Individual Human Cell Responses to Low Doses of Chemicals Studied by Synchrotron Infrared S

Individual Human Cell Responses to Low Doses of Chemicals Studied by Synchrotron Infrared S
Individual Human Cell Responses to Low Doses of Chemicals Studied by Synchrotron Infrared S

Individual Human Cell Responses to Low Doses of Chemicals Studied by Synchrotron Infrared Spectromicroscopy

Hoi-Ying N. Holman a?, Regine Goth-Goldstein b, Eleanor A. Blakely c

Kathy Bjornstad c, Michael C. Martin d, and Wayne R. McKinney d

a Center for Environmental Biotechnology;

b Environmental Energy Technology Division;

c Life Sciences Division,

d Advanced Light Sourc

e Division

Lawrence Berkeley National Laboratory

One Cyclotron Road

Berkeley, CA 94720

ABSTRACT

Vibrational spectroscopy, when combined with synchrotron radiation-based (SR) microscopy, is a powerful new analytical tool with high spatial resolution for detecting biochemical changes in individual living cells. In contrast to other microscopy methods that require fixing, drying, staining or labeling, SR-FTIR microscopy probes intact living cells providing a composite view of all of the molecular responses and the ability to monitor the responses over time in the same cell. Observed spectral changes include all types of lesions induced in that cell as well as cellular responses to external and internal stresses. These spectral changes combined with other analytical tools may provide a fundamental understanding of the key molecular mechanisms induced in response to stresses created by low-doses of chemicals. In this study we used the high spatial-resolution SR-FTIR vibrational spectromicroscopy as a sensitive analytical tool to detect chemical- and radiation-induced changes in individual human cells. Our preliminary spectral measurements indicate that this technique is sensitive enough to detect changes in nucleic acids and proteins of cells treated with environmentally relevant concentrations of dioxin. This technique has the potential to distinguish changes from exogenous or endogenous oxidative processes. Future development of this technique will allow rapid monitoring of cellular processes such as drug metabolism, early detection of disease, bio-compatibility of implant materials, cellular repair mechanisms, self assembly of cellular apparatus, cell differentiation and fetal development.

Keywords: Infrared spectroscopy, synchrotron, SR-FTIR, dioxin, TCDD, cellular response, spectromicroscopy.

1. INTRODUCTION

Conventional non-SR based FTIR spectromicroscopy has been widely used as a diagnostic tool for characterizing the composition and structure of cellular components within intact tissues [1-4], and for measuring tumor tissue responses to therapy [5]. However, the spatial resolution of traditional FTIR spectromicroscopy is limited to ~75 μm with sufficient signal-to-noise [6, 7]. Synchrotron radiation-based FTIR spectromicroscopy, on the contrary, provides several hundred times higher brightness at a diffraction-limited spatial resolution of 10 μm or better, and is therefore a sensitive analytical technique capable of providing molecular information on biological specimens [6-10]. In a recent example, Jamin et al. [11] used SR-FTIR to map the distribution of functional groups of biomolecules such as proteins, lipids, and nucleic acids in individual live cells with a spatial resolution of a few microns. In this study we use SR-FTIR spectromicroscopy to measure directly intracellular responses to environmental stimuli.

Cells and Cell Treatment.The studies we report on were carried out on normal human lung fibroblast cells, IMR-90, and on human liver derived cancerous cells, HepG2. The IMR-90 cells were grown to confluence and were thusly para-synchronized into the G1 phase. Cells were then scraped and allowed to attach to gold coated microscope slides for SR-FTIR analysis. We then measured cells in the various stages of their growth-cycle. HepG2 cells were obtained from the American Tissue Culture Collection (Rockville, MD). They were maintained in Dulbecco’s Minimum Essential Medium supplemented with 10% fetal calf serum, non-essential amino acids, 1 mM L-glutamine, 10 mM N-[2-hydroxyethyl]piperazine-N'-[2-ethanesulfonic acid] (HEPES), and antibiotics. Cells were sub-cultured every 7 days. For TCDD experiments, subconfluent cultures were exposed for 20 hours to 10-11, 10-10, and 10-9 molar of TCDD initially dissolved in pure dimethylsulfoxide ? Corresponding author. Tel.: 510-486-5943; Fax: 510-486-7152; e-mail: hyholman@https://www.360docs.net/doc/827025797.html,

In Biomedical Spectroscopy: Vibrational Spectroscopy and Other Novel Techniques, Anita Mahadevan-57 Jansen, Gerwin J. Puppels, Editors, Proceedings of SPIE Vol. 3918 (2000) ? 1605-7422/00/$15.00

58

(DMSO) (Sigma, USA, 99.9% pure). For the control experiment, subconfluent cultures remained in the incubator for 20hours without exposure to TCDD.

