OVERVIEW:
Students involved in this research project will receive training in the use of molecular and cellular research methodologies to address questions relevant to understanding neural network formation in the brain and the cellular basis of learning and memory. Students will work under the direct guidance of a faculty researcher at FLC with the goal of gaining independence and competence in the research lab and in presenting research results.
BACKGROUND:
Synapses are specialized cellular structures that allow for communication between neurons (nerve cells) through transmission of chemical or electrical signals. Changes in the structure and function of synapses (known as synaptic plasticity) are necessary for brain development, learning, memory, and addiction. Revealing the cellular mechanisms that underlie and/or disrupt synaptic plasticity is thus fundamental to understanding neurological disorders including learning disabilities, chronic pain, Alzheimer’s and other dementias.
The goal of this research project is to characterize the function of a protein called neuronal interleukin-16 (NIL-16) that we hypothesize plays a role in synaptic plasticity. NIL‐16 is a synapticassociated protein found only in neurons of brain regions critical for memory formation. By investigating the role of NIL‐16, we hope to better understand the cellular regulators of synaptic plasticity.
Most of what we know about the function of NIL-16 comes from studies on the shorter version of the gene (i.e. a splice variant) called Pro‐IL-16. Pro‐IL-16 is a protein expressed in cells of the immune system and is best known for its role as the precursor for the immuno-modulatory signaling molecule, IL‐16. More recently, Pro-IL-16 has been shown to regulate gene expression in white blood cells through its interaction with a nuclear protein called HDAC3 that represses gene expression. Interestingly, a recent study has provided evidence that HDAC3, which is also found in neurons, acts as an important regulator of synaptic plasticity and memory formation. We hypothesize that NIL‐16 in the nervous system (similar to its immune system splice variant pro‐IL-
16) interacts with HDAC3 and that this interaction is involved in regulating synaptic plasticity and memory formation. This hypothesis will be tested using biochemical and cellular techniques to confirm and validate an interaction between NIL-16 and HDAC3 in neurons.
Location of project:
Fort Lewis College (Durango, CO)
What would the research student do?
Students will use a combination of biochemical and cellular techniques to confirm and validate a functional interaction between NIL--‐16 and HDAC3 in neurons. We will first assess the protein-

protein interaction in an easily manipulated cell system, COS7 fibroblasts. DNA plasmids with genes coding for NIL--‐16 and HDAC3 will be introduced and expressed in COS7 cells. Artificially expressed NIL--‐16 and HDAC3 from COS7 cell extract will be immunoprecipitated using protein specific antibodies and used to assess interactions between the NIL--‐16 and HDAC3. Once we have confirmed NIL--‐16/HDAC3 interactions in COS7 cells, we will then conduct immunoprecipitation assays using mouse brain extract to verify the in vivo interaction of these two proteins.
What would the student’s schedule be while working on this research?
The project will start on May 11th and continue until June 19th (6 weeks total). Students will be expected to work five days a week from 9 AM until 5 PM with a short break for lunch.
What courses should a student have completed before participating in this project?
FLC courses: BIO 113, CHEM 150, and CHEM 151. Recommended: BIO 260, BIO 270
SJC courses: BIOL 121, CHEM 111, and CHEM 112. Recommended: BIOL 255, BIOL 260.

