: | Line 652: | ||
</div> | </div> | ||
| − | <h5><a target="_blank" href="https://2016.igem.org/Team:Exeter/BioMechDownload">Download BioMech</a></h5> | + | <h5 style="text-align:center;"><a target="_blank" href="https://2016.igem.org/Team:Exeter/BioMechDownload">Download BioMech</a></h5> |
| − | <p id="pp"> | + | <p id="pp"> Initially, we had the idea to create an educational synthetic biology board game called BioMech because we discovered the shocking lack of synthetic biology education in the United Kingdom. When we tried to address this lack of education, we spoke to Edexcel and they responded by saying that unfortunately there was no scope to change the GCSE syllabus this year; if we could create a ‘stretch and challenge’ tool then we could influence students at this level via an alternative method. The aim of BioMech is to introduce secondary and sixth form students to this scientific field in a fun and interactive way. The game teaches students about plasmid construction, biological parts and other essential biological concepts like mutation. |
| − | synthetic biology board game | + | </p> |
| − | + | ||
| − | synthetic biology education in the United Kingdom. The | + | |
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
<br> | <br> | ||
| Line 675: | Line 665: | ||
also no education in synthetic biology for secondary school or A level students.</p> | also no education in synthetic biology for secondary school or A level students.</p> | ||
| − | <p id="pp">In response to this we decided to get | + | <p id="pp">In response to this we decided to get in contact with Edexcel, |
a GCSE and A Level exam board, and enquired the possibility of introducing | a GCSE and A Level exam board, and enquired the possibility of introducing | ||
synthetic biology in the syllabus. They responded with “iGEM could produce | synthetic biology in the syllabus. They responded with “iGEM could produce | ||
| Line 683: | Line 673: | ||
BioMech an easily accessible educational tool that can be used alongside | BioMech an easily accessible educational tool that can be used alongside | ||
the current syllabus, building on the cellular biology and genetics that | the current syllabus, building on the cellular biology and genetics that | ||
| − | are currently taught at GCSE and A-Level biology. | + | are currently taught at GCSE and A-Level biology.</p> |
<br> | <br> | ||
| Line 715: | Line 705: | ||
<h6>Playing the game</h6> | <h6>Playing the game</h6> | ||
<p id="pp">After making an initial prototype the team took the game | <p id="pp">After making an initial prototype the team took the game | ||
| − | to | + | to The Judd School, a secondary school in Tonbridge, |
United Kingdom, to be tested by a group of GCSE students. We started | United Kingdom, to be tested by a group of GCSE students. We started | ||
off the day by introducing the iGEM project as well as explaining | off the day by introducing the iGEM project as well as explaining | ||
| Line 730: | Line 720: | ||
<p id="pp">Even though the game was a hit with the students, | <p id="pp">Even though the game was a hit with the students, | ||
we still wanted to determine if the game was a viable option | we still wanted to determine if the game was a viable option | ||
| − | as an | + | as an educational resource; the game needed to be able to educate |
and inspire students. After the session we conducted a number | and inspire students. After the session we conducted a number | ||
of interviews with some of the students, with a few saying that | of interviews with some of the students, with a few saying that | ||
| Line 750: | Line 740: | ||
thinking about their own iGEM project. The head of biology at Judd School, | thinking about their own iGEM project. The head of biology at Judd School, | ||
Mrs Andrew’s thought our game would make a great intermediate step between | Mrs Andrew’s thought our game would make a great intermediate step between | ||
| − | theory in the classroom, and introducing students to the wet lab.</p | + | theory in the classroom, and introducing students to the wet lab.</p> |
<br> | <br> | ||
| Line 768: | Line 758: | ||
afford to give board games out too everyone, so we came up with a new way to | afford to give board games out too everyone, so we came up with a new way to | ||
distribute our game at no cost. Our board game BioMech is now online to download | distribute our game at no cost. Our board game BioMech is now online to download | ||
| − | for free on our wiki <a href= | + | for free on our wiki <a href="https://2016.igem.org/Team:Exeter/BioMechDownload">here</a>, with full printing instructions. |
This meant that our original target of making our game accessible to all UK | This meant that our original target of making our game accessible to all UK | ||
students was a lot more realistic.</p> | students was a lot more realistic.</p> | ||
| Line 785: | Line 775: | ||
<h4>Production</h4> | <h4>Production</h4> | ||
