PROJECT DESCRIPTION

Drosophila is an animal with a simple genetic sequence that can be easily manipulated.
Additionally, it is well known that Drosophila have the capability of olfactory response and
olfactory learning. Our current understanding of dopaminergic neurons and their relation to
olfactory pathways in Drosophila is that a number of dopaminergic neurons innervate different
brain structures involved in the olfactory pathways; these include the mushroom bodies and the
suboesophageal ganglion. The results from previous work have demonstrated that dopaminergic
neurons are found in pathways important in the olfactory processes of fruit flies. However, the
manifestation of the behavioral responses to specific olfactory stimuli of a fruit fly that has
mutated dopaminergic neurons in comparison to a wild-type fruit fly requires further
investigation and experimentation. The neural activity of a fruit fly with mutated dopaminergic
neurons when responding to a known smell stimulus will differ from the neural activity of a fruit
fly without mutated dopaminergic neurons due to dopamine’s role in olfactory response. The
experiments conducted will compare the neural activity of wild type fruit flies and fruit flies with
mutated dopaminergic neurons when responding to a known smell stimulus. By utilizing the
knockout approach in the dopaminergic neurons, the results from this proposal should; first
provide information regarding mapping the neuroanatomy of dopaminergic PAM transporter
neurons in the fly brain, second provide examine the functional role of dopaminergic PAM
during appetitive and olfactory learning, third map and test the functional role of PAM
transporter neurons during appetitive and olfactory learning as well as mapping the memory
targets. In this experiment, wild type flies and experimental flies will be placed in separate
chambers with a food source placed in the middle of the chamber. Behavior will be recorded for
45 minutes in each chamber. This behavior will be analyzed to examine if the experimental flies
respond to olfactory stimulus.

HEALTH RELEVANCE STATEMENT

Fruit flies (Drosophila melanogaster) have a simple genetic code that makes them relatively easy
to manipulate. Additionally, these flies share 75% of genes with those that encode for diseases
found in humans22. While there are differences between vertebrate and invertebrate nervous
systems, they both share the same CNS and PNS systems. Parkinson’s Disease is a disease
associated heavily with the loss of dopaminergic neurons in the human midbrain. Results from
the proposal will offer us a better understanding of what occurs in terms of learning and memory
in Parkinson’s patients.

SPECIFIC AIMS
Drosophila is an insect with a simple genetic sequence that can be easily manipulated.
Additionally, it is well known that Drosophila have the capability of olfactory response and
olfactory learning22. Our current understanding of dopaminergic neurons and their relation to
olfactory pathways in Drosophila is that a number of dopaminergic neurons innervate different
brain structures involved in the olfactory pathways8; these include the mushroom bodies and the
suboesophageal ganglion15. The results from previous work have demonstrated that
dopaminergic neurons are found in pathways important in the olfactory processes of fruit flies3.
However, the manifestation of the behavioral responses to specific olfactory stimuli of a fruit fly
that has mutated dopaminergic neurons in comparison to a wild-type fruit fly requires further
investigation and experimentation. This research has not not previously been done and may lead
to further discoveries about how the olfactory system operates. We suppose that the neural
activity of a fruit fly with mutated dopaminergic neurons when responding to a known smell
stimulus will differ from the neural activity of a fruit fly without mutated dopaminergic neurons
due to dopamine’s role in the olfactory response. This research information has the potential to
further research in human patients with brain injury or neurodegenerative disorders that may
have nonfunctional dopaminergic neurons. The larger purpose of this experiment is to examine
the function of olfactory systems when dopaminergic neurons do not work, therefore furthering
the amount of information known about these systems to aid future medical discoveries. To
begin exploring these questions - three specific aims are proposed:

1. Mapping the neuroanatomy of dopaminergic PAM transporter neurons in the fly brain. To
specifically target these PAM neurons, we will implement the Gal4/UAS method. We will
perform genetic crosses which will allow the labeling of these single dopaminergic neurons. In
addition to the Gal4/UAS crosses, we will utilize GFP tagging to visualize the dopaminergic
PAM neurons in the brain using immunofluorescence. Using both the Gal4/UAS and
immunofluorescence methods, we will attempt to identify and visualize the olfactory and
appetitive learning and memory targets of the dopaminergic PAM neurons. The anatomical data
that will be collected in Aim 1 will provide a neuroanatomical map of the target dopaminergic
PAM transporter neurons, which will be integrated with the behavioral responses that are
collected in Aim 2.

