Cytogenetic characterization of the strongly electric Amazonian eel, Electrophorus electricus (Teleostei, Gymnotiformes), from the Brazilian rivers Amazon and Araguaia

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Revisão taxonômica de Electrophorus Gill, 1864 (Gymnotiformes, Gymnotidae) com descrição de quatro espécies novas

A dissertação foi elaborada no formato de artigo. O presente trabalho apresenta o resultado da revisão do gênero Electrophorus em um capítulo intitulado “Revisão de Electrophorus electricus com a descrição de quatro espécies novas”, com a redescrição da espécie Electrophorus electricus e descrições das espécies novas em detalhes. Este artigo será submetido à Revista Neotropical Ichthyology.

Investigation of competitive antagonist binding to the nicotinic acetylcholine receptor using voltage-jump and light-flash techniques

1. The effect of 2,2’-bis-[α-(trimethylammonium)methyl]azobenzene (2BQ), a photoisomerizable competitive antagonist, was studied at the nicotinic acetycholine receptor of Electrophorus electroplaques using voltage-jump and light-flash techniques.

2. 2BQ, at concentrations below 3 μΜ, reduced the amplitude of voltage-jump relaxations but had little effect on the voltage-jump relaxation time constants under all experimental conditions. At higher concentrations and voltages more negative than -150 mV, 2BQ caused significant open channel blockade.

3. Dose-ratio studies showed that the cis and trans isomers of 2BQ have equilibrium binding constants (K _ᵢ) of .33 and 1.0 μΜ, respectively. The binding constants determined for both isomers are independent of temperature, voltage, agonist concentration, and the nature of the agonist.

4. In a solution of predominantly cis-2BQ, visible-light flashes led to a net cis→trans isomerization and caused an increase in the agonist-induced current. This increase had at least two exponential components; the larger amplitude component had the same time constant as a subsequent voltage-jump relaxation; the smaller amplitude component was investigated using ultraviolet light flashes.

5. In a solution of predominantly trans-2BQ, UV-light flashes led to a net trans→cis isomerization and caused a net decrease in the agonist-induced current. This effect had at least two exponential components. The smaller and faster component was an increase in agonist-induced current and had a similar time constant to the voltage-jump relaxation. The larger component was a slow decrease in the agonist-induced current with rate constant approximately an order of magnitude less than that of the voltage-jump relaxation. This slow component provided a measure of the rate constant for dissociation of cis-2BQ (k_ = 60/s at 20°C). Simple modelling of the slope of the dose-rate curves yields an association rate constant of 1.6 x 10⁸/M/s. This agrees with the association rate constant of 1.8 x 10⁸/M/s estimated from the binding constant (K_i). The Q₁₀ of the dissociation rate constant of cis-2BQ was 3.3 between 6° and 20°C. The rate constants for association and dissociation of cis-28Q at receptors are independent of voltage, agonist concentration, and the nature of the agonist.

6. We have measured the molecular rate constants of a competitive antagonist which has roughly the same K _ᵢ as d-tubocurarine but interacts more slowly with the receptor. This leads to the conclusion that curare itself has an association rate constant of 4 x 10⁹/M/s or roughly as fast as possible for an encounter-limited reaction.

O ensino de física e a curiosidade epistemológica: o uso de experimentos de eletricidade em atividades educacionais

We analyzed with this work the importance of using experiments in the classroom, especially the low-cost experiments for better learning of Physics, discussing the context where this discipline is inserted, which in general, has been presented to students in a traditional, mechanistic way. We worked with the electrostatic theme and low cost didactic experiments, focusing on the pizza electrophorus. About the handling of this experiment, we can see the surprise and curiosity in students, depending on how it is used in didactic activities in order to make it meaningful to the student. We discussed how the curiosity can be harnessed in the classroom, the types of curiosity according to Freire, how to overcome the curiosity to become epistemological, the physics involved in the experiment and the teacher's role in this context