Instructions for Students to Study and Do Homework (2 Minutes)

plan in notebook

HARVEST REPORT FORM

STT

Object	Number of chromosomes/cell	Explain the mechanism of mutation formation
1	Normal people	46	Normal
2	Down syndrome	47	gamete (n) x gamete (n + 1) → zygote (2n + 1= 46 + 1)
3	Patient Tron	45	gamete (22 + X) x gamete ( 22 + 0 ) → zygote (44 + X0)

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Instructions for Students to Study and Do Homework (2 Minutes)
Instructions for Students to Study and Do Homework (2 Minutes)
Methods and Forms of Teaching Vietnamese Subject According to Capacity Development Orientation for Primary School Students
Car body electrical practice - 8 zt2i3t4l5ee zt2a3gs zt2a3ge zc2o3n4t5e6n7ts If the voltage is out of specification, replace the wire or connector. If the voltage is within specification, install the front fog light relay and follow step 5. Step 5 Check the front fog light switch - Remove the D4 connector of the fog light switch - Use a multimeter to measure the resistance of the front fog light switch. Measurement location Condition Standard D4-3 (BFG) -D4-4 (LFG) Light switchFront Fog OFF >10kΩ D4-3 (BFG) -D4-4 (LFG) Front fog light switchON <1 Ω - Standard resistor D4 connector is located on the combination switch assembly. If the resistance is out of specification, replace the combination switch (the fog light switch is located in the combination switch). If the resistance is within specification, follow step 6. Step 6 Check wiring and connectors (front fog light relay-light selector switch) - Disconnect connector D4 of the combination switch assembly - Use a voltmeter to measure the voltage value of jack D4 on the wire side. Measurement location Control modecontrol Standard D4-3 (BFG) - (-) AQ TAIL 11 to 14 V D4 connector for the wiring of the combination switch assembly If the voltage does not meet the standard, replace the wire or connector. If the voltage is within standard, there may have been an error in the previous measurements. Step 7 Check the front fog lights - Remove the front fog light electrical connector. - Supply battery voltage to the fog lamp terminals Jack 8, B9 of front fog lamp on the electrical side blind first. Power supply location Terms and Conditions Battery positive terminal - Terminal 2Battery negative terminal - Terminal 1 Fog lightsbefore morning - If the light does not come on, replace the bulb. If the light is on, re-plug the jack and continue to step 8. Step 8 Check wiring and connectors (relay and front fog lights) - Disconnect the B8 and B9 connectors of the front fog lights. - Use a voltmeter to measure voltage at the following locations: Measurement location Switch location Terms and Conditions B8-2 - (-) AQ Electric lock ON TAIL size switchFog switch ON 11 to 14 V B9-2 - (-) AQ Electric lock ONTAIL size switch Fog switch ON 11 to 14 V B8 and B9 connectors on the front fog lamp wiring side Voltage is not up to standard, repair or replace the jack. If up to standard, there may have been an error in the measurement process. 2.2.4. Procedure for removing, installing and adjusting fog lights 1. Procedure for removing - Remove the front inner ear pads Use a screwdriver to remove the 3 screws and remove the front part of the front inner ear liner -Remove the fog light assembly + Disconnect the connector. + Use a screwdriver to remove 3 screws to remove the fog light cover 2. Installation sequence -Rotate the fog lamp bulb in the direction indicated by the arrow as shown in the figure and remove the fog lamp from the fog lamp assembly. -Rotate the fog light bulb in the direction indicated by the arrow as shown in the figure and install the light into the fog light assembly. - Use a screwdriver to install the fog light cover -Install the electrical connector Attention: Be careful not to damage the plastic thread on the lamp assembly. - Install the front inner ear pads Use a screwdriver to install the front inner bumper with 3 screws. 3. Prepare the vehicle to adjust the fog light convergence. Prepare the vehicle: - Make sure there is no damage or deformation to the vehicle body around the fog lights. - Add fuel to the fuel tank - Add oil to standard level. - Add engine coolant to standard level. - Inflate the tire to standard pressure. - Place spare tire, tools and jack in original design position - Do not leave any load in the luggage compartment. - Let a person weighing about 75 kg sit in the driver's seat. 4. Prepare to check the fog light convergence a/ Prepare the vehicle status as follows: - Place the car in a dark enough place to see the lines. The lines are the dividing line, below which the light from the fog lights can be seen but above which it cannot. - Place the car perpendicular to the wall. - Keep a distance of 7.62 m between the center of the fog lamp and the wall. - Park the car on level ground. - Press the car down a few times to stabilize the suspension. Note: A distance of approximately 7.62 m is required between the vehicle (fog lamp center) and the wall to adjust the convergence correctly. If the distance of 7.62 m cannot be achieved, set the correct distance of 3 m to check and adjust the fog lamp convergence. (Since the target area varies with the distance, please follow the instructions as shown in the figure.) b/ Prepare a piece of thick white paper about 2 m high and 4 