Helmet technology has stagnated in recent decades. For instance, the expanded polystyrene foam used in many helmet liners has undergone little updating since its introduction as an energy absorption material in the 1970s, which has caused a great deal of criticism to be focused on the helmet industry in recent years. The military and automotive racing sectors have been more proactive in developing vehicle impact and crash structures, putting great emphasis on both energy absorption efficiency and weight minimization with the use of fracture-tuned composites. These materials have been credited with over a 30-fold decrease in Formula 1 fatalities in the first few years after their introduction. The underlying principle is that these lightweight composite materials are capable of absorbing extremely high amounts of energy as they fracture in a semibrittle manner, and they are readily optimized for specific impact forces and velocities.
Carbon fiber, Kevlar, Spectra/Dyneema, and fiberglass composites will be experimentally studied in order to develop a future generation of athletic helmets typically used in the Four Corners area
(football, skiing, bicycling, motorcycling, and more). The aim is to scale the energy absorption principles utilized in military-grade composites and racecar energy attenuators to impacts commonly experienced by helmet wearers engaging in these athletic activities. Scaling will be accomplished by tuning microstructural stress concentrations and toughnesses of the materials to enable fracture at more minor impacts than those experienced by the military and racecar components.
To study the effectiveness of the composites, experimental impact testing will be undertaken on material samples created at FLC. The existing loadframe and impact testing machines at FLC will be used to model both quasi-static and dynamic loadings. These experimental data will be combined with finite element (FE) computational models of the samples created with micro-CT (a 10 micron resolution version of a medical CAT scan) images of the composites’ geometry. Computational modeling allows a better cognizance of how impact energy is absorbed by the complex composite structure, and expedites the understanding of how modifications affect the composites. All FE analysis will be conducted on the new high performance computing center located in Berndt Hall.
The findings from this study will be used to build full-scale helmets out of the impact-optimized composites. These helmets will then be tested using the helmet impact-tester in the FLC
Department of Physics and Engineering, with the goal of putting these helmet designs into commercial production.
Location of project:
FLC: Berndt Hall and Physical Plant West Engineering Annex
What would the research student do?

-Construct composites using aerospace-grade layup and curing techniques
-Impact test the composites to measure fracture properties
-Study the interactions between the fiber reinforcement and polymer matrix in the composites
-Use CAD (computer aided drawing) and x-ray imaging techniques to create geometry for the FE model
-Explore material modifications using the FE model, and validate those model predictions with physical impact testing
-Extrapolate findings to helmet geometries
What would the student’s schedule be while working on this research?
Hours are flexible, typically within 9am-5pm M-F
What courses should a student have completed before participating in this project?
FLC: MATH 222, CHEM 150
SJC: MATH 189, CHEM 111

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Research in my laboratory involves materials, electrochemistry, microscopy, and analytical chemistry. A long term interest of mine has been in the manufacture of photo-voltaic devices.
These devices convert light into electricity and are used in solar cells and photo-detectors. My students and I have extended this work into the construction of artificial retina devices with the possibility to restore vision for those people with certain retinal diseases. The artificial retina project features an array of tiny “solar cell” photo-voltaic detectors that can be implanted into the eye. The concept and features are similar to the light detecting devices, called photodiodes, inside all digital cameras. Diodes are typically fabricated using two types of semiconducting materials, known as p-type and n-type. The materials are intimately grown together to form a p-n junction interface. Fabrication methods range from simple solution processes, to electrodeposition
(electroplating), to complex vacuum system processes. My primary interests lie in electrodeposition.
To date we have been able to pattern and electrodeposit polypyrrole, an organic (plastic) semiconductor, as the p-type material in our retinal device test structures. Polypyrrole has been studied as a neural repair material, showing some promise as an effective neural interface. We have developed a recipe to electrodeposit polypyrrole films using ionic liquids. Ionic liquids are a special type of solvent that dissolves ions without reacting themselves; an active topic in electrochemical research. The ionic liquids we use contain no water.
The n-type material my students and I have studied is electrodeposited silicon. While we have successfully electrodeposited silicon over polyprrole, the silicon grown using electrodeposition has proven to be unstable to air and water. Another promising photo-voltaic material is titanium dioxide which has long been used as a white paint pigment, even in food. Titanium dioxide is an ntype semiconductor material and is being investigated in photo-voltaic device research as well as other applications. The electrodeposition of titanium dioxide using the same ionic liquids we have used has been reported in the recent literature. We propose to attempt to partially verify this previous work and apply it to our purpose in producing a polypyrrole/titanium dioxide photovoltaic device using electrodeposition.
Location of project:
This project will be performed in the chemistry research laboratory at San Juan College in
Farmington New Mexico. The lab is well equipped and includes machining equipment, electrochemical instrumentation, inert atmosphere systems, analytical instrumentation, optical microscopes, an electron microscope, and a clean room.

