Introduction to Project Introduction to Project Seminar Seminar

FAFU 2+2 March 2015FAFU 2+2 March 2015

ChinaChina--Canada 2+2Canada 2+2An opportunity worth An opportunity worth

working for!working for!

It is your turn to succeed in Canada!It is your turn to succeed in Canada!

TodayToday’’s Goalss GoalsTo reTo re--inforceinforce what is needed to what is needed to be successful studying in Canadabe successful studying in CanadaTo assign you a major project To assign you a major project which will introduce you to which will introduce you to important research here on the important research here on the FAFU campus.FAFU campus.

Today (contToday (cont’’d)d)

To emphasize the skills needed to To emphasize the skills needed to do well (no matter where you will do well (no matter where you will study or what major you choose)study or what major you choose)To review the steps in using a To review the steps in using a question to form a good process question to form a good process fro investigation in any fieldfro investigation in any field

Process TodayProcess Today

Tips for successTips for successIntroduction to assignment:Introduction to assignment:– Introduction to Research on FAFU CampusExamples of student topics and work; what Examples of student topics and work; what is expected? is expected?

Process (if there is time)Process (if there is time)

Introduction to Introduction to ““questionquestion-- literatureliterature--hypothesishypothesis--designdesign”” (QLHD) approach(QLHD) approachPractice on QPractice on Q--HH

How can we be successful?

Take responsibility for your own learning/success

Take an interest in your studies.

You are entering some of the most interesting and fun times in your life.

Will develop life long interests and friendships at university

Take responsibility for your own learning/success

You are committing a great deal of time, effort and money to your university education

You are looking to develop a career.

This is your future!

Make sure it is something you enjoy too

Get organized

Plan your time

Use a calendar to keep track of your schedule

Keep track of those important dates

When are your tests and quizzes

When are assignments due

Term projects

How can we make the most of a class?

Studying

Note taking? Try this

notesKey words

Summary

Date

Note taking?

What do we write?

Follow the main ideas, - make short notations, not full sentences

use point form, keep track of processes or procedures

- make note of key wordsdefinitions

Dates- tests, assignments, reviews……

Review your notes later

Review your notes later

Keep track of the key words or cues on the side

Fill in the details if you like after completing the readings

Have fun!

Be curious!

Skills for success

Be curious

Organized

Ask questions

Explore your interests

Join clubs

Your text here

Introduction to Research at FAFU

The class will be divided into groups of 10

Each group will visit a different research lab on campus

Each group will meet a prominent researcher on the FAFU campus and attend a tour of their research lab or facility.

Learning Exercise

Height

Birthday

Feelings about oral presentations

University to attend

Process and general questions:

What are the underlying reasons for the research?

What are the goals and the relevance to the public?

What is new and exciting about the research ?

How did the researcher get involved in this research?

What was the pathway that took to be a successful scientist?

The group assignment:

Each group will prepare a presentation and written summary of their tour and the associated papers to be presented back to the full class.

The tasks will be distributed among the members of the group so everyone is involved.

Note: We will assign the specific questions to be answered at each lab.

What are the ProjectWhat are the Project--Seminar Seminar Courses at Canadian Universities?Courses at Canadian Universities?Often required courses, especially for Often required courses, especially for HonoursHonours studentsstudentsDalDal: Two courses : Two courses –– ProjectProject--seminar I seminar I and Project and Project ––seminar II seminar II Offered by each majorOffered by each major

What are the ProjectWhat are the Project--Seminar Seminar Courses Courses

Student can take the ProjectStudent can take the Project--Seminar Seminar in any department, regardless of the in any department, regardless of the majormajorProduces a report similar to an Produces a report similar to an HonoursHonours thesis from other universitiesthesis from other universitiesIs an excellent part of the program Is an excellent part of the program Helps prove competence for graduate Helps prove competence for graduate school but helps with any careerschool but helps with any career

What is the ProjectWhat is the Project--Seminar Seminar Course Course

Project Project –– Seminar ISeminar I–– Involves the selection of an appropriate Involves the selection of an appropriate

project and the preparation of a research plan project and the preparation of a research plan to investigate the chosen subject.to investigate the chosen subject.

–– Output includes a literature review and an Output includes a literature review and an experimental planexperimental plan

–– Each student has a faculty supervisor to Each student has a faculty supervisor to assist themassist them

What is the ProjectWhat is the Project--Seminar Seminar Course (contCourse (cont’’d)d)

Project Project –– Seminar IISeminar II–– The continuation and conclusion of the The continuation and conclusion of the

research topic chosen in part Iresearch topic chosen in part I–– The experiments or other research activities The experiments or other research activities

are done by the studentare done by the student–– Output includes both a written and oral Output includes both a written and oral

presentationpresentation–– Evaluated by a group of facultyEvaluated by a group of faculty

What is the key to a great What is the key to a great project?project?

