Light-Harvesting Chlorophyll Pigments Enable Mammalian Mitochondria To
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Evolution of Photochemical Reaction Centres
bioRxiv preprint doi: https://doi.org/10.1101/502450; this version posted December 20, 2018. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under aCC-BY 4.0 International license. 1 Evolution of photochemical reaction 2 centres: more twists? 3 4 Tanai Cardona, A. William Rutherford 5 Department of Life Sciences, Imperial College London, London, UK 6 Correspondence to: [email protected] 7 8 Abstract 9 The earliest event recorded in the molecular evolution of photosynthesis is the structural and 10 functional specialisation of Type I (ferredoxin-reducing) and Type II (quinone-reducing) reaction 11 centres. Here we point out that the homodimeric Type I reaction centre of Heliobacteria has a Ca2+- 12 binding site with a number of striking parallels to the Mn4CaO5 cluster of cyanobacterial 13 Photosystem II. This structural parallels indicate that water oxidation chemistry originated at the 14 divergence of Type I and Type II reaction centres. We suggests that this divergence was triggered by 15 a structural rearrangement of a core transmembrane helix resulting in a shift of the redox potential 16 of the electron donor side and electron acceptor side at the same time and in the same redox direction. 17 18 Keywords 19 Photosynthesis, Photosystem, Water oxidation, Oxygenic, Anoxygenic, Reaction centre 20 21 Evolution of Photosystem II 22 There is no consensus on when and how oxygenic photosynthesis originated. Both the timing and the 23 evolutionary mechanism are disputed. -
Chapter 3 the Title and Subtitle of This Chapter Convey a Dual Meaning
3.1. Introduction Chapter 3 The title and subtitle of this chapter convey a dual meaning. At first reading, the subtitle Photosynthetic Reaction might seem to indicate that the topic of the structure, function and organization of Centers: photosynthetic reaction centers is So little time, so much to do exceedingly complex and that there is simply insufficient time or space in this brief article to cover the details. While this is John H. Golbeck certainly the case, the subtitle is Department of Biochemistry additionally meant to convey the idea that there is precious little time after the and absorption of a photon to accomplish the Molecular Biology task of preserving the energy in the form of The Pennsylvania State University stable charge separation. University Park, PA 16802 USA The difficulty is there exists a fundamental physical limitation in the amount of time available so that a photochemically induced excited state can be utilized before the energy is invariably wasted. Indeed, the entire design philosophy of biological reaction centers is centered on overcoming this physical, rather than chemical or biological, limitation. In this chapter, I will outline the problem of conserving the free energy of light-induced charge separation by focusing on the following topics: 3.2. Definition of the problem: the need to stabilize a charge-separated state. 3.3. The bacterial reaction center: how the cofactors and proteins cope with this problem in a model system. 3.4. Review of Marcus theory: what governs the rate of electron transfer in proteins? 3.5. Photosystem II: a variation on a theme of the bacterial reaction center. -
Nourishing and Health Benefits of Coenzyme Q10 – a Review
Czech J. Food Sci. Vol. 26, No. 4: 229–241 Nourishing and Health Benefits of Coenzyme Q10 – a Review Martina BOREKOVÁ1, Jarmila HOJEROVÁ1, Vasiľ KOPRDA1 and Katarína BAUEROVÁ2 1Institute of Biotechnology and Food Science, Faculty of Chemical and Food Technology, Slovak University of Technology, Bratislava, Slovak Republic; 2Institute of Experimental Pharmacology, Slovak Academy of Sciences, Bratislava, Slovak Republic Abstract Boreková M., Hojerová J., Koprda V., Bauerová K. (2008): Nourishing and health benefits of coen- zyme Q10 – a review. Czech J. Food Sci., 26: 229–241. Coenzyme Q10 is an important mitochondrial redox component and endogenously produced lipid-soluble antioxidant of the human organism. It plays a crucial role in the generation of cellular energy, enhances the immune system, and acts as a free radical scavenger. Ageing, poor eating habits, stress, and infection – they all affect the organism’s ability to provide adequate amounts of CoQ10. After the age of about 35, the organism begins to lose the ability to synthesise CoQ10 from food and its deficiency develops. Many researches suggest that using CoQ10 supplements alone or in com- bination with other nutritional supplements may help maintain health of elderly people or treat some of the health problems or diseases. Due to these functions, CoQ10 finds its application in different commercial branches such as food, cosmetic, or pharmaceutical industries. This review article gives a survey of the history, chemical and physical properties, biochemistry and antioxidant activity of CoQ10 in the human organism. It discusses levels of CoQ10 in the organisms of healthy people, stressed people, and patients with various diseases. This paper shows the distribution and contents of two ubiquinones in foods, especially in several kinds of grapes, the benefits of CoQ10 as nutritional and topical supplements and its therapeutic applications in various diseases. -
Do Leaves Need Chlorophyll for Growth?