m wide to use as a screen. c/ Draw a vertical line through the center of the screen (line V). d/ Set the screen as shown in the picture. Note: - Keep the screen perpendicular to the ground. - Align the V line on the screen with the center of the vehicle. e/Draw the reference lines (H, V LH and V RH lines) on the screen as shown in the figure.HINT: Mark the center of the fog lamp on the screen. If the center mark cannot be seen on the fog lamp, use the center of the fog lamp or the manufacturer's name mark on the fog lamp as the center mark. H line (fog light height): Draw a line across the screen so that it passes through the center mark. Line H should be at the same height as the center mark of the fog light bulb. Line V LH, V RH (center mark position of left fog lamp LH and right fog lamp RH): Draw two lines so that they intersect line H at the center marks. 5. Check the fog light convergence a/ Cover the fog lamp or remove the connector of the other side fog lamp to prevent light from the unchecked fog lamp from affecting the fog lamp convergence test. b/ Start the engine. c/ Turn on the fog lights and make sure that the dividing line is outside the standard area as shown in the drawing. 6. Adjust the fog light convergence Use a screwdriver to adjust the fog light to the standard area by turning the toe adjustment screw. Note: If the screw is adjusted too far, loosen it and then tighten it again, so that the last rotation of the light adjustment screw is clockwise. 3. Self-study questions 1. Describe the operating principle of the lighting system with automatic headlight function 2. Describe the operating principle of the lighting system with the function of rotating headlights when turning 3. Draw diagram and connect lighting system on Hyundai Porter car 4. Draw diagram and connect lighting system on Honda Accord 1992 5. Draw the lighting circuit on a 1993 Toyota Lexus LESSON 3 MAINTENANCE AND REPAIR OF SIGNAL SYSTEM I. IMPLEMENTATION GOAL After completing this lesson, students will be able to: - Distinguish between types of signals on cars - Correctly describe common symptoms and suspected areas causing damage. - Connecting signal circuits ensures technical requirements - Disassemble, install, check, maintain and repair the signal system to ensure technical requirements. - Ensure safety in work and industrial hygiene II. LESSON CONTENT 1. General description The signal system equipped on cars aims to create signals to notify other vehicles participating in traffic about the vehicle's operating status such as: stopping, parking, braking, reversing, turning... Signals are used either by light such as headlamps, brake lights, turn signals….. or by sound such as horns, reverse music…. Just like the lighting system. A signal system circuit usually consists of: battery, fuse, wire, relay, electrical load and control switch. Only some switches of the signal system are on the combination switch. The switches of other signals are usually located in different locations such as in the gearbox or brake pedal…… 2. Maintenance and repair 2.1. Turn signals and hazard lights The installation location of the turn signal is shown in Figure 3.1. The turn signal control switch is located in the combination switch under the steering wheel. Turning this switch to the right or left will make the turn signal turn right or left. The hazard light switch is used when the vehicle has a problem while participating in traffic. When the hazard light switch is turned on, all the turn signals on the vehicle will light up at a certain frequency. The hazard light switch is usually placed separately from the turn signal switch (some old cars integrate the hazard and turn signal switches on the same combination switch cluster). Figure 3.1 Turn signal switch Figure 3.2 Hazard switch The part that generates the flashing frequency for the lights is called a turn signal relay. The turn signal relay usually has 3 terminals: B (positive power supply); E (negative power supply); L (providing the turn signal switch to distribute to the lamp) 2.1.1. Circuit diagram To generate the frequency for the turn signal, a turn signal relay is used in the turn signal circuit. The current from the turn signal relay will be sent to the turn signal switch assembly to distribute the current to the turn signal lights for the driver's purpose. Figure 3.3. Schematic diagram of a turn signal circuit without a hazard switch 1. Battery; 2. Electric lock; 3. Turn signal relay; 4. Turn signal switch; 5. Turn signal lamp; 6. Turn signal lamp; 7. Hazard switch Figure 3.4 Schematic diagram of turn signal circuit with hazard switch 1. Battery; 2. Combination switch cluster; 3. Turn signal; 4. Turn signal light; 5. Turn signal relay Today's cars no longer use three-pin turn signal relays (B, L, E) but use eight-pin turn signal relays (figure 3.5) (pin number 8 is used for hazard lights). For this type, the current supplying the turn signal lights is supplied directly from the turn signal relay to the lights. div.maincontent .p { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 14pt; margin:0pt; } div.maincontent p { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 14pt; margin:0pt; } div.maincontent .s1 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 13pt; } div.maincontent .s2 { color: black; font-family:"Times New