STEM Workshop
Module Plan
2013
Module Title: Bioengineering and Biodesign
Author: Eric Carpenter
Date: 9/16/13
Topic:
Genetics, heredity, adaptation, environments, human body systems (digestive), engineering design process,
science inquiry, polymers and alginate encapsulation
Objective/Goals:
Provide learners with an opportunity to learn and apply knowledge of genetics, heredity, cell structures and
environments to an engineering design challenge focused on cutting edge technology
To incorporate engineering design challenges and experimentation into lessons about technology, medical
applications and real world engineering applications
Overview: Many of today’s most pressing problems require engineers who have a solid foundation in life
sciences and the engineering process. This module immerses participants in two projects that address
design challenges and solutions to biomedical and environmental issues. Learners will design custom
bacteria while exploring genetic engineering and the relationships between organisms, their environments
and bioremediation. Teams will design solutions to a common biomedical problem while learning about
human body systems, biomedical research at CU and the application of nanotechnology
Key Concepts: Genes, Traits, Genetic Engineering, Cell Structures, Adaptation, Environments, The
Digestive Systems, Nanotechnology, Measuring and Fractions
Activities:
Bioengineering a Custom Bacteria (See Below)
Protect That Pill Activity from teachengineering.org and contributed by Jacob Crosby, Todd Curtis,
Malinda Schafer Zarske and Desice Carlson at the Integrated Teaching and Learning Program, College of
Engineering, University of Colorado at Boulder.
http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_biomed/cub_biomed_lesson05_activity1.xml
Alginate Encapsulation Activity from PA3 Math, Science and technology Wikispace at:
pa3.wikispaces.com titled: Hydrogels: Synthesis and Applications
http://pa3.wikispaces.com/file/detail/Lesson+Plan+-+Hydrogels+website.pdf
Materials and Safety Considerations
The room set-up will need chairs and tables for each group, preferable in a semi-circle around a central
demo table that has access to power and a projection screen. Instructors will be responsible for their own
laptop, the PowerPoint presentation, setting up a CU projector, placing worksheets and markers on the
tables prior to the start of the program, and setting up the two trays of materials for each group ahead of
time. The teaching kit will contain the solutions/jars for the alginate activity pre-made.
Each group/table will need:
Designing a Custom Bacteria: 5 Bacteria Worksheets with 7-magnetic ‘trait’ strips each (40 total)
One copy of the Atrazine Design Challenge Sheet
One of the other Design Challenges if needed
The class will need spare trait magnets and ziplock bags for mgmt.
One dry erase marker/group and a paper towel
Protect That Pill Activity
Alginate Encapsulation
One tray and 5 paper towels for clean-up
4 small jars containing: flour, corn starch, sugar and salt
2 small jars containing vegetable oil and water
4 ¼ teaspoons
3-red, cinnamon candies
3 small plastic mixing trays/sample trays
3 clear plastic cups
1 copy of the Protect that Pill worksheet
1 Pencil or pen
1 tray with 5 paper towels for clean-up
5 sets of safety glasses and 5 pairs of food service gloves
1 small jar of Alginate Solution
1 small jar of Calcium Chloride Solution
1 small jar of rinse water
1 small jar of water and red food coloring (2-3 drops/jar)
2 disposable pipettes or eye droppers
2 plastic forks and plastic spoons
2 paper plates
Though the chemicals and materials used in this module are relatively inert, all lab safety protocols
including eye protection, gloves, table-cleaning, tray rinsing and hand washing are essential for the safety of
the participants. Be cautious of residues from the Alginate Activity left on the table, as well as students
attempting to take these materials home. The teaching kit will have enough materials that only the trays
and bottles will be re-used between classes, but the cups and other disposables should be returned to CU
for washing and reuse. In all cases, these activities will require quite a bit of collaboration, discussion and
teamwork amongst the groups, as well as classroom management to prevent large messes being made with
the corn-starch and flour. In all cases, the learners should be responsible and accountable for cleaning up
their own messes within reason.
Bioengineering Module Timing, Flow and Outline (75 minute)
0-5 min:
Introduction, define bioengineering, provide overview of bioengineering research at
CU Boulder, and program activities/flow using the slides provided.
5-30 min:
Activity One Bioengineering Custom Bacteria: Review design process models from
introduction and using the three video segments/clips, introduce/review/cycle
grade-level content (see standards) for:
 Genetic Modification/Transgenesis
 Genetics/DNA and its role in Heredity
 Bacteria and Bacteria Trangenesis
Explain that in the first activity the learners will be playing the role of bioengineers
working for a company that creates new organisms to help solve critical
environmental problems, and that this particular activity focuses on the first steps
of the design process model.