<p id="pp">After testing the game at a couple of science conventions | <p id="pp">After testing the game at a couple of science conventions | ||
| − | such as the <a href= | + | such as the <a href="#section_5">Big Bang Fair South West</a> and <a href="#section_5">Britain Needs |
Scientists</a>, we were give feedback to help us make some minor improvements. | Scientists</a>, we were give feedback to help us make some minor improvements. | ||
After this was complete, we began planning manufacturing the game. The problem with manufacturing the game was that we didn’t have the funds to do it ourselves. However, we were very fortunate in the fact that Dr Mark Ramsdale was willing to give us the necessary funds for us to print 16 copies of the board game, in order for us to distribute these to schools, in a widening participation activity for the university. We then started to look into schools to distribute the board game to, which became extremely difficult as term finished shortly after. Despite the fact that we have the ability to distribute the game at no cost, with the downloadable version of BioMech developed, we wanted to give local schools, schools that have helped us along the way and under-achieving schools physical copies of BioMech. This would act as a thank you to the schools that have helped us on the way, but also provide an accessible resource to schools who may not have access to high-quality, modern teaching resources like our board game.<p/> | After this was complete, we began planning manufacturing the game. The problem with manufacturing the game was that we didn’t have the funds to do it ourselves. However, we were very fortunate in the fact that Dr Mark Ramsdale was willing to give us the necessary funds for us to print 16 copies of the board game, in order for us to distribute these to schools, in a widening participation activity for the university. We then started to look into schools to distribute the board game to, which became extremely difficult as term finished shortly after. Despite the fact that we have the ability to distribute the game at no cost, with the downloadable version of BioMech developed, we wanted to give local schools, schools that have helped us along the way and under-achieving schools physical copies of BioMech. This would act as a thank you to the schools that have helped us on the way, but also provide an accessible resource to schools who may not have access to high-quality, modern teaching resources like our board game.<p/> | ||
| − | <p id="pp">This new version of the game was played by students from | + | <p id="pp">This new version of the game was played by students from Colyton Grammar School. As part of our initiative |
| − | + | ||
to make BioMech accessible to as many GCSE students as possible | to make BioMech accessible to as many GCSE students as possible | ||
we have began leaving copies of the game at schools free of charge, | we have began leaving copies of the game at schools free of charge, | ||
| Line 844: | Line 833: | ||
</div> | </div> | ||
| − | + | <h5>Module:</h5> | |
| − | <p id="pp">Synthetic | + | <p id="pp">Synthetic Biology is an innovative, exciting scientific field with applications in a wide variety of areas including therapeutics, the environment and energy. As an interdisciplinary subject, combining Biology, Chemistry and Physics, with Mathematics, Computer Science and Engineering, it uses the talents of the best academics working in each of these individual fields. There is much interest at both university and high school level in learning and working in Synthetic Biology, as shown by the ever growing iGEM competition. However, despite this, there is a severe lack of Synthetic Biology education, especially in the UK. Currently, there is no Synthetic Biology education available prior to university level, and no intention to introduce Synthetic Biology into the GCSE or A Level curriculum in the immediate future.</p> |
| − | <p id="pp">We targeted high school education with our board game BioMech, however we also wanted to look at the impact we could make with the students, who will most immediately work and study further | + | <p id="pp">We targeted high school education with our board game BioMech, however we also wanted to look at the impact we could make with the students, who will most immediately work and study further Synthetic Biology. We spoke to academics at the University of Exeter about the possibility of introducing a second year module into the syllabus teaching students the fundamentals of Synthetic Biology as well as an introduction to the applications to the field. We received good interest from both Bioscience and Natural Science departments. Dr Nicky King worked closely with us initially, liaising with us about the possibility of this module being available to Natural Science students and Bioscience students. We spoke to the Director of Education Dr Mark Ramsdale and he informed us of the logistical problems with creating a module for Natural Scientists and Bioscientists and after further communications with our supervisors and other academics, we began to focus on the Synthetic Biology module being a sole Bioscience module.</p> |
