Author Archives: natasha tripp

Final project rough draft

Question

Do BPA analogs have similar adverse effects as BPA on the structure and function of the developing mammalian ovary in vivo?

Introduction

Endocrine disrupting chemicals (EDCs) are compounds that can mimic or block the action of endogenous hormones in the body. These natural or synthetic chemicals can have major effects on development, fertility, and may be associated with cancers of the reproductive tract and mammary glands. Developmental exposures seem to have a larger effect than exposures in adulthood (Rogers et al 2013). Bisphenol A (BPA) is an estrogen mimicking EDC that is commonly found in cans, plastic food and drink containers, dental materials, and receipts (Maffini et al 2006). Recently, increasing numbers of animal studies have found that even at low levels BPA has detrimental effects on meiotic events and follicle formation in the developing ovary in both mouse and primate models (Hunt & Hassold, 2008; Hunt et al 2012). This may lead to a decrease in reproductive lifetime of the offspring due to malformation and miss-packaging of ovarian follicles (Hunt et al 2012).

BPA has been found to bind to estrogen receptors (ERα and ERβ) leading to dysfunction in the normal regulation of genes affected by these receptors. These receptors act as transcription factors that travel into the nucleus and cause changes to gene expression. ERα is expressed in theca cells (support cells for each follicle) and in the ovarian stroma during ovary development and in adulthood (Sar & Welsch, 1999). ERβ is expressed in granulosa cells of developing follicles (Sharma et al 1999). Knockouts of ERα (ERKO) and ERβ (ERBKO) have very different phenotypes. ERKO shows a phenotype where follicles appear to develop normally but then never ovulate or produce the correct outer covering, the presence of large hemorrhagic cysts, and stromal hyperplasia, and an excess of other circulating hormones like luteinizing hormone, testosterone, and estrogen (Abbot et al 2006). This shows that ERα is important in regulation of the effect of other hormones in the ovary (Couse & Korach, 2001). ERBKO exhibits a much milder phenotype where individuals are able to ovulate and produce pups but have fewer ovulation events and smaller litter sizes (Abbot et al 2006). This shows that ERβ is very important in the mediation of estrogen’s effect on the ovary in ways related to maturation of follicles (Emmen et al 2005). BPA’s effect on these receptors leads to changes in gene expression and regulation in the ovary. BPA has an agonist effect on ERβ and has both an agonist and an antagonist effect on ERα (Kuiper et al 1998; Hiroi et al 1999). In terms of the phenotype of BPA exposed individuals, activation of ERβ would be expected to cause miss-regulation of follicle maturation and formation, and variable action on ERα would be expected to cause variation in stromal proliferation, and the potential presence of cysts and abnormally small oocytes.

Due to an increase in our understanding of the detrimental effects of BPA, analogs of BPA are beginning to be used instead. Less is known about these derivatives of BPA, though recent studies have determined that many of these compounds have similar effects on the estrogen receptors (Stossi et al 2014). Two of the many BPA analogs that are commonly used are Tetrachlorobisphenol A (TCBPA) and Bisphenol S (BPS). TCBPA is an ERα agonist and BPS has agonistic effects on both receptors, with a higher activity in binding to ERβ (Li et al 2010; Molina-Molina et al 2013). As these compounds also have estrogenic effects, they will likely produce a phenotype in the developing ovary.

 

EDC Effect on ERα Effect on ERβ
BPA +/- +
TCBPA + none
BPS

Table 1. Effect of BPA and two analogs on estrogen receptors ERα and ERβ. (+ signifies agonist effect and – signifies antagonist effect)

Hypotheses and Predictions

I hypothesize that both TCBPA and BPS will have abnormal phenotypes that are different than the phenotype shown by BPA exposed developing ovaries due to their different action. TCBPA will likely have little effect on the formation of follicles but will cause decreases in stromal cells and an increase in the number of small oocytes. BPS will likely cause changes in follicle maturation and decrease stromal proliferation and increase the number of small oocytes.