Roman", serif; font-style: italic; font-weight: normal; text-decoration: none; font-size: 14pt; } div.maincontent .s3 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 14pt; } div.maincontent .s4 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 13pt; } div.maincontent .s5 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 13pt; vertical-align: 1pt; } div.maincontent .s6 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 11pt; } div.maincontent .s7 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 14pt; vertical-align: -9pt; } div.maincontent .s8 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 11pt; } div.maincontent .s9 { color: #008000; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 14pt; } div.maincontent .s10 { color: black; font-family:"Times New Roman", serif; font-style: italic; font-weight: normal; te
Identify Rating Levels and Rating Scales zt2i3t4l5ee zt2a3gstourism,quan lan,quang ninh,ecology,ecotourism,minh chau,van don,geography,geographical basis,tourism development,science zt2a3ge zc2o3n4t5e6n7ts of the islanders. Therefore, this indicator will be divided into two sub-indicators: a1. Natural tourism attractiveness a2. Cultural tourism attractiveness b. Tourist capacity The two island communes in Quan Lan have different capacities to receive tourists. Minh Chau Commune is home to many standard hotels and resorts, attracting high-income domestic and international tourists. Meanwhile, Quan Lan Commune has many motels mainly built and operated by local people, so the scale and quality are not high, and will be suitable for ordinary tourists such as students. c. Time of exploitation of Quan Lan Island Commune: Quan Lan tourism is seasonal due to weather and climate conditions and festivals only take place on certain days of the year, specifically in spring. In Quan Lan commune, the period from April to June and from September to November is considered the best time to visit Quan Lan because the cultural tourism activities are mainly associated with festivals taking place during this time. Minh Chau island commune: Tourism exploitation time is all year round, because this is a place with a number of tourist attractions with diverse ecosystems such as Bai Tu Long National Park Research Center, Tram forest, Turtle Laying Beach, so besides coming to the beach for tourism and vacation in the summer, Minh Chau will attract research groups to come for tourism combined with research at other times of the year. d. Sustainability The sustainability of ecotourism sites in Quan Lan and Minh Chau communes depends on the sensitivity of the ecosystems to climate changes. landscape. In general, these tourist destinations have a fairly high level of sustainability, because they are natural ecosystems, planned and protected. However, if a large number of tourists gather at certain times, it can exceed the carrying capacity and affect the sustainability of the environment (polluted beaches, damaged trees, animals moving away from their habitats, etc.), then the sustainability of the above ecosystems (natural ecosystems, human ecosystems) will also be affected and become less sustainable. e. Location and accessibility Both island communes have ports to take tourists to visit from Van Don wharf: - Quan Lan – Van Don traffic route: Phuc Thinh – Viet Anh high-speed boat and Quang Minh high-speed boat, depart at 8am and 2pm from Van Don to Quan Lan, and at 7am and 1pm from Quan Lan to Van Don. There are also wooden boats departing at 7am and 1pm. - Van Don - Minh Chau traffic route: Chung Huong high-speed train, Minh Chau train, morning 7:30 and afternoon 13:30 from Van Don to Minh Chau, morning 6:30 and afternoon 13:00 from Minh Chau to Van Don. f. Infrastructure Despite receiving investment attention, the issue of infrastructure and technical facilities for tourism on Quan Lan Island is still an issue that needs to be resolved because it has a direct impact on the implementation of ecotourism activities. The minimum conditions for serving tourists such as accommodation, electricity, water, communication, especially medical services, and security work need to be given top priority. Ecotourism spots in Minh Chau commune are assessed to have better infrastructure and technical facilities for tourism because there are quite complete and synchronous conditions for serving tourists, meeting many needs of domestic and foreign tourists. 3.2.1.4. Determine assessment levels and assessment scales Corresponding to the levels of each criterion, the index is the score of those levels in the order of 4, 3, 2, 1 decreasing according to the standard of each level: very attractive (4), attractive (3), average (2), less attractive (1). 3.2.1.5. Determining the coefficients of the criteria For the assessment of DLST in the two communes of Quan Lan and Minh Chau islands, the students added evaluation coefficients to show the importance of the criteria and indicators as follows: Coefficient 3 with criteria: Attractiveness, Exploitation time. These are the 2 most important criteria for attracting tourists to tourism in general and eco-tourism in particular, so they have the highest coefficient. Coefficient 2 with criteria: Capacity, Infrastructure, Location and accessibility . Because the assessment area is an island commune of Van Don district, the above criteria are selected by the author with appropriate coefficients at the average level. Coefficient 1 with criteria: Sustainability. Quan Lan has natural and human-made ecotourism sites, with high biodiversity and little impact from local human factors. Most of the ecotourism sites are still wild, so they are highly sustainable. 