|
|
| (17 intermediate revisions not shown) |
| Line 4: |
Line 4: |
| | <!--Slidorion created by Ben Holland - http://www.ben-holland.co.uk - licensed under the Apache License 2.0 --> | | <!--Slidorion created by Ben Holland - http://www.ben-holland.co.uk - licensed under the Apache License 2.0 --> |
| | </a><!--Import jQuery, Easing and Slidorion --> | | </a><!--Import jQuery, Easing and Slidorion --> |
| - | | + | <link rel="stylesheet" href="https://2013.igem.org/Team:UANL_Mty-Mexico/slidorion/css-tunnel?action=raw&ctype=text/css" /> |
| - | <link rel="stylesheet" href="https://2013.igem.org/Team:UANL_Mty-Mexico/slidorion/css?action=raw&ctype=text/css" /> | + | |
| | <link href='http://fonts.googleapis.com/css?family=Yanone+Kaffeesatz:400,200,700' rel='stylesheet' type='text/css'> | | <link href='http://fonts.googleapis.com/css?family=Yanone+Kaffeesatz:400,200,700' rel='stylesheet' type='text/css'> |
| | | | |
| Line 11: |
Line 10: |
| | <script src="https://2013.igem.org/Team:UANL_Mty-Mexico/slidorion/easing?action=raw&ctype=text/javascript"></script> | | <script src="https://2013.igem.org/Team:UANL_Mty-Mexico/slidorion/easing?action=raw&ctype=text/javascript"></script> |
| | <script src="https://2013.igem.org/Team:UANL_Mty-Mexico/slidorion/min?action=raw&ctype=text/javascript"></script> | | <script src="https://2013.igem.org/Team:UANL_Mty-Mexico/slidorion/min?action=raw&ctype=text/javascript"></script> |
| - |
| |
| - | <!--slider initialising-->
| |
| - | <script>
| |
| - | $(function() {
| |
| - | $('#slidorion').slidorion();
| |
| - | });
| |
| - |
| |
| - | </script>
| |
| | | | |
| | <body> | | <body> |
| Line 84: |
Line 75: |
| | </table> | | </table> |
| | | | |
| - |
| |
| - |
| |
| - |
| |
| - | <p><h2>Memorable Experiences [<a href="https://2013.igem.org/Team:UANL_Mty-Mexico/Talks"> Back</a>]</h2><br></p>
| |
| - |
| |
| - | <p align="justify">Cada uno de los miembros del equipo iGEM UANL vivió al igual que los jóvenes de las secundarias experiencias inolvidables. He aquí algunas de ellas:</p>
| |
| - |
| |
| - |
| |
| - | <div id="slidorion">
| |
| - | <div id="slider">
| |
| - | <div class="slide1"><img src="https://static.igem.org/mediawiki/2012/f/f1/Tunel_de_la_Biologia_Sintetica_Modulo_1_DNA.jpg" height="450" ></div>
| |
| - | <div class="slide2"><img src="https://static.igem.org/mediawiki/2012/1/18/Tunel_de_la_Biologia_Sintetica_Modulo_2_Genes.jpg" height="450" ></div>
| |
| - | <div class="slide3"><img src="https://static.igem.org/mediawiki/2012/8/87/Tunel_Biologia_Sintetica_Modulo_3_Proteins.jpg" height="450" ></div>
| |
| - | <div class="slide4"><img src="https://static.igem.org/mediawiki/2012/0/0f/Tunel_de_la_Biologia_Sintetica_Modulo_4_Ingenieria_Genetica.jpg" width="700" height="450" ></div>
| |
| - | <div class="slide5"><img src="https://static.igem.org/mediawiki/2012/e/e1/Tunel_Biologia_Sintetica_Modulo_5_SynBiol.jpg" height="450" ></div>
| |
| - | <div class="slide6"><img src="https://static.igem.org/mediawiki/2012/a/ab/Tunel_Biologia_Sintetica_Modulo_6_BioBricks.jpg" height="450" ></div>
| |
| - | <div class="slide7"><img src="https://static.igem.org/mediawiki/2012/8/8c/Tunel_de_la_Biologia_Sintetica_Modulo_7_Biological_Machine.jpg" height="450" ></div>
| |
| - | <div class="slide8"><img src="https://static.igem.org/mediawiki/2012/7/71/Tunel_de_la_Biologia_Sintetica_Modulo_8_Aplications.jpg" height="450" ></div>
| |
| - | <div class="slide9"><img src="https://static.igem.org/mediawiki/2012/0/05/Tunel_de_la_Biologia_Sintetica_Modulo_9_iGEM.jpg" height="450" ></div>
| |
| - | <div class="slide10"><img src="https://static.igem.org/mediawiki/2012/d/d7/Tunel_de_la_Biologia_Sintetica_Modulo_10_Ethics.jpg" height="400" ></div>
| |
| - | </div>
| |
| - |
| |
| - | <div id="accordion">
| |
| - | <div class="link-header">1: DNA</div>
| |
| - | <div class="link-content">
| |
| - | <b>Topics:</b> -DNA as the information storage molecule in all living things. -Organization of DNA within cells. -Molecular structure of DNA -DNA structure model.
| |
| - | <b>Activity</b>: Puzzle board game to learn how DNA is copied.