A great question!A great question!

An ExampleAn Example

““The vase life of cut lily species in 5 The vase life of cut lily species in 5 different solutionsdifferent solutions””By: By: XiaolingXiaoling Huang, Dr. Claude Caldwell, Huang, Dr. Claude Caldwell, Prof. Lloyd Prof. Lloyd MapplebeckMapplebeck

The vase life of cut lily species in 5 different solutionsXiaoling

Huang, Dr. Claude Caldwell, Prof. Lloyd MapplebeckDepartment of Plant and Animal Science, Dalhousie University Faculty of Agriculture,

Truro, NS, B2N 5E3

Introduction

Materials and Methods

Results and Discussion

Conclusions

Acknowledgements

Objectives

Thanks to Dr. Samuel Asiedu for advice and guidance over the course of this project and Dr. Nancy McLean for performing the statistical analysis on the data. Thank you also to Jili Li and Sherry Matheson for their kind help during the my experiment.

Oriental lilies (Lilium orientalis hybrids) have been used as a traditional wedding flower for many centuries, becoming more and more popular in the flower market over time. Cut flowers, such as lilies, in general, last in a vase for one week. However, consumers want more. To solve this problem, there are several ways to treat the water solution and selectively choose a longer lasting variety. Stargazer lily has been the most popular for years, but there are other varieties, such as Tiger Woods lily and Dizzy lily. The three cultivars have similar appearance and various vase lives.

1. To determine which variety has the longest vase life. 2. To identify which vase solution provides longest vase life.

This was a two factorial experiment in a randomized complete block design with four blocks. The two factors were cultivar and vase solution. Cultivar had three levels: Dizzy, Tiger Woods and Stargazer. The five levels in the vase solution factor were 50 g L-1

of GA3, 10 g L-1 ASA (Aspirin), 30 g L-1 of sucrose, 200 mg L-1 of vitamin C and distilled water as a check. Experimental units were one stem per vase. Vase life and water uptake data were analyzed by Proc Mixed and flower ratings were analyzed by Proc Catmod of SAS v. 9.3. Means were tested by Fisher’s protected lsd test at α

= 0.05.

Flowers were harvested from the greenhouse and the stems were cut 60cm from root. The smaller leaves that were closer to the cut were trimmed up by hand (Fig.1).

The solutions were made. 1cm of the stem was cut under water (Fig.2). The fresh stem was weighed and the data was recorded. The vase opening was covered by plastic wrap (Fig. 3). Then the lilies were placed in the solutions randomly. One stem per vase.

5.Excellent 4.Very Good 3. Good 1. Poor2. Fair 0. Dead

Fig.1.Trimming the stem Fig.2. Cutting under water Fig.3. Placing stem

Fig. 4. Vase life (days) of three lily cultivars in 5 different solutions.

a-f Means followed by the same letter are not significantly different according to lsd a t α=0.05.

Tiger Woods lilies in GA3 solution and sucrose solution had the longest vase life, while Stargazer lilies in ASA solution had the shortest. Tiger Woods lily had the longest vase life followed by Dizzy lily, while Stargazer lily had the shortest. GA3 and sucrose supported the longest vase life.

Data were collected on flower quality rating, water uptake, once per week. Vase life was recorded for the lilies in each vase. Fig. 5. Flower quality ratings of 5

different vase solutions on Day 5.

a-b Means Fig. 6. Percentage of live stems in 5 different vase solutions on Day 12.

a-c Means

Tables 1 and 2 show that cultivar had no significant effect on either flower quality or percent of live stems, while solution was significant. On both Day 5 and Day 12, sucrose supported the best flower quality and percent of live stems, followed by GA3 (Fig. 5 and Fig. 6). Lilies in ASA solution recorded the worst flower quality on Day 5 and lowest percent live stems on Day 12.

Fig. 7. Water uptake (mL) of three lily cultivars in 5 different vase solutions.

a-f Means followed by the same letter are not significantly different according to lsd a t α=0.05.

Fig. 7. shows that Tiger Woods lilies in GA3 solution and Stargazer lilies in Check solution had the highest water uptake, followed by Dizzy lilies in GA3 solution. The lowest water uptake of all three lily cultivars was recorded in ASA solution. All three cultivars had similar high water uptake in GA3 solution.

