January 2010
ENZYMATIC
The Newsletter of the ASBMB Undergraduate Affiliate Network
Inside this Issue
A New Beginning
EDITORIAL
1 A New Beginning
2 Science Outreach at Home and Around the
World
By Marilee Benore, University of MichiganDearborn
ARTICLES
3 Applying to Graduate School: The Interview
6 The Ups and Downs of Summer Research
8 Tennessee Tech University UAN Creates
Blueprint for STEM Outreach
10 Darwin Takes the Stage
NEWS
13 Get Ready for the Inaugural USA Science and
Engineering Festival!
14 ASBMB Science on the Mall Challenge
15 Welcome New UAN Chapters
15 ASBMB Biochemistry and Molecular
Biology Honor Society
RESOURCES
16 Molecules in Motion: Animated
Movie Reviews
A New Year and new ideas! Resolutions are
great, but new plans, new places and new
friends are even better. This issue of Enzymatic
has opportunities for all of these! Faculty
preparing for new classes should find the
articles on outreach provide novel ideas to
consider and incorporate. Advice for students
on graduate applications and summer research
opportunities will help students to go new
places and meet new people. New ideas will
get you a chance to go to Washington DC. If
you have new ideas send them to us so we can
share them in the next issue of Enzymatic.
Enzymatic Contributors
Marilee Benore, Editor, Professor of Biochemistry,
University of Michigan-Dearborn
Robert Jones, Student, University of MichiganDearborn
Neena Grover, Associate Professor of Biochemistry,
Colorado College
Peter Kennelly, Professor of Biochemistry, Virginia
Polytechnic Institute and State University
Casey J. McCormick, UAN Chapter President,
Tennessee Tech University
Rebecca Smith, Parliamentary and Policy Officer,
The Biochemical Society
Weiyi Zhao, Manager of Education and Professional
Development, ASBMB
1
Science Outreach at Home and Around
the World
By Neena Grover, Colorado College
Each year, the Australian Museum presents the
prestigious and much coveted Eureka Prizes.
For excellence in “Promoting Understanding
of Science” in 2009, the prize was given to
Scitech, a hands-on museum in Western
Australia, for developing science programs that
turned every day games into experiments for
children from pre-school to year 12, teachers,
Aboriginal communities and the general public.
Participants learn about light by playing with
shadow puppets or about angles and trajectory
by launching water bombs at their teachers.
As the need for science outreach has become
more apparent, outreach activities are getting
more organized. Science Festivals are designed
with the idea of bringing science to students
of all ages and to the general public by using
demonstrations, exhibitions, lectures, panel
discussions, and workshops among other
creative methods. Many of these festivals are
annual events and involve participants in the
exploration of science as relevant to everyday
life.
The umbrella organization, the European
Science Event Association (EUSCEA,
pronounced as “you see”), has 89 member
organizations from 34 countries and focuses
on organizing science festivals across Europe.
South Africa has an annual SciFest Africa, a
project of the Grahamstown Foundation,
and features over 600 events and attracts
approximately 60,000 visitors. It is modeled on
the Edinburgh International Science Festival,
which is believed to be the longest running
science festival and was founded in 1989. Along
with having the highest participation at its
two-week festival, the Edinburgh International
Science Festival also works with schools in
Scotland during the year via its Generation
Science program.
In the United States, science outreach efforts are
primarily limited to individual institutions. This
year the very first USA Science and Engineering
Festival will be held on the National Mall
in October. Over 200 organizations have
already signed up to host an exhibit. The
Undergraduate Affiliate Network is running a
competition to bring undergraduate students
to the Mall to showcase various creative
approaches of making science accessible. The
details of the competition are in this issue of
Enzymatic and on the ASBMB web site (see
page 14).
For more on science outreach, see the story by
an undergraduate student, Casey McCormick,
who describes how 100 high school students
were introduced to DNA fingerprinting,
and Rebecca Smith’s “The Darwin Project”
on collaboration between The Biochemical
Society and the Islington Community Theater
to commemorate the bicentennial of Darwin’s
birth. These stories will hopefully inspire all
readers and UAN members to create their
own outreach programs and enter the ASBMB
Science on the Mall Challenge.
To read more about the ASBMB Science on the
Mall Challenge, go to page 14 of this issue.
Or visit ASBMB online at:
http://www.asbmb.org/News.aspx?id=4448
2
Applying to Graduate School: The
Interview
fulfilling graduate career.