3.2.1.6. Results of DLST assessment on Quan Lan island a. Assessment of the potential for natural tourism development  For Minh Chau commune: + Natural tourism attractiveness is determined to be very attractive (4 points) and the most important coefficient (coefficient 3), so the score of the Attractiveness criterion is 4 x 3 = 12. + Capacity is determined as average (2 points) and the coefficient is quite important (coefficient 2), then the score of Capacity criterion is 2 x 2 = 4. + Exploitation time is long (4 points), the most important coefficient (coefficient 3) so the score of the Exploitation time criterion is 4 x 3 = 12. + Sustainability is determined as sustainable (4 points), the important coefficient is the average coefficient (coefficient 1), so the score of the Sustainability criterion is 4 x 1 = 4 points + Location and accessibility are determined to be quite favorable (2 points), the coefficient is quite important (coefficient 2), the criterion score is 2 x 2 = 4 points. + Infrastructure is assessed as good (3 points), the coefficient is quite important (coefficient 2), then the score of the Infrastructure criterion is 3 x 2 = 6 points. The total score for evaluating DLST in Minh Chau commune according to 6 evaluation criteria is determined as: 12 + 4 + 12 + 4 + 4 + 6 = 42 points Similar assessment for Quan Lan commune, we have the following table: Table 3.3: Assessment of the potential for natural ecotourism development in Quan Lan and Minh Chau communes Attractiveness of self-tourismof course Capacity Mining time Sustainability Location and accessibility Infrastructure Result Point DarkMulti Point DarkMulti Point DarkMulti Point DarkMulti Point DarkMulti Point DarkMulti CommuneMinh Chau 12 12 4 8 12 12 4 4 4 8 6 8 42/52 Quan CommuneLan 6 12 6 8 9 12 4 4 4 8 4 8 33/52 b. Assessment of the potential for humanistic tourism development  For Quan Lan commune: + The attractiveness of human tourism is determined to be very attractive (4 points) and the most important coefficient (coefficient 3), so the score of the Attractiveness criterion is 4 x 3 = 12. + Capacity is determined to be large (3 points) and the coefficient is quite important (coefficient 2), then the score of the Capacity criterion is 3 x 2 = 6. + Mining time is average (3 points), the most important coefficient (coefficient 3) so the score of the Mining time criterion is 3 x 3 = 9. + Sustainability is determined as sustainable (4 points), the important coefficient is the average coefficient (coefficient 1), so the score of the Sustainability criterion is 4 x 1 = 4 points. + Location and accessibility are determined to be quite favorable (2 points), the coefficient is quite important (coefficient 2), the criterion score is 2 x 2 = 4 points. + Infrastructure is rated as average (2 points), the coefficient is quite important (coefficient 2), then the score of the Infrastructure criterion is 2 x 2 = 4 points. The total score for evaluating DLST in Quan Lan commune according to 6 evaluation criteria is determined as: 12 + 6 + 6 + 4 + 4 + 4 = 36 points. Similar assessment with Minh Chau commune we have the following table: Table 3.4: Assessment of the potential for developing humanistic eco-tourism in Quan Lan and Minh Chau communes Attractiveness of human tourismliterature Capacity Mining time Sustainability Location and accessibility Infrastructure Result Point DarkMulti Point DarkMulti Point DarkMulti Point DarkMulti Point DarkMulti Point DarkMulti Quan CommuneLan 12 12 6 8 9 12 4 4 4 8 4 8 39/52 Minh CommuneChau 6 12 4 8 12 12 4 4 4 8 6 8 36/52 Basically, both Minh Chau and Quan Lan localities have quite favorable conditions for developing ecotourism. However, Quan Lan commune has more advantages to develop ecotourism in a humanistic direction, because this is an area with many famous historical relics such as Quan Lan Communal House, Quan Lan Pagoda, Temple worshiping the hero Tran Khanh Du, ... along with local festivals held annually such as the wind praying ceremony (March 15), Quan Lan festival (June 10-19); due to its location near the port and long exploitation time, the beaches in Quan Lan commune (especially Quan Lan beach) are no longer hygienic and clean to ensure the needs of tourists coming to relax and swim; this is also an area with many beautiful landscapes such as Got Beo wind pass, Ong Phong head, Voi Voi cave, but the ability to access these places is still very limited (dirt hill road, lots of gravel and rocks), especially during rainy and windy times; In addition, other natural resources such as mangrove forests and sea worms have not been really exploited for tourism purposes and ecotourism development. On the contrary, Minh Chau commune has more advantages in developing ecotourism in the direction of natural tourism, this is an area with diverse ecosystems such as at Rua De Beach, Bai Tu Long National Park Conservation Center...; Minh Chau beach is highly appreciated for its natural beauty and cleanliness, ranked in the top ten most beautiful beaches in Vietnam; Minh Chau commune is also home to Tram forest with a large area and a purity of up to 90%, suitable for building bridges through the forest (a very effective type of natural ecotourism currently applied by many countries) for tourists to sightsee, as well as for the purpose of studying and researching. Figure 3.1: Thenmala Forest Bridge (India) Source: https://www.thenmalaecotourism.com/(August 21, 2019) 3.2.2. Using SWOT matrix to evaluate Quan Lan island tourism General assessment of current tourism activities of Quan Lan island is shown through the following SWOT matrix: Table 3.5: SWOT matrix evaluating tourism activities on Quan Lan island Internal agent Strengths- There is a lot of potential for tourism development, especially natural ecotourism and humanistic ecotourism.