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

- 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: Recognize factors that affect yourself : impact on the learning process such as friends , learning tools, teachers...

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

- Team management : Listening and positive feedback , creating

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.

III. PREPARATION

1. Teacher:

- Video (animation) about the mechanism of aneuploidy.

2. HS:

- Study old lessons and review lesson 23 Biology 9.

III. LEARNING ACTIVITIES

1. Review old lesson: (5')

a. Question:

Teachers can use multiple choice questions related to key knowledge of the previous lesson to test.

1/ Level 1 of chromosome twist is

A. elementary fibers, 10 nm diameter.

B. chromatin fiber, diameter 30 nm.

C. supercoil, diameter 300 nm.

D. chromatid, diameter 700 nm. 2/ Chromosomal deletion mutation is

A. the loss of chromosome segments, reducing the number of genes on the chromosome.

B. a segment of a chromosome can be repeated one or more times, increasing the number of genes on it.

C. A segment of chromosome breaks off, then flips 180 degrees and reconnects, changing the gene distribution sequence.

D. The exchange of non-homologous chromosome segments changes the group of linked genes.

3/ Chromosomal segment duplication mutation is

A. the loss of chromosome segments, reducing the number of genes on the chromosome.

B. a segment of a chromosome can be repeated one or more times, increasing the number of genes on it.

C. A segment of chromosome breaks off, then flips 180 degrees and reconnects, changing the gene distribution sequence.

D. The exchange of non-homologous chromosome segments changes the group of linked genes. 4/ Chromosomal translocation mutation is

A. the loss of chromosome segments, reducing the number of genes on the chromosome.

B. a segment of a chromosome can be repeated one or more times, increasing the number of genes on it.

C. A segment of chromosome breaks off, then flips 180 degrees and reconnects, changing the gene distribution sequence.

D. The exchange of non-homologous chromosome segments changes the group of linked genes.

b. Answers - score:

Answer: 1A, 2A, 3B, 4D each correct answer is 2.5 points.

2. New lesson:

Teacher activities

Student activities

Content

A. STARTUP

* Target :

- Stimulate students' interest in finding out what they already know about chromosome number mutations

- Train students' critical thinking skills.

* Method: Presentation, analysis, commentary

* Competency orientation: problem solving, cognitive ability

Diploid organisms have a normal chromosome set of 2n. What happens when an organism of a species has a chromosome set that is not 2n? Why do organisms with that chromosome set appear? The teacher lets students observe some images.

image of chromosome number mutation

Maybe you are interested!

* Target :

- Present the concept of chromosome number mutation.

- Distinguish between types of chromosome number mutations.

- Describe the causes and mechanisms of chromosome number mutations.

* Method: Presentation, analysis, commentary

* Competency orientation: problem solving, cognitive ability

Ask students to review the concept of chromosome number mutation learned in grade 9.

Activity 1: Guide students to learn the concept and classification, mechanism of occurrence and consequences, and significance of aneuploidy.

1. Ask students to observe figure 6.1 and read textbook section I for 7 minutes and complete the following requirements.

- Point out the similarities and differences between the forms: null, monosomy, trisomy and tetrasomy. From there, give a general formula for the number of chromosomes in the above forms.

- Present the concept of aneuploidy.

- What is a double form, a double four form?

- What mechanisms cause aneuploidy?

- Why do aneuploid mutations often cause death or reduced vitality?

- State the role of aneuploidy.

2. Each corresponding content requires a few students.

Students review the concept

Students learn about the concept and classification, mechanism of occurrence and consequences, and significance of aneuploidy.

- Observe the picture + read the textbook.

- Same: Change in chromosome number in 1 or several pairs.

- Other: null: missing both chromosomes of the pair; form 1: missing 1 chromosome of the pair; form 3: extra 1 chromosome

of the pair; type 4: extra 2 chromosomes of the pair.

- State the concept.

- Quadruple chromosome: 4 extra chromosomes in 2 different pairs; Monoduplex: 2 missing chromosomes in 2 different pairs.

- Chromosomes do not separate in mitosis and meiosis.

- Aneuploidy often causes death because it disrupts the balance of the entire genome.

* General concept : (2')

I/ Aneuploidy. (18')

1. Concept and classification:

- Concept: Textbook

- Classification: There are 2 common forms: monosomy 2n-1, trisomy 2n+1.

There are also other forms: null, single double, triple double, quadruple, and quadruple double.

2. Mechanism of occurrence:

Due to cell division disorder -> one or several pairs of chromosomes do not separate.

- Non-disjunction occurs in meiosis -> abnormal gametes, fertilization with normal gametes -> aneuploidy.

- Non-disjunction occurs in somatic cell mitosis.

-> mosaic

3. Consequences: Textbook.

4. Meaning:

Aneuploidy provides raw material for evolution and breeding.

B: KNOWLEDGE FORMATION

Activity 2: Guide students to learn about polyploidy mutations.

1. Distribute worksheet number 1 to groups of desks.

2. Ask students to observe diagrams 6.2 and 6.3, independently read textbook section II, and discuss in groups to complete the content of worksheet number 1 within 10 minutes.

3. Collect the answer sheets from any group and hang/project them on the board for the whole class to observe and comment on. At the same time, ask the remaining groups to exchange results to cross-check with each other.

4. Call on any students (from other groups) to comment on and evaluate the results, and add each part to the form posted on the board.

5. Comment on and evaluate the activities of each group and supplement and complete the content that students did not do correctly. (Provide answer sheets or correct directly on the results sheet of a group that has been posted for the whole class to see).

discuss).

Students learn about polyploidy mutations.

- Receive study cards by table group.

- Observe the picture and read the textbook independently, then discuss in groups to complete the content of worksheet number 1.

