Articles by Felix Moser

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The other week, I attended a talk by Dr. Rena Dorph, the Director of the Center for Research, Evaluation, and Assessment (REA) at the Lawrence Hall of Science (LHS). The talk and discussion that followed—which were hosted by the Science, Technology, Engineering Policy group (STEP) here at Berkeley—centered around how senior scientists and science and engineering graduate students could help meet some of the challenges encountered by K-12 science education in the US. Graduate students and a smattering of educators and outreach program facilitators filled the room. Their concern was palpable as Dr. Dorph listed some of the appalling statistics that haunt science education in the Bay Area:

  • Most elementary educational programs commit less than 1hr/week to science.
  • 40% of science teachers say they feel unprepared to teach science.
  • Most science teachers receive little or no professional development.

The list went on, but some of the main problems were obvious: science education was taking a back seat to subjects required for testing, there were few resources available to science teachers, and there were few opportunities for students to explore science after school.

Fortunately, there are simple steps that senior scientists and graduate students can take in their spare time to help address many of these problems. By volunteering in after school programs like the ones at LHS, we can excite students about science. We can co-teach lessons, like in the Science and Health Education Partnership program at UCSF, or simply provide support to science teachers who are uncertain about a subject area. We can mentor high school students as summer researchers, such as in the Summer High-School Apprenticeship Research Program. For more ideas, check out the Science, Technology & Engineering Policy Group‘s website. In short, there are many great ways to get involved with educational outreach as a graduate student or even as a full-time scientist or engineer. And if the fun of mentoring and the skills gained by teaching kids aren’t enough to convince you, then consider that the NSF is beginning to reward investigators and scientist for their outreach efforts and even requiring outreach efforts on some grants.


The Realities of Synthetic Biology

If you pay attention to the biofuels efforts in the Bay Area or read online science magazines such as Wired or New Scientist, it’s likely you’ve heard of Synthetic Biology. More of a movement than a field, Synthetic Biology envisions biology as an engineering discipline waiting to happen. Essentially, Synthetic Biology aims to circumvent or control the complexities in biology in order to build novel, effective biological systems reliably and quickly for such applications as diesel production and tumor killing bacteria. For example, imagine you want to engineer yeast to make red beer that tastes like lemon. Synthetic biology would have you pick up a “red” gene and a “lemon” gene, plug them into the yeast in a standardized, programmed way, and presto: Red lemon hefeweizen! Unfortunately, the realities of biology require much more than that. In reality, biology is so complex, few things we do ever work as expected or intended. Because of this, most synthetic biology projects quickly run into difficulty and often take years to hack together. But this hasn’t stopped synthetic biologists from making broad claims about the potential of their approaches. It’s been said that cheap biofuels, cures for diseases, and fantastic new biotechnologies are in the pipeline. Recently, however, Synthetic Biologists are encountering resistance as reality has begun to catch up to the hype.

A recent news feature in Nature Biotechnology asked some of the most prominent synthetic biologists how they define their field. The diversity and vagueness of the responses highlighted the difficulties the community has had centering itself on a set of focused objectives. Because Synthetic Biology is such a new field with no central discovery to mark its launch point, and because the application of systematic engineering to biology is so fraught with problems, the Synthetic Biology community has had trouble defining itself in concrete terms. This comes despite such efforts as the Synthetic Biology Engineering Research Center (SynBERC), an NSF-funded consortium of faculty across various universities that is intended to facilitate joint research efforts within Synthetic Biology. Some responses in the article suggested that Synthetic Biology had become more of a buzzword meant to garner federal research dollars than a productive field. For those of us in the field at the moment, this hit painfully close to home. Read the rest of this entry »

The Complexities of Biology

cellComplexity“Biology is hard.” These underwhelming but wise words were told to me two years ago by a sixth-year grad student who had given up the frustrations of biological bench work in favor of computational biology. At the time, I had some inkling of what he meant. I had spent many long evenings in college working in a biochemistry lab, bent over the lab bench trying to figure out why my most recent experiment had failed. Often, the failure of an experiment meant some mistake on my part: a forgotten reagent, a botched procedure, a badly designed primer; these are all lessons that most biological researchers learn the hard way and make us better scientists. The rest of the time, there were no answers as to why experiments failed. They just did. A gene wouldn’t clone or express, a protein would aggregate or refuse to crystallize, or an antibody wouldn’t blot the correct protein. These failures were the most frustrating because there was little to learn from them. One had to either try something fundamentally different or give up.

