Growing Synthetic Biology Using Social Media
The team worked through many mediums to help people learn about synthetic biology and sepsis. By utilizing an Ohio State iGEM Instagram, roughly 2,500 followers were given details about the project and who was on the team. Creating posts at multiple steps of the process allowed the audience to have an insider look at the project. This transparency not only allowed the work to be observed, but it could also provide opportunities for the audience to embark on their own endeavors. The team asked for followers to reach out with comments from posts. Many teams commented about their interest in the project. Other than the team’s Instagram followers, the posts find their way to dozens of others who “like” similar posts about science.
Teaching Synthetic Biology at Boonshoft and COSI
Beyond using social media as a method of learning, the team brought synthetic biology and sepsis knowledge to two science museums in Ohio to teach museum visitors. For the museums, younger students who were eager to learn about science along with their parents were targeted, but material for all ages was supplied. The team worked alongside the Wright State iGEM team to showcase several synthetic biology projects/experiences for the museum visitors to learn from. The Ohio State team’s projects included: Strawberry DNA, Glowing Bacteria, Bacteria Observation, and a Phage-Puzzle. DNA is invisible to the naked eye, so the clumped DNA from the Strawberry DNA experiment helped experimenters to visualize what DNA looks like. Further, the incorporation of a jellyfish gene into bacteria causing it to glow was illustrated in the pGLO experiment. Moreover, to explain how we are using phages to attack bacteria in our iGEM project, we chose to bring slides with phages and bacteria to visually aid in how they interact. In our final museum project, the idea of bacteriophages being species-specific with their hosts can be a difficult concept to grasp, so we created a 2-dimensional (2D) puzzle to illustrate this concept (dimensions can be found on the Contributions page). The puzzle consists of six different bacteria and their respective six phages to explain the acute selectivity of phage and how they infect bacteria. We consulted a CTE educator from Dayton Public Schools at Meadowdale, Christina Harsch, on whether a 2D or 3-dimensional (3D) puzzle would be more beneficial to users. We came to the conclusion that both styles engage memory and cognitive function, but the 2D style would engage all types of learners whereas the 3D may be more beneficial to those who have greater spatial awareness.
The science museums that were chosen were among the most popular visitation spots in Ohio with The Center of Science and Industry (COSI) being named “Best Science Museum in the Nation” in following years. Teenagers and parents along with their children frequent the museums, so the team created material for all parties. Getting a vast number of people to learn about the symptoms and dangers of sepsis was achieved at the museums. To get others who are interested in synthetic biology involved, the team posted the Strawberry DNA protocol from the experiment performed at the museum on Instagram. The protocol lists materials and steps needed to perform the experiments.
Surveys were distributed at Boonshoft to those who visited the Ohio State and Wright State iGEM booths. From the 20 responses, 70% of participants had never heard of synthetic biology before visiting. The survey asked participants to list what they learned and answers varied from learning about the shape of DNA, types of bacteria, how to extract DNA from strawberries, and how DNA determines the way something looks. Participants were also asked what their favorite parts of the iGEM activities were and they said looking through a microscope, crushing the strawberries to break down the cell wall, and making DNA models. At Boonshoft, the teams allowed people to get hands-on experience to learn about synthetic biology.
The team also used Ohio State’s club involvement fair to teach students about iGEM and the project for this year. Roughly 500 students passed our booth and came to visit. Out of the roughly 55 students who expressed an interest in joining the iGEM organization, only four knew facts about sepsis whereas about 20 had heard of sepsis. The team worked to inform the students about what sepsis is and how the team is working to combat it. Sepsis is a very dangerous disease without much recognition, so the team spread knowledge about it at every opportunity.