2. Examining the functional role of PAM neurons during appetitive and olfactory learning. PAM
neuron activity will be genetically manipulated in single or small groups of neurons and the
resultant behavior monitored. PAM neuron activity will be manipulated using genetic tools that
modify dopamine release. This behavioral information will be added to the anatomical database
created in Aim 1.

3. Mapping and testing the functional role of PAM transporter neurons during appetitive and
olfactory learning as well as mapping the memory targets. To identify appetitive and olfactory
learning targets of PAM transporter neurons, we will use GFP tagging to highlight anatomical
brain structures. Behavioral assays will consist of testing knockout flies with inactive PAM
transporter neurons against wild-type flies when both groups are exposed to food smell. This
anatomical data will be combined with data from the behavior assays to reach a conclusion on if
our hypothesis was correct.
RESEARCH STRATEGY:
Drosophila melanogaster has been used consistently over the last few decades as a
foundational tool in biomedical research. The ability to express genes in Drosophila using the
Gal4 system was first described by Phelps and Brand in 1998, in which they describe it as a
system that “allows the selective expression of any cloned gene in a wide variety of cell- and
tissue-specific patterns”.
More recently, Drosophila has been used as a model for olfactory learning within the
dopaminergic neurotransmitter system. The Drosophila brain contains 128 dopaminergic
neurons, and the dopaminergic neurotransmitter system has been described to modulate “sleep,
arousal, light perception, circadian entrainment, courtship, feeding, learning, aversive
conditioning, aggression, and social spacing in flies” (Kasture, 2018). It has also been concluded
that mushroom bodies play a large role in the olfactory system of Drosophila, and mushroom
bodies are largely innervated by dopaminergic neurons, highlighting a clear association between
olfactory learning and dopaminergic neurons.4 However, they are not directly connected to each
other, which opens up more possibilities for further study about what connects olfactory learning
to dopaminergic neurons.
It has been identified that Drosophila “exhibits robust tastant and odor-evoked behaviors”
, namely aggression and mating behaviors.7 Although we have evidence that olfactory learning is
associated with dopaminergic neurons, it is unclear whether the behavioral manifestations that
are expressed in response to specific, known odors arise due to the influence of the dopaminergic
neurons or not. Thus, our primary goal is to determine if dysfunction of the dopaminergic
neurons will lead to a difference in the behavioral manifestations of Drosophila melanogaster in
response to known smell stimuli.

Approach (Preliminary data):

In Drosophila, GAL4/UAS crosses can be used to effectively genetically map and control the
function of selectively identified and labeled neurons. Using this method, the GAL4 gene is
placed under the control of an enhancer region. This region expresses the protein of the chosen
cells in a fly line. The GAL4 fly line is crossed with a fly line that uses the UAS (upstream
activator). This allows GAL4 to bind and activate gene transcription of the desired cells. This
technique is particularly useful because GAL4/UAS expression does not influence
other/unintended cellular processes.
For our proposal, we crossed GAL4 41347 and UAS 41753. This cross resulted in
Drosophila flies with nonfunctional dopaminergic neurons (knockout of dopaminergic neurons).
The behavioral data that will be collected in this experiment will be video recordings of
the separate fly strains in both a petri dish environment that contains a yeast/water and apple
juice mixture and an environment without olfactory stimulation (food mixture will be removed).
To analyze this data, we will rewatch the recordings and keep track of how many instances
occurred of the flies showing interest in the food dish (eating, approaching, sitting nearby,
fighting for dominance of food dish, ect). We will then compare the numerical results to
determine whether there is a significant difference in the behavior across the different fly strains.

Figure 1. GAL4/UAS cross: F1 will show expression of inactive dopaminergic neurons.

