Team:RHIT/Outreach

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<h4>Exhibit Components</h4>
<h4>Exhibit Components</h4>
<p>The Design Table, pictured below, introduces children to the idea of putting together DNA sequences. The instructions on the table ask them to think of ways they would use synthetic biology if they could make cells "do anything." The team hopes that this will inspire them to use creativity to explore the possibilities of synthetic biology. Colored magnetic shapes are used to represent DNA. Children can select from different colors, each with a different purpose - the four DNA nucleotide bases, A, T, G, and C, as well as Promoters and Terminators - and align them on the board to create their sequence. They also have the option of putting together various sequences found on cards on the table or create the matching sequence to given DNA sequences. This gives more uncertain children the chance to understand the process. Two examples of these cards are seen below.</p><br /><br />
<p>The Design Table, pictured below, introduces children to the idea of putting together DNA sequences. The instructions on the table ask them to think of ways they would use synthetic biology if they could make cells "do anything." The team hopes that this will inspire them to use creativity to explore the possibilities of synthetic biology. Colored magnetic shapes are used to represent DNA. Children can select from different colors, each with a different purpose - the four DNA nucleotide bases, A, T, G, and C, as well as Promoters and Terminators - and align them on the board to create their sequence. They also have the option of putting together various sequences found on cards on the table or create the matching sequence to given DNA sequences. This gives more uncertain children the chance to understand the process. Two examples of these cards are seen below.</p><br /><br />
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<img src="https://static.igem.org/mediawiki/igem.org/4/46/Card1ex.png" width="40%"/><img src="https://static.igem.org/mediawiki/igem.org/4/41/Card2ex.png" width="40%"/><br />
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<div align="center"><img src="https://static.igem.org/mediawiki/igem.org/4/46/Card1ex.png" width="100%"/></div><br />
<p> After creating their sequence, the children move on to the Lab Bench, where they explore four different pieces of lab equipment.
<p> After creating their sequence, the children move on to the Lab Bench, where they explore four different pieces of lab equipment.
The four stations are:<br />
The four stations are:<br />

Revision as of 15:21, 17 August 2012

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Human Practices
NTNU Collaboration
The Rose-Hulman iGEM team's approach to Human Practices is two-pronged. Two projects address two very different key audiences: young children and high-school students. Read on to learn about each of the projects.

Synthetic Biology Board Game: BioPioneer

text here

Terre Haute Children's Museum Synthetic Biology Exhibit

Origins of the Project


The Terre Haute Children's Museum, founded in 1988, features many exhibits on topics ranging from archaeology to architecture. However, the Rose-Hulman team noticed that there are no exhibits on small-scale biology, specifically synthetic biology. Devon took on the project of creating an exhibit to introduce children to the concepts and methods of synthetic biology.

Exhibit Components

The Design Table, pictured below, introduces children to the idea of putting together DNA sequences. The instructions on the table ask them to think of ways they would use synthetic biology if they could make cells "do anything." The team hopes that this will inspire them to use creativity to explore the possibilities of synthetic biology. Colored magnetic shapes are used to represent DNA. Children can select from different colors, each with a different purpose - the four DNA nucleotide bases, A, T, G, and C, as well as Promoters and Terminators - and align them on the board to create their sequence. They also have the option of putting together various sequences found on cards on the table or create the matching sequence to given DNA sequences. This gives more uncertain children the chance to understand the process. Two examples of these cards are seen below.




After creating their sequence, the children move on to the Lab Bench, where they explore four different pieces of lab equipment. The four stations are:

  • Microscope
  • Centrifuge
  • Pipetting
  • Media Plates
    • Each station provides a description of the equipment as well as a procedure for the children to follow in order to gain experience with and understanding of the technology. Questions guide the children along the way and encourage them to think about the purpose or design of each piece of equipment.

    Over the summer, NTNU’s iGEM team has been collaborating with our team. The teams found each other by luck when a speaker came to Rose-Hulman to meet with students participating in a math REU and talk about network modeling. This speaker was Eivind Almaas, NTNU’s iGEM main advisor. After touching base with our lead advisor, Dr. Anthony, Dr. Almaas provided us with great perspective about being a starting iGEM team because his team was in the same position last year. He suggested that we should video conference in the near future.


    On 7/23/2012, the two teams met via video conferencing to talk about their projects and to offer advice to the other team. In efforts to help each other out, RHIT agreed to help to characterize their lactate promote. In exchange, the NTNU team agreed to help critique our Mathematical Model and produce a stochastic model. We hope that this newly found friendship will continue throughout the years and that we will be lucky enough to meet the whole team in person this November.

    Rose-Hulman's Dr. Ric Anthony (left) with NTNU's Dr. Almaas at their June meeting on the Rose-Hulman campus.

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