DOCSLIB.ORG

The Identification and the Functional Validation of Eye Development And

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Identification and the Functional Validation of Eye Development And The Identification and the Functional Validation o f Eye Development and Regeneration Genes in Schmidtea Mediterranea Beatriz Calvo Lozano A questa tesi doctoral està subjecta a la llicència Reconeixement - NoComercial – SenseObraDerivada 3.0. Espanya de Creat ive Commons . Esta tesis doctoral está sujeta a la licencia Reconocimiento - NoComercial – SinObraDerivada 3.0. España de Creative Commons . Th is doctoral thesis is licensed under the Creative Commons Attribution - NonCommercial - NoDerivs 3.0. Spain Licens e . GENETIC DEPARTMENT GENETIC DOCTORAL PROGRAMME BIOLOGY FACULTY “UNIVERSITAT DE BARCELONA” 2009-2012 THE IDENTIFICATION AND THE FUNCTIONAL VALIDATION OF EYE DEVELOPMENT AND REGENERATION GENES IN SCHMIDTEA MEDITERRANEA A thesis submitted in partial fulfilment of the requirements of the degree of Doctor by the “Universitat de Barcelona” by Beatriz Calvo Lozano Supervisor and Tutor Author Prof. Emili Saló i Boix Beatriz Calvo Lozano Barcelona, May 2015 I. CONTENTS CONTENTS I ABBREVIATIONS IV 1. INTRODUCTION 1 1.1 THE EYES OF SCHMIDTEA MEDITERRANEA......................................................................................... 1 1.2 STRUCTURE AND FUNCTION OF PLANARIAN EYES................................................................................. 2 1.3 REGENERATION AND DEVELOPMENT OF PLANARIAN EYES....................................................................... 8 1.4 EYE SIGNALLING PATHWAYS........................................................................................................... 13 1.4.1 PHOTOTRANSDUCTION PATHWAY....................................................................................... 13 1.4.2 RHODOPSIN TRANSPORT................................................................................................ 14 1.4.3 ABC TRANSPORTER..................................................................................................... 19 1.4.4 PIGMENT BIOSYNTHESIS................................................................................................. 21 1.4.5 ATP-DEPENDENT PROCESSES (PHOSPHORYLATION).............................................................. 25 1.4.6 STRUCTURAL PROTEINS................................................................................................. 28 2. OBJECTIVES 33 3. RESULTS AND DISCUSSION 35 3.1 SELECTION OF CANDIDATE GENES................................................................................................... 35 3.2 SEQUENCE CLONING................................................................................................................... 36 3.3 FUNCTIONAL STUDY OF CANDIDATE GENES: RNA INTERFERENCE AND IN SITU HYBRIDIZATION........................ 37 3.3.1 PHOTOTAXIS ASSAY....................................................................................................... 38 3.3.2 RNAi-PROBES........................................................................................................... 42 3.3.3 IN SITU-PROBES..................................................................................................... 47 3.4 GENE EXPRESSION ANALYSIS AND FUNCTIONAL STUDY OF PUTATIVE OPSIN GENES........................................ 49 3.4.1 RHODOPSINS............................................................................................................... 50 3.4.2 PEROPSINS ................................................................................................................ 53 3.4.3 MELANOPSINS.............................................................................................................. 55 3.5 GENE EXPRESSION ANALYSIS AND FUNCTIONAL STUDY OF PUTATIVE GENES RELATED TO PIGMENT BIOSYNTHESIS.. 62 3.5.1 SMED-WHITE FRAGMENTS............................................................................................... 62 3.5.2 SMED-VER (VERMILION).................................................................................................. 71 3.6 GENE EXPRESSION ANALYSIS AND FUNCTIONAL STUDY OF PUTATIVE TRANSCRIPTION FACTORS......................... 74 3.6.1 SMED-EXD /SMED-PBX (EXTRADENTICLE / PRE-B-CELL LEUKAEMIA HOMEOBOX)........................... 74 3.6.2 SMED-MITF-1, SMED-MITF-2 AND SMED-MITF-3.................................................................. 