BME103: Difference between revisions
Line 91: | Line 91: | ||
* '''Research and development scientists''' reported information that makes it clear to a non-specialist why a cancer mutation gives a positive PCR signal, and why a non-cancer sequence gives no signal. | * '''Research and development scientists''' reported information that makes it clear to a non-specialist why a cancer mutation gives a positive PCR signal, and why a non-cancer sequence gives no signal. | ||
<br><br><br><br><br> | |||
</div> | </div> |
Revision as of 16:15, 18 December 2012
BME 103 Fall 2012 | Home People Lab Write-Up 1 Lab Write-Up 2 Lab Write-Up 3 Course Logistics For Instructors Photos Wiki Editing Help |
Introduction to Biomedical Engineering
GETTING STARTED
THE COURSE IN REVIEWSet-up: OpenPCR BuildingBefore this unit began, a group of ~10 upper level undergrads and graduate students assembled the OpenPCR machines. This was a great experience for the graduate students, and saved our Freshmen engineers the time and trouble of assembling the delicate pieces from scratch in a very limited amount of time. Thanks to our assembly team and Dr. Pizziconi's Design Studio team for your help!
Week 1: Introduction - DNA as a Biomarker, 10/17/12Students were introduced to basic DNA science and its relationship to diagnostics and health. Sequence-specific DNA hybridization uses primers designed to base-pair with a target disease-associated marker. This leads to exponential amplification of an invisible DNA target. A mismatch (non-disease DNA sequence) does not produce amplification. Team members chose roles as Open PCR machine tester/ engineer, Experimental protocol planner, and Research and development scientist.
In concurrent work sessions...
Week 2: DNA Amplification Reactions, 10/24/12Students used their experience from the previous week to set up and run a PCR experiment. The students were provided with personal protective equipment, 8 tubes of 50 μL PCR reaction mix, 8 tubes of 50 μL diluted template + primers, and disposable transfer pipettes. The instructors provided positive and negative "patient" samples so that some samples would test positive for a DNA marker (produce amplification), and others would test negative (no amplification). Experimental protocol planners set up and ran the PCR reactions. These were set aside to run for ~2 hours.
Students were introduced to a Single Drop Fluorimeter fluorescence-based DNA detection device that was designed by Dr. Garcia. When a natural or PCR-amplified double-stranded DNA sample is stained with SYBR green and exposed to a blue LED light, the drop fluoresces green. The signal is captured as an image with the user's camera phone.
Week 3: Computer-Aided Design with SolidWorks, 10/31/12Students were instructed on navigating the NCBI dsSNP database to find disease-associated SNP's and disease prediction information. Students were also introduced to Wiki web page editing. Concurrent work sessions:
Week 4: Measuring DNA Using Fluorescence, 11/7/12
Lab Report 1: Each team created a Wiki page write-up of their learning experiences.
Week 5: Designing a New System, 11/14/12Activities:
Week 6 & 7: Advertisement Videos, 11/28/12 & 12/6/12Activities:
|