2. HS:
Review lesson 4,5 SH 9.
III- TTBH:
1. Test: (5 minutes)
a. Question:
Let brown beans cross with white beans to get F1 with all brown beans. Let F1 self-pollinate to get F2 with a ratio of 3 brown beans: 1 white beans. Discuss and write a cross diagram from P to F2.
b. Answers - score sheet:
F1 homozygous all brown seeds P is purebred and brown seeds are dominant over white seeds. F2 gives a ratio of 3:1 follow Mendel's law of segregation. (3 points)
Gene convention: A - brown seeds, a - white seeds. (1 point)
Cross diagram: P: AA x aa ( 1 point)
Gp: A a (1 point) F1: Aa (100% brown beans) x Aa (1 point) GF1: A, a A, a (1 point)
F2: 1AA: 2Aa: 1aa (1 point)
3 brown seeds: 1 white seed (1 point)
2. New lesson:
Teacher activities
Student activities | Content | |
A. STARTUP * Target : - Stimulate students' interest in finding out what they already know about - Train students' critical thinking skills. * Method: Presentation, analysis, commentary * Competency orientation: problem solving, cognitive ability | ||
The teacher lets students play the Guessing game. Through the process of reproduction, offspring inherit many characteristics similar to their parents and ancestors, but there are also many characteristics that are different from them. Why does this happen? SP to be achieved after completing the activity: Students pay attention; Think about the problem; Participate in reading comprehension activities to find answers to the warm-up situations, From the above question-posing method, the teacher leads students into new activities: Knowledge formation activities. | ||
B: KNOWLEDGE FORMATION * Target : 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. * Method: Presentation, analysis, commentary * Competency orientation: problem solving, cognitive ability | ||
Maybe you are interested!
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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
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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.
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Identify Rating Levels and Rating Scales
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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)
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1. Ask students to read section I of the textbook to recreate Mendel's experiment and complete the following requirements within 10 minutes:
- How did Mendel conduct a two-trait cross-breeding experiment on peas?
- Based on what could Mendel conclude that the pairs of genetic factors in that experiment segregated independently from each other during the process of gamete formation?
- State the content of the law of independent assortment.
2. For each content, ask 1 student to present and then let the whole class discuss and supplement.
> Teacher corrects for students to take notes.
Activity 2 : Cytological basis of the law of independent assortment
1. Introduce the video about hybridization of two traits and the cytological basis of the law of independent assortment.
2. Ask students to read the textbook section II, combine and reproduce grade 9 knowledge to briefly present the cytological basis of the law of independent assortment.
Activity 3: The meaning of Mendel's laws of inheritance.
1. Ask students to read Textbook section III and complete the following requirements within 5 minutes:
- Perform command section III textbook
Students read textbooks to recreate Mendel's experiments. - Summary of Mendel's experiment. - Analysis of the segregation ratio of each individual trait is 3:1. The probability of each F2 phenotype is equal to the product of the ratios of the pairs of traits that make them up pairs of genetic factors that determine different traits segregate completely independently of each other during the process of gamete formation. - Present prepared content, make additional comments, and take notes. Students explain the cytological basis of the law of independent assortment. - Follow the teacher's introduction - Watch the video, read the textbook and present the basics of cytology. Students carry out the commands of part III of the textbook and state the meaning of Mendel's laws of inheritance. - Read textbook | I/ Experiment of crossbreeding two traits. (15') Pt/c VT x XN F 1 : 100% VT F 1 x F 1 F 2 : 9VT:3VN:3XT:1XN Analysis of experimental results: V: X = 3: 1 T : N = 3:1 => each trait is inherited independently. 3. Content of the law of independent assortment: Pairs of genetic factors that determine different traits separate independently during the process of gamete formation. II/ Cytological basis. (10') Independent segregation and free combination of homologous chromosome pairs in gamete formation lead to independent segregation and free combination of allele pairs. III/ The meaning of Mendel's laws. (10') - When we know that a certain trait is inherited according to Mendel's law, we can predict the cross-breeding results. - Explain the cause |
Activity 1: Experiment of crossbreeding 2 traits:
2. For each given request, call on a few random students to answer, ask the whole class to follow and comment.
3. Comment, supplement and improve knowledge for students to take notes
- Perform command section III textbook - practical significance: Predicting the results of separation in the next life - Theoretical significance: Explains the diversity of living things (recombination variation appears descendants have differences from parents and ancestors). - Answer each corresponding content and comment. - Take notes | the cause of the recombination variation | |
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 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: In humans, phenylketonuria is caused by a recessive gene mutation located on an autosomal chromosome. A normal father and mother have their first daughter with phenylketonuria. The probability that they will have a son and not have the disease is A. 1/2 B. 1/4 C. 3/4 D. 3/8 Show answer Answer: D Question 2: In sheep, the gene that determines coat color is located on the autosome. The allele A that determines white coat color is completely dominant over the allele a that determines black coat color. A male sheep is crossed with a female sheep, both of which are heterozygous. The lamb born is a white male sheep. If the lamb is crossed back to the mother, what is the probability of having a black-haired female sheep? A. 1/4 B. 1/6 C. 1/8 D. 1/12 Show answer Answer: D 3. The cytological basis of the law of independent division is A. Independent segregation and free combination of homologous chromosome pairs in gamete formation lead to independent segregation and free combination of allele pairs. | ||
- Present the practical and theoretical significance of Mendel's laws.
due to the inheritance of pairs of alleles on a chromosome together.