77 3.6.3 SMED-HOX1 AND SMED-HOX2......................................................................................... 80 3.6.4 SMED-TLX (T-CELL LEUKAEMIA HOMEOBOX GENE)................................................................ 82 3.6.5 SMED-HMT (HISTONE LYSINE METHYLTRANSFERASE).............................................................. 83 3.6.6 SMED-YY1 (YIN YANG 1).............................................................................................. 84 3.6.7 SMED-FOX (FORK HEAD BOX).......................................................................................... 85 CONTENTS I 3.7 GENE EXPRESSION ANALYSIS AND FUNCTIONAL STUDY OF PUTATIVE ENZYMES........................................... 88 3.7.1 SMED-TPR1 AND SMED-TPR2......................................................................................... 88 3.7.2 SMED-KINASE RHODOPSIN KINASE ).................................................................................. 92 3.7.3 SMED-VATP SYNTHASE (VACUOLAR ATP SYNTHASE SUBUNIT C)......................................... 94 3.8 GENE EXPRESSION ANALYSIS AND FUNCTIONAL STUDY OF PUTATIVE SIGNALLING AND TRANSPORT PROTEINS....... 98 3.8.1 SMED-DYE (DEAD EYE).................................................................................................. 98 3.8.2 SMED-CENTRIN............................................................................................................ 101 3.9 GENE EXPRESSION ANALYSIS AND FUNCTIONAL STUDY OF THE SMED-MICROARRAY GENE SELECTION............... 104 3.9.1 SMED-MICROARRAY...................................................................................................... 104 3.9.2 SMED-MICROARRAY SELECTION FOR THIS STUDY.................................................................. 105 3.9.3 SMED-MRP (MULTIDRUG RESISTANCE PROTEIN)..................................................................... 105 3.9.4 SMED-FGFL (FIBROBLAST GROWTH FACTOR RECEPTOR-LIKE 1) SMED-TITIN (TITIN A)..................... 109 3.9.5 SMED-FIB (FIBROPELLIN/JAGGED)..................................................................................... 111 3.9.6 SMED-DUK3, SMED-DUK5, SMED-DUK6, SMED-DUK10........................................................ 111 4. CONCLUSIONS 113 5. MATERIAL AND METHODS 115 5.1 PLANARIAN MAINTENANCE............................................................................................................. 115 5.2 DATABASES FOR SEQUENCE SELECTION............................................................................................ 115 5.2.1 454 PYROSEQUENCING EST DATABASE............................................................................. 116 5.2.2 454 EST AND ILLUMINA GAIIX DATABASE........................................................................ 116 5.2.3 ILLUMINA ESTS, HEAD REGENERATION TRANSCRIPTOME......................................................... 117 5.2.4 Sm454 FLX TITANIUM AND ABI SOLID 3 SEQUENCING....................................................... 117 5.2.5 THE SMED-MICROARRAY................................................................................................ 117 5.2.6 PFAM ANALYSIS............................................................................................................ 117 5.3 TOTAL RNA EXTRACTION............................................................................................................. 118 5.4 CDNA REVERSE TRANSCRIPTION.................................................................................................... 118 5.5 SEQUENCE CLONING.................................................................................................................... 119 5.5.1 TA-CLONING METHOD.................................................................................................... 119 5.5.2 T7-CLONING METHOD.................................................................................................... 123 5.5.3. PRIMER SEQUENCES...................................................................................................... 127 5.6 RNA INTERFERENCE (RNAI)....................................................................................................... 129 5.7 IN SITU HYBRIDIZATION................................................................................................................. 