"
Team:Dundee/Notebook
From 2014.igem.org
(Difference between revisions)
Aplochocka (Talk | contribs) |
|||
| (15 intermediate revisions not shown) | |||
| Line 16: | Line 16: | ||
<style type="text/css"> | <style type="text/css"> | ||
| + | |||
| + | .jumbotron{ | ||
| + | height: 300px; | ||
| + | background: green; | ||
| + | color: white; | ||
| + | |||
| + | } | ||
| + | #btnRow{ | ||
| + | padding-top: 30px; | ||
| + | padding-bottom: 30px; | ||
| + | } | ||
| + | |||
| + | .toLesson{ | ||
| + | background: green; | ||
| + | color: white; | ||
| + | } | ||
| + | |||
| + | .btn-group > a{ | ||
| + | color: #ffffff; | ||
| + | } | ||
| + | .toClass{ | ||
| + | background: #97c3c3; | ||
| + | } | ||
| + | |||
#magazine{ | #magazine{ | ||
| Line 37: | Line 61: | ||
<div class="container"> | <div class="container"> | ||
<div class="jumbotron"> | <div class="jumbotron"> | ||
| - | <h1> | + | <h1>Notebook</h2> |
| - | <p class="lead"> | + | <p class="lead">When it All Happened</p> |
</div> | </div> | ||
| Line 46: | Line 70: | ||
<div class="row-12"> | <div class="row-12"> | ||
<p> | <p> | ||
| - | + | In this book you can read our weekly account of our work, which was carried out over the summer; everything from failed western blots to frustrating stochastic modelling. | |
| + | <br/> | ||
| + | <br/> | ||
| + | To view this content out of book form and in a more classic format click <a href="https://2014.igem.org/Team:Dundee/Notebook/normal">here</a>. | ||
</p> | </p> | ||
</div> | </div> | ||
| Line 55: | Line 82: | ||
<div class = "page" ><img src="https://static.igem.org/mediawiki/2014/a/ad/Dun_Notebookdun.png" alt="" width=100% height=100% ></div> | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/a/ad/Dun_Notebookdun.png" alt="" width=100% height=100% ></div> | ||
| - | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/ | + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/d/d9/NoteDunWeek0.jpg" alt="" width=100% height=100% ></div> |
| - | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/ | + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/1/12/DUN_Notebook_text_Slide01.png" alt="" width=100% height=100% ></div> |
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/8/8a/NoteDunWeek1.jpg" alt="" width=100% height=100% ></div> | ||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/8/86/DUN_Notebook_text_Slide02.png" alt="" width=100% height=100% ></div> | ||
| + | |||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/e/e4/NoteDunWeek2.jpg" alt="" width=100% height=100% ></div> | ||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/3/35/DUN_Notebook_text_Slide03.png" alt="" width=100% height=100% ></div> | ||
| + | |||
| + | |||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/3/3c/NoteDunWeek3.jpg" alt="" width=100% height=100% ></div> | ||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/8/82/DUN_Notebook_missing_Slide04.png" alt="" width=100% height=100% ></div> | ||
| + | |||
| + | |||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/e/e1/NoteDunWeek4.jpg" alt="" width=100% height=100% ></div> | ||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/d/df/DUN_Notebook_text_Slide04.png" alt="" width=100% height=100% ></div> | ||
| + | |||
| + | |||
| + | |||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/6/6e/NoteDunWeek5.jpg" alt="" width=100% height=100% ></div> | ||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/4/4c/DUN_Notebook_text_Slide05.png" alt="" width=100% height=100% ></div> | ||
| + | |||
| + | |||
| + | |||
| + | |||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/7/70/NoteDunWeek6.jpg" alt="" width=100% height=100% ></div> | ||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/8/8d/DUN_Notebook_text_Slide06.png" alt="" width=100% height=100% ></div> | ||
| + | |||
| + | |||
| + | |||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/2/25/NoteDunWeek7.jpg" alt="" width=100% height=100% ></div> | ||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/4/4a/DUN_Notebook_text_Slide07.png" alt="" width=100% height=100% ></div> | ||
| + | |||
| + | |||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/d/dc/NoteDunWeek8.jpg" alt="" width=100% height=100% ></div> | ||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/9/97/DUN_Notebook_text_Slide08.png" alt="" width=100% height=100% ></div> | ||
| + | |||
| + | |||
| + | |||
| + | |||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/0/07/NoteDunWeek9.jpg" alt="" width=100% height=100% ></div> | ||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/2/29/DUN_Notebook_text_Slide09.png" alt="" width=100% height=100% ></div> | ||
| + | |||
| + | |||