Tiger Woods had the longest vase life in all solutions. Dizzy generally had intermediate vase life and Stargazer was usually the first to die. Sucrose provided highest percent live stems and generally supported the longest vase life. GA3 supported highest flower quality rating and usually the highest water uptake. ASA was the worst solution for all measured variables.

The QLHD approach The QLHD approach QuestionQuestion--literatureliterature--hypothesishypothesis--design (QLHD) design (QLHD) approachapproach–– Where do questions come from?Where do questions come from?

observationsobservations–– LiteratureLiterature

You can save 2 years of work in the field with an You can save 2 years of work in the field with an hour in the libraryhour in the library

–– HypothesisHypothesisEducated guessEducated guess

–– Experimental DesignExperimental DesignKISSKISS

An ExampleAn Example

““The vase life of cut lily species in 5 The vase life of cut lily species in 5 different solutionsdifferent solutions””By: By: XiaolingXiaoling Huang, Dr. Claude Caldwell, Huang, Dr. Claude Caldwell, Prof. Lloyd Prof. Lloyd MapplebeckMapplebeck

What was What was XiaolingXiaoling’’ss question?question?

What did she observe?What did she observe?What do you observe about cut flowers?What do you observe about cut flowers?

LiteratureLiterature

Has anyone else ever had this question?Has anyone else ever had this question?What have other people found?What have other people found?If they have not worked on lilies have they If they have not worked on lilies have they worked on other species of cut flowers?worked on other species of cut flowers?What can I learn from them?What can I learn from them?

HypothesisHypothesis

1. Some varieties of lily will have longer 1. Some varieties of lily will have longer shelf lifeshelf life2. Some water treatments will be better 2. Some water treatments will be better than just plain waterthan just plain water3. Some treatments will work better on 3. Some treatments will work better on some varieties than on others some varieties than on others

XiaolingXiaoling’’ss ObjectivesObjectives

1. To determine which variety has 1. To determine which variety has the longest vase life. the longest vase life. 2. To identify which vase solution 2. To identify which vase solution provides longest vase lifeprovides longest vase life3. To determine if different 3. To determine if different varietiesvarieties react differently to react differently to different solutionsdifferent solutions

DesignDesign

Two factor experimentTwo factor experiment–– Factor 1: Cultivar had three levels:Factor 1: Cultivar had three levels:

Dizzy, Tiger Woods and Stargazer.Dizzy, Tiger Woods and Stargazer.

–– Factor 2: vase solution:Factor 2: vase solution:GA3GA3ASA (Aspirin)ASA (Aspirin)SucroseSucrosevitamin Cvitamin CDistilled waterDistilled water

Another exampleAnother example

““Carbon fixation in response to elevated Carbon fixation in response to elevated carbon dioxide in diverse speciescarbon dioxide in diverse species””Andrew Smith (student) and Dr R Andrew Smith (student) and Dr R LadaLada

What sort of topics?What sort of topics?Carbon fixation in response to elevated carbon dioxide in diverse species

Andrew Smith

Carbon dioxide receives the most attention of all thegreenhouse gasses. It is the number one emission made byhumans, and suspected to cause dramatic changes in ouratmosphere, affecting not only humans but every species onthe planet. There are many potential methods for reducingour emissions however carbon capture and storage throughthe use of plants has the most potential in reducingemissions in a positive and natural way.

Acknowledgments

Introduction

ObjectiveThe objective of the experiment was to examine thephotosynthetic capacity of many common plants (fig 3.0) todetermine their potential as a carbon sink. A species whichresponds to elevated carbon dioxide with an increased rate ofphotosynthesis could be employed to effectively scrub largeamounts of carbon dioxide from the atmosphere. The use ofplants as a carbon sink provides a beneficial and potentiallyeconomical fashion to reduce or even eliminate our carbondioxide emissions.

Materials & Methods

Results Discussion

Five replications of each species were planted, with aminimum of three successfully germinating and growing,allowing for valid statistical analysis. The first fully developedleaf of each species was chosen for the analysis in order tomaintain optimal and consistent results. An ADC LCA4photosynthesis machine (Figure 2.0) was used alone formeasurements at ambient CO2 concentrations and below.Elevated CO2 was achieved by connecting ADC leafmicroclimate control system(figure 2.0), containing a CO2canister as the carbon source, with the LCA4 photosynthesismachine’s gas intake. Desired CO2 level was set on the LCA4and allowed to equilibrate before taking measurements.After equilibration the sensor is placed on the leaf andallowed to stabilize. Upon stabilization a measurement isrecorded simply by pushing the button on the sensor. Thisprocess is repeated with each plant and carbon dioxideconcentration.

