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Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite Potentiometer CNC Autosampler

Transcript of Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The...

Page 1: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Exploring Open Source Technology In The Classroom

RET 2 Curriculum Project by Jesse KasehagenMarch 15, 2013

Little BitsGraphite Potentiometer

CNC Autosampler

Page 2: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

RET I: ResearchObjective: To build a point-of-care device for a doctorʼs visit

Research Topic: Biosensors

Page 3: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

RET I: ResearchObjective: To build a point-of-care device for a doctorʼs visit

Research Topic: Biosensors

The new sensor platform is sensitive, selective, reusable, andrapid. Both the signal-on and signal-off streptavidin sensors respondsensitively to their target, exhibiting detection limits below 1 nM(Figure 3). Neither architecture responds significantly to nontargetedproteins, such as a mixture of IgG antibodies (Figure S2), and botharchitectures support the detection of their targets directly in

complex sample matrices, such as 50% blood serum, 5% (w/v) soilin buffer, and foodstuffs (Figure 3, bottom and Figure S3). Thesensors are also readily regenerable: a short rinse with deionizedwater to disrupt hybridization and remove the recognition strandbefore the addition of fresh recognition strand allows reuse for morethan five cycles (Figure S4). Finally, both sensors equilibrate

Figure 1. Here we demonstrate a novel electrochemical sensing architecture that retains the selectivity and convenience of E-DNA sensors1-10 whileexpanding its range to the detection of macromolecules that bind to specific small molecules. The new architecture utilizes a largely double-stranded DNAas a rigid-but-dynamic scaffold to support a small-molecule recognition element. One strand of the scaffold, the “anchoring strand”, is attached to theelectrode surface at its thiol-modified 5! terminus and labeled with a redox tag (here methylene blue) at its 3! terminus. The second strand, the “recognitionstrand”, is modified either at its 3! terminus or, as shown, its 5! terminus with a small-molecule recognition element. (Left) In the unbound state, the scaffoldsupports efficient electron transfer between the redox label and the electrode. (Center) The binding of the macromolecular target to this recognition elementreduces the transfer efficiency, thus significantly reducing the observed faradaic current. (Right) Shown here are representative square wave voltammogramsof the free and target-bound sensor (for the detection of 30 nM anti-digoxigenin antibody in 50% blood serum).

Figure 2. Sensor response depends on the flexibility of the DNA scaffold.Using a 27 base anchoring strand and 5! placement of the biotin recognitionelement (distal to the electrode), we achieve optimal signaling with arecognition strand of 19 bases (centered on the middle of the anchoringstrand). In contrast, 3! placement of the recognition element produces asharp transition from signal-off behavior at short lengths to signal-onbehavior for recognition strands of 21 or more bases. Double-strandedscaffolds 17 bases in length lacking the small molecule recognition element(Ctrl) do not respond to target. All data represent addition of saturating (50nM) streptavidin target.

Figure 3. Both the signal-on and signal-off streptavidin sensors achievesubnanomolar detection limits and are able to function in complex samples.Shown on the top are titrations of signal-on (23S17B3) and signal-off (19B5)streptavidin sensors in buffer (the biphasic nature of the curves arises dueto the subnanomolar dissociation constant of the streptavidin-biotininteraction). The sensors function comparably in complex samples such asblood serum, soil suspensions, and beer (bottom), yielding similar signalsupon addition of saturating (30 nM) streptavidin target. The error bars inthis and the following figure represent the standard deviations of measure-ments conducted using three separately fabricated electrodes. The signal-on construct has large electrode-to-electrode variability in gain, althoughdetection limits are similar for each individual electrode. (Figure S7 presentstitration data for individual electrodes.)

6956 J. AM. CHEM. SOC. 9 VOL. 131, NO. 20, 2009

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Page 4: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

RET I: ResearchObjective: To build a point-of-care device for a doctorʼs visit

Research Topic: Biosensors

What 3 things did I learn?

The new sensor platform is sensitive, selective, reusable, andrapid. Both the signal-on and signal-off streptavidin sensors respondsensitively to their target, exhibiting detection limits below 1 nM(Figure 3). Neither architecture responds significantly to nontargetedproteins, such as a mixture of IgG antibodies (Figure S2), and botharchitectures support the detection of their targets directly in

complex sample matrices, such as 50% blood serum, 5% (w/v) soilin buffer, and foodstuffs (Figure 3, bottom and Figure S3). Thesensors are also readily regenerable: a short rinse with deionizedwater to disrupt hybridization and remove the recognition strandbefore the addition of fresh recognition strand allows reuse for morethan five cycles (Figure S4). Finally, both sensors equilibrate

Figure 1. Here we demonstrate a novel electrochemical sensing architecture that retains the selectivity and convenience of E-DNA sensors1-10 whileexpanding its range to the detection of macromolecules that bind to specific small molecules. The new architecture utilizes a largely double-stranded DNAas a rigid-but-dynamic scaffold to support a small-molecule recognition element. One strand of the scaffold, the “anchoring strand”, is attached to theelectrode surface at its thiol-modified 5! terminus and labeled with a redox tag (here methylene blue) at its 3! terminus. The second strand, the “recognitionstrand”, is modified either at its 3! terminus or, as shown, its 5! terminus with a small-molecule recognition element. (Left) In the unbound state, the scaffoldsupports efficient electron transfer between the redox label and the electrode. (Center) The binding of the macromolecular target to this recognition elementreduces the transfer efficiency, thus significantly reducing the observed faradaic current. (Right) Shown here are representative square wave voltammogramsof the free and target-bound sensor (for the detection of 30 nM anti-digoxigenin antibody in 50% blood serum).

