Innovative educational tools and outreach activities have the ability to establish a two-way dialogue with new communities by discussing public values and the science behind synthetic biology.
In response to the need for more inclusive participation in synthetic biology at Khan Lab School (KLS), a specialized biochemistry course was developed to bridge the knowledge gap for middle school students interested in joining the iGEM team. This course, run every week for 10 weeks, aimed to empower students by providing them with the necessary foundational knowledge in biochemistry and synthetic biology, fostering an environment where younger students could actively contribute to the field. The class was structured not only to educate but also to engage students in a way that kept their interest and enthusiasm high, even in a challenging academic environment.
A reflection video, along with a Why, How, and Results page with pictures for each lab can be seen here: https://sites.google.com/khanlabschool.org/synbio/home?authuser=1
The goal for the class curriculum was to filter down the material to what is critical to synthetic biology to fit into a quarter-long class. The class materials were carefully curated to condense the essentials of biochemistry relevant to synthetic biology into a quarter-long course. Drawing from advanced college-level courses in chemistry and biology, the material was distilled into core concepts that would allow students to grasp complex topics such as DNA sequencing and genetic editing. The syllabus covered a range of subjects from the basics of molecular biology to more advanced techniques necessary for iGEM participation, ensuring that students had a solid foundation to build upon in future courses.
Each lesson would be broken down into two parts, an information lecture followed by an engaging lab, allowing students to physically interact with the material they had just learned. The course was structured into nine lessons, each focusing on critical concepts in biotechnology, chemistry, and molecular biology. The course also included guest lectures from experts in the field, providing students with valuable insights and real-world applications of the concepts they were learning.
The biochemistry course was designed to provide middle school students with a foundational understanding of synthetic biology, focusing on critical concepts such as the chemistry of life, biological macromolecules, cell structure, and the central dogma of molecular biology. The curriculum combined advanced topics like gene expression, PCR, and Sanger sequencing with hands-on lab activities to reinforce learning. The curriculum focused on further enriching the student's understanding and preparing them for participation in iGEM and future academic pursuits in biotechnology.
To set up the lab, we worked with science teachers to set up a Google classroom and further flesh out ideas. We catalogued the reagents left us, and figured out what else we would need. For any new reagents, SDS (Safety Data Sheets) were created along with disposal instructions.
The laboratory component was integral to the course, designed to reinforce lecture material through hands-on experimentation. Each lab session was 90 minutes long, focusing on engaging and relevant experiments, such as cheese-making and thermocycler development. Labs were selected not only for their educational value but also for their ability to maintain student interest. Guest lecturers from prestigious universities like Stanford, Berkeley, and UCSF were invited to provide additional insights and conduct specialized lab sessions, further enriching the learning experience.
The course began with a focus on lab safety and an agar art activity, which helped students familiarize themselves with basic microbiology techniques and lab protocols. As students learned about the chemistry of life, they experimented to determine the purity of citric acid, which later connected to a cheese-making lab that illustrated the role of proteins and enzymes in biological processes. The microscopy lab allowed students to visually explore cell structures and organelles, deepening their understanding of cellular biology. In the Bactograph lab, students applied their knowledge of the central dogma by engaging in a gene expression experiment. Computational biology exercises provided insight into gene expression and signal transduction, while the PCR and RFLP analysis labs offered practical experience with DNA replication and genetic analysis. The course culminated in a Sanger sequencing lab, where students synthesized their learning by integrating various techniques to analyze DNA, preparing them for real-world applications in synthetic biology.
That being said, the execution of the class was met with myriad challenges. The biggest challenge was to make sure that students, particularly those from middle school, stayed engaged for the full two and half hours on a Friday afternoon. The hour lecture and hour thirty-minute lab form was chosen due to its similarity to Foothill, our local community college, but came at the expense of straining student attention span. Multiple times, students tended to get distracted from the task at hand, opting for a more exciting Minecraft session or YouTube video. This required us to gently shift their attention to the lesson or lab.
Furthermore, another challenge was developing the necessary materials for the lessons and labs along with our busy schedules. It was not uncommon for us to have an unfinished lab handout a couple of days before or even the day of a lesson. Similarly, we often spent Friday lunches setting up the lab, carefully preparing materials for that lesson.
The course successfully provided the participating middle school students with the knowledge and skills necessary to contribute to synthetic biology projects. The final project, where students designed their assay for determining the genotype of wrinkled peas, demonstrated their ability to apply what they had learned. The project included creating a list of reagents and pricing, showcasing their understanding of both theoretical and practical aspects of biochemistry. The course not only prepared these students for iGEM participation but also fostered a deeper interest in synthetic biology, laying the groundwork for continued exploration and contribution to the field.