Experimental approach

In order to investigate this question I will use a mouse model system. While this species is not as applicable to the effect of BPA and its analogs on humans as a primate model, mice are easier to house, less expensive, reproduce much more quickly, and will produce multiple offspring per pregnancy. I will have four treatment groups: control (no treatment), BPA, TCBPA, and BPS. Female mice will have a device that releases a continuous low level dose of either BPA, TCBPA, or BPS implanted subcutaneously (protocol by Hunt et al 2012). A pilot study will be conducted to make sure that dosage levels are close to the normal serum concentrations found in humans (Hunt et al 2012). Control females will have the device implanted but without the chemical additives. Dosage will continue throughout pregnancy; this method is the most similar to normal human exposure and may give the most realistic results (Hunt et al 2012). The mice will then be mated and embryos will be harvested at mid and late gestation, the beginning of meiotic division and follicle formation respectively.

Female embryos will studied to determine the effect of BPA analogs on chromosome behavior during meiosis and follicle formation in the developing ovary. Immunofluorescence tagging of synaptonemal complex proteins will allow relatively easy quantification of meiotic defects. Chromosome associations will also be observed using immunofluorescence and the numbers compared to normal associations in the control group. Follicle formation will be investigated by taking histological sections through the ovary and observing/counting any follicular abnormalities that result. These methods are a good way to observe chromosome behavior and ovarian structures after in vivo exposure. Protocols are described in Hunt et al 2012.

Possible outcomes

There are many possible outcomes for this experiment:

  1. TCBPA and BPS may not show gross phenotypic changes in the developing ovary. Further study may then be needed to identify if gene expression is affected without causing large outward changes.
  2. TCBPA and BPS may show novel phenotypes in the developing ovary due to their different effects on the ERs.
    1. The severity of the novel phenotypes may range from severe to mild and may not indicate that these chemicals will adversely affect future generation reproduction.
  3. TCBPA and BPS may show phenotypes in the developing ovary that are similar to those of BPA but the severity of the phenotype may differ due to different levels of activity when binding to the ERs.

Lay person summary

Hormones are very important molecules in the normal growth and function of male and female reproductive tracts. Natural and synthetic chemicals can mimic the function of hormones in the body by interacting with normal hormone pathways; these chemicals are called endocrine disrupting chemicals (EDCs). BPA is an EDC that is used to make plastics found in food and drink containers, the inside of cans, and receipts. BPA mimics the function of estrogen and as such has detrimental effects on the developing ovary, where the correct levels of estrogen is important for proper growth. Recently, chemicals derived from BPA (BPA analogs) have started to be used instead of BPA, due to the increasing evidence for health concern; however, little is known about the effects of the analogs on development. I will perform an experiment on mice that will expose female mice to continuous low levels of BPA and two analogs (TCBPA and BPS) throughout pregnancy. The resulting fetuses will be harvested at different time points during development and then I will observe the structure of the ovary. This topic is interesting because these compounds could have detrimental effects on human reproduction and fertility in the future, as the next generation is produced by mothers that have been exposed to BPA, TCBPA, and BPS.

 

Literature cited

– Abbott, D. H., Padmanabhan, V., & Dumesic, D. A. (2006). Contributions of androgen and estrogen to fetal programming of ovarian dysfunction. Reprod Biol Endocrinol, 4(17), i0006-3363.

–  Couse, J. F., & Korach, K. S. (2001). Contrasting phenotypes in reproductive tissues of female estrogen receptor null mice. Annals of the New York Academy of Sciences, 948(1), 1-8.

– Emmen, J. M., Couse, J. F., Elmore, S. A., Yates, M. M., Kissling, G. E., & Korach, K. S. (2005). In vitro growth and ovulation of follicles from ovaries of estrogen receptor (ER) α and ERβ null mice indicate a role for ERβ in follicular maturation. Endocrinology, 146(6), 2817-2826.

– Hiroi, H., Tsutsumi, O., Momoeda, M., Takai, Y., Osuga, Y., & Taketani, Y. (1999). Differential interactions of Bisphenol A and 17β-estradiol with estrogen receptor α (ERα) and ERβ. Endocrine journal, 46(6), 773-778.

– Hunt, P. A., & Hassold, T. J. (2008). Human female meiosis: what makes a good egg go bad?. Trends in Genetics, 24(2), 86-93.

– Hunt, P. A., Lawson, C., Gieske, M., Murdoch, B., Smith, H., Marre, A., … & VandeVoort, C. A. (2012). Bisphenol A alters early oogenesis and follicle formation in the fetal ovary of the rhesus monkey. Proceedings of the National Academy of Sciences, 109(43), 17525-17530.