- The unskilled labor force is relatively abundant.- resource environmentunpolluted, still Weaknesses- Poorly developed infrastructure, especially traffic routes to tourist destinations on the island.- The team of professional staff is still weak.- Tourism products in general quite wild, originalintact general and DLST in particularalone is monotonous. External agents Opportunity- Tourism is a key industry in the socio-economic development strategy of the province and Van Don economic zone.- Quan Lan was selected as a pilot area for eco-tourism development within the framework of the green growth project between Quang Ninh province and the Japanese organization JICA.- The flow of tourists and especially ecotourism in the world tends toincreasing Challenge- Weather and climate change abnormally.- Competition in tourism products is increasingly fierce, especially with other localities in the province such as Ha Long, Mong Cai...- Awareness of tourists, especially domestic tourists, about ecotourism and nature conservation is not high. Through summary analysis using SWOT matrix we see that:  To exploit strengths and take advantage of opportunities, it is necessary to: - Diversify products and service types (build more tourism routes aimed at specific needs of tourists: experiential tourism immersed in nature, spiritual cultural tourism...) - Effective exploitation of resources and differentiated products (natural resources and human resources) div.maincontent .p { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 14pt; margin:0pt; } div.maincontent p { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 14pt; margin:0pt; } div.maincontent .s1 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 13pt; } div.maincontent .s2 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 13pt; } div.maincontent .s3 { color: #0D0D0D; font-family:"Times New Roman", serif; font-style: normal; font-weight: bold; text-decoration: none; font-size: 14pt; } div.maincontent .s4 { color: black; font-family:"Times New Roman", serif; font-style: italic; font-weight: normal; text-decoration: none; font-size: 14pt; } div.maincontent .s5 { color: black; font-family:"Times New Roman", serif; font-style: italic; font-weight: bold; text-decoration: none; font-size: 14pt; } div.maincontent .s6 { color: black; font-family:"Times New Roman", serif; font-style: italic; font-weight: normal; text-decoration: none; font-size: 14pt; vertical-align: -3pt; } div.maincontent .s7 { color: black; font-family:"Times New Roman", serif; font-style: italic; font-weight: normal; text-decoration: none; font-size: 14pt; vertical-align: -2pt; } div.maincontent .s8 { color: black; font-family:"Times New Roman", serif; font-style: italic; font-weight: normal; text-decoration: none; font-size: 14pt; vertical-align: -1pt; } div.maincontent .s9 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 14pt; } div.maincontent .s10 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: bold; text-decoration: none; font-size: 14pt; } div.maincontent .s11 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 14pt; } div.maincontent .s12 { color: black; font-family:Symbol, serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 14pt; } div.maincontent .s13 { color: black; font-family:Wingdings; font-style: normal; font-weight: normal; text-decoration: none; font-size: 14pt; } div.maincontent .s14 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 9pt; vertical-align: 5pt; } div.maincontent .s15 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 9pt; vertical-align: 5pt; } div.maincontent .s16 { color: black; font-family:Cambria, serif; font-style: italic; font-weight: normal; text-decoration: none; font-size: 14pt; } div.maincontent .s17 { color: #080808; font-family:"Times New Roman", serif; font-style: normal; font-weight: bold; text-decoration: none; font-size: 14pt; } div.maincontent .s18 { color: #080808; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 14pt; } div.maincontent .s19 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 11pt; } div.maincontent .s20 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 10pt; } div.maincontent .s21 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: bold; text-decoration: none; font-size: 11pt; } div.maincontent .s22 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 11pt; } div.maincontent .s23 { color: black; font-family:"Times New Roman", serif; font-style: italic; font-weight: normal; text-decoration: none; font-size: 14pt; } div.maincontent .s24 { color: #212121; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; tex