Both graduate admissions faculty and
prospective major professors will be looking
By Peter Kennelly, Virginia Polytechnic Institute
for indications that you have the initiative,
and State University
inquisitiveness, and drive to develop into a
Everyone knows that before making a major
successful independent research scientist.
investment such as purchasing a used car,
Hence, good preparation is key. It will be
the wise consumer personally inspects the
expected that your decision to apply to their
vehicle before signing on the dotted line. It
program was the product of careful research
therefore only stands to reason that,
and thought. While there is no right answer
when considering the investment
to questions such as “What attracted you
of several year’s time and effort
to our program?” and “Why did you
in the pursuit of an advanced
decide to pursue graduate study
degree, the prospective
in Biochemistry and Molecular
“Be prepared not only to
graduate student should
Biology?” your hosts will expect
describe what you did, but
take a prospective school
you to be ready to respond
the principles underlying
for a “test drive” before
to their inquiries concerning
the
experiment,
i.e.
how
deciding whether to accept
these topics. Similarly, if you are
an offer of admission.
does it work?”
seeking to impress a particular
While, in contrast to the
professor with your eagerness
used automobile market,
to become a member of their
the spectrum of prospective
research team, be ready to provide
graduate programs contains
a well-articulated answer to the
few outright “lemons,” an onquestion: “What interests you about my
site interview can reveal a wealth of
research?”
information that can aid the prospective
It is important to do your homework, so
student in identifying those programs that best
examine information about graduate programs
match their interests and expectations. It also
and their constituent faculty. Consult sources
represents the opening step in recruiting the
such as the Peterson’s Guide series, the
major professor who will play a predominant
American Chemical Society’s Directory of
role in a student’s graduate education.
Graduate Research, relevant departmental
For the applicant whose knowledge and
and faculty websites, and professors at your
abilities are not fully captured by numeric
home institution who may be alumni of or have
measures such as grade point averages or
connections to the institution. Think about
scores on standardized examinations such
your answers to likely questions in advance and
as the GRE, an on-site interview offers the
ask the faculty and graduate students at your
chance to move beyond the numbers and
current school about the types of questions
garner an offer of admission. Whether you
that commonly arise during a visit. Remember,
are a feted guest whose invitation to visit
given that so much information can be
was accompanied by an offer of admission or
accessed through the web, there is little excuse
someone asking for an opportunity to convince
for not knowing the basic characteristics of the
an admissions committee, the interview can
program such as the major areas of research
serve as a launching point for a successful and
activity of participating faculty.
Continued on next page
3
Another likely topic of conversation will be
any research experience you cited on your
application. Be prepared not only to describe
what you did, but the principles underlying
the experiment, i.e. how does it work? Many
students are surprised when someone asks
them about how their project fit into the
larger framework of their research mentor’s
research program. However, your (in)ability
to address this question will serve as an
important indicator regarding the depth of
your interest in science, the nature of your
motivation, your willingness to take the
initiative, and your capacity to grow. Programs
and potential research advisors are looking
for students who are not only talented, but
who are inquisitive and self-motivated. So be
ready to display these virtues when conversing
about undergraduate research or internship
experiences.
While it is important to make a good impression
on your hosts, an on-site interview also provides
a priceless opportunity to learn more about the
school. Before you sign on the dotted line, you
should try to determine:
• The nature of the process by which students
are matched to major professors.
• Whether faculty of particular interest to you
are likely to have openings in their laboratory
groups for new students.
The Purdue University Interdisciplinary Life
Science Ph.D. Program (PULSe) offers students
a diverse range of research opportunities
in the basic life sciences. These research
areas include: Biomolecular Structure and
Biophysics, Chemical Biology, Chromatin and
Regulation of Gene Expression, Integrative
Neuroscience, Integrative Plant Sciences,
Membrane Biology, Microbiology, Molecular
Evolutionary Genetics, Molecular Signaling
and Cancer Biology, and Molecular Virology.
For general information about PULSe, please
visit http://www.gradschool.purdue.edu/
PULSe.
Students from varied scientific backgrounds
enroll in PULSe each year. While students who
have completed courses in Calculus, Organic
Chemistry, Biochemistry and/or Physics are
often preferred, exceptions can be made for
students who are changing fields. Research
experience and reasons for selecting an
interdisciplinary life science research program
are strongly considered when making an
admissions decision. For PULSe application
details, please visit http://www.gradschool.
purdue.edu/pulse/admissions.cfm
• The manner in which students are supported
financially. For what portion of your graduate
career will you have to work as a teaching
assistant?
• Are benefits, e.g. health insurance, provided?
• The average time for completion of the Ph.D.
degree program.
• The mechanisms by which student progress
is evaluated.
Continued on next page
Cinthia Sanchez-Hernandez, 4th Year PULSe Graduate
Student in the Molecular Virology Training Group
Interested in this program? Visit the Purdue
University graduate recruitment table during the
Undergraduate Poster Competition at the 2010
Annual Meeting in Anaheim, Calif.
4
repetitive use of non-sequiturs such as “ya
know”, “ah”, etc., or playing with your hair or
jewelry. Your current school probably offers
recorded mock interview services that enable
you to identify distracting behaviors. Carry
a copy of your schedule with you in order to
help keep your interview on schedule and to
demonstrate forethought and preparation.
Remember, you are
“One of most revealing questions you always on the record
Listen carefully to the
can direct toward a potential faculty during an interview.
graduate students you meet.
