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| - | As an educational kit, GENOMIKON is itself a project strongly involved with the human practices of synthetic biology. The kit is an introduction to synthetic biology teaching the next wave of students about its principles and practices, even before they enroll in university. The goal of our project was to create a functional kit capable of assembling complete plasmids to be used in educational setting and GENOMIKON is highly successful in this regard. However, the GENOMIKON kit will never teach anyone if it never makes its way to classrooms. With this in mind, we decided to do the human practice portion of our project directly addressing this problem.
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| | + | [[Image:Alberta_DiscoverE.png|200px|thumb|A thank-you card given to us by the girls from DiscoverE.]] |
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| - | ==Business Plan and Market Analysis==
| + | The focus of GENOMIKON, from the beginning, was to empower anyone to try synthetic biology for themselves. This tool kit introduces synthetic biology and delivers hands-on molecular biology education in a novel and concrete way. GENOMIKON is bound to instill excitement and creativity in high school classrooms. Our goal was to create a comprehensive kit for the rapid and effective construction of plasmids using limited and affordable technology. In this way, GENOMIKON is readily accessible to public educational institutions. However, GENOMIKON will never be able to teach anyone if it never makes its way into classrooms. With this in mind, we decided to address this issue by incorporating human practice elements into our projects. In particular, we investigated the market in which GENOMIKON would enter and invited middle school girls from DiscoverElle and high school students into our laboratory to learn about synthetic biology and participate in an experiment using GENOMIKON. |
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| - | Our team began imagining ways to accommodate the global demand for GENOMIKON with the goal of getting the kit in each and every high school all around the world. To address this issue of accessibility, undergraduate students from the University’s school of business created a hypothetical business plan and market analysis to bring GENOMIKON to market. A business plan was created because we recognize that in our society the marketplace is the most efficient means to manufacture and distribute a good to the greatest number people. This business plan is designed to help our project to have the biggest impact on humanity sharing the knowledge of synthetic biology to as many people as possible
| + | ==Distribution Plan and Market Analysis== |
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| - | ==Real World Trials== | + | |
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| - | <p> Currently, the experiments that can be done at a high school level are greatly limited by a tight budget, a lack of appropriate equipment and space, as well as scheduling issues. Consequently, high school biology experiments have traditionally been centered around dissections. The current experiments neglect many exciting fields in biology such as synthetic biology. GENOMIKON is meant to change this. Our kit is cost-effective, relevant to the high school curriculum, and does not require any expensive reagents or equipment. Not to mention, our experiments fit well within the average high school class period.
| + | With our goal in mind, we investigated exactly how GENOMIKON could be placed in high schools across the world and incorporated into grade 12/senior curricula. To address the issue of accessibility, undergraduate students from the University of Alberta's School of Business created a hypothetical distribution plan and market analysis designed to bring GENOMIKON to the market. This model is aimed to educate students across the world on the science behind and potential of genetic engineering. GENOMIKON will only be an effective teaching tool if it reaches students. |
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| - | In order to prove the applicability of the GENOMIKON kit, we arranged for five high school students to test it out in our laboratory on Oct. 24, 2010. They built a four-piece DNA construct (kan,ori,RFP,cap) using our kit in just under two hours. This construct was then transformed into <em> E. coli </em>:. The following day, there were red colonies present on kanamycin plates, demonstrating that their assembly was indeed successful! The students greatly enjoyed this experiment and even gave us some very valuable feedback.
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| - | Here's what the students had to say when asked about what they knew about <em> E. coli </em>:</p>
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| - | * 'It's in meat' - Jillian Underwood, 15
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| - | * 'It can live in our intestines' - Aymen Saidane, 17 </p>
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| - | <p>Not surprisingly, their comments reflect the general public opinions of <em> E. coli </em>. In order to address any misconceptions, the students were educated on the difference between pathogenic <em> E. coli </em>, and the harmless strain that we are using in our kit (DH5α). The students then stated that they were not at all apprehensive about working with the bacteria or DNA used in the experiment. </em> </p>
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| - | <p> One of our team members taught the students simple theory, including general information about DNA, our assembly method and the specific BioBytes that they were using. Following this, they were led through the assembly and were also taught how to use the Genomikon website. The students agreed that the plasmid designer feature was "cool" and that the glossary and encyclopedia were very useful.