3. Comments (2')

- Teachers comment on the lesson and evaluate the results of the groups.

4. HDVN (1')

- Complete the report.

- Review knowledge about Mendelian genetics.

Comments after class:

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................................................................ ................................................................ ..........................

Date of preparation:

Chapter II - REGULARITY OF HEREDITY PHENOMENA

Lesson 8 - Lesson 8: MENDEL'S LAW: LAW OF SEPARATION

I- Objectives:

1. Knowledge:

After completing this lesson, students should be able to

- Describe the experiment and understand how to explain the results of Mendel's experiment. Present the content of the law of segregation.

- Understand the cytological basis of the law of segregation.

2. Skills:

- Practice observation and analysis skills to collect information.

3. Application:

- Have the awareness to apply knowledge of the law of segregation into production practice.

- Apply knowledge to do exercises

4. Capacity development

a/ Knowledge capacity:

- Students can determine what the learning objectives of the topic are .

- Practice and develop analytical and generalizing thinking skills.

- Students can ask many questions about the learning topic b/ Life skills:

- Ability to demonstrate confidence when presenting ideas in front of groups, teams, and classes.

- Ability to present thoughts/ideas; collaborate; manage time and assume responsibility, in group activities.

- Ability to search and process information.

- Self -management : Be aware of the factors that affect you : impact on

learning process such as friends, learning tools, teachers...

- Correctly identify the rights and obligations of learning the subject...

- Team management : Listen and respond positively , create

II. TEACHING METHODS AND TECHNIQUES

1. Teaching methods

- Problem posing and solving methods…

- Group teaching method, verification method

2. Teaching techniques

open source

set ...

-Lightning technique, feedback technique in teaching, brainstorming technique.