130 5.8 IMMUNOSTAINING......................................................................................................................... 130 5.9 TRANSMISSION ELECTRON MICROSCOPY............................................................................................ 131 5.10 PHOTOTAXIS ASSAY..................................................................................................................... 131 5.11 MICROSCOPY IMAGING AND OTHER INSTRUMENTS................................................................................ 131 6. BIBLIOGRAPHY 133 CONTENTS II 7. APPENDIX 155 7.1 DNA SEQUENCES................................................................................................................................... 155 7.2 STEP-BY-STEP PROTOCOLS ................................................................................................................. 163 PROTOCOL 1 TOTAL RNA ISOLATION
Load more

Recommended publications
  • Animal Eyes and the Darwinian Theory of the Evolution of the Human
    Animal Eyes We can learn a lot from the wonder of, and the wonder in, animal eyes. Aldo Leopold a pioneer in the conservation movement did. He wrote in Thinking like a Mountain, “We reached the old wolf in time to watch a fierce green fire dying in her eyes. I realized then, and have known ever since, that there was something new to me in those eyes – something known only to her and to the mountain. I was young then, and full of trigger-itch; I thought that because fewer wolves meant more deer, that no wolves would mean hunters’ paradise. But after seeing the green fire die, I sensed that neither the wolf nor the mountain agreed with such a view.” For Aldo Leopold, the green fire in the wolf’s eyes symbolized a new way of seeing our place in the world, and with his new insight, he provided a new ethical perspective for the environmental movement. http://vimeo.com/8669977 Light contains information about the environment, and animals without eyes can make use of the information provided by environmental light without forming an image. Euglena, a single-celled organism that did not fit nicely into Carl Linnaeus’ two kingdom system of classification, quite clearly responds to light. Its plant-like nature responds to light by photosynthesizing and its animal- like nature responds to light by moving to and staying in the light. Light causes an increase in the swimming speed, a response known as 165 photokinesis. Light also causes another response in Euglena, known as an accumulation response (phototaxis).
    [Show full text]
  • Apoptosis in Mammalian Eye Development: Lens Morphogenesis, Vascular Regression and Immune Privilege
    Cell Death and Differentiation (1997) 4, 12 ± 20 1997 Stockton Press All rights reserved 13509047/97 $12.00 Apoptosis in mammalian eye development: lens morphogenesis, vascular regression and immune privilege Richard A. Lang Introduction Despite the value that our species places on the aesthetic Skirball Institute for Biomolecular Medicine, Developmental Genetics Program, appeal and sensory function of the eye, it is the non-essential Cell Biology and Pathology Departments, New York University Medical Center, 540 First Avenue, New York, NY 10016. tel: (212) 263 7810; fax: (212) nature of this organ that recommends it most highly as an 263 5711; E-mail: lang @ saturn.med.nyu.edu experimental system. This characteristic of the eye has been exploited most fully in genetically manipulable organisms Received 4.7.96; Revised 19.9.96; accepted 20.9.96 such as Drosophila where flies with mutated eyes are often Edited by G. Melino viable and readily identified. The accompanying review from Nancy Bonini examines how cell death influences develop- Abstract ment of the Drosophila eye. In this instance, as well as in Formation of the mammalian eye requires a complex series of vertebrate systems, accessibility is also a critically important tissue interactions that result in an organ of exquisite sensory aspect of the ease with which the eye lends itself to capability. The early steps in eye development involve experimental analysis. extensive cell death associated with morphogenesis. Later, The vertebrate eye is extremely well defined anatomi- cally. The mature cell types that comprise this structure are suppression of programmed cell death is essential for tissue both spatially and morphologically distinct and this differentiation and in the adult, the immune privileged status of characteristic also eases experimental analysis.
