[{"command":"insert","method":null,"selector":".course-modal-ajax-placeholder-959340","data":"\u003Cdiv class=\u0022container content-rte\u0022\u003E\n  \u003Cdiv class=\u0022row\u0022\u003E\n    \u003Cdiv class=\u0022box col-md-6 bg-primary text-white\u0022\u003E\n      \u003Ch2 class=\u0022h1 text-left\u0022\u003E  Biological Parts and Devices\n\u003C\/h2\u003E\n                  \u003Cdiv class=\u0022field-spacing\u0022\u003E\n        \u003Cdiv class=\u0022field__label h3 dash\u0022\u003EECTS :\n          3.5\n        \u003C\/div\u003E\n      \u003C\/div\u003E\n                  \u003Cdiv class=\u0022field-spacing\u0022\u003E\n        \u003Cdiv class=\u0022field__label h3 dash\u0022\u003ESemestre calendaire :\n          Semestre 1\n        \u003C\/div\u003E\n      \u003C\/div\u003E\n            \u003Cdiv class=\u0022field-spacing\u0022\u003E\n      \u003Cdiv class=\u0022field__label h3 dash\u0022\u003ED\u00e9tail du volume horaire\u003C\/div\u003E\n                        \u003Cdiv class=\u0022mt-5 text-justify\u0022\u003E\n                          \u003Cspan class=\u0022field__label h4 mt-5 \u0022\u003ECours magistraux :\u003C\/span\u003E\n                                      \u003Cspan\u003E11\u003C\/span\u003E\n                      \u003C\/div\u003E\n                                              \u003Cdiv class=\u0022mt-5 text-justify\u0022\u003E\n                          \u003Cspan class=\u0022field__label h4 mt-5 \u0022\u003ETravaux dirig\u00e9s :\u003C\/span\u003E\n                                      \u003Cspan\u003E9\u003C\/span\u003E\n                      \u003C\/div\u003E\n                                                            \u003C\/div\u003E\n        \u003Cdiv class=\u0022field-spacing\u0022\u003E\n      \u003Cdiv class=\u0022field__label h3 dash\u0022\u003ELangue d\u0026#039;enseignement\u003C\/div\u003E\n                        \u003Cdiv class=\u0022mt-5 text-justify\u0022\u003E\n                                      \u003Cspan\u003EAnglais\u003C\/span\u003E\n                      \u003C\/div\u003E\n                  \u003C\/div\u003E\n        \u003Cdiv class=\u0022field-spacing\u0022\u003E\n      \u003Cdiv class=\u0022field__label h3 dash\u0022\u003EEnseignement \u00e0 distance\u003C\/div\u003E\n                        \u003Cdiv class=\u0022mt-5 text-justify\u0022\u003E\n                                      \u003Cspan\u003Enon\u003C\/span\u003E\n                      \u003C\/div\u003E\n                  \u003C\/div\u003E\n      \u003C\/div\u003E\n    \u003Cdiv class=\u0022box col-md-6\u0022\u003E\n                            \u003Cdiv class=\u0022field-spacing\u0022\u003E\n      \u003Cdiv class=\u0022field__label h3 dash\u0022\u003EObjectifs d\u0026#039;apprentissage\u003C\/div\u003E\n                        \u003Cdiv class=\u0022mt-5 text-justify\u0022\u003E\n                                      \u003Cspan\u003E\u003Cp\u003EThis module will equip the student with broad knowledge of synthetic biology, and the engineering of biological parts and devices.\u003Cbr\u003E\nStudents will identify and define key concepts in Synthetic Biology \/ Engineering Biology: history, philosophy, objectives, positioning between biology and engineering, standardisation, chasses, and International Genetically Engineered Machine (iGEM).\u003Cbr\u003E\nThey will be able to describe the roles of different genetic parts: promoters, ribosome binding sites, terminators, genes, reporters, plasmids, small RNAs, and ribo-regulators. They will be able to retrieve those parts from the common parts registries, and identify and annotate them in a given DNA sequence.