Site-Directed Mutagenesis to Improve Sensitivity of a Synthetic Two-Component Signaling System.

Two-component signaling (2CS) systems enable bacterial cells to respond to changes in their local environment, often using a membrane-bound sensor protein and a cytoplasmic responder protein to regulate gene expression. Previous work has shown that Escherichia coli's natural EnvZ/OmpR 2CS could be modified to construct a light-sensing bacterial photography system. The resulting bacterial photographs, or "coliroids," rely on a phosphotransfer reaction between Cph8, a synthetic version of EnvZ that senses red light, and OmpR. Gene expression changes can be visualized through upregulation of a LacZ reporter gene by phosphorylated OmpR. Unfortunately, basal LacZ expression leads to a detectable reporter signal even when cells are grown in the light, diminishing the contrast of the coliroids. We performed site-directed mutagenesis near the phosphotransfer site of Cph8 to isolate mutants with potentially improved image contrast. Five mutants were examined, but only one of the mutants, T541S, increased the ratio of dark/light gene expression, as measured by ß-galactosidase activity. The ratio changed from 2.57 fold in the starting strain to 5.59 in the T541S mutant. The ratio decreased in the four other mutant strains we examined. The phenotype observed in the T541S mutant strain may arise because the serine sidechain is chemically similar but physically smaller than the threonine sidechain. This may minimally change the protein's local structure, but may be less sterically constrained when compared to threonine, resulting in a higher probability of a phosphotransfer event. Our initial success pairing synthetic biology and site-directed mutagenesis to optimize the bacterial photography system's performance encourages us to imagine further improvements to the performance of this and other synthetic systems, especially those based on 2CS signaling.

BioBuilding using banana-scented bacteria to teach synthetic biology.

Student interest in synthetic biology is detectable and growing. Each year teenagers from around the world participate in iGEM, a summer long synthetic biology competition. As part of their iGEM experience, undergraduates design and construct novel living systems using standardized biological parts. One engineering feat was accomplished by the 2006 MIT iGEM team, who modified the normally putrid smell of bacteria so that the cells generated pleasant scents, such as wintergreen and banana. We have taken advantage of their project as well as other iGEM successes to develop a teaching curriculum for high schools and colleges. The curriculum includes four hands-on activities and two classroom assignments. We envision these activities either complementing existing instruction, for example in an advanced placement biology lab, or replacing some outdated, cookbook lab classes that are often used as gateways to undergraduate research opportunities. The activities we have developed also introduce engineering and technology concepts that are often overlooked in the already over-stuffed high school and college curricula. To ease their adoption, the activities include teacher materials, such as annotated instructions, grading rubrics, and animated resources. Here, we detail the student and teacher materials for performing the banana-scented bacteria lab, called "Eau that Smell." Other free teaching materials similar to the content here can be accessed through BioBuilder.org.

Authentic teaching and learning through synthetic biology.

Synthetic biology is an emerging engineering discipline that, if successful, will allow well-characterized biological components to be predictably and reliably built into robust organisms that achieve specific functions. Fledgling efforts to design and implement a synthetic biology curriculum for undergraduate students have shown that the co-development of this emerging discipline and its future practitioners does not undermine learning. Rather it can serve as the lynchpin of a synthetic biology curriculum. Here I describe educational goals uniquely served by synthetic biology teaching, detail ongoing curricula development efforts at MIT, and specify particular aspects of the emerging field that must develop rapidly in order to best train the next generation of synthetic biologists.

How golden is silence? Teaching undergraduates the power and limits of RNA interference.

It is hard and getting harder to strike a satisfying balance in teaching. Time dedicated to student-generated models or ideas is often sacrificed in an effort to "get through the syllabus." I describe a series of RNA interference (RNAi) experiments for undergraduate students that simultaneously explores fundamental concepts in gene regulation, develops cutting-edge laboratory skills, and embraces student-directed learning. Students design a small interfering RNA (siRNA) against luciferase, add it to cells expressing this gene, and then quantitatively assess the siRNA's effect on both intended and unintended targets, using a luciferase assay and a DNA microarray. Because both RNAi and microarray technologies are relatively new, with no clear consensus on their analysis or limitations, students are encouraged to explore different approaches to the design of their reagents and interpretations of their data. The ability to creatively formulate a hypothesis-driven experimental approach to a scientific question and to critically evaluate collected data is stressed. Equally important, this experiment emphasizes how modern scientific ideas emerge, are debated, tested, and decided.