Human practices in synthetic biology
Ethics, entrepreneurship and education

Science and technology is not only research and engineering. As researches and engineers we must interact with society and reflect on the consequences of our work. In iGEM, this works falls into the category of human practices. We have focused on three areas - ethics, entrepreneurship and education.

• Practices
• Ethics
  • Negative results in iGEM: Summary
  • Full ethics report
• Entrepreneurship
  • Summary: Bringing ABBBA to the market
  • Full entrepreneurship report
• Education

Ethics: How are negative results treated in iGEM?

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Entrepreneurship: How to bring ABBBA to the market

In the future ABBBA may enable physicians to diagnose early stages of cancer. In our report on future entrepreneurship, we want to build the case that ABBBA has the potential to improve cancer prognosis, which affects 14 million new patients every year. Here, we envision how we would bring ABBBA to market if we turned the project into a company.

A complete case for how to bring ABBBA to the market is in our entrepreneurship report.

Figure 1. ABBBA development process: Business model - Revenue model, Pricing, Average account size and/or lifetime value, Sales & distribution model, Customer/pipeline list

The company will start by stating the proof of concept of the bacterial system using a well known biomarker, HER2, and then diversifying into lung cancer as it is the largest contributor to new cancer diagnoses and to cancer deaths. iGEM Stockholm’s go to market strategy considers gaining trust among healthcare professionals by providing a clinically proven and cost effective method.

Correspondingly to the business model, a business model canvas accordingly to Osterwalder have been created for the company. The business model for iGEM Stockholm describes how the company creates and provides value for the target customer segments and users. While users are defined as patients, laboratory technicians and physicians, customers is somewhat broader category. This group consists of the payers, meaning private and public hospitals and laboratories. Correspondingly to having various customers and users, the value provided by the ABBBA product will be appreciated differently. For patients, ABBBA will detect cancer at an earlier stage of the disease and thus, higher likelihood of survival rate and improved quality of life. For doctors this would mean that they increase their patient/survival rate, and that they can take on new patients as they discharge recovered ones. How we would develop this plan is detailed in the entrepreneurship report.

Education: Spreading the word

We wanted to engage with the public and discuss synthetic biology, and we chose high school students as our focus group. Communicating science to someone who is already interested is quite an easy task. But to establish a dialog between the disinterested public and the team, a catalyst is sometimes needed. To help future teams light this spark we have written a guide for how to catalyze this interaction resulting in a higher yield of mutual communication.

Step 1: It is important that it is easy to take in the knowledge. Making science understandable for the general public is the first of the key factors.

Step 2: An uninterested public has to associate science with something they already like or a fun activity.

Step 3: Encourage them to do something creative with their new knowledge, for example letting them use science as a tool to do something that's close to them or relatable.

With those steps in mind we planned and carried out an activity with the aim of creating a dialogue between us and groups of the public without any prior interest in science or synthetic biology.

What did we do?

To test these three steps, we decided on an educational session with high school students. We sent out emails to teachers and asked them if we could come and visit. Two schools were chosen on the basis of their compatibility with our schedule. The educational session was divided into two parts: one informative and one experimental. In the presentation, we made references to popular culture to make it easier to understand (Step 1). We wanted them to associate science to something that they think is fun and relaxed (Step 2). To complete the session we showed an easy experiment they would be able to perform at home with regular things the kitchen (Step 3). The experiment was to extract DNA from different fruits. For this we divided the students into smaller groups allowing for more communication and smalltalk.

What did we accomplish?

The best thing was that both the iGEM team had a fun day but it also seemed like the students and teachers also had a lot of fun! They were asking questions and participating in the discussion and listening to what we had to say. When we did the experiment we got many questions about how they could take this further. Dialogue with the students was not only about synthetic biology but also science in general and we got the impression that some of the students got a newly awakened interest in science!

What did we learn?

The main thing we took with us was a great approach for making people interested and understand what science is about. It would have been rewarding to try this in a different setting with a bigger target group of different ages to see what would happen for instance, meeting people that are not in an educational environment and see if we can get a similar response.

Our greatest success was the experiment. Many had done DNA extraction in biology class before but it surprised them that they could do it with things they could find in their own kitchen.

One thing that could be improve on was step 1. We did not manage to break the information down to a simple enough level and we overestimated their knowledge. We could have worked better with the references and gone further into the basics to make it easier to follow.