Contribution

The KCIS iGEM Team was established in 2021.
Various aspects of our work can contribute to helping students who choose to focus on the cross over between AMPK and SNF1 in the future,
and techniques that will help with the use of supplements in the future.
We also created a lot of educational material that is available for any groups to adapt and use to spread knowledge about Synthetic Biology

Troubleshooting

  1. While making the agar plates, we tried to put the brown algae and green tea extract supplements onto the agar plate to test our product, but they could not dissolve completely. To solve this issue, we decided to autoclave the supplements since a higher temperature could increase the solubility of the supplements while the higher pressure could make the liquids remain liquid under high temperature. Adding chemical buffers that could dissolve the solvent, including ethanol, acidic and basic solution, are also beneficial in assisting the supplements to dissolve. These problems may also be encountered by other IGEM teams, so autoclaving materials and adding chemical buffers may be potential solutions to solve similar issues.

  2. When we tried sending our cloning samples to the Mission Biotech company to confirm our sequence, They had a hard time confirming it. This is because we delivered our samples in the TE buffer, which contains EDTA inside. The EDTA compound in the buffer may bind with specific enzymes and proteins, inhibiting their function, thus hindering the sequence confirmation. Consequently, we decided to replace the TE buffer with dH2O to eliminate the effect of EDTA. It is important for future teams to pay attention to the substance when delivering the DNA sequences, and to avoid using TE buffers for delivery.

  3. Our promoter is expressed in the presence of galactose, which drives the downstream genes to also be expressed. We do not know when our plasmid is expressed thus cannot assume all the phenotype mitigation on our plates to be caused by the overexpression of our target gene. Therefore, we conducted galactose induction with time course to collect samples of our plasmid in the presence of 0’, 30’, 1h, 17h, 24h, 41h 2%YP-galactose, which are then used to conduct RT-qPCR to identify the time when the target gene is significantly expressed. For experiments that are also working with SNF1 and its truncation forms, as well as other experiments that aim to test the expression of a promoter, the use of time course can be a good method to obtain specific time and results.

  4. During the cloning process, we were not able to clone and conserve AMPK alpha, beta, and gamma into one single yeast plasmid, as the protein structure could not fold properly when AMPK alpha, beta, and gamma are consecutive downstream in a single plasmid. On the other hand, while there is an alternative to clone alpha, beta, and gamma in three different plasmids into the plasmid, the end result could be inconsistent. Therefore, we decided to use AMPK alpha only because it is upstream. Future IGEM teams should take note of the amount of genes to clone while paying attention to whether it would influence the folding of proteins, or whether it could yield valid and consistent results.

  5. During double enzyme digestions on Kpn1 and Xma1 sites, we found out that the sample is lost. We suspect the possibilities of the inconsistent experiment execution that causes the sample loss, yet this phenomenon is observed throughout numerous double enzyme digestion trials. Therefore, we increased our plasmid concentration to make up for the deficit. For experiments related to double digestion, it is important for experimenters to be aware of whether the digestion is done correctly to prevent the loss of DNA information.



Information

SNF1, the homology of AMPK conserved in yeast, plays an important role in the response to cellular stress in yeast. By the introduction of SNF1, future team are allowed to conduct experiment simulating AMPK in the P1 lab. AMPK not only serve a main role in regulating metabolism but also in mitochondrial homeostasis. Furthermore, in our project, we designed to use carbon deprivation for heat shock tests. By shifting glucose, the main food source of yeast, to galactose, glucose starvation triggers the yeast to overexpresses the downstream genes. This knowledge enable future teams, who are studying and researching environmental stresses on yeast, a method for triggering specific activation of yeast’s function.



Data





RT-qPCR data

  In our project, we engineered our genes downstream of a plasmid with pGal promoter, which activates in the presence of galactose. Therefore, we needed to find out when our downstream gene is activated in the presence of galactose, which is assumed to be the same as when the downstream gene expresses during the survival plate assays. We will know the change in the stress-induced-phenotype on yeast (whether it mitigates) will have a high probability to be caused by the downstream gene expression if stress-induced-phenotype is mitigated at the same time it was shown to be expressed in the presence of galactose.