| |
| - | </div>
| |
| - | <div class="link-header">2: Genes</div>
| |
| - | <div class="link-content">
| |
| - | <b>Topics</b>: -Genes as functional units of DNA -Organization and parts of a genes -How do the genes work? -Central dogma of molecular biology.
| |
| - | <b>Activity</b>: Puzzle with multiple options to explain gene function through the central Dogma. -Use of common examples.
| |
| - | </div>
| |
| - | <div class="link-header">3: Proteins</div>
| |
| - | <div class="link-content">
| |
| - | <b>Topics</b>: -Proteins as carriers of most biological processes -Types of proteins -Examples of common proteins -The genetic code
| |
| - | <b>Activity</b>: Build a protein from DNA code (translation), Protein models.
| |
| - | </div>
| |
| - | <div class="link-header">4: Genetic Engineering</div>
| |
| - | <div class="link-content">
| |
| - | <b>Topics</b>: -Recombinant DNA technology -Restriction enzymes, ligase and vectors -Examples.
| |
| - | <b>Activity</b>: Build a recombinant DNA molecule with colored cables and transform a cell.
| |
| - | </div>
| |
| - | <div class="link-header">5: Synthetic Biology</div>
| |
| - | <div class="link-content">
| |
| - | <b>Topics</b>: -Universality, modularity and abstraction of bioparts -Synbio as the application of engineering concepts to biology -Advancements in DNA synthesis and sequencing technologies.
| |
| - | <b>Activity</b>: Construct a genetic circuit on a board and estimate time and costs to build it.
| |
| - | </div>
| |
| - | <div class="link-header">6: Biobricks</div>
| |
| - | <div class="link-content">
| |
| - | <b>Topics</b>: -BioBricks as standard DNA parts - Parts of a BioBrick - Types of BioBricks. -Biobrick assembly -The Registry of Standard Biological Parts
| |
| - | <b>Activity</b>: Put compatible bricks together.
| |
| - | </div>
| |
| - | <div class="link-header">7: Biological machine</div>
| |
| - | <div class="link-content">
| |
| - | <b>Topics</b>: -Imagine the possibilities -Addressing high impact problems through biomachines. -Metabolic load -Advantages of biomachines over robots.
| |
| - | <b>Activity</b>: "Labyrinth of metabolism" so that the visitor knows that "parts" must be manipulated to make a organism perform certain function.
| |
| - | </div>
| |
| - | <div class="link-header">8: Applications of SynBio</div>
| |
| - | <div class="link-content">
| |
| - | <b>Topics</b>: -Impact of SynBio in a wide variety of areas - Examples of issues solved through SynBio (How do these projects work?)
| |
| - | <b>Activity</b>: The visitor must correlate a specific genetic circuit to its application area.
| |
| - | </div>
| |
| - | <div class="link-header">9: iGEM</div>
| |
| - | <div class="link-content">
| |
| - | <b>Topics</b>: iGEM as the biggest synthetic biology competition, rules, motivation, scope. - iGEM UANL 2011 and 2012 -CIDEB-UANL 2012
| |
| - | <b>Activity</b>: -Explain<a href= "https://2011.igem.org/Team:UANL_Mty-Mexico"> our 2011 project </a>-Exhibition of the light-machine used in our project -Explain <a href="https://2012hs.igem.org/Team:CIDEB-UANL_Mexico">CIDEB's 2012 project </a>
| |
| - | </div>
| |
| - | <div class="link-header">10: Ethics and Biosafety</div>
| |
| - | <div class="link-content">
| |
| - | <b>Topics</b>: -Ethics definition -Human quality of life -Good and ugly -Impact awareness -Acceptance of SynBio -Potential problems -Precautions taken to prevent them -Biosafety levels
| |
| - | <b>Activity</b>: Dress with biosafety equipment (lab coat, glasses, gloves…) as fast as possible!
| |
| - | </div>
| |
| - | </div>
| |
| | | | |
| | | | |
| | </div> | | </div> |
| | + | </br></br></br> |
| | | | |
| | </body> | | </body> |
| | + | |
| | | | |
| | <!-- Site footer --> | | <!-- Site footer --> |
|
Colegio Labastida
Our team was a special guest, where we were part of the anual science fair; we made our presentation before approximately 300 children from different grades at junior high level. We completed the banana DNA extraction in a demonstrative exhibition; kids showed curiosity and interest towards the topic during the talk and the DNA extraction activity.
|
|
|
Colegio Independencia
|
We were invited to present our talk to last year junior high student, who were very interested in the topic; we perfomed the DNA extraction with whole groups.
|
|
Escuela Secundaria # 3
We participated with our talk and the project generation activity, using some already registered BioBricks; satisfactory results were obtained, as kids presented their own projects, showing that they understood the concept of Synthetic Biology and iGEM.
|
|
|
Colegio La Salle
We were invited to give our talk and to perform our activity of generating a Project using BioBricks. Kids were very enthusiastic. We also presented an introduction to Synthetic Biology and performed the DNA extraction.
|
|
Secundaria # 83
The team was invited to this junior high school in the municipality of Guadalupe. We gave our introductory talk about Synthetic Biology and performed the banana DNA extraction.
|
 |
"
