How to write the purpose of an experiment in high school biology
1. Confirming experiment: Find key information such as " verify..." from the question. The purpose of the experiment is usually written as " explore the influence of the independent variable on the dependent variable,"" explore the relationship between the independent variable and the dependent variable," or " explore the role of the independent variable," etc. 2. Investigative experiment: First, analyze the independent variable and dependent variable of the experiment. The purpose of the experiment is generally expressed as " explore the influence of the independent variable on the dependent variable "," explore the relationship between the independent variable and the dependent variable ", or " explore the role of the independent variable ". Read more exciting novels for free
The Writing Method of High School Biology Experiment
High school biology experiments usually included the following important parts: ** 1. Experiment Title ** The main content of the experiment should be clarified, and the core content of the experiment should be summarized concisely, such as "exploring the effect of temperature on the activity of the enzyme". ** 2. Experiment Purpose ** 1. ** Knowledge target ** - Explain the biological knowledge concepts to be understood or verified through experiments, such as "understanding the principle of the effect of temperature on the activity of an enzyme". 2. ** Ability Target ** - He explained the skills to be trained during the experiment, such as "mastering the application of the variable control method in the experiment, learning to use specific experimental instruments for measurement and observation", etc. ** 3. Experiment Principle ** 1. ** Biological Principles ** - Explain the basic biological principles that the experiment is based on. For example, in the experiment of "Observing the plasmatic separation and recovery of plant cells", the principle is that the protoplasma layer of plant cells is equivalent to a semi-transparent membrane. When the concentration of cell fluid is lower than the concentration of the external solution, the cell loses water and plasmatic separation occurs. When the concentration of cell fluid is higher than the concentration of the external solution, the cell absorbs water and plasmatic separation occurs. 2. ** Principle of related technology (if any)** - If special technical means were involved, such as dyeing techniques, the principle must be explained. For example, in the experiment of "Observing the distribution of DNA and DNA in cells", the affinity of methy-green and pyro red stains for DNA and DNA was different. methy-green made DNA appear green, and pyro red made DNA appear red. ** 4. Experimental Materials and Tools ** 1. ** Experiment Materials ** - List the biological materials used, including the types and parts of the organisms. For example, in the experiment of "Observing the Mitosis of Plant Cell", the materials were onion root tips (onions, garlic). 2. ** Experiment Tools ** - Write down in detail the required instruments, reagents, etc., such as microscope, slide, cover glass, disintegration solution, gentian violet dye solution, etc., and indicate the necessary information such as the concentration of the reagent. ** 5. Experimental Steps ** 1. ** Preparing Stage ** - This included the pre-treatment of the experimental materials, such as the cultivation of onion root tips in "Observing the mitosis of plant cells"(3 - 4 days before the experiment, place the onions on a wide-mouthed bottle filled with water, the bottom of which is in contact with the water. The device is placed in a warm place, and pay attention to changing the water frequently. The purpose is to prevent the roots from rotting. Wait until the roots grow to 5 cm). 2. ** Operation procedure ** - Each step of the operation was described in detail in order, including the actions of the operation, the amount of equipment or reagents used, etc. For example, in the experiment of "making and observing the temporary mounting of the onion scale leaf inner skin cells", the rubbing was done.(Wipe the slide clean with a clean gauze, then take a cover glass and wipe it clean. Put the cover glass on one end of the slide for later use.)(Drip 1 - 2 drops of water in the center of the slide with a dropper)(Take a piece of onion scale leaf, cut a small square about 0.5 cm with a blade on the inner skin, and then tear a small piece of transparent film with tweezers)(Dip the peeled inner skin into the water droplets on the glass slide and flatten it with tweezers), cover (use tweezers to pick up the cover glass so that one side of it touches the water droplets on the glass slide first, then slowly put it down and cover it on the material to be observed), dye (then drop a drop of the solution of the solution of 3. ** Points to note ** - During or after each step, the points that needed special attention were indicated. For example, when using a microscope for observation, it was necessary to pay attention to the low power microscope before the high power microscope; when making temporary mounting, it was necessary to keep the experimental materials moist. ** 6. Experiment result ** 1. ** Anticipated result ** - According to the theory and purpose of the experiment, he could deduce the possible results. For example, in the experiment of "exploring the effect of temperature on the activity of an enzyme", if the temperature was within a suitable range, the activity of the enzyme would be higher and the reaction speed would be faster; if the temperature was too high or too low, the activity of the enzyme would decrease, and the reaction speed would slow down or even stop. 2. ** Real-world result (if the experiment has been completed)** - An objective description of the phenomena observed or the data measured during the experiment can be presented in the form of tables, charts (such as bar charts, line charts, etc.), or text. ** 7. Experiment conclusion ** 1. ** Analysis of the results ** - To analyze the experimental results and explain the reasons for the results. For example, in the experiment of "Observation of plasmatic wall separation and recovery of plant cells", the cell structure and physiological mechanism of plasmatic wall separation or recovery were analyzed. 