# Ambient  Elevated1234567

C3 OatsC4 CornC4 Amaranthus hypo.C4 SorghumC3 Reed CanaryC3 Soy beanC3 Winter Rye

C3 OatsC3 Reed CanaryC4 Amaranthus hypo.C3 Winter RyeC3 Soy beanC4 CornC4 Sorghum

C4 (4‐carbon sugar) plants are the dominant photosynthetic planttype under normal conditions, however as the carbon dioxideconcentration increases, C3 (3‐carbon sugar) plants continue toexperience facilitated photosynthesis(Fig 3.0). This signifies thatC3 species are capable of sequestering more carbon then C4plants when there is more carbon dioxide available to them. C4plants benefit by reducing transpiration to offset the excessavailability of carbon dioxide rather then increasing their use ofthe carbon. Oats were shown to be above all other species andgave the highest rate of photosynthesis under ambient andelevated carbon dioxide. Amaranthus hypocondriacus was thebest C4 species under elevated carbon dioxide while theremaining C4 species became the lowest photosynthetically activespecies with Corn dropping from second best at ambient tosecond last at elevated concentrations. C4 species maxed out atambient concentrations showing little to no response as carbonlevels increased(Table 1.0). The observed rate of photosynthesisranged from negative values, indicating a period of respiration, upto 100 micro moles of sugar being produced per second and thestandard error increased with concentration of carbon dioxide.

ConclusionsAll plant species will benefit in one way or another from higherconcentrations of carbon dioxide. C3 grasses have shown to be themost efficient photosynthetic species examined when exposed toelevated carbon dioxide. The potential uses for grasses areultimately limitless from food production, such as oats, to textilesand fabrics made from the cellulose contained in the leaves.

Table 1.0 Comparison of species

I would like to sincerely thank Dr. Rajasekaran Lada and Dr. Nancy McLean for all of their assistance and guidance throughout my project.  Also a special thanks to everyone else who has helped me.

Fig. 2.0 ADC Instruments used

Fig. 3.0 Graph of response 

Fig. 1.0 Diverse species 

0

20

40

60

80

100

120

0 200 400 600 800 1000 1200

Photosynthesis (u

molm‐2s‐1) 

Carbon Dioxide (ppm)

Carbon dioxide vs Photosynthesis

AcanA. HypoCornOatsPearl M.Reed C.SorgSoy

QQ--LL--HH--DD

What was the observation that led to the What was the observation that led to the question?question?What was the question?What was the question?What was the hypothesis?What was the hypothesis?What experiment could be done?What experiment could be done?

ExerciseExercise

Do happy cows give more Do happy cows give more milk?milk?

Preliminary Assessment of Galanthamine Concentration in Maritime Grown Narcissus Bulbs

Rebecca Linton, Nova Scotia Agricultural College, Truro NS

Introduction

Materials and Methods

Objectives 0

0.005

0.01

0.015

0.02

0.025

0.03

0.035

0.04

0.045

0.05

Canada England

Gal % BulbsGal % Leaves

With today’s aging population more and more families are being devastated by Alzheimer’s Disease (AD). There is no known cure, although there are treatment options that allow the progression of AD symptoms to become stabilized. Plants belonging to the Amaryllidaceae family are a natural source of the alkaloid galanthamine which is used in some medications to slow the progression of AD symptoms. The Daffodil (Narcissus) produces high concentrations of galanthamine as a secondary plant metabolite especially in the bulbs (Lopez, 2002). The project is being performed in partnership with Alzeim Ltd of Talgarth England as a preliminary assessment of the concentration of galathamine found within Maritime grown daffodil bulbs of the Carleton Hi-Gal variety.

To quantitatively determine galanthamine concentrations in Maritime grown Narcissus bulbs and leaves.

To determine whether the Maritimes are a suitable area for the cultivation of high galanthamine content daffodil bulbs.

Daffodils of the Hi-Gal Carleton variety obtained from Alzeim Ltd of Talgarth England were planted in October 2006 at the Plumdale field of NSAC in Bible Hill NS and at the AAFC site in Charlottetown PEI. 25 Bulbs (including roots) and leaves were collected in May 2007 from each site and placed in a freezer. 10 bulbs and leaves from each site were sent to Alzeim for analysis and the remainder were left for analysis at NSAC in the Environmental Sciences Department.