Any and everything you
mentor is: What are your former
Do not let one particular
do and say potentially
individual sway you in either a graduate students doing now?”
may be considered. It is
positive or negative direction.
therefore prudent to avoid
Look for the patterns across
potentially controversial
the group. Listen not only to what is said, but
topics such as politics. It is generally inadvisable
also for any obvious topics that are consistently
to tell jokes as you may inadvertently offend
avoided by either students or faculty. It is likely
your host. Excessive criticism of your current
that they are being avoided for a reason. If a
school, previous instructors, or fellow students
program does not offer you the opportunity to
tends to generate a negative impression of you,
meet with their students, be extremely cautious.
the applicant.
No program is perfect, but in general a good
Avoid things that may impair your performance
program can expect its students to provide
or elevate stress. At meals, limit your alcohol
visitors with a fair and positive impression.
consumption to no more than a single glass
Remember, whether it is for graduate or
of beer or wine. Avoid spicy food, as well as
professional school or for a job, you are in
messy, hard to handle items such as soup,
charge of making your interview a success.
spaghetti, and other items laden with colorful
While this might sound intimidating, this
sauces or gravy. You don’t want to spend the
objective generally can be accomplished
afternoon wearing your lunch. Avoid excessive
by implementing a few simple, common
consumption of coffee or other liquids. It may
sense practices. First, greet everyone you
be a long time between bathroom breaks! Get
meet with a smile and a firm handshake.
a good night’s sleep so that you can be alert
First impressions set the tone for the rest
and focused. A successful on-site interview
of the conversation. When in doubt, dress
should be a win-win for both participants.
conservatively with moderate, tasteful jewelry;
Both parties should come away comfortable
a minimal application of cologne or perfume;
in their depth of knowledge of the other. And
and subdued, tasteful make-up. Display
remember, you are both working toward the
attentive body language. Sit or stand facing the
same goal: a good match between student
person(s) you are interacting with. Look them
and institution. So while it is important to be
in the eyes. Sit up straight. Keep your hands
prepared, you should not be intimidated.
quiet when not speaking, e.g. fold them in your
lap when you are seated.
One of most revealing questions you can
direct toward a potential faculty mentor is:
“What are your former graduate students
doing now?” If the graduates of a particular
program or laboratory tend to progress to the
kind of professional opportunities that you are
interested in, it is very likely that they will offer
you the opportunity to obtain the training you
seek.
Avoid distracting behaviors, such as slang or
5
The Ups and Downs of Summer
Research
By Robert Jones,
University of
MichiganDearborn
Early in my undergraduate studies I found
that I was fascinated with the complex and
intricate molecular and biochemical events that
underlie all biological development. The glitz
of practicing clinical medicine was luring most
of my colleagues in that direction, but I wanted
to contribute in a different way. I decided that
there was no better career path than that of the
biomedical research scientist. What field could
be more interesting? We get to spend everyday
thinking about whatever fascinates us, and
we are equipped with the tools to investigate
even the most seemingly complex questions.
I was interested in learning more about the
aberrant signaling events that can lead to
cancer development, I knew I’d need to get
some experience to decide where I would like
to specifically focus my attention.
Although I was able to pursue research at the
University of Michigan-Dearborn, there were
no research opportunities in cancer biology. I
knew I would have to find a way to gain more
experience in order to be prepared for PhD
programs. Furthermore, I wanted to make sure I
was making an informed decision regarding my
path in graduate school. I didn’t want to wake
up one day and realize I had chosen the wrong
field!
I decided that a summer research experience
would be a perfect opportunity and began
searching opportunities for undergraduates.
The number research opportunities was
overwhelming. It took me over a month to pour
through hundreds of programs and mentors
and decide on which seven programs to apply.
I prepared my applications meticulously and
gave thoughtful consideration to each. At this
point, I had one year of research working in an
ecology lab on campus, so I was applying with
very little related experience. After months
of preparation, I submitted my applications
with very high hopes. I soon realized how
competitive these programs really are. I
received many rejection letters explaining that
there were literally hundreds of applicants for
the few spots that were available. This was
frustrating to say the least. After months of
preparation I found there was less than a one
percent chance of getting accepted to some of
these programs.
Fortunately, I got accepted to a National
Science Foundation Research Experience
for Undergraduates (NSF-REU) program at
Western Michigan University. I worked in the
lab of Dr. David Reinhold, studying the effects
of environmental carcinogens on DNA repair
mechanisms. This turned out to be one of
the best experiences of my undergraduate
career. Not only was I studying carcinogenesis
and signal transduction under a remarkably
helpful and knowledgeable mentor, but more
importantly, I was learning what it takes to be
successful in scientific research: passion and
dedication. I spent at least sixty hours in the
lab each week and loved every minute of it!