What would the research student do?
Students will first spend some time learning about photo-voltaics, electrodeposition, and the previous work that has occurred in my laboratory and others. Students will learn how to prepare electrodes and perform the necessary electrochemistry. After initial training, the students will prepare and run all experiments. The deposited films will be analyzed using electrical testing and scanning electron microscopy under faculty supervision. Students will then prepare and deliver a poster presentation at the end of the project.
What would the student’s schedule be while working on this research?
Students are expected to work in the laboratory 9 to 5, Monday – Thursday, starting on Monday,
May 18 and ending on Wednesday, July 8.

Proteins are synthesized by the ribosome in a process called translation. During this process, the ribosome, a molecular-machine, reads a ribonucleic acid (RNA) message. The RNA sequence (order of nucleotides) is read by the ribosome in consecutive three-nucleotide steps. Each step codes for a single amino-acid that will be incorporated into the protein. How the ribosome decodes the RNA message depends on where it starts reading. The reading start site is indicated by the threenucleotide AUG sequence. The ribosome makes an error, or misstep, with very low frequency (1 in
10,000 times). Errors typically result in incorrect protein synthesis because the ribosome will begin reading the RNA in a different reading frame. If it reads the RNA in an alternative reading frame, a different RNA code will be deciphered and the protein being synthesized will not have the correct amino acids.
Translational reprogramming is defined as one or more directed changes to translation. Such events are triggered by RNA sequences within RNA messages being decoded. Translational reprogramming is extremely rare. However, viruses with RNA genomes often include sites that cause the ribosome to misstep when decoding their RNA. Specifically, these sites cause the ribosome to slip backwards one nucleotide and continue translation in the new reading frame. This change in reading frame is defined as a -1 frameshift. Programmed ribosomal frameshifting is productive for the virus because it leads to the translation of viral proteins encoded in an alternative reading frame. These programmed missteps maximize the coding capacity of the genome and simultaneously control the levels of proteins synthesized from alternative reading frames. The frequency of programmed ribosomal frameshifting is specific to the RNA sequence within the frameshift site. Maintaining strict molar ratios of viral proteins is essential for retroviral replication and infectivity.
Human t-cell lymphotrophic virus (HTLV) is a human RNA virus (retrovirus). Replication of HTLV is dependent upon successful synthesis of structural and enzymatic proteins. Unlike many retroviruses that encode only one frameshift site in their RNA, HTLV uses two independent frameshift sites to promote translation of proteins in three different reading frames. HTLV’s frameshift sites are each composed of two RNA elements: a seven-nucleotide “slippery” sequence followed by a downstream RNA sequence that folds into an RNA structure. While the slippery sequences of both frameshift sites are determined, the downstream RNA structures have not been studied in great detail.
In my lab at Fort Lewis College, students study the structure and function of HTLV RNA sequences.
The goals of our research are to use biochemical techniques to understand how unique RNA sequences can adopt highly specific functions. Currently, we are examining the function of RNA structures in the HTLV genome, and defining the minimal RNA structures required for programmed ribosomal frameshifting in both frameshift sites.

Location of project:
Chemistry Department, Fort Lewis College, 1000 Rim Drive, Durango, CO 81301
What would the research student do?
During the 2014 summer research period, students will design and synthesize variant HTLV frameshift site RNA structures. These RNAs will be used to explore the relationship between frameshift site RNA structure and function. DNA plasmids with the template sequence of interest will be created using molecular cloning techniques. Using these templates, RNA will be synthesized using in vitro transcription and purified using size-exclusion chromatography. The purity of the
RNA and its folding will be examined using agarose gel electrophoresis. These RNAs will be used as substrates for the in vitro dual-luciferase frameshift assay, which is used to measure the frameshift efficiency for the RNA of interest. With these experimental results, students will determine how changes in RNA structure affect frameshift efficiency. This process will also be used to define the minimal RNA structure required for efficient framehshifting. At the end of the research period, each student’s results will be communicated to a broad audience in the form of a poster or oral presentation.
What would the student’s schedule be while working on this research?
May 11 th – June 19 th , Monday – Friday, 8:30 am to 4:30 pm
What courses should students have completed before participating in this project?
FLC: CHEM 150, CHEM 151, BIO 113. Recommended: BIO 260, BIO 270
SJC: CHEM 111, CHEM 112, BIOL 121. Recommended: BIOL 255, BIOL 260

