Dr. Phil Smith, Science Coordinator for ABE UK, University of Hertfordshire

This article is a guest post and the views and opinions expressed are those of the author. Reference to specific products, services or platforms does not imply endorsement by Cambridge OCR. 

DNA technologies have increasingly become a part of our everyday, from healthcare to environmental monitoring. The Cambridge OCR A Level Biology specification offers opportunities to explore these technologies but bringing them to life can be challenging. 

In this blog, Dr. Phil Smith, science coordinator for the Amgen Biotech Experience (ABE) explains how the programme can support centres to run authentic, hands-on DNA practicals at with free training and equipment loan.

A real-world context

As DNA technologies increasingly impact our future food, future health and monitoring of our environment, it is more important than ever that students understand how these technologies work and the potential ethical implications. Some students may be inspired to consider future careers in genomics, biochemistry, pharmaceuticals or agri-tech. For all students, developments such as personalised medicine (based on knowledge of their own genome) are likely to influence decisions about their, and our, healthcare in the future. Have you received your Our Future Health letter yet? Over 5 million people already have!

Textbook or hands-on?

However, even dedicated scientists will be the first to admit that the techniques behind these technologies can be abstract and difficult to visualise. For example, the Polymerase Chain Reaction (PCR) is hardly exciting when confined to a textbook. Giving students practical experience of these techniques can help contextualise learning, making it more memorable and engaging.

The Amgen Biotech Experience

Most specialist DNA techniques require technical protocols, expensive reagents and consumables. However, with the support of the Amgen Foundation (the charitable arm of pharmaceutical company Amgen Inc.), a teacher training programme and kit loan is now available to enable these curriculum relevant techniques to become accessible for Year 10 and above. 

In 2011-12, the first UK teachers were inducted in the programme in Cambridge, an appropriate location, given that the structure of DNA was discovered there around 70 years earlier. The programme has expanded over time and now operates across five UK sites (Cambridge, Hatfield, Hull, Mid-Kent and Norwich) and reaches over 5000 students each year. 

Each site offers specialist training to teachers and technicians, allowing them to practise the same laboratory activities they will run with their students, using the same equipment: research grade micro-pipettes, centrifuges and electrophoresis units.

Do I need a biotech background?

InAbsolutely not. While some researchers-turned-teachers are excited by the opportunity to run what was once Nobel-prize winning science, the most rewarding part for me is working with teachers and technicians who don’t have a background in molecular biology, and seeing their confidence and enthusiasm grow.

The science and the skills

Most of the techniques covered in the laboratories are required knowledge for the Cambridge OCR A Level Biology A specification (H420). They can also help to develop practical skills that contribute to the practical endorsement. 

Fundamental to all the techniques the students experience during ABE is micro-pipetting. This allows them to manipulate small volumes of liquids (in the micro-litre range). Once students get confident with a micro-pipette, it can help with the rest of the activities in Lab 1. This practical skill can support the practical endorsement, helping students develop competence in using a wide range of experimental and practical instruments, equipment and techniques (section 1.2.1 (j) in the spec). 

Lab 2 introduces plasmid DNA and restriction enzymes, which links with the spec section 6.1.3 f ii. The addition of these endonucleases to samples of DNA ‘cuts’ the DNA in specific locations, like molecular scissors, creating products of different sizes that can later be separated. 

Having created a mixture of DNA fragments, students attempt to produce a recombinant plasmid, combining different pieces of DNA together using the so-called ligation reaction. 

All these experiments have involved mixing colourless liquids together but we are still unsure exactly what has happened. By using gel electrophoresis in Lab 5 (spec reference 6.1.3 e) we can investigate what has worked and what hasn’t and challenge students’ understanding to explain the results. Teacher support is needed here because it’s likely that not all reactions will have the expected outcomes. If you don’t use the micro-pipette correctly or stick accurately to the protocol the chances are it won’t work! 

So micro-pipetting, restriction digestion, ligation and gel electrophoresis form the basis of our introductory labs. 

In the second year, teachers return to add to their skill set and therefore the range of labs they can offer to their students. They cover Polymerase Chain Reaction (PCR) (spec reference 6.1.3 d), along with bacterial transformation (spec reference 6.1.3 g). The latter is a student favourite, where they use gene expression protocols to regulate the production of a red fluorescent protein, generating pink bacterial colonies. Finally, it’s DNA fingerprinting, to solve a crime or track otter families, linked to spec reference 6.1.3 c for H420.

More information

All five hubs are offering teacher training opportunities this summer, with the introductory course available between 22 June and 9 July. For more details, see the ABE UK website, and if you have questions, contact stem@herts.ac.uk.

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About the author

Dr. Phil Smith trained as a plant science researcher at the John Innes Centre in Norwich completing his PhD and post-doc positions before successfully transitioning into the world of science education taking over the running of Norfolk-based science education charity, Teacher Scientist Network. Phil first became involved with ABE in 2012 when the project first reached UK shores. He began by running the Norfolk hub, became UK CPD lead in 2015 and is now Science Coordinator for the project, which is managed by the University of Hertfordshire.