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Target Learner:

Participant Scope:

Area & School:

Research Period:

Partnerships:

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Please design a DBR based on this lesson plan from BioBuilder

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Please design a DBR based on this lesson plan from BioBuilder

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Using the bacterial photography system as inspiration, this assignment asks the students (individually or in groups) to use their imagination as they propose a design for a genetic system. The emphasis is on the decisions made by engineers during the planning of the design process and not on the genetics. The students are asked to consider existing technologies, risk, reward, and testing. Of course, they are expected to imagine a genetic system that will make a significant contribution to life on earth. You can worry about its feasibility later.

You may also find this design assignment useful for an iGEM team as it develops an idea for a project. Although the assignment itself is written for an individual student, it can be adapted for a group. The brainstorming exercises below lend themselves quite well to a group process, such as is needed within an iGEM team.

Some good resources for teaching this activity are listed at the bottom of the student's page. You may wish to assign these readings or videos before trying the assignment as a class.

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Using the bacterial photography system as inspiration, this assignment asks the students (individually or in groups) to use their imagination as they propose a design for a genetic system. The emphasis is on the decisions made by engineers during the planning of the design process and not on the genetics.

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Target learner (grade level,gender...)

Learning time period
Implementation area (urban, rural, suburban areas)
Teaching style (scaffolding style, metacognitive support)
Activity format (game, discussion forum, team project...)
Collaboration format (fixed groups, interacting groups, and opportunistic collaboration...)
Evaluation format(pre-test, post-test, log files tracking, classroom oberservations)
Size and scope of studies

Partnership and stakeholders

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Target Learner: High school students

Participant Scope: two classes (one intervention, one control)

Area & School: Philadelphia

Research Period: one semester

Partnerships: BioBuilder, GSE

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1. Plan trajectories of studies (at leat 2 iterations in different size and scope)

2. Test in authentic contexts

3. Develop informing cycles (each study informs the next study, and focuses on specific research questions )

4. Avoid multiple intertwined goals

5. Control variables effectively

6. Theoretical principles and hypotheses about learning are embedded in the design of innovations

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The BioBuilder Educational Foundation aims to support teachers and students who want to use our curriculum in labs and classrooms around the world. To this end, we provide access to our curricular materials and resources under the Creative Commons Licensing agreement. You are hereby notified that, except where otherwise noted, our work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International Unported License. This license specifies that all users attribute the materials to BioBuilder and use them in non-commercial efforts.

By downloading BioBuilder's resources and/or files that have been made available to you from a workshop and/or directly from the BioBuilder website, you agree to these terms.

Should you be interested in using BioBuilder materials for fee-based activities, please contact us at info@biobuilder.org. There is a formal process through which we support such partnerships and work with programs and individuals who seek to use BioBuilder materials for a fee.

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The BioBuilder Educational Foundation aims to support teachers and students who want to use our curriculum in labs and classrooms around the world. To this end, we provide access to our curricular materials and resources under the Creative Commons Licensing agreement.

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1. Specific research questions in this trajectory:

2. Variables:

3. Specific research group design:

4. Evaluation format:

5. Result estimation:

6. How to improve the curriculum design?

7. Future research directions?

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Our research goals are: Investigate the new assignments' effectiveness to develop biotech knowledge

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1. Specific research questions in this trajectory: motivation level and content knowledge after implementation

2. Variables: implementation of the lesson

3. Specific research group design: one intervention, one control with traditional lesson

4. Evaluation format: content knowledge measure (test), survey for motivation

5. Result estimation:

6. How Iteration 1 leads to Iteration 2? Further investigate elements of the lesson that contribute to the result

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Our research conjectures are:
1. Students would more motivated to learn biology/technology
2. Students would develop concrete/structured understanding of the content knowledge
...