DNA binding fluorescent proteins are useful probes for a broad range of biological applications.

Fluorescent protein–DNA-binding peptides or proteins (FP-DBP) are a powerful means to stain and visualize large DNA molecules on a fluorescence microscope. Here, we constructed 21 kinds of FP-DBPs using various colors of fluorescent proteins and two DNA-binding motifs. From the database of fluorescent proteins (FPbase.org), we chose bright FPs, such as RRvT, tdTomato, mNeonGreen, mClover3, YPet, and mScarlet, which are four to eight times brighter than original wild-type GFP. Additionally, we chose other FPs, such as mOrange2, Emerald, mTurquoise2, mStrawberry, and mCherry, for variations in emitting wavelengths. For DNA-binding motifs, we used HMG (high mobility group) as an 11-mer peptide or a 36 kDa tTALE (truncated transcription activator-like effector). Using 21 FP-DBPs, we attempted to stain DNA molecules and then analyzed fluorescence intensities. Most FP-DBPs successfully visualized DNA molecules. Even with the same DNA-binding motif, the order of FP and DBP affected DNA staining in terms of brightness and DNA stretching. The DNA staining pattern by FP-DBPs was also affected by the FP types. The data from 21 FP-DBPs provided a guideline to develop novel DNA-binding fluorescent proteins.

In welcoming chemistry learning that emphasizes the quality of students, the teacher’s role is very important. As a prospective chemistry teacher, students must be prepared critically, both in terms of mastery of teaching materials and the development of learning models that are implemented. One of the alternatives offered is guided inquiry-based learning, which aims to develop students’ abilities so that exploration can continue. This study aims to develop valid dan practical product of chemical equilibrium practicum module based on guided inquiry to be used by chemistry education students in the experiment, so that students are able to think critically and reflectively. This research is a design thinking through the framework of Empathize, Define, Ideate, Prototype, and Test (EDIPT), with chemistry education students. Supporting instruments of this research include consultation sheets, observation sheets, and student response questionnaires. Data analysis was conducted in quantitative descriptive. The results of the study show that the practicum module developed can help developing the flow of students’ thinking carefully, analyse practical needs, design varied practicum topics, and reflect on experience during designing and implementing experiments. The average of students responds well to the development of the practicum module.