Do Leaves Need Chlorophyll for Growth? by Kranti Patil, Gurinder Singh and Karen Haydock Homi Bhabha Centre for Science Education VN Purav Marg, Mankhurd Mumbai 400088 India [email protected] Students may read or hear the following sorts of statements in their classrooms: Plants make their food by photosynthesis. Leaves are green because they contain green pigment (chlorophyll). Without chlorophyll photosynthesis cannot occur. If we assume these statements are true, then what do we think if we see a white leaf? We may assume that a white leaf does not contain chlorophyll, and that therefore it cannot make food. So then ... How does a white leaf survive? Students may raise this question when they see a plant such as this variegated variety of bhendi (Talipariti tiliaceum), an ornamental shrub which has some green leaves, some leaves with asymmetric green and white areas, and some leaves which are completely white. A variegated bhendi (Talipariti tiliaceum) shrub - about 2.5 metres high. 1 An activity which is sometimes done in school in order “to prove that chlorophyll is required for photosynthesis” is to take a variegated leaf, remove its green pigment by dissolving it in alcohol, and then show that only the areas which were formerly green test positive for starch. However, this is a rather tedious procedure, and it actually does not prove that chlorophyll is required for photosynthesis, or even that photosynthesis is occurring. It merely indicates that only the green areas contain starch. It may even lead students to ask a question like, “Then why does a potato - which is not green - also contain starch?” Is the potato also doing photosynthesis? We can question whether starch is an indicator of photosynthesis. -
Botany Botany
bottany_dan 2/16/06 2:54 PM Page 13 The NYC Department of Parks & Recreation presents ™ urban park rangers • education program BBOOTTAANNYY Plant Power nce standards accept academic performa ed s meet ogram City Department of Education, including: pr w York ese e Ne A th th Map Reading and Making • Critical Thinking • Plant Identification ct in by ivit ns d Researching and Writing a Field Guide • Graphing • Site Evaluation ies and lesso use and Creating a Timeline • Data Gathering • Natural Science • Measuring Calculating • Social Science • History • Art City of New York City of New York The New York City Parks & Recreation Parks & Recreation Department of Education Urban Park Rangers bottany_dan 2/16/06 2:54 PM Page 2 11 WWhhaatt iiss tthhee NNaattuurraall CCllaassssrroooomm?? The Natural Classroom is a series of educational programs developed by the Urban Park Rangers to immerse students in the living laboratory of the natural world. These programs combine standards-based education with hands-on field lessons taught by Urban Park Rangers. Based on natural and cultural topics that are visibly brought to life in our parks, The Natural Classroom is designed to stimulate, motivate and inspire your students to apply their developing skills in English, Math, Science and History to real-life critical thinking challenges. The activities in Botany: Plant Power! focus on the following skills: • Creating and Reading Graphs, Measuring, and Making Calculations • Exploring Living Science Concepts by creating Field Guides, and Gathering Data in the field Writing and Drawing How to Use This Natural Classroom Program Guide Find Your Level: Level One = Grades K-2 Prepare for Adventure: Review the park visit descrip- Level Two = Grades 2-6 tion a few days before the trip so you will be aware of the Level Three = Grades 6-8 day’s anticipated activities. -
The Origin of Alternation of Generations in Land Plants
