imsa fusion - flinn stem · •introduce students to the field of synthetic biology. • develop...

Table of ContentsAcknowledgements ........................................................................................ T1Curricular Objectives and Background Information ............................. T2Standards ......................................................................................................... T3Unit Summaries .............................................................................................. T8Unit Objectives ................................................................................................ T10Materials List ................................................................................................... T13Unit 1: Whose Job Is It Anyway? ................................................................. T17Unit 2: Sizing Up Microbes ........................................................................... T23Unit 3: Perfect Plating .................................................................................. T35Unit 4: Let’s Get Quantitative ..................................................................... T51Unit 5: More Than Meat ................................................................................ T63Unit 6: DNA Detective ................................................................................... T81Unit 7: Parting the Proteins ......................................................................... T89Unit 8: The Beauty of Biotechnology ........................................................ T95Unit 9: What’s in the Black Box? ................................................................ T109Unit 10: Designer DNA................................................................................... T121Unit 11: Synthetic Biology ............................................................................ T135

Powered by

IMSA Fusion —STEM Curriculum

Biological Toolkit

Biological Toolkit

Illinois Mathematics and Science Academy® T 2

Curricular Objectives • Introduce students to the field of synthetic biology. • Develop basic biotechnology skills used by scientists in molecular biology and synthetic

biology. • Construct and evaluate models to explore foundational constructs of synthetic biology

such as DNA synthesis, standardization and abstraction. • Use inquiry to engage in the practices of science and mathematics. • Use problem-solving and critical thinking skills to construct arguments and propose

solutions to posed problems. • Engage in scientific discourse and critique the reasoning of others.

Background Information At the crossroads of engineering design and microbiology lies the emerging field of synthetic biology. Synthetic biology aims to use re-engineered life forms such as microbes to produce useful things like medicines, fuels, and food products. Things that have the capability to provide eco-friendly solutions to many of the difficult problems we are currently facing.

To engineer a living cell to do something useful requires sequencing and synthesizing DNA code at the cellular level

with predictable outcomes. Using tools from engineering such as standardization and abstraction coupled with the use of “artificially” produced DNA sequences enables synthetic biologists to design complex biological systems. While genetic engineers have been using microbiology tools such as DNA sequencing, polymerase chain reaction (PCR), and recombinant DNA for decades, synthetic biologists seek to expand these tools to reliably reprogram an organism to take on new, useful functions.

These processes and others require specialized equipment and protocols that have been shared with biotechnology. All of this has helped to develop a registry of standardized parts available for use in assemblies of biological systems. This database has been developed through an international effort, http://biobricks.org/about-foundation/. As the field of synthetic biology expands, so will the parts registry and applications of this technology.

Resource:

Kuldell, N., Bernstein, R., Ingram, K & Hart, K. (2015). BioBuilder: synthetic biology in the lab. Sebastopol, CA: O’Reilly Media.

Image: https://commons.wikimedia.org/wiki/File:BioBrick_RFC10.png

http://biobricks.org/about-foundation/

https://commons.wikimedia.org/wiki/File:BioBrick_RFC10.png

Biological Toolkit


Next Generation Science Standards (NGSS) MS-ETS1-3 – Analyze data from tests to determine similarities and differences among several

design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1-4 – Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

MS-LS1-2 – Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function.

MS-LS1.A – All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of on single cell (unicellular) or many different numbers and types of cells (multicellular). Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell.

MS-LS1-5 – Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

HS-LS1-1 – Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

HS-LS1.A – Structure and Function Systems of specialized cells within organisms help them perform the essential functions of life. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells.