The opportunity to commit fully to a project
without the distraction and stress of coursework
proved to be a truly rewarding experience. This
experience also proved to be a good litmus test
for students questioning their desire to pursue
scientific research. Many students came in as
pre-meds wondering if research was something
they would enjoy, and many left knowing
that research was not for them. For me, it
solidified my desire to continue in research and
energized me to spend the next year continuing
to develop my laboratory experience and
techniques.
Continued on next page
6
I returned to my home institution excited to
continue expanding on my abilities in the lab.
I was fortunate to have a mentor, Dr. Marilee
Benore, who is patient and encouraging. I
spent the year developing my molecular and
biochemical techniques and working hard on
our project. I was able to present my research
at the UAN regional meeting at the Argonne
National Lab, as well as the 2009 Experimental
Biology meeting in New Orleans. Attending the
ASBMB national meeting proved to be one of
the highlights of my undergraduate career. Not
only was it a lot of fun, it was also a truly great
opportunity to meet other young scientists with
similar interests and aspirations and make great
contacts with graduate schools and established
researchers.
After my first summer and year spent in
research, I felt as if I had grown tremendously as
a young scientist, and again applied to several
summer programs. Again, I received rejections.
This time however, I knew the challenges of
being accepted to these programs, so I also
too the initiative to personally contact several
investigators whose research interested me.
I was fortunate to find a position in a colon
cancer lab at the Huntsman Cancer Institute
at the University of Utah through one of these
contacts.
My experience at the Huntsman Cancer
Institute (HCI) was unbelievable! My first month
there felt like a dream. Everyone I worked with
was extremely helpful and knowledgeable.
The projects I worked on were exactly the
type of research I was interested in, and I
had a lot of freedom to pursue independent
projects. The research environment at HCI is
highly collaborative and the labs seem to work
together seamlessly. This seemed to build a
very healthy scientific community and fostered
a great deal of productivity. I personally had
the opportunity to work with people from
multiple labs and even with physicians from
the university hospital. The resources available
were far greater than any lab I had worked in
previously. I had the opportunity to learn many
new techniques and work with things I would
have never had the opportunity to work with
at my home institution. All in all, this was an
extremely rewarding experience on many levels
and helped me define my research goals for
graduate school. I was rather disappointed to
leave HCI at the end of the summer, but I had to
complete my coursework for graduation.
Looking back, even though there was a lot of
frustration associated with applying to summer
research positions, I can’t imagine not having
participated in them. It was well worth the
work and frustration to gain the experience
they provided. The two summer research
experiences I participated in gave me an idea
of what being a graduate student is like, as well
as helped me define my own personal goals
for graduate school. I strongly recommend
applying to summer research programs to any
undergraduate considering pursuing a career in
research. Good luck!
Summer research
opportunities
The ASBMB EPD webpage keeps a
continuously updated list of 2010 summer
research opportunities, graduate school
funding opportunities and postdoctoral
fellowship openings. Click here to view.
If there are any opportunities that you would
like to see posted on our website, contact
Weiyi Zhao at wzhao@asbmb.org.
7
Tennessee Tech University UAN
Creates Blueprint for STEM Outreach
By Casey J. McCormick, Tennessee Tech University
UAN Chapter President
STEM (science, technology, engineering and
mathematics) education outreach is a growing
area of focus in the academic world today. It
is important that we reach out to younger
students to foster their interests in the pursuit of
a career in STEM. At Tennessee Tech University
(TTU) our UAN chapter recently developed a
program to engage high school students in
modern, hands-on activities in biochemistry
and molecular biology that are both fun and
educational.
In a joint effort between the departments of
chemistry and biology, and with the financial
support from the ASBMB UAN Outreach Award,
the TTU UAN chapter invited over 100 high
school students from Monterey High School
(MHS) in Monterey, Tenn. and Cookeville High
School (CHS) in Cookeville, Tenn. to participate
in a special K-12 outreach project called, “DNA
Fingerprinting: A Modern Genetics Utility.”
The project fell on two separate days in early
Nov. 2009. Students were first presented
with a brief lecture on the process of
DNA fingerprinting. The talk included an
introduction to the capabilities given to
researchers, criminologists, and healthcare
workers by DNA fingerprinting technology, and
outlined the procedures involved in extracting
and purifying DNA. The students also received
a brief overview of cellular components that
play a role in this type of analysis. At the end
of the lecture, students were separated into
two groups and participated in two laboratory
activities. The first activity was the extraction
and purification of DNA. The second activity
introduced students to DNA fingerprinting.
The fun really began with the extraction of
DNA using a blender, green peas and “reagents”
purchased from a local grocery store. These
types of extractions are done frequently at high
school science fairs. Our extraction protocol
was based on one published by the University
of Utah’s web-based Genetic Science Learning
Center, reported in a recent article about
science online in the October 2009 issue of
ASBMB Today.