    [Show full text]
  • Investigating the Role of Alx4a in Mitfa Repression and Iridophore Fate Biasing
    Rhode Island College Digital Commons @ RIC Honors Projects Overview Honors Projects 4-12-2021 Investigating the role of alx4a in mitfa repression and iridophore fate biasing Melanie Cragan Follow this and additional works at: https://digitalcommons.ric.edu/honors_projects Part of the Developmental Biology Commons Recommended Citation Cragan, Melanie, "Investigating the role of alx4a in mitfa repression and iridophore fate biasing" (2021). Honors Projects Overview. 190. https://digitalcommons.ric.edu/honors_projects/190 This Honors is brought to you for free and open access by the Honors Projects at Digital Commons @ RIC. It has been accepted for inclusion in Honors Projects Overview by an authorized administrator of Digital Commons @ RIC. For more information, please contact [email protected]. ABSTRACT It is astounding to think that every cell of an organism arises from a single cell, the fertilized egg. The fundamental goal of developmental biology is to understand the cellular and molecular dynamics of this process. For over 100 years, researchers have used a vertebrate-specific population of embryonic cells, the neural crest, as a model for understanding fundamental processes of development such as specification, differentiation, and morphogenesis. The neural crest is a unique pluripotent population of cells that gives rise to many different cell types such as neurons, craniofacial chondrocytes, and pigment cells. Larval zebrafish, Danio rerio, possess three neural crest-derived pigment cells: black melanophores, shiny iridophores, and yellow xanthophores. Previous studies suggest some embryonic melanophores and iridophores arise from a bipotent precursor, but the mechanisms of lineage restriction remain unknown. As part of an ongoing CRISPR/Cas9 genetic screen, our lab found that ALX homeobox 4a (alx4a) knockout caused a striking reduction in iridophores.
    [Show full text]
  • Imaging of Physiological Retinal Structures in Various Raptor Species Using Optical Coherence Tomography (Oct)
    Aus dem Zentrum für klinische Tiermedizin Tierärztliche Fakultät der Ludwig – Maximilians - Universität München Arbeit angefertigt unter Leitung von Prof. Dr. R. Korbel IMAGING OF PHYSIOLOGICAL RETINAL STRUCTURES IN VARIOUS RAPTOR SPECIES USING OPTICAL COHERENCE TOMOGRAPHY (OCT) Inaugural - Dissertation zur Erlangung der tiermedizinischen Doktorwürde der Tierärztlichen Fakultät der Ludwig – Maximilians - Universität München vorgelegt von María Luisa Velasco Gallego aus Valladolid München 2015 Aus dem Zentrum für klinische Tiermedizin der Tierärztlichen Fakultät der Ludwig-Maximilians-Universität München Lehrstuhl für aviäre Medizin und Chirurgie Arbeit angefertigt unter der Leitung von Prof. Dr. R. Korbel Mitbetreuung durch: Priv.-Doz. Dr. Monika Rinder Gedruckt mit Genehmigung der Tierärztlichen Fakultät der Ludwig-Maximilians-Universität München Dekan: Univ.-Prof. Dr. Joachim Braun Berichterstatter: Univ.-Prof. Dr. Rüdiger T. Korbel Korreferent/en: Priv.-Doz. Dr. Sven Reese Tag der Promotion: 31. Januar 2015 A mi querida familia y a Edu INDEX INDEX .......................................................................................................................... V LIST OF ABBREVIATIONS .......................................................................................... IX 1 INTRODUCTION ................................................................................................ 1 2 LITERATURE ..................................................................................................... 3 2.1 Optical Coherence
    [Show full text]
  • Do You See What I See?
    March 2015 Do you see what I see? Light, sight, and natural selection Lesson 2: How does biology affect perception? I. Overview Students begin their investigations of individual difference in perception beginning with a color- blindness test and reading of an interview with a person with colorblindness. In order to further understand how the structures of the eye affect perception, students dissect a cow eye and make connections between the parts and their functions in contributing to sight. Students will use this evidence in Lesson 5 to revise their model of perception. Connection to the driving question In the first lesson, students were introduced to the idea that individuals perceive color differently, and they built a model of color perception. In