NGSS Crosscutting Concepts Patterns – Patterns can be used to identify cause and effect relationships; Graphs, charts, and images can be used to identify patterns in data; macroscopic patterns are related to the nature of microscopic and atomic-level structure Cause and Effect – Relationships can be classified as causal or correlational and correlation does not necessarily imply causation; cause and effect relationships may be used to predict phenomena in natural or designed systems

Biological Toolkit


Scale, Proportion, and Quantity – The observed function of natural and designed systems may change with scale; scientific relationships can be represented through the use of algebraic expressions and equations Systems and System Models – Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems; models can be used to represent systems and their interactions; models are limited in that they only represent certain aspects of the system under study Structure and Function – Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts; therefore, complex natural and designed structures/systems can be analyzed to determine how they function

NGSS Science and Engineering Practices

SEP1: Asking questions and defining problems. SEP2: Developing and using models. SEP3: Planning and carrying out investigations. SEP4: Analyzing and interpreting data. SEP5: Using mathematics and computational thinking. SEP6: Constructing explanations and designing solutions. SEP7: Engaging in argument from evidence. SEP8: Obtaining, evaluating, and communicating information. Next Generation Science Standards Reference: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States.

Washington, DC: The National Academies Press.

Common Core State Standards Mathematics

5.NBT.A.2 – Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

5.MD.A.1 – Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

Biological Toolkit


5.G.A.1 – Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

5.G.A.2 – Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

6.EE.A.1 – Write and evaluate numerical expressions involving whole-number exponents.

6.NS.C.8 – Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane.

6.RP.A.3 – Use ratio and rate reasoning to solve real-world and mathematical problems.

6.RP.A.3d – Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

8.EE.A.1 – Know and apply the properties of integer exponents to generate equivalent numerical expressions.

8.EE.A.3 – Use numbers expressed in the form of a single digit times and integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other.

8.EE.A.4 – Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities.

8.F.A.1 – Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.

8.F.B.4 – Interpret the rate of change and the initial value of a [linear] function in terms of the situation it models.

8.F.B.5 – Describe quantitatively the functional relationship between two quantities by analyzing a graph (e.g. where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

Biological Toolkit


Common Core Mathematical Practices MP1: Make sense of problems and persevere in solving them. MP2: Reason abstractly and quantitatively. MP3: Construct viable arguments and critique the reasoning of others. MP4: Model with mathematics. MP5: Use appropriate tools strategically. MP6: Attend to precision. MP7: Look for and make use of structure. MP8: Look for an express regularity in repeated reasoning.

Common Core State Standards ELA/Literacy L.6-8.4a – Use context (e.g. the overall meaning of a sentence or paragraph; a word’s position

or function in a sentence) as a clue to the meaning of a word or phrase.

L.6-8.4d – Verify the preliminary determination of the meaning of a word or phrase (e.g. by checking the inferred meaning in context or in a dictionary).

RI.6-8.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings

RI.6-8.7 – Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

RST.6-8.1 – Cite specific textual evidence to support analysis of science and technical texts.

RST.6-8.2 – Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

RST.6-8.3 – Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

RST.6-8.4 – Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

RST.6-8.7 – Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Biological Toolkit


RST.6-8.8 – Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

RL.6-8.1 – Cite textural evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SL.6-8.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 6-8 topics, building on others’ ideas and expressing their own clearly.

SL.6-8.2 – Interpret information, analyze the main ideas and supporting details, and analyze the purpose of information presented in diverse media and formats. Explain and evaluate how it contributes or clarifies a topic, text, or issue under study.

SL.6-8.3 – Delineate a speaker’s argument and specific claims distinguishing claims that are supported by reasons and evidence from those that are not and evaluating the soundness of the reasoning and relevance and sufficiency of the evidence.

SL.6-8.4 – Present claims and findings sequencing ideas and emphasizing salient points using pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

WHST.6-8.1 – Write arguments focused on discipline-specific content.

WHST.6-8.10 – Write routinely over extended timeframes and shorter time frames for a range of discipline-specific tasks, purposed, and audiences.

Common Core Mathematics and ELA Standards Reference: Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers. Title: Common Core State Standards. Publisher: National Governors Association Center for best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010

Biological Toolkit


Unit Summaries Whose Job Is It Anyway? asks students to consider the roles and professional responsibilities of both engineers and biologists. This card sort activity uses a Venn diagram graphic organizer to help students consider the skills and tasks that are specific to each field while also considering

those that overlap. The field of synthetic biology will be introduced as a synergy of biology and engineering practices with the aim of constructing novel biological systems that provide beneficial functions.

