Team:UFMG Brazil/humanpractice
From 2013.igem.org
(Difference between revisions)
(→The Brickard Game) |
(→The Brickard Game) |
||
Line 13: | Line 13: | ||
=The Brickard Game= | =The Brickard Game= | ||
- | BRICKARD is the card game we created as a tool to help explaining synthetic biology in a fun way to the students that came to the UFMG & Escolas event. The game consists in a deck composed by 40 cards, which are divided into the main biobrick categories:[[File:Brickards.jpg|600px|thumb|right|Five types of Brickards]] | + | '''BRICKARD''' is the card game we created as a tool to help explaining synthetic biology in a fun way to the students that came to the UFMG & Escolas event. The game consists in a deck composed by 40 cards, which are divided into the main biobrick categories:[[File:Brickards.jpg|600px|thumb|right|Five types of Brickards]] |
*promoter cards, | *promoter cards, | ||
*RBS cards, | *RBS cards, | ||
Line 21: | Line 21: | ||
Each group receive a mission alongside the deck, with an explanatory text regarding a problem they have to solve combining the cards, just like we do (with the real stuff!) in our lab. | Each group receive a mission alongside the deck, with an explanatory text regarding a problem they have to solve combining the cards, just like we do (with the real stuff!) in our lab. | ||
The missions were priority based on projects from past iGEM participations. They were: | The missions were priority based on projects from past iGEM participations. They were: | ||
- | #'''Mission | + | #'''Mission:''' |
- | #'''Mission | + | #'''Mission:''' |
- | #'''Mission | + | #'''Mission:''' |
- | #'''Mission | + | #'''Mission:''' |
- | #'''Mission | + | #'''Mission:''' |
- | #'''Mission | + | #'''Mission:''' |
- | #'''Mission | + | #'''Mission:''' Our own project! |
To simulating difficulties faced on real experiments, there were incompatibilities among some cards. Promoter and terminator cards were classified according to an arbitrary force from 1 to 5 (represented by the number of full colored stars on cards), suggesting that different sequences present different affinities and, so, act on transcription on different ways. Thus, weak promoters could just be used with strong terminators, and constitutive promoters must join weak terminators following precise indications on each card description. Some options of chassis may apply, but the real possibility of their use should be justified; besides, each chassis must be combined with a specific RBS (bacteria with bacteria RBS, yeast with yeast RBS and so on), pointing the existence of molecular patterns that turn a sequence specific to a certain organism. Finally, the coding region cards included a sort of key genes to solve the problems proposed; the gene originally used by the related iGEM team was our expectation for each mission, but we were open to new creative, wellsupported devices students might present. | To simulating difficulties faced on real experiments, there were incompatibilities among some cards. Promoter and terminator cards were classified according to an arbitrary force from 1 to 5 (represented by the number of full colored stars on cards), suggesting that different sequences present different affinities and, so, act on transcription on different ways. Thus, weak promoters could just be used with strong terminators, and constitutive promoters must join weak terminators following precise indications on each card description. Some options of chassis may apply, but the real possibility of their use should be justified; besides, each chassis must be combined with a specific RBS (bacteria with bacteria RBS, yeast with yeast RBS and so on), pointing the existence of molecular patterns that turn a sequence specific to a certain organism. Finally, the coding region cards included a sort of key genes to solve the problems proposed; the gene originally used by the related iGEM team was our expectation for each mission, but we were open to new creative, wellsupported devices students might present. | ||
Revision as of 07:31, 25 September 2013