The second activity allowed students to identify
the possible perpetrator of a crime from a preprepared and developed agarose gel. Although
this portion of the lab was not as “hands-on”, it
definitely challenged the students and made
them feel like real crime busters. Students had
to identify the different samples in the gel using
the DNA ladder. Students were presented a
guided-inquiry packet that explained to them
how to use the data and form conclusions. In
addition to pinpointing the correct suspect,
students compared the DNA fragments of each
possible suspect and hypothesized on the
relatedness amongst suspects.
Continued on next page
8
At the end of each lab, a brief set of multiple
choice and short answer questions were
distributed. After the students had a chance
to complete the “quiz,” proctors gave detailed
explanations of all the correct answers. This
helped to solidify what they learned in lab. The
entire exercise was designed to give students
insight into the procedures of “real” science, and
many were surprised at how fun and easy it was.
Students often have misconceptions about the
level of complexity and the amount of time
needed during scientific endeavors, something
we like to nickname the “CSI effect.”
The TTU UAN would like to acknowledge several
individuals for their help with this project. We
thank Mr. James Ventrice, a lab coordinator
in the TTU Department of Biology, for his
assistance in the preparation of the agarose
gels and advice on experimental design. We
also thank the TTU Department of Chemistry for
opening its labs for our activities. Furthermore,
we thank the ASBMB UAN for its support of
the project through the outreach award. We
couldn’t have done this without the support
and contributions of all our collaborators.
Students, teachers, and parents were highly
impressed with the TTU outreach program.
Students enjoyed the lab exercises, especially
the extraction, and teachers were pleased that
the TTU UAN has become a resource for their
classes to experience higher-level science
topics. The department of chemistry also
received much praise from parents about the
program. TTU UAN hopes to continue this
program on an annual basis, providing new
activities each year.
TTU has nearly completed construction of its
new STEM Center, which will provide many
new resources for K-12 outreach. The TTU
UAN hopes to use the STEM center as another
resource to expand our outreach program for
wider, more regional impact. We look forward
to serving as a model for science outreach
among all UAN institutions.
9
Darwin Takes the Stage
By Rebecca Smith, Parliamentary and Policy
Officer, The Biochemical Society
In the year that saw the bicentenary of
Darwin’s birth and the 150th anniversary of
the publication of his seminal work, On the
Origin of Species, the Biochemical Society,
in collaboration with Islington Community
Theatre, took to the stage to bring Darwin’s
ideas to a new audience.
I inherited the Darwin Project in the first half
of this year after changes in our Education
Department meant that the project was
temporarily orphaned. The idea of a play
around Darwin’s ideas was the brainchild
of Education Committee Chair, Professor
John Newbury, and our previous Head of
Education. Although a new piece of theatre
is not a traditional ‘science policy’ project, the
opportunity to communicate science in a nontraditional way to, arguably, a nontraditional
audience, could not be passed up.
From a policy perspective, the debate about
Darwin has itself evolved and now exists
primarily in an educational setting where
creationists argue that their beliefs should
be always taught alongside those of Darwin.
Indeed, this last year has seen its own
controversies on this issue with the resignation
of Michael Reiss from the Royal Society after
his reported remarks about the teaching of
creationism in Britain’s science classrooms,
and the Texan state’s education board who
considered recommendations that children be
taught that there would be no United States if it
had not been for God.
The Darwin Project aims to bring the ideas of
Darwin and evolution to young people in a way
with which they can identify and engage. It was
crucial that the characters in the play resonated
with their audience, addressing the issues
surrounding evolution from their perspective.
The development and production of the play
has been a highly collaborative effort. The
dialogue in the play was constructed, in part,
from the results of a week-long workshop which
brought together the directors, actors, science
communication volunteers, young people from
Islington and the writer to explore the both
the science and issues surrounding evolution
through improvisation and discussion.
The feedback from the workshop was even
better than we had hoped: all the young
people had both challenged and engaged
with Darwin’s ideas. Ben and Dale (our science
communication volunteers – affectionately
termed ‘the science guys’ by the young people)
managed to translate the complex scientific
ideas around evolution for their audience
and, over the course of the week, questioning
them on anything and everything to do with
evolution became par for the course. One of
the teaching materials that they developed was
a timeline of evolution which spanned the 5
days of the workshop. Although the first 4 days
remained rather uneventful, the final day, in
particular the last 60 minutes, were much more
hectic.
The finished play is called Hive 9 and centres
around two central characters, Bea and Arron.
Arron has recently gone to University to study
biochemistry, leaving Bea behind, and returns
to his friends over the summer to find that
much has changed. Although he embraces
Darwin’s ideas, in his absence many of his
friends have joined ‘Hive 9’, an anti-Darwin
group who believe that Darwin’s ideas mean
that no‑one is special. As the activities of Hive
9 become more dangerous, it is up to Arron to
get through to Bea, share his knowledge about
Darwin and make sure that she knows just how
special she is.
