Forty years ago, chemical pollution was the stuff that spewed from tailpipes, smokestacks, and sewers. Rivers burned, fish died, and forests withered under acid rain until Congress passed strict laws to curb the flood of manmade chemicals pouring into our waterways and atmosphere.
Man-made and naturally occurring chemicals pervade modern life. Here are a few that have been linked to human health problems.
However, 40 years ago there was little consideration of the chemicals that we were pouring into our bodies. The chemicals we use to sanitize our hands, package our foods, and keep our beds from going up in flames have seeped into our bodies in ways that were unimaginable a generation ago. Today, we are marinating in antibacterials, hormone disruptors, and flame retardants.
Man-made and naturally occurring chemicals pervade modern life. Here are a few that have been linked to human health problems.
“There are more than 80,000 man-made chemicals in existence today, and an estimated 2,000 new chemicals are introduced each year,” said Craig Marcus, a toxicologist at Oregon State University. “We encounter thousands of them every day, in food, kitchenware, furniture, household cleaners, and personal care products. And very few of them have been adequately tested for safety.” Continue reading →
A field trip for 28 local 5th graders from Hoover Elementary School was held at the Sinnhuber Aquatic Research Laboratory (SARL) on May 12, 2014. SARL, directed by Dr. Robyn Tanguay, is a large state- of- the -art zebrafish facility used greatly for OSU SRP Project 3 – Systems Approach to Define Toxicity of Complex PAH Mixtures.
The SARL personnel, along with SRP Trainees and other grad students and postdocs, wanted the students to get hands-on experience and enjoy science. Specifically the students learned all the unique features of zebrafish and how they are used in scientific research.
In 2012, curriculum was developed for visiting classes. Students break up into five groups and rotate through various stations.
1) Tour of the Land of Zebrafish / Zebrafish Life Stage: Learn about how small the fish are and how rapid they develop.
2) Glow in the Dark Zebrafish: Learn about the different tools used in research.
3) The Good, The Bad, and The Ugly: Sort out dead and alive embryo, and determine the age of zebrafish.
4) Toxicity Screening: Learn how to get embryos into wells, view plates under the microscope, and identify normal and not normal fish.
5) Fish Are Like Us: Identify similarities between fish and humans.
Cory Gerlach hanging out with the zebrafish at the Sinnhuber Aquatic Research Laboratory (SARL)
Cory Gerlach is an undergraduate student in the Tanguay lab and will be graduating this spring with an Honors Bachelor of Science in Bioresource Research. Besides winning awards, Cory has transformed his career with valuable research experience gained over the last two years.
In 2013, Cory won the best undergraduate research presentation at the PANWAT meetingin Seattle. The title of his PANWAT poster was “Mono-substituted isopropylated triaryl phosphate, a major component of flame retardant mixture Firemaster 550, is an AHR agonist that exhibits AHR-independent cardiac toxicity”.
In 2014, Cory won the best undergraduate poster presentation at the OSU EMT Research Day, and he received a Pfizer SOT Undergraduate Student Travel Award for the 2014 Annual Meeting of the Society of Toxicology (SOT) in Phoenix, AZ to present his recent findings.
Reflection of Experience by Cory Gerlach
My experience in the Tanguay lab has completely changed my career path.
Before I began my undergraduate research, I thought I would get a masters
in public policy or shift my focus from science to policy or law in some
graduate program. However, in the Tanguay lab I discovered my passion for
bench research, found that I was good at it, and learned that these basic
discoveries are crucial in order to affect policy and therefore improve
public health. Having Dr. Tanguay as a mentor has also helped me to keep
in mind the big picture of my research, and he has taught me that there is
always room for innovation and improvements to how we answer big research
questions. Continue reading →
Lisa Troy, an 8th grade science teacher at The Sage School in Foxboro, Massachusetts chose the NIEHS-funded Hydroville Curriculum as a way to give her students a real-world problem to solve, teach them collaboration and teamwork skills, and expand their understanding of “doing” science. She was also very interested in environmental issues and once worked as an environmental consultant on EPA’s Superfund/RCRA Hotline.