– Kuiper, G. G., Lemmen, J. G., Carlsson, B. O., Corton, J. C., Safe, S. H., van der Saag, P. T., … & Gustafsson, J. A. (1998). Interaction of estrogenic chemicals and phytoestrogens with estrogen receptor β. Endocrinology, 139(10), 4252-4263.

– Li, J., Ma, M., & Wang, Z. (2010). In vitro profiling of endocrine disrupting effects of phenols. Toxicology in vitro, 24(1), 201-207.

– Maffini, M. V., Rubin, B. S., Sonnenschein, C., & Soto, A. M. (2006). Endocrine disruptors and reproductive health: the case of bisphenol-A. Molecular and cellular endocrinology, 254, 179-186.

– Molina-Molina, J. M., Amaya, E., Grimaldi, M., Sáenz, J. M., Real, M., Fernández, M. F., … & Olea, N. (2013). In vitro study on the agonistic and antagonistic activities of bisphenol-S and other bisphenol-A congeners and derivatives via nuclear receptors. Toxicology and applied pharmacology, 272(1), 127-136.

– Rogers, J. A., Metz, L., & Yong, V. W. (2013). Review: Endocrine disrupting chemicals and immune responses: a focus on bisphenol-A and its potential mechanisms. Molecular immunology, 53(4), 421-430.

– Sar, M., & Welsch, F. (1999). Differential expression of estrogen receptor-β and estrogen receptor-α in the rat ovary. Endocrinology, 140(2), 963-971.

– Sharma, S. C., Clemens, J. W., Pisarska, M. D., & Richards, J. S. (1999). Expression and Function of Estrogen Receptor Subtypes in Granulosa Cells: Regulation by Estradiol and Forskolin 1. Endocrinology, 140(9), 4320-4334.

– Stossi, F., Bolt, M. J., Ashcroft, F. J., Lamerdin, J. E., Melnick, J. S., Powell, R. T., … & Mancini, M. A. (2014). Defining estrogenic mechanisms of bisphenol A analogs through high throughput microscopy-based contextual assays. Chemistry & biology, 21(6), 743-753.

Informal post -> BPA

I was assigned Hunt et al. (2012) as a paper to present in one of my classes. This paper talks about the effect of BPA on the developing ovary in rhesus monkeys as a follow up to other studies that looked at effects in mice. Mice do not maintain estrogen levels throughout pregnancy and have different plantation and protein associated with the placenta when compared to the monkey. In terms of pregnancy monkeys are much closer to humans and using a primate model for research into chemical effects on reproduction is more applicable to humans. This paper is kind of scary in that they found that low level constant exposure changed chromosome behavior at the onset of meiosis (resulting in increased synaptic defects and chromosome interactions between non-homologous chromosomes) and failure of proper follicle formation later in development (many follicles contained multiple oocytes and there were large clusters of oocytes that were not in follicles). These defects could have long term implications because ovary structure can affect function and multioocyte follicles are usually targeted for apoptosis, which may decrease reproductive lifespan.

Hunt, P. A., Lawson, C., Gieske, M., Murdoch, B., Smith, H., Marre, A., … & VandeVoort, C. A. (2012). Bisphenol A alters early oogenesis and follicle formation in the fetal ovary of the rhesus monkey. Proceedings of the National Academy of Sciences, 109(43), 17525-17530.

Wk 11 Learning Journal #4

A. Factual knowledge

1. Please describe, briefly, two new, distinct pieces of factual knowledge that you acquired or developed since the last learning journal

Parthenogenic embryos do not often survive implantation because of dysregulation of X inactivation.

At the 4 cell stage embryos express paternal Xist, leading to inactivation of the paternal X chromosome.

B. Conceptual knowledge

1. Since connections and models make for conceptual knowledge… please describe any connections (direct or indirect) that you can see between the two pieces of knowledge described in A.

The dysregulation of X inactivation in the parthenogenic embryos is partially due to not having a paternal chromosome. Both maternal Xs have similar histone modifications at Xist so it is more difficult to successfully inactivate one by implantation.

C. Metacognitive knowledge (no skills this time!)

If you are like most students in the class, you probably spent a significant amount of time reading, studying, and dissecting the article assigned for MT2.

  1. Please describe, briefly, the strategy that you employed to complete the task.

I read the paper carefully and then discussed all of the figures and the main points with classmates. I also took notes while I was reading the paper by myself and wrote down any points that did not make sense to me so I could bring it up to my classmates.