Theoriginof alternation of generations inlandplants: afocuson matrotrophy andhexose transport Linda K.E.Graham and LeeW .Wilcox Department of Botany,University of Wisconsin, 430Lincoln Drive, Madison,WI 53706, USA (lkgraham@facsta¡.wisc .edu ) Alifehistory involving alternation of two developmentally associated, multicellular generations (sporophyteand gametophyte) is anautapomorphy of embryophytes (bryophytes + vascularplants) . Microfossil dataindicate that Mid ^Late Ordovicianland plants possessed such alifecycle, and that the originof alternationof generationspreceded this date.Molecular phylogenetic data unambiguously relate charophyceangreen algae to the ancestryof monophyletic embryophytes, and identify bryophytes as early-divergentland plants. Comparison of reproduction in charophyceans and bryophytes suggests that the followingstages occurredduring evolutionary origin of embryophytic alternation of generations: (i) originof oogamy;(ii) retention ofeggsand zygotes on the parentalthallus; (iii) originof matrotrophy (regulatedtransfer ofnutritional and morphogenetic solutes fromparental cells tothe nextgeneration); (iv)origin of a multicellularsporophyte generation ;and(v) origin of non-£ agellate, walled spores. Oogamy,egg/zygoteretention andmatrotrophy characterize at least some moderncharophyceans, and arepostulated to represent pre-adaptativefeatures inherited byembryophytes from ancestral charophyceans.Matrotrophy is hypothesizedto have preceded originof the multicellularsporophytes of plants,and to represent acritical innovation.Molecular -
Cell Wall Ribosomes Nucleus Chloroplast Cytoplasm
Cell Wall Ribosomes Nucleus Nickname: Protector Nickname: Protein Maker Nickname: Brain The cell wall is the outer covering of a Plant cell. It is Ribosomes read the recipe from the The nucleus is the largest organelle in a cell. The a strong and stiff and made of DNA and use this recipe to make nucleus directs all activity in the cell. It also controls cellulose. It supports and protects the plant cell by proteins. The nucleus tells the the growth and reproduction of the cell. holding it upright. It ribosomes which proteins to make. In humans, the nucleus contains 46 chromosomes allows water, oxygen and carbon dioxide to pass in out They are found in both plant and which are the instructions for all the activities in your of plant cell. animal cells. In a cell they can be found cell and body. floating around in the cytoplasm or attached to the endoplasmic reticulum. Chloroplast Cytoplasm Endoplasmic Reticulum Nickname: Oven Nickname: Gel Nickname: Highway Chloroplasts are oval structures that that contain a green Cytoplasm is the gel like fluid inside a The endoplasmic reticulum (ER) is the transportation pigment called chlorophyll. This allows plants to make cell. The organelles are floating around in center for the cell. The ER is like the conveyor belt, you their own food through the process of photosynthesis. this fluid. would see at a supermarket, except instead of moving your groceries it moves proteins from one part of the cell Chloroplasts are necessary for photosynthesis, the food to another. The Endoplasmic Reticulum looks like a making process, to occur. -
The Classification of Plants, Viii
70 The Ohio Naturalist [Vol. XIII, No. 4, THE CLASSIFICATION OF PLANTS, VIII. JOHN H. SCHAFFNER. Below is presented a synopsis of the fifteen plant phyla given in the preceding paper of this series. The classification of the fungi follows with a key to the orders. The following changes should be made in the arrangement of the families of Anthophyta as presented in the sixth paper: Transfer the Parnassiaceae from Saxifragales to Ranales following the Ranunculaceae. Interchange the position of Loganiaceae and Oleaceae. Also interchange the position of Bromeliaceae and Dioscoreaceae. SYNOPSIS OF THE PLANT PHYLA. A. Plant body unicellular or filamentous, or if a solid aggregate through the ovary, when present, not an archegonium; never seed-producing; nonsexual, with a simple sexual life cycle, or with an alternation of generations. I. Cells typically with poorly differentiated nuclei and chromatophores, reproducing by