Figure 2. Sensor response depends on the flexibility of the DNA scaffold.Using a 27 base anchoring strand and 5! placement of the biotin recognitionelement (distal to the electrode), we achieve optimal signaling with arecognition strand of 19 bases (centered on the middle of the anchoringstrand). In contrast, 3! placement of the recognition element produces asharp transition from signal-off behavior at short lengths to signal-onbehavior for recognition strands of 21 or more bases. Double-strandedscaffolds 17 bases in length lacking the small molecule recognition element(Ctrl) do not respond to target. All data represent addition of saturating (50nM) streptavidin target.

Figure 3. Both the signal-on and signal-off streptavidin sensors achievesubnanomolar detection limits and are able to function in complex samples.Shown on the top are titrations of signal-on (23S17B3) and signal-off (19B5)streptavidin sensors in buffer (the biphasic nature of the curves arises dueto the subnanomolar dissociation constant of the streptavidin-biotininteraction). The sensors function comparably in complex samples such asblood serum, soil suspensions, and beer (bottom), yielding similar signalsupon addition of saturating (30 nM) streptavidin target. The error bars inthis and the following figure represent the standard deviations of measure-ments conducted using three separately fabricated electrodes. The signal-on construct has large electrode-to-electrode variability in gain, althoughdetection limits are similar for each individual electrode. (Figure S7 presentstitration data for individual electrodes.)

6956 J. AM. CHEM. SOC. 9 VOL. 131, NO. 20, 2009

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Page 5: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

RET I: Research

1. Laboratory work is difficult, thought provoking and rewarding.

Objective: To build a point-of-care device for a doctorʼs visit

Research Topic: Biosensors

What 3 things did I learn?

The new sensor platform is sensitive, selective, reusable, andrapid. Both the signal-on and signal-off streptavidin sensors respondsensitively to their target, exhibiting detection limits below 1 nM(Figure 3). Neither architecture responds significantly to nontargetedproteins, such as a mixture of IgG antibodies (Figure S2), and botharchitectures support the detection of their targets directly in

complex sample matrices, such as 50% blood serum, 5% (w/v) soilin buffer, and foodstuffs (Figure 3, bottom and Figure S3). Thesensors are also readily regenerable: a short rinse with deionizedwater to disrupt hybridization and remove the recognition strandbefore the addition of fresh recognition strand allows reuse for morethan five cycles (Figure S4). Finally, both sensors equilibrate

Figure 1. Here we demonstrate a novel electrochemical sensing architecture that retains the selectivity and convenience of E-DNA sensors1-10 whileexpanding its range to the detection of macromolecules that bind to specific small molecules. The new architecture utilizes a largely double-stranded DNAas a rigid-but-dynamic scaffold to support a small-molecule recognition element. One strand of the scaffold, the “anchoring strand”, is attached to theelectrode surface at its thiol-modified 5! terminus and labeled with a redox tag (here methylene blue) at its 3! terminus. The second strand, the “recognitionstrand”, is modified either at its 3! terminus or, as shown, its 5! terminus with a small-molecule recognition element. (Left) In the unbound state, the scaffoldsupports efficient electron transfer between the redox label and the electrode. (Center) The binding of the macromolecular target to this recognition elementreduces the transfer efficiency, thus significantly reducing the observed faradaic current. (Right) Shown here are representative square wave voltammogramsof the free and target-bound sensor (for the detection of 30 nM anti-digoxigenin antibody in 50% blood serum).

Figure 2. Sensor response depends on the flexibility of the DNA scaffold.Using a 27 base anchoring strand and 5! placement of the biotin recognitionelement (distal to the electrode), we achieve optimal signaling with arecognition strand of 19 bases (centered on the middle of the anchoringstrand). In contrast, 3! placement of the recognition element produces asharp transition from signal-off behavior at short lengths to signal-onbehavior for recognition strands of 21 or more bases. Double-strandedscaffolds 17 bases in length lacking the small molecule recognition element(Ctrl) do not respond to target. All data represent addition of saturating (50nM) streptavidin target.

Figure 3. Both the signal-on and signal-off streptavidin sensors achievesubnanomolar detection limits and are able to function in complex samples.Shown on the top are titrations of signal-on (23S17B3) and signal-off (19B5)streptavidin sensors in buffer (the biphasic nature of the curves arises dueto the subnanomolar dissociation constant of the streptavidin-biotininteraction). The sensors function comparably in complex samples such asblood serum, soil suspensions, and beer (bottom), yielding similar signalsupon addition of saturating (30 nM) streptavidin target. The error bars inthis and the following figure represent the standard deviations of measure-ments conducted using three separately fabricated electrodes. The signal-on construct has large electrode-to-electrode variability in gain, althoughdetection limits are similar for each individual electrode. (Figure S7 presentstitration data for individual electrodes.)