At the end of the 20 hour treatments, cells were either harvested for SR-FTIR analysis or lysed using TRI Reagent TM (Sigma,USA) for RT-PCR studies. Harvesting cells for SR-FTIR analysis was done by trypsinizing and washing twice in ice-cold phosphate buffered saline (PBS). These cell suspensions were kept at 4o C and measured with SR-FTIR within 24 hours. Cells from suspension were pipetted onto a chilled reflecting gold surface for double-pass transmission SR-FTIR analysis. This preparation provides round cells with many separated individuals as shown in Figure 1. As this type of cell line is difficult to synchronize, cells with a diameter of ~20 μm were selected for spectral analysis to narrow the distribution with respect to cell cycle.

2. CELL CYCLE AND CELL DEATH

As a first experiment with the synchrotron-based IR technique for single cells we observed the spectrum from the IMR-90line of normal lung fibroblasts with the possible expectation of seeing differences among cells at different stages in the cell cycle. We observe that cells in the G 1, S and mitotic parts of the cycle showed clearly different spectra. Figure 1 shows the

1800 to 900 cm -1 region for three single cells. From G 1 to mitotic phase

cells we observe the amide peaks to

approximately double indicating a

doubling of the protein, as expected.

During S-phase the DNA is

undergoing replication and we observe that the DNA/RNA spectral

region absorptions increase, followed

by a large increase in the dividing

cell when a full two copies of the

DNA exist. The DNA and RNA

spectral bands have considerable

overlap, and therefore do not allow an immediate simple interpretation.

For example the environment of the

DNA is very different in the different phases of the cycle. The binding of

the DNA into nucleosomes may, in

principle, change the spectrum

dramatically. Our cell cycle

observations correlate nicely with recently reported results [1, 12].Figure 1. IR spectra of individual cells in different stages of the cell cycle.

Occasionally a cell was measured which exhibited different spectral characteristics near the protein amide I peak. Comparing these spectra to recently presented research on apoptotic cells [13] we see that our spectra indicate that the cells were dying or dead. The spectrum of one such cell is shown in Figure 2 along with the spectrum of a normal living cell. The “dead” cell shows two characteristic spectral signatures indicative of apoptosis, or programmed cell death. First the protein amide I peak’s centroid shifts down indicating a change in the overall protein conformational states within the cell. Secondly we observe the appearance of a peak around 1740 cm -1. These observations can now be used as signatures of cell death in future studies.

0.00.10.2 A b s o r b a n c e Wavenumbers (cm -1)1-phase”

Cell

59

Figure 2. IR spectra comparison of individual live and apoptotic cells.

3. HEPG2 CELLS RESPONSES TO TCDD

Exposure to polychlorinated aromatic compounds can lead to various health effects including cancers, alteration of hormone levels, and reproductive defects in animals [14-19] and humans [20-27]. Among this family of pollutants, 2,3,7,8-tetrachlorodibenzo-p-dioxin (TCDD) is one of the most potent and most studied “man-made” toxins, causing harmful effects at exposure levels hundreds or thousands of times lower than most chemicals of environmental concern [28]. TCDD acts by binding to the aryl hydrocarbon (Ah) receptor [29, 30]. Binding triggers induction of various genes involved in xenobiotic metabolism including the cytochrome P4501A1 (CYP1A1) gene [29-33].

The experiments began with exposing HepG2 cells (derived from a human hepatocellular carcinoma) to TCDD at environmentally relevant concentrations. A fraction of the exposed cells were investigated by acquiring SR-FTIR spectra from individual live cells. The remaining cells were analyzed for CYP1A1 gene expression, using the reverse transcriptase polymerase chain reaction (RT-PCR) technique.