| + | |||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/c/c1/NoteDunWeek10.jpg" alt="" width=100% height=100% ></div> | ||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/b/b3/DUN_Notebook_text_Slide10.png" alt="" width=100% height=100% ></div> | ||
| + | |||
| + | |||
| + | |||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/f/fb/NoteDunWeek11.jpg" alt="" width=100% height=100% ></div> | ||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/e/ec/DUN_Notebook_text_Slide11.png" alt="" width=100% height=100% ></div> | ||
| + | |||
| + | |||
| + | |||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/0/0f/NoteDunWeek12.jpg" alt="" width=100% height=100% ></div> | ||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/e/ef/DUN_Notebook_text_Slide12.png" alt="" width=100% height=100% ></div> | ||
| + | |||
| + | |||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/7/7b/NoteDunWeek13.jpg" alt="" width=100% height=100% ></div> | ||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/f/f0/DUN_Notebook_text_Slide13.png" alt="" width=100% height=100% ></div> | ||
| + | |||
| + | |||
| + | |||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/0/0a/NoteDunWeek14.jpg" alt="" width=100% height=100% ></div> | ||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/1/18/DUN_Notebook_text_Slide14.png" alt="" width=100% height=100% ></div> | ||
| + | |||
| + | |||
| + | |||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/8/89/NoteDunWeek15.jpg" alt="" width=100% height=100% ></div> | ||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/6/63/DUN_Notebook_text_Slide15.png" alt="" width=100% height=100% ></div> | ||
| + | |||
| + | |||
| + | |||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/f/f3/NoteDunWeek16.jpg" alt="" width=100% height=100% ></div> | ||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/7/7b/DUN_Notebook_text_Slide16.png" alt="" width=100% height=100% ></div> | ||
| + | |||
| + | |||
| + | |||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/4/49/NoteDunWeek17.jpg" alt="" width=100% height=100% ></div> | ||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/b/b6/DUN_Notebook_text_Slide17.png" alt="" width=100% height=100% ></div> | ||
| + | |||
| + | |||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/4/46/NoteDunWeek18.jpg" alt="" width=100% height=100% ></div> | ||
| + | <div class = "page" ><img src="https://static.igem.org/mediawiki/2014/c/c5/DUN_Notebook_text_Slide18.png" alt="" width=100% height=100% ></div> | ||
</div> | </div> | ||
| Line 75: | Line 184: | ||
<div class="btn-group btn-group-justified"> | <div class="btn-group btn-group-justified"> | ||
<div class="btn-group"> | <div class="btn-group"> | ||
| - | <a class="btn btn-default" id="lastPage">Previous Page</a> | + | <a class="btn btn-default toClass" id="lastPage">Previous Page</a> |
</div> | </div> | ||
<div class="btn-group"> | <div class="btn-group"> | ||
| Line 81: | Line 190: | ||
</div> | </div> | ||
<div class="btn-group"> | <div class="btn-group"> | ||
| - | <a class="btn btn-default" id="nextPage">Next Page</a> | + | <a class="btn btn-default toClass" id="nextPage">Next Page</a> |
</div> | </div> | ||
</div> | </div> | ||
| Line 96: | Line 205: | ||
<div class="btn-group btn-group-justified"> | <div class="btn-group btn-group-justified"> | ||
<div class="btn-group"> | <div class="btn-group"> | ||
| - | <a href =" | + | <a href ="Safety" class="btn btn-default toLesson">Previous Book: Safety & Protocols</a> |
</div> | </div> | ||
<div class="btn-group"> | <div class="btn-group"> | ||
| - | <a href="https://2014.igem.org/Team:Dundee/inside/ | + | <a href="https://2014.igem.org/Team:Dundee/inside/library" class="btn btn-default toClass">Back to Library</a> |
</div> | </div> | ||
<div class="btn-group"> | <div class="btn-group"> | ||
| + | <a href ="famAlbum" class="btn btn-default toLesson">Next Book: Family Album</a> | ||
</div> | </div> | ||
</div> | </div> | ||
| Line 139: | Line 249: | ||
$( "#nextPage" ).click(function() { | $( "#nextPage" ).click(function() { | ||
$('#magazine').turn('next'); | $('#magazine').turn('next'); | ||
| + | }); | ||
| + | |||
| + | $( "#info" ).click( function() { | ||
| + | $('#welcomeNote').appendTo("body"); | ||
| + | $("#welcomeNote").modal(); | ||
}); | }); | ||
| Line 152: | Line 267: | ||
</body> | </body> | ||
</html> | </html> | ||
| + | {{:Team:Dundee/Template/welcomeNoteLibrary}} | ||
Latest revision as of 23:22, 17 October 2014
Notebook
When it All Happened
In this book you can read our weekly account of our work, which was carried out over the summer; everything from failed western blots to frustrating stochastic modelling.
To view this content out of book form and in a more classic format click here.