DNA may be small compared to a human, yet compared to an individual cell the amount of DNA contained within the cell is multiple times the length of the cell. Powers of ten play a key role in describing the world of the very small. In Sizing Up Microbes, students explore organisms and biological structures at the microscopic scale and use mathematics to build a model of an E. coli bacterium.

Biotechnology provides the skills needed to complete many of the tasks to carry out the work of synthetic biologists, including the growing of needed cells. In Perfect Plating, techniques needed to culture yeast cells will be practiced and employed as students use inoculating loops and agar plates to culture yeast samples. Various experimental treatments will be applied to yeast cultures to test for any effects on growth of the yeast cultures. Students will also use careful observation and mathematical techniques to quantify cell counts.

Cells go through various stages of growth throughout their life cycles. Characteristics help to identify each of these phases. Let’s Get Quantitative provides students with various activities to quantify yeast growth. Observational skills also play a role in using an “optical” strategy to determine growth phase.

More Than Meat takes students on a journey of discovery as they use inquiry to dive into protein synthesis. Students will build a three-dimensional DNA molecule model to explore the importance of base pairing of the four nitrogenous bases that form the various amino acids. They will use the “template” strand of their model to investigate DNA transcription to messenger RNA and translation of the mRNA by ribosomes into the amino acid sequence that forms a functional protein. A card sort activity will introduce students to the abundance, significance, wide range, and critical functions of proteins at the cellular level. This unit will culminate with a hands-on activity to investigate rules for the intricate folding patterns of proteins.

Students continue their study of proteins in DNA Detective. In this unit, students will use logic combined with their DNA sequences from the previous unit to unscramble “cut” DNA fragments. An online sequence database, BLAST, will be used to decipher which protein their assembled code synthesizes and, furthermore, in which organism this essential protein is found.

Biological Toolkit


Purification of proteins needs to occur for researchers to use specific proteins. Parting the Proteins provides a series of inquiry activities that engage students in a multi-step simulation of purifying for a particular protein. First, students explore tools and the tools’ efficiency. They use this information to collaboratively design a scientific procedure to separate specific proteins of interest, test their design, and refine their plan while considering both efficiency and the quality of their separated protein sample.

There are other methods of separating materials based on their characteristics. The Beauty of Biotechnology engages students in learning the lab skills needed to successfully separate molecules from food dye using gel electrophoresis. Students will hone their pipetting skills while investigating the relationship between movement through the gel and “fragment” molecule size.

Just as programming exists for computers, it also exists for biologic systems. What’s in the Black Box? introduces students to the concept of abstraction. Through a series of programming experiences, students will explore inputs and outputs, programming and sequencing of scripts, ultimately creating a program to obtain a specific outcome. Comparisons will be drawn between computer programming and synthetic biology.

At the heart of synthetic biology is the development of new biologic systems through the insertion of standardized parts into cells to make novel products. Learning to manipulate a database of simulated biological units encourages students to imagine potential products that could be designed. After manipulating the needed building blocks, students will assemble multiple innovative products using this simulation in Designer DNA.

The culminating unit, Synthetic Biology, begins with students investigating a major tool used by synthetic biologists: the plasmid. Using logic and critical thinking skills, students will choose a plasmid backbone to “construct” a vector to

use in the production of the popular flavoring, vanillin, using synthetic biology. Student teams will then research and debate the issues surrounding this novel use of microbes to produce a “natural” product and the ramifications of this biotechnology on traditional farming techniques.

Biological Toolkit


Unit Objectives Unit 1: Whose Job Is It Anyway?

• Engage in argumentation to develop explanations, communicate ideas and knowledge, and build consensus.

• Categorize ideas about the work and roles of biologists and engineers. • Evaluate the implications of the work shared by biologists and engineers, and discuss the

innovative nature of this field.

Unit 2: Sizing Up Microbes • Analyze a series of biologiccal objects on the basis of a given dimension from smallest to

largest using a set of photos not to scale. • Use the relationship between the metric prefixes kilo-, milli-, micro-, and nano- to discuss

relative differences in the size of cells and organisms. • Create a model of an E. coli bacterium and use it to infer how this organism could be

useful to microbiologists. • Discuss the use of models including their benefits and limitations.

