Homework for February 11

In preparation for our in-person meeting in San Jose, please come up with up to 2 custom questions you'd like reviewers to respond to about your activity. Post your questions below by Wednesday, February 11.

As a starting point, here is our draft feedback form:

Arizona Science Center:
What aspects of the activity do the guests enjoy? Can the activity be easily modified to address the findings?
Do the visitors find the connections with the scientists useful and what will they do with these connections?
Chabot Space & Science Center:

Children's Museum of Houston:

Lawrence Hall of Science:
Yeast Mode
1) What transition from explaining the science to engaging in a dialogue about what yeast (and other micro-organisms) can produce for them.
2) Is there any other obvious entry points that are missing from this demo (using banana scented bacteria, for example) yet maintain its portability/ability to be packaged and shipped?

Museum of Life and Science:
Does this script come off as neutral towards synbio or is it more pro or against?
Does this script give a clear and concise definition of what syn bio is?

Museum of Science:
Activity#1 Golden Yeast
1) What information seems extraneous or irrelevant? What info is missing?
2) Is this too much for a single activity?

New York Hall of Science:

Oregon Museum of Science and Industry:
1. How can this activity facilitate opportunities for PES around the benefits of using Synthetic Biology/Bioengineering to create new and more effective types of vaccinations?
2. What kinds questions or prompts could scientists discuss with visitors to facilitate productive conversations around the production of vaccinations?


Pacific Science Center:
Does this activity feel like a good compliment to the other activities?
Is it useful to use this activity about genetic engineering as a stepping stone to understand the broader field of synthetic biology?

Science Museum of Minnesota:

What is Synthetic Biology? Poster:
1. Would you want this content condensed into a smaller poster 8.5x11 signs?
2. Do you want a general Synthetic Biology poster you can hang up in your museum/public space as an un-facilitated poster?


BioBucks:
1. Should we keep the money in this activity?
  • A. keep $s - they add fun game play
  • B. change the $s this way: __
  • C. remove $s - it can confuse and detract from the activity
2. Should we keep the people cards as another optional aspect of the activity?

  • A. keep people as an option
  • B. skip the people cards
3. What do you think about the idea of adding “crisis cards” (e.g. there is a food shortage)

Would you eat that:
  • n/a (no custom questions)

Sciencenter:

1. For the memory cards, what suggestions do you have for ways to identify the different kinds of cards (parts, engineered cells, controls, etc...?) Please share any additional feedback on the content of the cards?

2. For the 'draw your own...' activity, what should we prompt visitors to draw? (engineered cell? organism? problem? solution?)

3. Do you have suggestions for ways to get visitors to think and talk about concerns they might have with releasing any of the examples represented on the memory cards or their own creation into the world? Should we ask them to think about rules they might build into their project or regulatory laws we might consider as a society?



The Franklin Institute:

Kit of Parts:
1. Are the component names easy to understand?
2. Are the proposed problem scenarios the best ones to use?

Bacterial Communication:
1. Is it worthwhile to pursue the resources needed to bring this activity to a large pubilc audience?
2. How can we best balance authenticity and feasibility? (e.g. lux/AHL induction vs. IPTG induction)


Homework for February 4 Meeting

Before the February 4 call, please complete the following:
1. Read Chapter 3 - Investigating your TBI Questions in the TBI Guide:
(http://www.nisenet.org/catalog/tools_guides/team-based_inquiry_guide)

2. Watch the 4th TBI Video:
http://vimeo.com/album/3104606/video/107761357

3. Watch the 5th TBI Video:
http://vimeo.com/album/3104606/video/107769480

4. Complete a TBI Methods Worksheet with your top inquiry question. The blank form is here:


Please upload your completed worksheet under your institution's name below or send to ktodd@mos.org by Tuesday, February 3 at 3:00 PM ET / 2:00 PM CT / 12:00 PM PT:

Arizona Science Center:

Chabot Space & Science Center:

Children's Museum of Houston:

Lawrence Hall of Science:


Museum of Life and Science:


Museum of Science:

New York Hall of Science:

Oregon Museum of Science and Industry:

Pacific Science Center:


Science Museum of Minnesota:




Sciencenter:

The Franklin Institute:

Homework for January 28 Meeting

Before the January 28 call, please revise your questions and complete a Question Worksheet with your activity goals and your top 1-3 TBI questions.
Download this blank form to fill out:

Please upload your completed worksheet under your institution's name below or send to ktodd@mos.org by Tuesday, January 27 at 3:00 PM ET / 2:00 PM CT / 12:00 PM PT:

Arizona Science Center:


Chabot Space & Science Center:

Children's Museum of Houston:


Lawrence Hall of Science:


Museum of Life and Science:


Museum of Science:

New York Hall of Science:

Oregon Museum of Science and Industry:

Pacific Science Center:


Science Museum of Minnesota:




Sciencenter:


The Franklin Institute:



Homework for January 21 Meeting

Please complete the following before the January 21 call:

1. Read pages 18 – 23 of the TBI guide (http://www.nisenet.org/catalog/tools_guides/team-based_inquiry_guide). This includes:
    • Chapter 2: Asking Questions

2. Watch the third TBI training video:

3. Review the You Decide Question Worksheet:

If you are unfamiliar with the You Decide Game, here's some background information:



4. Brainstorm 2-3 draft TBI questions for your activity and post below by Tuesday, January 20.


Please list your preliminary TBI study questions under your institution's name:

Arizona Science Center:
- Are people understanding what SynBio is and how/where it's used?
a) Offer incentives for guests watching the talk/interview (approach individuals before interview begins) to participate in survey/evaluation.
i) In your own words, describe the main point of this talk/lecture
ii) How has this changed your awareness of the research/work being done in the field of SynBio?
iii) Has this talk/lecture changed your opinion on _(lecture topic)__?
iv) Before/After "what does SynBio mean to you?"

