Chris Skinner El Campo ISD Zhilei Chen, PhD Artie McFerrin Department of Chemical Engineering Texas A&M University

Protein Engineering DNA 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 Purification Newly 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 Construction Mix enzyme with Multi-walled carbon nanotubes (MWNT’s) Fix enzyme to electrodes Argarose + MWNT + enzyme

STAAR/EOC OBJECTIVES P.1.A demonstrate safe practices during laboratory and field investigations P.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 , 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 data P.2.J organize and evaluate data and make inferences from data, including the use of tables, charts, and graphs P.2.K communicate valid conclusions supported by the data through various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology‐based reports P.2.L express and manipulate relationships among physical variables quantitatively, including the use of graphs, charts, and equations P.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 1 Bacterial 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,

Enzymes as an Alternative Fuel Source REDOX Reactions Reversible reactions Liberation of electrons Electrical Circuit Anode Cathode Connecting wires (MWNT) Pre-test Pre-lab worksheet

Enzymes as an Alternative Fuel Source Day 2 Construction of control fuel cell Glucose oxidase (Anode) Laccase (Cathode) Buffer Construction of working fuel cell Glucose oxidase (Anode) Laccase (Cathode) Buffer MWNT’s

Engineering Design Day 3 Engineering Design 1. Asking Questions vrs. Defining Problems 2. Developing and Using Models 3. Planning & Carrying Out Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations and Designing Solutions 7. Engaging in Argument From Evidence 8. Obtaining, Evaluating and Communicating Information Source: NAS, A Framework for K-12 Science Education

Engineering Design

1. Define the Problem – In many cases, done for you by a client 2. Brainstorm 3. Research and Generate Ideas – gather background information on different aspects of the problem 4. Identify Criteria, Constraints & Performance Specifications – define what the system must do (compare to Design Specs) 5. Explore Ideas and Invention 6. 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 Design 8. Model or Prototyping and Testing 9. Test & Evaluate 10. Refine 11. Production 12. Communicate Results

Assessment Presentation RequirementAlottment Data/Analysis15 Incorporation of Engineering Design30 Process improvement40 Future application5 Presentation/Design10

Acknowledgements TAMU E 3 program National Science Foundation Nuclear Power Institute Dr. Zhilei Chen Dr. Dongli Guan Tila Hidalgo Dr. Cheryl Page Matthew Pariyothorn