Figure 2. Dopaminergic PAM neurons in the adult Drosophila brain. (Due to microscope issues,
our group was unable to observe the brain of our experimental Drosophila. This image is from )
Figure 3. Behavior chamber under yellow light. Food is located in the middle of the chamber.
Flies will be placed in the chamber. Number of times the flies move to the food will be recorded
for the control and experimental chambers.

Specific Aim 1: Mapping the neuroanatomy of dopaminergic PAM transporter neurons in

the fly brain.
Experiment: Implementation of the Gal/UAS method to target the dopaminergic PAM neurons.
Rationale: By using the Gal/UAS method along with GFP tagging, we will attempt to identify
and visualize the olfactory and appetitive learning and memory targets of the dopaminergic PAM
neurons.
Design: We will perform genetic crosses, resulting in the labeling of these single dopaminergic
neurons. In addition to the Gal4/UAS crosses, we will utilize GFP tagging to visualize the
dopaminergic PAM neurons in the brain using immunofluorescence. This information will be
compiled to provide a neuroanatomical map of the PAM neurons.
Possible Results, Interpretations, and Pitfalls: We anticipate our flies to cross properly and
hatch offspring that contain both the Gal4/UAS lines in their genetic makeup. However, one
major pitfall we may encounter in genetically crossing the flies is that they will not cooperate
with the crossing. If the flies do cooperate and we receive genetically mutated offspring, we will
utilize these offspring in our experiment detailed in Aim 2.
Specific Aim 2: Examine the functional role of dopaminergic PAM during appetitive and
olfactory learning.
Experiment: Behavioral observation of Drosophila exposed to food source in fight chamber
(wild type vs. experimental flies)
Rationale: The changes made to the dopaminergic neurons may result in behavioral changes
related to olfactory learning therefore experiments must be done to prove this hypothesis.
Design: 4 wild type flies will be placed in a fight chamber with molasses food in the middle
(apple juice added). 4 experimental flies will be placed in a fight chamber with molasses food in
the middle (apple juice added). Behavior of all flies will be observed and recorded for 20
minutes. Video footage will then be reviewed and the amount of times each fly goes toward the
food will be recorded.
Possible Results, Interpretations, and Pitfalls: We do not anticipate any major difficulties with
this experiment. It is unclear how the mutant flies will respond to stimuli (may respond to food
or may not respond to food). We will average the amount of times each mutant fly goes toward
the food and then average the amount of times each wild type fly goes to the food. Comparing
these data points, could support the hypothesis that nonfunctional dopaminergic neurons prevent
olfactory learning.

Specific Aim 3: Mapping and testing the functional role of PAM transporter neurons
during appetitive and olfactory learning as well as mapping the memory targets.
Experiment: To identify appetitive and olfactory learning targets of PAM transporter neurons,
we will use GFP tagging to highlight anatomical brain structures.
Rationale: In order to properly visualize the neuroanatomical pathways involved in our
experiment, we must use immunofluorescence; in this case, we will utilize GFP.
Design: We will conduct testing of knockout flies with inactive PAM transporter neurons against
wild-type flies when both groups are exposed to food smell.
Possible Results, Interpretations, and Pitfalls: The anatomical data found in this aim will be
combined with the data gathered from Aim 2 to test whether or not our hypothesis was correct.
We anticipate that our hypothesis will be supported by our experimental evidence.

