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Heme sensor proteins sensing both heme and CO
Andrlová, Dominika ; Martínková, Markéta (advisor) ; Libus, Jiří (referee)
Heme, a protoporhyrin IX iron complex, is an important component of many proteins necessary for oxygen transfer, storage and activation, as well as for electron transfer. Another group of hemoproteins includes heme sensor proteins. They are either capable of detecting heme itself, which can regulate in turn the sensor function (heme-responsive sensors) or heme forms a binding site for small gas molecules (O2, CO and NO) and the heme-based gas sensors are regulated by these diatomic gases. However, in the case of some proteins their classification is not clear showing a properties of both heme sensor proteins families. Their functions are regulated by heme interaction and a further change in their function after binding of a gas molecule to heme was observed. This summary search is focused on specific representatives of heme-responsive sensors (which function is regulated by heme binding), in which the further influence of the CO molecule on their functions have recently been observed. It is discussed whether some heme-responsive sensors are also heme-based CO sensors aiming the most recent findings about the selected specific heme sensors representatives. Key words: heme, heme sensor proteins, heme-based gas sensors, CO sensors, heme-responsive sensors, heme redox sensors
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Preparation of new didactic materials to support science education at the preschool and primary level
Andrlová, Dominika ; Teplá, Milada (advisor) ; Hybelbauerová, Simona (referee)
The diploma thesis is focused on the development of natural science literacy of pre-school age children and pupils of younger school age. The aim of this thesis is didactic processing of materials which will enable teachers/lecturers/parents to develop natural science literacy of children, without themselves having to have education in chemistry for correct understanding of the experiment, and thanks to which, at the same time, they could pass on the correct information to children in such way that prevents from the occurrence of natural science misconceptions to a maximum possible extent. The theoretical part of the thesis is devoted to child ontogenesis in pre-school and early school age, which is subsequently reflected in the creation of materials for development of natural science literacy of this target age category of children. The theoretical work includes also the characterisation of the term natural science literacy as a possible tool for increasing interest in the study of natural sciences. It states the expected positives, but also possible negatives, especially in the form of resulting misconceptions which can be associated to the introduction of natural science education for younger children. In the subsequent part, an analysis of syllabus of natural science-focused subjects at...
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