4. A plant species has gene A for tall plants, gene a for short plants; gene B for red fruit, gene b for white fruit. The genes are inherited independently. The hybrid has one phenotype of short plants and white fruit, accounting for 1/16. The genotypes of the parent plants are
AaBb x Aabb. B. AaBB x aaBb.
Aabb x AaBB. D. AaBb x AaBb. Answers 1A, 2D.
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. |
Explain why it is impossible to find two people with identical genotypes on Earth, except in the case of identical twins. Solution: In reality, it is impossible to find two people with identical genotypes (except in the case of identical twins) because the number of combinatorial variations that a pair of parents can produce is very large (2 23 × 2 23 = 2 46 different zygote types). |
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 |
Mind mapping |
independent assortment, free combination of chromosomes. genes located on chromosomes.
4. Guide students to study and do homework (2 minutes)
1. Complete the command in part II
2. Study the lesson and answer the questions and exercises in the textbook on pages 66 and 67.
Lesson 10 - Lesson 10: GENE INTERACTION AND PLUS EFFECT OF GENE
I. OBJECTIVES
1. Knowledge:
After completing this lesson, students should be able to
- Identify gene interactions through Mendel's phenotypic segregation ratio changes in two-trait crosses.
- Explain what additive interaction is and state the role of additive genes in determining quantitative traits.
- Explain that a gene can determine many different traits, through a specific example of the gene that determines sickle cell anemia in humans.
-Give examples of traits controlled by multiple genes (cumulative effects) and examples of pleiotropic effects of genes.
2. Skills:
- Develop observation skills.
- Develop skills in analyzing experimental results.
3. Attitude : love nature and creatures
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 set up b/ Life skills:
many questions about the subject
episode
- 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 : Listening and positive feedback , creating
II. TEACHING METHODS AND TECHNIQUES
1. Teaching methods
- Problem posing and solving methods…
open source
set ...
- Group teaching method, verification method
2. Teaching techniques
-Lightning technique, feedback technique in teaching, brainstorming technique.
II- preparation:
1. Teacher:
Figure 10.1, 10.2 Textbook.
2. HS:
III. Method:
- Presentation, visual.
IV Lesson progress:
1. Review: (5 minutes)
a. Question:
When crossing two purebred lines of beans with purple, smooth seeds and white, wrinkled seeds, the F1 line produces all beans with purple, smooth seeds. Allowing the F1 to self-pollinate will yield F2 with what ratio of genotype and phenotype? Knowing that the above cross follows Mendel's law of independent assortment.
b. Answers - score sheet:
- We see that F1 has all purple, smooth beans Purple>white, Smooth>wrinkled. To determine F2 we must write a cross diagram. (2 points)
Convention: A- purple seeds, a - white seeds. (1 point)
B – smooth seeds, b – wrinkled seeds.
Cross diagram: P t/c : AABB (purple, smooth) x aabb (white, wrinkled seeds) (3 points)
G p AB ab
F 1 : AaBb (all purple, smooth beans) x AaBb
GF1 AB, Ab, aB, ab AB, Ab, aB, ab
F2 ( 2 points)
AB | Ab | aB | ab | |
AB | AABB | AABb | AaBB | AaBb |
Ab | AABb | AAbb | AaBb | Aabb |
aB | AaBB | AaBb | aaBB | aaBb |
ab | AaBb | Aabb | aaBb | aabb |
F2 has the ratio of KG: 1 AABB KH: 9 A- B-: Purple, smooth beans. (3 points)
2 AABb 3 A- bb : Purple, wrinkled beans.
2 AaBB 3 aaB- : White, smooth beans.
4 AaBb 1 aabb : White, wrinkled beans. 2 Aabb
1 AAbb
2 aaBb
1 aaBB
1 aabb
2. New lesson:
Teacher activities
Student activities | Content | ||
A. STARTUP * Target : - Stimulate students' interest in learning new lessons - Train students' critical thinking skills. * Method: Presentation, analysis, commentary * Competency orientation: problem solving, cognitive ability | |||
Question: (1') In Mendel's experiment, when crossing purebred parents differing by 2 contrasting traits, F1 heterozygous for 2 pairs of genes produced a hybrid generation consisting of 16 combinations. So is it possible to cross parents belonging to 2 purebred lines differing by only one trait, but the offspring Does F2 also have 16 combinations? To answer this question, we study today's lesson . | |||
B: KNOWLEDGE FORMATION * Target : - Identify gene interactions through Mendel's phenotypic segregation ratio changes in two-trait crosses. - Explain what additive interaction is and state the role of additive genes in determining quantitative traits. - Explain that a gene can determine many different traits, through a specific example of the gene that determines sickle cell anemia in humans. * Method: Presentation, analysis, commentary * Competency orientation: problem solving, cognitive ability | |||
Activity 1: Guide students to learn the concept of relativity. | I/ Gene interaction. Gene interaction is the influence | ||
Require students to read textbook section I-1 and do the following:
- State the concept of gene interaction. Teacher explains what a non-allelic gene is.