METHODS
Animal Care: All flies (wild type and knockout) will be raised in standard vials containing
molasses food (0.9% agar medium containing 10.5% dextrose, 5% cornmeal, 2.6% bakers yeast
and 0.23% tegosept, to which active yeast is added). Flies will be stored in incubators with 50%
humidity at a temperature of 25C on 12:12 hours dark/light cycles. Wild type flies will be stored
separately from knockout flies.
Cell Line Generation: The following lines will be crossed to create a group of flies suitable to
test our behavioral assays: Gal41347 and UAS41753.
Behavioral Assays: Multiple behavioral assays will be conducted with the genetic crosses used
in this experiment. In order to study the relationship between dopaminergic neurons and
olfactory behavioral responses, two flies, one wild-type and one with the Gal4/UAS genetic
manipulation, will be introduced into a chamber in which an olfactory stimulus will be placed.
To differentiate between the wild-type and genetically manipulated fly, we will use
immunofluorescence to visualize the genetically manipulated fly by tagging it with GFP. The
flies will be introduced into the chamber simultaneously and the behavior of each fly will be
recorded as soon as they are placed in the chamber.
Experimental Protocol: In all experiments and under all experimental conditions, flies are kept
in test tubes containing sufficient food for the number of flies in each test tube. For this
experiment it is not necessary to use socially naive flies as social behavior is not being tested.
However, the wild type flies and the dopaminergic knockout flies will be housed separately. Both
lines of flies will be kept in the same environmental conditions (housing temperature, food
source, dark/light cycles, humidity, ect) to reduce the possibilities of confounding variables
impacting the results of the study. All experimental behavior relating to the olfactory system is
videotaped for subsequent analysis of differences in behavior between the two lines of flies.
Data Analysis: Digital videos will be examined and compared using iMovie on Macintosh
computers. Videos of individual flies will be clipped from the full video so as to evaluate
behavioral patterns, and behaviors of individual flies will be scored and recorded using Microsoft
Excel. Statistical analysis will be performed using GraphPad Prism software.
Projected Timetable:
Week Experiment

1 Construct chambers with stimulus; conduct behavioral assays

2 Conduct any additional behavioral assays if needed to corroborate

our findings

3 Accumulate our data; tweak any initial hypotheses in accordance

with the data found

4 Finalize our project; formulate a written description of the

experiment
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PERSONAL STATEMENT:

Georgia King:
I am a senior studying biology at Boston University. I previously attended Worcester Polytechnic
Institute where I studied biology and biotechnology. At Worcester Polytechnic Institute, I took
many different biology classes including cell biology, genetics, and biotechnology. I also took
labs in ecology, chemistry, and antibiotic resistance. I took part in a crowd sourcing initiative
where bacteria from soil was collected and tested with two goals; To identify novel antibiotics
produced by soil bacteria and to look at the levels of antibiotic resistance already present in soil
microbes. This lab was conducted in an authentic research paradigm. This experience helped to
develop skills in the process of scientific inquiry, including hypothesis generation and testing,
and in common procedures of microbial culture and characterization. Through this opportunity, I
was also able to learn about techniques of recombinant DNA including the use of plasmids,
restriction enzymes, and PCR. At Boston University, I have previously taken Neurotoxins in
Biology, Medicine, Agriculture, and War. In this class, I learned about neurotoxins at a cellular
and molecular level. I also gained a deeper understanding of how neurons and synapses function
and affect the whole body (at the systemic level).

I have chosen to study biology because I am interested in gaining a deeper understanding of how
the human body works. I am particularly interested in neuroscience because the brain is vital to
my bodily functions. I am interested in the research being done on repetitive head trauma and
CTE. The development of treatments for head injury, psychiatric disorders, and neurogenic
diseases depends on this groundbreaking research. In my future, I hope to work as a physician
assistant, specializing in neurology. Specifically, I would like to work with patients that have
suffered traumatic brain injury. I would like to continue working in neuroscience research. I
believe that studying neuroscience will help me to create a deeper understanding of how the
brain works and therefore help me to better serve my patients.