6956 J. AM. CHEM. SOC. 9 VOL. 131, NO. 20, 2009

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Page 6: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

RET I: Research

1. Laboratory work is difficult, thought provoking and rewarding.

Objective: To build a point-of-care device for a doctorʼs visit

Research Topic: Biosensors

What 3 things did I learn?

The new sensor platform is sensitive, selective, reusable, andrapid. Both the signal-on and signal-off streptavidin sensors respondsensitively to their target, exhibiting detection limits below 1 nM(Figure 3). Neither architecture responds significantly to nontargetedproteins, such as a mixture of IgG antibodies (Figure S2), and botharchitectures support the detection of their targets directly in

complex sample matrices, such as 50% blood serum, 5% (w/v) soilin buffer, and foodstuffs (Figure 3, bottom and Figure S3). Thesensors are also readily regenerable: a short rinse with deionizedwater to disrupt hybridization and remove the recognition strandbefore the addition of fresh recognition strand allows reuse for morethan five cycles (Figure S4). Finally, both sensors equilibrate

Figure 1. Here we demonstrate a novel electrochemical sensing architecture that retains the selectivity and convenience of E-DNA sensors1-10 whileexpanding its range to the detection of macromolecules that bind to specific small molecules. The new architecture utilizes a largely double-stranded DNAas a rigid-but-dynamic scaffold to support a small-molecule recognition element. One strand of the scaffold, the “anchoring strand”, is attached to theelectrode surface at its thiol-modified 5! terminus and labeled with a redox tag (here methylene blue) at its 3! terminus. The second strand, the “recognitionstrand”, is modified either at its 3! terminus or, as shown, its 5! terminus with a small-molecule recognition element. (Left) In the unbound state, the scaffoldsupports efficient electron transfer between the redox label and the electrode. (Center) The binding of the macromolecular target to this recognition elementreduces the transfer efficiency, thus significantly reducing the observed faradaic current. (Right) Shown here are representative square wave voltammogramsof the free and target-bound sensor (for the detection of 30 nM anti-digoxigenin antibody in 50% blood serum).

Figure 2. Sensor response depends on the flexibility of the DNA scaffold.Using a 27 base anchoring strand and 5! placement of the biotin recognitionelement (distal to the electrode), we achieve optimal signaling with arecognition strand of 19 bases (centered on the middle of the anchoringstrand). In contrast, 3! placement of the recognition element produces asharp transition from signal-off behavior at short lengths to signal-onbehavior for recognition strands of 21 or more bases. Double-strandedscaffolds 17 bases in length lacking the small molecule recognition element(Ctrl) do not respond to target. All data represent addition of saturating (50nM) streptavidin target.

Figure 3. Both the signal-on and signal-off streptavidin sensors achievesubnanomolar detection limits and are able to function in complex samples.Shown on the top are titrations of signal-on (23S17B3) and signal-off (19B5)streptavidin sensors in buffer (the biphasic nature of the curves arises dueto the subnanomolar dissociation constant of the streptavidin-biotininteraction). The sensors function comparably in complex samples such asblood serum, soil suspensions, and beer (bottom), yielding similar signalsupon addition of saturating (30 nM) streptavidin target. The error bars inthis and the following figure represent the standard deviations of measure-ments conducted using three separately fabricated electrodes. The signal-on construct has large electrode-to-electrode variability in gain, althoughdetection limits are similar for each individual electrode. (Figure S7 presentstitration data for individual electrodes.)

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Page 7: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

RET I: Research

2. Many experiments involve on-the-spot troubleshooting (much like open-source technology does)

1. Laboratory work is difficult, thought provoking and rewarding.

Objective: To build a point-of-care device for a doctorʼs visit

Research Topic: Biosensors

What 3 things did I learn?

The new sensor platform is sensitive, selective, reusable, andrapid. Both the signal-on and signal-off streptavidin sensors respondsensitively to their target, exhibiting detection limits below 1 nM(Figure 3). Neither architecture responds significantly to nontargetedproteins, such as a mixture of IgG antibodies (Figure S2), and botharchitectures support the detection of their targets directly in

complex sample matrices, such as 50% blood serum, 5% (w/v) soilin buffer, and foodstuffs (Figure 3, bottom and Figure S3). Thesensors are also readily regenerable: a short rinse with deionizedwater to disrupt hybridization and remove the recognition strandbefore the addition of fresh recognition strand allows reuse for morethan five cycles (Figure S4). Finally, both sensors equilibrate

Figure 1. Here we demonstrate a novel electrochemical sensing architecture that retains the selectivity and convenience of E-DNA sensors1-10 whileexpanding its range to the detection of macromolecules that bind to specific small molecules. The new architecture utilizes a largely double-stranded DNAas a rigid-but-dynamic scaffold to support a small-molecule recognition element. One strand of the scaffold, the “anchoring strand”, is attached to theelectrode surface at its thiol-modified 5! terminus and labeled with a redox tag (here methylene blue) at its 3! terminus. The second strand, the “recognitionstrand”, is modified either at its 3! terminus or, as shown, its 5! terminus with a small-molecule recognition element. (Left) In the unbound state, the scaffoldsupports efficient electron transfer between the redox label and the electrode. (Center) The binding of the macromolecular target to this recognition elementreduces the transfer efficiency, thus significantly reducing the observed faradaic current. (Right) Shown here are representative square wave voltammogramsof the free and target-bound sensor (for the detection of 30 nM anti-digoxigenin antibody in 50% blood serum).

