Difference between revisions of "Team:Exeter/Human Practices"
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Introduction </div> | Introduction </div> | ||
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<p id="pp">Our Human Practices is centred around improving | <p id="pp">Our Human Practices is centred around improving | ||
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The game teaches students to plasmid construction, biological | The game teaches students to plasmid construction, biological | ||
parts and other essential biological concepts like mutation.</p> | parts and other essential biological concepts like mutation.</p> | ||
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<h6>Why did we decide to create a board game?</h6> | <h6>Why did we decide to create a board game?</h6> | ||
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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> |
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<h6>The aim of the game</h6> | <h6>The aim of the game</h6> | ||
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wins the most rounds.</p> | wins the most rounds.</p> | ||
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| − | style=" | + | |
| − | + | <center><img src="https://static.igem.org/mediawiki/2016/3/37/T--Exeter--Home_Lab1.jpeg" style= "margin-left:250px;width:22vw; height:44vh;margin: 0px 20px;"> | |
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| + | <img src="https://static.igem.org/mediawiki/2016/7/74/T--Exeter--Home_KillerRed.jpeg" style="width:22vw;height:44vh;margin: 0px 100px;"> | ||
| + | <img src="https://static.igem.org/mediawiki/2016/e/ea/T--Exeter--Home_Humanpractices.png" style=" margin-right:40px; width:22vw; height:44vh;margin: 0px 70pxr;"></center> | ||
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<h4><strong>Initial testing at The Judd School (July 2016)</strong></h4> | <h4><strong>Initial testing at The Judd School (July 2016)</strong></h4> | ||
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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 | ||
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All of the students got involved with the game, often reacting | All of the students got involved with the game, often reacting | ||
enthusiastically whenever a mutation occurred in a cell.</p> | enthusiastically whenever a mutation occurred in a cell.</p> | ||
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<h6>Interviews and Feedback</h6> | <h6>Interviews and Feedback</h6> | ||
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of interviews with some of the students, with a few saying that | of interviews with some of the students, with a few saying that | ||
they were much more likely to study biology after playing the game.</p> | they were much more likely to study biology after playing the game.</p> | ||
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<h5><q style="margin:auto;display:block;"><i>I barely knew about any of this before today, I’m definitely | <h5><q style="margin:auto;display:block;"><i>I barely knew about any of this before today, I’m definitely | ||
much more likely to take Biology for A-Level.</i></q></h5> | much more likely to take Biology for A-Level.</i></q></h5> | ||
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<p id="pp">We interviewed two teachers at The Judd School to ask if they would | <p id="pp">We interviewed two teachers at The Judd School to ask if they would | ||
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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>> |
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<h6>Improvements</h6> | <h6>Improvements</h6> | ||
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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><strong>Production</strong></h4> | <h4><strong>Production</strong></h4> | ||
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Prof, Richard Kitney, Dr. Lynn Rothschild and Prof. John Love, about synthetic biology | Prof, Richard Kitney, Dr. Lynn Rothschild and Prof. John Love, about synthetic biology | ||
and public engagement.</p> | and public engagement.</p> | ||
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stuck on a desert island what...'</i></strong></p> | stuck on a desert island what...'</i></strong></p> | ||
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<ul id="pp"> | <ul id="pp"> | ||
| − | <li>2 songs would you take to listen to</li> | + | <img src="https://static.igem.org/mediawiki/2016/e/ea/T--Exeter--Home_Humanpractices.png" |
| − | <li>1 piece of science equipment would you take</li> | + | style="margin-right:50px; margin-left:40px; float:left; width:22vw; height:44vh;"> |
| − | <li>1 luxury item would you take</li> | + | <li style="margin-left: 40px">2 songs would you take to listen to</li> |
| − | <li>1 book to read</li> | + | <br> |
| − | <li>You also have acess to a solar powered beto lab, | + | <li style="margin-left: 40px">1 piece of science equipment would you take</li> |
| + | <br> | ||
| + | <li style="margin-left: 40px">1 luxury item would you take</li> | ||
| + | <br> | ||
| + | <li style="margin-left: 40px">1 book to read</li> | ||
| + | <br> | ||
| + | <li style="margin-left: 40px">You also have acess to a solar powered beto lab, | ||
and a copy of the iGEM registry with full access to all | and a copy of the iGEM registry with full access to all | ||
the parts</li> | the parts</li> | ||
</ul> | </ul> | ||
| − | + | <br> | |
<p id="pp">We also ask questions involving synethtic biology, scientific | <p id="pp">We also ask questions involving synethtic biology, scientific | ||