Continued on next page
10
Quotes from the participants also show the
impact of the workshop:
“I’ve most enjoyed learning about evolution in
a theatrical way”
Hauk Pattison
“I know a lot more about Darwin now to tell
the truth. But I still feel the same because I
believe parts of what Darwin said and parts of
the Bible”
Nickcolia King-n’da
“It was much better than I could have
imagined. Ben and Dale (science guys) for the
win!”
Daniel O’Keefe
“I’ve never had to teach Darwin’s theories
before, and look so closely at the social/
spiritual aspects... I was really surprised at how
enthusiastic and insightful everyone was”
Dale Bancroft
“The project met my expectations – and more
– I thought it would be education without fun,
but it was the opposite”
Hayley Thomas
It is important to acknowledge those who have
played key roles in creating Hive 9. The project
team included:
Ali Taylor (Writer)
Ali’s play for theatre include A Little Neck
(Goat & Monkey, Hampton Court Palace),
Overspill (Soho Theatre and winner of
Metamorphosis08 at Churchill Theatre Bromley),
Cotton Wool (Theatre503), Porcelain (Royal
Court Jerwood Theatre Upstairs, Workers
Writes Festival). Ali was a delegate at Interplay
Europe 2002, an international festival for young
playwrights in Hungary and tutor at Interplay
Europe 2004 in Athens.
Ned Glasier (Director)
Ned is the Director of Islington Community
Theatre. He recently directed Success with
Islington Youth Theatre, which was performed
on the Olivier Stage at the National Theatre.
Other recent work includes numerous
community productions and projects for the
Almeida Theatre, two plays for Company of
Angels and You Me Us for Pyramid Theatre.
Okorie Chukwu (Actor)
Okorie has recently finished a 3‑year BA course
in Acting at Mountview Academy of
Theatre Arts. Prior to his training, he played
Addie in One Shot and Dj Slammer in Sex Fm
which both toured schools in North
London. He also appeared as Grant in a
rehearsed reading for the 2007 Kings Cross
New Writing Award‑winning play Leonardo
Stole My Crayon (Courtyard Theatre). At
Mountview, he performed in Twelfth Night,
Marat/Sade and Love Play. Okorie has recently
performed in the ‘24 Hour Plays: Old Vic New
Voices’ at the Old Vic.
Suzie McGrath (Actor)
Suzie trained at East 15 Acting School. Theatre
credits include: When Cheryl Was Brassic
(Nabokov), Crazy Love (Paines Plough & Oran
Mor), Tracy Beaker Gets Real (Nottingham
Playhouse). Television Includes Eastenders.
Dale Bancroft (Science Communication
Volunteer)
Dale Bancroft is a student studying
Biochemistry with Science Communication at
Royal Holloway, University of London. When not
lost in obscure science websites, Dale enjoys
swimming, enjoying bad movies and generally
always keeping occupied.
Ben Storey (Science Communication
Volunteer)
Ben Storey is a student reading Physics with
Science Communication at Royal Holloway,
Continued on next page
11
University of London. When not having to
contemplate the origins of the universe, Ben
can be found trying to scrape the pennies
together to explore a small part of it.
The play was performed over 2 weeks in
October and November in Islington schools
by day and public performances by night. On
its busiest day, in which three performances
took place, over 100 students saw the play.
The play has been seen in a variety of school
environments, from the brand‑new science
rooms at St Mary Magdalene Academy in
central Islington to the much older hardwood
laboratories at St Aloysius College. It has also
been seen by a variety of audiences, including a
single-sex audience at Highbury Fields School.
Despite these differences, consistency is found
in the reaction to the plot, where young people
are engaged with the play and excited by the
argument that it presents.
Students are encouraged to question and
debate the ideas discussed in the play after
seeing it. Teachers and students have so far
been really positive in their feedback about the
play – with lots of different opinions aired in
the question and answer sessions. Our favourite
question so far (to Suzie, who plays Bea, and
Okorie, who plays Arron) ... “do you two really
fancy each other?”
The Society is incredibly proud of Hive 9 and
the efforts of all of involved in its production
and delivery. There are many ideas about
where we can take the play next in terms of
both geography and development, and these
are all being explored. The play has been
professionally filmed and, once edited, will
be available free of charge on the Society’s
website along with the script and other
teaching resources.
The Darwin Project and the result, Hive 9 were
conceived with the celebrations of Darwin’s
Charles Darwin
sketch by
Marion Collier,
1878
birth and his pivotal work in mind, but it is
somewhat fortuitous that the Biochemical
Society should undertake such a project in a
year which sees 50 years since The Two Cultures
lecture by C.P. Snow in which he espoused
that it was the breakdown between the “two
cultures” of modern society – the sciences and
the humanities – was a major hindrance to
solving the world’s problems. To my mind, this
project is an example of how the lines between
the two cultures have been blurred to our
advantage, explaining a fundamental scientific
concept through the medium of the arts. I’d like
to think that both Darwin and Snow would be
proud of our efforts.