fission; motile or nonmotile, colored or colorless, with or without chlorophyll but never with a pure chlorophyll- green color; resting spores commonly present. Phylum 1. SCHIZOPHYTA. II. Cells with well differentiated nuclei, and if holophytic usually with definite chromatophores; with or without chlorophyll; colorless, green, or variously tinted by coloring matters. (I.) Nonsexual, unicellular plants without chlorophyll having a plasmodium stage of more or less completely fused amoeboid cells from which complex .sporangium-like resting bodies are built up. Phylum 2. MYXOPHYTA. (II.) Plants not developing a plasmodium, but the cells normally covered with walls in the vegetative phase. 1. Unicellular or filamentous plants containing chlorophyll, either brown with silicious, two-valved walls or green with complex chromatophores, the walls not silicificd; conjugating cells not ciliated, isogamous. -
Structure of the Cytochrome B6 F Complex of Oxygenic Photosynthesis
Structure of the Cytochrome b6 f Complex of Oxygenic Photosynthesis The photosynthetic unit of oxygenic photosynthesis data of 3.0 Å from the complex crystal with another is organized as two large multimolecular membrane analogue inhibitor, TDS, was collected at the SBC complexes, photosystem II (PSII) that extracts low- beamline 19ID, APS. The initial model was developed energy electrons from water and photosystem I (PSI) into a 3.4 Å map of the native complex. Final that raises the energy level of such electrons using refinement was carried out with a dataset from a co- light energy to produce a strong reductant, NADPH. crystal with TDS (Figs. 2, 3). The two photosystems operate in a series linked by a Viewed along the membrane normal, the b6f × third multiprotein complex called the cytochrome b6f complex is 90 Å 55 Å within the membrane side, × complex (Fig.1). The cytochrome b6f complex is a and 120 Å 75 Å on the lumen (p)side (Fig. 2). A membrane-spanning protein complex embedded in prominent feature of this structure is an extended the thylakoid membrane of photosynthetic organisms. quinone exchange cavity between the monomers, The molecular weight of the complex is 220,000 as a which exchanges lipophilic plastoquinone in the dimer with 26 transmembrane helices. The b6f complex bilayer center, and also mediates the electron and controls the electron transfer between the plastoquinol proton transfer across the complex. The heme-binding reduced by PSII and the electron carrier protein 4 transmembrane helices core of the b6f complex plastocyanin that associate with PSI. -
Chlorophyll Fluorescence As a Tool in Plant Physiology
Photosynthesis Research 5, 139-157 (1984) 139 © 1984 Martinus Ni/hoff/Dr W. Junk Publishers, The Hague. Printed in the Netherlands Review Chlorophyll fluorescence as a tool in plant physiology. If. Interpretation of fluorescence signals G. HEINRICH KRAUSE and ENGELBERT WEIS Botanisches Institut der Universit~t Dasseldorf, Universit~tsstral~e 1, D-4000 Dtlsseldorf 1, Germany (F.R.G.) (Received. 5 October 1983; in revised form: 21 December 1983) Key words: Chlorophyll, chloroplast, fluorescence, energy-distribution, photochemistry, photosynthesis, stress Introduction In recent years, chlorophyll a fluorescence measurements have been increas- ingly applied to various fields of plant physiology. Chlorophyll can be regarded as an intrinsic fluorescent probe of the photosynthetic system. In the leaf or algal cell, the yield of fluorescence is influenced in a very complex manner by events that are - directly or indirectly -= related to photosynthesis. The foregoing article [1] introduces into basic phenomena of fluorescence induction and describes measuring techniques applicable for plant physio- logical research. The present communication provides a brief review of interpretation of fluorescence signals. Predominantly, fluorescence emission by isolated thylakoids and intact chloroplasts