The overall absorbance spectral features of biological materials are well known and our cellular SR-FTIR spectra follow the established pattern. However, by comparing spectra from cells treated with various amounts of TCDD to untreated cells we find significant spectral differences in the magnitude and in some cases the location of peaks at various wavelengths.Phosphate Bands. Figure 3 shows the IR spectra of unexposed HepG2 cells (solid line) and of cells exposed to different concentrations of TCDD in the phosphate band region. For untreated cells the two phosphate absorption bands [3, 4]at 1236 cm -1 (asymmetric phosphate stretching mode νas PO 2?) and at 1082 cm -1 (symmetric phosphate mode νs PO 2?) are approximately equal in strength. For TCDD-treated HepG2 cells, the νas PO 2? band decreases in intensity while the νs PO 2?band increases by more than a factor of two at the highest TCDD doses studied. The inset to Figure 1 shows the intensity ratio of the νs PO 2? to νas PO 2? peaks increases with TCDD concentration. The 1145 to 1190 cm -1 region shows a peak that is associated with a C ?O vibration[4] that increases in intensity with TCDD concentration.1800170016001500

14000.00

0.050.10

0.150.200.25

A b s o r b a n c e Wavenumbers (cm -1)

Alive cell

60

Figure 3. Phosphate IR bands as a function of TCDD dose.

C ?H Bands. Spectral absorptions due to hydrocarbon vibrations in lipids, proteins, nucleic acids, sugars, phosphates,among others are found within the 3050-2800 cm -1 region. Figure 4 displays the SR-FTIR spectra of unexposed HepG2 cells (solid line) and of cells exposed to different concentrations of TCD

D in the C ?H stretch region normalized to the peak maxi-

mum near 2925cm -1. The band near 2853 cm -1 is due to

the symmetric CH 2 stretching of the methylene chains in

membrane lipids; the peak at 2925 cm -1 is due to the

asymmetric CH 2 stretch; 2961 cm -1 absorption is due to

asymmetric stretching of the CH 3 methyl groups of both

lipids and proteins; and the 2871 cm -1 mode is from the

symmetric CH 3 stretching mode [3, 4]. For TCDD-

treated HepG2 cells, the 2853 peak decreases in

intensity while the 2961 and 2871 cm -1 peaks increase.

This indicates that the ratio of the number of methyl

groups to that of methylene groups increases as the

TCDD concentration increases. The opposite has been

found in colorectal cancer tissue analysis.[3, 36] Other

authors have proposed that TCDD removes the

protection from methylation from certain sites when it

binds to the Ah receptor,[37] or increased methylation

may down-regulate the expression of the CYP1A1

gene.[38] Since methylation is so intimately involved

with gene inactivation,[39] and we observe a significant

increase in the number of methyl groups produced after

exposure to TCDD potentially indicating increased

methylation, this could explain the tremendous toxicity

of TCDD in humans and other animals.

Figure 4. C ?

H stretch region changes as a function of TCDD dose.

PCR. RT-PCR was carried out on extracts

from the cell cultures of each TCDD exposure.

Measured values of CYP1A1 gene expression

were normalized to measured β-actin levels,

and finally the relative increase in CYP1A1 as a

function of TCDD was obtained. The relative

increase in the ratio of the symmetric to

asymmetric phosphate infrared bands with

increasing TCDD concentration is compared to

the relative increase in CYP1A1 induction in

Figure 5. Error bars for the IR data arise from

the fact that we measured at 5 or less cells for

each treatment concentration. The solid line in

Figure 5 is a weighted linear regression fit to

the data. The excellent agreement (with r2 =

0.96) between the two methods indicates that

the rapid SR-FTIR spectromicroscopy

technique can measure biochemical changes

due to the CYP1A1 expression processes.

Figure 5. Comparison of SR-FTIR and RT-PCR.

