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| − | <h1>The Genetic Code Workshop</h1> | + | <h1>404 Page Not Found?</h1> |
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| − | <h2 class="text-cyan">Coding Workshop</h2>
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| − | <p>
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| − | Over the first half of the workshop, students were introduced to multiple bioinformatics tools to beome acquinted with the basics of computational biology and programming. Students came from various level of experience in computer programming. However the mentors dedicated time to individuals based on their experience. Python was used for the first portion of programming to find solutions to Rosalind problems. The second half was focused on getting students familiar with PyMol and how to observe and edit PDB files.
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| − | <div class="image"><img src="https://static.igem.org/mediawiki/2017/7/7d/T--Toronto--2017_workshop-2.jpg" alt="data"></div>
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| − | <figcaption>Students observing protein models in pyMOL.</figcaption>
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| − | <h2 class="text-cyan">Ethics Workshop</h2>
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| − | <p>After the coding portion of the day, students participated in 5 team activities designed to give students an understanding of our CRISPR/Cas9 project, the technical and ethical challenges of gene editing, and various synthetic biology topics.</p>
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| − | <div class="image"><img src="https://static.igem.org/mediawiki/2017/8/8c/T--Toronto--2017_engagement-2.jpg" alt="data"></div>
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| − | <figcaption>Students deep in discussion.</figcaption>
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| − | <p>The Python station reinforced concepts taught earlier on, while an RNA folding puzzle game was a platform for introducing basic mechanisms behind CRISPR and the idea of the “open laboratory,” or collaboration with the public as a method to tackle difficult challenges such as CRISPR off-target effects. In addition, a hands-on genetic circuit activity illustrated the mechanisms behind gene expression and feedback loops, which was followed by ethical case studies that provided an opportunity to discuss different perspectives and understand the societal effects of advancements in gene editing technology.</p>
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| − | <p> Mentors were available at each station to provide guidance, but students had to work together to solve each challenge in order to gain points. In particular, students performed well in the two case studies regarding gene drives and gene editing in Down’s syndrome patients, generating thoughtful answers in response to our discussion questions about the environmental, moral, and social impact of these potential applications of CRISPR technology. The winning team received 3D printed commemorative plaques to celebrate their success and enthusiasm in synthetic biology.</p>
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| − | <h2 class="text-cyan">Engagement</h2>
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| − | <p>Upon students’ reflections on their experiences at the workshop, many reported that they had learned new information regarding bioinformatics, genetics, the ethical considerations of gene editing, as well as university programs. In addition, a student remarked that one of their key takeaways from the workshop was “learning about the real world applications of topics they had learned in school.”</p>
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| − | <div class="image"><img src="https://static.igem.org/mediawiki/2017/c/c8/T--Toronto--2017_workshop-1.jpg" alt="data"></div>
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| − | <figcaption>Mentor helping students understand python code.</figcaption>
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| − | <p>Students also commented that they found the introduction to bioinformatics and group activities engaging and informative for their future career choices. It was rewarding to see a high level of engagement in our students, and we hope to have inspired the next generation of synthetic biologists, scientists and engineers to see the world in a different way.</p>
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| − | <h3>Contents</h3>
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| − | <h3>Related Pages</h3>
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| − | <li> <a href="#">Content 1</a></li>
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| − | <li> <a href="#">Content 2</a></li>
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