II- Preparation:

1. Teacher:

- Film (animated picture) about monohybrid hybridization and the cytological basis of the law of segregation.

- Study card.

2. HS:

- Review lesson 2,3 SH 9.

III- Lesson progress:

1. Check: No check.

2. New lesson:

At the same time as Mendel, there were many people who studied Genetics, but why is he considered the father of Genetics? What made him achieve such success?

that work?

Teacher activities

Student activities

Content

A. STARTUP

* Target :

- Stimulate students' interest in finding out what they already know about the law of segregation

- Train students' critical thinking skills.

* Method: Presentation, analysis, commentary

* Competency orientation: problem solving, cognitive ability

Introduction to MENDEL to enter the lesson

Humanity has witnessed great achievements in biology in general and genetics in particular. Perhaps, anyone interested in biology or who studied it in high school remembers Gregor Johann Mendel, the father of genetics. His laws of inheritance have been and are the foundation for biotechnology today.

Mendel's contributions to the field of biology are compared to Newton's contributions to physics. However, at his time, people did not realize the importance and great value that Mendel's research brought to humanity. In the eyes of people at that time, he was just an unknown monk, an amateur scientist. But the incorrect assessments of the scientific community at that time did not make Mendel stop his research work. He continued to quietly explore and discover as if it were a need.

by itself

Gregor Johann Mendel was born on July 22, 1822, in Moravia, Austria (now the Czech Republic), into a poor peasant family. From a young age, he was always interested in taking care of plants in the garden.

B: KNOWLEDGE FORMATION

* Target :

- Describe the experiment and understand how to explain the results of Mendel's experiment. Present the content of the law of segregation.

- Understand the cytological basis of the law of segregation.

* Method: Presentation, analysis, commentary

* Competency orientation: problem solving, cognitive ability

Activity 1: Mendel's genetic research method.

1. Require students to read the textbook section I, combine the knowledge learned in lessons 1, 2 SH 9 to complete the following content in 10 minutes:

- State the characteristics of Mendel's genetic research method.

- State the experiment of

Mendel? From the experimental results, what can you conclude about the trend?

Students learn about Mendel's genetic research methods.

- Read the textbook and reproduce the knowledge of grade 9, complete the requirements set by the teacher.

- Research methods

- Experiment

- F 1 is gay like the father or mother.

I/ Mendel's genetic research method. (20 minutes)

Hybrid analysis method with procedure (Textbook)

- Based on what did Mendel conclude that the phenotype ratio of 3:1 in F2 corresponds to the genotype ratio of 1:2:1?

2. Call on a few random students to answer each content, and let the class discuss, comment and add to each content. Then the teacher edits and explains (if necessary) and summarizes for students to take notes.

Activity 2: Forming Mendel's scientific theory and the cytological basis of the law of segregation.

1. Distribute worksheets to groups of desks.

2. Introduce the video about monohybrid crossbreeding and the cytological basis of the law of segregation.

3. Ask students to watch the film, independently read textbook sections II and III, and discuss in groups to complete the study sheet within 10 minutes.

4. For each content of the study sheet, you can use the results of a different group and organize for other groups to comment and supplement.

5. Complete each content for students to take notes.

6. Comments and evaluation of the groups' operational awareness.

- F 1 only expresses the traits of one parent, F 2 expresses both traits of the father and mother with a ratio of 3:1

- From the result F 3 .

Students learn about the formation process of Mendel's scientific theory, the content of the law of segregation and the cytological basis of the law of segregation.

- Receive study vouchers

- Follow the teacher's introduction.

- Watch the film, read the textbook independently and discuss in groups to complete the content of the study sheet.

- Discuss each content of the worksheet and evaluate your group's results.

- Take notes as per the edited study sheet content.

II/ Formation of scientific theory. (15')

(Explanation according to Mendel and the content of the law as the answer sheet).

III/ Cytological basis of the law of segregation. (7')

(as the answer sheet)

C: PRACTICE

Objective: - Practice to help students consolidate what they already know.

- Train students' self-study skills, communication and cooperation skills, and problem-solving skills.

Teaching method: Assigning homework

Direction of trait expression in F 1 ? About the trait expression of parents in F 1 and F 2 ?

