Summary of Research

Joyce M. Maddox Middle College High School, WCS Biology, Chemistry & Ecology Teacher

Vanderbilt University RET Summer Workshop2004

VaNTH 

John Wikswo, Professor of Biomedical Engineering and Molecular Physiology and Biophysics

Project: “Instrumenting and Controlling the Single Cell”

      How to introduce microtechnology and cellular research into the high school classroom?  Using soft lithography to produce BioMicroElectroMechanical Systems (BioMEMS) devices is a novel approach to acquaint high school science students to research techniques and advance technology.  As a high school teacher the ultimate goal is to develop a module that will encourage students to pursue engineering and research.   

     This project was jointly investigated with Jennifer Talbert from Hillsboro H.S. MNPS.      

Our goal/challenge was “Protozoa Races”.  Utilizing soft lithography we made microfluidic devices.  It was an intense training to learn each of the steps involved in nanotechnology.  I learned to microfabricate a devise that could be adapted to permit protozoa to enter channels and swim or race to an end reservoir.   Included, in the project was the aspect of culturing protozoa and the techniques of inoculating the device with specimen.  This was NOT easy.

     We had to be “checked out” on Clean Room procedure on safety and courtesy rules.

The project includes designing the track, and photographing onto black and white film a negative, thus reducing the track to micron scale.  The negative is then used to make a Mask, a Master, and then using PDMS, a devise.  Steps include bonding the devise to a glass slide, with plasma process, then testing the devise with live protozoa.  Making of the devise took days.  The process of making a mask and a master is quite involved.  My assignment was to write a detailed, step-by-step, protocol that could be followed by new trainees (or me after a few months with time to forget).  I observed the procedures, read the related literature and protocols, and then wrote my detailed step procedure.  The real test came in following my written procedure.  I relied heavily on the expertise of the undergraduate and graduate students and lab personnel for training, explaining, and supervising my efforts (thank you David Schaffer. Chris and Craig). 

     I enjoyed the opportunity to visit with researchers and get explanations of their projects so I would have a better understanding of real uses and applications in research.  Asking researchers what works, and what did they think of our project was enlightening, and helpful in planning.  How big are protozoa, and what makes them go into channels, the track size and depth?  These were questions for Wei Wang.  We tested our design with live protozoa and considered feasibility of working this project into a curriculum.

     I believe that this project will work in my school environment by dividing The Grand Challenge into two main challenge areas.  One:   The study and culture of protozoa by biology students.  Two:  Information Technology students using CAD to create the “roadwork”, the device, and assist in the technical presentation of the race.          

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