2. ** Come to a conclusion ** - According to the analysis of the results, the final conclusion of the experiment should be summarized. The conclusion should be closely related to the purpose of the experiment, such as "temperature has a significant effect on the activity of the protein. Within a certain range, the activity of the protein increases with the increase of temperature. After exceeding the optimal temperature, the activity of the protein decreases with the increase of temperature." ** 8. Analysis of errors (if any)** 1. ** Source of error ** - Find out the factors that may cause the experimental results to be inconsistent with expectations, such as the accuracy of the experimental instrument, the individual differences in the experimental materials, and human errors in the operation process (such as errors in measuring reagents, etc.). 2. ** Modification measures ** - In view of the source of error, the improvement methods were proposed, such as improving the accuracy of the instrument, increasing the number of experimental samples to reduce the influence of individual differences, and regulating the operation process. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Senior High School Biology Experiment on Photosynthesis and Breathing
The following are some of the experimental designs for photosynthesizing breathing in high school biology: ** 1. Using droplet movement to measure photosynthesis and respiratory rate ** 1. ** Device Setting ** - For the measurement of breathing rate: - Use a sealed container to place plant materials (such as leaves or germinated seeds). The container was filled with a solution that could absorb carbon dioxide (such as a solution of NaOx). - The container was connected to a graduated glass tube (such as a U-shaped tube) with a drop of colored liquid in it. - "Principle: Under dark conditions (ensure that only breathing is carried out), the plant absorbs oxygen and releases carbon dioxide. As carbon dioxide is absorbed by the solution, the gas pressure in the container will decrease, and the droplets will move towards the container. The distance (or volume) that the droplet moved in a unit of time could represent the breathing rate (commonly used to measure the breathing rate by the amount of oxygen absorbed in a unit of time). - As for the measurement of the net photosynthesis rate: - A similar device, but the container is filled with a substance that can provide a stable concentration of carbon dioxide (such as a solution of NaHCO3, which can decompose to produce carbon dioxide). - When the device was placed under light, the plants would undergo photosynthesis and breathing. The oxygen produced by photosynthesis would increase the pressure in the container, and the droplets would move away from the container. The distance (or volume) that the droplets moved in a unit of time could represent the net photosynthesis rate (usually expressed as the amount of oxygen released or the amount of carbon dioxide absorbed). - The calculation of the true photosynthesis rate: true photosynthesis rate = net photosynthesis rate + respiratory rate. 2. ** Experiment Notes ** - Variant Control: - Light intensity: If you want to explore the effect of light intensity on the rate of photosynthesis, you can use different power bulbs or change the distance between the bulb and the plant to control the light intensity. - [Temperatures: Different thermostats can be used to control the experiment temperature.] - [Concentration of carbon dioxide: For example, carbon dioxide buffer solutions of different concentration can be used for adjustment.] - Principle of comparison: You can't experiment with just one set of equipment by gradually changing its conditions. Instead, you should use a series of equipment to compare with each other. ** 2. Black-and-white bottle method to measure the photosynthesis and respiratory rate ** 1. ** Operation method ** - Prepare several sets of black and white bottles. The black bottle was wrapped in a black material (so that it was in a dark environment), while the white bottle was normally transparent. - Put an equal amount of plants (aquatic plants such as algae are more convenient) and an equal amount of water in each bottle. 