Team:Heidelberg/pages/Education

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=Shaping the next generation of scientists=
=Shaping the next generation of scientists=
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Synthetic Biology is a very dynamic and still evolving field in science. It has been broad forward by young and creative scientist - iGEM is the best example of it. Therefore it is even more important to introduce young and motivated people to Synthetic Biology. We cooperated with the Heidelberg Life Science Lab of the German Cancer Research Center (DKFZ), a project dedicated to support extraordinarily gifted and talented high-school students in developing their scientific as well as personal skills and in gaining practical research experience. Parallel to our own iGEM Project we supervised a group of 15 pupils in their own project, with which they plan to participate at iGEM High school competition 2015. They have developed a biologic circle, team name: BioLogIC, using Quorum Sensing of bacteria. This project combines the decidedness of digital systems with the multiplex possibilities of biology. Before starting an own project the group was taught in the basic principle of Synthetic Biology. Flowing we had a long planning time, where we met the group once a month. In February 2014 they were able to do the first cloning experiments in the lab. Furthermore they have presented their work on the Schülersymposium and were invited to the Symposium on Synthetic Biology in Heidelberg.
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Science is a process of lifelong learning, driven by curiosity about nature, our surrounding and all the processes out there that are still not understood. Progress in science impacts the daily life of everyone: new scientific discoveries become realized as new technologies to solve serious problems, such as environmental and health issues, but also to improve human life in general.
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...
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What mustn't be forgotten is that not only does science expand the borders of the human knowledge and provide humankind with new possibilities, but also has to be brought to other's attention. It is vital that scientific knowledge doesn't stay in the labs and academic journals, but reaches out to society. In addition, scientists need feedback from others, for example to reflect the impact their scientific work has on moral values of others.
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Especially new fields of research, such as nanotechnology and genetic engineering have often been met with doubts and fear. Education is essential to provide the necessary information on new scientific developments to allow every individual to evaluate them on a rational basis and by itself.
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The progress in natural sciences and technology has an impact on the life of each and every one within a society. Therefore it is enormously important to raise discussions in close dialogue with the general public about ethical issues, risks and benefits in Synthetic Biology.  
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Synthetic biology, the intersection of biology and engineering, is another recent scientific area, which is seen critical by some people. We think, that many of the fears in the style of Frankenstein scenarios emerge as people lack the idea of what is actually happening in the lab. We see the duty to change this situation. Our idea as an iGEM team was to provide young minds with theoretical and practical skills to give them some first-hand experience in lab work and the daily life of scientists.
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To participate in considerations and evaluations about Synthetic Biology, a basic comprehension of biological processes is essential. To spread knowledge about the practical handling of Synthetic Biology within an actual lab, we offered a three days practical course to pupils at the age of 15 to 18 within the Liege Science Lab in Heidelberg. The Heidelberg Life-Science Lab is part of the German Cancer Research Center (DKFZ). It is dedicated to support extraordinarily gifted and talented high-school students in developing their scientific as well as personal skills and in gaining practical research experience. The school students actually took over the experiments we were performing in the lab and tried to circularize GFP. The fact that our young scientist produced data, which were actually very crucial to us, motivated them to try very hard for the best results. Alternating in theoretical lectures and practical courses, the pupils learned the background of our project and the actual experiments first-hand:
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At school, this is very often not the case. One cannot know from reading a school book what lab work actually looks like. Luckily, there has already been made some effort to change this: The Life-Science Lab Heidelberg is a school laboratory established by the German Cancer Research Center that wants to fascinate high-school students for science, especially in the field of life-science. Different projects are realized there, such as lectures on friday evenings, science clubs and seminars.
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Within the Life-Science Lab Heidelberg, we offered a three day lab course on synthetic biology for students between 15 and 18 years from high schools in the area of Heidelberg. During this lab course, the students were given the opportunity to repeat the circularization of GFP, an experiment we had previously conducted in the lab (Link to experiment). Additional to the practical background, we prepared seminars to provide the students with the the basic biological concepts of our experiments, as well as the methods they were using and the background of iGEM. We were impressed by the curiosity and fascination the students spread. Maybe we even met some future participants of the iGEM competition.
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Here you can find the
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<html>
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<a href="https://static.igem.org/mediawiki/2014/4/4a/Skript_Participants_LifeScienceLab.pdf">
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lab course protocol</a>
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</html>
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we prepared for the students. It contains all assays as well as descriptions and explanations of molecular biological methods. As we prepared it for high-school students, it is written in German language.
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¶protocol
 