Technological development of improved energy production methods is increasingly important in today’s world. The leading candidate for the next generation nuclear power reactor uses liquid sodium as the primary coolant (rather than water, which all current American reactors use). The next generation reactors will be able to burn spent nuclear fuel which currently is stored on site at nuclear power stations. These new reactors will be able to close the fuel cycle, meaning that no long term radioactive byproducts will be produced. In addition, as with all nuclear technology, no greenhouse gasses are produced as a byproduct of power generation.
This research is focused in the field of Nuclear Thermal Hydraulics, meaning cooling systems for nuclear reactors. The research will help close the engineering gaps currently in this latest generation of power development. Specifically, experiments with highly reactive liquid sodium will be conducted to determine how to safely cool nuclear reactors.
Location of project:
This project will take place at Fort Lewis College, in an engineering department research facility on campus.
What would the research student do?
Students will work in a lab with liquid sodium, developing skills not only in thermal hydraulics, but also learning invaluable lessons about safety, and invaluable experience working with hazardous materials with an experienced professional in the field. Daily work will include working with hardware, manufacturing/fixing experiment, operating a computer control system, modifying experiments based on results and conclusions, and performing analysis.
What would the student’s schedule be while working on this research?
Monday through Friday, 8:30 am-4:30 pm, May 18 – June 26.
What courses should a student have completed before participating in this project?
FLC: MATH 221, PHYS 217. Recommended: ENGR 270, CHEM 150
SJC: MATH 188, PHYS 215. Recommended: ENGR 236, CHEM 111

Mercury is a toxic heavy metal. Symptoms of mercury poisoning include tremors; emotional changes; insomnia; neuromuscular changes; headaches; performance deficits on tests of cognitive function; kidney damage; respiratory failure and death (from high levels). Inorganic mercury can be transformed in the environment, especially in lake and river sediments, into a potent neurotoxin, methylmercury. Once mercury enters an ecosystem it can bioaccumulate (accumulate within the tissues of an organism over its lifetime) and biomagnify (organisms that feed higher up in the food chain have higher levels of mercury in their tissues).
Elemental (inorganic) mercury can be found in coal. When the coal is burned in a coal-fired power plant, the mercury is not removed by scrubbers, and is injected into the atmosphere. Atmospheric lifetime is between 0.5 and 2 days, so the mercury is mostly deposited locally, including on leaf and needle surfaces. Since pinyon and juniper do not shed their leaves annually, needles of differing ages could represent samples of mercury over several years. Sampling needles of different ages at one time could provide multiple year estimates of annual mercury deposition.
Levels of mercury in regional soils, waters, air and fish populations have been examined. Plants could serve as biomonitors of the amounts of mercury deposited from the atmosphere in different terrestrial areas. However, very little is known about the concentrations of mercury in local plant tissues. This study would examine whether these two coniferous species could serve as biomonitors of mercury levels in the local, terrestrial ecosystem.
This project would (1) collect samples of needles of different ages from pinyon and juniper, (2) process the samples to remove the mercury, and (3) determine amounts of mercury using ICP-OES,
Inductively Coupled Plasma Optical Emission Spectroscopy.
Location of project: San Juan College, the biology and chemistry labs; collecting trips to local populations of pinyon and juniper.
What would the research student do?
Research student(s) would be included in all aspects of the project. They would:
Conduct literature searches for methodologies for collecting samples and removing mercury from plant tissues;
Collect samples;
Process the samples;
Learn to operate the ICPOES to determine levels of mercury.
What would the student’s schedule be while working on this research?

The project would run May 11-June 19. The student(s) will be expected to work Monday to Friday approximately 8:30-5. Most of the work will occur on the San Juan College campus. Travel will be required to collect plant tissue from native populations within the Four Corners region. Research will be conducted during the days, and not on weekends. Locating, reading and discussing peerreviewed papers will be expected.
What courses should a student have completed before participating in this project?
The successful student(s) should have completed Introductory Biology I (or equivalent) and at least one semester of college-level chemistry.