Bio 1Our last session began with making gels for their gel electrophoresis activity. Students got to learn how to determine how to determine quantities for dilutions (of the TAE buffer, in this case) using mathematical equations. We then had a slime making party while the gels that they poured set. The students really enjoyed it! Finally, we ran the gels and explained the results. Campers then got to give scientific presentations in which they presented findings from the mung bean zones of tolerance activity. Bio 2We began the day with their research projects; students prepared their presentations and the ideas that they wanted to get across. We then introduced biochemistry and its crucial role in explaining many processes and structures in biology. After snack, we talked about our iGEM project, in which we designed plasmid constructs to degrade crude oil. They seemed intrigued by our application of synthetic biology, a research field we had just discussed on Thursday, as well as the overall competition. Finally, we had a bioinformatics seminar and went through some of the many online databases and tools that can be used by anyone, without access to a lab needed. They then presented their research projects in front of the class. Pictures
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Bio 1Today, Bio 1 focused on ecosystems and the complex interactions taking place in an ecosystem. They began by modeling various ecosystems, then experienced the factors that influence the mining industry by performing a resource mining activity with cookies. After lunch, they continued their mung bean presentations and were introduced to earth science. Bio 2Bio 2 began with an introduction to synthetic biology and its various applications in all sorts of fields. We had a guest speaker who currently works in synthetic biology come in, and he discussed his work, the field overall, and what it’s like to really work in the area. They also learned about all the lab procedures and equipment required for synthetic biology.
After snack, students performed a lab using the Qubit, a fluorometer, and they were able to identify the concentration of DNA in their samples from Tuesday. Following lunch, we guided them as they began their slides for their research presentations. Bio 1Class began with an introduction to research science, and students learned how to streak bacteria on agar plates. We exposed them to some crucial lab procedures, such as PCR, transformation, and gel electrophoresis. We then continued our week-long mung bean activity, and students began to develop their presentations. We stressed the importance of proper data collection and thorough notes, as they were individually testing various conditions. After lunch, we taught them how to operate pipettes, an incredibly important technique used in countless different research fields (it’s great to practice good technique early on!). They practiced their pipetting by transferring exact amounts of colored water into specific wells in order to create a design. Finally, they worked on their T-shirts; we had them draw and write about the various topics they have learned so far. Bio 2We began by introducing research papers, the parts of a research paper, and had them identify the various components of sample research papers. We then covered spectroscopy and chromatography, and students ran paper chromatography with their ink pens. We then discussed the results by explaining polarity and solubility. After snack, we hosted a journal club, which had students read research papers together and analyze their content. Finally, we introduced the plaque assay for viruses, and we continued guiding campers on their week-long research project. PicturesBIO IWe started off today with inheritance, which built off of yesterday's ideas of genetics and DNA. To introduce the ideas of dominant and recessive alleles, we conducted a survey in which everyone tasted PTC paper and was asked whether or not it tasted bitter. Hopefully they brought it home today and asked you to test it (sorry in advance if it tasted terrible...)! Following that, everyone created microscopy slides of their cheek cells and viewed them under a microscope. They were taught the different parts of a microscope, how to focus a microscope, and how to set up wet mounts. Although some cells were not concentrated enough, many students were able to find and observe their own cells! They continued their week long mung beans zones of tolerance lab. We asked everyone to test some conditions for their mung beans to survive in, which they had to come up with. They determined amongst themselves that they wanted to test conditions such as high salinity, darkness, and the presence of food coloring! From there, they set up data tables and began writing some hypotheses. Finally, they made some centrifuges using buttons and strings. We taught them about centrifuges themselves, what they are used for, and how the cheap centrifuges that they made are being used in Africa to test for malaria in a new innovative invention. This brought rise to the idea that even fun childhood toys can have practical applications. BIO IIClass began with a lecture on research science, and students were exposed to essential techniques like PCR, transformation, and gel electrophoresis; they learned the theory behind each procedure, as well as what it would look like to perform each technique in the lab. They were also exposed to antibody staining, and how scientists apply it. Throughout this lesson, we stressed the importance of proper laboratory safety and the equipment required. They then continued their week-long research project, with instructors walking around, helping them develop their ideas and work. PicturesBIO 1 As it was our first day, we started off with some welcome games so that our campers could become more comfortable with one another. Indeed, collaboration is imperative in a learning environment! We then moved on to our first lesson: genetics! We went into detail about DNA and how it is used as the blueprint of life, going into the central dogma of genetics. To reinforce the idea, we performed DNA extraction from strawberries and created models to better understand the complex processes involved in DNA replication and repair. Be sure to ask your student about genetics and why it is important. After lunch, we began plating mung beans for our week long experiment in order to determine the specific zones of tolerance for the species in order to take an immersive approach to the research process and scientific method! To round out the day, we built yummy candy models of the DNA to solidify their understanding of the structure of DNA. BIO 2Bio 2 also participated in the welcome games and then got started with micro-pipetting, an incredibly crucial lab skill that is used in research across countless different fields. They practiced their pipetting by using well plates to accurately pipette in specific wells. After honing their micro-pipetting skills, our Bio 2 campers attended a lecture on microbiology and applied their knowledge by going through the steps of Gram staining, the most important type of staining technique in bacteriology. They also learned how to dilute and grow bacteria by streaking a liquid culture of E. coli onto agar plates; streaking is a method that is commonly used when working with microbes. Finally, they began their week-long research project. The goal of this research project is for students to independently generate ideas that they are personally interested in for their potential individual research, and, after determining their own research objective, to develop a procedure or outline for evaluating relevant hypotheses. We will be guiding them in focusing their research and creating an innovative project design. Pictures |
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