http://2014.igem.org/wiki/index.php?title=Team:Aachen/Collaborations/Kaiser-Karls-Gymnasium&feed=atom&action=historyTeam:Aachen/Collaborations/Kaiser-Karls-Gymnasium - Revision history2024-03-28T11:19:04ZRevision history for this page on the wikiMediaWiki 1.16.5http://2014.igem.org/wiki/index.php?title=Team:Aachen/Collaborations/Kaiser-Karls-Gymnasium&diff=398173&oldid=prevNbailly at 03:34, 18 October 20142014-10-18T03:34:09Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>For each of the lessons we also recorded our experience. Read about the outcome of our work below.</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>For each of the lessons we also recorded our experience. Read about the outcome of our work below.</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>In today's lesson, our members Nina and René offered the students a short impression of what to expect in the course of this teaching module. We also explained synthetic biology and the goal of our project. </div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>In today's lesson, our members Nina and René offered the students a short impression of what to expect in the course of this teaching module. We also explained synthetic biology and the goal of our project. </div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>In order to demonstrate how many and which microorganisms are our steady companions, we conduct an experiment with the students. A pair of students received 3 agar plates: one with regular LB agar, one plate with agar supplemented by an antibiotic, and one selective agar plate for yeasts and fungi. Equipped with the plates, the students wander through their school and take contact samples from places they think many microorganisms grow there. We will incubate the plates over the weekend so that we can show the students in the next lesson what has grown on their samples.</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>In order to demonstrate how many and which microorganisms are our steady companions, we conduct an experiment with the students. A pair of students received 3 agar plates: one with regular LB agar, one plate with agar supplemented by an antibiotic, and one selective agar plate for yeasts and fungi. Equipped with the plates, the students wander through their school and take contact samples from places they think many microorganisms grow there. We will incubate the plates over the weekend so that we can show the students in the next lesson what has grown on their samples.</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>As a starter for our next topic that is relevant to our project, we distribute a worksheet about quorum sensing among the students. For the remainder of the lesson, the students read the text and begin to answer the attached questions.</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>As a starter for our next topic that is relevant to our project, we distribute a worksheet about quorum sensing among the students. For the remainder of the lesson, the students read the text and begin to answer the attached questions.</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>While the other groups wait for their turn, their supervisors explain the background of this experiment: The electrons in some molecules change into energy states when irradiated with electromagnetic waves. When returning to the normal state, the electrons dissipate excess energy, also in the form of electromagnetic radiation. This process is called fluorescence. Vanilla pudding contains the molecule riboflavin (vitamin B2). When riboflavin is irradiated with blue light, the molecule fluoresces green. The intensity of the green light is visually recorded by our device. Special software processes the data and the measured value is displayed on the cellphone connected to the device via Bluetooth. We will discuss the results of the experiment next class.</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>While the other groups wait for their turn, their supervisors explain the background of this experiment: The electrons in some molecules change into energy states when irradiated with electromagnetic waves. When returning to the normal state, the electrons dissipate excess energy, also in the form of electromagnetic radiation. This process is called fluorescence. Vanilla pudding contains the molecule riboflavin (vitamin B2). When riboflavin is irradiated with blue light, the molecule fluoresces green. The intensity of the green light is visually recorded by our device. Special software processes the data and the measured value is displayed on the cellphone connected to the device via Bluetooth. We will discuss the results of the experiment next class.</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>Now we have individually discussed all aspects of our project. Therefore, Nina summarized all the topic together with the students, and outlined the link between all these different topics and our iGEM project idea. In doing so, we almost arrived at the end of our teaching module "Synthetic Biology". Next class, we will visit the biology-chemistry course of Kaiser-Karl-Gymnasium for the last time, and do some career-exploration in synthetic biology and related fields.</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>Now we have individually discussed all aspects of our project. Therefore, Nina summarized all the topic together with the students, and outlined the link between all these different topics and our iGEM project idea. In doing so, we almost arrived at the end of our teaching module "Synthetic Biology". Next class, we will visit the biology-chemistry course of Kaiser-Karl-Gymnasium for the last time, and do some career-exploration in synthetic biology and related fields.</div></td></tr>