If you would like to know more about the
project, please visit our website
http://bit.ly/darwinproject to find out more or
email rebecca.smith@biochemistry.org
Reproduced with permission, from Smith R., 2009,
The Biochemist, 31 (6), 50-51 (c) the Biochemical
Society.
12
Get Ready for the Inaugural USA
Science and Engineering Festival!
The first ever USA Science and Engineering
Festival is slated to take place at our nation’s
Capitol Oct. 10 - 24, 2010. The last two days of
the festival will feature a large science expo on
the National Mall. Over 300 organizations, such
as NSF, NIH, EPA and of course ASBMB, have
already signed up to participate.
According to the organizers, “The Festival
promises to be the ultimate multi-cultural,
multi-generational and multi-disciplinary
celebration of science in the United States.
The culmination of the Festival will be a twoday Expo in the nation’s capital that will give
over 500 science & engineering organizations
from all over the United States the opportunity
to present themselves with a hands-on, fun
science activity to inspire the next generation of
scientists and engineers.”
The mission of the festival is to stimulate
interest in science, technology, engineering and
math (STEM) among today’s youth. This event
received national attention during a recent
speech to the National Academies of Science by
President Obama. The President said, “So I want
to persuade you to spend time in the classroom,
talking – and showing – young people what
it is that your work can mean, and what it
means to you. Encourage your university to
participate in programs to allow students to
get a degree in scientific fields and a teaching
certificate at the same time. Think about new
and creative ways to engage young people in
science and engineering, like science festivals,
robotics competitions and fairs that encourage
young people to create, build and invent – to be
makers of things.”
In addition to the planned activities in
Washington, DC, schools, teachers, students
and organizations from around the country are
encouraged to participate by hosting their own
satellite events.
Organizers of the 2010 Festival have previously
sponsored and organized the San Diego
Science Festival with tremendous success.
To learn more about the USA Science and
Engineering Festival, visit:
http://usasciencefestival.org/
Anaheim Awaits...
Now that the abstracts are in and the first half
of the school year is over, you can finally look
forward to Anaheim! Here are a few events and
dates to keep in mind:
•
•
•
•
•
•
April 24 - 14th Annual Undergraduate Poster
Competition
April 25 - ASBMB 5K Fun Run. Sign Up Today!
April 25 - Awards Presentation
April 25 - UAN Committee Meeting
April 26 - Screening of Naturally Obsessed:
the Making of a Scientist
April 25-27 -Poster presentation during
main meeting for UAN award recipients
(exact date and time to be announced in
February).
13
ASBMB Science on
the Mall Challenge!
Would you like to visit
Washington DC in
the fall of 2010 and
participate in the first
ever USA Science &
Engineering Festival on the National Mall?
Take the ASBMB UAN Science on the Mall
Challenge! Show us your creative side! Design
a fun, hands-on biochemistry and/or molecular
biology themed activity to take to the festival.
It can be a dance, a song, a show-and-tell
about your favorite subject in biochemistry
or molecular biology. The goal is to create an
interactive science outreach activity that is both
informative and engaging.
Some suggested categories to consider:
1. “The Molecules of Life” - The complexities of
life arise from the interplay of a few different
types of molecules, nucleic acids, proteins,
lipids and carbohydrates. Explore the shapes
and interactions of these “molecules of life”
2. “From Molecules to Medicine” - From
drug design to individualized medicine,
understanding the molecular basis of
disease offers the potential for more
effective treatments. See how the genomics
revolution is leading to individualized
treatments of various diseases.
3. “The Green Revolution: from Sunlight
to Biofuels” - Plants capture the energy
of sunlight- learn how the molecular life
sciences are being used to convert sunlight
to everyday useful forms of energy without
producing the pollutants associated with
fossil fuels and nuclear energy.
4. “Molecular Machines” - From muscle
contraction to the movement of molecules
within a cell, molecular machines play a
critical role in the molecular life sciences.
This exhibit will illustrate how molecular
machines efficiently utilize chemical energy
for mechanical purposes.
Or come up with your own!
The Prize:
Submit your idea/skit/demonstration for the
competition. All submissions will be judged by
the ASBMB UAN Committee. If chosen, ASBMB
will sponsor a pizza party for your entire UAN
chapter. In addition, top finalists will receive
travel stipends to come to Washington DC for
the weekend of October 23 -24, 2010 to put on
your show at the expo!
Criteria for judging:
• Creativity
• Engagement
• Interactivity
• Content
• Fun
• Safety
Submission format:
• Short video clip
• Written description with illustrations
• Sound recording
• Other
How to submit: (pick one)
• Upload it to YouTube and send us the link
• Post to the ASBMB Facebook fan
page (search for “American Society for
Biochemistry and Molecular Biology” on FB
and become a fan!)
• Email to uancommittee@asbmb.org or
wzhao@asbmb.org
Submissions are accepted now through June
30, 2010. Questions? Contact Weiyi Zhao at
wzhao@asbmb.org or 301-634-7352.
