For the last three years, the Centre for Proteome Research (CPR) has been involved with multiple outreach workshops, lab tours, and STEM days with Winstanley College. We’ve helped them win grants from the Royal Society and the Royal Society of Chemistry to establish new methods at the College and to continue to collaborate with us, and this relationship has continued this academic year.
On the 5th May, Winstanley College A-level students visited CPR labs for a workshop in mass spectrometry. The students had been learning about proteins and in College, had run their own SDS-PAGE gels and performed in-gel digests. They brought these digests to CPR to analyze on our MALDI-MS instrument.
The visit started with a tour of the CPR labs, an opportunity for the students to learn about the kind of projects we work on and the instruments we have in the lab. Next, the students gained hands-on experience spotting out their samples onto MALDI plates. Whilst the samples dried they learned about sample ionization and m/z measurement by MALDI-TOF. Finally, the students loaded their plate into the instrument and acquired their own data. The samples were all food-related and the best spectra and sample identifications came from milk.
This visit was organized and run by Victoria Harman, Jos Harris, Rob Beynon and Claire Eyers.
Students spotting in-gel digest samples onto MALDI target plate.
Claire chatting to the students about peptide ionization with MALDI.
Jos demonstrating loading the MALDI plate into the instrument.
Results from one of the in-gel digests showing the presence of Alpha-S1-casein.
Dementia awareness week (15th – 20th May) has all been wrapped up, and in light of the event Dr Jill Madine and her amyloid group (Kieran Hand, Dr Hannah Davies and James Torpey), Prof Jerry Turnbull and Dr Scott Guimond (Institute of Integrative Biology), and Prof Alan Morgan (Institute of Translational Medicine) participated in the Alzheimer’s Research UK North West public engagement event hosted by the University of Salford on Wednesday 17th May 2017. To celebrate the grand opening of the Universities new Dementia hub, scientific researchers from the University of Manchester, MMU, University of Liverpool, University of Salford and Liverpool John Moore’s engaged in an academic event in the morning showcasing what dementia research is taking place at each institution, followed by an afternoon demonstrating their on going efforts to tackle this life changing disease… to the public! A breadth of “hands on” activities were available for all ages, and we also invited Liverpool Life Sciences UTC to get stuck in and showcase their ongoing collaborative projects! Activities ranged from how worms are really changing the way in which we can study dementia (with some brilliant videos) (Morgan group), how a ‘spoonful of sugar’ could help treat dementia (Turnbull group) and all the way to what dementia means to you (Madine group). In this activity, the Madine amyloid group asked individuals or groups if they could write or draw their feelings on dementia, have their photo taken with their work, where the public were delighted with the idea that it’s going to be made into a collage for others that were unable to attend the event to see. There were some truly incredible thoughts on the subject from individuals who had been directly impacted by dementia, and as a group we were incredibly humbled by the positive responses to our ongoing efforts in Alzheimer’s, Parkinson’s and associated disorders. See you next year!
This year our fruitful collaboration with Liverpool life sciences UTC has continued and we would like to take this opportunity to congratulate Laura Hurst on the success of her Year 13 Project.
Laura has been working on our Neuroblastology programme at UTC and designed and carried out an experiment to investigate the neuroprotective effect of lemongrass on brain cells in Alzheimer’s disease. Laura has cultivated SHSY5Y neuronal cells, exposed them to amyloid beta protein (protein involved in neurodegeneration in Alzheimer’s disease) and explored the protective effect of lemongrass on these affected cells. Laura has now finished the project, written an excellent report and presented her findings to her peers and the teachers at the school.
This is her abstract from her report.
This project’s main purpose is to explore the potential neuroprotective effects of lemongrass (Cymbopogon Citratus) and how these effects can be utilised in the treatment of Alzheimer’s disease. The rates of this disease have greatly increased over the past few decades and so the development of new pharmaceuticals is increasingly important to society. To test the hypothesis of lemongrass having neuroprotective effects two well plates were set up with neuroblastoma cultures, one of which had beta amyloid protein (one of the key pathological markers of Alzheimer’s disease) added. Three different solutions of lemongrass essential oil were also added (0.1%,0.5%, and 1%) as well as two control groups containing either F-12 Ham’s nutrient media only or 100% ethanol. The results of the experiment suggested that an increase in lemongrass solution reduced the concentration of cells per mm² but increased the viability of the cells in the amyloid beta protein plate. 0.5% lemongrass solution almost doubled the viability of the neuroblastoma from 37.04% in the media only control group to 68.61%. These results support both the Amyloid hypothesis and the hypothesis established for this project, and so it can be concluded that lemongrass has potential as a treatment to Alzheimer’s disease if further research is carried out.
The school are so impressed they are using her work as a model to show students and teachers alike how science project work should be conducted and reported.
We would all like to congratulate Laura on her fantastic success and wish her luck in her dreams to pursue a career in neuroscience!
In more good news, Dr John Dyer at UTC is involved in the process of arranging an exchange programme to enable students from different schools in Europe to work on extended projects at different sites dependant on their interests. UTC (in collaboration with the University of Liverpool) is hoping to make the neuroblastology project their specialty! So hopefully soon we will be welcoming students from across Europe to learn cell culture techniques and do more exciting experiments.
