1. How can microscopic techniques be improved for longitudinal study of engineered tissues and model organisms? Kirsten Brink; Klein Forest High School-Klein ISD Dr. A. Yeh Professor of Biomedical Engineering Dr. A. Lekven Professor of Biology

2. Applications of this technology in Dr. Yeh’s Lab include:

3. Two Photon Microscopy Basics Zipfel, Warren, Rebecca Williams, Watt Webb. “ Nonlinear Magic: multiphoton microscopy in the biosciences.” Nature Biotechnology Vol. 23 No. 11 November 2003

4. 2 photon fluorescence Bright field 1 photon fluoresce merge Zipfel, Warren, Rebecca Williams, Watt Webb. “ Nonlinear Magic: multiphoton microscopy in the biosciences.” Nature Biotechnology Vol. 23 No. 11 November 2003

5. Fluorescent Gene Reporter Fluorescent Marker Regulator Sequence Spectacle.org E. wt expression F. reporter expression

8. Lesson Theme: How to excite electrons for human use Essential Concepts Excitation of electrons Bioluminescence Engineering Concepts Biomimicry

9. TEKs to be addressed 112.35.c.1.A Scientific processes; The student is expected to demonstrate safe practices during laboratory and field investigations… 112.35.c.2.E The student is expected to plan and implement investigative procedures, including asking questions, formulating testable hypotheses…. 112.35.c.2.F The student is expected to collect data and make measurements with accuracy and precision 112.35.c.2.H The student is expected to organize, analyze, make inferences, and predict trends from data 112.35.c.2.I The student is expected to communicate valid conclusions supported by the data…. 112.35.c.3.A The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to in all fields of science, analyze, evaluate, and critique scientific explanation ….. 112.35.c.3.C The student is expected to draw inferences based on data related to promotional materials for products and services 112.35.c.3.E The student is expected to describe the connection between chemistry and future careers 112.35.c.4.A Science concepts. The student is expected to differentiate between physical and chemical changes and properties

10. Lesson examples of excitation of electrons will include: noble gases Salts natural weather systems Chemical reactions Tie into Engineering with product design and Bioengineering inspiration

11. http://munty13.blogspot.com/2009_11_01_archive.html Day 1 of lesson

12. Excitation of electrons http://www2.estrellamountain.edu/faculty/farabee/biobk/excitation.gif Day 1 of lesson

13. Emission of photons (fluorescence) http://library.thinkquest.org/C001429/images/absorbtion.jpg

14. Day 2 of lesson http://www.youtube.com/wa tch?v=d8hpUtRnsYc

15. Thunderstorm in a Bottle By nurdrage Day 3 of lesson

16. The challenge … “ How to excite electrons for human use” The students then need to design a device to demonstrate the biologically influenced mechanisms Day 3 of lesson

17. Bio Engineering Examples: Snakes are also being used as inspiration for stationary robots that are capable of complex manipulations. Bridge inspection Disarming bombs Construction/repair robotics.caltech.edu/.../locomotion_course/intro_lecture.ppt Day 3 of lesson

18. Stanford Stickybot Video http://www.youtube.com/watch?v=ECpY2N5rgcM&feature=related Day 3 of lesson

19. Biomimicry in Enginerring Design   robotics.caltech.edu/.../locomotion_course/intro_lecture.ppt Day 3 of lesson

20. Student Bioluminescence Challenge http://animals.howstuffworks.com/animal-facts/bioluminescence.htm Day 3 of lesson

21. Criteria of challenge Students are to research the bioluminescence and make an apparatus that will reflect the light of a solution that they will make. Students can use reflective materials but will be responsible for recording quantity, cost of material, and waste in production. Devises must be 1’ cubed or smaller. Students must predict the outcome, list uses of their devices Students will test the product An evaluation will be required for the end Day 3-4 of lesson

22. Student Evaluation Student Name of Product: 10 points Cost of making devise: 5 points Explanation of cost :5 points Student Prediction: 15 points Student stated purpose of product 10 points Explanation of how Biology was used in the design 10 points Results of testing 15 points Plan for improving your prototype 15 points Sketch of design 15 points Day 6 of lesson

23. Collection of Data http://www.vernier.com/probes/ls-bta.html Day 6 of lesson

24. Lesson Plan Summary Students will be exposed to multiple ways in which electrons can be excited. Students will produce a product inspired by bioluminescence which they will then ◦ Make predictions ◦ Build ◦ Test ◦ Reevaluate

25. Acknowledgements TAMU E3 program National Science Foundation Nuclear Power Institute Texas Workforce Commission Dr. Alvin Yeh Dr. Arne Lekven Doctoral Student Holly Gibbs Mrs. Esther Johnson