  1. Thinking about your experience with reading and dissecting this article, what was the hardest part?

The hardest part was connecting the authors’ conclusions to the results that they were presenting. Often there seemed to be jumps in logic that were not explained at all that I then had to talk through and figure out step by step.

  1. Thinking about your experience with reading and dissecting this article this article, what did you feel most comfortable with/confident about? Why do you think that is?

I think that I was most comfortable with the overall take-home message of the paper. Some of the smaller experiments and details were very confusing but I could see how they came to their overall conclusions.

Wk 8 Learning Journal #3

A. Three things that stood out: Please describe, briefly, three things that you learned so far in BIOL463 and that really stood out to you (either because you enjoyed them, found them surprising, found them difficult – any reason).
B. Identify types of knowledge: For each of your three “things”, please try to identify what type of knowledge it represents (Factual, Conceptual, Procedural/Skills, Metacognitive).
C. What makes “things” stand out for you: For each of your three “things”, please indicate what made it stand out for you.
D. Evidence (of course, we are in a science course … we like evidence!): Imagine that you need to test a group of students on one of your three “things”. Imagine that you need to determine, precisely, whether these students have acquired/developed the same knowledge that you have. How would you test them, and what would you consider as evidence that they have developed/acquired this knowledge?

 

Three things that stood out

 

Type of knowledge

 

What makes these things stand out for you

Evidence/how you would test someone on this (select one “thing” only!)
1 The difficulty in identifying regulatory regions Conceptual When I am reading an article about a regulatory regions it seems relatively simple to determine where a regulatory region is or how it works, but actually going through some of the data and trying to figure out what they mean makes it seem much more difficult Come up with different methods for identifying a putative regulatory region making sure to explain how the data that resulted could be interpreted
2 A hox gene loss of function mutation causes a homeotic transformation that gives a segment an identity that looks like the more anterior adjacent sengment Factual Previously I had a lot of trouble wrapping my head around how you determine loss of function or gain of function in hox genes, thinking about it like this made it easier to understand Tell what a segment would look like phenotypically if there was a loss of function mutation in the hox gene that is expressed there
3 The complexity of imprinting Conceptual I had only briefly heard about imprinting before but I didn’t realize how much of an affect it had on development Demonstrate an ability to understand or work through the regulation of a specific imprinted locus

 

Wk 7 Informal Post

write (about a paragraph) where you explain to a very concerned member of the public what the role/function/importance of the use of animals is developmental biology research is.

The use of animals in biological research is unfortunately often the best option for learning about the multitude of questions that scientists ask about life everyday. Technology is not at the point that scientists can model what is happening inside an organism without actually going in and looking at the function of each piece in the whole. Maybe someday we will know enough about the genome to be able to only use computers to do manipulations and ask questions about the affect of different substances inside an animal body. While not all research with animals has a direct relation to bettering human life or the environment, a lot of it is. Animal models allow scientists to learn about the cause and ways to treat many types of diseases and genetic abnormalities as one example. The use of animals in research is heavily monitored in a lot of countries and researches must be trained in the proper handling and care of animal subjects before they can start experiments. Some types of animals are protected a little bit more than others, for instance mice and other mammals are highly regulated but experiments on fish or invertebrates are a little less regulated. I guess this is due to the increased connection that people feel to animals that are more like us. Pharmaceuticals are often tested on animals first to prevent potential harm to humans. One way to decrease the use of animals in this capacity would be to use body, or somatic, cells that have been returned to a stem cell state (induced pluripotent stem cells or iPS cells) to grow sheets of cells that act like human organs. This method can look at how drugs change after being detoxified in liver cells and how they affect heart cells as a few examples. If these types of cells can be used instead of animals subjects then the use of animals in drug testing could decline.

Wk 5 Learning Journal #2

Factual knowledge

  1. Please describe, briefly, one new piece of factual knowledge that you acquired or developed so far in the BIOL463.

The pair rule gene even-skipped has many different enhancers that control the banded expression pattern in only the even segments in the early Drosophila embryo. The eve2 enhancer has binding sites for Giant, Bicoid, Kruppel, and Hunchback.

  1. Please describe how you know that you have acquired or developed this piece of factual knowledge, and provide some evidence for it.