This was a huge display within the conference venue – amazing photography!
Last week three members of IIB, Dr Hannah Davies, James Torpey and Prof. Jerry Turnbull went to Vienna to find out about the latest research and technological advances in the field of neurodegeneration and dementia at ADPD 2017. This five day conference saw over 3000 clinicians, researchers industry specialists from around the globe discuss recent advances in the field, including reports on the latest drug trails, new avenues for treatment and patient perspectives. This busy meeting gave us the opportunity to catch up with colleagues from around the world, and share the exciting research we are doing here at Liverpool with a huge audience.
The conference venue and an action shot of James presenting his findings at one of the poster sessions
During our stay in Vienna we were treated to welcome reception at Vienna’s beautiful City Hall, we ate traditional Austrian dishes, talked science and enjoyed an impromptu opera performance from one of our colleagues!
Welcome reception in the impressive Vienna city hall
We came away from the conference, tired but full of new ideas and renewed enthusiasm for our projects.
As part of her honours project Mary Roughley visited Mosspits Lane Primary School in Wavertree, Liverpool, during Science week. She has spent an afternoon with each year 6 class and engaged with the pupils on topics such as scales in the universe, the concept and calculation of magnification and the power of using microscopy in biology. As part of her honours project, Mary has planned the session and developed the supporting worksheets and instruction protocols. After a short presentation, the whole class went out onto the playground to collect their own live samples to view under the microscope, the class were then split into three groups to rotate between the three exercises that were organised. The most popular activity was collecting and viewing their samples. The pupils were given magnifying glasses and also had access to the Zeiss stemi labscope to enable them to examine their specimens. They collected insects, worms, leafs, bread crumb, aphids, hairs…They really enjoyed this activity and were fascinated and very excited by what they could see with a microscope: worms digestive tubes, tiny unsuspected hairs on insect legs and “a starry night sky” (salt imaged with transmitted light)!
The pupils also made their own magnifier using water in petri dishes. They learnt how to calculate magnification and used this knowledge to calculate and compare the magnification of a magnifying glass and the magnifier that they made. They realised that their magnifier made with a drop of water was as good as a commercial magnifying glass.
For the third activity, the pupils used the schools computers and an online programme to learn more about scales. The software showed objects of different sizes ranging from galaxies to a proton nucleus. This activity reinforced the idea that microscopes are essentials to biologists, as many things are much too small to be seen with the naked eye. This is what Mary says about her experience: “I received excellent feedback from the pupils. They thoroughly enjoyed the session and some mentioned that they would like to become biologists. They particularly enjoyed using the microscope and collecting their samples and a number of pupils said that the only bad part of the session was packing away! As a proof of the success of the half-day, the teachers had to fight for the children to go out at playtime. They preferred observing their samples under the microscope. I have personally really enjoyed delivering the sessions, I found the experience very rewarding especially when the pupils said they wanted to be biologists! The experience has also made me consider teaching as a career.” This is what the children wrote about the session: “‘I wish the session was longer!!; I liked seeing the intestines in the worm, it was gross but cool!; The bacteria in the pond water was really cool.” It was a very enjoyable experience at all levels: for the children, the teachers, the undergraduate student involved and me, the academic supervisor. Thank you to Mosspits Lane to have worked with us on this project.
Violaine Sée, IIB
Written by Jo Moran
Last week Mal Horsburgh and I welcomed Northwood Primary School to the IIB, where they undertook activities to teach them about the microbes that surround us all every day.
In the morning, the students used light microscopes to identify different bacteria that they would come across in their everyday lives. In the afternoon session, the students were taught about viruses, and made their own bacteriophage 3D paper model. The students were extremely enthusiastic, and really enjoyed the chance to use scientific equipment. Over lunch, we encouraged the students to ask questions to the scientists who were demonstrating to them. My favourite questions included “how long does it take to become a scientist?”, “how do you know when you’ve really proved something scientifically?” and “what’s the most embarrassing thing that’s ever happened to you in the lab?”
Although the event was run by Jo Moran, Renze Gao, a Biological sciences honours student, designed and developed all of the activities and resources for the day for his honours project. Renze hugely enjoyed working out how to make what he knew about microbes accessible to 10 year olds, and is considering doing something similar in his future career.
Guest Post : Tom Butts, University of Liverpool
The School of Life Sciences held a ‘making the brain’ workshop in the Liverpool World Museum on Saturday 21st January as part of the ‘Meet the Scientists: Brainiacs’ day. Members of the public (and more to the point, their kids) came along and had a go at a number of activities all designed to get people thinking about the brain, how it works, and how it has evolved.
The first activity was to ‘build a brain’, where people had to assemble a 3D life-size anatomical model of the human brain. The second was ‘evolving the brain’ and involved arranging a number of animal photographs on a large phylogeny (of vertebrates). The final part was to try and match up the pictures of the animals’ brains to the correct animal on the phylogeny as a way to think about how brains have evolved. I had some cracking volunteers, including postdocs, PhD students, Masters’ students, and undergrad students from across the biological diaspora in Liverpool, and it was a cracking day had by all. Though knackering. I now have even vaster levels of respect for primary school teachers.