Difference between revisions of "Team:Exeter/Engagement"
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| − | <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"> 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. | <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. | ||
</p> | </p> | ||
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<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 | ||
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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> | ||
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<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, | ||
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</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> | ||
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<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> | ||
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<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> | ||
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<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> | ||
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<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> | ||
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<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> | ||
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<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> | ||
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<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> | ||
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<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> | ||
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<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> | ||
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</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> | ||
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<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> | ||
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</div> | </div> | ||
| − | <h5><a href="https://2016.igem.org/Team:Exeter/dis">Desert Island... Science? Podcasts</a></h5> | + | <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> | ||
Latest revision as of 02:56, 20 October 2016
