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Team:Paris Bettencourt/Human Practice/Workshop
From 2012.igem.org
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| - | <div id="grouptitle">Lab visit and | + | <div id="grouptitle">Lab visit and synthetic biology workshop organized for high school students</div> |
== Why did we organize this workshop? == | == Why did we organize this workshop? == | ||
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*10 minutes: Take students to the class rooms + Presentation of each speaker | *10 minutes: Take students to the class rooms + Presentation of each speaker | ||
| - | *20 minutes: Brainstorming all together: what did they hear about synthetic biology? What do they think synthetic biology is if they never heard anything about it? Did they already hear about genetic engineering? Differences between synthetic biology and genetic engineering. Did they already hear about GMO plants? Their perception? If they think it is dangerous, can they explain why? Can they see any benefits? | + | *20 minutes: Brainstorming 1 (all together): what did they hear about synthetic biology? What do they think synthetic biology is if they never heard anything about it? Did they already hear about genetic engineering? Differences between synthetic biology and genetic engineering. Did they already hear about GMO plants? Their perception? If they think it is dangerous, can they explain why? Can they see any benefits? |
| - | *25 minutes: Introduction to synthetic Biology by Jake | + | *25 minutes: Introduction to synthetic Biology by our advisor Jake Wintermute |
-- Short break: 5 minutes -- | -- Short break: 5 minutes -- | ||
| - | *25 minutes: Imagine a bacteria (like if you were an igem team) with a new interesting function. How would it work exactly? If students lack inspiration give them cards. | + | *25 minutes: Brainstorming 2 (by small groups of 5). Imagine a bacteria (like if you were an igem team) with a new interesting function. How would it work exactly? If students lack inspiration give them cards. |
| - | *20 minutes: What are the risks? The benefits? In this situation, do they think that the benefits justify taking risks? If students lack inspiration give them cards. You can also briefly explain what HGT is, etc | + | *20 minutes: Brainstorming 3 (same small groups of 5). What are the risks? The benefits? In this situation, do they think that the benefits justify taking risks? If students lack inspiration give them cards. You can also briefly explain what HGT is, etc |
-- Short break: 5 minutes -- | -- Short break: 5 minutes -- | ||
*1h15: Groups will present their project briefly (4minutes). Then there should be a discussion with the class (and we should give our comments to, especially if the rest of the class is not participating. Ask questions etc). Do not spend more than a total of 10minute per group. Of course you can spend less! | *1h15: Groups will present their project briefly (4minutes). Then there should be a discussion with the class (and we should give our comments to, especially if the rest of the class is not participating. Ask questions etc). Do not spend more than a total of 10minute per group. Of course you can spend less! | ||
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== Obeservations == | == Obeservations == | ||
| + | We split the students and the teachers in two classes. Lets analyse what happened in Class 1. This class was composed of 31 students, 1 high school physics teacher, 1 high school biology teacher, 1 high school science coordinator. | ||
| + | * Students were extremely well behaved and interested. | ||
| + | * Brainstorming 1: 7/31 students (22,6%)had already heard of synthetic biology. They defined it as "combining genes", "genetically modifying plants", "taking a gene and putting it somewhere else". In general, their definitions described more genetic engineering then synthetic biology. We explained the difference, and asked to say if they approved or not of synthetic biology. | ||
{{:Team:Paris_Bettencourt/footer}} | {{:Team:Paris_Bettencourt/footer}} | ||
Revision as of 20:11, 18 September 2012
- Main
- Team
- Project
- Achievements
- Human Practice
- Safety
- Notebook
- Attributions
Overview
Delay system
Semantic containment
Restriction enzyme system
MAGE
Suicide system
Encapsulation
Synthetic import domain
Safety Questions
Safety Assessment
Lab visit and synthetic biology workshop organized for high school students
Contents |
Why did we organize this workshop?
- Only 12% of the french population had heard about synthetic biology in 2010 (Eurobarometer 2010 on biotechnoly). In our human practice report, we came to the conclusion that awarness should be raised, and that educating middle and high school students could be one way, amongt others, to acheive this goal. Our aim is that people can better understand the world they live in, the technologies that are shapping/will shape their lives, and to allow them to make up their mind (pro, against) on the subject in the most enlightened way possible. Please note that our primary aim here is NOT: "getting a higher approval rate of synthetic biology".
- GMO crops and food were masively rejected in Europe. In our human practice report, we concluded that this was partly due to the fact that scientists, European citizens and biotechnology firms never took the time to agree on what can be seen as a benfit, and whatcan be seen as an acceptable risk.
For all of the above reasons, we invited 60 high school students from the Ecole Active Bilingue Jeannine Manuel and their 5 biology and physics teachers to come and visit our lab, and we organized a 3h workshop on syntehtic biology.
Aims
- To present synthetic biology to high students and their biology and physics teacher.
- To discuss what they see as benefits and what they see as risks, and in what cases they think that the benefits are higher than the risks.
Procedure
- 10 minutes: Take students to the class rooms + Presentation of each speaker
- 20 minutes: Brainstorming 1 (all together): what did they hear about synthetic biology? What do they think synthetic biology is if they never heard anything about it? Did they already hear about genetic engineering? Differences between synthetic biology and genetic engineering. Did they already hear about GMO plants? Their perception? If they think it is dangerous, can they explain why? Can they see any benefits?
- 25 minutes: Introduction to synthetic Biology by our advisor Jake Wintermute
-- Short break: 5 minutes --
- 25 minutes: Brainstorming 2 (by small groups of 5). Imagine a bacteria (like if you were an igem team) with a new interesting function. How would it work exactly? If students lack inspiration give them cards.
- 20 minutes: Brainstorming 3 (same small groups of 5). What are the risks? The benefits? In this situation, do they think that the benefits justify taking risks? If students lack inspiration give them cards. You can also briefly explain what HGT is, etc
-- Short break: 5 minutes --
- 1h15: Groups will present their project briefly (4minutes). Then there should be a discussion with the class (and we should give our comments to, especially if the rest of the class is not participating. Ask questions etc). Do not spend more than a total of 10minute per group. Of course you can spend less!
Obeservations
We split the students and the teachers in two classes. Lets analyse what happened in Class 1. This class was composed of 31 students, 1 high school physics teacher, 1 high school biology teacher, 1 high school science coordinator.
- Students were extremely well behaved and interested.
- Brainstorming 1: 7/31 students (22,6%)had already heard of synthetic biology. They defined it as "combining genes", "genetically modifying plants", "taking a gene and putting it somewhere else". In general, their definitions described more genetic engineering then synthetic biology. We explained the difference, and asked to say if they approved or not of synthetic biology.