The aim of the experiment my group is studying is to examine olfactory response when
dopaminergic neurons are not functional in Drosophila flies. This study has many connections to
human disease implications. Brain injury and some degenerative diseases may result in loss or
nonfunctional dopaminergic neurons. Additionally, olfactory response in humans is an important
aspect of experiencing taste. Therefore, studying the effect of dopaminergic neurons in olfactory
response may provide information into the olfactory response (and taste experience) of those
with brain damage or neurodegenerative diseases. This experiment would further my
understanding of how the brain works on a synaptic level and would help expand my knowledge
base to help my future patients.
Mia Graziano:
Last semester is when I was first introduced to a lab environment - albeit, the lab was
over zoom; however I still gathered a foundational knowledge of laboratory practices specifically
in neuroscience. The class I took last semester was NE102: Introduction to Cell and Molecular
Biology. Besides this class, I had never really had the opportunity to immerse myself in a lab
environment before. However, this semester, being able to go to labs in person has been
significantly beneficial, as it allows me to get the hands-on experience of being in a lab that I
was looking for last semester. I hope to find more research opportunities in the future, both
through classes I plan on taking and outside of my class curriculum in order to broaden my lab
experience and expand my personal network.
After the initial looks of bewilderment, I am frequently asked why I study neuroscience
in college, seeing as though it is not a commonly studied area of science. My fascination with the
brain came to be when I was younger. I have always been intrigued by its inner workings, the
complexity of its connections, and the behavioral manifestations of these connections. I have
also always been a more science-oriented person; because of this, I knew that I wanted to
combine my passion for science and my interest in the brain and study neuroscience in college.
This goal to study neuroscience intensified when I entered high school and I began to recognize
the complexities of my own brain - specifically, the ways my brain worked differently than
others. It was at this point in my life that I began to seriously struggle with mental health issues.
Because of this, I found it hard at times to keep myself focused on my career-oriented
aspirations. However, I wanted to use my experiences with mental illness to fuel my love of the
brain and to fuel my passion for learning more about it.
Originally, when I started college, I wanted to enter the medical field and pursue
neuroscience as an MD. However, through being in a lab environment and getting an
introduction to doing neuroscience related research, I have shifted my career aspirations. Now, I
am most interested in going to graduate school and receiving a PhD, with plans to do research in
a more narrow-focused, specified area of neuroscience. I have been attending panels and
seminars on doing graduate research in neuroscience; in listening to these graduate students
speak about their experiences, I have realized that that is what I want to do with my career.
Specifically, I have always been interested in neurological disorders, both neurodegenerative and
neuropsychological. I hope to expand my knowledge on these disorders and do research on their
manifestations within the brain and the behavioral responses that result from these disorders. The
prospect of discovering more about how these disorders work on a neurological level and aiding
in accumulating a better understanding of how they work and, hopefully, how to relieve
symptoms of these disorders in those afflicted, is extremely rewarding and fulfilling to me.
As I’ve stated before, I have always been interested in behavior, both in a functional brain
and a dysfunctional one. Because of this, I wanted to incorporate behavior in our grant proposal
and group lab project. Our grant proposal involves two very prominent circuits in the brain: the
dopamine system and the olfactory system. Dopaminergic neurons have always been a heavily
researched topic, seeing as though the dopamine system affects many different behavioral
aspects of the brain, most notably being motivation. Therefore, researching the connection
between mutated dopaminergic neurons within the olfactory system of the Drosophila brain
could potentially lead to unanswered questions as to why humans with mutated and or a lack of
dopaminergic neurons deal with a decrease in appetitive learning, memory, and motivation.

Olivia Velte:
Before arriving at Boston University, I assisted tenure researchers in the Addiction
Neuroscience Laboratory of the University of Minnesota. I did small tasks such as the histology
of mouse brains, helping with injection surgeries, and building electrophysiology tables. I can
remember the moment I knew I wanted to pursue Neuroscience in college. I had been processing
mouse brains that were injected with channelrhodopsin targeting the nucleus accumbens. When I
got to see a mouse brain that I had handled, light up in bright fluorescence, in exactly the spots it
was supposed to, I felt a thrill like no other. I applied to Boston University in hopes of continuing
to be involved in addiction neuroscience research and hopefully someday doing research of my
own. Additionally, the summer after my junior year of high school, I took a three-week course at
Brown University on using Python to code Neural Networks. I loved being able to program a
system that mimicked how a human brain processes information At Boston University, I have
taken three Neuroscience core courses and learned about brain and neuron structure,
neurodegenerative diseases, neurotransmitters, how the brain processes all our different sensory
inputs, emotional and decision making functions, and many more topics. I am looking forward to
taking more specialized courses as I become an upperclassmen.

The biological explanations for human behaviors have always fascinated me. I like to
imagine the individual proton pumps, vesicles of neurotransmitters, and electrical impulses that
all play a role in human behavior, emotions, and learning. Studying neuroscience is especially
exciting because it is a relatively new field and each year researchers uncover previously
unknown functions and structures of the human brain. treatments for cognitive disorders. I have
people in my life who have been impacted by the effects of poor mental health, psychological
disorders, drug addiction, Alzheimers, and brain cancer. Being a part in improving the treatments
or finding a cure to these biological issues is incredibly important to me.