Welcome to Dundee's 2014 Wiki (Site Information)
Cystic Fibrosis is a genetic disease that results in the accumulation of thick mucus in the epithelial linings of the entire body, particularly the respiratory tract. Over the course of a patient’s life, the mucus-lined lung epithelium becomes repeatedly infected with pathogenic bacteria that stimulate an immune response; leading to inflammation, tissue damage, and ultimately, respiratory failure.
The microflora of the Cystic Fibrosis lung changes over time. In childhood, the major coloniser is Staphylococcus aureus, but as the patient matures other bacterial pathogens infect. The later-dominating pathogens, Pseudomonas aeruginosa and Burkholderia cepacia, are very difficult to eradicate and are associated with chronic decline in lung function. Burkholderia is so infectious that patients have to be isolated from one another, and can be denied lung transplants due to the persistence of this bacterium.
It is important, therefore, for medics to monitor and identify the levels of bacteria within the respiratory tract of a Cystic Fibrosis patient. Currently, patients must provide sputum samples and identification of bacteria takes between 72 hours and 2 weeks, by which point the bacteria can be in an antibiotic resistant state.
The Dundee 2014 iGEM project is focused on designing and testing a device that will rapidly and non-invasively identify the bacteria colonising a Cystic Fibrosis patient. Three biosensors will be developed that recognise external signal molecules produced by key bacteria, all of which are known to be in sputum samples of Cystic Fibrosis patients. A quinolone signal (PQS) is produced by Pseudomonas aeruginosa, a Diffusible Signal Factor (DSF) is produced by Stenotrophomonas maltophilia, an organism that is also associated with Cystic Fibrosis lung infection in adults, and BDSF is a related, but chemically distinct molecule that is produced by Burkholderia cepacia.
By engineering signal recognition and signal transduction proteins from these biological systems the Dundee iGEM team want to produce a portable electronic device that will identify infection outside of the clinic, so that patients do not have to travel great distances, and can be used to help health professionals make informed and rapid decisions on antibiotic treatments.
Read this again by clicking on Site Information in the navigation bar!
Bulletin Board (Policy & Practice)
Come look at the poster explaining how we involved the local and national Cystic Fibrosis community in our project, how we listened to people on the front line of the disease and how they affected our project.
School (Project)
Come in and learn about all the parts that make The Lung Ranger. The lab work that we carried out over the summer is explained here in detail, along with the modelling and implementation.
Library (Log Book)
Read about the experience the team has had over the summer. A week by week description of our work, how we carried out that work and some photos of our time together.
Saloon (iGEM community)
Come on in, take a seat and learn how we have interacted with the larger iGem community. Who the team are, who helped them and how we helped others.
College of Life Sciences
With more than 1100 staff and research students and external funding of around £60 million per year, the College of Life Sciences is one of the largest and most productive research institutes in Europe. This reputation is genuinely global and is reflected in the fact that researchers in our laboratories represent no fewer than 62 different nationalities
Division of Mathematics A small friendly Division which offers a lively and modern programme of study at both undergraduate and postgraduate level.We have research groups in Mathematical Biology, Numerical Analysis and Scientific Computing, Magnetohydrodynamics and Applied Analysis.
School of Computing With research areas in Human Centred Computing, Intelligent Systems, Space Technologies and Theory of Computation, the department has an emphasis on development. Furthermore, this department teaches popular undergraduate programs in Applied Computing and Computing Science.
We are a global charitable foundation dedicated to achieving extraordinary improvements in human and animal health. We support the brightest minds in biomedical research and the medical humanities. Our breadth of support includes public engagement, education and the application of research to improve health. We are independent of both political and commercial interests.
BBSRC has a unique and central place in supporting the UK’s world-leading position in bioscience. We are an investor in research and training, with the aim of furthering scientific knowledge, to promote economic growth, wealth and job creation and to improve quality of life in the UK and beyond.
The Biochemical Society exists for the advancement of the molecular and cellular biosciences, both as an academic discipline and to promote its impact on areas of science including biotechnology, agriculture, and medicine.
The Society for General Microbiology is a membership organisation for scientists who work in all areas of microbiology. The Society promotes the understanding of microbiology to a diverse range of stakeholders, including policy-makers, students, teachers, journalists and the wider public, through a comprehensive framework of communication activities and resources.
Established in 2007, Scottish Universities Life Sciences Alliance (SULSA) is a research pooling partnership between the Universities of Aberdeen, Dundee, Edinburgh, Glasgow, St Andrews and Strathclyde that is supported by the Scottish Funding Council.
EASTBIO - the BBSRC East of Scotland Bioscience Doctoral Training Partnership - is a partnership between the Universities of Aberdeen, Dundee, Edinburgh and St Andrews; the Scottish Universities Life Sciences Alliance; and the Scottish Universities Physics Alliance. The DTP scheme will provide students with excellent cross-disciplinary research training in line with the current BBSRC strategy for research support and training.