Teachers provide students with some common ratios of complementary interaction styles.
The teacher gives the experiment and asks the students:
- Please state the similarities and differences between the cross experiment in complementary interactions compared to Mendel's two-trait cross experiment.
- From the phenotypic ratio in F 2, what can we conclude about the genotype of F 1 ?
- Summarize TN and write the theorem from P to F 2 .
3. For each given request, call on a few random students to answer, ask the whole class to follow and comment.
3. Comment, supplement and complete knowledge for students to take notes.
Activity 2: Guide students to learn the nature of additive interaction (10 minutes)
1. Ask students to read section I-2 and observe figure 10.1 in the textbook to complete the following content:
- What is cumulative interaction?
- Give an example of a trait that is caused by many factors.
Students learn about the concept of gene interaction and complementary interactions. - Read section I-1. Textbook - State the concept of gene interaction. Students review Tno and compare to find the law of inheritance. - Same: Pt/c; F 1 is homosexual; F 2 has 16 combinations. - Different: P is the same; F 1 is different from P; F 2 phenotypic ratio ≠ 9:3:3:1. - Because F 2 gives 16 combinations => F 1 is heterozygous for 2 gene pairs. - Write the SDL like the textbook - Present each of the above contents - Comment - Take notes Students explore the nature of additive interaction. - Read textbook section I-2 | between genes in the process of trait formation (non-allelic genes) 1. Additional interactions: - Ratio: 9:7; 9:6:1; 9 :4 :3 ;...... - TN: Crossbreeding in pumpkin Pt/c: Round x Round F 1 100% flat F 1 x F 1 F 2 9 flat: 6 round: 1 long. - Explain: F 2 has 16 gene combinations => each side of F 1 must give 4 types of gametes => F1 is heterozygous for 2 pairs of genes located on 2 different pairs of homologous chromosomes. However, the segregation ratio is not 9:3:3:1 as Mendel's law but there are only 3 types of phenotypes of the same fruit shape trait. So we can conclude that the squash shape trait is determined by 2 pairs of genes located on 2 different pairs of chromosomes and interact with each other in a complementary interaction style. Suppose when two dominant alleles A and B appear at the same time, the result is flat fruit. When there is only 1 of 2 dominant alleles A or B, the fruit will be round. When there is no dominant allele, the fruit is long. Textbook - KN: Complementary interaction is the interaction of 2 or more non-allelic genes that gives rise to new phenotypes. 2. Cumulative interaction: - Ratio: 15:1; 1:4:6:4:1; ........ - Concept: It is a type of interaction in which each gene of the same type contribute equally to the |
Gene expression and complementary interaction (17')
- What types of traits are governed by this type of interaction?
- In the cross of 2 traits, the conclusion that there is definitely gene interaction is based on the phenotype of which hybrid generation?
2. For each given request, call on a few random students to answer, ask the whole class to follow and comment.
3. Comment, supplement and complete knowledge for students to take notes.
Activity 3: Guide students to learn about the pleiotropic effects of genes (7')
1. Ask students to read section II and observe figure 10.2 in the textbook and answer the following questions:
- Describe the concept of pleiotropic genes?
- What are the manifestations that show whether the HbS mutant gene is a pleiotropic gene?
- What are the consequences when a pleiotropic gene mutates?
2. For each given request, call on any number of students to answer, ask the whole class to follow and comment.
3. Comment, supplement and complete knowledge for students to take notes.
4. Depending on the students, teachers can introduce some other forms of interaction (overwhelming).
Activity 4: Consolidation : (4 minutes) Teacher guides students to answer some multiple choice questions:
1 In case each gene is of the same type (dominant or recessive of genes)
and observe the picture 10.1 Solve the requirements set by the teacher - Each gene of the same type contributes equally to the formation of traits. - Quantitative traits. - Phenotypic ratio in F2 generation . - Present each of the above contents - Comment - Take notes Students learn about the pleiotropic effects of genes. - The effect of a gene on the expression of many traits - The appearance of a series of pathological disorders in the body - Mass change of traits controlled by genes. - A few students answer, the whole class watches and comments. - Students study more of Mendel's examples. - Take notes | trait formation - Traits that are determined by many genes in an additive interaction are often quantitative traits. - Me: Pt/c: red flower x white flower F 1 100% rose flower F 1 x F 1 F 2 : 1 red: 4 light red: 6 pink: 4 light pink: 1 white. - Explanation is similar to above but based on different ratios. II/ Pleiotropic effects of genes. Pleiotropic genes are genes that can affect the expression of multiple traits. |