Figure 2. Sensor response depends on the flexibility of the DNA scaffold.Using a 27 base anchoring strand and 5! placement of the biotin recognitionelement (distal to the electrode), we achieve optimal signaling with arecognition strand of 19 bases (centered on the middle of the anchoringstrand). In contrast, 3! placement of the recognition element produces asharp transition from signal-off behavior at short lengths to signal-onbehavior for recognition strands of 21 or more bases. Double-strandedscaffolds 17 bases in length lacking the small molecule recognition element(Ctrl) do not respond to target. All data represent addition of saturating (50nM) streptavidin target.

Figure 3. Both the signal-on and signal-off streptavidin sensors achievesubnanomolar detection limits and are able to function in complex samples.Shown on the top are titrations of signal-on (23S17B3) and signal-off (19B5)streptavidin sensors in buffer (the biphasic nature of the curves arises dueto the subnanomolar dissociation constant of the streptavidin-biotininteraction). The sensors function comparably in complex samples such asblood serum, soil suspensions, and beer (bottom), yielding similar signalsupon addition of saturating (30 nM) streptavidin target. The error bars inthis and the following figure represent the standard deviations of measure-ments conducted using three separately fabricated electrodes. The signal-on construct has large electrode-to-electrode variability in gain, althoughdetection limits are similar for each individual electrode. (Figure S7 presentstitration data for individual electrodes.)

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Page 8: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

RET I: Research

2. Many experiments involve on-the-spot troubleshooting (much like open-source technology does)

1. Laboratory work is difficult, thought provoking and rewarding.

Objective: To build a point-of-care device for a doctorʼs visit

Research Topic: Biosensors

What 3 things did I learn?

The new sensor platform is sensitive, selective, reusable, andrapid. Both the signal-on and signal-off streptavidin sensors respondsensitively to their target, exhibiting detection limits below 1 nM(Figure 3). Neither architecture responds significantly to nontargetedproteins, such as a mixture of IgG antibodies (Figure S2), and botharchitectures support the detection of their targets directly in

complex sample matrices, such as 50% blood serum, 5% (w/v) soilin buffer, and foodstuffs (Figure 3, bottom and Figure S3). Thesensors are also readily regenerable: a short rinse with deionizedwater to disrupt hybridization and remove the recognition strandbefore the addition of fresh recognition strand allows reuse for morethan five cycles (Figure S4). Finally, both sensors equilibrate

Figure 1. Here we demonstrate a novel electrochemical sensing architecture that retains the selectivity and convenience of E-DNA sensors1-10 whileexpanding its range to the detection of macromolecules that bind to specific small molecules. The new architecture utilizes a largely double-stranded DNAas a rigid-but-dynamic scaffold to support a small-molecule recognition element. One strand of the scaffold, the “anchoring strand”, is attached to theelectrode surface at its thiol-modified 5! terminus and labeled with a redox tag (here methylene blue) at its 3! terminus. The second strand, the “recognitionstrand”, is modified either at its 3! terminus or, as shown, its 5! terminus with a small-molecule recognition element. (Left) In the unbound state, the scaffoldsupports efficient electron transfer between the redox label and the electrode. (Center) The binding of the macromolecular target to this recognition elementreduces the transfer efficiency, thus significantly reducing the observed faradaic current. (Right) Shown here are representative square wave voltammogramsof the free and target-bound sensor (for the detection of 30 nM anti-digoxigenin antibody in 50% blood serum).

Figure 2. Sensor response depends on the flexibility of the DNA scaffold.Using a 27 base anchoring strand and 5! placement of the biotin recognitionelement (distal to the electrode), we achieve optimal signaling with arecognition strand of 19 bases (centered on the middle of the anchoringstrand). In contrast, 3! placement of the recognition element produces asharp transition from signal-off behavior at short lengths to signal-onbehavior for recognition strands of 21 or more bases. Double-strandedscaffolds 17 bases in length lacking the small molecule recognition element(Ctrl) do not respond to target. All data represent addition of saturating (50nM) streptavidin target.

Figure 3. Both the signal-on and signal-off streptavidin sensors achievesubnanomolar detection limits and are able to function in complex samples.Shown on the top are titrations of signal-on (23S17B3) and signal-off (19B5)streptavidin sensors in buffer (the biphasic nature of the curves arises dueto the subnanomolar dissociation constant of the streptavidin-biotininteraction). The sensors function comparably in complex samples such asblood serum, soil suspensions, and beer (bottom), yielding similar signalsupon addition of saturating (30 nM) streptavidin target. The error bars inthis and the following figure represent the standard deviations of measure-ments conducted using three separately fabricated electrodes. The signal-on construct has large electrode-to-electrode variability in gain, althoughdetection limits are similar for each individual electrode. (Figure S7 presentstitration data for individual electrodes.)

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Page 9: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

RET I: Research

3. You donʼt have to be a “rocket scientist” to actually contribute useful data to a research project.

2. Many experiments involve on-the-spot troubleshooting (much like open-source technology does)

1. Laboratory work is difficult, thought provoking and rewarding.

Objective: To build a point-of-care device for a doctorʼs visit

Research Topic: Biosensors

What 3 things did I learn?

