Unlocking Genetic Editing

About the toolkit

This is a hands-on problem-solving puzzle game that is modelled on the idea of an ‘escape room’ except each kit is self-contained in a backpack (1 for each team of 3-4 students) instead of being spread across a whole room.

Students are presented with a fictional scenario in which they are required to solve a series of logical puzzles (related to biology) that reinforce concepts they’ve already been taught (e.g. transcription and translation). The students work in teams to unlock new information as they progress through the game. The puzzles are made mostly of recycled lab equipment, standard office supplies and a few special items we created specifically for the game.

This activity provides a review of transcription, translation, the structure of DNA and RNA and a brief introduction to the concept of gene editing (specifically the CRISPR-Cas9 technique). The activity can be used to set up discussions about the benefits and risks of gene editing, especially in humans.

We provide the physical puzzle kits (1 for each group of 3-4 students), a teacher instructions document and a powerpoint introduction to the game with a discussion guide to debrief the activity with the class. All you need to provide is a computer (for each group) that can access the internet and accept a standard-size USB stick.

Before attempting the activity, students should understand:

• The structure of DNA and RNA

• How to relate DNA or RNA base sequences to an amino acid sequence

A-level Learning Outcomes (Revisited)

• I can explain how the sequence of bases in the DNA molecule determines the structure of proteins, including enzymes

• I can explain how mutations in the DNA sequence of bases can affect and damage the structure of proteins, including enzymes

• I can explain how genetic technologies allow the study and alteration of gene function and the design of new industrial and medical processes

• I can explain how gene editing technologies can have serious ethical issues, especially when used with humans

To book this toolkit (for free!), click the icon below.

Please note that the toolkits are only available to be booked by teachers based in the UK.

Connection to Gurdon Institute Research

The fictional scenario presented involves a researcher finding a cure for a specific type of Alzheimer’s Disease that can be fixed with CRISPR-Cas9 gene editing technology. While a cure for Alzheimer’s Disease has not yet been identified, CRISPR-Cas9 could offer a new approach to treating this disease (and others). The CRISPR-Cas9 technique for gene editing has revolutionised biology research in the last few years and has already been used to treat some human diseases. (Check out this link for more details.)

A group at the Gurdon Institute has been working on Alzheimer’s for 18 years, studying brain development and degeneration. This group has recently moved to the Great Ormond Street Institute of Child Health at UCL. Two of the scientists who helped develop this activity were from this research group. CRISPR-Cas9 is also widely used in research at the Gurdon Institute and in biology research around the world.

Toolkit Team

Ran Peleg

Ran is a Lecturer at the Education School of the University of Southampton. His work focuses on making science learning a joyful and meaningful experience by adding stories, drama and games to the learning process. He read Natural Sciences at the University of Cambridge, completed a PhD in Science Education at the Technion – Israel Insitute of Technology and a postdoctoral fellowship at the University of Haifa. Before joining the University of Southampton, Ran worked internationally with several academic and educational institutions as an instructional designer.

Ashley Campbell

Ashley was a Research assistant in the Livesey Lab at the Gurdon Institute and is now in the Livesey Lab at UCL. Currently, she is working with human stem cell-derived neurons in 2D culture to investigate the mechanisms behind tau protein pathology in Alzheimer’s disease. She obtained an MSc with distinction in Prenatal Genetics and Fetal Medicine from UCL in 2017 after completing a BSc in Biological Sciences at UWE. In her free time, Ashley enjoys learning new arts and crafts and theatre and is part of a performance choir. She was interested in the SCoPE project to try to connect real world science into classrooms in a fun way.

Pip Evans

I studied Neuroscience at Nottingham University, and found it so interesting that that I went on to complete a PhD in neural stem cells at King’s College London. After completing a Post-doctoral research assistant role, also at King’s College London, I decided to pursue a career in teaching, and completed a PGCE at Cambridge University. I am in my second year in teaching now, and have a particular interest in teaching students about the nature of science, and how we can give them experiences of what working in the scientific world is really like. Taking part in SCoPE has given me the chance to think about how we can introduce more inquiry based learning into lessons and encourage students to apply their knowledge to real-life scientific scenarios. In my spare time I enjoy walking my dog and playing lots of hockey!

Moritz Haneklaus

I am a Postdoctoral Fellow in Rick Livesey’s group, previously at the Gurdon Institute and now at University College London. Together with collaborators at the Wellcome Sanger Institute, I am studying stem cell models of Alzheimer’s disease. Before moving to Cambridge, I finished my PhD at Trinity College Dublin, studying inflammatory signalling in immune cells. I joined the SCoPE project because it is an opportunity to introduce current research to science education, which can be more inspiring than text book knowledge. In my free time I enjoy playing basketball.

Erinn Los

I am a PhD student in the St Johnston lab in the Gurdon Institute. My work is focused on how epithelial cells maintain their polarity. Loss of this polarity is an important step in cancer cell invasion. In order to study this process, I am using an exciting new technique that allows us to detect brief interactions between proteins in living organisms. I got involved in the SCoPE project because I believe this project will get students interested in new developments in science. I hope it will also encourage them to consider the ethical dilemmas involved in new techniques like CRISPR. 

Nat Stephenson

I studied Marine Zoology at Newcastle University moving on to study a MRes in Marine Mammal Science at St Andrews University. I then worked in the UK & worldwide studying marine megafauna. Following this, I completed my PGCE in Biology at Cambridge University. I have taught in state schools since 2018 in Cambridgeshire, and have been involved in the delivery of teaching and learning training throughout my teaching career. I became involved in the ScoPE project as I feel it is critical to link science with the context of the real scientific world and possible aspirational careers.

Please contact us with any questions.