Unit 3: Perfect Plating

• Organize an experimental procedure in a logical sequence. • Use biotechnology techniques to grow yeast in isolated colonies. • Design an experiment to evaluate effects of treatments on yeast growth. • Predict the outcome of treatments on yeast growth. • Determine a method to quantify colony growth to compare treatments. • Calculate yeast sample cell count using serial dilution and viable plate count.

Unit 4: Let’s Get Quantitative • Graph data and relate various features of the graph to a physical process. • Investigate a data set using mathematical models. • Identify phases of growth of S. cerevisiae using graphical models and simulated optical

density data.

Biological Toolkit


Unit 5: More Than Meat • Articulate an understanding of DNA base pairing, transcription and translation, and

represent the process of protein synthesis using a series of models. • Investigate the composition and properties of amino acids, and model the folding of a

protein based on these characteristics. • Interpret, classify and evaluate proteins according to their functions. • Generalize the relationship between cellular DNA and a unique protein structure.

Unit 6: DNA Detective • Explore how the coding strand of a DNA molecule is used in the DNA sequencing

process. • Identify and evaluate strategies to solve a problem. • Communicate the importance of open reading frames in the process of sequencing DNA,

and use this information to identify a DNA sequence representative of a sample. • Use a bioinformatics program (BLAST) to compare a given DNA sequence against all

collected DNA sequences in an online database. Unit 7: Parting the Proteins

• Investigate and test tools for separating proteins. • Design, test, and refine a plan for separating proteins. • Collect, measure, analyze, interpret, and communicate results. • Evaluate models based on evidence and collaborate with peers to determine the

parameters of evaluating results. Unit 8: The Beauty of Biotechnology

• Identify a location on the coordinate plane by using an ordered pair of numbers in reference to perpendicular number lines called axes.

• Perform biotechnology skills in a simulated application using fixed volume micropipettes and a coordinate grid system.

• Apply knowledge of biotechnology skills and practices by performing electrophoresis to resolve the colored dye molecules within a sample.

• Conduct a scientific experiment by precisely following a multistep procedure and performing technical tasks.

Biological Toolkit


Unit 9: What’s in the Black Box? • Determine a series of mathematical functions by observing a set of input/output values. • Investigate the sequencing of various computer programming scripts. • Carry out a series of directions or procedures. • Create a computer program using an online visual programming platform to achieve a

desired outcome.

Unit 10: Designer DNA • Use a database to collect information on standardized parts in order to develop synthetic

biological units. • Develop synthetic biological units to be placed within a hypothetical E.coli cell by

incorporating the use of plasmids, terminators, promoters, ribosome binding sites, open reading frames, and coding sequences.

• Discuss how the development of these biological units relies upon the arrangement of standardized parts in an effort to perform an intended function.

• Explore the development of E. chromi, a 2009 iGEM project, and brainstorm applications for the use of this biotechnology.

Unit 11: Synthetic Biology • Use a model to identify and describe various regions of a plasmid. • Select an appropriate plasmid (vector) to produce a product (vanillin) using synthetic

biology. • Engage in a process to list and defend arguments for and against the development and use

of vanillin derived from microbes.

Biological Toolkit Unit 1: Whose Job Is It Anyway?


NOTES

Objectives:

Engage in argumentation to develop explanations, communicate ideas

and knowledge, and build consensus.

Categorize ideas about the work and roles of biologists and engineers.

Evaluate the implications of the work shared by biologists and

engineers, and discuss the innovative nature of this field.

Background Information

What does engineering have to do with biology?

When posed to middle school students, this question may

seem fatuous. In some instances, the professional

characteristics and roles that define the two professions

are distinguishable. The role of an engineer is to invent,

design, analyze, build and evaluate technologies, systems

and structures that solve problems and fulfill needs. They

work within constrains (time, money, available resources, etc.) and use

mathematics, scientific knowledge and technology to innovate solutions. A

biologist, on the other hand, studies living organisms and their environment.

From animals and plants to humans and bacteria, biologists work to solve

environmental problems with the use of tools and techniques.