The new sensor platform is sensitive, selective, reusable, andrapid. Both the signal-on and signal-off streptavidin sensors respondsensitively to their target, exhibiting detection limits below 1 nM(Figure 3). Neither architecture responds significantly to nontargetedproteins, such as a mixture of IgG antibodies (Figure S2), and botharchitectures support the detection of their targets directly in

complex sample matrices, such as 50% blood serum, 5% (w/v) soilin buffer, and foodstuffs (Figure 3, bottom and Figure S3). Thesensors are also readily regenerable: a short rinse with deionizedwater to disrupt hybridization and remove the recognition strandbefore the addition of fresh recognition strand allows reuse for morethan five cycles (Figure S4). Finally, both sensors equilibrate

Figure 1. Here we demonstrate a novel electrochemical sensing architecture that retains the selectivity and convenience of E-DNA sensors1-10 whileexpanding its range to the detection of macromolecules that bind to specific small molecules. The new architecture utilizes a largely double-stranded DNAas a rigid-but-dynamic scaffold to support a small-molecule recognition element. One strand of the scaffold, the “anchoring strand”, is attached to theelectrode surface at its thiol-modified 5! terminus and labeled with a redox tag (here methylene blue) at its 3! terminus. The second strand, the “recognitionstrand”, is modified either at its 3! terminus or, as shown, its 5! terminus with a small-molecule recognition element. (Left) In the unbound state, the scaffoldsupports efficient electron transfer between the redox label and the electrode. (Center) The binding of the macromolecular target to this recognition elementreduces the transfer efficiency, thus significantly reducing the observed faradaic current. (Right) Shown here are representative square wave voltammogramsof the free and target-bound sensor (for the detection of 30 nM anti-digoxigenin antibody in 50% blood serum).

Figure 2. Sensor response depends on the flexibility of the DNA scaffold.Using a 27 base anchoring strand and 5! placement of the biotin recognitionelement (distal to the electrode), we achieve optimal signaling with arecognition strand of 19 bases (centered on the middle of the anchoringstrand). In contrast, 3! placement of the recognition element produces asharp transition from signal-off behavior at short lengths to signal-onbehavior for recognition strands of 21 or more bases. Double-strandedscaffolds 17 bases in length lacking the small molecule recognition element(Ctrl) do not respond to target. All data represent addition of saturating (50nM) streptavidin target.

Figure 3. Both the signal-on and signal-off streptavidin sensors achievesubnanomolar detection limits and are able to function in complex samples.Shown on the top are titrations of signal-on (23S17B3) and signal-off (19B5)streptavidin sensors in buffer (the biphasic nature of the curves arises dueto the subnanomolar dissociation constant of the streptavidin-biotininteraction). The sensors function comparably in complex samples such asblood serum, soil suspensions, and beer (bottom), yielding similar signalsupon addition of saturating (30 nM) streptavidin target. The error bars inthis and the following figure represent the standard deviations of measure-ments conducted using three separately fabricated electrodes. The signal-on construct has large electrode-to-electrode variability in gain, althoughdetection limits are similar for each individual electrode. (Figure S7 presentstitration data for individual electrodes.)

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Page 10: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

RET I: Research

3. You donʼt have to be a “rocket scientist” to actually contribute useful data to a research project.

2. Many experiments involve on-the-spot troubleshooting (much like open-source technology does)

1. Laboratory work is difficult, thought provoking and rewarding.

Objective: To build a point-of-care device for a doctorʼs visit

Research Topic: Biosensors

What 3 things did I learn?

The new sensor platform is sensitive, selective, reusable, andrapid. Both the signal-on and signal-off streptavidin sensors respondsensitively to their target, exhibiting detection limits below 1 nM(Figure 3). Neither architecture responds significantly to nontargetedproteins, such as a mixture of IgG antibodies (Figure S2), and botharchitectures support the detection of their targets directly in

complex sample matrices, such as 50% blood serum, 5% (w/v) soilin buffer, and foodstuffs (Figure 3, bottom and Figure S3). Thesensors are also readily regenerable: a short rinse with deionizedwater to disrupt hybridization and remove the recognition strandbefore the addition of fresh recognition strand allows reuse for morethan five cycles (Figure S4). Finally, both sensors equilibrate

Figure 1. Here we demonstrate a novel electrochemical sensing architecture that retains the selectivity and convenience of E-DNA sensors1-10 whileexpanding its range to the detection of macromolecules that bind to specific small molecules. The new architecture utilizes a largely double-stranded DNAas a rigid-but-dynamic scaffold to support a small-molecule recognition element. One strand of the scaffold, the “anchoring strand”, is attached to theelectrode surface at its thiol-modified 5! terminus and labeled with a redox tag (here methylene blue) at its 3! terminus. The second strand, the “recognitionstrand”, is modified either at its 3! terminus or, as shown, its 5! terminus with a small-molecule recognition element. (Left) In the unbound state, the scaffoldsupports efficient electron transfer between the redox label and the electrode. (Center) The binding of the macromolecular target to this recognition elementreduces the transfer efficiency, thus significantly reducing the observed faradaic current. (Right) Shown here are representative square wave voltammogramsof the free and target-bound sensor (for the detection of 30 nM anti-digoxigenin antibody in 50% blood serum).