4. CONCLUSIONS

The SR-FTIR technique is capable of observing subtle changes in individual living cells. Future studies will investigate changes in many different types of cells as well as cellular biochemical processes resulting from a variety of agents. While the infrared spectra of whole cells are quite complex, and it is extremely difficult to assign the changes observed to specific molecular events, the use of cell lines which are defective in a single process or pathway may allow specific mechanisms to be identified in the spectra and studied comprehensively. Once a better understanding of how to interpret IR spectral changes is accomplished, infrared spectromicroscopy may be developed into a rapid and inexpensive diagnostic tool for medical screening applications. The single cell nature of this technique may allow identification of a small number of viable cells in a population that are different from the others, potentially opening new areas of environmental health and biomedical research.

5. ACKNOWLEDGEMENTS

This work is supported by Director, Office of Science, Office of Basic Energy Sciences, Materials Science Division of the U.S. Department of Energy (DOE), under contract #DE-AC03-76SF00098, the Army Corps of Engineers of the U.S. Department of Defense (DOD), and the U.S. National Aeronautics Space Administration (NASA).

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PEP六年级上册英语教案全册

Unit 1How can I get there? 第一课时 一、教学内容 Part A Let's try & Let's talk 二、教学目标 1.能够听、说、读、写句子:“Where is the museum shop?”“It's near the door.”。 2.能够听、说、认读单词ask、sir和句型“Is there a…?”“I want to…”“What a great museum!”。 三、教学重难点 1.学习句子“Where is the museum shop?”“It's near the door.”。 2.正确使用方位介词。 四、教学准备 单词卡、录音机、磁带。 五、教学过程 Step 1 热身(Warming-up) Let's do Go to the bookstore.Buy some books. Go to the post office.Send a letter. Go to the hospital.See the doctor. Go to the cinema.See a film.

Go to the museum.See some robots. Step 2 新课呈现(Presentation) 1.学习Let's try (1)打开课本读一读Let's try中呈现的问题和选项。 (2)播放录音,让学生听完后勾出正确的选项。 (3)全班核对答案。 2.学习Let's talk (1)播放Let's talk的录音,学生带着问题听录音:Where is the museum shop?Where is the post office?听完录音后让学生回答这两个问题,教师板书:It's near the door.It's next to the museum.教师讲解:near表示“在附近”,next to表示“与……相邻”,它的范围比near小。最后让学生用near和next to来讲述学校周围的建筑物。 (2)讲解“A talking robot!What a great museum!”,让学生说说这两个感叹句的意思。 (3)再次播放录音,学生一边听一边跟读。 (4)分角色朗读课文。 Step 3 巩固与拓展(Consolidation and extension) 1.三人一组分角色练习Let's talk的对话,然后请一些同学到台前表演。 2.教学Part A:Talk about the places in your city/town/village.

最新六年级英语上册期末试卷(含答案)

小学六年级英语上册期末试卷(含答案) 听力部分 一、L isten and choose. (根据你所听到的内容, 选择相符合的一项,并将其字母编号填在题号 前的括号内。)(10分) ( ) 1. A. always B.often C. aunt ( ) 2. A. actress B. actor C. active ( ) 3. A. buy B. bike C. bus ( )4. A. sell B. same C. say ( ) 5. A. bike B. kite C. side ( ) 6. A. difference B. different C. dictionary ( ) 7. A. writes a letter? B. write a letter C. writer ( ) 8. A. Amy’s uncle B. Lily’s uncle C. Billy’s uncle ( ) 9. A. What is your mother doing? B. What does your mother do? C. What is your mother going to do? ( ) 10. A. Mike works in a DVD company. B. Mike works in a VCD company. C. Mike works in a DVD factory. 二、Listen and judge. (根据所听到的内容, 判断图片或句子是否相符, 相符的在相应的题号前的括号内打“√”, 不相符的打“×”。)(10分) 1. 2. 3. ( ) ( ) ( ) 4. 5. ( ) ( ) 6. Chen Jie is going to be an artist. ( ) 7. Mike often does homework at 7:00. ( ) 8. Mr. Li likes playing the violin. ( ) 9. Feng Gang is a policeman. ( )