this lesson, they explore the mammalian eye and colorblindness to learn how biological factors and genetics can affect color perception, knowledge which they will use in subsequent lessons to revise their model. II. Standards National Science Education Standards Science as inquiry. Identify questions and concepts that guide scientific investigation (9-12 A: 1/1). The Behavior of Organisms. …In sense organs, specialized cells detect light, sound, and specific chemicals and enable animals to monitor what is going on in the world around them (9-12 C: 6/1). Benchmarks Something can be "seen" when light waves emitted or reflected by it enter the eye—just as something can be "heard" when sound waves from it enter the ear. 4F/M2 III. Learning Objectives Learning Objective Assessment Criteria
    [Show full text]
  • Molecular Regulation of Visual System Development: More Than Meets the Eye
    Downloaded from genesdev.cshlp.org on September 30, 2021 - Published by Cold Spring Harbor Laboratory Press REVIEW Molecular regulation of visual system development: more than meets the eye Takayuki Harada,1,2 Chikako Harada,1,2 and Luis F. Parada1,3 1Department of Developmental Biology and Kent Waldrep Foundation Center for Basic Neuroscience Research on Nerve Growth and Regeneration, University of Texas Southwestern Medical Center, Dallas, Texas 75235, USA; 2Department of Molecular Neurobiology, Tokyo Metropolitan Institute for Neuroscience, Fuchu, Tokyo 183-8526, Japan Vertebrate eye development has been an excellent model toderm, intercalating mesoderm, surface ectoderm, and system to investigate basic concepts of developmental neural crest (Fig. 1). The neuroectoderm differentiates biology ranging from mechanisms of tissue induction to into the retina, iris, and optic nerve; the surface ecto- the complex patterning and bidimensional orientation of derm gives rise to lens and corneal epithelium; the me- the highly specialized retina. Recent advances have shed soderm differentiates into the extraocular muscles and light on the interplay between numerous transcriptional the fibrous and vascular coats of the eye; and neural crest networks and growth factors that are involved in the cells become the corneal stroma sclera and corneal en- specific stages of retinogenesis, optic nerve formation, dothelium. The vertebrate eye originates from bilateral and topographic mapping. In this review, we summarize telencephalic optic grooves. In humans, optic vesicles this recent progress on the molecular mechanisms un- emerge at the end of the fourth week of development and derlying the development of the eye, visual system, and soon thereafter contact the surface ectoderm to induce embryonic tumors that arise in the optic system.
    [Show full text]
  • Unit: Physics F – Optics of the Eye Science 21 Phys F
    Unit: Physics F – Optics of the Eye LESSON 5 - THE OPTICS OF THE EYE Overview: By dissecting a mammalian eye, students will learn how the lens in the eye focuses light to form an image of an object. They will also learn the main parts of the eye and the function of each part. If mammalian eyes are not available for dissection, an online virtual dissection is provided as an alternative. Suggested Timeline: 1.5 hours Materials for dissection: • The Optics of the Eye – Discovery Through Dissection (Teacher Support Material) • The Optics of the Eye – Discovery Through Dissection (Student Handout) The following materials per group of 2 students: • cow eyes (fresh from a butcher shop is preferred to preserved – try to get eyes with the muscles and fat still attached) • scalpel • dissecting scissors • dissecting pan • paper towel Materials for virtual dissection: • The Optics of the Eye – Discovery Through Virtual Dissection (Student Handout) • computer with speakers (1 per student) Method: OPTION A - If mammalian eyes are available for dissection: 1. Have students complete the vocabulary list for the eye (student handout). 2. Familiarize students with the set-up for the lab and lab safety protocol. 3. With a partner, have students complete the dissection, filling in answers to procedural questions along the way. 4. Have students hand in their lab handout for evaluation. OPTION B - If mammalian eyes are not available for dissection: 1. Have students complete the vocabulary list for the eye (student handout). 2. Working on computers, have students complete the virtual dissection of a cow’s eye. Students must answer questions in the handout along the way.