Teacher Lisa Troy shares instructions for the team building activity (Toxic Popcorn). Photo credit: The Sage School
In the Hydroville Pesticide Scenario, students work in teams to examine and clean-up a large accidental spill of metam sodium near a river. In this scenario students take on roles of an environmental chemist, environmental toxicologist, soil scientist, and mechanical engineer. It creates a valuable experience to learn about these careers and how they work together to solve problems.
I was very pleased with how involved my students were in their roles. Since they were responsible for their own area of expertise, they took ownership of the skills and information that they learned. The students also enjoyed fitting their solution into the constraints of a budget, as well as considering stakeholders’ varying viewpoints. Their parents attended the presentations and took on roles as stakeholders when asking questions. Their presence increased the feeling of a real town meeting, and it was fun to see the students dressed up! ~ Lisa Troy
Students do a number of background activities to learn about the science needed to solve the problem. Topics include reading labels, toxicity testing, analyzing pumps, soil texture and permeability, and decision analysis. Photo credit: The Sage School
Communicating with a Scientist
The students were learning about toxicity, LD50, and NOEL (No Observable Effect Level) through a seed germination lab. Lisa Troy had read about Dr. Tanguay in the recent YALEe360 article, and she shared his research with the students. The students were very excited to speak to a “real” scientist who is engaged in meaningful work and making a difference. A highlight for the students was when they Skyped with Dr. Robyn Tanguay.
Students were especially interested to learn how zebrafish are being used as models of human response to chemicals in research all over the world. They shared a long list of questions with Dr. Tanguay in preparation for the Skype event.
The students were intrigued by the idea that, through research such as Dr. Tanguay’s, chemical manufacturers will know much more about the effects of individual chemicals and the possible synergistic effects of mixing chemicals. They were reassured to learn of the human treatment of the fish, as well.
Not only was Dr. Tanguay’s interview incredibly valuable, it taught my students an important lesson about research: that you can contact scientists and experts in their fields and obtain information directly from the source. Science is not just in a textbook. ~Lisa Troy
To increase career connections, Lisa Troy asked the parents, teachers, and administrators to identify any skills that were important to them in their work or life experience from a list she generated of all the skills the students learned or used during the course of Hydroville. They checked nearly all of the skills!
As the year progresses and we study other topics, I will continue to reinforce the concepts and skills the students acquired during Hydroville and know that they will be well prepared for the future. ~Lisa Troy
[This post was written in collaboration with Lisa Troy. We truly appreciate her sharing her experience with us. If you are an educator and want more information or have a story to share, please contact us.]
Robyn Tanguay, PhD (Project 3 ) focuses on examining the effects of selected chemicals and chemical classes on zebrafish development and associated gene expression pathways.
The Tanguay research group recently collaborated with Terrence J. Collins, PhD, a champion in the field of green chemistry at Carnegie Mellon University.
Collins and his collaborators showed that specific green chemicals (a group of molecules called TAML activators) used with hydrogen peroxide, can effectively remove steroid hormones from water after just one treatment. Steroid hormones are common endocrine disruptors found in almost 25 percent of streams, rivers, and lakes. Collins needed to understand the safety of TAML activators to move forward on this problem.
Tanguay’s group exposed zebrafish embryos to seven different types of TAML activators. None of the TAML’s impaired embryo development at concentrations typically used for decontaminating water.
The collaboration resulted in a new journal publication in Green Chemistry.
These are important findings that contribute toward TAML activators getting commercialized for water treatment.
Endocrine disruptors and human health
Endocrine disruptors can disrupt normal functions of the endocrine system and impair development, by mimicking or blocking the activities of hormones in wildlife. Several animal studies suggest that endocrine disruptors can also affect human health, and may be involved in cancers, learning disabilities, obesity, and immune and reproductive system disorders.
In 2012, Dr. Tanguay received an EPA grant award, “Toxicity Screening with Zebrafish Assay”. The award is for three years and almost two million dollars in funding to examine the developmental toxicology of at least 1000 chemicals.
Dr. Tanguay and her research team have tested over 3,000 compounds of interest to the National Toxicology Program (NTP), to complement the ongoing high-throughput screening efforts in the U.S. government’s multiagency Tox21 research program.
Citation:Truong L, DeNardo MA, Kundu S, Collins TJ, Tanguay RL. 2013. Zebrafish assays as developmental toxicity indicators in the green design of TAML oxidation catalysts. Green Chem; doi:10.1039/C3GC40376A [Online 15 July 2013].
