Difference between revisions of "Team:Exeter"
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| − | < | + | <h2 style="text-align:center">How reliable is your kill switch?</h2> |
<p id="pp">Addressing biosafety is an important issue for synthetic biologists and concerns surrounding synthetic organisms escaping out of their controlled environment, has prompted research into novel bio-containment methods. Many iGEM teams that require their genetically modified organisms (GMOs) to be released into the wild, use kill switches (inducible genetic devices that cause cell death) to justify their projects and address concerns about the harmful effects GMOs can have in the environment. Unfortunately, kill switches are poorly categorised in the standard registry of genetic parts and there is a distinct lack of quantitative data on their suitability as bio-containment methods, thus preventing them being used with confidence.</p> | <p id="pp">Addressing biosafety is an important issue for synthetic biologists and concerns surrounding synthetic organisms escaping out of their controlled environment, has prompted research into novel bio-containment methods. Many iGEM teams that require their genetically modified organisms (GMOs) to be released into the wild, use kill switches (inducible genetic devices that cause cell death) to justify their projects and address concerns about the harmful effects GMOs can have in the environment. Unfortunately, kill switches are poorly categorised in the standard registry of genetic parts and there is a distinct lack of quantitative data on their suitability as bio-containment methods, thus preventing them being used with confidence.</p> | ||
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| + | The compiling of the wiki screen shows that no containment systems created in | ||
| + | iGEM is robust: they lack the above quantification and are mostly one mutation away | ||
| + | from failure.</q><br / > <span id="afQuote"> -Sara Aguiton and Claire Mayer, iGEM </span></p> | ||
| + | </div> | ||
<p id="pp">Our project seeks to: investigate the efficacy and efficiency of different types of kills switch; to quantify their robustness after several generations; to compare the stability of these devices once integrated into the genome vs when carried on a plasmid.</p> | <p id="pp">Our project seeks to: investigate the efficacy and efficiency of different types of kills switch; to quantify their robustness after several generations; to compare the stability of these devices once integrated into the genome vs when carried on a plasmid.</p> | ||
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| − | < | + | <h3 style="text-align:center">What is a "kill switch" ?</h3> |
<p id="pp">Through a series of interviews and questions, we are trying to identify what really is a kill switch? What do university students understand as a kill switch and how does that compare to academics or those working in industry? The purpose of this is to elucidate whether a kill switch can reliably be used as a biosafety measure or if it is misclassified. </p> | <p id="pp">Through a series of interviews and questions, we are trying to identify what really is a kill switch? What do university students understand as a kill switch and how does that compare to academics or those working in industry? The purpose of this is to elucidate whether a kill switch can reliably be used as a biosafety measure or if it is misclassified. </p> | ||
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| − | < | + | <h3 style="text-align:center" >Human Practices</h3> |
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<p id="pp">For public engagement and education, we are targeting both secondary school students and university level education. We want to highlight that there are potentially endless applications of the field, due to its interdisciplinary nature, as well as uncover why synthetic biology may not be as positively received as we would like.</p> | <p id="pp">For public engagement and education, we are targeting both secondary school students and university level education. We want to highlight that there are potentially endless applications of the field, due to its interdisciplinary nature, as well as uncover why synthetic biology may not be as positively received as we would like.</p> | ||
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| + | iGEM could produce support resources, for the existing A level, which introduced | ||
| + | ideas of synthetic biology and which could be used as ‘stretch and challenge’ materials | ||
| + | by teachers.</q> <br /><span id="afQuote" style="padding-left:40%;">-Edexcel</span></p> | ||
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Revision as of 13:19, 3 October 2016
