Search for: All records

In vertebrates, maternally supplied yolk is typically used in one of two ways: either intracellularly by endodermal cells or extracellularly via the yolk sac. This study delves into the distinctive gut development in sturgeons, which are among the most ancient extant fish groups, contrasting it with that of other vertebrates. Our observations indicate that while sturgeon endodermal cells form the archenteron (i.e., the primitive gut) dorsally, the floor of the archenteron is uniquely composed of extraembryonic yolk cells (YCs). As development progresses, during neurulation, the archenteric cavity inflates, expands laterally, and roofs a semicircle of YCs. By the pharyngula stage, the cavity fully encompasses the YC mass, which begins to be digested at the hatching stage. This suggests a notable deviation in sturgeon gut development from that in other vertebrates, as their digestive tract initiates its function by processing endogenous nutrition even before external feeding begins. Our findings highlight the evolutionary diversity of gut development strategies among vertebrates and provide new insights into the developmental biology of sturgeons. 

Labeled protein-based biomaterials have become popular for various biomedical applications such as tissue-engineered, therapeutic, and diagnostic scaffolds. Labeling of protein biomaterials, including with ultrasmall superparamagnetic iron oxide (USPIO) nanoparticles, has enabled a wide variety of imaging and therapeutic techniques. These USPIO-based biomaterials are widely studied in magnetic resonance imaging (MRI), thermotherapy, and magnetically-driven drug delivery, which provide a method for direct and non-invasive monitoring of implants or drug delivery agents. Where most developments have been made using polymers or collagen hydrogels, shown here is the use of a rationally designed protein as the building block for a meso-scale fiber. While USPIOs have been chemically conjugated to antibodies, glycoproteins, and tissue-engineered scaffolds for targeting or improved biocompatibility and stability, these constructs have predominantly served as diagnostic agents and often involve harsh conditions for USPIO synthesis. Here, we present an engineered protein–iron oxide hybrid material comprised of an azide-functionalized coiled-coil protein with small molecule binding capacity conjugated via bioorthogonal azide–alkyne cycloaddition to an alkyne-bearing iron oxide templating peptide, CMms6, for USPIO biomineralization under mild conditions. The coiled-coil protein, dubbed Q, has been previously shown to form nanofibers and, upon small molecule binding, further assembles into mesofibers via encapsulation and aggregation. The resulting hybrid material is capable of doxorubicin encapsulation as well as sensitive -weighted MRI darkening for strong imaging capability that is uniquely derived from a coiled-coil protein. 

Background.Keeping high school students engaged and motivated to learn complex scientific concepts can be difficult and challenging; this is especially true if the task feels daunting and unfamiliar to the students. Incorporating educational technology, such as KAHOOT, into the classroom can help students learn scientific material even when it is difficult. Aim. Our objective is to determine the effectiveness of gamification in an Advanced Placement Biology (AP biology) classroom by using the online game ‘KAHOOT!’ as a supplement to traditional teacher-centered learning. In addition, we determine the use of ‘KAHOOT!’ in enhancing student engagement and the learning experience for biology. Methods. A presentation on Transcription and Translation was given to a small group of high school AP Biology students ( n = 18, 18 women). After the presentation, the students were given 15 questions and twenty seconds to answer each question in the ‘KAHOOT!’ game. Both the students and the teacher were given a post-activity survey to assess their interest in the activity. Results. Based on the responses in the Students’ Survey, ‘KAHOOT!’ can be used as a gamified assessment tool to help students learn the topic of ‘Transcription and Translation’ by actively engaging them in a fun and exciting manner. Conclusion. The overall activity had a positive impact on the students and teacher as the students enjoyed learning Transcription and Translation through the use of ‘KAHOOT!’.