Figure 2. Sensor response depends on the flexibility of the DNA scaffold.Using a 27 base anchoring strand and 5! placement of the biotin recognitionelement (distal to the electrode), we achieve optimal signaling with arecognition strand of 19 bases (centered on the middle of the anchoringstrand). In contrast, 3! placement of the recognition element produces asharp transition from signal-off behavior at short lengths to signal-onbehavior for recognition strands of 21 or more bases. Double-strandedscaffolds 17 bases in length lacking the small molecule recognition element(Ctrl) do not respond to target. All data represent addition of saturating (50nM) streptavidin target.

Figure 3. Both the signal-on and signal-off streptavidin sensors achievesubnanomolar detection limits and are able to function in complex samples.Shown on the top are titrations of signal-on (23S17B3) and signal-off (19B5)streptavidin sensors in buffer (the biphasic nature of the curves arises dueto the subnanomolar dissociation constant of the streptavidin-biotininteraction). The sensors function comparably in complex samples such asblood serum, soil suspensions, and beer (bottom), yielding similar signalsupon addition of saturating (30 nM) streptavidin target. The error bars inthis and the following figure represent the standard deviations of measure-ments conducted using three separately fabricated electrodes. The signal-on construct has large electrode-to-electrode variability in gain, althoughdetection limits are similar for each individual electrode. (Figure S7 presentstitration data for individual electrodes.)

6956 J. AM. CHEM. SOC. 9 VOL. 131, NO. 20, 2009

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Page 11: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Introducing Electricity and Circuits

ApplicationUnderstanding

Electricity is something students are commonly interested in...

Curiosity

Page 12: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Introducing Electricity and Circuits

ApplicationUnderstanding

Electricity is something students are commonly interested in...

Curiosity

Page 13: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Introducing Electricity and Circuits

ApplicationUnderstanding

Electricity is something students are commonly interested in...

Curiosity

Page 14: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Introducing Electricity and Circuits

ApplicationUnderstanding

Exploration

Electricity is something students are commonly interested in...

Curiosity

Page 15: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Introducing Electricity and Circuits

ApplicationUnderstanding

Exploration

Electricity is something students are commonly interested in...

Curiosity

Page 16: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Introducing Electricity and Circuits

ApplicationUnderstanding

Exploration

Electricity is something students are commonly interested in...

Curiosity

Page 17: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Introducing Electricity and Circuits

ApplicationUnderstanding

Exploration

Electricity is something students are commonly interested in...

Curiosity

Page 18: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Introducing Electricity and Circuits

ApplicationUnderstanding

Exploration

Electricity is something students are commonly interested in...

Curiosity

Page 19: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Introducing Electricity and Circuits

ApplicationUnderstanding

Exploration

Electricity is something students are commonly interested in...

Curiosity

Page 20: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

RET II: Curriculum Basis

Page 21: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

RET II: Curriculum Basis

The Arduino

Page 22: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

RET II: Curriculum Basis

The ArduinoRuns any program whether on a computer, as an integrated sensor or...

Page 23: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

RET II: Curriculum Basis

The ArduinoRuns any program whether on a computer, as an integrated sensor or...

Page 24: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

RET II: Curriculum Basis

The Arduino

A CNC

Runs any program whether on a computer, as an integrated sensor or...

Page 25: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

RET II: Curriculum Basis

The Arduino

A CNC

Runs any program whether on a computer, as an integrated sensor or...

Page 26: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

RET II: Curriculum Basis

The Arduino

A CNC

Runs any program whether on a computer, as an integrated sensor or...

Built to run as a milling machine, explorative microscopy and autosampling

Page 27: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Why Open Source?

Page 28: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Why Open Source?Benefits:

Page 29: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Why Open Source?Benefits:

1. If you can IMAGINE IT and have the patience, you

Page 30: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Why Open Source?Benefits:

1. If you can IMAGINE IT and have the patience, you can modify any program to fit your unique needs

Page 31: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Why Open Source?Benefits:

1. If you can IMAGINE IT and have the patience, you can modify any program to fit your unique needs2. Usually free and easily downloadable

Page 32: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Why Open Source?Benefits:

1. If you can IMAGINE IT and have the patience, you can modify any program to fit your unique needs2. Usually free and easily downloadable3. Peer-friendly review and sharing capabilities

Page 33: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Why Open Source?Benefits:

1. If you can IMAGINE IT and have the patience, you can modify any program to fit your unique needs2. Usually free and easily downloadable3. Peer-friendly review and sharing capabilities

Cons:

Page 34: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Why Open Source?Benefits:

1. If you can IMAGINE IT and have the patience, you can modify any program to fit your unique needs2. Usually free and easily downloadable3. Peer-friendly review and sharing capabilities

Cons:

1. You have to have patience because there is virtually

Page 35: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Why Open Source?Benefits:

1. If you can IMAGINE IT and have the patience, you can modify any program to fit your unique needs2. Usually free and easily downloadable3. Peer-friendly review and sharing capabilities

Cons:

1. You have to have patience because there is virtually no technical support to call!

Page 36: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Why Open Source?Benefits:

1. If you can IMAGINE IT and have the patience, you can modify any program to fit your unique needs2. Usually free and easily downloadable3. Peer-friendly review and sharing capabilities

Cons:

1. You have to have patience because there is virtually no technical support to call!

Tinker but DONʼT give up!

