Difference between revisions of "Team:BostonU/Education/Upward Bound"
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<h3>Upward Bound Nanotechnology</h3> | <h3>Upward Bound Nanotechnology</h3> | ||
| − | <p>We were thrilled to invite Boston area high school students participating in Upward Bound to the lab. Our goal for the day was twofold: expose these students to synthetic biology and inspire their curiosity. </p> | + | <p> We were thrilled to invite Boston area high school students participating in Upward Bound to the lab. Our goal for the day was twofold: expose these students to synthetic biology and inspire their curiosity. </p> |
| − | <p>We opened the day with round-table discussion about what synthetic biology meant to them and proposed ethical dilemmas that we would return to at the end of the day. Once they were engaged, we asked about their ideas for creative applications of synthetic biology. The most popular idea was a “flying dog” so we chose to the example in depth. We talked to the students about the feasibility, how far away from genetically engineering dogs that fly?; responsibility, is there a purpose for a flying dog? and familiarity, would you like your dog to be able to fly? The students began forming insightful opinions about applications of synthetic biology. </p> | + | <p> We opened the day with round-table discussion about what synthetic biology meant to them and proposed ethical dilemmas that we would return to at the end of the day. Once they were engaged, we asked about their ideas for creative applications of synthetic biology. The most popular idea was a “flying dog” so we chose to the example in depth. We talked to the students about the feasibility, how far away from genetically engineering dogs that fly?; responsibility, is there a purpose for a flying dog? and familiarity, would you like your dog to be able to fly? The students began forming insightful opinions about applications of synthetic biology. </p> |
| − | <p>After that we gave them a hands on tour of the lab in which they were able to learn about restriction digestion and plating bacterial cells. This gave them an introduction to what researchers do on a daily basis, and hopefully we intrigued them enough so that STEM drives their educations!</p> | + | <p> After that we gave them a hands on tour of the lab in which they were able to learn about restriction digestion and plating bacterial cells. This gave them an introduction to what researchers do on a daily basis, and hopefully we intrigued them enough so that STEM drives their educations!</p> |
| − | <p>When we came back to ethical questions at the end of the day, the students had trouble answering them. They decided that it was more important to discuss these ideas rather than make decisive conclusions. We sincerely hope that these students walked away with a greater understanding and a desire to keep learning about synthetic biology! </p> | + | <p> When we came back to ethical questions at the end of the day, the students had trouble answering them. They decided that it was more important to discuss these ideas rather than make decisive conclusions. We sincerely hope that these students walked away with a greater understanding and a desire to keep learning about synthetic biology! </p> |
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Revision as of 23:41, 18 September 2015
| Building with Biology | Upward Bound Nanotechnology |
Upward Bound Nanotechnology
We were thrilled to invite Boston area high school students participating in Upward Bound to the lab. Our goal for the day was twofold: expose these students to synthetic biology and inspire their curiosity.
We opened the day with round-table discussion about what synthetic biology meant to them and proposed ethical dilemmas that we would return to at the end of the day. Once they were engaged, we asked about their ideas for creative applications of synthetic biology. The most popular idea was a “flying dog” so we chose to the example in depth. We talked to the students about the feasibility, how far away from genetically engineering dogs that fly?; responsibility, is there a purpose for a flying dog? and familiarity, would you like your dog to be able to fly? The students began forming insightful opinions about applications of synthetic biology.
After that we gave them a hands on tour of the lab in which they were able to learn about restriction digestion and plating bacterial cells. This gave them an introduction to what researchers do on a daily basis, and hopefully we intrigued them enough so that STEM drives their educations!
When we came back to ethical questions at the end of the day, the students had trouble answering them. They decided that it was more important to discuss these ideas rather than make decisive conclusions. We sincerely hope that these students walked away with a greater understanding and a desire to keep learning about synthetic biology!