- One group submits their study sheets, the remaining groups exchange sheets to cross-check with each other.

- Discuss, comment, and supplement incomplete content of the ballot on the board.

- Take notes according to the edited content on the study sheet

II/ Polyploidy mutation. (15') 1. Concept and mechanism of autopolyploidy generation.

*) Concept.

It is a type of mutation that increases the number of haploid chromosomes of a species by a factor of 1 and is greater than 2n.

For example: 3n, 4n, 5n, 6n, 7n, 8n,.... in which 3n, 5n, 7n,... are called odd polyploids; also 4n, 6n, 8n,... are called even polyploids.

*) Mechanism of occurrence:

The teacher explains according to the diagram.

2. Concept and mechanism of allopolyploidy.

*) Concept.

Is the phenomenon of increasing the number of haploid chromosome sets of 2 different species in 1 cell.

*) Mechanism of occurrence:

The teacher explains according to the diagram.

3. Consequences and role of polyploidy .

Plays an important role in evolution and breeding because it contributes to the formation of new species and new breeds (mainly

flowering plant

C: PRACTICE

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

Students answer and let the class discuss to unify and complete each unit of knowledge. With each unit of knowledge, the teacher can conclude for students to take notes.

Teaching method: Assigning homework

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 11: When treating diploid forms with genotypes AA, Aa, aa with the agent colsixin, which of the following tetraploid forms can be created?

(1) AAAA. (2) AAAa. (3) AAaa. (4) Aaaa. (5) aaaa. The correct answer is:

A. (1), (2) and (3)

B. (1), (3) and (5)

C. (1), (2) and (4)

D. (1), (4) and (5)

Show answer

Answer: B

Question 12: In a plant species, chromosome pair 1 contains gene pair Aa, chromosome pair 3 contains gene pair bb. If in all cells, chromosome pair 1 does not separate in meiosis II, chromosome pair 3 separates normally, then an organism with genotype Aabb will produce gametes with genotypes

A. AAb, aab, b

B. Aab, b, Ab, ab

C. AAbb

D. Abb, abb, Ab, ab Show answer Answer : A

Explain :

In all cells, chromosome pair 1 does not separate in meiosis II to give gametes containing chromosomes AA, aa, O; chromosome pair 3 separates normally to give gametes containing b → The types of gametes produced are: (AA, aa, O)(b) = AAb, aab, b.

D: APPLICATION (8')

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

Distinguish between aneuploidy and polyploidy according to the following table:

Distinguishing criteria

Aneuploidy

Polyploidy

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

Concept
Forms
Mechanism of formation
Consequence
Role
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
Give some examples of polyploidy in plants.

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

- Study the lesson and answer the questions and exercises at the end of the lesson.

- Complete the study form.

----------------------------------------------

Date of preparation:

Lesson 7 – Lesson 7: PRACTICE

OBSERVATION OF CHROMOSOME NUMBER MUTATIONS ON FIXED AND TEMPORARY SLIDES

I. Lesson objectives

1. Knowledge

- Identify some types of chromosome mutations on fixed chromosome specimens.

2. Skills

- Practice skills in making chromosome slides and determining the number of chromosomes under a microscope.

- Observe homologous chromosome pairs of humans in the photo.

3. Attitude

- Maintain laboratory equipment and safety while performing experiments.

4. Capacity development

a/ Knowledge capacity:

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

- Students know how to make chromosome specimens. 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 : Active listening and feedback , creating

II. TEACHING METHODS AND TECHNIQUES

1. Teaching methods

- Problem posing and solving methods…

excited to learn

set ...

- Group teaching method, verification method

2. Teaching techniques

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

II. Preparation

- Optical microscope (1 for 4 students)

- Chromosome slides of normal and abnormal human leukocyte cells.

- Drawing of normal and abnormal human chromosome sets.

III. Lecture progress

1. 15 minute test

a. Question:

The cells of an organism have 2n = 18. Calculate the number of chromosomes in haploid, triploid, and tetraploid forms.

Which of the above forms is an even polyploid and which is an odd polyploid? Describe the mechanism of formation of the above polyploid forms (with diagram).

b. Answer - score:

- Determine the number of chromosomes (3 points)

Haploid n = 9. Triploid 3n = 27. Tetraploid 4n = 36

- In which: 3n is odd polyploid, 4n is even polyploid. (2 points)

- Formation mechanism:

+ In meiosis: (4 points)

2n = 18 x 2n = 18 2n = 18 x 2n = 18

Normal GP GP disorder GP disorder GP disorder n = 9 2n = 18 2n = 18 2n = 18

(haploid gamete) (diploid gamete) (diploid gamete) 3n 4n

Triploid Tetruploid

+ In Mitosis: (1 point)

nxn 2n First NP disorder 4n develops into tetraploidy.

2. New post

Teacher's activities

Game Activities

* Activity 1:

Teacher: Divide the class into 6 groups. Each group is equipped with:

- Optical microscope

- Fixed slides of normal and abnormal human leukocyte chromosome sets. Teacher: Hang pictures of normal and abnormal chromosome sets in humans and some other species.

- Distribute sample forms to groups

- State the requirements when observing.

Teacher: Observe the working groups, remind and help the weaker groups.

- Check the results of the groups right on the microscope.

Teacher: Ask for general discussion on the results achieved.

Teacher: Comments, evaluations

* Activity 2: Write a report on the harvest. Teacher: asks students to write a sample report on the harvest.

1. Observe the types of chromosome number mutations on the fixed slide. (20')

HS: Observe the picture:

- Each person carefully observes the pictures.

+ Apply theory, discuss in groups to identify types of chromosome number mutations (trisomy, monosomy,....)

HS: Observe the specimen: