My Exciting Start as an Undergraduate Researcher at UC Berkeley
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Chapter 1: A New Journey Begins
My initial week as an undergraduate researcher was filled with unexpected experiences—countless safety briefings, learning the various names for the same chemical, and the realization of the potential hazards in the lab. In the spring of 2018, I had finally completed the online safety training modules and received my lab coat and goggles. The excitement of donning my official UC Berkeley dark blue lab coat, complete with my name tag, was palpable as I anticipated engaging in wet lab work—little did I know, more safety briefings awaited me.
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Section 1.1: Monday - Prioritizing Safety
Before I could start my research, our lab's safety officer walked me through the specific safety protocols for our lab. The Environmental Health and Safety (EH&S) department at Berkeley refers to this as “Laboratory Site Safety Orientation” or “Site-Specific Operating Procedure Safety Training.” The safety officer explained the standard operating procedures (SOPs) and highlighted that our office area was chemical-free, meaning I couldn't transition between spaces while wearing my lab coat contaminated with chemicals.
After signing the SOPs covering various categories of chemicals, I finally entered the lab for the first time. The officer pointed out the disposal areas, safety showers, eye wash stations, spill kits, and first aid supplies. I noticed several graduate students deeply engaged in their tasks, yet they took a moment to greet me. The lab had a distinct rhythm, and I felt a thrill walking through it—just months earlier, I had been on the other side of the locked door, peering in.
Section 1.2: Tuesday - Understanding the Project
My graduate student mentor (let's call him Eugene for now) took me to a conference room to explain my project, which involved synthesizing a fluorescent probe. Eugene was patient, breaking down the chemical reactions and writing on the whiteboard as I struggled to keep up with the technical jargon. Terms like aza-cope rearrangement and quantum yield were new to me, but I recognized some from my prior research. I took notes diligently, determined to familiarize myself with the concepts.
I remember asking Eugene if DCM, dichloromethane, and methylene chloride were the same. As I prepared to use the rotovap to evaporate the solvent, I felt a mix of excitement and nervousness. Once I secured the round-bottom flask and activated the vacuum, the solution bubbled up unexpectedly, causing me to shriek. Eugene explained that DCM's volatility had caused it to "bump" into the trap. In the future, I learned to carefully release the pressure to prevent such incidents.
Section 1.3: Wednesday - Participating in Group Dynamics
On Wednesday, I attended my first group meeting as a lab member! Eugene suggested I arrive around 7 PM for dinner, which lab members typically provided. The meeting was held in room 775 Tan, known for its tricky access after hours. Just before 7, I frantically searched for someone to let me in and thankfully found a janitor who verified my student ID.
Upon entering, I was welcomed by the aroma of Chinese food. Just as I sat down, a postdoctoral student informed me that I couldn't stay due to the room being reserved for the meeting. Fortunately, Eugene stepped in to clarify my status as a new undergraduate. This week's group meeting featured Eugene's chalk talk, where I recognized many of the molecules and terminology he discussed the previous day. It was a moment of clarity as I began connecting the dots in my understanding of our research.
Chapter 2: Gaining Confidence in the Lab
The first video titled "A Day in the Life of an Undergrad Researcher!" showcases the daily experiences and challenges faced by students in research labs, providing insights into the learning journey.
Section 2.1: Thursday - Mastering Techniques
On Thursday, Eugene entrusted me to set up a reaction flask after it had been dried in the oven. He remained in the office while I prepared the sterile supplies. However, getting the cap off the needle was a struggle. After several attempts, I accidentally pricked my finger, leading to a minor panic. After washing up, Eugene reassured me that such accidents were common in the lab, having experienced similar mishaps himself.
Once bandaged, I returned to my training. Eugene taught me how to use the Biotage flash chromatography machine to purify another compound. I observed in awe as different fractions of my compound eluted, each corresponding to distinct peaks on the UV detector. What started as a murky brown solid transformed into vibrant purple, green, and red solutions in separate test tubes, demonstrating the machine's ability to separate compounds at a molecular level.
The second video titled "How to Do Research as an Undergraduate Student" offers practical tips and insights on navigating the research landscape as a newcomer.
Section 2.2: Friday - Building Connections
On Friday, I found some time between classes to have lunch in the lab's common area. Lunchtime was always vibrant in the Chang lab. I met more graduate students and post-docs and listened intently as they discussed troubleshooting their experiments. Occasionally, I chimed in, sharing my learning experiences. The camaraderie was palpable, and I felt increasingly welcomed. In just one week, I felt a significant step toward becoming a genuine scientist.
Reflecting on my first week of undergraduate research, I'm amazed at how much I absorbed. My resilience and eagerness to learn helped me navigate the challenges I encountered. Each day presented new learning opportunities, and by reaching out for support, I successfully traversed the unfamiliar landscape of scientific research.
Fast forward two years, and I've made incredible strides since that first week. I've formed close relationships with my lab colleagues and am now capable of running my own experiments. I cherish every day I spend with my lab family and realize how much I miss them.