2. ** Principle ** - The plant in the black bottle only breathed, and the measured value was the intensity of the breathing (such as the reduction of oxygen or the increase of carbon dioxide). - The plants in the white bottle were photosynthesizing and breathing under light, and the measured value was the net photosynthesis intensity (such as the increase in oxygen or the decrease in carbon dioxide). - Combining the data of the black bottle and the white bottle, the true photosynthesis intensity value could be obtained (true photosynthesis rate = net photosynthesis rate + respiratory rate. The net photosynthesis rate here is the white bottle data, and the respiratory rate is the black bottle data). ** 3. Half-leaf method to measure the photosynthesis and respiratory rate (half-leaf weighing method)** 1. ** Operation process ** - Choose the leaves of the plant and cover half of them from the light (such as covering them with black paper), while the other half is under normal light. - After a period of time (usually a few hours to a day, depending on the plant species and experimental conditions), the leaves were taken down, and a hole cutter was used to punch out leaf discs of the same area on the light-blocking part and the non-light-blocking part of the leaves. - The leaf discs were dried to a constant weight and weighed. 2. ** Principle ** - The light-blocking part was only used for breathing, and the weight reduction was due to the consumption of organic matter by breathing. - The unshielded part underwent photosynthesis and respiration, and its weight change was the difference between the organic matter produced by photosynthesis and the organic matter consumed by respiration. By comparing the weight changes of the two parts of the leaf discs, the total amount of organic matter produced by photosynthesis could be calculated, and thus the photosynthesis rate (commonly used to measure the photosynthesis rate of field crops) could be obtained. ** IV. Studying the influencing factors of photosynthesis and respiratory rate with the gradient-based method ** 1. ** Device Setting ** - Prepare a series of devices with the same plants in each device. - Different conditions such as light intensity, temperature, or carbon dioxide concentration were set in different devices. 2. ** Purpose * - The effects of light intensity, temperature, or carbon dioxide concentration on the intensity of photosynthesis could be investigated. For example, by setting different light intensity (such as using different power bulbs or changing the distance between the bulb and the plant to set low, medium, and high light intensity), the plant's photosynthesis rate under each light intensity can be measured (the change in oxygen or carbon dioxide can be measured by the droplet movement method mentioned above or other methods), and the relationship curve between light intensity and photosynthesis rate can be obtained. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
High school biology experiment with high magnification lens to observe the plastids
1. ** Experiment Principle **: - The basis for identifying the plastids was that they were green, flat, oval or spherical, and their shape and distribution could be observed with a high-powered microscope. - The plastids in the cellular stroma were not static. They could move under different light conditions. This movement could change the direction of the oval body at any time. It could receive more light without being burned by strong light. Its shape and distribution were conducive to receiving light to complete photosynthesis. For example, the mesophysical cells on the top of a leaf have more plastids than those below, so they can receive more light. 2. ** Experiment Material **: - You can choose the leaves of mosses and black algae. Because these leaves were thin and small, and the plastids were clear, the entire small leaf could be taken to directly produce the film. - If he used spinach leaves as experimental materials, he would take the lower skin of the spinach leaves with a little bit of mesopathy, because the skin cells did not contain plastids. He could also choose vegetables, small vegetables, red amaranth, leeks, carrots, cucumber skins, and other plant materials. 3. ** Experimental Steps **: - Using the black algae as an example, he made a temporary slide of the black algae cells: Take a small leaf of the black algae with tweezers, put it into the water droplets of the clean glass slide, and cover it with a cover glass to avoid excessive bubbles. - Then, he first used a low power microscope to observe, and then switched to a high power microscope to observe the plastids. 4. ** Points to note in the experiment **: - During the experiment, the temporary mounting of the film must always be maintained in a state of water. - The treatment of the film mounting under different light sources: When the light source was strong (200W light bulb), the light bulb should not be too close to the film mounting (it should be greater than 20cm), otherwise the plastids themselves would disintegrate due to burns. Under strong light, the plastids faced the light source with the side of the oval body, while under weak light, the plastids faced the light source with the front of the oval body. The shape of the plastids observed under different light sources was not exactly the same. - What was observed under the microscope was the inverted image of the object. To make the object move up, it was necessary to move down and mount the slide. To make the object move to the left, it was necessary to move the slide to the right. - When observing, one had to find the best reference object (the plastids, which proved the flow of the plasma according to the movement of the plastids), the best position (near the leaf vein, where the cells had sufficient water, and it was easy to observe the flow of the plasma), and the best field of view (relatively dark, which was conducive to identifying the dynamic changes of the object). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Sichuan Guang 'an High School Entrance Examination Biology Experiment
