EDUCATION

Throughout our project, we aimed to inspire upcoming generations of scientists and engineers by creating inclusive opportunities to learn and engage together. Our goal was not only to share knowledge but to also provide interactive, hands-on experiences to highlight the wonders of synthetic biology. Our efforts included speaking to Girls in Engineering summer camps at UC Santa Cruz, presenting to sixth grade students at Mission Hill Middle School, and working with small groups at Aspen Creek K-8. We also posted weekly segments called “Critter O’Clock” on social media platforms to reach a wide audience about the negative ecological impacts of Microcystis aeruginosa.

In addition to our work with students, we also shared our research with esteemed professionals in our community. We had the honor of presenting our findings and giving lab tours to the Deans of Engineering at UC Santa Cruz and the Mayor of Santa Cruz.

Our team had the opportunity to present to multiple groups of middle school girls participating in Girls in Engineering (GIE). GIE is a summer camp hosted by UCSC that allows middle school girls to explore computer, robotic, and biological engineering.

We began each presentation with a crash course on microbiology, which included defining DNA and discussing how organisms use DNA to make proteins. This introduction provided foundational knowledge necessary to explain our project. Recognizing that our audience didn't have a background in bioengineering, we decided to explain our project through a metaphor: DNA serves as the blueprint to construct every part of an organism. By altering this blueprint, we can determine what an organism synthesizes. In our project, our ultimate goal was to modify Microcystis to prevent it from producing microcystin.

We then moved on to an activity. Given that we presented to multiple groups, we had the opportunity to complete various different activities. This included a DNA translation relay race, microbiology trivia, and a design-build-test-learn activity with paper planes.

This was our first experience presenting to a younger audience, and taught us how to tailor our lesson to cater to different age groups. From these presentations, we also gained insight into what methods of presenting were most engaging. This knowledge helped us throughout all of our outreach opportunities, equipping us to present our project to those without a bioengineering background.

Our team had the privilege of presenting to five sections of sixth-grade science students at Mission Hill Middle School in Santa Cruz, CA. Many of the students we addressed had previously visited Pinto Lake and were concerned to hear about the microcystis problem plaguing the area. This connection added an extra layer of engagement and excitement to our presentation.

We began by introducing the iGEM program and some fundamental concepts surrounding our project TABI. The sixth graders had recently learned about dead zones and they were able to draw some great connections between dead zones and the problem we are targeting.

After sharing about TABI, we transitioned into completing cheek cell DNA extractions. Each student received materials to walk through the experiment with us. Guiding them through the steps, the students began by swishing salt water in their mouths. Next, they added a scoop of dish soap, and finally, a spoonful of isopropyl alcohol. This caused the DNA to precipitate allowing the students to visualize their very own DNA. As we walked through each step, we discussed the molecular interactions taking place. This prompted some great questions including the structure of cell walls and why DNA isn’t soluble in isopropyl alcohol.

Not all students achieved successful DNA extractions, which allowed us to talk about the scientific process and the Design-Build-Test-Learn cycle. We reinforced the idea that science is iterative and progress often requires multiple attempts.

We had the exciting opportunity to present to small groups of students ranging from 1st to 7th grade at Aspen Creek K-8 School in Broomfield, Colorado. These students are enrolled in the English Language Development (ELD) program. The majority of students in the program moved to the US in the past year and are working to develop proficiency in English. We had the pleasure of working with students from countries including Bosnia, Brazil, Bulgaria, Colombia, Cuba, Honduras, India, Mexico, Mongolia, Nepal, Paraguay, Ukraine, and Vietnam.

For the younger 1st and 2nd graders, we introduced the Design-Build-Test-Learn Process by building paper airplanes. We discussed each step of the process, breaking down what each term meant in the context of engineering paper airplanes. After completing the whole process once, we paused to discuss what we learned, and then encouraged the students to repeat the process to refine their paper airplane designs.

For students in 3rd through 7th grade, we delved deeper into our team's 2023 project, TABI. We started by defining key terms, such as “biology” and “bacteria.” After explaining the problem that our project seeks to address, we expanded our conversation to discuss the prevalence of harmful algal blooms beyond California. Working together, we identified lakes in many of the students' home countries that are also affected by harmful algal blooms or have detected the presence of microcystis. This exercise allowed us to emphasize the magnitude of the issue, and to connect the kids’ experiences with science.

Afterward, we completed multiple Design-Build-Test-Learn cycles to design paper airplanes. After each cycle, we reflected on the elements that contribute to an effective design and brainstormed improvements for our next design. We discussed that progress isn’t linear and not every iteration will be better than the previous one, but each trial presents a learning opportunity and we can use that knowledge to reach our goals.

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Critter O'Clock

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