\u003Cbr\u003E\nThe students will be able to interpret genetic designs for expression of single and multi-gene circuits with different types of behaviour: constitutive, inducible, dynamic oscillatory, spatially patterned. They will be able to construct simple circuits using RNA, protein, and nucleoprotein parts; while taking into account expression levels (transcription and translation), codon usage, RNA stability, protein half-life, noise, and burden of the circuits.\u003Cbr\u003E\nThe students will survey and compare prokaryotic and eukaryotic genetic circuits from literature, identifying differences between them. They will be able to troubleshoot malfunctioning biological circuits and build computational models of simple circuits.\u003Cbr\u003E\nFinally, they will be able to critique biological circuit designs, propose improvements to the designs, and justify and defend those improvements.\u003C\/p\u003E\u003C\/span\u003E\n                      \u003C\/div\u003E\n                  \u003C\/div\u003E\n        \u003Cdiv class=\u0022field-spacing\u0022\u003E\n      \u003Cdiv class=\u0022field__label h3 dash\u0022\u003EOrganisation g\u00e9n\u00e9rale et modalit\u00e9s p\u00e9dagogiques\u003C\/div\u003E\n                        \u003Cdiv class=\u0022mt-5 text-justify\u0022\u003E\n                                      \u003Cspan\u003E\u003Cp\u003EThe course module is organised as 11h of lectures and 9h of tutorials to introduce knowledge and methodological tools.\u003C\/p\u003E\u003C\/span\u003E\n                      \u003C\/div\u003E\n                  \u003C\/div\u003E\n                        \u003Cdiv class=\u0022field-spacing\u0022\u003E\n      \u003Cdiv class=\u0022field__label h3 dash\u0022\u003EBibliographie\u003C\/div\u003E\n                        \u003Cdiv class=\u0022mt-5 text-justify\u0022\u003E\n                                      \u003Cspan\u003E\u003Cp\u003EA prescribed textbook is not required in this course. Powerpoint slides with primary literature citations will be provided. However, students are encouraged to do background reading using recommended literature below:\u003Cbr\u003E\n- Brophy JA, Voigt CA. Principles of genetic circuit design. Nat Methods. 2014, 11:508-520.\u003Cbr\u003E\n-Way JC, Collins JJ, Keasling JD, Silver PA. Integrating biological redesign: where synthetic biology came from and where it needs to go. Cell 2014, 157:151-161.\u003Cbr\u003E\n- Lienert F, Lohmueller JJ, Garg A, Silver PA. Synthetic biology in mammalian cells: next generation research tools and therapeutics. Nat Rev Mol Cell Biol 2014, 15:95-107.\u003Cbr\u003E\n- Yeh BJ, Lim WA. (2007). Synthetic biology: lessons from the history of synthetic organic chemistry. Nature Chemical Biology, 3(9), 521\u2013525.\u003Cbr\u003E\n- Meng F, Ellis T. (2020). The second decade of synthetic biology: 2010\u20132020. Nature Communications, 11(1), 1\u20134.\u003Cbr\u003E\n- Voigt CA. (2020). Synthetic biology 2020\u20132030: six commercially-available products that are changing our world. Nature Communications, 11(1), 10\u201315.\u003Cbr\u003E\n- Grozinger L, Amos M, Gorochowski TE, Carbonell P, Oyarz\u00fan DA, Stoof R, Fellermann H, Zuliani P, Tas H, Go\u00f1i-Moreno A. (2019). Pathways to cellular supremacy in biocomputing. Nature Communications, 10(1), 1\u201311.\u003C\/p\u003E\u003C\/span\u003E\n                      \u003C\/div\u003E\n                  \u003C\/div\u003E\n        \u003Cdiv class=\u0022field-spacing\u0022\u003E\n      \u003Cdiv class=\u0022field__label h3 dash\u0022\u003ENature de l\u0026#039;\u00e9valuation\u003C\/div\u003E\n                        \u003Cdiv class=\u0022mt-5 text-justify\u0022\u003E\n                                      \u003Cspan\u003EEvaluation Continue non Int\u00e9grale\u003C\/span\u003E\n                      \u003C\/div\u003E\n                  \u003C\/div\u003E\n      \u003C\/div\u003E\n  \u003C\/div\u003E\n\u003C\/div\u003E\n","settings":null}]