Difference between revisions of "Team:Tuebingen/schoolclassatlab"
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The day started with an introduction to synthetic biology and frequently used methods followed by the practical part. During a lunch break, we give an insight into the implications of GMOs and gene technology in general, followed by a vivid discussion. The practical part began with a DNA extraction from food samples which were used for a polymerase chain reaction (PCR). The PCR products were finally separated via agarose gel electrophoresis to check if the cry1Ab gene was present in their own maize samples. Another approach to show the pupils basic methods of gene technology was a restriction digest. The pupils were given one of five different plasmids, which they should identify by a restriction digest. <br> | The day started with an introduction to synthetic biology and frequently used methods followed by the practical part. During a lunch break, we give an insight into the implications of GMOs and gene technology in general, followed by a vivid discussion. The practical part began with a DNA extraction from food samples which were used for a polymerase chain reaction (PCR). The PCR products were finally separated via agarose gel electrophoresis to check if the cry1Ab gene was present in their own maize samples. Another approach to show the pupils basic methods of gene technology was a restriction digest. The pupils were given one of five different plasmids, which they should identify by a restriction digest. <br> | ||
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This little exercise on the interpretation of scientific data, and the test on the cry1A(b)-gene were well received by the pupils as they were able to figure out what it is like to analyze their own results and draw conclusions from that. We discussed together what might have gone wrong and what information they got from the corn samples.They were excited to learn methods like PCR and gel electrophoresis, because such experiments are usually not carried out in school. Especially the loading of an agarose gel was very fascinating for them and led to a lot of questions concerning the theoretical background. | This little exercise on the interpretation of scientific data, and the test on the cry1A(b)-gene were well received by the pupils as they were able to figure out what it is like to analyze their own results and draw conclusions from that. We discussed together what might have gone wrong and what information they got from the corn samples.They were excited to learn methods like PCR and gel electrophoresis, because such experiments are usually not carried out in school. Especially the loading of an agarose gel was very fascinating for them and led to a lot of questions concerning the theoretical background. | ||
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Revision as of 12:06, 18 September 2015
The field of synthetic biology is often dealt with in the media and in many cases, the possible consequences of genetically modified organisms (GMOs) in food are discussed highly controversial. A main reason for the high emotionality regarding this topic is the fact that knowledge about genetics and general methods used in gene technology and ecology is rare in public. On September 17th, we therefore invited 40 pupils in their final high-school year from the Mildred Scheel Schule Böblingen to our institute, in order to introduce this controversially discussed topic with them. Our intention was to convey the theoretical as well as the practical background of synthetic biology by talking about gene technology, presenting our iGEM project, and performing daily used gene technology methods with them.
We performed an experiment to prove the existence of the cry1Ab gene that codes for a delta-endotoxin in the genome of genetically modified corn. These cry-toxins are pore-forming toxins that are naturally produced by Bacillus thuringiensis. Their incorporation in the encoding gene of corn genome helps to perish a corn parasite (the European corn borer) during corn cultivation because of the insecticidal effects of cry-toxins.
The day started with an introduction to synthetic biology and frequently used methods followed by the practical part. During a lunch break, we give an insight into the implications of GMOs and gene technology in general, followed by a vivid discussion. The practical part began with a DNA extraction from food samples which were used for a polymerase chain reaction (PCR). The PCR products were finally separated via agarose gel electrophoresis to check if the cry1Ab gene was present in their own maize samples. Another approach to show the pupils basic methods of gene technology was a restriction digest. The pupils were given one of five different plasmids, which they should identify by a restriction digest.
This little exercise on the interpretation of scientific data, and the test on the cry1A(b)-gene were well received by the pupils as they were able to figure out what it is like to analyze their own results and draw conclusions from that. We discussed together what might have gone wrong and what information they got from the corn samples.They were excited to learn methods like PCR and gel electrophoresis, because such experiments are usually not carried out in school. Especially the loading of an agarose gel was very fascinating for them and led to a lot of questions concerning the theoretical background.