Page 37: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Why Open Source?Benefits:

1. If you can IMAGINE IT and have the patience, you can modify any program to fit your unique needs2. Usually free and easily downloadable3. Peer-friendly review and sharing capabilities

Cons:

1. You have to have patience because there is virtually no technical support to call!

Tinker but DONʼT give up!2. May be costly up front but pays for itself later.

Page 38: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Why Open Source?Benefits:

1. If you can IMAGINE IT and have the patience, you can modify any program to fit your unique needs2. Usually free and easily downloadable3. Peer-friendly review and sharing capabilities

Cons:

1. You have to have patience because there is virtually no technical support to call!

Tinker but DONʼT give up!2. May be costly up front but pays for itself later.3. Will be difficult to teach students coding, so may have

Page 39: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Why Open Source?Benefits:

1. If you can IMAGINE IT and have the patience, you can modify any program to fit your unique needs2. Usually free and easily downloadable3. Peer-friendly review and sharing capabilities

Cons:

1. You have to have patience because there is virtually no technical support to call!

Tinker but DONʼT give up!2. May be costly up front but pays for itself later.3. Will be difficult to teach students coding, so may have

to cut & paste code in the beginning.

Page 40: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans

Page 41: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans• Introduction to circuitry using a variety of sources (e.g. Little Bits and

Manylabs software) to learn about them (Lessons #1).

Page 42: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans• Introduction to circuitry using a variety of sources (e.g. Little Bits and

Manylabs software) to learn about them (Lessons #1).

Page 43: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans• Introduction to circuitry using a variety of sources (e.g. Little Bits and

Manylabs software) to learn about them (Lessons #1).

Little Bits

Page 44: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans• Introduction to circuitry using a variety of sources (e.g. Little Bits and

Manylabs software) to learn about them (Lessons #1).

Little Bits

Page 45: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans• Introduction to circuitry using a variety of sources (e.g. Little Bits and

Manylabs software) to learn about them (Lessons #1).

Little Bits ManyLabs

Page 46: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans• Introduction to circuitry using a variety of sources (e.g. Little Bits and

Manylabs software) to learn about them (Lessons #1).

Little Bits ManyLabs

Page 47: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans• Introduction to circuitry using a variety of sources (e.g. Little Bits and

Manylabs software) to learn about them (Lessons #1).

Little Bits ManyLabs

Page 48: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans• Introduction to circuitry using a variety of sources (e.g. Little Bits and

Manylabs software) to learn about them (Lessons #1).

Little Bits ManyLabs

Page 49: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans• Introduction to circuitry using a variety of sources (e.g. Little Bits and

Manylabs software) to learn about them (Lessons #1).

Little Bits ManyLabs

Page 50: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans• Introduction to circuitry using a variety of sources (e.g. Little Bits and

Manylabs software) to learn about them (Lessons #1).

Little Bits ManyLabs

Page 51: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans• Introduction to circuitry using a variety of sources (e.g. Little Bits and

Manylabs software) to learn about them (Lessons #1).

Little Bits ManyLabs

Page 52: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans• Introduction to circuitry using a variety of sources (e.g. Little Bits and

Manylabs software) to learn about them (Lessons #1).

• Build a simple graphite potentiometer (Lesson #2).

Little Bits ManyLabs

Page 53: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans• Introduction to circuitry using a variety of sources (e.g. Little Bits and

Manylabs software) to learn about them (Lessons #1).

• Build a simple graphite potentiometer (Lesson #2).

Little Bits ManyLabs

Page 54: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans• Introduction to circuitry using a variety of sources (e.g. Little Bits and

Manylabs software) to learn about them (Lessons #1).

• Build a simple graphite potentiometer (Lesson #2).

Little Bits ManyLabs

Page 55: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans (Cont’d)

Page 56: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans (Cont’d)• Exploring Graphite Potentiometers (Lesson #3).

Page 57: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans (Cont’d)• Exploring Graphite Potentiometers (Lesson #3).

Page 58: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans (Cont’d)• Exploring Graphite Potentiometers (Lesson #3).

Page 59: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans (Cont’d)• Exploring Graphite Potentiometers (Lesson #3).

Page 60: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans (Cont’d)• Exploring Graphite Potentiometers (Lesson #3).

Page 61: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans (Cont’d)• Exploring Graphite Potentiometers (Lesson #3).

Page 62: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans (Cont’d)• Exploring Graphite Potentiometers (Lesson #3).

Page 63: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans (Cont’d)• Exploring Graphite Potentiometers (Lesson #3).

Page 64: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans (Cont’d)• Exploring Graphite Potentiometers (Lesson #3).

• Using a CNC machine as a platform for an autosampler (Lesson #4).

Page 65: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson Plans (Cont’d)• Exploring Graphite Potentiometers (Lesson #3).

• Using a CNC machine as a platform for an autosampler (Lesson #4).