人教版六年级上册英语知识点总结

人教版六年级英语上册各单元知识点汇总 Unit 1 How do you go to school?一、重点短语: by plane 坐飞机 by ship 坐轮船 on foot 步行 by bike 骑自行车 by bus 坐公共汽车 by train 坐火车 traffic lights 交通灯 traffic rules 交通规则 go to school 去上学 get to 到达 get on 上车 get off 下车Stop at a red light. 红灯停Wait at a yellow light. 黄灯等Go at a green light. 绿灯行 二、重点句型: 1.How do you go to school?你怎么去上学? https://www.360docs.net/doc/827025797.html,ually I go to school on foot. Sometimes I go by bus. 通常我步行去上学。有时候骑自行车去。 3.How can I get to Zhongshan Park ?我怎么到达中山公园? 4.You can go by the No. 15 bus. 你可以坐 15 路公共汽车去。三、重点语法: 1、There are many ways to go somewhere.到一个地方去有许多方法。这里的 ways 一定要用复数。因为 there are 是There be 句型的复数形式。 2、on foot 步行乘坐其他交通工具大都可以用介词by…,但是步行只能用介词 on 。 4、go to school 的前面绝对不能加 the,这里是固定搭配。 5、USA 和 US 都是美国的意思。另外America 也是美国的意思。 6、go to the park 前面一定要加the. 如果要去的地方有具体的名字,就不能再加 the ,如果要去的地方没有具体名字,都要在前面加 the. ( go to school 除外。) 7、How do you go to …?你怎样到达某个地方?如果要问的是第三人称单数,则要用: How does he/she…go to …? 8、反义词: get on(上车)---get off(下车) near(近的)—far(远的) fast(快的)—slow(慢的) because(因为)—why(为什么) same(相同的)—different(不同的) 9、近义词: see you---goodbye sure---certainly---of course 10、频度副词: always 总是,一直 usually 通常 often 经常 sometimes 有时候 never 从来不 Unit 2 Where is the science museum?一、重点短语: library 图书馆 post office 邮局 hospital 医院 cinema 电影院

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()()() ( ) ( ) ( ) 四、听录音,判断下列句子与你所听到的内容是否相符,相符的写“√”,不相符的写“×”。(5分) ( ) l. Mike should see a doctor in the morning. ( ) 2. Amy’s father works at sea. ( ) 3. Mike’s brother is a postman. ( ) 4. Peter likes doing kung fu and swimming. ( ) 5. We are going to Beijing next Tuesday. 五、听录音,判断下列图片与你所听到的内容是否相符,相符的打“√”,不相符的打“×”。(6分) 1. ( ) 2. ( ) 3. ( ) 4. ( ) 5. ( ) 6. ( ) 六、听录音,选择相应的答语,将其序号填入题前括号里。(7分) ( ) 1. A. He’s over there. B. Thank you. C. Great! ( ) 2. A. Here you are. B. Sure. C. Thanks. ( ) 3. A. Please turn left. B. It’s near the door.

