The biotechnology revolution - Tools' information

Educator’s guide on
Biotechnology
(Tools’ information)

AUTHORS FUNDED BY:

Table of Content

I. Introduction ..................................................................................................... 3
II. The tools........................................................................................................ 3
1. Virtual experiment 1 – Engineer skin ........................................................... 4
2. Game 1 – Help me to cure Nadia’s cancer! .................................................. 6
1. Game 2 – Become a doctor ........................................................................ 7
2. Game 3 – become a medical engineer ........................................................ 8
3. Video 1 – Biotechnology, life with us ......................................................... 10
4. Video 2 – Can you cure with cells?............................................................ 11
5. Video 3 – Plants to farm drugs .................................................................. 12
6. Game to engage in a dialogue .................................................................. 13
7. DECIDE – Biotechnology and ethics ......................................................... 14
8. Experiment protocol – the Biotechnology revolution .................................... 16

The Biotechnology Revolution - 2 – Tools’ Information

I. Introduction
This document provides information on the tools that are available on the Xplore Health portal for the
second module concerning biotechnology. For each tool, we provide an ID table and explanation on
how to use the tool in class and interact with the curriculum.

II. The tools
The tools that have been created for the use of teachers and students in order to help them in their
familiarization process of biotechnology are listed and explained below.

The tables provided in this document describe each tool, provides a link to the tool and gives
suggestions on how the tool can be implemented in class: pre-, during, and post-exercises.

The tools are the following:

1. Virtual experiment 1 – Engineer skin
2. Game 1 – Help me to cure Nadia’s cancer!
3. Game 2 – Become a doctor
4. Game 3 – become a medical engineer
5. Video 1 – Biotechnology, life with us
6. Video 2 – Can you cure with cells?
7. Video 3 – Plants to farm drugs
8. Game to engage in a dialogue
9. DECIDE – Biotechnology and ethics
10. Experiment protocol – the Biotechnology revolution


1. Virtual experiment 1 – Engineer skin
Tool name Virtual experiment 1 - Engineer skin

Link to tool / information
http://www.xplorehealth.eu/en/media/engineer-skin
on the tool

Description Activities in which this tool can be used

Key messages: Pedagogical objectives:
Human tissues can be engineered in the This tool is an excellent aid for teaching pupils about
laboratory using live cells. The engineered how human tissues can be artificially engineered in
tissue can help patients whose bodies cannot the laboratory using living cells. Pupils also learn
heal on their own. about the structure of human skin.
Concepts that appear: The tool gives pupils the opportunity to find out about
equipment used in laboratories and the scientific
Introduction to tissue engineering explaining
procedures used to engineer tissue. They also see
how stem cells can be used to engineer different
how the engineered tissue is attached to the body to
type if human tissue such as skin, bones etc. An
cover a wound.
image of a tissue engineered windpipe is shown
to help pupils visualise how this tissue would Lacking perhaps is an explanation of terms such as
look. collagen, fibroblasts and keratinocytes
There is an interactive sectional diagram of the
Time needed:
skin showing the different layers of the skin and
the structures found in the layers, e.g. sweat 25 min.
glands, nerve endings, hair follicles
Explanation about Apligraf which is being used Process:
successfully as tissue engineered skin. Apligraf 10 min.: Work through the introduction to the tool with
is used on wounds which are difficult to heal. the class. This is an opportunity to discuss the
After entering the virtual lab there is the structure of the skin and the jobs of nerve endings,
opportunity to find out about the materials and sweat glands, hairs, hair follicles etc. Discuss also the
equipment needed to make tissue engineered biological process of skin healing and the cells
skin. involved with this. Mention the problems that arise
when a wound in extensive and cannot heal naturally
2 types of cells are used – fibroblasts and
keratinocytes. There is a microscope which can 10 min: Allow pupils to work through the virtual
be used to explore the structure of each of the experiment on their own
types of cells. 5 min: Class discussion about the activity leading on
The next stage is to work through the virtual to the advantages and disadvantages of tissue
experiment following the on screen instructions engineering
and explanations. This teaches pupils about the
procedures and equipment needed to tissue Outcomes
engineer a patch of skin. There are two videos Pupils will :
which show the different layers of skin forming –
dermis from fibroblasts and epidermis from -be more familiar with the structure of the skin
keratinocytes. -be aware of the difficulties involved if skin cannot


*Finally the tissue engineered skin can be heal naturally
applied ‘virtually’ to a leg ulcer on a diabetic
-have learned what tissue engineering is and how
patient. The wound is showing healing over a
stem cells are used to engineer a number of different
number of weeks.
types of human tissue
-have seen what fibroblasts and keratinocytes look
like under a microscope and what their roles are in
growing new skin
-have learned more about laboratory equipment used
daily in laboratories
-find out about the procedures used to engineer tissue
-have seen how engineered skin can be used to cover
a large wound which is not healing on its own.


