The role of iron in experimental porphyria and porphyria cutanea tarda

Porphyria cutanea tarda (PCT) and experimental porphyria are characterized by a decreased activity of the enzyme uroporphyrinogen decarboxylase, and accumulation of uroporphyrins and heptacarboxylporphyrins in the liver. Iron (Fe) plays an important role in PCT and experimental porphyria. Biochemically and electron microscopically, we examined the relationship between Fe and porphyrins in liver tissue of C57BL/10 mice made porphyric by administration of iron dextran as Imferon^® (IMF), and in liver biopsies of patients with symptomatic PCT. Accumulation of uroporphyrins and heptacarboxylporphyrins, and an increased amount of Fe were observed in livers of mice treated with IMF and in liver biopsies of patients with PCT. In mice treated with IMF, the activity of uroporphyrinogen decarboxylase was decreased. Both in livers of mice treated with IMF and in livers of patients with PCT, needle-like structures, representing uroporphyrin crystals, were observed by electron microscopy. Uroporphyrin crystals and Fe (as ferritin) were observed in the same hepatocyte. Moreover, there was a striking morphological correlation between uroporphyrin crystals and ferritin-Fe, suggesting a role for (ferritin-)Fe in the pathogenesis of porphyria.     

运用《生物化学》歌曲，辅助《生物化学》教学

《生物化学》以生物体为对象,研究其生命的化学本质,是生命科学领域的核心课程。长期以来,由于生物化学课程知识点多、范围广和内容抽象,在一定程度上会影响学生学习的自信心,压抑其学习过程中的兴趣,致使学习的积极性不高。最近10～20年里,国外将科学（science）、技术学（technology）、工程学（engineering）及数学（mathematics）的教育与艺术学（arts）,特别是与艺术学中的音乐结合实施教学,形成一种所谓的STEAM (STEM + Arts) 策略,对STEM教育进行辅助,取得了不错的效果。基于以上情况,结合国内生物化学教学实际,笔者尝试将生物化学歌曲应用于课堂教学过程中,辅助教学。生物化学歌曲可以将抽象难懂的生物化学知识转变成悦耳动听的歌曲,在教学过程中能激发学生的学习兴趣,活跃课堂气氛,使学生在学习过程中爱上生物化学;在生物化学歌曲的创作过程中,能促进学生的思考创新,内化重点难点,使深奥的问题形象化;在学习过程中用歌声展现生物化学的魅力,让知识成为有趣的知识,让其成为有趣的学习者。本文介绍了国内生物化学歌曲发展壮大历程,结合具体实例从利用生物化学歌曲引入教学、理解生物化学内容、密切联系生活三方面评论了生物化学歌曲在辅助生物化学教学中的应用,并从歌词的改编、旋律的选择、歌曲的传唱、教学的设计等方面需要注意的问题进行讨论。