Chryssa Tzougraki

Meaningful understanding of chemistry, among others, includes the ability of an individual to think simultaneously at macroscopic, submicroscopic and symbolic levels, and this presupposes the competence to translate between different types of chemical representations. In this study, we investigated 11th grade Greek students’ and 3rd year undergraduate chemistry students’ ability to translate chemical representations from one level of chemistry (e.g., submicroscopic) into another (e.g., symbolic) concerning the basic chemical concepts: “chemical element”, “chemical compound”, “aqueous solution” and “solid state of matter”, which have already been taught in earlier grades. We followed a mixed method design in which both quantitative and qualitative research instruments were developed and used. These instruments consisted of multiple choice and open-ended questions, which included real pictures (macroscopic), symbolizations and submicroscopic diagrams. Various representations of the three types were given to the students and they were asked to choose or to construct an equivalent one of a different type. Our results showed that the 11th grade students’ ability to move across the three levels of chemistry is very low, while the 3rd year undergraduate chemistry students’ performance is higher but not satisfactory. In addition, the results obtained from the application of “translation questions” between the three levels of chemistry highlighted many students’ alternative conceptions, some of which still persist among the undergraduate students. The students showed lower performance in translations concerning the concepts “chemical compound” and “aqueous solution” than those concerning the concepts “chemical element” and “solid state of matter”. The students also showed the lowest level of performance in translating the submicroscopic representations into the symbolic ones. Generally, our results indicate that translating between different types of chemical representations is a very challenging task, which depends on students’ conceptual understanding.

We present two studies that investigated the adoption of visual/spatial and analytic strategies by individuals at different levels of expertise in the area of organic chemistry, using the Visual Analytic Chemistry Task (VACT). The VACT allows the direct detection of analytic strategy use without drawing inferences about underlying mental processes. The first study examined the psychometric properties of the VACT and revealed a structure consistent with the hypothesis that it consists of two sub-scales: visual/spatial and analytic. The second study investigated the performance of 285 participants with various levels of expertise in organic chemistry on the VACT. The results showed that the adoption of analytic strategies in organic chemistry, and specifically in molecular structure, was difficult and was systematically used only by the more expert participants. The implications of this research for the teaching of chemistry are discussed.

The development of renin inhibitors for the treatment of hypertension requires highly sensitive substrates to evaluate potency and to characterize the mechanism of tight-binding inhibitors. A series of intramolecularly quenched fluorogenic renin substrates, based on the N-terminal tetradecapeptide sequence of human angiotensinogen (hTDP), was synthesized using a solid-phase technique. Incorporation of the fluorescent amino acid L-Amp [L-2-amino-3-(7-methoxy-4-coumaryl)propionic acid] and the DNP (2,4-dinitrophenyl) group at various positions resulted in >90% quenching efficiency and strong product fluorescence. Shortening the hTDP sequence to an octapeptide from histidine in P5 to histidine in P3' (substrate 3) resulted in an acceptable k(cat)/K(m) (41000 M(-1).s(-1)) and further systematic variation gave substrate 9, DNP-Lys-His-Pro-Phe-His-Leu-Val-Ile-His-L-Amp, with a k(cat)/K(m) value of 350000 M(-1).s(-1) and 94% quenching efficiency. The free side chain of lysine, replacing the isoleucine residue at P6 position in the angiotensinogen sequence, contributed to the increased value for k(cat). The pH dependence of k(cat)/K(m) for renin and substrate 9 showed that the optimal pH is at pH 6-7. It also showed two titrating groups on the acidic side of the pH optimum, and one titrating group with a pK(a) of 7.8 on the alkaline side. The combination of good kinetic and spectroscopic properties resulted in a >20-fold improvement in the sensitivity of renin assay, compared with the commercial substrate Arg-Glu(EDANS)-Ile-His-Pro-Phe-His-Leu-Val-Ile-His-Thr-Lys(DABCYL)-Arg [where EDANS is 5-[(2-aminoethyl)amino]naphthalene-1-sulphonic acid and DABCYL is 4-(4-dimethylaminophenylazo)benzoic acid] (k(cat)/K(m)=268000 M(-1) x s(-1), quenching efficiency <80%). The detection limit in a microplate renin assay was 60 pM, making substrate 9 well suited for the evaluation of inhibitors at picomolar concentrations.

The development of valid and reliable instruments for attitudes' measurement has been proven crucial for the quality of research. This study is dealing with the development and validation of an attitude toward chemistry instrument. By using this instrument, 11th grade Greek students' attitudes regarding the difficulty, the interest, the usefulness of chemistry course, and the importance of chemistry were investigated. Gender and study specialization differences in students' attitudes toward chemistry were examined for this population. Report card grades for the chemistry course were used to measure students' achievement in chemistry and its correlation with students' attitudes toward chemistry was explored. © 2004 Wiley Periodicals, Inc. Sci Ed 88:535–547, 2004