2. Game 1 – Help me to cure Nadia’s cancer!
Virtual game 1
Tool name
Help me to cure Nadia’s cancer

http://www.xplorehealth.eu/en/media/help-me-cure-nadias-cancer
on the tool


Key messages and concepts that appear: Pedagogical objectives (benefits of this tool for
students and teachers):
‐ Short explanation of what leukemia;
The tool is helpful in explaining what cancer is but the
‐ Leukemia is the example treated to
game does not provide any hint or information on
further explain the underlying the concept
what causes cancer like DNA mutation after
of cancer;
mutagenic agent exposure.
‐ Function of bone marrow in producing
The game provides evidence that killing cancer cells
formed elements of blood;
means also killing healthy ones.
‐ Consequences of impaired bone marrow
function; Time needed to implement this tool:
‐ Main treatment used in fighting off 20 min
leukemia;
Process (how can this tool be used in class -
‐ Explanation of mitosis, process of cell
suggestions):
division going haywire in cancer cells;
The tool is good at as an introduction to cancer with a
‐ Chemotherapy aims at destroying dividing
series of questions whose answers are given as the
cells by preventing DNA replication
animation goes on.
including healthy cells
The game aims at trying to kill as much Outcomes(Students will now have knowledge of):
cancer cells as possible and avoiding
killing useful healthy cells. ‐ Be more familiar with cancer issues;
‐ Be more familiar with what chemotherapy
is;
‐ Side effects of chemotherapy.


3. Game 2 – Become a doctor
Tool name Game 2 – Become a doctor a give each patient the best treatment

Link to tool / information http://www.xplorehealth.eu/en/media/become-doctor-and-give-each-
on the tool patient-best-treatment


Pedagogical objectives:
- Knowledge of basic treatment for AIDS and
cancer
Key messages: - Ability to give basic diagnosis
- Lytic virus cycle
Process:
- Lysogenic virus cycle
Capsid lymphocyte TiB, - Introduction rules of the game;

- Antibodies - Game practice;

- Oncogenses - Summary and feedback.

- Mutations Time needed: 45 minutes
- Diagnosis of breast cancer, AIDS,
Outcomes
Awareness of risks of young peoples’ lifestyle.
Knowledge of virus infection cell process


4. Game 3 – become a medical engineer
Tool name Game 3 – Become a Medical Engineer

http://www.xplorehealth.eu/en/media/become-medical-engineer
on the tool


 Matching the appropriate medical device to its
body location where it can replace the
damaged or disabled organ

Process:
Run the activity to
Level 1: Several patients are displayed presenting
various medical conditions which require implant
surgery. Different medical devices are displayed
which have to be linked to the right patient at the
appropriate anatomical body area.
Key message and concepts that appear: When the device is dropped at the right place, the
Medical device can replace some disabled body area show up in green.
organ after a traumatic accident. The process has to be repeated upon completion of
the activity.
Level 2: The activity is similar to level 1. Here
displayed medical device has to match patient’s
medical condition. A description of the device further
explains its aim but the device is not named.
Level 3: The activity is similar to level 2. Medical
condition changes but the goal is the same.
Upon completion, one can download a picture of a
human body on which one has grafted the implants as
a medical record

Time needed: 20 min


Outcomes
 Understanding what a medical implant
 Recognize the implant and its function
Matching the implant to its body location where it can
exert its function.


5. Video 1 – Biotechnology, life with us
Tool name Video 1 – Biotechnology, life with us

http://www.xplorehealth.eu/en/media/biotechnology-life-us
on the tool


Understanding what biotechnology is about;
Understanding what biotechnology can do for
humans;
Understanding what DNA is and how it can be
manipulate to treat human disease;
Understanding that biotechnology is not a 21st century
Concepts that appear: discovery.
Science can use genetically engineered (micro)
organism to treat human disease, to produce Process:
drugs, to further induce plant growth, to solve This video can be used as an introduction to the
environmental problems. biotechnology of today. This activity can be carried out
with a series of questions whose answers are given in
the video.

Time needed: 45 min

Outcomes
Be acquainted with biotechnology and its use in our
modern world.


6. Video 2 – Can you cure with cells?
Tool name Video 2 – Can you cure with cells?

http://www.xplorehealth.eu/en/media/can-you-cure-cells
on the tool


The tool is helpful in making pupil understand the
basic concept behind stem cell treatment. But the
video does not provide any hint or information on how
the treatments takes place: is it based on injections,
and does it take long and will it become something we
will see much more of in the future? This is on the
other hand something the teacher can take up after
Key message and concepts that appear: The the video has been watched.
video explains the basic concepts of using stem
cells for treatment of very different diseases. Process:
The treatment is based on the use of - Information of stem cells to gain basic
Mesenchymal stem cells that has the capacity of knowledge
converting into different cells, of which also cells
that normally are difficult for the body to re- - Video
establish, like for example tissue to form new - Discussion on the diseases that can be cured
bones. with this method

Time needed: 45 Min

Outcomes
Pupil will now understand what stem cells are and
what can it be used for. They will also have an
overview of the amount of people that can be treated.