However, upon further study, the similarities between the fields of engineering

and biology are intriguing. Synthetic Biology, a relatively new field of

science, combines biology and engineering practices to produce new genetic

systems, or redesign existing systems, with the use of standardized genetic

components to perform beneficial functions. Synthetic biologists utilize an

engineer’s paradigm for approaching and solving problems to construct new

biological entities using DNA.

While still in its infancy, synthetic biology has already contributed to the

development of several products which have immediately benefitted our world.

For example, a sensor bacteria programmed to turn a specific color when

detecting various contaminants, such as heavy metals, is useful when analyzing

the quality of water. Another example, artemisinin, a drug used to treat

Malaria, is typically extracted from sweet wormwood and is very expensive.

However, synthetic biology has helped produce an effective synthetic version

of artemisinin that is affordable. These examples, among others, demonstrate

Biological Toolkit Whose Job Is It Anyway?


NOTES the potential benefits of the novel applications designed within the field of

synthetic biology.

Inquiry Overview

In the following activity, students will consider the roles and professional

responsibilities of both engineers and biologists. By sorting Role Cards in a

Venn diagram graphic organizer, students will consider the skills and tasks that

are specific to each field, as well as those that seemingly overlap. Through

group collaboration, discourse and consensus building, students will be

challenged to brainstorm a title for the field that exercises both of these roles

simultaneously. Finally, the field of synthetic biology will be introduced as a

combination of both biology and engineering practices which aim to construct

new biological systems that perform beneficial functions.

Activity

Objectives:

Engage in argumentation to develop explanations, communicate ideas

and knowledge, and build consensus.

Categorize ideas about the work and roles of biologists and engineers.

Evaluate the implications of the work shared by biologists and

engineers, and discuss the innovative nature of this field.

Standards:

NGSS Science and Engineering Practices:

SEP1, SEP8

Common Core State Standards ELA/Literacy:

SL.6-8.1, SL.6.2, RST.6-8.2, RST.6-8.4

Estimated Time: 60 Minutes

5 Minutes - Introduction

30 Minutes - Activity

15 Minutes – Sharing of Ideas

10 Minutes - Debrief

Advanced Preparation:

Prior to beginning the activity, verify that the

video, What is Synthetic Biology Video One is

Whose Job Is It

Anyway? Materials:

for each group of three: 2 Grouping Circles of

different colors

1 set of Role Cards

2, 3″x3″ sticky notes

10 feet of yarn

Student Pages

for the teacher: Computer with Internet

What is Synthetic

Biology Video One

suggested resource:

Positive Collaboration

Scorecards

Seating Arrangements



NOTES cued on your computer. Audio and projection capabilities are necessary for

students to view and discuss the video.

Also, for students to adequately use the provided manipulatives, it is suggested

that group members work around a small table. Alternatively, students may

arrange their desks in such a way that there is no open space in the middle.

Suggested Inquiry Approach:

To begin the activity, organize students in groups of three. Explain to the

students they will begin their exploration of this curriculum, Biological

Toolkit, by considering the roles and responsibilities of two professional fields:

biology and engineering.

Distribute the student pages to each learner and ask for a volunteer to read the

Background Information aloud.

Then, ask students to close their eyes. Inform students that they will now hear

several questions. Explain that these questions are designed to encourage

students to start thinking about what a biologist and engineer do, and these

thoughts will be useful in the next part of the lesson. While considering each

question, students should keep their thoughts and opinions to themselves.

Ask the following questions, pausing for an adequate amount of time between

each statement to allow for student thinking:

Where do biologists and engineers work?

What materials do biologists and engineers work with?

What kind of education might a biologist and engineer have?

What items around your house may a biologist and engineer have

helped to produce?

Why does society need biologists and engineers?

Next, distribute two Grouping Circles (of two different colors), one set of Role

Cards, two sticky notes and a 10-foot piece of yarn to each team. A copy of the

Positive Collaboration Scorecard may also be provided to each small group.

Explain to students that they will work as a group to determine which Role

Cards describe the roles and responsibilities of a biologist or engineer, or if the

role may be common for both professional fields. Alternatively, groups may

decide that the role does not fit either field.



