Contribution
We resistered four new parts. They will serve as a basis for future iGEMers who make new innovative efforts.
For more details, please see the link below and our Parts page.
In 2024, iGEM Gifu faced the retirement of PI and restarted the team by seeking a new PI.
Finding a new PI took time, and eventually, Assistant Professor Imaizumi from Gifu University kindly agreed to support our team.
However, since his research field is not genetic engineering, the laboratory available to us was not equipped for molecular biology experiments.
Therefore, we had to set up the experimental environment ourselves.
At first, we didn't know exactly what equipment and reagents were needed, when to prepare them, or how much to order.
With help from our alumni and by researching suppliers, we gradually built a functional lab.
Some of the items purchased were seldom used, and setting up the lab within a limited budget proved quite challenging.
To help future iGEM teams facing similar challenges, we decided to document and share our experience in setting up a lab for genetic engineering experiments.
This page includes essential checklists of reagents and equipment, information on priorities and actual usage, and practical tips based on our experience.
check up list here
We documented protocols of our experiment for future iGEMers.jump to our Experiense page
We documented work of our experiment for future iGEMers.jump to our notebook page
Our team placed emphasis on educational activities. Here we introduce materials that other teams can use when conducting educational activities targeting specific age groups, along with the learning outcomes achieved. We also encountered numerous challenges during implementation. Therefore, we present typical difficulties that can be anticipated in advance and the corresponding solutions.
※All lesson slides are included here (PDF)
Conducted lessons on genes and DNA, along with an experiment extracting DNA from broccoli.
Using these materials enables elementary students to acquire accurate knowledge about genes and DNA in an easy-to- understand way. The hands-on experiments stimulate an interest in biology.
Few volunteers were found when recruiting the student representative for the experiment.
To increase participants' motivation for the experiment, we communicated that it was a rare opportunity, and to lower the barrier to participation, we conveyed that it was a simple task.
※All lesson slides are posted here (PDF)
Conducted lessons and discussions in small groups.
Using these materials enabled students to understand iGEM activities and gain accurate knowledge about cellular mechanisms, PCR testing, and genetic modification.
Discussions sometimes lacked active participation.
iGEMers joined groups with low engagement, posing thought-provoking questions to draw out opinions and invigorate discussions.
※Video from participants' perspective of the escape game.
This is the player's perspective video of the escape game held at the university festival, where participants identify a virus and escape from a laboratory. Watching this video allows you to experience the escape game virtually.
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