| − | <p id="pp">Other than the iGEM competition, there is no education in | + | <p id="pp">Other than the iGEM competition, there is no education in Synthetic Biology at the University of Exeter and the fact that each year, the iGEM competition was getting more and more competitive, showed us there was a gap in the market. Upon communications with and advice from various academics in the Bioscience department, we have come up with this second year Synthetic Biology module:</p> |
| − | <h5>BIO20XX - Synthetic | + | <h5>BIO20XX - Synthetic Biology</h5> |
<h6>Module Overview:</h6> | <h6>Module Overview:</h6> | ||
| − | <p id="pp">Synthetic | + | <p id="pp">Synthetic Biology is a new and exciting scientific field, with applications within medicine, the environment and energy. It is an interdisciplinary subject, combining Biology, Chemistry, Physics, Maths, Engineering and Computer Science. In this module you will learn about the creation of new biological systems and how they can be used to advance current technologies, with a focus on biosafety and kill switches. </p> |
| − | <p id="pp">Upon completing the course you should be able to independently construct a biological system, such as a biosensor, from a list of parts available. You should also be able to deploy research skills, basic laboratory skills and analytical techniques required in | + | <p id="pp">Upon completing the course you should be able to independently construct a biological system, such as a biosensor, from a list of parts available. You should also be able to deploy research skills, basic laboratory skills and analytical techniques required in Synthetic Biology.</p> |
<p id="pp">This module is a Second Year, Bioscience only module of 15 credits.</p> | <p id="pp">This module is a Second Year, Bioscience only module of 15 credits.</p> | ||
| Line 870: | Line 859: | ||
<p id="pp">At the end of this module the student will be expected to be able to:</p> | <p id="pp">At the end of this module the student will be expected to be able to:</p> | ||
<ul> | <ul> | ||
| − | <li>Understand and outline the fundamentals and framework of | + | <li>Understand and outline the fundamentals and framework of Synthetic Biology, such as cloning strategies, plasmid design, gene regulation and BioBricks</li> |
| − | <li>Outline and discuss the importance of biosafety, kill switches and bioethics within | + | <li>Outline and discuss the importance of biosafety, kill switches and bioethics within Synthetic Biology</li> |
| − | <li>Show competence in basic laboratory skills required in | + | <li>Show competence in basic laboratory skills required in Synthetic Biology.</li> |
</ul> | </ul> | ||
| Line 878: | Line 867: | ||
<ul> | <ul> | ||
| − | <li>Describe and evaluate approaches to our understanding of | + | <li>Describe and evaluate approaches to our understanding of Synthetic Biology with reference to primary literature, reviews and research articles</li> |
| − | <li>Describe in some detail essential facts and theory across this sub-discipline of the | + | <li>Describe in some detail essential facts and theory across this sub-discipline of the Biosciences</li> |
<li>Identify critical questions from the literature and synthesise research-informed examples from the literature into written work</li> | <li>Identify critical questions from the literature and synthesise research-informed examples from the literature into written work</li> | ||
| − | <li>With some guidance, deploy established techniques of analysis and enquiry within the | + | <li>With some guidance, deploy established techniques of analysis and enquiry within the Biosciences</li> |
</ul> | </ul> | ||
| Line 891: | Line 880: | ||
<ul> | <ul> | ||
<li>Communicate ideas, principles and theories fluently by written means in a manner appropriate to the intended audience</li> | <li>Communicate ideas, principles and theories fluently by written means in a manner appropriate to the intended audience</li> | ||
| − | <li>Conceive and execute | + | <li>Conceive and execute Synthetic Biology experiments within a scientific framework |
</li> | </li> | ||
<li>Collect and interpret appropriate data, drawing on a range of sources, with limited guidance</li> | <li>Collect and interpret appropriate data, drawing on a range of sources, with limited guidance</li> | ||
| Line 904: | Line 893: | ||
<h6>Journal Club:</h6> | <h6>Journal Club:</h6> | ||
| − | <p id="pp">To help students develop their research skills and discover the frontiers of | + | <p id="pp">To help students develop their research skills and discover the frontiers of Synthetic Biology, a journal club will run at the beginning of the course. Groups of students will be given different scientific papers and told to study it over the week using questions given to them to answer about. In seminars, run by post doctoral researchers who want experience in teaching, students can discuss the paper and the answers to the set questions, helping to develop their skills involving the analysis primary literature in a critical way.</p> |
