| Line 55: | Line 55: | ||
<p> | <p> | ||
</p> | </p> | ||
| − | + | <div class="eight columns"> | |
| + | <div class="sectiontitle"> | ||
| + | <h4>Human Practices</h4> | ||
| + | </div> | ||
| + | </div> | ||
</div> | </div> | ||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
Outreach is an incredibly important part of the iGEM competition as it allows younger pupils to get involved with science and encourages older students to join science societies and maybe even participate in iGEM!
As part of our project we have visited multiple schools throughout the West Midlands, with plans to visit schools across the country, from Manchester to Coventry. We’ve conducted talks on the methods and ethics of genetic engineering and run lab experiments with lower school students. Furthermore we have had a selection of interns come in to witness the glory of biolabs and experience pipetting DNA a million times an hour for themselves.
A particular favourite trip of ours was our visit to Hartshill school in Coventry where we gave a presentation on genetic engineering and its implications in society to a class of year 8 children. It was clear from their reactions that they had never considered genetic engineering to be a possible career choice, or even a thing that could happen in reality outside of science fiction. However their genuine interest and surprisingly logical questions demonstrated their eagerness to learn. Part of our presentation showed pictures of mice genetically modified to express GFP, a protein from jellyfish that makes them glow green. One little boy asked “does that mean if you touch them you’ll be stung?”; naturally it doesn’t, but it’s still interesting that they understood the nature of combining traits among different species. It also showed how little genetic engineering is understood generally in the populace. Of course many questions about Jurassic park were fielded, although we had to leave them with the disappointing message that any form of dinosaur based park would be tens of years of research away from becoming reality.With the same class, we then ran through a DNA extraction experiment using strawberries. This was the first time many of them had been able to physically observe genetic material. By turning an idea on a page into a reality in their hands we hope we've been able to express how real and exciting this technology and field of science is, potentially converting some of them into future biologists along the way
Other than schools we've had an abundance of interns come in to assist us and in the process learn about what it's like to work in a biology lab. Our six interns ranged from finishing their GCSEs to entering their second year of sixth form; some had been interested in biology their whole life, some had taken this internship out of curiosity. The reality of labs for some was vastly different than they expected. Many were dismayed at the importance of maths in what we do yet found pipetting fun. Strangely. All had covered the basic biological principles of semi-conservative DNA replication, cell division, and gel electrophoresis, but this was the first time they had cause to use any of this knowledge in a practical situation. Other than conventional lab work we gave the interns impromptu lessons on concepts they would cover until their A2 levels, or even until their first year in university. We hope this experience has helped them decide which they wish to take further on in life, whether they decide to pursue academia in university, or go straight into work.
"Warwick iGEM has provided a valuable insight into the world of synthetic biology" - Jamie Dryden
"They reinvigorated my love of science, and passion for learning. Would recommend" - Olivia Lea
"A useful and enjoyable experience in the world of biology" - Don Murphy
Radio talk outreach program: trying to touch as many people as possible and inform them of our idea and increase awareness of the iGEM competition.
iGEM Group Meetup: we met up with various British iGEM teams to present our current work and to practice our presentation skills.