14
ASBMB Biochemistry and Molecular
Biology Honor Society
This fall, ASBMB officially launched the
Biochemistry and Molecular Biology Honor
Society (ΧΩΛ) for the UAN. The BMB Honor
Society has been created to recognize
outstanding juniors and seniors pursuing a
degrees in the molecular life sciences for their
scholarly attainment, research accomplishments
and outreach activities. All UAN faculty advisors
were invited to nominate their top students into
ΧΩΛ.
Online nominations took place between
Nov. 15 and Dec.15. The UAN committee
will be reviewing all nominees. Students will
be notified on or shortly after Feb. 15, 2010.
Students accepted into ΧΩΛ will receive an
official honor society pin and certificate. Those
who will be attending the 2010 Annual Meeting
in Anaheim will be pinned by the Chair of
the Education and Professional Development
Committee, Dr. Ellis Bell, during the education
award presentation.
Help ASBMB Recruit
Graduate Program Sponsors!
We are looking for graduate programs to
sponsor the 2010 Undergraduate Poster
Competition.
• $250 sponsorship fee
• Recruitment table during the poster
competition
• School logo displayed online and in
the event program
• Deadline Feb. 26, 2010
• Click here for details.
Contact Weiyi Zhao at wzhao@asbmb.org
WELCOME NEW UAN
CHAPTERS!
The ASBMB Undergraduate Affiliate Network
gained nine new chapters for the 2009-10
school year. They are listed here in alphabetical
order:
1. Duquesne University in Pittsburg, Pa.
Advisor: Dr. Jana Patton-Vogt
2. Eastern Kentucky University in Richmond,
Ky. Advisor: Dr. Amanda Waterstrat
3. George Fox University in Newberg, Ore.
Advisor: Dr. John M. Schmitt
4. Hartwick College in Oneonta, N.Y. Advisor:
Dr. Andrew Piefer
5. Ohion Northern University in Ada, Ohio.
Advisor: Dr. Kimberly M. Broekemeier
6. San Francisco State University in San
Francisco, Calif. Advisor: Dr. Teaster Baird
7. University of Wisconsin Platteville in
Platteville, Wis. Advisor: Dr. Chanaka Mendis
8. University of South Florida in Tampa, Fla.
Advisor: Dr. Edward Seto
9. Vassar College in Poughkeepsie, N.Y.
Advisor: Dr. Teresa Garrett
We would like to extend a warm welcome to
all new chapter members and faculty advisors.
Click here to see a map of where these and
other UAN schools are located.
Be a Fan of
ASBMB on
Facebook!
15
Molecules in Motion
Animated Movie Reviews
Meiosis
Animation by John Kyrk
www.johnkyrk.com
Reviewed by Anton Attard, University of Michigan
Dearborn
Score:
5
5
5
5
The different stages of meiosis are depicted
in this animation, which can serve both as a
great teaching tool in any biology classroom
and as a quick review of meiosis for upperlevel college students. Juniors and seniors in
college may forget the differences between
meiosis and mitosis, and this animation is
great for clearing up any confusion. I like this
particular animation for its level of detail and
the fact that you can review each phase of
meiosis separately. Instead of a voice-over, the
animation depicts what really happens, so it’s
ideal for visual learners. I highly recommend
this animation to any biology student or
teacher.
The Whole Brain Catalog - Two Conflicting
Reviews
Animation by Drew Berry
www.molecularmovies.com
As noted on the molecular movies web site,
“The Whole Brain Catalog” is a video featuring
the resource found at
http://wholebraincatalog.org.
Review 1 by Sara Semma, University of Michigan
Dearborn
Score:
2
3
4
it does a poor job explaining brain structure
and function with its simple labels and lack of
voice-over. For example, the animation shows
the creation of a synapse but does not go into
any detail whatsoever about what a synapse
is. Although the music flowed beautifully
and images were nice to look it, my opinion
is that this video would not be helpful in a
classroom setting. It is more entertaining than
educational.
1
The animation in this video is riveting, however,
having some knowledge of the brain, I felt that
Review 2 by Dana Drysdale, University of
Michigan Dearborn
Score:
5
5
5
5
This animation, with its attention to detail,
stunning special effects, and the use of
perfectly simple yet beautiful music, creates
a moving and inspirational video. Viewers will
marvel over the complexity of the brain shown
from the large scale observation of a mouse to
progressively smaller observations of dentritic
pathways and the formation of new synapses.
The music does a simply marvelous job in
aiding the animation, making the brain itself
seem otherworldly. The lack of a narrator and
the long, fast-paced
sentences found in
EDUCATIONAL
other animations
VALUE
is replaced by the
appearance of short
ANIMATION
ACCURACY
STYLE
terminology as new
brain structures
SPECIAL
are observed; a
benefit to those
with photographic
memories. This
Excellent (5) - Poor (1)
animation is top notch.
16