<p id="pp"> Students will need to analyse the paper critically and gauge whether it is a successful paper. To aid students with this, certain questions can be set and discussed in seminars with the supervisors, and meetings with other students. These questions might include:</p> | <p id="pp"> Students will need to analyse the paper critically and gauge whether it is a successful paper. To aid students with this, certain questions can be set and discussed in seminars with the supervisors, and meetings with other students. These questions might include:</p> | ||
| Line 910: | Line 899: | ||
<ol> | <ol> | ||
<li>What is the context and what are the current hypotheses in this field? </li> | <li>What is the context and what are the current hypotheses in this field? </li> | ||
| + | <li>How relevant to the field of Synthetic Biology is the paper? </li> | ||
<li>Has this paper been cited before? If so, how respectable is the journal?</li> | <li>Has this paper been cited before? If so, how respectable is the journal?</li> | ||
<li>What is the rationale for the study?</li> | <li>What is the rationale for the study?</li> | ||
| Line 917: | Line 907: | ||
<li>What conclusions are drawn?</li> | <li>What conclusions are drawn?</li> | ||
<li>What are the implications for this research? Are there any future challenges?</li> | <li>What are the implications for this research? Are there any future challenges?</li> | ||
| + | <li>Does this paper provide the foundations for more pioneering future research into Synthetic Biology?</li> | ||
</ol> | </ol> | ||
| Line 923: | Line 914: | ||
<h6>Lectures:</h6> | <h6>Lectures:</h6> | ||
| − | <p id="pp">There will be a lecture series running throughout the module which aims to give the students a more comprehensive understanding of the theory behind | + | <p id="pp">There will be a lecture series running throughout the module which aims to give the students a more comprehensive understanding of the theory behind Synthetic Biology as well as opportunities to look further at outside reading around the subjects studied. The students will study:</p> |
<h6>The Fundamentals of Synthetic Biology</h6> | <h6>The Fundamentals of Synthetic Biology</h6> | ||
| Line 929: | Line 920: | ||
<ul> | <ul> | ||
<li>Genetics overview/recap e.g. central dogma, mutations, gene splicing, nucleic acids etc</li> | <li>Genetics overview/recap e.g. central dogma, mutations, gene splicing, nucleic acids etc</li> | ||
| − | <li>Molecular | + | <li>Molecular Biology recap</li> |
<li>Microbial growth</li> | <li>Microbial growth</li> | ||
<li>Fermentation, bioreactors and microbial biotechnology</li> | <li>Fermentation, bioreactors and microbial biotechnology</li> | ||
| Line 936: | Line 927: | ||
<li>Plasmid design, construction and sequencing and vectors</li> | <li>Plasmid design, construction and sequencing and vectors</li> | ||
<li>Biosafety, kill switches and ethics</li> | <li>Biosafety, kill switches and ethics</li> | ||
| − | <li> | + | <li>BioBricks</li> |
<li>Cloning strategies</li> | <li>Cloning strategies</li> | ||
<li>DNA constructs and genome integration</li> | <li>DNA constructs and genome integration</li> | ||
| − | <li>Overview of biological modelling and | + | <li>Overview of biological modelling and design of experiment</li> |
</ul> | </ul> | ||
| − | <p id="pp">The students will also support this theory with understand of the analytical techniques and practical skills in | + | <p id="pp">The students will also support this theory with understand of the analytical techniques and practical skills in Synthetic Biology - which will be looked into further with the practical element of the module. </p> |
<h6>Practicals - in the latter half of the module:</h6> | <h6>Practicals - in the latter half of the module:</h6> | ||
| Line 962: | Line 953: | ||
</ul> | </ul> | ||
| − | <p id="pp">The students will have to use all they learned through the module, in the journal club, practical and lecture series to help them complete the project. The students will write up the practical project in the form of a short research article, including: abstract, introduction, methods, results and discussion, conclusions and references. They will have to justify why they chose the | + | <p id="pp">The students will have to use all they learned through the module, in the journal club, practical and lecture series to help them complete the project. The students will write up the practical project in the form of a short research article, including: abstract, introduction, methods, results and discussion, conclusions and references. They will have to justify why they chose the BioBricks they did as well as show the implications of their findings and relate it to recent studies in the field. Despite having completed the project in groups, this will need to be done individually to avoid collusion and cheating.</p> |