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pep最新六年级上册单元英语课文翻译

PEP7最新六年级下册Unit4-Unit6英语课文翻译 Unit4 I have a pen pal.单词表:学习的三单形式,迷,远足,笔友,业余爱好,茉莉, 想法主意,堪培拉,令人惊奇的,表示征求意见,射门,加入,俱乐部,分享 P38Let’s talk奥利弗:彼得的爱好是什么? 张鹏:他喜欢读故事。他住在一个农场上,所以有时他读给那些奶牛! 奥利弗:那是有趣的。张鹏:他喜欢练功夫和游泳。奥利弗:真的吗?我也是。张鹏:他也喜欢唱歌。奥利弗:哦,你也喜欢唱歌。张鹏:是的。我打算教他中国歌曲《茉莉花》!奥利弗:好主意!P39Let’s learn彼得:嘿,张鹏,你的爱好是什么?张鹏:我喜欢读故事。我也喜欢唱歌和练功夫。 跳舞唱歌读故事踢足球练功夫 P40Let’s talk约翰:嘿,一。你正在干什么?(现在进行时)吴一凡:我正在写一份电子邮件 给我的朋友在澳大利亚。约翰:他住在悉尼吗?吴一凡:不,他不是。他住在堪培拉。他的名字是约翰,也。约翰:真的吗?他喜欢猜字谜和去远足吗?吴一凡:是的,他是。约翰:太神奇了!我也喜欢这些。我也能成为他的笔友吗?吴一凡:当然。为什么不呢?约翰:酷! P41Let’s learn约翰:过来并且看看我的新的笔友。他的名字也是约翰!兄弟:真的吗?他也住在中国吗?约翰:不,他不在。他住在澳大利亚,但是他学语文。烧中国食物学语文猜字谜去远足 P42let’s read布告栏:我们能跳舞吗?有一个跳舞课在星期天在下午一点。我喜欢跳舞,兵器我需要一个搭档。打电话给艾米:3345567射门!射门!射门让我们一起读。你的爱好是什么?你喜欢阅读吗?我有很棒的书。我们能分享!打电话给迈克:4435678 科学俱乐部,你的俱乐部。你想学习关于机器人吗?来到科学房间。见见罗宾。他教学生制作机器人。robin Unit 5 What does he do?单词表:工厂,工人,邮递员,商人企业家,警察,渔民科学家, 飞行员,教练,国家,校长,大海,保持,大学,体育馆,如果,记者,使用,打字,快速地, 秘书 P48Let’s talk莎拉:你的爸爸是在这里今天吗?奥利弗:不,他在澳大利亚。莎拉:他是干什么的?奥利弗:他是一个商人。他经常去其它的城市。莎拉:并且你的妈妈是干什么的?奥利弗:她是一个班主任。莎拉:那是好的。奥利弗:是的,她将要是在这里今天。莎拉:你想成为一个班主任吗?奥利弗:不,我想成为一个出租车司机。 P49Let’s learn职业日工厂工人邮递员商人警察张鹏:你的爸爸是一个邮递员吗?奥利弗:不,他不是。张鹏:他是干什么的?:奥利弗:他是一个商人。 P50Let’s talk迈克:我的叔叔是一个渔夫。小雨:他在哪里工作?迈克:他工作在海上。他看 到很多鱼每天。小雨:我知道了。他怎么去工作的?乘小船?迈克:不,他工作在小船上。他骑自行车去工作。小雨:他有一个很健康的生活。迈克:是的。他工作非常努力并且保持健康。小雨:我们也应该努力学习并且保持健康。 P51Let’s learn渔民科学家飞行员教练奥利弗:我的叔叔是科学家。吴一凡:他在哪里工作?奥利弗:他工作在一个大学。 P52let’s read胡斌喜欢运动。他擅长足球,乒乓球和篮球。他经常去跑步放学后。他想工作在一个体育馆。提示:

人教版六年级英语上册期末重点知识点汇总--最新版

人教版六年级英语上册期末重点知识复习资料 六年级上册复习要点 Unit1 How can I get there? 一、重点单词: 地点:science museum科学博物馆post office 邮局bookstore 书店 cinema 电影院hospital 医院 动作:go straight 直走turn left/right 左转、右转 方位:in front of :在···前面behind 在···后面near在…旁边next to 紧挨着beside 在旁边 over 在…上方on the left 在左边on the right 在右边 二、重点句型: (1)Is / Are there…?某处有某物吗? 肯定回答:Yes, there is/are. 否定回答:No, there isn’t/aren’t. (2)Where is the + 地点?... ... 在哪里? It’s + 表示地点的名词. 它... ... 例句:Where is the cinema? 电影院在哪? It’s next to the bookstore. 在书店的旁边。 (3)How can + 主语+get(to)+ 地点? ... ...怎么到... ...? (如果get后面接的词为副词,则要省略介词to.) 例句:我们怎么到那儿? 同义句型:Can you tell me the way to + 地点? ( 4 )Where is + 地点?Which is the way to + 地点? 到书店左转。 Unit 2 Ways to go to school? 一、重点单词/短语: 交通方式:by bike /bus /plane /subway /train /ship /taxi /ferry 骑自行车/乘公共汽车/飞机/地铁/火车/船/出租汽车/轮渡take the No.57 bus 乘57路公共汽车 on foot 步行 其他:slow down慢下来pay attention to 注意traffic lights 交通信号灯look right 向右看cross the road 横穿马路at home 在家 二、重点句型: (1)How do you come (to) + 地点?你们怎么来... 的? 我通常/经常/有时... How do you go(to) + 地点?你们怎么去...的? How do you get (to) + 地点?你们怎么到达...的?

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