outreach, edcuation and about their work.</p> | outreach, edcuation and about their work.</p> | ||
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<h4>Diversity</h4> | <h4>Diversity</h4> | ||
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</p> | </p> | ||
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<h6>How we will achieve this</h6> | <h6>How we will achieve this</h6> | ||
<p id="pp">We aim to achieve this by focusing on three distinct areas:</p> | <p id="pp">We aim to achieve this by focusing on three distinct areas:</p> | ||
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<ol id="pp"> | <ol id="pp"> | ||
| − | <li>Firstly, the initial reaction of students and academics to the | + | <li style="margin-left: 40px" >Firstly, the initial reaction of students and academics to the |
concept of sexism and diversity within science. With this we hope | concept of sexism and diversity within science. With this we hope | ||
to gauge whether sexism in science is a widely recognised across | to gauge whether sexism in science is a widely recognised across | ||
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changes across the world.</li> | changes across the world.</li> | ||
| − | <li>Secondly, the work that is being done by academics at the University | + | <br> |
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| + | <li style="margin-left: 40px">Secondly, the work that is being done by academics at the University | ||
of Exeter to both publicise and change the problem of inequality within | of Exeter to both publicise and change the problem of inequality within | ||
science. We want to use the statistics provided by the University Equality, | science. We want to use the statistics provided by the University Equality, | ||
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want to begin the discussion of what more can be done.</li> | want to begin the discussion of what more can be done.</li> | ||
| − | <li>Thirdly, the role that students can have in promoted equality and | + | <br> |
| + | |||
| + | <li style="margin-left: 40px">Thirdly, the role that students can have in promoted equality and | ||
diversity within various fields. We want to speak to student leaders | diversity within various fields. We want to speak to student leaders | ||
about how they view the situation and what they think can be done to | about how they view the situation and what they think can be done to | ||
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</p> | </p> | ||
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<h4>Westminister iGEM UK meet-up 2016</h4> | <h4>Westminister iGEM UK meet-up 2016</h4> | ||
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they could collaborate with or mentor. </p> | they could collaborate with or mentor. </p> | ||
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<h4>Science fairs and work experience students</h4> | <h4>Science fairs and work experience students</h4> | ||
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| + | <h6>Big Bang South West</h6> | ||
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| + | <p id="pp">The Big Bang South West Science Fair was one of the first places we tested BioMech. | ||
| + | Our stall at the fair focussed on introducing students and teachers to synthetic biology and | ||
| + | gathering information on how people perceive synthetic biology. Students were aged between 8 | ||
| + | and 18, and teachers from a large variety of schools from across the South West.</p> | ||
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| + | <p id="pp">For the fair, we wanted to show visitors the disciplinary nature of synthetic biology. | ||
| + | We displayed and discussed how physics, chemistry, biology and engineering can be used in synthetic | ||
| + | biology. We created two leaflets: one which explained the basics of Synthetic Biology, and one which | ||
| + | explained the iGEM competition. We created two companion powerpoint presentations to the leaflets | ||
| + | which went in more depth, and played them on loop on two iPads on the stand. As well as this we | ||
| + | premiered a very basic form of BioMech for students and teachers try out. One student told us:</p> | ||
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| + | <br> <br> | ||
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| + | <h5><q style="margin:auto;display:block;"><i>BioMech is more fun than the card games I played at a | ||
| + | card game convention in Birmingham</i></q></h5> | ||
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| + | <br><br> | ||
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| + | <p id="pp">We also drew inspiration from the ‘Activities Booklet’ created by the William and Mary | ||
| + | iGEM 2015 team. The sweetie DNA construction activity proved incredibly popular amongst the | ||
| + | younger students and gave us an opportunity to talk to them about basic genetics as well as some synthetic biology ideas.</p> | ||
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| + | <br> | ||
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| + | <h6>Britain Needs Scientists</h6> | ||
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| + | <p id="pp">The second science fair was Britain Needs Scientists, hosted at the University of Exeter. | ||
| + | This fair was aimed at students aged 16-18 who were interested in STEM careers. Here we focused on | ||
| + | tying the STEM subjects into Synthetic Biology and were able to discuss more complex aspects of synthetic biology</p> | ||
</div> | </div> | ||
Revision as of 14:27, 8 September 2016