NOTES To create this diagram, students will open

their Grouping Circles, and overlap them

to form a classic Venn diagram graphic

organizer. Then, using the provided

sticky notes, students should write

Engineer on one note and Biologist on

the other, and carefully place each label

above its corresponding section of the

diagram. Finally, students should work

together to lay the 10-foot piece of yarn

around the perimeter of their Venn diagram.

At this time, verify that students understand each of the four areas of the

graphic organizer. Highlight the meaning of the intersection of the two circles,

as well as the area outside of the circles within the yarn perimeter.

Guide students to the directions listed on their student pages. As group

members prepare their cards and begin engaging in discussion and

argumentation, observe the following items:

Peers respectfully critiquing their classmates’ ideas.

Students defending their own ideas.

Students comparing the significance of their prior knowledge and

thoughts against new information suggested in conversation.

Group members requiring all participants to explain and defend

their reasoning.

All students demonstrating appropriate group discussion behavior

(i.e., using appropriate language, taking turns speaking, etc.)

Students communicating and demonstrating that group consensus

building reflects the ideas and agreements of the group and not the

individual.

In the final portion of this activity, students will take several minutes to

observe how other groups have arranged the Role Cards. Ask one member of

each group to serve as the Stayer while the remaining group members will act

as the Strayers.

Students should refer to the final section of their student pages to review their

responsibility as either a Stayer or Strayer. The purpose of this learning

strategy is to provide the Strayer with an opportunity to evaluate and compare

their group’s reasoning and thinking against that of their peers’ while allowing

the Stayer to serve as a representative for the group’s decision making that was



NOTES established through consensus building. Allow approximately 10 minutes for

the Strayers to visit other groups while the Stayers remain at the team’s table

and provide justification for how their team placed the Role Cards.

Next, all students should reconvene at their original team’s table and discuss

the information, card placement, and justifications that were observed during

the “Stay and Stray” exercise. Students may wish to change the placement of

one or several Role Cards, but should be prepared to justify their decision.

Once all groups are satisfied with the placement of their Role Cards, pose the

following questions to the whole class, selecting volunteers from each team to

contribute to the conversation. Encourage students to question and support

ideas and card placement decisions within groups and between groups.

How did your group determine the Role Card(s) that specifically

described the role or responsibility of an engineer? Of a biologist?

What card(s) was the most difficult for your group to place? Why?

How did you reach consensus on where to place this card?

As a Strayer, what Role Card(s) did you focus on, and what did you

notice about how other groups placed these cards?

As a Stayer, how was your experience justifying your group’s

decisions to visiting team members? Explain.

Finally, ask students to refer back to their student pages. As a small group,

students will direct their attention to the Role Cards that were placed in the

“middle” of the Venn diagram, signifying the roles and responsibilities shared

by both engineers and biologists. Students will be challenged with determining

a title to describe the field that exercises these roles simultaneously.

Debrief Activity:

In a whole class debriefing session, encourage students to reflect on the

significance of the “middle” of the Venn diagram:

According to your group, what do biologists and engineers have in

common?

What skills do you think a person in this “new” field would have?

What should we call the field that biologists and engineers work on

together? Explain how your group determined this title.

Once all small groups have shared their ideas, explain to students that this new

field of science is called synthetic biology. Very simply put, synthetic biology



NOTES is how you make something from biology. Explain to the students that

throughout this curriculum, we will study various parts of this new field.

Finally, begin playing What is Synthetic Biology Video One. Pause the video at

1:52 and ask each small group to discuss the question posed in the video,

“What could this be used for?” Allow adequate time for student groups to

discuss, and then select volunteers to share their ideas. You may choose to

record this information on chart paper or a whiteboard, and then save this

documentation to revisit throughout the curriculum, editing as students become

more familiar with the field of synthetic biology.

After this discussion, the remainder of the video may be played. Also, students

may ask to watch the video several times to better understand the content.

Resources:

Biologist. (2017, October 19). Retrieved November 02, 2017, from

https://en.wikipedia.org/wiki/Biologist

Dixon, J. & Kuldell, N. (2012, February). Mendel’s modern legacy.

The Science Teacher, 54-55.

Engineer. (2017, October 30). Retrieved November 02, 2017, from

https://en.wikipedia.org/wiki/Engineer

Silver, P. A., Way, J. C., Arnold, F. H., & Meyerowitz, J. T. (2014, May 07).