After six years of working in the life sciences, I have come to learn that this experience is widely shared among biological researchers. It is simply the nature of the work. But being a scientist, I had to ask: Why is that? What makes biology so hard to predict, parse, and engineer? The answer, left unspoken but widely acknowledged by biologists, is that living systems are simply too complex to be fully understood.

The failures that absorb so much of a biology grad student’s career are usually ascribed to the complexities within the cells they work with. Even biologists sometimes forget that cells, though stunningly well-tuned and elegantly functional machines, are much more complicated than a microchip and much less predictable. Despite over a century of research effort, cells are still “black boxes” full of mysterious chemical mechanisms and machinery that we are just beginning to understand. The magnitude of the complexity of a single cell is truly overwhelming. Even a relatively simple genetic system, such as that of a bacterial virus, can be so complex as to be beyond the supercomputer’s computational capacity to model. It’s not hard to understand why: Imagine a tiny “bag of chemicals” with a menagerie of millions of molecules shoving around inside it like concert goers in a rave, each going about highly specific tasks, together maintaining the delicate balance of life. Since we cannot model such a machine, we can rarely predict what removing or adding a gear to the mechanism will do to it. But this is how we study life: by breaking or introducing gears in the machines and observing how they behave. Yet these approaches are crude and often fail, the reasons why getting lost in noise of millions of molecules.

Genome sequencing promised to shine light into the “black boxes” of life. It was hoped that a researcher would be able to read the genetic code it like an engineer reads a blueprint. This hope has proven naïve. Even with an annotated genetic code in hand, it is often impossible to predict what gene is expressed when, why, and what it does. Each year, science peels away layers of complexity of how the cell controls its myriad functions, usually revealing even more complexity beyond it. Companies that hedged their bets on genomics revealing the intricacies of disease, such as the recently bankrupt DeCode Genetics based in Iceland, are learning the hard way that life and its diseases are far more complex than anyone thought. To grad students like myself who work in the life sciences, though the complexity of life offers much frustration, it nonetheless instills a deep sense of awe and respect for nature, as we realize that we are just beginning to understand it.

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Cross-campus collaboration

Photo from Thomas Hawk on Flickr

Photo from Thomas Hawk on Flickr

One of the great traditions and strengths of the UC system is cross-campus collaboration. As a second year graduate student of the UCSF/UC-Berkeley Joint Graduate Group in Bioengineering (JGGB), I witness on a daily basis the teamwork and synergy that occurs between these two great UC campuses. The JGGB is one of very few programs in the US that connects a first-rate medical institution with a university that exemplifies the highest standards of engineering and science. This program presents its graduate students with unparalleled opportunities, not only in the form of a substantially enlarged program faculty (since both UCSF and Berkeley faculty are available to us) and the resources of both campuses, but the unique ability to work with and learn from both doctors and engineers of the highest caliber.

Graduate students in the JGGB routinely take advantage of these opportunities. For example, 2nd-year JGGB student, Dan Cohen, recently organized the “Clinical Applied Science and Engineering” program to facilitate graduate students shadowing surgeries at UCSF. During the program, I witnessed Dr. Maxwell Meng perform a prostatectomy with the Da Vinci robotic system, which allows the surgeon to remotely manipulate laparoscopic tools placed inside the patient via hand-held controllers and a 3D camera viewer. This system allows for much more precise manipulation of surgical instruments, which often improves patient outcome for sensitive, difficult procedures such as prostatectomies. To me, this robotic system served as a powerful example of how smart engineering can improve treatments.

Another great example of cross-campus educational collaboration is the BioE298P024 “Anti-medical” seminar that invites UCSF physicians to Berkeley once a week to give talks on the unaddressed technical needs within medicine. Dr. Sigurd Bevern, one guest speaker, discussed the need for physically quantifying pain as a means to more accurately diagnose and treat chronic back pain. Another speaker asked the engineers whether anything could be done to prevent hip replacement joints from squeaking, as this is a problem for some patients with ceramic hip replacements. The “Anti-med” seminar is well attended by Bioengineering faculty and students who hope to bring their expertise to bear on the needs presented by the physicians. Several collaborations have grown out of these seminars, although they are still in the development phases. The hope embedded in both these programs and in the JGGB more generally is that active conversations between physicians and engineering graduate students and faculty will lead to productive collaborations and ultimately bold innovations. Bold innovation, after all, is another of UC’s great traditions.

Acknowledgements: My thanks to Dan Cohen for fruitful discussions and information.

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