In the biological experiment of the 2024 Guang 'an High School Entrance Examination, the operation steps were as follows: First, count the experimental instruments, wipe the cover glass and the glass slide with clean gauze, and then put the cover glass on the glass slide for easy gripping; Then, drip clear water in the center of the glass slide, tear off the lower surface of the leaf, and use tweezers to pinch a small piece of leaf skin and flatten it in the clear water; Then, gently cover the cover glass with tweezers and ask the invigilator to check; Then, he took the lens and placed it slightly to the left of the experimental table. He adjusted the light of each structure from top to bottom until he could observe a bright field of vision. Then, he asked the invigilator to check. Then, he placed the prepared mounting slide on the stage, pressed it tightly with a pressing clamp, and turned the coarse focal screw to lower the tube until it was close to the mounting slide. Then, he slowly raised the tube until he found the cell. Then, he asked the invigilator to check. Finally, he removed the slide, restored the microscope (from top to bottom), put the microscope back in its original position, cleaned and wiped the slide and cover glass, and tidied up the laboratory table to end the exam. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What will be the punishment for failing a junior high school biology experiment?
In the Ningde City junior high school graduation biological experiment operation examination, the examination failed, no make-up examination. Moreover, the biology experiment was part of the physical, chemical, and biology test scores in the middle school entrance examination. Although it did not account for much of the score, when the competition was fierce, a small reduction in score would affect the ranking of the test results, which would affect the chances of choosing a school from junior high to senior high. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Junior high school entrance examination biology experiment, the cells
In the middle school biology experiment, there was an experiment that involved observing human oral cells. The main experimental steps were as follows: 1. Wipe: Wipe the glass slide and cover glass clean with clean gauze. 2. Drip: Drip a drop of 0.9% physiological salt solution in the center of the slide with a dropper to maintain the normal shape of the cells. 3. Scratch: Use a sterilized cotton swab to gently scrape the inner wall of your mouth (the purpose of gargling is to remove impurities in the mouth). 4. Painting: Put the end of the cotton swab with debris on the glass slide and smear it in the drop of normal salt solution. 5. Cover: Use tweezers to pick up the cover glass, so that one side of it first touches the water drop on the slide, and then slowly lay it flat. 6. Staining: Drop a drop of diluted solution of iodination on one side of the cover glass, and use blotting paper to suck it on the other side of the cover glass, so that the dye solution can permeate the entire specimen. In addition, when making temporary slide specimens of human oral tissues, there were some precautions, such as tilting the toothpicks and not scraping at the same place to avoid scratching the inner wall of the oral cavity; throwing the used toothpicks and blotting paper into the trash can, and wiping the experiment table clean. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Junior high school biology experiment examination operation video teaching
You can search for "High School Biology Experiment Operation Video Collection" in the search engine to obtain the teaching content of the junior high school biology experiment examination video. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
High school biology experiment technology summary and reflection teaching plan design
The following is a lesson plan for a summary and reflection of high school biology experimental techniques: ** 1. Teaching objectives ** 1. knowledge objectives - Students were asked to review the main experimental techniques involved in high school biological experiments, including the experimental steps, experimental principles, and so on. - Understand the importance of different experimental techniques in biological science research and practical applications. 2. ability objective - Through the summary, the students could improve their ability to summarize and integrate biological experimental techniques. - Cultivate the students 'ability to reflect on the problems, mistakes, and improvement methods encountered during the experiment. 3. emotion goal - To stimulate students 'interest in biological experiments and cultivate a rigorous scientific attitude. ** 2. Important and Difficult Points in Teaching ** 1. ** Main point ** - Comprehensively sort out the common techniques in high school biology experiments, such as the use of a microscope, material extraction, and identification. - Guide the students to summarize the experimental principles, operation steps, and experimental results. 