    [Show full text]
  • A2ff58402e845f07ce08114af6bd
    International Journal of Molecular Sciences Article Characterizing Sphingosine Kinases and Sphingosine 1-Phosphate Receptors in the Mammalian Eye and Retina Hunter Porter 1,†, Hui Qi 1,†, Nicole Prabhu 1,†, Richard Grambergs 2, Joel McRae 1, Blake Hopiavuori 1 and Nawajes Mandal 1,2,* 1 Department of Ophthalmology, University of Oklahoma Health Sciences Center, Oklahoma City, OK 73104, USA; [email protected] (H.P.); [email protected] (H.Q.); [email protected] (N.P.); [email protected] (J.M.); [email protected] (B.H.) 2 Departments of Ophthalmology, Anatomy and Neurobiology, University of Tennessee Health Sciences Center, Memphis, TN 38163, USA; [email protected] * Correspondence: [email protected]; +1-901-448-7740 † Equally contributing author. Received: 19 November 2018; Accepted: 27 November 2018; Published: 5 December 2018 Abstract: Sphingosine 1-phosphate (S1P) signaling regulates numerous biological processes including neurogenesis, inflammation and neovascularization. However, little is known about the role of S1P signaling in the eye. In this study, we characterize two sphingosine kinases (SPHK1 and SPHK2), which phosphorylate sphingosine to S1P, and three S1P receptors (S1PR1, S1PR2 and S1PR3) in mouse and rat eyes. We evaluated sphingosine kinase and S1P receptor gene expression at the mRNA level in various rat tissues and rat retinas exposed to light-damage, whole mouse eyes, specific eye structures, and in developing retinas. Furthermore, we determined the localization of sphingosine kinases and S1P receptors in whole rat eyes by immunohistochemistry. Our results unveiled unique expression profiles for both sphingosine kinases and each receptor in ocular tissues. Furthermore, these kinases and S1P receptors are expressed in mammalian retinal cells and the expression of SPHK1, S1PR2 and S1PR3 increased immediately after light damage, which suggests a function in apoptosis and/or light stress responses in the eye.
    [Show full text]
  • Generation of Three-Dimensional Retinal Tissue with Functional Photoreceptors from Human Ipscs
    ARTICLE Received 31 Oct 2013 | Accepted 5 May 2014 | Published 10 Jun 2014 DOI: 10.1038/ncomms5047 Generation of three-dimensional retinal tissue with functional photoreceptors from human iPSCs Xiufeng Zhong1, Christian Gutierrez1, Tian Xue2,3, Christopher Hampton1, M. Natalia Vergara1, Li-Hui Cao3,w, Ann Peters4, Tea Soon Park4, Elias T. Zambidis4, Jason S. Meyer5, David M. Gamm6, King-Wai Yau1,3 & M. Valeria Canto-Soler1 Many forms of blindness result from the dysfunction or loss of retinal photoreceptors. Induced pluripotent stem cells (iPSCs) hold great potential for the modelling of these diseases or as potential therapeutic agents. However, to fulfill this promise, a remaining challenge is to induce human iPSC to recreate in vitro key structural and functional features of the native retina, in particular the presence of photoreceptors with outer-segment discs and light sensitivity. Here we report that hiPSC can, in a highly autonomous manner, recapitulate spatiotemporally each of the main steps of retinal development observed in vivo and form three-dimensional retinal cups that contain all major retinal cell types arranged in their proper layers. Moreover, the photoreceptors in our hiPSC-derived retinal tissue achieve advanced maturation, showing the beginning of outer-segment disc formation and photosensitivity. This success brings us one step closer to the anticipated use of hiPSC for disease modelling and open possibilities for future therapies. 1 Wilmer Eye Institute, Johns Hopkins University School of Medicine, Baltimore, Maryland 21287, USA. 2 School of Life Sciences and Hefei National Laboratory for Physical Sciences at Microscale, University of Science and Technology of China, Hefei 230026, China.
    [Show full text]
  • Avian Ophthalmology ‐ Principles and Application
    Avian Ophthalmology ‐ Principles and Application Ruediger Korbel Clinic for Birds, Reptiles, Amphibians and Pet Fish University Ludwig‐Maximilian Munich Sonnenstrasse 18, D – 85764 Oberschleissheim/Germany SUMMARY Certain avian specific capacities – like flying – are closely bound to fully functional vision underlining the importance of avian ophthalmology. In addition, ocular lesions in birds are an expression of systemic disorders more than in mammals and therefore represent an important diagnostic criterion. The ocular symptomatology frequently enables specific conclusions to be drawn on suspected disorders or it may even be pathognomonic for a certain disease. Thus, the avian eye may be seen – in a much larger extent than in mammals ‐ as a ”diagnostic window“. On an average, more than 30 % of all traumatised birds (incidence higher in raptors than in pet birds) are suffering from ocular lesions, which are most often hidden within the inner structures of the eye with haemorrhages arising from the pectin oculi. Ophthalmoscopy, i. e. examination of the posterior eye segment, therefore is obligatory in traumatised birds. Regarding to these facts avian ophthalmology is not a highly specific working field within avian medicine but it should be an integral part of the general examination procedure. After a short review on anatomical and physiological peculiarities, commonly and newly developed routine ophthalmological examination procedures will be described followed by a description of clinical pictures in the eye of various patient groups based on an etiological schematization. It has to be pointed out, that avian ophthalmology is getting more and more important in terms of avian visual perception, which strikingly differs from that of man (including avian visual perception within the UV and the ability to resolve high frequence flicker rates).
