How can microscopic How can microscopic techniques be improved for techniques be improved for longitudinal study of longitudinal study of engineered tissues and engineered tissues and model organisms?model organisms?

Kirsten Brink; Klein Forest High School-Klein ISD

Dr. A. Yeh Professor of Biomedical Engineering

Dr. A. Lekven Professor of Biology

Applications of this technology in Applications of this technology in Dr. Yeh’s Lab include:Dr. Yeh’s Lab include:

Two Photon Microscopy BasicsTwo Photon Microscopy Basics

Zipfel, Warren, Rebecca Williams, Watt Webb. “ Nonlinear Magic: multiphoton microscopy in the biosciences.” Nature Biotechnology Vol. 23 No. 11 November 2003

2 photon fluorescence2 photon fluorescence

Bright field 1 photon fluoresce merge

Zipfel, Warren, Rebecca Williams, Watt Webb. “ Nonlinear Magic: multiphoton microscopy in the biosciences.” Nature Biotechnology Vol. 23 No. 11 November 2003

Fluorescent Gene ReporterFluorescent Gene Reporter

Fluorescent Marker

Regulator Sequence

Spectacle.orgE. wt expressionF. reporter expression

Lesson Theme:Lesson Theme:How to excite electrons for human How to excite electrons for human useuse

Essential Concepts•Excitation of electrons•Bioluminescence

Engineering Concepts•Biomimicry

TEKs to be addressedTEKs to be addressed112.35.c.1.A Scientific processes; The student is expected to demonstrate safe practices during laboratory and field investigations…112.35.c.2.E The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses….112.35.c.2.F The student is expected to collect data and make measurements with accuracy and precision112.35.c.2.H The student is expected to organize, analyze, make inferences, and predict trends from data112.35.c.2.I The student is expected to communicate valid conclusions supported by the data….112.35.c.3.A The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to in all fields of science, analyze, evaluate, and critique scientific explanation …..112.35.c.3.C The student is expected to draw inferences based on data related to promotional materials for products and services112.35.c.3.E The student is expected to describe the connection between chemistry and future careers112.35.c.4.A Science concepts. The student is expected to differentiate between physical and chemical changes and properties

Lesson examples of excitation of electrons will include:

• noble gases• Salts• natural weather systems• Chemical reactions

Tie into Engineering with product design and Bioengineering inspiration

http://munty13.blogspot.com/2009_11_01_archive.html

Day 1 of lessonDay 1 of lesson

Excitation of electronsExcitation of electrons

http://www2.estrellamountain.edu/faculty/farabee/biobk/excitation.gif

Day 1 of lesson

Emission of photons Emission of photons (fluorescence) (fluorescence)

http://library.thinkquest.org/C001429/images/absorbtion.jpg

Day 2 of lessonDay 2 of lesson

http://www.youtube.com/watch?v=d8hpUtRnsYc

Thunderstorm in a BottleThunderstorm in a Bottle

By nurdrage

Day 3 of lesson

The challenge …The challenge …““How to excite electrons for human How to excite electrons for human use” use”

The students then need to design a device to demonstrate the biologically influenced mechanisms

Day 3 of lesson

Bio Engineering ExamplesBio Engineering Examples: : Snakes are also being used as inspiration for Snakes are also being used as inspiration for stationary robots that are capable of complex stationary robots that are capable of complex manipulations.manipulations.Bridge inspectionBridge inspectionDisarming bombsDisarming bombsConstruction/repair Construction/repair

robotics.caltech.edu/.../locomotion_course/intro_lecture.ppt

Day 3 of lesson

Stanford Stickybot VideoStanford Stickybot Video

http://www.youtube.com/watch?v=ECpY2N5rgcM&feature=related

Day 3 of lesson

Biomimicry in Enginerring Design

robotics.caltech.edu/.../locomotion_course/intro_lecture.ppt

Day 3 of lesson

Student Bioluminescence Student Bioluminescence ChallengeChallenge

http://animals.howstuffworks.com/animal-facts/bioluminescence.htm

Day 3 of lesson

Criteria of challenge Criteria of challenge Students are to research the

bioluminescence and make an apparatus that will reflect the light of a solution that they will make.

Students can use reflective materials but will be responsible for recording quantity, cost of material, and waste in production.

Devises must be 1’ cubed or smaller.Students must predict the outcome, list

uses of their devicesStudents will test the productAn evaluation will be required for the end

Day 3-4 of lesson

Student EvaluationStudent EvaluationStudent Name of Product: 10 pointsCost of making devise: 5 points Explanation of cost :5 points Student Prediction: 15 pointsStudent stated purpose of product 10 pointsExplanation of how Biology was used in the

design 10 pointsResults of testing 15 points Plan for improving your prototype 15 pointsSketch of design 15 points

Day 6 of lesson

Collection of DataCollection of Data

http://www.vernier.com/probes/ls-bta.html

Day 6 of lesson

Lesson Plan SummaryLesson Plan SummaryStudents will be exposed to

multiple ways in which electrons can be excited.

Students will produce a product inspired by bioluminescence which they will then◦Make predictions◦Build◦Test◦Reevaluate

AcknowledgementsAcknowledgements

TAMU E3 program National Science FoundationNuclear Power InstituteTexas Workforce CommissionDr. Alvin YehDr. Arne LekvenDoctoral Student Holly GibbsMrs. Esther Johnson