Microalgae being photosynthetic and having quick growth cycles can prove to be excellent candidates as biofactories for the production of aromatic compounds like para-hydroxybenzoic acid (pHBA) that act as a monomer in liquid crystal polymers. We developed transgenic lines of the model alga Chlamydomonas reinhardtii by performing nuclear transformation using electroporation. The transgenic cell lines expressed the ubiC gene that utilized chorismate from the shikimate pathway as a substrate to produce pHBA. The maximum yield of pHBA measured in these lines was 80 mg/L. Accruing pHBA can be toxic to the cells and the mechanism by which C. reinhardtii could detoxify pHBA is not known. C. reinhardtii genome was thus scanned for sequences similar to UDP-glucosyltransferase (UGT) that can transfer the glucose moiety to pHBA, rendering it non-toxic to the cell lines. Our analysis suggested the absence of any potential UGTs that could glycosylate pHBA and detoxify it. We further performed feeding experiments to test the ability of wt-type C. reinhardtii cells to detoxify pHBA and understand its fate. C. reinhardtii cells were fed with varying concentrations of pHBA and harvested at different time intervals. The HPLC chromatograms indicated a majority of the pHBA was catabolized. Based on these results, …

This study examined the impact of the National Science Foundation's Research Experience for Teachers (RET) in engineering at University of North Texas on students after their teachers' participation in the program. Students were evaluated in terms of self-efficacy, knowledge of engineering, perceptions of engineering, and interest in engineering. A 22-item Likert pre/post survey was used for analysis, and participants included 589 students from six high schools, one middle school, and one magnet school. Paired surveys were analyzed to determine if there was a statistically significant difference in attitudes and knowledge after teachers implemented lessons from their time at the RET. Surveys were also analyzed to determine if there was a statistically significant difference in student response based on gender or student school type. Results showed no statistically significant difference in the self-efficacy of students, however there was a statistically significant difference in knowledge, perceptions, and interest in engineering. In addition, there was a statistically significant difference between genders on an isolated question, and seven out of the 22 Likert questions showed a statistically significant difference between student school types.