Rhiannon Brooks: “There is something exciting about contributing to a previously unexplored area”

EPSRC-funded PhD student takes fundamental steps in understanding cell membrane proteins that could have implications for antimicrobial development and drug transport.

I investigate the mechanism behind membrane-curvature sensing peptides, with respect to binding, structural changes, and dynamics, in addition to characterising the impact of these peptides on the morphology of biological membranes. This work is a first step to understanding how the membrane morphology can be a unique target in itself, separate from receptors embedded within the membrane, and has implications in industrial biotechnology areas of antimicrobial development and drug transport. To achieve this, I am using a range of different biophysical techniques such as solution-state NMR, circular dichroism, and fluorescence spectroscopy under the supervision of Dr Ann Dixon.

The EPSRC primarily funds my research through the (Molecular) Analytical Science Centre for Doctoral Training.

I am very interested in my research area, and I was able to play a significant role in designing my project and the direction it has taken. I am aware that fundamental science may not be of interest to many others, but I think there is something exciting about contributing to a previously unexplored area. I have also had the opportunity to learn lots of different techniques which will no doubt make me desirable to future employers. And finally, I personally thrive in an academic environment and have found that flexible working hours, a mixture of lab- and office-based work, the freedom to take a project in whatever direction I choose and the challenges I have been able to overcome have led to a rewarding experience.

Whilst applying to various grad schemes whilst carrying out my MChem research project at Warwick, I soon realised I really enjoyed the research I was doing and wanted to pursue that instead.

As an analytical chemist, my day very much depends on whether I have instrument time or not.But typically, I would start a day in the lab by preparing samples for analysis. This usually involves preparing aqueous solutions of a peptide with various membrane mimetics, and then monitoring how a particular peptides structure and dynamics change in the presence of membranes with different properties using several analytical techniques. Once this data has been collected, I would then spend a significant amount of time processing and analysing it.

Throughout my PhD, I have taken as many opportunities as I could to get involved in teaching, outreach and public engagement.I have directly supervised undergraduate project students, including project design and planning, providing training in various laboratory techniques, and supplying crucial support and mentorship throughout the lifespan of the project. I have also worked as a demonstrator in various teaching labs and workshops for both undergraduate and postgraduate students. Furthermore, since the first year of my PhD, I was given the opportunity to lead a series of NMR spectral assignment workshops for a group of MSc students. This has been challenging at times as the students come from a variety of different scientific backgrounds, not just chemistry, so I have had to cater for a range of abilities in terms of the content and delivery.

In addition to university students, I have worked with small groups of Year 10 and Year 12 students from local secondary schools when they visited the labs here at Warwick, and assisted them in synthesising, purifying and analysing various organic and inorganic compounds. In October 2018, I planned and delivered a series of 45-minute workshops for Tudor Hall School's Aim Higher Conference in order to encourage girls aged 14-18 years old to consider studying STEM subjects at University. And in December 2018, I gave a 20-minute talk on my own research to local secondary school students as a part of ACORNS (annual conference on research in natural sciences) organised by Warwick ChemSoc, and more recently I worked as a Chemistry ambassador giving tours of the Chemistry research labs and equipment during the annual University of Warwick Science Gala, a free family event open to anyone interested in science. I believe skills in teaching and managing groups of people will be invaluable, whether I choose to pursue a career in academia or industry.

I would definitely recommend doing a PhD through a doctoral training centre, such as the Analytical Science CDT, as opposed to going straight to a PhD from an undergraduate degree. Usually, the first year allows you to prepare for the PhD and experience different research projects before making an informed decision about which project you will enjoy most and which supervisor you would work best with, and also gives you time to consider whether a PhD is the right path for you after all. It is also a fantastic opportunity to meet other PhD students, who are not necessarily members of your research group, and build a support system that will become indispensable as you progress through your PhD.