ResultsUsing 2 bulbs and 2 leaves from both Maritime sites, Alzeim found galathamine. The Canadian sample is an average concentration of both sites. The bulbs from both jurisdictions have very similar concentrations, at 0.4%. The daffodil leaves analyzed from the Maritime sites have a higher concentration (0.010 %) than the leaves of the bulbs from the site in England (0.007 %)

Galanthamine was able to be quantitatively determined by Alziem. The bulbs grown in the Maritimes had comparable concentrations ( 0.042%) to those grown in England. This preliminary data supports the notion that the Maritimes would be a suitable place to produce high galathamine concentration daffodils

I would like to thank Dr. Claude Caldwell and Dr.Nancy Pitts for all of the time and financial resources used. I would also like to thank Dr. Richard Ablett for stimulating this project.

Conclusion

Using existing published methods (Gotti 2006 and Lopez 2002 )15 bulbs from each site were prepared and underwent freeze drying for a 24 hour period. Prior to freeze drying the roots, bulbs and leaves each part was separated. The dried samples were ground using a mortal and pestle and 0.1g of each was added to 10 mL of methanol and placed in the Branson 5200 ultrasonic bath and exposed to the ultrasonic waves for 5 minutes every 30 minutes for 5 hours. The liquid portion of the sample was removed and made to volume in a 10 mL volumetric flask, then put through Solid Phase Extraction (SPE) and filtered. The SPE was prepared by passing 2.0mL of methanol and 2.0 mL of de-ionized water. A standard of galanthamine prepared to 0.1% in methanol and administered using a HPLC 50 microlitre syringe into the LKB Bromma 2152 HPLC controller. A C18 column and LKB Bromma 2151 variable wavelength monitor were both used in the analysis. 2 μmL of sample extract was administered using a 50 microlitre syringe into the HPLC machine. A chromatogram was produced using the LKB Bromma 2210 1- Channel Recorder displaying the various components of the standard and sample.

Following the above methodology, the standard galanthamine was the only trial in which galathamine was detected. This finding was not expected, and the method was then re-evaluated. The amount of sample used decreased (from 0.2-0.1g) and the extraction time was reduced from 5 to 2 hours. The SPE and filter were completely removed from the extraction method. Even with the alterations to the methodology, galanthamine was not able to be detected in the samples. The methodology of Alzeim was obtained, but has not yet been performed due to time constraints. The methodology of Alzeim is proprietary; therefore details of differences between the 2 methodologies are not able to be disclosed

AcknowledgmentsFigure 1: Daffodils at Plumdale Farm date?

Figure 2 : LKB HPLC Machine Figure 3: Branson 5200 Ultrasonic Bath

Figure 4 : Chart displaying % Galanthamine results

Skills needed to be successful Skills needed to be successful (cont(cont’’d)d)

Writing skillsWriting skills–– Main ideaMain idea–– Organizing a good essay (telling a good story)Organizing a good essay (telling a good story)–– ParaphrasingParaphrasing–– Citing Citing Public speaking skillsPublic speaking skillsBasic knowledge of statisticsBasic knowledge of statisticsComputer literacyComputer literacy

Communication Communication SkillsSkills

Learning Exercise Learning Exercise

HeightHeightBirthdayBirthdayFeelings about oral presentationsFeelings about oral presentations

Making Effective PresentationsMaking Effective Presentations

What is an effective presentation?What is an effective presentation?

Making Effective PresentationsMaking Effective Presentations

What is an effective (good) presentation?What is an effective (good) presentation?–– The audience is interestedThe audience is interested–– The audience learns somethingThe audience learns something–– What else? What else?

Think of a good teacher Think of a good teacher

What did he/she do that made him/her a What did he/she do that made him/her a good communicator?good communicator?

In groups of 6, discuss what makes a In groups of 6, discuss what makes a good communicator/teacher.good communicator/teacher.–– List the top 5 (or more) characteristicsList the top 5 (or more) characteristics–– Decide who will record; report Decide who will record; report

What skills can you improve?What skills can you improve?

In groups of 2 or 3:In groups of 2 or 3:ThinkThink--jotjot--pairpair--share:share:––What 1 or 2 skills in communication What 1 or 2 skills in communication

can you improve? (What can you can you improve? (What can you do better?)do better?)

Hints for effective presentationsHints for effective presentations

Know your audienceKnow your audienceKnow your topicKnow your topicBe enthusiasticBe enthusiasticSpeak simply (avoid too much jargon)Speak simply (avoid too much jargon)Most people cannot remember more Most people cannot remember more than three things!than three things!

Learning StimulationLearning Stimulation

I hear, I forget;I hear, I forget;I see, I remember; I see, I remember; I do, I understand.I do, I understand.

This course is about doing!This course is about doing!