<p id="pp">The students will then have to present their findings to the rest of the students, judged by academics and industry guests. </p> | <p id="pp">The students will then have to present their findings to the rest of the students, judged by academics and industry guests. </p> | ||
| Line 977: | Line 968: | ||
<h6>Future Aims:</h6> | <h6>Future Aims:</h6> | ||
| − | <p id="pp">We aim to implement this module in the September 2017 curriculum for second year | + | <p id="pp">We aim to implement this module in the September 2017 curriculum for second year Biosciences, however in order to do this we need to keep liaising with academics in the Bioscience department and the Director of Education, Dr Mark Ramsdale. We want this module to inspire students to study further synthetic biology in the future, and give those who will apply for the Exeter iGEM team some experience of the competition so there isn’t such a steep learning curve to begin with. We hope this will make the laboratory work more efficient and the Biosciences students will be able to teach the students of other disciplines more easily, having been taught themselves by post doctoral researchers and potentially previous iGEM team members. </p> |
| − | + | ||
| − | + | ||
| − | + | ||
<div> | <div> | ||
| Line 989: | Line 977: | ||
<div id="section_3" class="link_fix"></div> | <div id="section_3" class="link_fix"></div> | ||
<div id="contentTitle"> | <div id="contentTitle"> | ||
| − | + | Desert Island... Science? | |
</div> | </div> | ||
| + | |||
| + | <h5 style="text-align:center;"><a href="https://2016.igem.org/Team:Exeter/dis">Desert Island... Science? Podcasts</a></h5> | ||
<p id="pp">As another part of our human practices, we wanted to focus on engaging the general public with all sciences but significantly, with synthetic biology. In particular, we have created 'Desert Island...Science?' based on the format of the popular 'Desert Island Discs' radio show. This asks guests to choose two songs; one book; one luxury item; and a piece of lab equipment to take with them to a desert island. We also speak with them about their thoughts on a range of scientific topics, including the future of synthetic biology; the importance of collaboration between different scientific disciplines; and the promotion of STEM fields to all members of the public. </p> | <p id="pp">As another part of our human practices, we wanted to focus on engaging the general public with all sciences but significantly, with synthetic biology. In particular, we have created 'Desert Island...Science?' based on the format of the popular 'Desert Island Discs' radio show. This asks guests to choose two songs; one book; one luxury item; and a piece of lab equipment to take with them to a desert island. We also speak with them about their thoughts on a range of scientific topics, including the future of synthetic biology; the importance of collaboration between different scientific disciplines; and the promotion of STEM fields to all members of the public. </p> | ||
| Line 1,003: | Line 993: | ||
<p id="pp">It was really gratifying to hear a very prominent and important figure in synthetic biology confirm that our education and public engagement work is important and needed for furthering the field of synthetic biology. Prof. Kitney’s comments reflected a view that was shared by many parents and teachers at the science fairs and schools we visited: new, educational resources for aiding teachers and students in topics such as synthetic biology are necessary and these resources don’t have to be limited to GCSE-aged students and above. In the future, we could look into creating a version of our board game suitable for younger students, and a version suitable to older students, to improve the accessibility to a wider audience.</p> | <p id="pp">It was really gratifying to hear a very prominent and important figure in synthetic biology confirm that our education and public engagement work is important and needed for furthering the field of synthetic biology. Prof. Kitney’s comments reflected a view that was shared by many parents and teachers at the science fairs and schools we visited: new, educational resources for aiding teachers and students in topics such as synthetic biology are necessary and these resources don’t have to be limited to GCSE-aged students and above. In the future, we could look into creating a version of our board game suitable for younger students, and a version suitable to older students, to improve the accessibility to a wider audience.</p> | ||
| + | <div class="col-xs-12 div_audio" style="padding-bottom:1vh;"> | ||
| + | <a href="#" class="col-xs-12" style="margin:0;padding:0;"> | ||
| + | <img style="margin:auto;display:block;max-width:40%;" src=" | ||
| + | https://static.igem.org/mediawiki/2016/4/44/T--Exeter--dis-rich.jpg | ||
| + | "> | ||
| + | </a> | ||
| + | </div> | ||
