ABSTRACT

DNA origami is a rapidly emerging nanotechnology that enables researchers to create nanostructures with unprecedented geometric precision that have tremendous potential to advance a variety of fields, including molecular sensing, robotics, and nanomedicine. Hence, many students could benefit from exposure to basic knowledge of DNA origami nanotechnology. However, due to the complexity of design, cost of materials, and cost of equipment, experiments with DNA origami have been limited mainly to research institutions in graduate-level laboratories with significant prior expertise and well-equipped laboratories. This work focuses on overcoming critical barriers to translating DNA origami methods to educational laboratory settings. In particular, we present a streamlined protocol for fabrication and analysis of DNA origami nanostructures that can be carried out within a 2-h laboratory course using low-cost equipment, much of which is readily available in educational laboratories and science classrooms. We focus this educational experiment module on a DNA origami nanorod structure that was previously developed for drug delivery applications. In addition to fabricating nanostructures, we demonstrate a protocol for students to analyze structures via gel electrophoresis using classroom-ready gel equipment. These results establish a basis to expose students to DNA origami nanotechnology and can enable or reinforce valuable learning milestones in fields such as biomaterials, biological engineering, and nanomedicine. Furthermore, introducing students to DNA nanotechnology and related fields can also have the potential to increase interest and future involvement by young students.

ABSTRACT

We developed the Interdisciplinary Science Program in Research and Entrepreneurship (INSPIRE) to address the changing career landscape that students with an interest in Biophysics, Physical Chemistry, and Biochemistry face. Third and fourth-year undergraduate Chemistry and Physics students participated in a 4-week, hands-on program that introduced applications of biophysical and biochemical techniques to drug discovery, while simultaneously engaging in a crash course on entrepreneurship and pharma. The principal objective of this inaugural, pilot program was to introduce undergraduate students interested in pursuing a PhD to the interdisciplinary nature of Chemistry and Physics research in the Life Sciences, while simultaneously introducing the idea of translating their future graduate work into a career in biotechnology.

Introduction

We designed and implemented a distinctive set of interactive biophysics-related displays for our local county fair to promote more science, technology, engineering, and math (STEM) engagement with rural school children. This effort to engage with a hard-to-reach audience in a venue that is not suitable for many kinds of traditional scientific displays necessitated a unique list of demonstration design criteria, including being able to attract the attention of an average fairgoer, being exceptionally rugged, being transportable, and being able to fit into the fair's indoor booth. Through a combination of using pop culture to engage students, building fun and

INSPIRE: Development of an Interdisciplinary Science Program in Research and Entrepreneurship

T. Sedighi,

T. Radu,

Q. F. Ashraf,

B. Kumar,

E. J. Quilates,

R. Rahmatullah, and

J. N. Milstein

Intrinsically Disordered Proteins as an Instrument for Research-Integrating Teaching

Karen Skriver,

Signe A. Sjørup,

Annette E. Langkilde,

Evanthia Balouka,

Caspar S. Christensen,

Kathrine Carbel,

Jens N. V. Decker,

David N. Essenbæk,

Justus F. Gräf,

Camilla H. Jessen,

Peter Kristensen,

Christoffer Merrild,

Tobias S. Mortensen,

Isabella F. Nalepa,

Bjørn W. Nordsteen,

Sophie K. Svoren,

Matthijs van Hall,

Jan Weicher,

Malene L. Wind,

Danping Zhang,

Daniel Saar,

Helle Blæsild,

Martin Stahlhut,

Kim V. Andersen,

Robert Dagil,

Bente Vestergaard,

Marie L. Ryberg, and

Birthe B. Kragelund

Integrating CURE in Basic Medical Courses: The Perspective of Mexican Medical Students

Translating DNA Origami Nanotechnology to Middle School, High School, and Undergraduate Laboratories

ABSTRACT

Intrinsically Disordered Proteins as an Instrument for Research-Integrating Teaching

INSPIRE: Development of an Interdisciplinary Science Program in Research and Entrepreneurship

ABSTRACT

Bringing Biophysics Outreach to a Rural County Fair

Introduction

So Simple A Beginning: How Four Physical Principles Shape Our Living World by Raghuveer Parthasarathy

INSPIRE: Development of an Interdisciplinary Science Program in Research and Entrepreneurship

Integrating CURE in Basic Medical Courses: The Perspective of Mexican Medical Students

So Simple A Beginning: How Four Physical Principles Shape Our Living World by Raghuveer Parthasarathy

Translating DNA Origami Nanotechnology to Middle School, High School, and Undergraduate Laboratories

Intrinsically Disordered Proteins as an Instrument for Research-Integrating Teaching