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</table>Nbaillyhttp://2014.igem.org/wiki/index.php?title=Team:Aachen/Collaborations/Kaiser-Karls-Gymnasium&diff=355734&oldid=prevFgohr: /* Lessons 5 & 6 - Glowing Vanilla Pudding */2014-10-17T21:24:10Z<p><span class="autocomment">Lessons 5 & 6 - Glowing Vanilla Pudding</span></p>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>While we give the powder some time to dissolve, René discusses the worksheet about quorum sensing that we gave out to the students last week. In doing so, the students learn what quorum sensing actually is, how it is used in different ways by a variety of bacteria, and how we want to use this function for our project.</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>While we give the powder some time to dissolve, René discusses the worksheet about quorum sensing that we gave out to the students last week. In doing so, the students learn what quorum sensing actually is, how it is used in different ways by a variety of bacteria, and how we want to use this function for our project.</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>Meanwhile the powder had dissolved in the water. Excess powder accumulated at the bottom of the beaker. Using a syringe, the students suck 2mL of supernatant out of the beaker, and press it through a filter into a cuvette. A part of our project involves the development of a fluorescence measurement device named ''Cellock Holmes''. Each group of students at a time places its cuvette in the ''Cellock Holmes'' prototype, and notes down the values displayed on the cellphone display. Of course, each group also measures the fluorescence of a positive (pure riboflavin in water) and a negative (chalk dust in water) control.</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>Meanwhile the powder had dissolved in the water. Excess powder accumulated at the bottom of the beaker. Using a syringe, the students suck 2mL of supernatant out of the beaker, and press it through a filter into a cuvette. A part of our project involves the development of a fluorescence measurement device named ''Cellock Holmes''. Each group of students at a time places its cuvette in the ''Cellock Holmes'' prototype, and notes down the values displayed on the cellphone display. Of course, each group also measures the fluorescence of a positive (pure riboflavin in water) and a negative (chalk dust in water) control.</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>While the other groups wait for their turn, their supervisors explain the background of this experiment: The electrons in some molecules change into energy states when irradiated with electromagnetic waves. When returning to the normal state, the electrons dissipate excess energy, also in the form of electromagnetic radiation. This process is called fluorescence. Vanilla pudding contains the molecule riboflavin (vitamin B2). When riboflavin is irradiated with blue light, the molecule fluoresces green. The intensity of the green light is visually recorded by our device. Special software processes the data and the measured value is displayed on the cellphone connected to the device via Bluetooth. We will discuss the results of the experiment next class.</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>While the other groups wait for their turn, their supervisors explain the background of this experiment: The electrons in some molecules change into energy states when irradiated with electromagnetic waves. When returning to the normal state, the electrons dissipate excess energy, also in the form of electromagnetic radiation. This process is called fluorescence. Vanilla pudding contains the molecule riboflavin (vitamin B2). When riboflavin is irradiated with blue light, the molecule fluoresces green. The intensity of the green light is visually recorded by our device. Special software processes the data and the measured value is displayed on the cellphone connected to the device via Bluetooth. We will discuss the results of the experiment next class.</div></td></tr>
</table>Fgohrhttp://2014.igem.org/wiki/index.php?title=Team:Aachen/Collaborations/Kaiser-Karls-Gymnasium&diff=355714&oldid=prevFgohr: /* Lesson 7 - Teaching Module Wrap-Up */2014-10-17T21:23:54Z<p><span class="autocomment">Lesson 7 - Teaching Module Wrap-Up</span></p>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>Today Nina and Arne discussed last class's experiment. Arne explained to the students the meaning behind the values measured, and how the students can use the value to determine the concentration of riboflavin in their vanilla pudding samples.</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>Today Nina and Arne discussed last class's experiment. Arne explained to the students the meaning behind the values measured, and how the students can use the value to determine the concentration of riboflavin in their vanilla pudding samples.</div></td></tr>
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</table>Fgohrhttp://2014.igem.org/wiki/index.php?title=Team:Aachen/Collaborations/Kaiser-Karls-Gymnasium&diff=355697&oldid=prevFgohr: /* Lesson 7 - Teaching Module Wrap-Up */2014-10-17T21:23:42Z<p><span class="autocomment">Lesson 7 - Teaching Module Wrap-Up</span></p>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>Subsequently, Nina explained the students how we are going to manipulate regular E. coli cells, using synthetic biology methods, to carry out the desired functions. The students also learned, what role promoters play in gene regulation, and how our iGEM team wants to regulate the expression of the genes artificially inserted into the E. coli cells.</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>Subsequently, Nina explained the students how we are going to manipulate regular E. coli cells, using synthetic biology methods, to carry out the desired functions. The students also learned, what role promoters play in gene regulation, and how our iGEM team wants to regulate the expression of the genes artificially inserted into the E. coli cells.</div></td></tr>