<p id="pp">On the subject of engaging the general public, he said that:<q style="padding-left:0px;padding-right:0px;">enthusiasm is the most important thing</q>in learning more about this exciting new field of science; which is something we want to encourage in all outreach work. </p> | <p id="pp">On the subject of engaging the general public, he said that:<q style="padding-left:0px;padding-right:0px;">enthusiasm is the most important thing</q>in learning more about this exciting new field of science; which is something we want to encourage in all outreach work. </p> | ||
| Line 1,017: | Line 1,014: | ||
<p id="pp">This was a view that was highlighted with many of the physics students interviewed in the equality and diversity work, as well as many of the academics. The Institute of Physics recognizes gender distribution in physics as a major problem from base to senior level and if more public figures, like Prof. Al-Khalili, and more students publicise the problem, then it could encourage more time and money to be spent on fixing the issue. </p> | <p id="pp">This was a view that was highlighted with many of the physics students interviewed in the equality and diversity work, as well as many of the academics. The Institute of Physics recognizes gender distribution in physics as a major problem from base to senior level and if more public figures, like Prof. Al-Khalili, and more students publicise the problem, then it could encourage more time and money to be spent on fixing the issue. </p> | ||
| + | <div class="col-xs-12 div_audio" style="padding-bottom:1vh;"> | ||
| + | <a href="#" class="col-xs-12 log_img_link" style="margin:0;padding:0;"> | ||
| + | <img style="max-width:40%;margin:auto;display:block;" class="log_img" src="https://static.igem.org/mediawiki/2016/8/8e/T--Exeter--dis-jim.jpeg"> | ||
| + | </a> | ||
| + | </div> | ||
<p id="pp">By posting the podcasts on both <a href="https://www.youtube.com/channel/UC31qfG4hnm8gRHDCkrBtAiQ">YouTube</a> and <a href="https://soundcloud.com/user-237433278">Soundcloud</a>, we opened a two-way dialogue with the public, allowing them to ask questions and learn more. As well as this, we wanted to help ‘humanize’ academics and researchers by helping members of the public to gain a deeper understanding of the scientific research being done today. By reaching out to prominent researchers of academia, prominent researchers of industry and prominent public figures, we hoped to engage the public with synthetic biology and science in general at all the key areas.</p> | <p id="pp">By posting the podcasts on both <a href="https://www.youtube.com/channel/UC31qfG4hnm8gRHDCkrBtAiQ">YouTube</a> and <a href="https://soundcloud.com/user-237433278">Soundcloud</a>, we opened a two-way dialogue with the public, allowing them to ask questions and learn more. As well as this, we wanted to help ‘humanize’ academics and researchers by helping members of the public to gain a deeper understanding of the scientific research being done today. By reaching out to prominent researchers of academia, prominent researchers of industry and prominent public figures, we hoped to engage the public with synthetic biology and science in general at all the key areas.</p> | ||
| Line 1,125: | Line 1,127: | ||
Other | Other | ||
</div> | </div> | ||
| − | <h4>Panel Discussion</h4> | + | <h4>Panel Discussion</h4> |
| + | |||
| + | <p id="pp">On 14th October 2016 we hosted a Panel discussion on the issues of gender inequality and lack of diversity in science, to conclude our integrated 'Equality and Diversity' work. This was advertised on a variety of different social media accounts as well as on a webpage created by marketing and communications officer Ben May on the University of Exeter website. We created two way communications with the public through a variety of different media: the panel discussion was shown to a live audience, who participated in questions at the end; it was live broadcasted on Xpression FM (campus radio); it was live streamed on XTV (campus TV/Youtube channel). The discussion involved a panel of student and academic representatives who are both held at high regard by students, and distinctly knowledgable about the issues raised. Consequently, the panel discussion informed the public and opened up the potential for future discussion and debate on the issue. It fittingly concluded the integrated work of the equality and diversity section as the issues discussed throughout the student and academic interviews were further analyse and debated, but is also a great example of a quality public engagement activity. Since it was streamed, there was a live chat on Youtube where people were commenting on issues, but it is also now available to watch on the XTV Online channel for future feedback and engagement. You can find more about this <a href="https://2016.igem.org/Team:Exeter/Integrated_Practices/ED#section_5">here</a> </p> | ||
| + | |||
<h4>Richard Dawkins Interview</h4> | <h4>Richard Dawkins Interview</h4> | ||
Latest revision as of 02:56, 20 October 2016