==Practical lab work==
==Practical lab work==
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On the first day, the interns conducted a PCR from a plasmid containing GFP with primers containing BsaI overhangs. The PCR product was visualised on an agarose gel, purified and its concentration determined using a spectroscopical measurement technique. The purified construct was used for golden gate cloning using our toolbox construct for circularization.
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{{:Team:Heidelberg/templates/image-quarter|
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align=right|
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caption=Figure 2) Agarose gel of linear GFP|
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descr=Agarose gel that shows the amplification of GFP with BsaI overhangs that are subsequently needed for Golden Gate cloning. Also a negative control was used in the PCR reaction, which only consisted of water instead of template DANN. GFP should result in a band of ~750 bp.|
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file=LSL_linearGFP-2.png}}
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{{:Team:Heidelberg/templates/image-quarter|align=right|caption=Figure 1) Cloning Strategy|descr=showing the cloning strategy that we used in the practical cours with the pupils. They experienced the practical handling and theoretical background of Golden Gate cloning.|file=LSL_cloning_strategy-1.png}}
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The final construct, a positive control containing normal GFP on an expression vector and a negative control, were transformed in BL21 (DE3) and plated on agar containing ampicillin. Additionally liquid cultures were inoculated.
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On day 1, the students performed a PCR using provided BsaI overhang containing Primers and a GFP plasmid – template. The PCR product was visualised on an agarose gel, purified and its concentration determined using a spectroscopic measurement technique. The purified construct was used for golden gate cloning using our [https://2014.igem.org/Team:Heidelberg/Toolbox/Circularization_Constructs  toolbox construct] for circularization (figure 1 and 2).
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On the second day the liquid cultures were used to inoculate the main expression culture. Moreover a sample was taken for a colony PCR to verify the presence of our circularization construct and the linear GFP construct.
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The resulting plasmid, as well as positive control, a linear GFP, and a negative control, water, were transformed in BL21(DE3).  
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Upon the ID of 0.8 the school interns induced the cultures with 1 mM IPTG for one hour. To visualise the proteins- linear and circular GFP version- an SDS- PAGE and Western Blot was conducted.
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On the next day, the overnight cultures were used to inoculate a new culture to express the linear and circularized GFP. Additionally a sample was taken to do a colony PCR, to verify the successful transformation (figure 3).
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The cultures were induced with 1 mM IPTG for one hour, as soon as the cultures reached an OD of 0.8. To verify a successful circularisation, the students conducted a Western Blot. If our construct leads to the circularization of GFP a shift should be visible on the Western Blot between linear and circular protein. The circular construct runs faster on a gel, since its coiled nature experiences less resistance from the gel matrix. Unfortunately no distinguishable band was visible on the Western Blot.
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If our construct leads to the circularization of GFP a shift should be visible on the Western Blot between linear and circular protein. The circular construct runs faster on a gel, since its coiled nature experiences less resistance from the gel matrix.
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{{:Team:Heidelberg/templates/image-quarter|
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align=right|
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caption=Figure 3) Agarose gel of Colony PCR|
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descr=Agarose gel that shows a colony PCR of GFP in our circularization construct that was transformed in BL21. Alltogether the NpuDnaEn-GFP-NpuDnaEC insert results in a size of ~1300 bp.|
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file=LSL_GFP-NpuDnaE-3.png}}
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Unfortunately, the pupils experienced some difficulties in the experiments. To conduct an experiment properly it needs a lot of attention and at least some experience. Even though the results did not look like expected or desired, the pupils learned many new methods and quite some theoretical background. Altogether not only the school kids had much fun with their first-hand experience in the lab, but also we as supervisors and tutors.
+
Unfortunately, the students experienced some difficulties in the experiments, which were probably based on a lack of experience and mixing up samples. Especially the Western Blot turned out to be difficult for the pupils. Even though the results did not look like expected, the students learned a lot about synthetic biology and molecular biology in general.  
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Altogether it was great fun, for the students as well as for us, as supervisors and tutors.

