Parasitic strategies are widely distributed in the plant kingdom and frequently involve coupling parasite organogenesis with cues from the host. In Striga asiatica, for example, the cues that initiate the development of the host attachment organ, the haustorium, originate in the host and trigger the transition from vegetative to parasitic mode in the root meristem. This system therefore offers a unique opportunity to study the signals and mechanisms that control plant cell morphogenesis. Here we establish that the biological activity of structural analogs of the natural inducer displays a marked dependence on redox potential and suggest the existence of a semiquinone intermediate. Building on chemistry that exploits the energetics of such an intermediate, cyclopropyl-p-benzoquinone (CPBQ) is shown to be a specific inhibitor of haustorial development. These data are consistent with a model where haustorial development is initiated by the completion of a redox circuit.
Striga asiatica is a parasitic angiosperm that responds to germination stimulants produced by host plants, including many grasses. GC-MS analyses of hydrophobic root exudates of sorghum revealed the root exudates to be composed of fatty acids, resorcinol, and a series of structurally related hydroquinones, three of which were previously unknown. High yields of resorcinol and the hydroquinone series were detected in sorghum. At least one of the hydroquinones induces germination in Striga, and the resorcinol is thought to stabilize the hydroquinones in the soil. The previously unknown series of hydroquinones offers insight into the possible biosynthesis of the components of the exudate and their possible importance in initiating Striga germination.
A cognitively intensive companion service course has been introduced to the main fall general chemistry class at Cornell University. For years 2015 and 2016, priority students (those from groups under-represented and economically disadvantaged) show respectively improvement of +0.67 and +0.51 standard deviations in final course grade compared to priority students not in the program. Non-priority students show respectively a +0.66 and +0.62 standard deviation improvement. Progressive improvement (as measured by higher than expected Final Exam scores than what would have been expected solely from a given student’s earlier Exam 1 score) demonstrates conclusively the service course’s role in the enhanced outcomes. Progressive retention (as measured by the following year fall semester’s organic chemistry exam scores compared to what would have been expected based on a given student’s general chemistry final exam score) demonstrates that, on the average, the earlier observed progressive improvement is significantly retained in a chemistry course one year later. Preliminary retention statistics suggest a significant increase in first year to second year retention. A meta analysis of results from previously reported chemistry service courses indicate that such performance gains are difficult to achieve and hence common elements of the few effective programs may be of high value to the STEM education community.
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