Ultraviolet-B radiation (UV-B, 280–315 nm) is an important environmental signal that regulates growth and development in plants. Two dose-dependent UV-B response pathways were described in plants: a specific one, mediated by UVR8 (the specific UV-B receptor) and an unspecific one, activated by the oxidative damage produced by radiation. The constitutively expressed receptor appears inactive as a dimer, with the two monomers dissociating upon UV-B irradiation. The monomer then interacts with COP1, an ubiquitin ligase, hindering its ability to poly-ubiquitinate transcriptional factor HY5, thus averting its degradation and activating the photomorphogenic response. HY5 induces the synthesis of proteins RUP1 and RUP2, which interact with UVR8, releasing COP1, and inducing the re-dimerization of UVR8. This mechanism has been thoroughly characterized in Arabidopsis, where studies have demonstrated that the UVR8 receptor is key in UV-B response. Although Arabidopsis importance as a model plant many mechanisms described in this specie differ in other plants. In this paper, we review the latest information regarding UV-B response mediated by UVR8 in different species, focusing on the differences reported compared to Arabidopsis. For instance, UVR8 is not only induced by UV-B but also by other agents that are expressed differentially in diverse tissues. Also, in some of the species analyzed, proteins with low homology to RUP1 and RUP2 were detected. We also discuss how UVR8 is involved in other developmental and stress processes unrelated to UV-B. We conclude that the receptor is highly versatile, showing differences among species.
El presente trabajo propone un método innovador para que alumnos de escuela media, logren establecer relaciones entre el registro estratigráfico (y por extensión el tiempo geológico) y el cambio climático, utilizando como puente a la paleontología. En esta propuesta se trabaja sobre una hipotética evidencia de registros fósiles en la provincia de Buenos Aires, para así, a través de una actividad lúdica y un razonamiento de tipo abductivo realizar hipótesis sobre el cambio ambiental de la región y, posteriormente, el cambio climático del planeta en el pasado. Adicionalmente, la actividad se utilizó para hacer un primer relevamiento de las concepciones alternativas sobre tiempo geológico en un total de 152 alumnos de nivel medio. De esta recopilación se destaca la presencia generalizada de concepciones sobre principios estratigráficos, como el principio de superposición; y la fuerte dificultad para establecer una relación entre los cambios climáticos y su repercusión en el registro fósil.
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