  To this mean, we conducted Galactose Induction with Time Course to find out the time course when the downstream gene is expressed the most. We would put respective downstream gene in 2% YP-galactose for 0’, 30’, 1h, 17h, 24h, 41h (chosen because of school schedule), and conduct RT-qPCR to find the number of folds for each time course, which is used to indicate when genes are expressed. The data are the following:

Endogenous SNF1 in BY4741 (wild type, use SNF1-2 primers to do qPCR)
BBa_K4180008 in BY4741 (use eGFP primers to do qPCR)
BBa_K4180005 in BY4741 use SNF1-1 primers to do qPCR
BBa_K4180006 in BY4741 use SNF1-2 primers to do qPCR
BBa_K4180007in BY4741 use SNF1-1 primers to do qPCR

  Compared to the control, BBa_K4180008 in BY4741 (eGFP primers for qPCR), which showed over 20 folds at t=41h, indicating a dramatic induction, BBa_K4180005, BBa_K4180006, BBa_K4180007 showed no more than 5 folds, with 5 folds at t=41h, over 1.5 folds t=24h, and 3.5 folds at t=41h respectively. These composite sites, BBa_K4180005, BBa_K4180006, BBa_K4180007, when compared to endogenous, which exhibited 7 folds at t=24h, is suppressed.

   We suspect the possible reason for this phenomenon is the time course when the downstream genes are not observed, i.e. 1h<t<17h; 24h<t<41h. Another possible reason is negative feedback mechanisms being triggered. SNF1 is a gene that is involved in many different pathways. The overexpressed SNF1 gene, BBa_K4180005, BBa_K4180006, BBa_K4180007, coding regions might interfere with endogenous SNF1 induction, inhibiting SNF1 induction. Future iGEM teams who would like to work on SNF1 gene can understand this before they work on the gene, preventing them from encountering similar.

Education Materials

  Our team has created a lesson plan for G7, G8, and G9, aiming to introduce basic molecular biology to junior high school students. This lesson plan consists of a slide for each grade with progressing depth in content, an experiment for students to do, and a kahoot. With the easy-to access content in the lesson plan, it potentially brings more students interest in and enthusiastic to molecular biology and synthetic biology, potentially exciting them to a future related academic pursuit. Additionally, we have created an outreach lecture slide. This includes introduction to synthetic biology and exquipments. Future iGEM teams can utilize our lesson plan or slides that we have made easily accessible to spread knowledge in synthetic biology and molecular biology.

   For G7, we made a presentation introducing the basic biology concepts, lab equipment and techniques, synthetic biology, and, most importantly, obesity. Knowing that the G7s lack the fundamental science knowledge, the members intentionally simplified the wording and composed a story to explain the information. Moreover, the G7s did a simple synthetic biology experiment. We believe that by giving a simple presentation and experiment will illustrate a clear big picture of iGEM for the G7s.

   For G8, we delved deeper into synthetic biology. Different from those topics for G7s, G8s learned cell, yeasts, the importance of bacteria and plasmid, cloning, and the implications of synthetic biology. Moreover, we discussed AMPK that regulates our metabolism and prohibits obesity. In future, we expect the G8s to join the senior high school iGEM team. This presentation lays a firm foundation, allowing the G8s to successfully and efficiently adapt as they enter the team.

   For G9, in addition to the concepts introduced to G8s, we added “heredity,” “5’ and 3’ ends of nucleic acid strand.” Besides, the G9s also get to know every lab equipment and vocabulary. Furthermore, the G9s were asked to perform one of the most important protocols in synthetic biology: DNA extraction. Understanding the purposes, terms, and equipment enhances the efficiency of experiments. Next year, the G9s will replace the G12s. We hope that the experiment and presentation serve as a warm-up for them to engage all-in next year.

   Our team believes that all of our presentations can be used by other institutions. The G7s powerpoints – simplistic and well-designed – are suitable for freshmen in junior high schools, who do not possess science backgrounds. Due to the relatively complicated concepts and the fact that the G8s and G9s hold better linguistic understanding, the G8s presentation will be a perfect fit for the G8 and G9 students after the introduction. The G10 powerpoints require the students to have a basic understanding of biology, which is usually taught early in middle school. As a result, the presentation can be taught to the freshman or sophomore high school students. We hope that the information on the powerpoints will benefit the students’ iGEM career.

   Besides, the team created an “iGEM Online Outreach Session Slides.” Hosting online sessions enables our team to share our project and findings with a broader range of audience. Intending to be utilized during online sessions, the slides consist of topics such as cells, bacteria, plasmids, cloning, synthetic biology, laboratory equipment, safety, and obesity. The slides contain both simplified and complicated knowledge. While the G7 and G8 students can comprehend the surface-level knowledge, the G9 and G10 students can understand the relatively intricate information discussed in the higher level slides. Therefore, those are applicable to wide age ranges. By sending the powerpoints to the online chatbox, the presentations will benefit the online sessions attendees’ iGEM career.

Education Materials open to use
  • Grade 7

  • Grade 8

  • Grade 9

  • Online Outreach