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Differences in cadmium accumulation, detoxification and antioxidant defenses between contrasting maize cultivars implicate a role of superoxide dismutase in Cd tolerance

Journal Contribution - e-publication

Cadmium (Cd), a readily absorbed and translocated toxic heavy metal, inhibits plant growth, interrupts metabolic homeostasis and induces oxidative damage. Responses towards Cd-stress differ among plant cultivars, and the complex integrated relationships between Cd accumulation, detoxification mechanisms and antioxidant defenses still need to be unraveled. To this end, 12 Egyptian maize cultivars were grown under Cd-stress to test their Cd-stress tolerance. Out of these cultivars, tolerant (TWC360 and TWC321), moderately sensitive (TWC324) and sensitive (SC128) cultivars were selected, and we determined their response to Cd in terms of biomass, Cd accumulation and antioxidant defense system. The reduction in biomass was highly obvious in sensitive cultivars, while TWC360 and TWC321 showed high Cd-tolerance. The cultivar TWC321 showed lower Cd uptake concurrently with an enhanced antioxidant defense system. Interestingly, TWC360 accumulated more Cd in the shoot, accompanied with increased Cd detoxification and sequestration. A principal component analysis revealed a clear separation between the sensitive and tolerant cultivars with significance of the antioxidant defenses, including superoxide dismutase (SOD). To confirm the involvement of SOD in Cd-tolerance, we studied the effect of Cd-stress on a transgenic maize line (TG) constitutively overexpressing AtFeSOD gene in comparison to its wild type (WT). Compared to their WT, the TG plants showed less Cd accumulation and improved growth, physiology, antioxidant and detoxification systems. These results demonstrate the role of SOD in determining Cd-tolerance.
Journal: Antioxidants
ISSN: 2076-3921
Volume: 10
Publication year:2021
Keywords:A1 Journal article
BOF-keylabel:yes
BOF-publication weight:10
CSS-citation score:1
Authors:International
Authors from:Higher Education
Accessibility:Open