</table>Fgohrhttp://2014.igem.org/wiki/index.php?title=Team:Aachen/Collaborations/Kaiser-Karls-Gymnasium&diff=355618&oldid=prevFgohr: Undo revision 355565 by Fgohr (talk)2014-10-17T21:22:47Z<p>Undo revision 355565 by <a href="/Special:Contributions/Fgohr" title="Special:Contributions/Fgohr">Fgohr</a> (<a href="/wiki/index.php?title=User_talk:Fgohr&action=edit&redlink=1" class="new" title="User talk:Fgohr (page does not exist)">talk</a>)</p>
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</table>Fgohrhttp://2014.igem.org/wiki/index.php?title=Team:Aachen/Collaborations/Kaiser-Karls-Gymnasium&diff=355565&oldid=prevFgohr: /* Lesson 8 - Students Explore Careers in Synthetic Biology */2014-10-17T21:22:21Z<p><span class="autocomment">Lesson 8 - Students Explore Careers in Synthetic Biology</span></p>
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</table>Fgohrhttp://2014.igem.org/wiki/index.php?title=Team:Aachen/Collaborations/Kaiser-Karls-Gymnasium&diff=355442&oldid=prevFgohr: /* Lessons 5 & 6 - Glowing Vanilla Pudding */2014-10-17T21:20:55Z<p><span class="autocomment">Lessons 5 & 6 - Glowing Vanilla Pudding</span></p>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>While we give the powder some time to dissolve, René discusses the worksheet about quorum sensing that we gave out to the students last week. In doing so, the students learn what quorum sensing actually is, how it is used in different ways by a variety of bacteria, and how we want to use this function for our project.</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>While we give the powder some time to dissolve, René discusses the worksheet about quorum sensing that we gave out to the students last week. In doing so, the students learn what quorum sensing actually is, how it is used in different ways by a variety of bacteria, and how we want to use this function for our project.</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>Meanwhile the powder had dissolved in the water. Excess powder accumulated at the bottom of the beaker. Using a syringe, the students suck 2mL of supernatant out of the beaker, and press it through a filter into a cuvette. A part of our project involves the development of a fluorescence measurement device named ''Cellock Holmes''. Each group of students at a time places its cuvette in the ''Cellock Holmes'' prototype, and notes down the values displayed on the cellphone display. Of course, each group also measures the fluorescence of a positive (pure riboflavin in water) and a negative (chalk dust in water) control.</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>Meanwhile the powder had dissolved in the water. Excess powder accumulated at the bottom of the beaker. Using a syringe, the students suck 2mL of supernatant out of the beaker, and press it through a filter into a cuvette. A part of our project involves the development of a fluorescence measurement device named ''Cellock Holmes''. Each group of students at a time places its cuvette in the ''Cellock Holmes'' prototype, and notes down the values displayed on the cellphone display. Of course, each group also measures the fluorescence of a positive (pure riboflavin in water) and a negative (chalk dust in water) control.</div></td></tr>
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</table>Fgohrhttp://2014.igem.org/wiki/index.php?title=Team:Aachen/Collaborations/Kaiser-Karls-Gymnasium&diff=355405&oldid=prevFgohr: /* Lessons 5 & 6 - Glowing Vanilla Pudding */2014-10-17T21:20:29Z<p><span class="autocomment">Lessons 5 & 6 - Glowing Vanilla Pudding</span></p>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>Meanwhile the powder had dissolved in the water. Excess powder accumulated at the bottom of the beaker. Using a syringe, the students suck 2mL of supernatant out of the beaker, and press it through a filter into a cuvette. A part of our project involves the development of a fluorescence measurement device named ''Cellock Holmes''. Each group of students at a time places its cuvette in the ''Cellock Holmes'' prototype, and notes down the values displayed on the cellphone display. Of course, each group also measures the fluorescence of a positive (pure riboflavin in water) and a negative (chalk dust in water) control.</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>Meanwhile the powder had dissolved in the water. Excess powder accumulated at the bottom of the beaker. Using a syringe, the students suck 2mL of supernatant out of the beaker, and press it through a filter into a cuvette. A part of our project involves the development of a fluorescence measurement device named ''Cellock Holmes''. Each group of students at a time places its cuvette in the ''Cellock Holmes'' prototype, and notes down the values displayed on the cellphone display. Of course, each group also measures the fluorescence of a positive (pure riboflavin in water) and a negative (chalk dust in water) control.</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>While the other groups wait for their turn, their supervisors explain the background of this experiment: The electrons in some molecules change into energy states when irradiated with electromagnetic waves. When returning to the normal state, the electrons dissipate excess energy, also in the form of electromagnetic radiation. This process is called fluorescence. Vanilla pudding contains the molecule riboflavin (vitamin B2). When riboflavin is irradiated with blue light, the molecule fluoresces green. The intensity of the green light is visually recorded by our device. Special software processes the data and the measured value is displayed on the cellphone connected to the device via Bluetooth. We will discuss the results of the experiment next class.</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>While the other groups wait for their turn, their supervisors explain the background of this experiment: The electrons in some molecules change into energy states when irradiated with electromagnetic waves. When returning to the normal state, the electrons dissipate excess energy, also in the form of electromagnetic radiation. This process is called fluorescence. Vanilla pudding contains the molecule riboflavin (vitamin B2). When riboflavin is irradiated with blue light, the molecule fluoresces green. The intensity of the green light is visually recorded by our device. Special software processes the data and the measured value is displayed on the cellphone connected to the device via Bluetooth. We will discuss the results of the experiment next class.</div></td></tr>