7. Video 3 – Plants to farm drugs
Tool name Video 3 – Plants to farm drugs

http://www.xplorehealth.eu/en/media/plants-farm-drugs
on the tool


‐ knowledge of methods and techniques of
plants genetic engineering
‐ awareness of the use of GMOs into the
production of medicines and vaccines

Concepts that appear: Tool to support Curriculum from Biology and Nature in
secondary school (Genetics & Biotechnology).
Properties of genetic engineering:
- GMO; Process:
- plasmids and viruses vectors; - Discussion;
- transformation process; - Video observation
- benefits of human interference in the
genomes. Time needed: 45 minutes

Outcomes

- Genetic engineering;
- GMOs;
- Plants to farm drugs.


8. Game to engage in a dialogue
Tool name Discussion continuum game

Link to tool / information http://www.xplorehealth.eu/en/biotechnology-revolution-
on the tool 0?arg0=node&arg1=92&arg2=educators


Conceptual points:
 Real Biotechnology posibilities.
 Main techniques in biotechnology
 Legal and Ethical aspects for biotechnology
procedures.
Procedimental points:
Key Messages and concepts that appear:
 Establish a protocol before participating in a
 Stem cells debate.
 Embryo screening  Promoting dialogue.
 Genetic predisposition  Adopt a critical attitude.
 Privacy of genetic information
Process:
 Xenotransplantation
As specified in game rules.
 Cloning
 Synthetic Biology Time needed:

 Precautionary principle One or two 50’ sessions, (depending on the level of
knowledge of the subject and, especially, the
 Distributive justice willingness of group members to actively participate in
discussions.)

Outcomes
 Students appreciate the need to learn to debate
on the basis of knowledge;
 Injustice is assessed in terms of geographical
distribution, cultural, social, etc.;
 Knowledge on biotechnology is tested with real
technical and scientific issues.


9. DECIDE – Biotechnology and ethics
Tool name Video DECIDE - Biotechnology and ethics

http://www.xplorehealth.eu/en/media/biotechnology-and-ethics
on the tool


Conceptual points:
Understanding the difference between synthetic
biology vs. those ideas derived from fiction TV series,
videogames or films.
Things we can get / we can’t get with embryo
selection under a technical/scientific point of view.
Understanding the role of genetic information related
to the predisposition of developing a disease vs. the
Concepts that appear: role of the environment and life styles.

 Synthetic Biology Understanding of the importance of investigation.

 Embryo screening Process:
 Need of Drugs development First session
(connect with module 1)
 Watching the video
 Monogenetic vs. polygenetic
and multifactorial diseases(1)  Introduction of SNP concept.
 Dialogue to relate both video and SNP
concept.
 What diseases we must to study and what
not. Criteria used for.
Second session
 Search for related additional information at the
Internet.
 Task. Produce a pecha-kucha product
expressing a critical opinion.

1
This is a perfect time to introduce the concept of SNPs (not present in the video). SNPs (single nucleotide polymorphism) are called to
revolutionize medicine in the near future. In fact, they are already a reality. Their role in predicting genetic predisposition to some diseases and
individualized treatment selection has already been revealed and begins to give excellent results in those diseases like Crohn disease,
Schizophrenia or Alzheimer. The study of the potential of SNPs has only just begun. Speaking of genetic predisposition without introduce this
important concept is something unheard.


Third session
 Public presentations of products.
 Finding a consensus.

Time needed: Three 50’ sessions.

Outcomes
 Training of capacity of Information analysis.
 Promote synthesis capabilities.
 Using communication media different than
“paper docs”
 Using computer and web tools.
 Loosing stage fright.


10. Experiment protocol – the Biotechnology revolution
Tool name Experiment protocol – Genetic engineering

Link to tool / information http://www.xplorehealth.eu/sites/default/files/PROTOCOLGENETICENG_e
on the tool n_0.pdf


Key messages (Concepts that appear): Pedagogical objectives (benefits of this tool for
students and teachers):
‐ Atherosclerosis is a vascular disease
caused by the accumulation of fats on the Experimental points:
walls of the blood vessel.
‐ Use of micropipets
‐ Membrane receptors are specialized
‐ Transferring bacterial colonies.
protein molecules in the membranes of
cells, to which external molecules attach, ‐ DNA transfer.
triggering changes in the function of the
cell. ‐ Heat shock

‐ A plasmid is a circular, double-stranded ‐ Transformation solutions
unit of DNA that replicates within bacteria ‐ Spreading transformers and controls.
independently of the chromosomal DNA.
Conceptual points:
‐ The purpose of bacterial transformation
is to introduce a foreign plasmid into ‐ Role of proteins in general and membrane
bacteria and to use those bacteria to proteins in particular.
amplify the plasmid in order to make large ‐ Culture media
quantities of it.
‐ Plasmids
‐ Bacterial transformation
‐ Antibiotic selection

Time needed to implement this tool:
3-4 sessions of 50-60 minutes each

Process (how can this tool be used in class -
suggestions):
1. Presentation. Creating a scenario.
2. Laboratory practice.
3. Analyse of results and evaluation of learning
process.

Outcomes(Students will now have knowledge of):
‐ Funtions of membrane surface proteins.


‐ Usage of plasmid in genetic engineering.
‐ Role of bacterial transformation in
Biotechnology.


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The biotechnology revolution - Tools' information

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