G-Quadruplex Aptamers with Peroxidase-Like DNAzyme Functions: Which Is the Best and How Does it Work?

Some G-quadruplex DNA aptamers have been found to strongly bind hemin to form DNAzymes with peroxidase-like activity. To help determine the most suitable DNAzymes and to understand how they work, five previously reported G-quadruplex aptamers were compared for their binding affinity and then the potential catalytic mechanism of their corresponding hemin-G-quadruplex DNAzymes was explored. Among these aptamers, a G-quadruplex named AGRO100 was shown to possess the highest hemin-binding affinity and the best DNAzyme function. This means that AGRO100 is the most ideal candidate for DNAzyme-based analysis. Furthermore, we found the peroxidase-like activity of DNAzyme to be primarily dependent on the concentration of H2O2 and independent of that of the peroxidase substrate (that is, 2,2-azino-bis(3-ethytbenzothiazoline-6-sulfonic acid)diammonium salt). Accordingly, a reaction mechanism for DNAzyme-catalyzed peroxidation is proposed. This study provides new insights into the G-quadruplex-based DNAzymes and will help us to further extend their applications in the analytical field.

问题之间共性关系的意识水平对平面几何解题迁移的影响

Transfer of learning is one of the major concepts in educational psychology. As cognitive psychology develops, many researchers have found that transfer plays an important part in problem solving, and the awareness of the similarity of related problems is important in transfer. So they become more interested in researching the problem of transfer. But in the literature of transfer research, it has been found that many researchers do not hold identical conclusions about the influence of awareness of related problems during problem solving transfer. This dissertation is written on the basic of much of sub-research work, such as looking up literature concerning transfer of problem solving research, comparing the results of research work done recently and experimental researches. The author of this dissertation takes middle school students as subjects, geometry as materials, and adopts factorial design in his experiments. The influence of awareness of related problems on problem solving transfer is examined from three dimensions which are the degree of difficulty of transfer problems, the level of awareness of related problems and the characteristics of subjects themselves. Five conclusions have been made after the experimental research: (1) During the process of geometry problem solving, the level of awareness of related problems is one of the major factors that influence the effect of problem solving transfer. (2) Either more difficult or more easy of the transfer problems will hinder the influence of awareness of related problems during problem solving transfer, and the degree of difficulty of the transfer problems have interactions with the level of awareness of related problems in affecting transfer. (3) During geometry problems solving transfer, the level of awareness of related problems has interactions with the degree of student achievement. Compared with the students who have lower achievement, the influence of the level of the awareness is bigger in the students who have higher achievement. (4) There is positive correlation between geometry achievement and reasoning ability of the middle school students. The student who has higher reasoning ability has higher geometry achievement, while the level of awareness is raised, the transfer achievement of both can be raised significantly. (5) There is positive correlation between geometry achievement and cognitive style of the middle school students. The student who has independent field tendency of cognitive style has higher geometry achievement, while the level of awareness is raised, the transfer achievement of both can be raised significantly. At the end of the dissertation, the researcher offers two proposals concerning Geometry teaching on the basis of the research findings.