Biochemistry students develop sustainable solutions through synthetic biology

Students worked collaboratively in the teaching lab to develop innovative solutions to biological and environmental problems in a dynamic and supportive environment.

Led by Dr James Garnett and Dr Fillippo Prischi, the module brought students together to design and develop novel molecules or biological systems, with a strong emphasis on sustainability. Working in groups, students were encouraged to think beyond traditional laboratory research and consider the wider environmental, social and industrial impact of their work.

Students were split into groups, each working on a project demonstrating how synthetic biology can be applied to address global challenges.

Applying synthetic biology to a customisable fragrance system

Group A developed a customisable fragrance system using engineered E. coli to produce two slightly different versions of a scent molecule called linalool, a natural compound found in plants. By controlling how much of each version of linalool was produced, students were able to adjust the scent profile, creating fragrances ranging from woody to citrus.

Current methods of fragrance production rely heavily on plant extraction, which requires significant land use and resources.

As Jo Lim, a student on the module, explained:

“Right now, in the fragrance industry, the way of producing scents is either unsustainable or unreliable. Scents are typically extracted physically, which means you have to grow a lot of material and use a lot of resources just to obtain a small amount of scent, which is quite unsustainable.”

The project aimed to demonstrate a more sustainable and flexible alternative, while also introducing a level of control not typically possible in conventional processes.

The projects also helped students develop skills beyond the laboratory. Reflecting on the experience, Tahani Sadique said:

“There’s also a pitching element where we present our idea, almost like a Dragon’s Den-style pitch. Before we even started in the lab, we created a video presentation, which was really fun and helped us develop new skills.”

New approaches to cleaning water

Group B is investigated new ways to remove harmful chemicals known as organophosphates from water. These compounds, commonly found in agricultural pollution, can pose risks to both environmental and human health.

Current water treatment methods, such as activated carbon filtration and reverse osmosis, can be expensive, energy-intensive or produce secondary pollutants.

The students compared three engineered E. coli systems designed to produce an enzyme that breaks down these chemicals. These include displaying the enzyme on the surface of the cell, secreting it into the surrounding environment, and expressing it within the cell. To measure effectiveness, they used a fluorescent signal that indicated when the enzyme was active.

Jasmine Smith highlighted the broader skills developed through the module:

“This is the first module that feels like a stepping stone beyond academia. We’ve had the opportunity to learn about pitching ideas, finance and teamwork, which has given us insight into careers beyond research.”

Rosemary Kovachev added:

“It feels more practical in terms of the skills I can take forward after graduating. It’s very skill-focused, and we track how we develop those skills throughout the year. That’s something that will really benefit us beyond a traditional dissertation.”

Detecting zinc in water sources

Group C developed a portable biosensor to detect zinc in water, helping to monitor water quality. While zinc is essential in small amounts, high concentrations can have harmful health effects.

Current detection methods can lack specificity or require laboratory-based equipment, limiting their use in real-world settings. The group’s aim was to create a system that could be used outside the lab, for example in agricultural or rural environments.

To achieve this, students engineered a protein that naturally detects lead, modifying it so that it instead bound zinc. This approach allowed them to effectively reprogramme a biological sensor to detect a different metal.

As part of the project, the group collected and tested water samples from the River Thames and across King’s campuses.

Reflecting on the experience, Paula Logos said:

“We carried out the background research and designed the experiments ourselves. The flexibility of the module means you can be really creative and develop your own ideas. It’s been a great experience and has allowed us to apply what we’ve learned in a practical way.”

Developing skills for future careers