Competency development direction: problem solving, communication skills, cognitive skills.

* How to proceed:

- The teacher gives us a situation with multiple choice questions.

- Students do exercises and multiple choice questions in groups (4 groups).

Question 1: Mendel's method of hybridization and analysis of hybrid organisms includes the following steps:

(1) Give a hypothesis to explain the results and prove the hypothesis.

(2) Cross different pure lines for one or more traits and then analyze the results in F 1 , F 2 , F 3 .

(3) Create purebred lines.

(4) Use probability math to analyze the cross results. The correct order of steps that Mendel performed is A. (2) → (3) → (4) → (1)

B. (1) → (2) → (4) → (3)

C. (3) → (2) → (4) → (1)

D. (1) → (2) → (3) → (4)

Answer: C

Question 2: When proposing the hypothesis that each trait is determined by a pair of genetic factors, the genetic factors in the cells do not mix with each other and separate evenly into gametes. How did Mendel test his hypothesis?

A. Let F1 cross analyze

B. Let F2 self -pollinate

C. Let F1 crossbreed with each other

D. Let F1 self -pollinate

Show answer

Answer: A

Question 3: According to Mendel, the mechanism governing the inheritance and expression of a pair of contrasting traits through generations is due to

A. The separation and combination of genetic factors in meiosis and fertilization

B. the combination of homologous chromosome pairs in fertilization

C. the separation and combination of homologous chromosome pairs in meiosis and fertilization

D. The separation and combination of genetic factors in meiosis

Answer: A

Question 4: Which of the following is not true according to Mendel's law of segregation?

A. Each trait of the body is determined by a pair of genetic factors.

B. Each trait of the body is determined by many pairs of genes.

C. Due to the equal segregation of genetic factors, each gamete contains only one factor of the pair.

D. Although F1 is a hybrid organism, when creating gametes, the gametes are pure.

Show answer

Answer: B

Objective: - Create opportunities for students to apply acquired knowledge and skills to new situations and contexts, especially in real life.

-Training thinking and analytical skills.

Teaching methods: Group teaching; problem-solving teaching; presentation method; use of visual aids

Capacity development orientation: Experimental capacity, observation capacity, creative capacity, communication capacity. Self-confidence, independence, communication.

Study card

Watch the video clip about monohybrid hybridization and the cytological basis of the law of independent segregation and combination, read the textbook sections II and III, then discuss in groups to complete the following worksheet within 10 minutes.

1. State the content and explain the experimental results according to Mendel and the chromosome theory (cytological basis) by filling in the content in the following table:

2. Present Mendel's hypothesis testing method.

E: EXPAND (2')

Objective: To explore and expand knowledge, summarize all the knowledge learned

Teaching method: Assigning tasks

Capacity development orientation: autonomy-self-study, understanding nature and society, problem solving

Draw a mind map for the lesson

D: APPLICATION (8')

Content of the rules and explanation of the results

Mendelian fruit

According to chromosome theory (basis)

cytology)

4. Guide students to study and do homework (2 minutes)

1. Study the lesson and answer the questions and do exercise 1/page 66 Textbook.

2. Review lessons 4, 5 SH 9.

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Lesson 9 - Lesson 9: MENDEL'S LAW: LAW OF INDEPENDENT SEGMENTATION

I. OBJECTIVES

After completing this lesson, students should be able to

1. Knowledge:

Describe Mendel's two-trait cross experiment.

- Explain why Mendel deduced the law of independent segregation of allele pairs during gamete formation.

- Present the content of the law of independent assortment.

- Explain the cytological basis of the law of independent assortment.

- Infer the genotype of an organism based on the results of phenotypic segregation of the experiments.

hybrid

- Form a general formula for gamete separation rate, genotype and phenotype ratio

shape in polyhybrid crosses.

2. Skills:

- Develop skills in observing and analyzing visual channels.

- Develop skills in analyzing experimental results.

3. Application:

- Know how to apply the combination formula to explain the diversity of living things.

- Know how to apply knowledge to solve related exercises.

4. GDMT:

- Recognize the appearance of combinatorial variations that create raw materials for evolution and breeding, creating species diversity, being aware of protecting emerging variations, and preserving biodiversity.

5. Capacity development