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| - | Interestingly, Aymen Saidane (grade 12), said that he had already learned about molecular biology in his Biology 30 course in high school. However, he had not had the chance to apply his knowledge. The only experiment he had done was 'cut paper DNA sequences with scissors, to represent restriction enzymes, and then matched our pieces with classmates.' This led us to conclude that the GENOMIKON kit is ideal for complementing a grade 12 curriculum.</p>
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| - | <p> Here is some more feedback from the students:</p>
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| - | * 'The magnetic beads are cool' - Jill Hacking, 15
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| - | * 'The plastic pipettes were easy to use and kind of fun' - Bryce Stewart, 15
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| - | * They didn't mind the fact that they didn't get to do the transformation, since the DNA assembly was the more interesting part.
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| - | * 'I don't think I could explain this to my parents, because they wouldn't get it, but if I explained it to a friend, he would understand.' - Alan Ho, 16
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| - | * 'I learned the theory already, but I got to apply it today.' - Aymen Saidane, 17 </p>
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| - | <p> This is just the beginning of GENOMIKON in the classroom. In future trials, students can build even more complicated constructs and even design their own experiments. GENOMIKON doubles as an educational tool and as another method to clear up any misconceptions that the public may have about synthetic biology. It will educate students, parents and teachers, first hand, on the many ways synthetic biology can be used to benefit society.
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| - | </p>
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| | ==Social Aspect== | | ==Social Aspect== |
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| - | iGEM within Alberta is about making lifelong friends and colleagues as well as learning valuable problem solving and research based skills. All the Alberta teams (University of Alberta, University of Calgary and the University of Lethbridge) met at least once in each hometown to exchange ideas and work together towards our individual project goals in workshops and our yearly aGEM competition. aGEM serves as a testing ground for each teams projects and allows each team to receive feedback from experts in multiple disciplines and from the other teams. The close relationships between the teams is helped by [[Team:Alberta/Sponsors|AITF]] which helps to collaborate aGEM among the other meetings. The Albertan teams may compete against each other but we all enjoyed taking each other out on the town during the three times we met this year and exchanging ideas with one another. | + | iGEM first and foremost teaches us valuable problem solving and research based skills. But iGEM is also a means of building relationships, especially orchestrating cooperation among various people from many different backgrounds. This summer, all three Albertan teams (University of Alberta, University of Calgary and the University of Lethbridge) met once in each hometown and participated in workshops. This allowed us to effectively exchange ideas and work together towards our individual project goals. aGEM, one of our regional workshops that was held in Edmonton, served as an arena in which we could present our projects to the other teams and the field's professionals. We are grateful to [[Team:Alberta/Sponsors|AITF]] for putting on aGEM and our other workshops. |
Human Practices
A thank-you card given to us by the girls from DiscoverE.
The focus of GENOMIKON, from the beginning, was to empower anyone to try synthetic biology for themselves. This tool kit introduces synthetic biology and delivers hands-on molecular biology education in a novel and concrete way. GENOMIKON is bound to instill excitement and creativity in high school classrooms. Our goal was to create a comprehensive kit for the rapid and effective construction of plasmids using limited and affordable technology. In this way, GENOMIKON is readily accessible to public educational institutions. However, GENOMIKON will never be able to teach anyone if it never makes its way into classrooms. With this in mind, we decided to address this issue by incorporating human practice elements into our projects. In particular, we investigated the market in which GENOMIKON would enter and invited middle school girls from DiscoverElle and high school students into our laboratory to learn about synthetic biology and participate in an experiment using GENOMIKON.
Distribution Plan and Market Analysis
With our goal in mind, we investigated exactly how GENOMIKON could be placed in high schools across the world and incorporated into grade 12/senior curricula. To address the issue of accessibility, undergraduate students from the University of Alberta's School of Business created a hypothetical distribution plan and market analysis designed to bring GENOMIKON to the market. This model is aimed to educate students across the world on the science behind and potential of genetic engineering. GENOMIKON will only be an effective teaching tool if it reaches students.
Social Aspect
iGEM first and foremost teaches us valuable problem solving and research based skills. But iGEM is also a means of building relationships, especially orchestrating cooperation among various people from many different backgrounds. This summer, all three Albertan teams (University of Alberta, University of Calgary and the University of Lethbridge) met once in each hometown and participated in workshops. This allowed us to effectively exchange ideas and work together towards our individual project goals. aGEM, one of our regional workshops that was held in Edmonton, served as an arena in which we could present our projects to the other teams and the field's professionals. We are grateful to AITF for putting on aGEM and our other workshops.
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