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Team:Grenoble/HumanPractice/developing
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<p> Also, flyers could be used by Universities or even High Schools to explain the basics of synthetic biology and the complementarity between experimental and theoretical approaches in engineering. </p> | <p> Also, flyers could be used by Universities or even High Schools to explain the basics of synthetic biology and the complementarity between experimental and theoretical approaches in engineering. </p> | ||
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| + | <h3> Flyers composition </h3> | ||
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| + | <ul> <li>Modeling for biologists </li> </ul> | ||
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| + | <p> To elaborate this flyer, we tried to answer at following question : « What does a biologist need to know about modeling basics in order to efficiently collaborate with modelers collaborators ?”.</p> | ||
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| + | <p> Our approach was based on step by step building up of a differential equation construction. This equation expresses the variation of protein concentration as function of time. Below are the details of critical points exposed on this flyer: | ||
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| + | <ul> <li>Building the equation: as a first step, we identify the principal phenomena (synthesis, degradation, repression) and their respective parameters (protein concentration, synthesis rate, constant of degradation) involved in the construction of such equation. For that, we took GFP expression as an example. | ||
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| + | <li>Interpreting the curves: here we showed how to interpret the different cases obtained while resolving the differential equation. </li> | ||
| + | <li>Highlighting biologist intervention: finally, we underline the role of the biologist by precisely identifying the critical steps during its interaction with a modeler. </li> </ul> | ||
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| + | </p> | ||
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Revision as of 00:52, 22 September 2011
Developing a solution
To resolve this communication difficulty and to facilitate the understanding and collaboration between us (modelers and biologists), we have explored means to develop a tool that allows us to carry out our project.
For this purpose we prepared two educational flyers:
- Flyer "Modeling for biologists" which was realized by the biologists of our team, in order to explain to other biologist the essentials of model building.
- Flyer "Biology for modelers"" performed by the members of our team involved in computer modeling.
The goal of our flyers realization was to bring the basics of synthetic biology and modeling to modelers and biologists respectively.
Swapping the roles of the team members during the realization of the flyers allowed us to have an external point of view to our own scientific field, which allows us to develop critical perception.
Since our team spent a long period of time to overcome communication difficulties by developing the flyers, we would like to share our solution with present and future iGEM teams. Flyers could then be used by all the interdisciplinary teams during the initial phases, when the subject is going to be debated. It could also be integrated in the iGEM KIT, which may certainly facilitate its accessibility to the concerned teams.
Also, flyers could be used by Universities or even High Schools to explain the basics of synthetic biology and the complementarity between experimental and theoretical approaches in engineering.
Flyers composition
- Modeling for biologists
To elaborate this flyer, we tried to answer at following question : « What does a biologist need to know about modeling basics in order to efficiently collaborate with modelers collaborators ?”.
Our approach was based on step by step building up of a differential equation construction. This equation expresses the variation of protein concentration as function of time. Below are the details of critical points exposed on this flyer:
- Building the equation: as a first step, we identify the principal phenomena (synthesis, degradation, repression) and their respective parameters (protein concentration, synthesis rate, constant of degradation) involved in the construction of such equation. For that, we took GFP expression as an example.
- Interpreting the curves: here we showed how to interpret the different cases obtained while resolving the differential equation.
- Highlighting biologist intervention: finally, we underline the role of the biologist by precisely identifying the critical steps during its interaction with a modeler.
