Analyzing growth via methane production
Author: Kaitlyn Dunlap | Major: Biology | Semester: Spring 2023
My name is Katy Dunlap, and I just graduated with my B.S. in Biology and my B.A. in Spanish and Latin American and Latino Studies in May. As a student of the J. William Fulbright College of Arts and Sciences, I spent the final two years of my undergraduate career doing research with Dr. Timothy Kral from the department of Biological Sciences. Dr. Kral’s lab focuses on the possibility of past, current, and future life on Mars, and from Fall of 2021 to Spring of 2023, I was able to dive into this topic as well. Although I have graduated from the University of Arkansas, it is not time for me to leave yet. I will be continuing my education at the University of Arkansas as a graduate student and member of the MAT (Master of Arts in Teaching) program with the goal of earning my teaching license and becoming a biology teacher.
My research project focused on the possibility of life on Mars, analyzing how methanogens respond to changes in their environment. Methanogens are methane-producing archaea, meaning they produce methane as a metabolic biproduct. They are non-photosynthetic and anaerobic, they do not require organics, and they are known to occupy extreme environments on Earth. These qualities make methanogens excellent candidates for the Life on Mars debate, as they would not need to live above surface where conditions are much harsher. My experiment focused on how the growth of three methanogen species – Methanobacter wolfeii, Methanosarcina barkeri, and Methanobacterium formicicum – changed when the temperature was decreased and when elevated salt concentrations were added. In the end, we found that the three methanogens were able to grow when temperature was decreased and when salt was added, but the combined effects of lowered temperature and increasing salinity were especially inhibitory. M. formicicum showed the most tolerance to changes in its environment, consistently producing methane throughout the trial. This meant that these model organisms could not be ruled out of the Life on Mars debate purely because of the presence of salt on Mars. The inhibition caused by lowered temperature also supported the popular argument for subsurface life forms on Mars, as the temperature would be warmer below the surface.
When I started my research journey, I knew that I wanted to work in a lab that focused on microorganisms and their responses, whether that be intracellular signaling, intercellular communication, or how cells respond to their environments. What I had in my Microbiology, Cell Biology, and Prokaryote Biology classes had really intrigued me, and I was ready to learn more hands-on. I contacted my previous professors to see if they had any undergraduate research opportunities available in their labs, and eventually I talked to Dr. Kral. I expressed my interests in the work he did and explained how it fit into my own research interests, and before long I was a member of his lab.
Through my research experiences, I learned so many skills, including how to operate new equipment and write scientific papers as well as combine mathematics with scientific research. I also came into this experience with very little knowledge on space and planets, but now I am walking away with a better understanding of both Earth and Mars. Aside from hard skills and knowledge, I also improved my time management, organizational, and leadership skills. After finishing this project, I have full confidence I can tackle whatever may come my way.
I also learned so much about myself – especially my weaknesses – but I also took away good life lessons from this experience. For example, I learned that I struggle with confidence when I run into obstacles, but this experience taught me the importance of flexibility. I also learned that I struggle asking for help, but I learned the importance of having a support system as well. Dr. Kral was one of my biggest supporters throughout these two years. Whenever things messed up or did not work how I expected, he always reminded me that science is never perfect and that it is okay to make mistakes. My friends and family were also there for me, especially during those late nights in lab when I needed someone to talk to. They helped me get through all of the challenges I faced – including obstacles in data collection and the nerves I had before defending – and supported me in my successes.
Next I start graduate school, where I will learn what it means to be a teacher and eventually earn my teaching license. Leading my own project with a new sense of independence gave me the opportunity to grow into a better student, but I also gained valuable experience for my future teaching career. I learned how my future students might struggle, and I was able to reflect on how I will be in the mentor position. Hopefully I can approach this position with as much support and genuine interest as my mentor did for me.