This is an image of the control bacteria with a functional lacZ gene (blue colonies of bacteria on the left) and of the pKO bacteria with a disabled lacZ gene (white colonies of bacteria on the right).
The lab I found to be the most rewarding was our CRISPR/Cas9 lab. The complex is capable of completely disabling or “knocking out” an entire gene. In this specific lab, it was used to disable a gene in E.Coli bacteria. The complex is able to cut DNA when Cas9 binds to guid RNA, which will instruct Cas9 to cut the DNA when it comes across DNA that is complementary to it. In this experiment, Cas9 disabled the lacZ gene in the bacteria. A control group was established by transforming one set of the bacteria with plasmid containing the Cas9 gene and random guide RNA. In this case, the lacZ gene remained functional. Another set of bacteria was transformed with pKO plasmid. This plasmid had the Cas9 gene and RNA complementary to the lacZ gene. In this bacteria, the lacZ gene was successfully disabled.
Because the lacZ gene codes for a protein which ends up creating blue pigment in the bacteria colonies, it was easy to visually see which bacteria had the gene disabled. My favorite part about this lab was the outside research it lead me to do. While in lab, we learned a lot about how CRISPR/Cas9 functions, which is detailed above. This lead me to wonder about its usage in potenitally editing or disabling genes and DNA linked to the developemnt of congenital heart disease (CHD).
Research is still being conducted regarding how CRISPR/Cas9 might be used to edit genes and prevent development of CHD. It is my hope that in my lifetime, significant strides will be made in preventing the development of CHD. In the future, I aim to become a pediatric cardiologist or cardiothoracic surgeon and work with kids who are living with this disease. I would also like to become involved in research surrounding technologies that may be able to help prevent this disease. Luckily enough, it sounds like CRISPR may have some promise.
During this lab, we were able to continue practicing the use of PCR and Gel Electrophoresis. By amplifying the lacZ gene using PCR, we were able to tell if the lacZ gene was still functional in the bacteria or not. The image above is the result of the PCR completed. Gel Electrophoresis is another method we used to attempt to confirm or deny the functionality of the lacZ gene. Unfortunately, in this particular experiment, the bands smeared and the results were difficult to interpret. That image can be seen to the left. It was anticipated that white colonies would have the same bands as another lacZ control, and the blue colonies would have similar bands to another cas9 control. While the results were not adquate here, this was good continued practice with using Gel Electrophoresis. Finally, this lab provided continued practice of two skills essential to biological research: plating for tests and growth and presice pipetting skills.
Image 2 displays smeared bands on the Gel Electrophoresis.
Two of IU Indianapolis’s learning objectives that I built upon through my Honors Genetics & Molecular Biology Lab Course are communication and problem solving. When working with a group of people to complete an experiment or assignment, several things are important. This includes: listening to everyone’s ideas, trying multiple ideas if needed, talking through concerns, asking effective questions, and working together to evaluate information based on observations. All of these tie into communication. During this course, I learned how to work well with two new people and complete experiments. If we had not done the things listed above, it is likely our experiments would not have been completed successfully. It is equally as likely that we may have struggled to interpret results and complete our lab reports. This is because the course pushed us to work well with new people to complete new tasks and learn new material. This forces the effective communication skills previously discussed.
Not only did my group members and I learn how to share the work, we became comfortable with splitting up tasks and proposing ideas to complete tasks quicker. This brings me to another learning objective I continued to develop during this course: problem solving. Our lab periods had limited time, and sometimes we came close to not completing everything. This was the point when we started discussing how to split up responsibilities. Not only did this help us complete labs quicker, it helped us better understand the labs by thoroughly going through the tasks and dividing them based on what could be completed at what time. Finally, labs do not always yield the anticipated results. When completing our lab reports, we frequently had to talk through potential issues that could have occurred or explain why we were seeing certain results. Our ability to think critically about these problems and work together to solve them was a huge part of the course.