- Do visitors/activity participants find the connections to the scientists useful? What are they going to do with this connection/information after they have it?

- What aspect of the activity do the guests enjoy?

Chabot Space & Science Center:

Children's Museum of Houston:
1. Is the project adaptable to visitors of differing ages and learning styles?
2. Does the project clearly define the concept of synthetic biology?
3. Does the project bridge the gap between visitor and scientist?

Lawrence Hall of Science:
1. Does this activity convey detectable differences between yeast/bacteria strains/cultures?
2. How can a "small test" lead to a conversation about SynBio and SEI between guest and scientist?
3. Will an activity that needs prep 24-48 hours be advance viable for docents/ise educators?

Museum of Life and Science:
1. Does the video provide a basic introduction to synthetic biology?
2. Does the video help viewers think about and engage in conversations about the role of synthetic biology to their daily lives?

Museum of Science:
MoS Activity #1: Golden Yeast
a) What can we do to make people feel ready to engage in a conversation about synthetic biology?
b) Does the kind of equipment we use affect whether the public feels like they are doing "real science"?

MoS Activity #2: Where is Syn Bio
a) Do visitors understand that there are everyday applications of synthetic biology?
b) Does the number of or type of images affect the visitors understanding?

MoS Activity #3: Super hero vs Super organism
a) Does talking about superheroes increase the visitors comfort level/understanding in synthetic biology conversations?
b) Do people realize that synthetic biology can solve real world problems?
c) (for scientists) Can a conversation about superheroes be relevant to a conversation about synthetic biology?

New York Hall of Science:
a) Are all parts of activities meeting the learning goals of the project? (Is it clear how activities fit together? Does everything have a place?)
b) How do people react to this topic? (Are people interested in it? Is it a new concept? Are people using prior knowledge of 3D printing or synbio? Do they want to learn more?)
c) How can we make this more engaging? (What aspects of this project are people most interested in? i.e. how printing works, printing for medical, biomaterials, applications in space colonization, making themselves a super hero?)

Oregon Museum of Science and Industry:
1. How can this activity better implement strategies for PES
2. How can conversations between scientist and visitors on the benefits and risks of vaccinations be a strategy for PES
3. How can this activity enable museums who receive the SynBio kit have the capacity to facilitate conversations around the societal implications of vaccinations in humans

Pacific Science Center:
1. How does the activity represent the scope of synthetic biology?
2. To what extent do visitors consider the implications (possibilities and consequences) of synthetic biology?
3. Do people leave with an open-mind?
4. How are visitors making connections to their own lives?


Science Museum of Minnesota:
Draft Inquiry Questions

SMM activity #1.
"Bio Bucks" put your money where your values are!

Synthetic Biology version of Nano "You Decide" card game activity:

a) feedback with scientists - how can we improve to make changes to ensure scientific accuracy?
b) prototyping with visitors: is the activity content clear and understandable?
c) prototyping with visitors visitors: is this a good mix of SynBio examples?
d) with visitors/facilitators: do we need to make changes to make this activity instructions and content more clear for facilitators?

SMM activity #2. "You Decide: Synthetic Biology"
a) feedback with scientists - how can we improve to make changes to ensure scientific accuracy?
b) prototyping with visitors: : is the activity content clear and understandable?
c) prototyping with visitors: is this a good mix of SynBio examples?
d) visitors/facilitators interaction: do we need to make changes to make this activity instructions and content more clear for facilitators?

SMM poster "What is Synthetic Biology"
a) feedback with scientists - how can we improve to make changes to ensure scientific accuracy?b) prototyping with visitors: do we address the majority of the common questions and vocabulary that come up in conversations?
c) visitors/facilitators interaction: do we need to make changes to make the text and imagery more clear for facilitators?

Sciencenter:
Our DRAFT inquiry questions are:
  • Is there a clear, strong connection to Synthetic Biology? Are we differentiating the content between SynBio and BioTech/ BioEngineering?
  • How can we make the activity more fun, engaging, hands-on for visitors?
  • Does the game play (memory game, matching) confuse or support the learning goals?
  • Does the activity encourage conversation and engagement between researcher facilitators and the public? (is PES baked in? Or sprinkled on top?)

The Franklin Institute:
Kit of Parts:
  • Are visitors able to successfully complete the activity?
  • How can we make the activity more engaging?
  • What language helps visitors of different ages and abilities understand how standard biological parts are combined to solve problems in syn bio??
  • How can the activity be improved to help facilitate a conversation between the presenter and participants?

Bacterial Communication (Feasibility Phase):
  • Can you observe a satisfying result in a reasonable period of time?
  • Can the activity be conducted using materials that could be reasonably made available to all museums?
  • Is the required preparation reasonable to expect museum staff to carry out?

Bacterial Communication (Delivery Phase, assuming Feasibility Phase is successful):
  • Do visitors of different ages and abilities understand the function of the genetic system and potential risks and benefits of its application?
  • Are opportunities for visitor interaction doable and sufficiently engaging?
  • What concerns (both immediate and long-term) do visitors have about safety of the genetic system they are using?