Using slide, introduce bacteria and their taxonomy/structures connecting this to the
structures found in all cells (cell wall, membrane, plasma membrane, etc.) and how
in more complex organisms individual cells form tissues, organs, etc. Make special
note of the genetic material, how that in these organisms it is not contained in a cell
nucleus, and if appropriate, the common mechanisms used to actually move DNA
or DNA segments from organism to organism (manual and biological/with bacteria
or viruses doing the actual movement of materials).
Distribute cards and run through the slides of the 5 types of bacteria used in the
activity, noting the unique treatment characteristics of each and the environmental
conditions they can tolerate. Explain that in many cases they can be used to treat
spills and contaminations ‘as is’ but the company specializes in creating organisms
for ‘unique challenges’ like the one that follows. Using the slides, share the
treatment needs and environmental conditions for the shared Atrazine design
challenge, noting how the usual Pseudomonas bacteria cannot survive and thrive in
these conditions, hence the need for a new organism to handle this previously
untreatable situation.
Then, using the slide, introduce the 3-E Engineering Guidelines and the ‘challenge’
of genetically modifying organisms to match unique environments and provide
solutions to these currently unsolvable environmental problems. Review the design
process model using the slide, focusing on defining the problem and creating
potential solutions, and explain how the activity sheets are manipulated to guide the
process.
Provide 5-10 minutes for the students to work through the activity before
debriefing using a shared results and 3-E model. There is a slide with 3 types of
light bulbs (Standard, CFL and LED) to help explain the role of innovation in
solving problems and the role of genetic engineering ‘improving’ our lives.
Cautionary Note: Often times genetic engineering is categorized as ‘bad’ without
exception. This activity provides both a positive application of this technology and
the 3-E model provides a foundation for building student understanding of the
issues involved. For example, to be on the safe side, students might choose to
make ALL the products sterile, which would be safer and potentially make form
money for the company.
If time allows, provide each team with an individualized activity card and have them
repeat the process above for their own projects. To wrap-up activity, have groups
share their results/process if time allows, cycle content and standards from the
introduction and review the engineering design process in preparation for the next
activity.
30-55 min:
55-70 min:
Protect That Pill Activity: (Note: Externally Sourced Lesson Plan/Link)
Use the video provided, with our TA modeling as a patient who needs a ‘pill
coating’ developed to help her take a much needed medicine, to set the stage
for the next design challenge. Explain that in order to develop this new coating we
have a few base materials to work with and that we will be using the design process
model. After reviewing the design process model, inform the learners we will not
have time to repeat the cycle due to time constraints, but we are using common
materials they can likely find at home if they want to continue the research.
Before testing the materials in the cups provided, be sure to have the learners clean
up their activity table and materials, re-setting them as best they can for the next
group!
Alginate Encapsulation Activity: (Note: Externally Sourced Lesson Plan/Link)
During the 10-15 minute break needed to test their ‘pill coatings’ the learners will
have an opportunity to try some cutting edge coatings introduced to them by a
researcher from CU Boulder. Show students the video from the powerpoint, then
distribute GLOVES and GOGGLES explaining that learners should wash their
hands right after the activity. Remind them to keep all the materials on the provided
tray(s) and to report to the instructor if any materials get on the table. These
materials MUST be washed off the tables to prevent contamination!
Note: We are slightly modifying the activity by adding food coloring to a separate
bottle and letting the learners place their encapsulated particles into the dye solution
and noting that the dye penetrates and capsule and stains its contents. The steps
are:
1) Provide each group with a tray of materials (pre-dissolved alginate solution with
colored sand, calcium chloride solution, rinse water, water with red food
coloring, spoons, forks, plates and a disposable micro-pippette)
2) Using the slides provided, cycle the polymer content from the introduction and,
using the slides, explain the kelp-source for the alginate, the three active parts of
the polymer, and how they are joined by calcium molecules to form a gel-like
coating around our simulated medicine (sand).
3) Using the table-set, demonstrate the process of encapsulating the sand.
4) Be sure that each student has on gloves and goggles before starting
5) Manage groups to ensure each learners has the opportunity to place drops or
‘worms’ of alginate into the calcium solution, remove and rinse them, feel them
with their fingers, and place them in the food coloring solution.
6) Once each learners has had a turn, inform them that 1) the gel coating is semipermeable, thus the staining, and 2) the longer they leave the beads or ‘worms’
in the solution the harder the gel will become.
7) Cycle the polymer content, its use in medicines, foods and other applications
and be sure to have the student help clean-up before the debrief.
70-75 min:
Program Wrap-Up:
Explain that these are just a few examples of how engineers are using the design
process model in biological and medical applications. Using the provided slide,
cycle content from the introduction and the design process model before dismissing
the teams directly to the bathroom to wash their hands.