Category Archives: Reflections

Final Project: Annotated bibliography

Here is the link to the annotated bibliography of my final project: annotated-bibliography

(Note: An annotated bibliography was included in my project outline located in a previous blog post, but it has been updated since then. The version posted in this blog post is the updated version.)

In my annotated bibliography, I commented on 10 scholarly works that I consulted the most while working on my final project. Most of the articles were used to familiarize myself with what is known in the field in order to find a gap in the literature that my project could potentially address, while other articles were used to devise an experimental approach that would lead to findings that would fill that gap. Creating an annotated bibliography during the planning stages of my project was helpful because by writing a short summary of what I considered to be the most relevant information from each article, I did not have to sift through large amounts of text more than once. Although a lot of time was put into making the annotated bibliography, a lot of time was also saved by not having to read whole journal articles over and over again.

Final Project and Layperson Summary

Here are the links to my final project and its layperson summary, respectively:

leon-lai-final-project

leon-lai-layperson-summary

Looking back at the experience of doing my final project, I would compare the experience to hiking the Grouse Grind. Both involve a long and arduous journey that is constantly challenging, and the finish line can often seem far and out of reach. But with hard work and determination, what seem to be insurmountable challenges can be overcome. And when the journey is finally complete, you gain a great sense of accomplishment.

One of the biggest lessons that I will take away from the final project is to be persistent when facing a challenge. There were often times when I had difficulty expressing my ideas in writing and it felt frustrating to be at a standstill when I wanted to move forward with my project. For example, the background section of my project was challenging for me to write because I had consulted many previous studies that served as the inspirations my research question, but it was difficult for me to figure out how to integrate these previous studies in my background section in order to set the stage for my project. Despite the difficulty I experienced, I kept working at it and I was eventually happy with what I wrote.

Though the challenges of the final project for BIOL 463 are over, there will still be plenty of challenges to face as I move forward, and I believe that persistence will help me overcome them.

Top Three Assignments: Loh et al. (2015) Assignment

Here is the link to my Loh et al. (2015) assignment: loh_et_al_assignment

I consider the Loh et al. (2015) assignment to be one of my top assignments because I was able to answer the questions more confidently than previous assignments. Leading up to this final in-class assignment, I had received lots of practice reading journal articles for previous assignments, which helped me read the Loh et al. (2015) article more efficiently. As a result, I was confidently able to interpret the results and figures of the paper. Overall, this assignment made me realize how much I have grown in terms of my ability to read and extract information from primary research articles, which will help me in future courses.

Top Three Assignments: Chiesa et al. (2012) Assignment

Here is the link to my group’s Chiesa et al. (2012) assignment, with additional answers to questions that were not answered previously and modified answers to address comments: chiesa_assignment_2016

I chose the Chiesa et al. (2012) assignment as one of my top assignments because it demonstrated how I was able to draw from concepts that I learned in earlier sections of the course and used them to hypothesize mechanisms that contribute to disease phenotypes. More specifically, I recognized that epigenetic regulation strongly contributes to abnormal gene expression patterns associated with Beckwith-Wiedemann syndrome.  In addition, I considered this assignment to be engaging because it involved a paper that studied humans. Many of the papers covered in this course used animal models, so it was nice to look at humans through a clinical study for a change.

Intermediate Stage of Project: Project Outline

Here is the link to my project outline: project-outline

One lesson that I learned while working on my project outline was that dividing the work over the span of many days was an effective approach to completing a large assignment. My strategy to complete the project outline involved setting intermediate deadlines for each section so that when the deadline for the full outline approached, I was not overwhelmed with a lot of work. This strategy worked well for me and I plan to use this strategy again for future projects in other courses.

Top Three Assignments: Group 3 Honeybee Assignment

The assignment for the honeybee unit was one of my favourite assignments because it provided the opportunity for different groups in the class to propose different mechanisms in a process of interest, and eventually combining all of the information into a single model. I enjoyed both sharing my group’s paper and learning about the papers assigned to other groups. I found it fascinating that even though each group presented a different mechanism that influenced caste switching, none of the ideas contradicted each other, but instead, complimented each other when combined into a single, consistent model.

Through this experience, I learned that there may not be a single and simple answer to a research question. As demonstrated in the honeybee unit, there can be multiple mechanisms involved in a process, which highlights the importance of having an open mind to different points of view. Overall, this assignment showed me that collaborating with others who have different ways of thinking is an effective way to achieve a fuller picture.

Here are the links to the questions assigned to my group and my answers, respectively:

group3_paper_and_questions

answers-to-group-3-questions

Intermediate Stage of Project: Updated Research Question

In a previous blog post (https://blogs.ubc.ca/lai463/2016/09/24/draft-research-question), I had shared a draft version of a research question that I was considering for the final project, which was the following:

“Are there genes that are expressed by the developing embryo that induce tolerance against the mother’s immune system?”

However, I later learned that my question had already been investigated. Therefore, I decided to create a new and original research question:

“Is chronic prenatal alcohol exposure sufficient to decrease production of IL-1β, IL-6, and TNF-α by alveolar macrophages in response to infection by Streptococcus pneumoniae during adulthood in mouse models?”

There are a few reasons why I chose this question:

Firstly, I wanted to propose an experiment that could increase our knowledge of the immune system. I am an Integrated Sciences student with immunology as one of my integrations, so I am interested in learning more about the immune system.

Secondly, as the course title of BIOL 463 is “Gene Regulation in Development”, I wanted my research question to relate to development by investigating how a particular treatment during an early stage of life can affect processes in the body later in life.

Thirdly, I was inspired to study the effect of alcohol exposure because I have experience as a research assistant performing alcohol experiments to investigate the effect of acute alcohol exposure on learning (link to a previous post where I interpreted data that I collected: https://blogs.ubc.ca/lai463/2016/11/02/unprompted-post-data-interpretation-outside-the-classroom/).

Finally, I designed my question to be very specific to ensure that my question has not yet been investigated. This is important to me because I want my project to allow the potential discovery of new information that no one has ever known. In my opinion, by investigating an original question, the outcomes of the investigations are more meaningful.

With my new and original research question, I look forward to completing the rest of my final project.

Techniques Presentation: CRISPR/Cas9

Link to the write-up and presentation CRISPR/Cas9 Write-up and Presentation.

Looking back, I am glad that I had the opportunity to learn more about CRISPR through the Techniques Café, especially because in Learning Journal #1, I had expressed interest in learning about CRISPR in BIOL 463. After the Techniques Café, I received more than what I had hoped for in terms of learning about CRISPR. Instead of just learning about CRISPR, I taught others about CRISPR, which required me to have a solid understanding of it myself in order to effectively talk about the technique. Taking this into consideration, I believe that I learned a lot more from presenting CRISPR than I would have if I had simply listened to another group teach me about CRISPR. Overall, it was a satisfying experience to both learn about something that I wanted to learn about and learn it really well.

If I were to test a person’s understanding of how CRISPR/Cas9 works, I would ask: Why is a DNA template necessary to allow genome editing to occur through CRISPR/Cas9? In an answer, I would expect the person to acknowledge that without a DNA template, double-stranded breaks in the DNA will lead to non-homologous end joining, which results in the incorporation of random bases, and thus random mutations. Purposeful genome editing involves specific modification of sequences, rather than random mutagenesis. Therefore, a DNA template is necessary to allow specific modification of target DNA sequences.