Week 7 Tuesday
Over the next few weeks we will spend nearly all of our lecture and studio time specifying these aspects of your project:
- a system overview
- a device list
- a timing diagram
- a parts list
Be ready to revise what seemed like completed aspects of your project as you learn more about what's available and how things work. Design/revise/design/revise/design/revise....that what the next few weeks will be all about...
Project Selection Status?
- Brief report of each team's project selection status.
Challenge: System Overview
Part 1: Flip Books
- Here's a warm up challenge to show what is meant by a system overview
- Working independently, you should take 10 minutes to sketch a process into a flip book (materials to be provided). The process you choose to illustrate is up to you. It can be a plant growing, a house of cards being built, or a happy message appearing letter by letter on a computer screen. What you choose is limited only by the number of pages in your book, your ability to draw, and the limited amount of time you're given to complete this challenge. 10 minutes only!
- Before we move on to the next part of today's class we'll hear from some of the flip-book drawers to learn what worked well and what didn't about this way to overview and illustrate a system
Part 2: Bacterial Buoy
- Next you and your project team will generate a system overview for the Melbourne 2007 iGEM "coliform" project.
- The Melbourne team wanted to build a 3D, floating mass of bacteria that adhered to one another when the cells detected both blue and red light. In other words: at the intersection of an incoming red light beam and blue light beam, a solution of bacteria would clump and remain suspended in its growth media.
coliformers from Melbourne's iGEM 2007 team
- As a class we'll watch the first 5 minutes of the Melbourne team's iGEM presentation.
- Next your project team should work out a system overview for the coliform project. You can get an unused flip book (or use the back of one from the warmup exercise), or come up with some other mechanism of illustrating how the Melbourne team's system would work. You should not spend more than 10 minutes on this activity. When you are done, delegate someone to explain what you've done as a team and what questions arose as you worked. Then you and your team can get right to work on the last thing planned for today's lecture.
Why are we doing this??
As a class we'll consider the value of having a clear system overview:
Part 3: Your Idea Here
Finally, take the rest of today's lecture time to illustrate or specify the system overview of your team's project. You do not need to make a flip book unless you find this a useful way to brainstorm and define the outstanding issues. Ideally some version of the system overview you generate today will be shown in your Tech Spec Review.
Before tomorrow's studio time
If there are outstanding issues related to the system overview for your project be sure everyone on your team knows how you'll solve the issue(s) and make a plan to come to studio tomorrow with materials for finishing the system overview and getting good work done on the device list and, perhaps the timing diagram.
Week 7 Studio
Are there tools or methods for breaking down a complicated problem into simpler parts?
- Watch the Abstraction animation from BioBuilder
- Walk through one sample abstraction hierarchy that may guide synthetic biology
This abstraction hierarchy is modified from one of Drew Endy's slides. It gives us a framework for how to intentionally engineer various aspects of biological systems.
Part 1: Abstraction in action: Systems to Devices
Three quick examples to put the abstraction hierarchy in action
first up: Arsenic detector
Recall the University of Edinburgh 2006 iGEM project that was described as an Arsenic Detector in the "abstraction" BioBuilder video. The system was designed to sense arsenic and result in a color. Two devices were used to build this system. The first device sensed arsenic and gave rise to a signal when arsenic was detected. And if the second device sensed the signal from the first device, then it gave rise to a color. The device-level system diagram is pretty straightforward, but makes clear that you could swap out the first device for a different sensor, as long as the output could still be interpreted by the second device. Similarly you could change the output from color to anything, as long as the input to that color-generating device was paired to the output of the arsenic sensor.
next: Bacterial buoy
Consider again the coliform project from the Melbourne 2007 iGEM team. The team listed six devices they needed to realize their idea:
- a red light sensor
- a blue light sensor
- an AND gate to trigger a cellular behavior when both lights are present
- a GFP reporter to monitor easily/quantifiably the AND gate's function
- expression of adhesive proteins under the control of the AND gate
- a gas vesicle expression cassette to produce neutrally buoyant bacteria
Working with your project team at the white boards, draw a device-level system diagram for the six devices listed here. These devices should be "wired" together in a meaningful way so the inputs and outputs can be understood as entry and exit wires. As inspiration look at this wiring diagram from lotuselan.net
and note how the ordered connection of devices can help you understand how this system works
After just 5 minutes
we'll see the device level system diagrams that you've drawn for this system and discuss any outstanding questions or concerns.
and finally: Polkadorks
Let's try a more dynamic system. Check out the Polkadorks animation.
- As a class we'll
- describe the system in plain language, then
- list the devices needed to implement the system
- Then as a team you'll have 10 minutes to draw a device-level system diagram.
- Finally, as a class, we'll look at the timing diagram that the 2004 IAP team wrote.
You'll see that the devices (or the named connections between these devices) are listed on a y-axis and time is shown on an x-axis. The timing diagram indicates the timing for operation
of each device or wire, including the persistence of each device's signal through time--shown as PS (protein synthesis) and PD (protein degradation). You and your team
should take 10 minutes to make a timing diagram for the Polkadork's devices that you have wired together. You can keep a running list of any uncertainties. After 10 minutes of work,
we'll have each team report back to the group to see how we did and what questions still remain.
Part 2: Get busy!
Start applying these ideas to your team's project. You can work on a device list, a device-level system diagram and a timing diagram if you're ready. Be sure to keep your project notebook up to date and help keep each other great.
Week 7 Thursday
We've been working hard this week to move between the System and Device levels of an abstraction hierarchy and today we'll drop down one more level to think about the parts that make up a device. The device we'll consider is a ring oscillator, aka "blinker."
Challenge:Abstraction: Devices to Parts---Blinkers!!!
- Working in your project teams, develop a design for a genetically encoded ring oscillator. Your team's written design portfolio should include (a) a high level system diagram, (b) a full devices and parts list, (c) a plan for synthesizing or acquiring all necessary DNA parts, (d) a plan for testing the most important components of your oscillator, (e) a plan for assembling all parts or devices into a final system. You have 1 hour. Your team's DNA synthesis budget is $1000.
- NOTE: This activity features an "All questions answered" work environment. Ask questions.
- HINT: Your DNA synthesis budget may not be large enough to pay for synthesis of all the parts needed to make an oscillator.
- HINT: Your team may not have enough time to design everything needed to make a ring oscillator.
- HINT: Spend 2 minutes right now thinking about all the things that need to come together over the next hour for your team to be successful.
- Question. How can you check if everybody on your team understands what is going on?