DIY bio – SCOPES Digital Fabrication
  • Login / Sign up
  • Make a Lesson Plan

You need to login or register to bookmark/favorite this content.

Author

Rebecca Ottinger
Rebecca Ottinger
K-12 teacher

Summary

DIYbio is a global movement spreading the use of biotechnology beyond traditional academic and

industrial institutions into the lay public. Practitioners include a broad mix of amateurs, enthusiasts,

students, and trained scientists, some of whom focus their efforts on using the technology to create art, to explore genetics, or simply to tinker. The ideas and products emerging from DIYers already present a variety of academic and industrial applications, including inexpensive biotech equipment and diagnostic tests for the developing world. We profoundly believe that wider access to the tools of biotechnology has the potential to spur global innovation and promote biology education and literacy. With this in mind, we seek to familiarize young people with science and inspire the next generation of scientists, biotechnologists and science-based thinkers, in the long run contributing to the creation of a more rational, critical and scientific society.

 

Through this project, we empower the youth to build their own biotech equipments and use the peer-to-peer training approach to share the knowledge among classmates, thus making equipment more available, reducing their prices and therefore opening the technology not just to moneyed institutions, but to DIYers and economically disadvantaged students and educators.

What You'll Need

Components Quantity

centrifuga DIY

brushless motor 1

ESC 1

arduino 1

LCD 1

3D printer

Centrifuga ultra low cost

plastic caps

” 2

CD 1

Thread 1

Incubator

75W incandescent light bulb 1

thermocoupler as the temperature sensor 1

Arduino Uno 1

Jumper wires 1

AC phase control circuit 1

acrylic 1

basic plywood 1

small metal hinges 2

LCD Shield 1

Micropipette

Biro filling 2

short screw 2

sort of tubing 2

3D printer 1

PLA (1kg) 1

FOLDSCOPE

Paper (400 cm2 ) 1

Ball Lens (low mag/high mag) 1

3V button battery (CR2016) 1

LED 1

Switch 1

Copper Tape (5 cm2 ) 1

Turbidimeter

microprocessor 1

led 1

Model TSL230R 1

Print 3D 1

General

Immersion oil 1

Microscope slides 1

Petri dish 3

Agar 1

Gram’s iodine

Methyl violet 1

Methanol 1

Acetone

https://docs.google.com/spreadsheets/d/1QXj0b5gzFamRBuxQxr4lol8N1hDx8dC2KAWYjMQiHiw/edit#gid=0

Lesson Materials

The Instructions

Learning

At this step students will learn by doing, in a more efficient and faster manner. Allowing the delivery of science concepts in a very interactive way, focused on project-based learning. Through this process, students will understand: who they are, how they learn better, and how they develop their best talents.

LEARNING

Day 1 (180 min)

-Students are organized in groups of 4, each group has a mentor

-Mentors provide the students a set of pre-assembled parts & materials

-Each group develops a key part of the instrument/machine

-Students explore the principles and uses of the instrument/machine they are building

Centrifuge: to separate phase of a mixture

Incubator: to growth samples in petri dish from hand contact with agar, air exposition

Micropipette: to deliver precise as possible amount of components for experiments

Microscopy : To explore bacteria domain

Turbidity meter: for water analysis experiments

OUTPUT DAY1: A set of five basic lab equipment

Day 2 (180 min)

Teacher & students receive a training program in order to design low cost experiment protocols.

groups interchange experiences & knowledge about how they build the machines

OUTPUT DAY 2: User manual of the machines and experiment protocols made by teachers & students

Day 3 (180 min)

Once the set of machines are finished we do an full day of experiments applying scientific method

Water

Toxicity test with Daphnia magna as bioindicator:

Water turbidity measure

Agriculture

Visualization of plant cells from fruits , root

Bio

Bacteria around us: Incubation of agar samples from hands and air from buses, bacteria gram negative

and positive, plant cells

Erythrocytes counting

-Deliver the assignment: student think about how to solve problems from their community with science

and technology using the scientific method and work application

OUTPUT DAY 3: Experiments results

Living and Working

Living - We describe this step as learning for life. Students will understand how they could impact in the living conditions of society and how important science and technology are to the development of our societies. Students will consider themselves as protagonists of the development of their community, not just as passive members of society. Working - We consider this step crucial to encourage the lifelong learning under formal systems and selftaught learning, which will ultimately lead to reduction of poverty. Students will understand how knowledge is integrated in the labor context, and how education gives them diverse laboral opportunities. This realization will fill the learning expectation of high school students, as well as making them gain insight into the practical applications of what they have learnt

LIVING AND WORKING

Day 4 (6 hours): Teachers and students organize a science fair after one week

Post-workshop follow-up: We will record the student’s scores of science courses

OUTPUT DAY4: project presentation

Standards

  • (Fab-Electronics.2): I can follow a schematic diagram and create a circuit including a microcontroller with electronic components.