2. ** Difficulty ** - Students were encouraged to reflect on the mistakes in the experiment process and propose effective improvement measures. - It enabled students to establish connections between different experimental techniques and form a complete knowledge system. ** 3. Teaching Method ** Lecturing, discussion, and group cooperation ** 4. Teaching process ** 1. Course Introduction (5 minutes) - Ask the students to recall the general content of the high school biology experiment by asking questions. For example,"Students, we have done a lot of experiments in the high school biology course. Can you first name a few experiments that are more impressive?" - According to the students 'answers, they briefly mentioned the experimental techniques used in these experiments, leading to the theme of this lesson-- 2. Experimental Techniques (20 minutes) - The students were divided into small groups (4 - 5 people per group) and assigned tasks. Each group was responsible for concluding a type of biological experimental technology. For example, the first group was responsible for microscope-related experimental technology (cell observation experiment, etc.), the second group was responsible for material extraction and identification experimental technology (such as the extraction of choroplasts, fat identification, etc.), and the third group was responsible for exploratory experimental technology (such as exploring the factors that affect the activity of the reagent). - Each group discussed and sorted out the relevant content of this kind of experimental technology, including the experimental principle, operation steps, key points, and the way to present the experimental results. - Each group sent a representative to report, and the teacher made a brief note on the blackboard to form an overall high school biology experimental technical framework. 3. Experiment Reflection (20 minutes) - The teacher guided the students to reflect on the experimental techniques reported by each group. For example, in the experiment on the use of the microscope, he asked,"What difficulties have you encountered when using the microscope to observe the cell structure? How was it resolved? If you do this experiment again, what aspects will you improve on?" - The students were asked to discuss again in small groups, focusing on the mistakes in the experimental process, areas that could be improved, and the limitations of these experimental techniques in practical applications. - Each group shared the results of the discussion, and the teachers commented and supplemented, emphasizing the importance of experimental reflection to improve experimental skills and scientific literacy. 4. Overall Knowledge Integration (10 minutes) - According to the previous records and the results of the students 'discussion, the teachers integrated the overall knowledge of the high school biology experimental techniques and summarized the connections and commonalities between different experimental techniques. For example, many experiments involved the use of scientific methods such as the control principle and the control variable method. - Students should be guided to understand the biological experimental technology system from a macro perspective. Students should understand that different experimental techniques are used to explore various phenomena and laws in the biological sciences. 5. Class summary (5 minutes) - The teacher summarized the lesson, emphasizing the significance of the summary and reflection of high school biological experimental techniques for students 'biological learning and scientific inquiry ability. - Arrange homework: Ask students to choose a biological experiment that they are most interested in and write a detailed summary and reflection report of the experimental techniques, including a detailed description of the experimental techniques, their gains and shortcomings in the experiment, and ideas for future experiments. ** 5. Teaching Resources ** Multi-media equipment (used to display relevant experimental pictures, videos, and other auxiliary teaching materials), blackboards, chalk, etc. ** 6. Teaching Evaluation ** 1. By observing the students 'performance in group discussions and reports, the students' mastery of biological experimental techniques and their ability to summarize were evaluated. 2. According to the completion of the students 'homework after class, the depth of the students' reflection on the experiment and the overall understanding of the experimental techniques were judged. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to improve the accuracy of biology experiment questions for junior high school students
If junior high school students wanted to improve the accuracy of biology experiment questions, they could start from the following aspects: ** 1. Basic Knowledge ** 1. A firm grasp of the basic knowledge of biology, a deep understanding and flexible application of the basic principles, concepts, and laws of biology were the cornerstone of answering biological experiment questions. 2. In-depth understanding of the design ideas of the teaching materials, including carefully analyzing the experiments in the teaching materials, clearly understanding the principles and objectives of each experiment, grasping the basis for the selection of materials, experimental methods, and steps. At the same time, it would analyze the experimental conditions, processes, phenomena, and results in depth. It would be able to describe the principles, purposes, steps, phenomena, results predictions, and conclusions of classic experiments, thus building a framework for experimental design questions. ** 2. Thinking ability ** 1. He learned how to train in variations of known experiments and develop his thinking of seeking differences. Because many experiments could choose different materials, design different steps, or draw the same conclusion from different results, this kind of training could help improve the comprehensive ability and scientific literacy of the experiment. 