I have several specific projects that I have pursued in the past that could be elaborated by undergraduates in my lab. These projects range in required time from 1 month to a full year (assuming 1/4 load, 4 credits). Several of them can be integrated in courses I would teach. These projects span a number of techniques and levels of analysis (evolution, behavior, neurophysiology, histology, neuroanatomy, population genetic). This will allow a wide variety of students to participate without competing for equipment.  Also, ask me about the opportunity to accompany me on my summer research in Washington State.

Many of these studies could be done in collaboration with other courses or with faculty with skills in molecular techniques, biochemistry, or electron microscopy.

ï Study the behavioral mechanisms involved in crawling and turning while in a flow tank.  Use digital video to quantify movement.

ï Apply neuromodulators to Pedal 3 motor neuron to determine if they account for increased firing during turning.

ï Use the scanning electron microscope to visualize the teeth on the tongue of the slug, and analyze them to determine what elements are found in the teeth (calcium, iron?).

ï Determine the fluid dynamic forces involved in resisting drag and lift due to flow.

ï Record from identified motor neurons during active crawling by using fine wire electrodes. This will help us to bridge the gap in our knowledge of how individual brain cells contribute to behavior.

ï Record from sensory neurons during water flow stimuli to identify which neurons transduce these stimuli.

ï Immunostain for sensory cells by using an antibody raised to sensory proteins in another gastropod.

ï Develop an atlas of the Tritonia brain cells by microinjecting fluorescent dyes into identified neurons.

ï Stain the nerves that convey flow information to the brain to determine the targets of incoming axons.

ï Study the ciliary receptors on the skin of Tritonia using scanning electron microscopy and light microscopy and correlate distributions with the known functional roles of the area from which the skin was taken.

ï Record from the motor ganglia neurons to determine how the flow sensory information is integrated.

ï Study how the earth's magnetic field can change crawling behavior (rate, direction), and to determine how magnetic orientation relates to flow orientation (behavioral choice).

ï Characterize isozymes or genes from different groups to determine if the observed physiological and behavioral differences are due to genetic or environmental influences.

ï Quantify behavioral differences between different groups of Tritoniain laboratory and field experiments using SCUBA.

ï Use drugs or chemicals to inhibit sensory cilia on the front of the slug to prevent flow sensation.

ï Study chemotaxis to pheromones in Tritonia.

ï Use time-lapse video to study long-terms trends in crawling, and also determine if activity differs at night using infrared video.

modified 11-10-02