Page 66: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson #1: Basic Circuitry

Using Little Bits parts to investigate circuits and develop input/output statements

Overview:To understand how various input/output modes can affect an outcome in a circuit by:

Manipulatives are good for Kinesthetic Learners (Middle School)

Logic statements are good for forming complex circuits in codes and programming (High School)

Page 67: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Place  a  “Y”  for  each  part  “used”  to  complete  the  circuit  in  the  table  below  after  completing  the  task  on  the  computer  for  each  exercise:

Circuit #

Button Knob Light Tilt And Or Not + <30 >30 <50 >50

1

2 y y

3

4

5

6

7

Another Example of ManyLabs Software...

ManyLabs Activities

A tabulation step

And....

After tabulation, you can create coding sentence structure for programming languages.

Page 68: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

If you know: Button= a switch; then “Copy & Paste Code”http://www.arduino.cc/en/Tutorial/Switch

Code

/* switch

* * Each time the input pin goes from LOW to HIGH (e.g. because of a push-button * press), the output pin is toggled from LOW to HIGH or HIGH to LOW. There's * a minimum delay between toggles to debounce the circuit (i.e. to ignore * noise). * * David A. Mellis * 21 November 2006 */

int inPin = 2; // the number of the input pinint outPin = 13; // the number of the output pin

int state = HIGH; // the current state of the output pinint reading; // the current reading from the input pinint previous = LOW; // the previous reading from the input pin

// the follow variables are long's because the time, measured in miliseconds,// will quickly become a bigger number than can be stored in an int.long time = 0; // the last time the output pin was toggledlong debounce = 200; // the debounce time, increase if the output flickers

void setup(){ pinMode(inPin, INPUT); pinMode(outPin, OUTPUT);}

void loop(){ reading = digitalRead(inPin);

// if the input just went from LOW and HIGH and we've waited long enough // to ignore any noise on the circuit, toggle the output pin and remember // the time if (reading == HIGH && previous == LOW && millis() - time > debounce) { if (state == HIGH) state = LOW; else state = HIGH;

time = millis(); }

digitalWrite(outPin, state);

previous = reading;}

Page 69: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson #2: Graphite Potentiometers

Goal: To understand what a potentiometer is and what it doesMeasure Variable Voltage

Or...

Measure Variable Resistance

Page 70: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson #2Students get to create a circuit with graphite and then test its voltage or resistance using a voltmeter or LED.

Leads of Voltmeter are closest to source: Reading=6.15V from a 9V battery.

Leads of Voltmeter are farthest from source: Reading - 167.9mV from a 9V battery.

Hook an LED to resistive layer (graphite) and see what happens...

Building A Graphite Circuit

Page 71: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson #3: Exploring Graphite Potentiometers using ManyLabs Software

Goal: To learn how to interpret data and determine a relationship between two variables (i.e., light and voltage)

Set Up:

Dilution Light Box

Arduino Set Up

Bare Conductive Paint

Page 72: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Four Dilutions, two beakers per dilution by yourself = 20 minutes

Light Box Setup: I used a box 6”x10”x2.25” with ~ 1”x2” slot cut out at top and bottom, with a “tail” to set light sensor

Arduino Uno/Mega with Grove shield, and screw terminal to attach three alligator clips for your voltage sensor + connection for light sensor

Using an onl ine software interface like ManyLabswww.manylabs.org

ManyLabs

Preparation:

And...

Page 73: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Example: Clearly marked “potentiometer” and sample ManyLabs reading

Results after five readings:

Possible Problem with results: Make sure students clearly label dilutions!

Note: Have a backup set of “control” painted strips so students can trouble shoot what went wrong if it didn’t work

Page 74: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson #4: Using a CNC as an AutosamplerGoal: To learn how to set up a complex experiment, collect data, and interpret that data.

Open Source Desktop CNC Machine: ShapeOkoDesigned by Edward Ford

Equipment:

Atlas Scientific Dissolved Oxygen Sensor

Water samples

Page 75: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson #4: Using a CNC as an AutosamplerGoal: To learn how to set up a complex experiment, collect data, and interpret that data.

Open Source Desktop CNC Machine: ShapeOkoDesigned by Edward Ford

Equipment:

Atlas Scientific Dissolved Oxygen Sensor

Water samples

Page 76: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Lesson #4: Using a CNC as an AutosamplerGoal: To learn how to set up a complex experiment, collect data, and interpret that data.

Open Source Desktop CNC Machine: ShapeOkoDesigned by Edward Ford

Equipment:

Atlas Scientific Dissolved Oxygen Sensor

Water samples

Trouble Shooting:1. Mount for D.O. Sensor2. Plotting x, y, z for all samples3. Eccentricity of Z axis rod causes problems with programming gcode for smooth run4. Getting D.O. Sensor to read5. Calibrating D.O. Probe6. Collecting Data

Page 77: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Atlas Scientific Dissolved Oxygen Sensor with Arduino Mega wiring

Laptop to run CNC & D.O. Probe

Page 78: Exploring Open Source Technology In The Classroom · Exploring Open Source Technology In The Classroom RET 2 Curriculum Project by Jesse Kasehagen March 15, 2013 Little Bits Graphite

Thank you

Dr. Kevin Plaxco, et alAdriana Patterson, PhD, Mentor

Dr. Frank Kinnaman, MRLPeter Sand, ManyLabs Founder

Edward Ford, ShapeOkoMRLNSF