2. The experiment was designed to simulate the classic experiment in the textbook. The classic experimental principles and methods in the textbooks were rigorous and scientific. If one often carried out such targeted training, one could master the general rules of experimental design and improve their experimental design ability and skills. ** 3. Skill in answering questions ** 1. When solving a problem, you must find the key words and make sure the proposition is directed to avoid answering the question. 2. He analyzed the intention of the proposition, determined the scope of knowledge to be tested, eliminated interfering information, and prevented thinking. 3. According to the restrictions in the question, the scope of the answer was reduced to improve the accuracy of the answer. 4. Use the professional terms in the textbook to answer questions to ensure that the words used are scientific and standardized. 5. He had to consider everything and answer all the key points to ensure the completeness of the answer. At the same time, he had to sort out the key points of the answer to improve the conciseness of the narration. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the purpose of the junior high school biology teaching and research group's trial lecture
The following are some of the main points for writing the purpose of the junior high school biology teaching and research group's trial lecture: ** 1. Knowledge and Skills ** 1. For the teacher - To test the teacher's mastery of the biological knowledge system. For example, teachers needed to accurately describe biological knowledge such as the range of the biosphere, the structure of flowers, the difference between true and false fruits, and so on. Through trial lectures, teachers were encouraged to understand the basic knowledge of biology in order to better impart it to students. - To improve teachers 'biological experimental teaching skills. For example, when it came to flower anatomy experiments and observational biological experiments, teachers could improve the explanation of the experimental steps, emphasize the safety precautions of the experiment, and analyze the experimental results through trial lectures, so as to improve their ability to guide students in biological experiments. 2. For other teachers involved in teaching and research, - In-depth study of new knowledge in biology teaching. If a teacher tried to teach new teaching content, such as the difference between real and fake fruits, other teachers could take this opportunity to learn new biological concepts and broaden their biological knowledge. ** 2. The process and method ** 1. optimizing teaching methods - Teachers could try out different teaching methods during the trial lecture. For example, when explaining biological concepts, they could use intuitive teaching methods (displaying objects, pictures, videos, etc.) or inquiry-based teaching methods (guiding students to explore independently through questions). For example, in the process of explaining the structure of the ear and the formation of hearing, students could be guided to think about the location of the auditory receptor through animation (intuitive teaching method) and questions (inquiry teaching method). Then, the teaching and research group would discuss to determine the most suitable teaching method for students to learn. - To improve the design ability of the teaching segment. Teachers should reasonably design teaching links such as introducing new lessons, exploring new knowledge, consolidating and improving, and class summary. For example, during the introduction of the new lesson, whether to arouse students 'interest by asking questions, showing interesting biological phenomena, or telling biological stories, the design of these links could be continuously optimized during the trial lecture. 2. Promotion of teaching exchange and cooperation - Teachers shared their teaching experience. Different teachers had different teaching styles and experiences in biology teaching. The trial lecture provided a platform for teachers to share their experiences in biology classroom management, knowledge explanation, student interaction, and so on. For example, some teachers were good at using metaphor when explaining biological knowledge to make abstract knowledge vivid. This experience could be shared in the teaching and research group. - Strengthening cooperation between teachers. Through the discussion of the content of the trial lecture and the process of making suggestions for improvement, the teachers could work together to make suggestions for improving the quality of biology teaching in junior high school. ** 3. Emotional attitudes and values ** 1. Increase teachers 'enthusiasm for biology teaching - When the teacher carefully prepared the trial content and received positive feedback from the teaching and research group, it would enhance the teacher's confidence and enthusiasm for biology teaching. For example, if a teacher showed a unique biology teaching case during the trial lecture, it would be recognized and appreciated by other teachers, which would motivate the teacher to be more actively involved in biology teaching. 2. Cultivate teachers 'sense of responsibility for education - They were aware of the impact of their own teaching on students and paid attention to the cultivation of students 'biological accomplishments in the trial lecture. For example, while explaining biological knowledge, they cultivated students' awareness of caring for vegetation (such as explaining the structure of flowers) and protecting the biosphere (such as explaining biosphere related knowledge), so as to enhance the teacher's sense of educational responsibility. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>