    [Show full text]
  • Vision of the Future Vision Is One of the Most Important Senses Humans and Other Organisms Possess
    bbsrc.ac.uk Vision of the Future Vision is one of the most important senses humans and other organisms possess. Understanding the visual system of organisms spans both physics and biology, requiring knowledge of the properties of light as well as the nervous system. Through investigations of the eye and vision, students can learn about a wide range of topics, including homeostasis, the electromagnetic spectrum, behaviour, physiology and cell biology. The eye and our ability to see has fascinated scientists for centuries, from the demonstration of colour with prisms by the physicist Sir Isaac Newton to Charles Darwin’s explanation of the evolution of the eye. Suitable for Key Stage: 1 2 3 4 5 Safety checked but not trialled by CLEAPSS Key Information Teacher Contents 02 Key information 04 Recent research 12 How the eye works – Student sheet 4 16 Rods and cones – Student sheet 5 18 Disorders, diseases and enhancement – Student sheet 5 22 Practical activity One – Eye dissection and UV absorption 40 Practical activity Two – Binocular vision and the illusory pendulum 49 Practical activity Three – Investigating colour vision 62 Practical activity Four – Acuity and the visual field 71 Literacy activity – The mammalian eye 74 A-level extension activity – Bleaching sequencing 76 Word search 77 Crossword 79 Glossary 82 Curriculum links View online Scan the QR Code. Cover Image © Thinkstock 22 ofof 9311 www.bbsrc.ac.uk Key Information Teacher Science topics Vision, sensory system, physiology, anatomy, adaptation, behaviour, nutrition, light, electromagnetic
    [Show full text]
  • Critical Symbiont Signals Drive Both Local and Systemic Changes in Diel and Developmental Host Gene Expression
    Critical symbiont signals drive both local and systemic changes in diel and developmental host gene expression Silvia Moriano-Gutierreza,b,c, Eric J. Kocha,c, Hailey Bussanc, Kymberleigh Romanod,1, Mahdi Belcaida, Federico E. Reyd, Edward G. Rubya,c, and Margaret J. McFall-Ngaia,c,2 aPacific Biosciences Research Center, University of HawaiʻiatManoa, Honolulu, HI 96822; bDepartment of Molecular Biosciences and Bioengineering, University of HawaiʻiatManoa, Honolulu, HI 96822; cDepartment of Medical Microbiology and Immunology, University of Wisconsin–Madison, Madison, WI 53706; and dDepartment of Bacteriology, University of Wisconsin–Madison, Madison, WI 53706 Contributed by Margaret McFall-Ngai, January 25, 2019 (sent for review November 27, 2018; reviewed by Jeffrey I. Gordon and Liping Zhao) The colonization of an animal’s tissues by its microbial partners in tissues both in direct contact with (20–22) and distant from (23, creates networks of communication across the host’s body. We 24) the microbial assemblage. Available data suggest that the used the natural binary light-organ symbiosis between the squid metabolomes of the blood, sweat, and urine carry products of the Euprymna scolopes and its luminous bacterial partner, Vibrio gut microbiota, such as short-chain fatty acids and microbe- fischeri, to define the impact of colonization on transcriptomic associated molecular patterns (25, 26), to which these remote networks in the host. A night-active predator, E. scolopes coordi- tissues respond. The complexity of the mammalian gut microbiota, nates the bioluminescence of its symbiont with visual cues from however, renders it difficult to investigate the impact of a partic- the environment to camouflage against moon and starlight.
    [Show full text]