I discussed this factual knowledge in class with my peers (especially the first part) and incorporated this knowledge into my answers when we were talking about how eve is expressed in a very specific pattern that is caused by other factors.

Conceptual knowledge

  1. Please describe, briefly, one new piece of conceptual knowledge that you acquired or developed so far in BIOL463.

Intentionally left blank.

  1. Please describe how you know that you have acquired or developed this piece of conceptual knowledge, and provide some evidence for it.

Intentionally left blank.

Skills

  1. Please describe, briefly, one skill that you acquired or developed/are developing so far in BIOL463.

I am developing my ability to differentiate between statements that tell what the data show and statements that tell conclusions that can be drawn from the data and my ability to come up with these statements and state them in a concise manner.

 

  1. Please describe how you know that you have acquired or developed this skill, and provide some evidence for it.

In class discussions it is much easier to be able to make statements that fit into these two categories and to separate them into different sections of my answers to questions.

What is factual knowledge useful for?

Think about a piece of factual knowledge that you developed/acquired. Briefly describe what you think it is useful for.

Understanding the enhancer configuration and makeup of the eve2 gene is useful for understanding how eve is regulated and normally expressed. Changing or knocking out these enhancers through experimentation may be able to show eve’s spatiotemporal effect on other genes important in development.

Wk 3 Informal post

Q1. Limb development is caused by a number of integrated processes that form the patterns that tell which type of cell to grow in specific locations. Limb malformations caused by defects in limb development has been studied for a long time, even before DNA techniques were invented, because malformations are relatively easy to see and describe. Subjects/patients in studies of limb malformations are likely found through doctors offices and connections with medical professionals and the scientists that study these disorders. Information regarding the genetic regulation of limb development, or how cells are told what to do, is of interest to many people, including medical professionals, scientists,  and people who are affected by limb defects.

Q2. It is difficult to answer the question “what big processes are involved in the development of the human limb?” because of the complexity of this process as well as the ethical constraints of human research. Mice models are often used to decrease the later. The complexity of the system that allows limb development is a challenge for sure, but with carefully constructed studies using animal models it is possible to understand this process.

Wk 2 Learning Journal # 1

Factual knowledge

  1. Please describe, briefly, one new piece of factual knowledge that you acquired or developed so far in the course.

One piece of factual knowledge that I have learned so far in the course is the terminology for the four basic models of enhancer and gene interaction. These models are looping, tracking, facilitated tracking, and linking.

  1. Please describe how you know that you have acquired or developed this piece of factual knowledge, and provide some evidence for it.

Previously I had only heard about (or remember hearing about) the looping model for enhancer/gene interaction. I now understand the tracking is when the proteins travel along the DNA strand to the gene without staying connected to the enhancer, facilitated tracking is the same as tracking except the proteins stay bound to the enhancer sequence and a loop is formed, and linking is when there are changes to the chromatin between the enhancer and the gene.

Conceptual knowledge

  1. Please describe, briefly, one new piece of conceptual knowledge that you acquired or developed so far in the course.

Some conceptual knowledge that I have developed so far in the course is the idea that enhancers and silencers are essentially the same thing. These regulatory elements are classified by the affect they have on transcription levels, but the affect is determined by what protein bind to the sequence. If the protein that bind repress transcription, then the sequence is known as a silencer, and if the protein that binds increase transcription, then the sequence is known as an enhancer.

  1. Please describe how you know that you have acquired or developed this piece of conceptual knowledge, and provide some evidence for it.

Previously I believed that enhancers and silencers were classified by the sequences that they have that allow transcription factor binding. I knew that the same transcription factor could repress or enhance a gene depending on cell type/gene/other factors, but I did not connect these to ideas until now.

Skills

  1. Please describe, briefly, one skill that you acquired or developed/are developing so far in the course.

Intentionally left blank

  1. Please describe how you know that you have acquired or developed this skill, and provide some evidence for it.

Intentionally left blank

If I were a developmental biologist…?

Q. If you were a developmental biologist/geneticist, what research questions would you ask?

A.

1. What signaling pathways determine or play a key role in the distribution of cell types in early development (ie. preimplantation in mammals)? How do these pathways affect the “identitiy” of the cells they act upon?

2. At what point is the zygotic genome utilized instead of maternal mRNA for protein production, and how does this shift occur? Is this process different in different mammals, in other vertebrates, or in other organisms?