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1. Biohacking Food: A Case Study of Science Inquiry and Design Reflections about a Synthetic Biology High School Workshop.

   https://doi.org/10.22318/cscl2018.1559  

   Walker, J.T. (January 2018, International Conference of the Learning Sciences)

   In synthetic biology scientists genetically modify—or biohack—cells in order to repurpose their function or products. While synthetic biology is gaining societal relevance, few opportunities exist for K-12 students to have actual biodesign or biohacking experiences. To examine how high school students can use synthetic biology to engage not only in key science inquiry but also maker practices, we developed and implemented a workshop in which high school students genetically modified and repurposed yeast to produce and deliver vitamin A. Analyzing workshop observations and interviews of focus groups, we addressed the following research questions: (1) How did biodesign activities reflect science practices as characterized in national science standards? and (2) What did students have to say about their experiences with bio-design activities? In the discussion, we address what we learned about facilitating and improving biodesign in K-12 in classrooms. 

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2. Twenty Things to Make with Biology.

   Kafai, Y. B. (July 2020, Proceedings of Constructionism 2020)

   B. Tangney, J. Bryne (Ed.)

   A 1971 memo by Papert and Solomon introduced twenty things to do with a computer which became the foundation for constructionism. In this paper, we propose bringing constructionist activities into making with living materials. Significant developments in tools and methods have turned biology into a design science: it is now possible to make things with biology—or biodesign— rather than just observing processes and behaviours. Our list of twenty things to make with biology includes examples from making colours, toys, games, insulin, batteries, sensors and more. In the discussion, we review how making with biology addresses key affordances of constructionist learning: “tinkerability,” the ability to experiment; “perceptibility,” the immediacy of feedback on learning process; “expressivity,” the personal customization of products; and “usability,” the ability to use learning designs in everyday contexts. We conclude with an overview of accessible and affordable tools available to K-12 education. 

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3. Biological Parts for Plant Biodesign to Enhance Land-Based Carbon Dioxide Removal

   https://doi.org/10.34133/2021/9798714  

   Yang, Xiaohan; Liu, Degao; Lu, Haiwei; Weston, David J.; Chen, Jin-Gui; Muchero, Wellington; Martin, Stanton; Liu, Yang; Hassan, Md Mahmudul; Yuan, Guoliang; et al (November 2021, BioDesign Research)

   A grand challenge facing society is climate change caused mainly by rising CO 2 concentration in Earth’s atmosphere. Terrestrial plants are linchpins in global carbon cycling, with a unique capability of capturing CO 2 via photosynthesis and translocating captured carbon to stems, roots, and soils for long-term storage. However, many researchers postulate that existing land plants cannot meet the ambitious requirement for CO 2 removal to mitigate climate change in the future due to low photosynthetic efficiency, limited carbon allocation for long-term storage, and low suitability for the bioeconomy. To address these limitations, there is an urgent need for genetic improvement of existing plants or construction of novel plant systems through biosystems design (or biodesign). Here, we summarize validated biological parts (e.g., protein-encoding genes and noncoding RNAs) for biological engineering of carbon dioxide removal (CDR) traits in terrestrial plants to accelerate land-based decarbonization in bioenergy plantations and agricultural settings and promote a vibrant bioeconomy. Specifically, we first summarize the framework of plant-based CDR (e.g., CO 2 capture, translocation, storage, and conversion to value-added products). Then, we highlight some representative biological parts, with experimental evidence, in this framework. Finally, we discuss challenges and strategies for the identification and curation of biological parts for CDR engineering in plants. 

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4. Hardware, Software, and Wetware Codesign Environment for Synthetic Biology

   https://doi.org/10.34133/2022/9794510  

   Oliveira, Samuel M.; Densmore, Douglas (January 2022, BioDesign Research)

   Synthetic biology is the process of forward engineering living systems. These systems can be used to produce biobased materials, agriculture, medicine, and energy. One approach to designing these systems is to employ techniques from the design of embedded electronics. These techniques include abstraction, standards, modularity, automated design, and formal semantic models of computation. Together, these elements form the foundation of “biodesign automation,” where software, robotics, and microfluidic devices combine to create exciting biological systems of the future. This paper describes a “hardware, software, wetware” codesign vision where software tools can be made to act as “genetic compilers” that transform high-level specifications into engineered “genetic circuits” (wetware). This is followed by a process where automation equipment, well-defined experimental workflows, and microfluidic devices are explicitly designed to house, execute, and test these circuits (hardware). These systems can be used as either massively parallel experimental platforms or distributed bioremediation and biosensing devices. Next, scheduling and control algorithms (software) manage these systems’ actual execution and data analysis tasks. A distinguishing feature of this approach is how all three of these aspects (hardware, software, and wetware) may be derived from the same basic specification in parallel and generated to fulfill specific cost, performance, and structural requirements. 

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5. Bacterial Community Structure Modulates Soil Phosphorus Turnover at Early Stages of Primary Succession

   https://doi.org/10.1029/2024GB008174  

   Wang, Yuhan; Bing, Haijian; Moorhead, Daryl L; Hou, Enqing; Wu, Yanhong; Wang, Jipeng; Duan, Chengjiao; Cui, Qingliang; Zhang, Zhiqin; Zhu, He; et al (October 2024, Global Biogeochemical Cycles)

   Abstract Microbes are the drivers of soil phosphorus (P) cycling in terrestrial ecosystems; however, the role of soil microbes in mediating P cycling in P‐rich soils during primary succession remains uncertain. This study examined the impacts of bacterial community structure (diversity and composition) and its functional potential (absolute abundances of P‐cycling functional genes) on soil P cycling along a 130‐year glacial chronosequence on the eastern Tibetan Plateau. Bacterial community structure was a better predictor of soil P fractions than P‐cycling genes along the chronosequence. After glacier retreat, the solubilization of inorganic P and the mineralization of organic P were significantly enhanced by increased bacterial diversity, changed interspecific interactions, and abundant species involved in soil P mineralization, thereby increasing P availability. Although 84% of P‐cycling genes were associated with organic P mineralization, these genes were more closely associated with soil organic carbon than with organic P. Bacterial carbon demand probably determined soil P turnover, indicating the dominant role of organic matter decomposition processes in P‐rich alpine soils. Moreover, the significant decrease in the complexity of the bacterial co‐occurrence network and the taxa‐gene‐P network at the later stage indicates a declining dominance of the bacterial community in driving soil P cycling with succession. Our results reveal that bacteria with a complex community structure have a prominent potential for biogeochemical P cycling in P‐rich soils during the early stages of primary succession. 

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