Latest revision as of 11:43, 17 October 2014

Shaping the next generation of scientists

Science is a process of lifelong learning, driven by curiosity about nature, our surrounding and all the processes out there that are still not understood. Progress in science impacts the daily life of everyone: new scientific discoveries become realized as new technologies to solve serious problems, such as environmental and health issues, but also to improve human life in general.

What mustn't be forgotten is that not only does science expand the borders of the human knowledge and provide humankind with new possibilities, but also has to be brought to other's attention. It is vital that scientific knowledge doesn't stay in the labs and academic journals, but reaches out to society. In addition, scientists need feedback from others, for example to reflect the impact their scientific work has on moral values of others. Especially new fields of research, such as nanotechnology and genetic engineering have often been met with doubts and fear. Education is essential to provide the necessary information on new scientific developments to allow every individual to evaluate them on a rational basis and by itself.

Synthetic biology, the intersection of biology and engineering, is another recent scientific area, which is seen critical by some people. We think, that many of the fears in the style of Frankenstein scenarios emerge as people lack the idea of what is actually happening in the lab. We see the duty to change this situation. Our idea as an iGEM team was to provide young minds with theoretical and practical skills to give them some first-hand experience in lab work and the daily life of scientists.

At school, this is very often not the case. One cannot know from reading a school book what lab work actually looks like. Luckily, there has already been made some effort to change this: The Life-Science Lab Heidelberg is a school laboratory established by the German Cancer Research Center that wants to fascinate high-school students for science, especially in the field of life-science. Different projects are realized there, such as lectures on friday evenings, science clubs and seminars.


Within the Life-Science Lab Heidelberg, we offered a three day lab course on synthetic biology for students between 15 and 18 years from high schools in the area of Heidelberg. During this lab course, the students were given the opportunity to repeat the circularization of GFP, an experiment we had previously conducted in the lab (Link to experiment). Additional to the practical background, we prepared seminars to provide the students with the the basic biological concepts of our experiments, as well as the methods they were using and the background of iGEM. We were impressed by the curiosity and fascination the students spread. Maybe we even met some future participants of the iGEM competition. Here you can find the lab course protocol we prepared for the students. It contains all assays as well as descriptions and explanations of molecular biological methods. As we prepared it for high-school students, it is written in German language.


Practical lab work

Figure 2) Agarose gel of linear GFP
Figure 2) Agarose gel of linear GFP

Agarose gel that shows the amplification of GFP with BsaI overhangs that are subsequently needed for Golden Gate cloning. Also a negative control was used in the PCR reaction, which only consisted of water instead of template DANN. GFP should result in a band of ~750 bp.

Figure 1) Cloning Strategy
Figure 1) Cloning Strategy

showing the cloning strategy that we used in the practical cours with the pupils. They experienced the practical handling and theoretical background of Golden Gate cloning.

On day 1, the students performed a PCR using provided BsaI overhang containing Primers and a GFP plasmid – template. The PCR product was visualised on an agarose gel, purified and its concentration determined using a spectroscopic measurement technique. The purified construct was used for golden gate cloning using our toolbox construct for circularization (figure 1 and 2).

The resulting plasmid, as well as positive control, a linear GFP, and a negative control, water, were transformed in BL21(DE3).

On the next day, the overnight cultures were used to inoculate a new culture to express the linear and circularized GFP. Additionally a sample was taken to do a colony PCR, to verify the successful transformation (figure 3). The cultures were induced with 1 mM IPTG for one hour, as soon as the cultures reached an OD of 0.8. To verify a successful circularisation, the students conducted a Western Blot. If our construct leads to the circularization of GFP a shift should be visible on the Western Blot between linear and circular protein. The circular construct runs faster on a gel, since its coiled nature experiences less resistance from the gel matrix. Unfortunately no distinguishable band was visible on the Western Blot.


Figure 3) Agarose gel of Colony PCR
Figure 3) Agarose gel of Colony PCR

Agarose gel that shows a colony PCR of GFP in our circularization construct that was transformed in BL21. Alltogether the NpuDnaEn-GFP-NpuDnaEC insert results in a size of ~1300 bp.

Unfortunately, the students experienced some difficulties in the experiments, which were probably based on a lack of experience and mixing up samples. Especially the Western Blot turned out to be difficult for the pupils. Even though the results did not look like expected, the students learned a lot about synthetic biology and molecular biology in general. Altogether it was great fun, for the students as well as for us, as supervisors and tutors.