will be considered since our present understanding of chlorophyll fluorescence phenomena is mostly based on studies with these systems in vitro. As will be discussed, the basic interpretations can - with care - be applied to the more complex situation in intact leaves or algae, provided the experimental conditions are clearly defined. To point out the significance of fluorescence interpretation for plant physiology, some examples of effects of the environment, including stress condition, on the different fluorescence parameters are given. A more com- prehensive article dealing with stress effects on chlorophyll fluorescence will follow in this series. -
Chloroplasts Are the Food Producers of the Cell. the Organelles Are Only Found in Plant Cells and Some Protists Such As Algae
Name: ___________________________ Cell #2 H.W. due September 22nd, 2016 Period: _________ Chloroplasts are the food producers of the cell. The organelles are only found in plant cells and some protists such as algae. Animal cells do not have chloroplasts. Chloroplasts work to convert light energy of the Sun into sugars that can be used by cells. It is like a solar panel that changes sunlight energy into electric energy. The entire process is called photosynthesis and it all depends on the little green chlorophyll molecules in each chloroplast. In the process of photosynthesis, plants create sugars and release oxygen (O2). The oxygen released by the chloroplasts is the same oxygen you breathe every day. Chloroplasts are found in plant cells, but not in animal cells. The purpose of the chloroplast is to make sugars that feed the cell’s machinery. Photosynthesis is the process of a plant taking energy from the Sun and creating sugars. When the energy from the Sun hits a chloroplast and the chlorophyll molecules, light energy is converted into the chemical energy. Plants use water, carbon dioxide, and sunlight to make sugar and oxygen. During photosynthesis radiant energy or solar energy or light energy is transferred into chemical energy in the form of sugar (glucose). You already know that during photosynthesis plants make their own food. The food that the plant makes is in the form of sugar that is used to provide energy for the plant. The extra sugar that the plant does not use is stored as starch for later use. Mitochondria are known as the powerhouses of the cell. -
Third Grade Science PLANTS
Third Grade Science PLANTS Table of Contents Introduction K-W-L Slide 3 Plant Parts Slides 4 - 13 Plant Life Cycle Slides 14 - 23 Plants and the Slides 24 - 30 Environment Plant Project Slides 30-32 K-W-L . Use the K-W-L chart to brainstorm about plants. Plant Parts: Take a break and observe the inside of a seed. Now fill in the parts of a seed. PARTS OF A SEED: Plant Parts: Take a break and observe the roots of a plant. Plant Parts: Take a break and observe the stem of a plant. Plant Parts: Go to Slides 9 and 10 to learn about Photosynthesis! Go to Slide 11 to make a Photosynthesis factory. learn about Chlorophyll on slide 12! Photosynthesis: What is photosynthesis? Photo means “light” and synthesis means “to put together”. Photosynthesis means to put together with light. Photosynthesis is a process in which green plants use energy from the sun to transform water, carbon dioxide, and minerals into oxygen. Photosynthesis gives us most of the oxygen we need in order to breathe. We, in turn, exhale carbon dioxide that is needed by plants. Photosynthesis: Photosynthesis: Take a break and create a model of the “Photosynthesis Factory”. Chlorophyll: What is chlorophyll? Plants require light as a form of energy to develop and grow. The way this energy transfer happens is by using chlorophyll. Chlorophyll is the green pigment in plants that is used to trap energy from the sun. Each green part of a plant has chlorophyll. Chlorophyll helps plants absorb light and convert it into sugar through photosynthesis.