Sample list of materials available for independent projects.
When independent projects became an integral part of L113, the basic idea was to have you perform an experiment that was stimulated by doing one of the L113 lab exercises. Often, the best experiments are those that extend a little bit beyond something that you have already done in the lab. You can learn a lot from these kinds of experiments because you won't have to figure out everything from scratch, and can focus on the actual science rather than the mechanics of making it work.
You are not limited, however, to the specific topics and protocols that are described in the L113 lab manual. The following is a list of topics from which you may choose for your own project or to use to generate other ideas for a project. Some of these projects have specific suggested protocols while, for others, you will have to generate your own experimental design, including appropriate controls (remember, this is an "independent" project :-)). Lots of information about performing lab experiments can be found on various other web sites as well. Talk to your AI about your project--be sure you will be able to get the supplies you will need for your experiment and know what you are doing before you start the project.
1. Photosynthesis-related topics:
- When leaves change colors in the fall, what pigments are responsible for those colors? Are these pigments also present in green leaves (i.e., before they have changed colors)? Are green pigments still present in the leaves once they have changed colors? You might need to experiment with several different solvent systems in order to elute the maximum number of pigments.
- Green pigments (chlorophylls) are the dominant pigments in the majority of plants species, but there are some plants that are predominantly non-green (i.e., plants with leaves that are yellow or red or purple). What pigments are found in these plants and how do the absorption spectra of these pigments compare to those of chlorophylls? [see chromatography solvents for more information]
- What wavelengths of light are most effective in eliciting phototropism? It is best to perform these tests on freshly germinated stems using a specific protocol [see phototropism protocol].
- What wavelengths are most effective in eliciting phototaxis in Euglena?
- If you plan to do Hill Reaction experiments, please be aware that the protocol in the lab manual was developed specifically for spinach and often does not work well (or at all!) using different species. There is an alternate Hill Reaction protocol that is available but it might not work with the species of your choice. You might want to have an alternative project in case this does not work.
2. Other plant-related topics:
*Please note: If the growth of plants is an integral part of your independent project, you might need to get started ahead of time.
**The IU Greenhouse does have limited space in which to do some of these projects. Seeds of a variety of plants are available for use for these projects.
- Plants require a wide variety of macro- and micro-nutrients in order to grow efficiently. How does the elimination of macro-nutrients, such as nitrogen, phosphorus, potassium, iron, calcium, sulfur, or magnesium, or of micro-nutrients, such as manganese, boron, or zinc, affect plant growth? [A specific protocol is available for this experiment.]
- How do nutrients, such as nitrogen and phosphorus, speed up eutrophication? [A specific protocol is available for this experiment.]
- How does acid rain affect seed germination? How does acid rain (or water of varying pH) affect plant growth?
- How do various other pollutants/chemicals (e.g., road salt, auto emissions, etc.) affect plant (germination or) growth?
- How does freezing affect the viability of a variety of different seeds?
3. Yeast/UV-related topics:
- What household or lab chemicals cause yeast to mutate? In addition to a variety of household cleaners and other products that are available, other available chemicals include nicotine, caffeine, several pesticides, and a number of different kinds of dyes.
- How does long-wave UV irradiation differ from short-wave UV irradiation in its mutagenic effects? [Long-wave UV lamps are available.]
- Are tanning beds safe or is the radiation to which you are exposed in a tanning bed mutagenic?
- How effective are various sunscreens in shielding you from the mutagenic effects of UV irradiation from the sun? [Perform a variant of the yeast/UV exercise as described in the lab manual; to determine the effectiveness of a sunscreen apply a specific amount of it to saran wrap that is covering the Petri plates on which you've plated yeast.]
- How effective are different kinds of fabrics (that make up your clothing) in shielding you from the mutagenic effects of UV irradiation from the sun?
4. Genetics/Drosophila-related topics:
- Here is a list of the mutant Drosophila that are available for Independent Projects.
- Susceptibility to alcohol: Does the presence or absence of the Adh (alcohol dehydrogenase, an enzyme that breaks down alcohol) allele affect a fly's susceptibility to ethanol? [Do humans vary in the levels of Adh that they possess?]
- Drosophila with a variety of different eye colors are available for your use. Using a variety of different solvents (see Appendix C in Section E of your lab manual; see also the chromatography solvent handout), try to determine which and how many kinds of pigments make up various eye colors.
- Scarlet-eyed flies (st) and vermilion-eyed flies (v) look virtually identical. Are these genes inherited in the same way (i.e., single autosomal gene, 2 autosomal genes, single sex-lined gene, etc.)? How would you find out?
- What happens if you cross brown-eyed flies with scarlet-eyed flies, ….with vermilion-eyed flies, ….with cinnabar-eyed flies?
- Is the white-apricot allele dominant or recessive? Try crossing white-apricot flies with both white-
eyed and wild type flies. What color are the eyes of the F1's? What can you conclude?
- Are some mutant males more successful (measured in amount of time to first mating) than others in mating with wild type females? Note: it is best to use virgin wild type flies for these matings, and it is also helpful to use males that have been isolated from females for several days.
- Is it possible to map the relative locations of several genes on the same chromosome in Drosophila? [see Dr. Hengeveld at least several weeks before Ind. Project weeks begin.]
5. Animal behavior topics:
=>Planaria--several different kinds of planaria can be obtained:
-competition experiments among different kinds
-different rates of regeneration & growth among different kinds
-microhabitat preferences
-is it possible to condition planaria (e.g., to avoid darkness)?
=>Isopods (Pillbugs or Sowbugs)
-do wild-caught animals differ from those ordered from a supply house with respect to performance?
-build a maze using cardboard & putty in a plastic Petri dish; use a light/dark set-up (pillbugs are naturally attracted to darkness) as a stimulus
-is the response to a stimulus (e.g., the curling up response to a prod) the same for wild-caught vs. "lab" animals?
-do pillbugs or sowbugs show temperature (or humidity) preferences?
-food experiments
-aquatic isopods are quite common in the Jordan River and could easily be used for a project
=>Manduca sexta larvae
-food choice experiments
-growth experiments--does creatine monohydrate increase growth rates?
=>Crickets
-food choice experiments
-female choice experiments:
-do females choose based on male size?
-do females choose based on characteristics of male "song?"
-territoriality and aggression in crickets (handout available)
=>Crayfish--crayfish are abundant and can be caught rather easily in the Jordan River on campus
-competition experiments
-female choice experiments
-substrate preference experiments
6. Animal Development (see handout for general info; see also: http://www.bio.davidson.edu/courses/genomics/method/UrchDev.html):
**Please note--there are a limited number of slots (20-24) available to do sea urchin projects, so contact Dr. Hengeveld (jhengeve@indiana.edu) by Monday, February 23rd if you're interested in such a project.
- How does temperature affect the rate of development and the extent of development in sea urchins?
- How does specific gravity (a measure of salinity) affect the rate of development and the extent of development in sea urchins?
- How does pH affect the rate of development and the extent of development in sea urchins?
7. Microbiological topics:
- How does Penicillium affect other organisms?
- How do various antibiotic soaps differ with respect to their effectiveness in killing bacteria?
- How do other anti-microbial products differ with respect to their effectiveness in killing microbes?
- Are their antibiotic properties in naturally occurring plants/plant products in your environment? [See protocol]
- How effective are various mouthwashes in killing oral bacteria?
- How effective are various antibiotics (ampicillin, streptomycin, kanamycin, and tetracycline can be obtained) in killing different kinds of bacteria (e.g., gram-positive vs. gram-negative species)?
8. Enzyme Kinetics:
- How does the activity of peroxidase that is found in different plant species differ?