Chris SkinnerEl Campo ISD

Zhilei Chen, PhD Artie McFerrin Department

of Chemical Engineering

Texas A&M University

Protein EngineeringDNA for the desired protein is identified,

and cut out with restriction enzymes.Plasmid DNA is cut with the same

restriction enzymes.The pieces are put together with an

enzyme called ligase to create a new plasmid.

Transformation and PurificationNewly engineered plasmid is then put into E.

coli through a process called transformation.Transformed E. coli is then grown and

induced to make the newly engineered enzyme.

•Once harvested, the proteins must be purified, or isolated

•During the engineering of the protein, it was "tagged" to make isolation easier

•The solution containing the protein is poured through a filter system

Purification (continued)• The protein is eluted from the filter using a buffer

that has a higher affinity for the molecule• The collected protein solution undergoes

electrophoresis to demonstrate its purity

Fuel Cell ConstructionMix enzyme with Multi-walled carbon nanotubes (MWNT’s)•Fix enzyme to electrodes•Argarose + MWNT + enzyme

STAAR/EOC OBJECTIVESP.1.A demonstrate safe practices during laboratory and

field investigationsP.1.B demonstrate an understanding of the use and

conservation of resources and the proper disposal or recycling of materials

P.2.A know the definition of science and understand that it has limitations, as specified in chapter 112.39, subsection (b)(2) of 19 TAC

P.2.B know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories

STAAR/EOC OBJECTIVES (cont.)P.2.C know that scientific theories are based on natural and

physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well‐established and highly‐reliable explanations, but may be subject to change as new areas of science and new technologies are developed

P.2.D distinguish between scientific hypotheses and scientific theories

P.2.E design and implement investigative procedures, including making observations, asking well‐defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, and evaluating numerical answers for reasonableness

P.2.H make measurements with accuracy and precision and record data using scientific notation and International System (SI) units

STAAR/EOC OBJECTIVES (cont.)P.2.I identify and quantify causes and effects of uncertainties in

measured dataP.2.J organize and evaluate data and make inferences from data,

including the use of tables, charts, and graphsP.2.K communicate valid conclusions supported by the data through

various methods such as lab reports, labeled drawings, graphicorganizers, journals, summaries, oral reports, and technology‐based

reportsP.2.L express and manipulate relationships among physical variables

quantitatively, including the use of graphs, charts, and equationsP.3.A in all fields of science, analyze, evaluate, and critique scientific

explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student

STAAR/EOC OBJECTIVES (cont.)P.3.B communicate and apply scientific information

extracted from various sources such as current events, news reports, published journal articles, and marketing materials

P.3.E research and describe the connections between physics and future careers

P.5.D identify examples of electric and magnetic forces in everyday life

P.5.E characterize materials as conductors or insulators based on their electrical properties

P.5.F design, construct, and calculate in terms of current through, potential difference across, resistance of, and power used by electric circuit elements connected in both series and parallel combinations.

Enzymes as an Alternative Fuel Source

Day 1Bacterial Reproduction

Guided Activty: Pglo DNA replication Genetic Engineering

Snail fuel video

Greenlaw, Mackinley, “DOD: Cyborg Snails Make Good Batteries, Online Video Clip, YouTube, March 14, 2012, June 25, 2012, http://www.youtube.com/watch?v=-RVaXjZ8MlQ

Enzymes as an Alternative Fuel Source

REDOX Reactions Reversible reactions Liberation of electrons

Electrical Circuit Anode Cathode Connecting wires (MWNT)

Pre-testPre-lab worksheet

Enzymes as an Alternative Fuel Source

Day 2Construction of control fuel cell

Glucose oxidase (Anode) Laccase (Cathode) Buffer

Construction of working fuel cell Glucose oxidase (Anode) Laccase (Cathode) Buffer MWNT’s

Engineering DesignDay 3 Engineering Design

1. Asking Questions vrs. Defining Problems2. Developing and Using Models3. Planning & Carrying Out Investigations4. Analyzing and Interpreting Data5. Using Mathematics and Computational Thinking6. Constructing Explanations and Designing Solutions7. Engaging in Argument From Evidence8. Obtaining, Evaluating and Communicating InformationSource: NAS, A Framework for K-12 Science Education

Engineering Design

Engineering Design1. Define the Problem – In many cases, done for you by a client2. Brainstorm 3. Research and Generate Ideas – gather background information on

different aspects of the problem4. Identify Criteria, Constraints & Performance Specifications –

define what the system must do (compare to Design Specs)5. Explore Ideas and Invention6. Analysis & Selection – at this stage you have structured the problem,

and can now apply sophisticated analysis techniques to examine the performance of the design. You have some potentially viable designs (use categories Cost, Safety, Performance, Reliability to Rank each)

7. Develop Detailed Design8. Model or Prototyping and Testing9. Test & Evaluate10. Refine11. Production12. Communicate Results

AssessmentPresentation

Requirement Alottment

Data/Analysis 15

Incorporation of Engineering Design

30

Process improvement 40

Future application 5

Presentation/Design 10

Acknowledgements TAMU E3 program National Science Foundation Nuclear Power Institute Dr. Zhilei Chen Dr. Dongli Guan Tila Hidalgo Dr. Cheryl Page Matthew Pariyothorn