Synthetic biology: Engineering explored. Retrieved November 02, 2017, from

https://www.nature.com/articles/509166a

The Role of a Biologist | IT Training and Consulting – Exforsys. (2006,

October 18). Retrieved November 02, 2017, from

http://www.exforsys.com/career-center/career-tracks/the-role-of-a-

biologist.html

What do Biologists Do? (n.d.). Retrieved November 02, 2017, from

https://academics.pnw.edu/biology/student-resources/

Wong, H. (2017, February 14). Synthetic Biology: Engineering or Biology?

Retrieved November 02, 2017, from

https://helix.northwestern.edu/blog/2017/02/synthetic-biology-engineering-or-

biology

https://en.wikipedia.org/wiki/Engineer

Unit 1: Whose Job Is It Anyway? Activity: Whose Job Is It Anyway Student Pages

Illinois Mathematics and Science Academy® S 1

Introduction: Every career field requires its employees to have a set of personal and specialized skills that ensure success while on the job. A teacher must have a love for learning and enjoy working with young adults. Professional athletes must have the technique, dedication and talent to perform. In the food industry, individuals must be aware of food safety standards and operate within strict health codes. However, while certain skills and knowledge are particular to the occupation, there are many roles that are shared across professions. In the following activity, you will investigate the roles and responsibilities of two specific professions: engineering and biology.

Questions of Interest: • What does engineering have to do with biology?• What do we call the professional field that biologists and engineers work on

together?

Materials: • 2 Grouping Circles of different colors• 1 set of Role Cards• 2 sticky notes• 1, 10-foot piece of yarn

Material Preparation:

In this activity, you will work as a group to determine which Role Cards describe the roles and responsibilities of a biologist or engineer, or if the role may be common for both professional fields. This information will be organized in a Venn diagram graphic organizer.

To create the Venn diagram:

Open the Grouping Circles and place themon the table so that parts of the circlesare overlapping.

Page 1 of 3

Unit 1: Whose Job Is It Anyway? Activity: Whose Job Is it Anyway Student Pages


Using the provided sticky notes, write Engineer on one note and Biologiston the other.

Place each label above one of the Grouping Circles.

Lay the piece of yarn around the perimeter of the Venn diagram.

As a group, discuss the four sections of the Venn diagram, what eachsection represents, and the type of information you may place in theseareas.

Procedure:

Begin by passing out the Role Cards equally to each player—similar to a card game.

1. Person 1 (the oldest student in the group) will read one card aloud, determine where the Role Card should be positioned in the Venn diagram, and provide justification for placing the card.

2. Person 2, located to the right of Person 1, will select a card from their handto read aloud and place in the Venn diagram with justification.

3. Play will continue with Person 3 until all Role Cards have been positioned inthe Venn diagram and the group agrees with the placement of each card.

Stayers and Strayers:

If you are a Stayer, you will stay at yourtable and act as the representative for your group. As Strayers visit your table, you are responsible for justifying why your group

placed Role Cards in the Venn diagram. You will explain the reasoning that your group used, and answer any questions posed by

visiting Strayers.

If you are a Strayer, you will visit othergroups to evaluate and observe how they

placed the Role Cards. To do this, choose two of the Role Cards that were most difficult for your group to place. Notice how each group placed these specific cards. You may choose to ask the Stayer for an explanation of how

their group organized the Role Cards. Once you return to your original

group, you will share your observations.

Page 2 of 3

Unit 1: Whose Job Is It Anyway? Activity: Whose Job Is It Anyway Student Pages


Discussion:

1. According to your group, what do biologists and engineers have incommon?

2. What skills do you think a person in this “new” profession would have?

3. What should we call the field that biologists and engineers work ontogether? Provide an explanation for your group’s decision.

You will now view a video clip about this relatively new field of science. With your partner, discuss the question below and record several of your ideas:

What could this be used for?

Page 3 of 3

Unit 1: Whose Job Is It Anyway? Activity 1: Whose Job Is It Anyway Student Pages


imsa fusion - flinn stem · •introduce students to the field of synthetic biology. • develop...

Documents