“A Zebra in the Water”: Inspiring Science in Spain

New insight into long-term effects of phthalates microplastics in developing zebrafish: Evidence from genomic alteration and organ development

The plasticizer leaches from the microplastics are one of the significant concerns related to plastic pollution. These plasticizers are known to be endocrine disrupters; however, little is known about their long-term effect on the development of aquatic vertebrates. Hence, the present study has been conducted to provide a holistic understanding of the effect of the three most common plasticizers, dibutyl phthalate (DBP), diethyl phthalate (DEP), and di-ethylhexyl phthalate (DEHP) leaching out from the microplastics in zebrafish development. Zebrafish larvae were exposed to different phthalates at different concentrations. The phthalates have shown significantly higher mortality and morphological changes in the larva upon exposure compared to the control. A significant change in the genes related to cardiovascular development (krit1, fbn2b), dorsoventral axis development (chrd, smad5), tail formation (pkd2, wnt3a, wnt8a), and floorplate development (foxa2) were also observed under the effects of the phthalates in comparison to control.

Anisodamine affects the pigmentation, mineral density, craniofacial area, and eye development in zebrafish embryos

Anisodamine is one of the major components of the tropine alkaloid family and is widely used in the treatment of pain, motion sickness, pupil dilatation, and detoxification of organophosphorus poisoning. As a muscarinic receptor antagonist, the low toxicity and moderate drug effect of anisodamine often result in high doses for clinical use, making it important to fully investigate its toxicity. In this study, zebrafish embryos were exposed to 1.3-, 2.6-, and 5.2-mM anisodamine for 7 days to study the toxic effects of drug exposure on pigmentation, mineral density, craniofacial area, and eye development. The results showed that exposure to anisodamine at 1.3 mM resulted in cranial malformations and abnormal pigmentation in zebrafish embryos; 2.6- and 5.2-mM anisodamine resulted in significant eye development defects and reduced bone density in zebrafish embryos. The associated toxicities were correlated with functional development of neural crest cells through gene expression (col1a2, ddb1, dicer1, mab21l1, mab21l2, sox10, tyrp1b, and mitfa) in the dose of 5.2-mM exposed group. In conclusion, this study provides new evidence of the developmental toxicity of high doses of anisodamine in aqueous solutions to organisms and provides a warning for the safe use of this drug.

Acetaminophen affects the survivor, pigmentation and development of craniofacial structures in zebrafish (Danio rerio) embryos

In spite of its toxic effects, N-acetyl-p-aminophenol (APAP), also commonly known as acetaminophen or paracetamol, is one of the most widely used analgesic and antipyretic agents. It can be obtained without a medical prescription. To test the effect over the zebrafish embryonic development, a Fish Embryo acute Toxicity (FET) test was carried out with acetaminophen to establish the range of concentrations that cause a harmful effect on the zebrafish development. Diminished pigmentation (in embryos treated from 0 h post-fertilization) and blockage of melanin synthesis (in larvae treated from 72 h post-fertilization) were detected, suggesting the involvement of this compound in the development of black pigment cells as described recently for human epidermal melanocytes. Morphological abnormalities such as aberrant craniofacial structures, pericardial edemas, and blood accumulation were also found. All these effects could be due to higher levels of apoptotic cells detected in treated embryos. Therefore, teratogenic effects of acetaminophen cannot be ruled out, and its wide use should be taken with caution.

Development of an Online Experiment Platform for High School Biology

We developed a novel online platform, Rex (Real experiments) that immerses students in a scientific investigative process. Rex is a virtual web-based biological science experiment platform, hosted by real scientists, and uses actual lab experiments that generate real data for students to collect, analyze, and interpret. Seven neuroscience experiments use zebrafish and rats as model systems to study the effects of drugs such as tetrahydrocannabinol (THC), caffeine, alcohol, and cigarette smoke, which are of interest to high school students. We carried out a small field-test of Rex in a variety of high school biology classrooms (e.g., standard, honors, AP, anatomy/physiology) to obtain student and teacher feedback about the implementation and usability of the program. We also assessed student situational interest (SI) to determine whether the Rex experiment captured students' attention, and whether it was an enjoyable and meaningful experience. Overall, students reported a moderate level of SI after participating in the Rex experiments. Situational interest did not differ across teachers, class section, class level, or the type of experiment. In addition, we present details of the technical issues encountered in the classroom, and we provide guidance to readers who may want to use the resource in their classrooms.

Using Zebrafish to Bring Hands-On Laboratory Experiences to Urban Classrooms

Zebrafish are widely used as a model organism for research. Zebrafish embryos are also a useful resource for teaching students about vertebrate development. Here we describe a collaboration between two high school teachers and two university professors that used zebrafish to bring hands-on laboratory experiences to inner-city students, with the aim of increasing tangibility, and improving student understanding and retention, of several fundamental scientific concepts, such as the scientific method, cell division, mitosis, and Mendelian genetics. We describe and provide supporting material for each of the four laboratory modules that we developed. We also discuss the obstacles that we encountered and include suggestions of ways to overcome these. This collaboration provides an example of how high school teachers with very little zebrafish experience can gain the knowledge and confidence to develop and implement modules such as these in a relatively short period of time. Owing to the wide availability of zebrafish resources, these laboratories should provide a useful resource for other teachers who are interested in integrating more hands-on, inquiry-based investigations using live animals into their classes. We also hope to encourage other zebrafish researchers to collaborate with local teachers in similar projects.

Swimming Against the Current: Zebrafish Help Address Educational Challenges

Zebrafish can be important tools for learning and authentic student research. The broad zebrafish community is rich with examples to improve education for learners of all ages and geographical locales. This special collection of articles is presented with the hope of encouraging readers to reflect on the educational outcomes reported here and to consider new ways zebrafish may engage others to learn and grow.

Breakthroughs in modern cancer therapy and elusive cardiotoxicity: Critical research-practice gaps, challenges, and insights

To date, five cancer treatment modalities have been defined. The three traditional modalities of cancer treatment are surgery, radiotherapy, and conventional chemotherapy, and the two modern modalities include molecularly targeted therapy (the fourth modality) and immunotherapy (the fifth modality). The cardiotoxicity associated with conventional chemotherapy and radiotherapy is well known. Similar adverse cardiac events are resurging with the fourth modality. Aside from the conventional and newer targeted agents, even the most newly developed, immune‐based therapeutic modalities of anticancer treatment (the fifth modality), e.g., immune checkpoint inhibitors and chimeric antigen receptor (CAR) T‐cell therapy, have unfortunately led to potentially lethal cardiotoxicity in patients. Cardiac complications represent unresolved and potentially life‐threatening conditions in cancer survivors, while effective clinical management remains quite challenging. As a consequence, morbidity and mortality related to cardiac complications now threaten to offset some favorable benefits of modern cancer treatments in cancer‐related survival, regardless of the oncologic prognosis. This review focuses on identifying critical research‐practice gaps, addressing real‐world challenges and pinpointing real‐time insights in general terms under the context of clinical cardiotoxicity induced by the fourth and fifth modalities of cancer treatment. The information ranges from basic science to clinical management in the field of cardio‐oncology and crosses the interface between oncology and onco‐pharmacology. The complexity of the ongoing clinical problem is addressed at different levels. A better understanding of these research‐practice gaps may advance research initiatives on the development of mechanism‐based diagnoses and treatments for the effective clinical management of cardiotoxicity.