</table>Fgohrhttp://2014.igem.org/wiki/index.php?title=Team:Aachen/Collaborations/Kaiser-Karls-Gymnasium&diff=355329&oldid=prevFgohr: /* Lessons 5 & 6 - Glowing Vanilla Pudding */2014-10-17T21:19:37Z<p><span class="autocomment">Lessons 5 & 6 - Glowing Vanilla Pudding</span></p>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>Meanwhile the powder had dissolved in the water. Excess powder accumulated at the bottom of the beaker. Using a syringe, the students suck 2mL of supernatant out of the beaker, and press it through a filter into a cuvette. A part of our project involves the development of a fluorescence measurement device named ''Cellock Holmes''. Each group of students at a time places its cuvette in the ''Cellock Holmes'' prototype, and notes down the values displayed on the cellphone display. Of course, each group also measures the fluorescence of a positive (pure riboflavin in water) and a negative (chalk dust in water) control.</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>Meanwhile the powder had dissolved in the water. Excess powder accumulated at the bottom of the beaker. Using a syringe, the students suck 2mL of supernatant out of the beaker, and press it through a filter into a cuvette. A part of our project involves the development of a fluorescence measurement device named ''Cellock Holmes''. Each group of students at a time places its cuvette in the ''Cellock Holmes'' prototype, and notes down the values displayed on the cellphone display. Of course, each group also measures the fluorescence of a positive (pure riboflavin in water) and a negative (chalk dust in water) control.</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div><html><a style="text-align: center; display: block;" href="http://igem.rwth-aachen.de/wordpress/wp-content/uploads/2014/06/10172978_641110589299734_1681172065_o.jpg"><img src="http://igem.rwth-aachen.de/wordpress/wp-content/uploads/2014/06/10172978_641110589299734_1681172065_o-1024x682.jpg" alt="Measuring with ''Cellock Holmes''" width="590" height="392" class="aligncenter size-large wp-image-187" /></a></html></div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div><html><a style="text-align: center; display: block;" href="http://igem.rwth-aachen.de/wordpress/wp-content/uploads/2014/06/10172978_641110589299734_1681172065_o.jpg"><img src="http://igem.rwth-aachen.de/wordpress/wp-content/uploads/2014/06/10172978_641110589299734_1681172065_o-1024x682.jpg" alt="Measuring with ''Cellock Holmes''" width="590" height="392" class="aligncenter size-large wp-image-187" /></a></html></div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>While the other groups wait for their turn, their supervisors explain the background of this experiment: The electrons in some molecules change into energy states when irradiated with electromagnetic waves. When returning to the normal state, the electrons dissipate excess energy, also in the form of electromagnetic radiation. This process is called fluorescence. Vanilla pudding contains the molecule riboflavin (vitamin B2). When riboflavin is irradiated with blue light, the molecule fluoresces green. The intensity of the green light is visually recorded by our device. Special software processes the data and the measured value is displayed on the cellphone connected to the device via Bluetooth. We will discuss the results of the experiment next class.</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>While the other groups wait for their turn, their supervisors explain the background of this experiment: The electrons in some molecules change into energy states when irradiated with electromagnetic waves. When returning to the normal state, the electrons dissipate excess energy, also in the form of electromagnetic radiation. This process is called fluorescence. Vanilla pudding contains the molecule riboflavin (vitamin B2). When riboflavin is irradiated with blue light, the molecule fluoresces green. The intensity of the green light is visually recorded by our device. Special software processes the data and the measured value is displayed on the cellphone connected to the device via Bluetooth. We will discuss the results of the experiment next class.</div></td></tr>
</table>Fgohrhttp://2014.igem.org/wiki/index.php?title=Team:Aachen/Collaborations/Kaiser-Karls-Gymnasium&diff=355274&oldid=prevFgohr: /* Lessons 5 & 6 - Glowing Vanilla Pudding */2014-10-17T21:19:01Z<p><span class="autocomment">Lessons 5 & 6 - Glowing Vanilla Pudding</span></p>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>While we give the powder some time to dissolve, René discusses the worksheet about quorum sensing that we gave out to the students last week. In doing so, the students learn what quorum sensing actually is, how it is used in different ways by a variety of bacteria, and how we want to use this function for our project.</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>While we give the powder some time to dissolve, René discusses the worksheet about quorum sensing that we gave out to the students last week. In doing so, the students learn what quorum sensing actually is, how it is used in different ways by a variety of bacteria, and how we want to use this function for our project.</div></td></tr>
</table>Fgohr