After obtaining my undergraduate degree in Neuroscience from Boston University, I

aspire to continue my education in medical school. I have always liked problem solving and I
think physicians do the most important type of problem solving there is. After medical school, I
hope to specialize in a field brain or cognition-related. I would also like to continue research
while pursuing a career in medicine. As of now, I am most interested in addiction research and
how we can help those suffering from it better overcome withdrawal, overdose, and cravings.
This course has helped me better understand how neurons work on a synaptic level and how the
brain areas communicate with each other, which is information I will use to build my knowledge
for the rest of my academic and professional career.
Sargam Choudhury:

In the second grade, I fell in love with the brain. I spent the majority of my childhood
reading books filled with anatomical diagrams and learning about the basic functions of the
organs in the human body from children’s books, and nothing captured my attention the way that
the enigmatic brain did. It wasn’t until high school that I was truly able to explore my interest in
neuroscience through classes like AP Psychology and Anatomy and Physiology. I also began to
volunteer at my local hospital, and my interaction with patients, as well as my exposure to
clinical competencies, made me realize how interested I was in medicine. I knew when I began
to apply to colleges that I wanted to study neuroscience while on the pre-med track.
Research is something that I just recently gained a lot more exposure to, as a sophomore
studying neuroscience at Boston University. Prior to BU, my research experience was limited to
qualitative studies in the social sciences. I was heavily involved in my research course in my
high school, and successfully presented at several research symposiums throughout my junior
and senior year. However, I had never been able to perform wet lab research until I started
classes at BU.
My first wet lab experiments were performed in my NE102 lab. In this lab, my lab group
and I were guided through different methodologies that allowed us to clone and express
beta-secretase in order to explore its functional role in association with Alzheimer’s Disease. We
were able to amplify BACE cDNA through PCR, after which we created recombinant BACE
DNA with the LL/AA mutant. We transfected H4 neuroglioma cells with either BACE-WT or
BACE-LL/AA, after which we assessed the expression and localization of both the wild type
BACE and the mutant BACE using Western blot analysis and immunocytochemistry.
Currently, I am a research assistant for a clinical study funded by the NIH at the VA
Hospital in Jamaica Plain that has been designed to explore if different challenging exercise
interventions can effectively reduce fall rates in patients with Parkinson’s Disease. 162 VA
patients with mild to moderate onset of Parkinson’s Disease have been randomly assigned to
either one of two experimental groups or the control group, all of which provide 3-month
interventions. Outcomes are set to be compared between all groups, and fall rates will be
compared between groups using negative binomial regression models. In this position, I spend
the majority of my time interacting with patients while gathering fall data and performing
experimental outcome assessments, such as tests of physical function and questionnaires, as well
as entering the data that I have gathered into the study’s database.
I have gained so much knowledge and learned so many new skills through these
experiences, but they have also made me realize that I want to ask and study my own research
questions. My end goal is to become a doctor, but one of my many future goals include
performing research, specifically memory and learning. The research that I am planning on
performing currently in NE203 is my first deep dive into memory and learning.
 My lab group and I are highly interested in researching the role of dopaminergic neurons
in Drosophila olfactory responses. While previous studies have identified that dopaminergic
neurons are found in pathways that are important in olfactory processes of fruit flies, we would
like to investigate how the mutation of dopaminergic neurons in a fruit fly affects the
manifestation of behavioral responses to specific olfactory stimuli, in comparison to wild-type
fruit flies. Specifically, we are planning to map the neuroanatomy of dopaminergic PAM
transport neurons in the fruit fly brain, examine the functional role of PAM neurons during
appetitive and olfactory learning, test the functional role of PAM transporter neurons during
appetitive and olfactory learning, and map the memory targets. Investigating this research
question will allow me, as well as my peers, the chance to finally start answering my own
questions using the experimental methods that I have been able to learn and hone since I first
started studying at BU.