This report focuses on the lab project in term 2 and 3.

The project’s goal set by teaching fellows was to investigate the adverse effects of flavouring chemicals commonly used in electronic cigarettes. To achieve this goal, a group of 6 students selected a flavouring chemical, a target gene and a target protein involved in apoptosis, autophagy or DNA damage response. In the lab, we always worked in a group.

The first procedure of the project was treating A549 cells, which are cancer cell line of human lung cells, with different concentrations of the flavouring chemical. Then, to study the cell viability after the treatment, we used crystal violet assay. The flavouring chemical that our group chose was ethyl maltol. It is also used in food and is claimed to be safe. However, the samples treated with high concentrations of ethyl maltol resulted in lower cell viability.

From different samples which were also treated with the flavouring chemical, we extracted RNA to study the target gene expression. The next procedure was cDNA generation. cDNA is generated by using RNA as a template. By using the cDNA, qPCR was performed to measure the gene expression.

To study the target protein expression in the treated cells, proteins were extracted from the cells. We used SDS-PAGE to separate the extracted proteins by their length. The target protein expression was measured by western blot.

All procedures mentioned above were repeated several times to obtain data on biological replicates. After collecting the data, we conducted statistical analysis by using the methods which were taught in term 1.

The grade for the lab-based module consisted of the scores of a lab book, a presentation and a practical exam. At each lab class, I needed to fill in my lab book and it was reviewed by teaching fellows for marking. This doesn’t sound difficult, but not many students get high marks. The presentation aimed to report the project results and to listen to the results of other groups. Although we worked in a group in the lab, we needed to make a presentation individually. Each student had only 6 minutes, which was too short to talk about the project over two terms. For this reason, we needed to talk concisely. The practical exam questions required calculation, data analysis, measuring skills and observational skills. As we were not allowed to move on to the next question until the examiners tell us, some questions were difficult to finish within the given time.

I hope this report helps to imagine what undergraduate students do in a lab. Personally, I enjoyed lab despite the intense work from 9 am to 5 pm. Universities in Japan do not seem to provide many lab classes for undergraduate students. Hence, I appreciate how lucky I am.