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FSU-REAP June 14- July 16 Jessica Bundy. Teachers at school told me about this program Teachers at school told me about this program I soon became Dr.

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Presentation on theme: "FSU-REAP June 14- July 16 Jessica Bundy. Teachers at school told me about this program Teachers at school told me about this program I soon became Dr."— Presentation transcript:

1 FSU-REAP June 14- July 16 Jessica Bundy

2 Teachers at school told me about this program Teachers at school told me about this program I soon became Dr. Lodhi’s apprentice. I soon became Dr. Lodhi’s apprentice. His project: The amount of useful DNA present on cell phones His project: The amount of useful DNA present on cell phones Sarah and I also helped Camille with her lab manual. Sarah and I also helped Camille with her lab manual. Then Stefanie Phillips came and helped us also. Then Stefanie Phillips came and helped us also.

3 Tools of the Trade (for the lab anyway) I have been using pipets, the vortex, centrifuges, the water bath, and the hot plate endlessly. I have been using pipets, the vortex, centrifuges, the water bath, and the hot plate endlessly. Uses: -pipets: measure volume, transport liquids -vortex: mixes ingredients, DNA, etc. -centrifuges: spin ingredients down -water bath: heats samples for extended periods of time -hot plate: stir and heat

4 Adventures with Camille Camille, on the second day, gave us a “forensic biology in 5 minutes” speech Camille, on the second day, gave us a “forensic biology in 5 minutes” speech Sample ID process: Identification, Confirmation, Species Origin, Blood Grouping Test (if blood) Sample ID process: Identification, Confirmation, Species Origin, Blood Grouping Test (if blood) Labs with Camille: Luminol, Hemastix, Phenoylphthaline, O- Tolidine, and Hemident Labs with Camille: Luminol, Hemastix, Phenoylphthaline, O- Tolidine, and Hemident

5 Luminol Test During this test we cut a sample and sprayed it with the luminol fluid in the dark room. The the blood sample started to glow a neon bluish color. During this test we cut a sample and sprayed it with the luminol fluid in the dark room. The the blood sample started to glow a neon bluish color.

6 DNA Extraction Extraction process Extraction process Sarah and I eventually got to extract our own DNA smaples, after watching Dr. Lodhi and taking notes. Sarah and I eventually got to extract our own DNA smaples, after watching Dr. Lodhi and taking notes. We mostly took DNA from cheek swab samples and samples from our own cell phones. We mostly took DNA from cheek swab samples and samples from our own cell phones.

7 Sarah and I got to use PCI to help break the membranes and the protein layers of the cells to get the DNA. Sarah and I got to use PCI to help break the membranes and the protein layers of the cells to get the DNA.

8 Applied Boisystems Training Trainers: Michelle Shepard and Shanin Lodhi Trainers: Michelle Shepard and Shanin Lodhi We learned how to operate the Realtime PCR and the Genetic Analyzer. We learned how to operate the Realtime PCR and the Genetic Analyzer. Also, we learned how the kits that AB sells use ladders, dyes, and buffers to analye DNA. Also, we learned how the kits that AB sells use ladders, dyes, and buffers to analye DNA.

9 Also, Sarah and I spent a lot of time talking to Shanin and Michelle about biology, since we have only had high school level biology class. Also, Sarah and I spent a lot of time talking to Shanin and Michelle about biology, since we have only had high school level biology class. We learned about TAQ, inhibitors, exactly how the machines work, and even heard a few crime scene stories. We learned about TAQ, inhibitors, exactly how the machines work, and even heard a few crime scene stories. DNA workflow: extraction, quantation, amplification, and analysis DNA workflow: extraction, quantation, amplification, and analysis

10 REAP’s influence The REAP program helped me realize that I don’t want to work in a lab. The REAP program helped me realize that I don’t want to work in a lab. I want to be a NC teaching fellow for either chemistry or history. I want to be a NC teaching fellow for either chemistry or history. Even though I don’t want to be a forensic biologist or a chemist, I have more knowledge about how much the lab influences the criminal justice system and how the methods and technology operate in crime labs. Even though I don’t want to be a forensic biologist or a chemist, I have more knowledge about how much the lab influences the criminal justice system and how the methods and technology operate in crime labs.

11 Thanks so much to everyone who helped me and for giving me this opportunity! I learned a lot and good luck to everyone finishing your summer research projects!


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