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. Read more exciting novels for free
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 biology humor memory method summary
The following is a summary of the humorous memory method for junior high biology: ** 1. Associate Memory Method ** For example, when remembering the characteristics of birds that were suitable for flight, one could remember them through a series of associations. Using the parrot as a starting point, he thought of birdcages, pet bags, school bags, table holes, and so on. Then, he used these associations to remember the appearance and internal content of the birds. For example, the parrot's body was streamlined, the birdcage and its body surface were covered with feathers (the birdcage was stained with feathers), the pet bag and its forelimbs were winged (using homonym association), the school bag was light, thin, strong, and hollow, and the table hole and the chest muscles were developed (imagine the chest muscles sticking to the table hole). ** 2. Homophonic string notation ** 1. The memory of the cell membrane in the structure of the cell was the Double Heartless Candy. Mitochondria and plastids had a double membrane, while the ones without a membrane structure were the centric body and the Ribosome. 2. Prokaryota and eukaryota were easy to distinguish between the single-celled organisms. Prokaryota: Chlamys (chrysanthemums), fungi (bacteria), cyanoceras (cyanoceras), eukaryota: Chlamys (algae), yeast (bacteria), moldy (bacteria). Moreover, prokaryota had a unique cell organ, which could be recorded as prokaryota with a nucleus (Ribosome). 3. When memorizing AAD, one could remember that AAD was called "Adenosine-Diphosphorus" according to the "double" of D--Double. ** 3. Image Memory Method ** The content that was difficult to understand and remember was expressed with an image or a vivid metaphor, such as comparing the specialization of learning an electron to a key opening a lock. ** 4. Mnemonic Formula Memory Method ** 1. To determine the dominant or hidden relationship of genetic diseases: having (disease) in absence (disease) is a hidden (genetic disease); having (disease) in absence (disease) is a dominant (genetic disease). 2. Large elements--He (C) Please (H) Yang (O) Dan (N) Stay (S) Person (P) Cover (Ka) Beauty (MG) Home (K); Trace elements--Iron (Fe-Peng)(B) Copper (Cu-door)(Mn) New (Zn) Donkey (Cl-Mu (Mo) Mill (Ni). 3. The role of mineral elements (N, P, K): egg (N) yellow (leaves yellow when lacking nitrogen);(P) shower (green)(means dark green leaves when lacking P);(K) liver A (stem)(means strong stems when lacking K). 4. Innate behavior and acquired behavior: the first to run-innate behavior (tropism, unconditioned reflex, instinct); the second to die-acquired behavior (imprints, imitation, conditioned reflex). 5. Birds and mammoths 'hearts: the upper part is the atrium and the lower part is the heart chamber. The heart chamber is connected with the vein (heart) and the heart chamber moves (pulse). The left (heart) chamber moves (pulse), the right (heart) chamber and the lung (artery). The interlaced circulation must be remembered. The blood composition changes song: (flowing through) the heart artery and vein remain unchanged, the organs must be exchanged, the flow through the lung is static (pulse blood) changes (pulse blood), and the other organs move (pulse blood) become static (pulse blood). 6. The essentials of using the microscope: "The light path is smooth and a line needs to be rotated four times from top to bottom. After use, take the film first, and rotate it four times in reverse order."(The "four rotations" refers to rotating the quasi-focal spiral, the shifter, the shutter, and the mirror in turn. When the microscope is used, the rotation order is exactly the opposite.) 7. There were three main characteristics of the flowering plants, which could be summarized as "six organs, seeds with a quilt; double fertilisation, no water; and a vessel, which was connected up and down." 8. The characteristics of hormone regulation: "The hormone glands have no duct, so the effect of hormones is great even if there are few. The growth hormone is produced by the hypophysis, and if there are too few young people, they will become dwarfs (if there are too many young people, they will become giants). The growth and development of the gland (hormone) duct will cause them to become small and dull when they are too young." ** 5. Number Extraction Method ** 1. The distribution of roots in the soil was three-directional (growing towards the ground, water, and fertilizer). 2. The main characteristics of Insecta were usually six (head, chest, abdomen, three parts, one pair of antennae, one pair of compound eyes, one mouthpart, three pairs of feet, and two pairs of wings), which were summarized into six numbers,"311132." ** 6. Essential Words Condensation Method ** 1. The main characteristics of algae were 'simplicity',' photosynthesizing 'and' water'. When he remembered, he asked himself how "simple" it was (some algae were unicellous, and multicellous algae basically did not differentiate), what "photosynthesis" meant (they had photosynthesis and were autotrophy), and "water" meant that most of them lived in water. 2. The main characteristics of fish could be summarized in eight words, namely,"water scales, gills, fins, one (heart) chamber, one (heart) chamber." ** 7. Interesting Association Method ** 1. The relationship between the heart cavity and the two blood vessels and the direction of blood flow could be summarized as "moving out of the room and returning to the room to be quiet". It could also be thought of as "moving more" after leaving the "classroom" and "quiet" to read and do homework when returning to one's "room" at home. 2. Use the fun association to remember the sequence of the "four turns" in the key points of the microscope. For example, when you need to turn the light "three turns"(the shifter, the shutter, and the mirror), you can imagine it as a coherent action during the operation. <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>
Biology essay, junior high school
Biology was a subject that studied life phenomena and the composition, structure, function, growth, development, reproduction, and so on. It was one of the branches of the natural sciences and was closely related to chemistry, physics, mathematics and other disciplines. The research content of biology was very broad, including cell biology, molecular biology, ecology, genetics, developmental biology, biochemistry, and so on. Through the study of biology, we can understand the origin and evolution of life, the structure and function of living things, the relationship between living things and environmental factors, the adaptability and variety of living things, and so on. Biology is also widely used, not only to help us better understand nature, but also to provide scientific basis for many fields such as medicine, agriculture, environmental protection, biotechnology and so on. For example, biological research in the field of medicine can help us better understand the origin and mechanism of diseases and better treat patients; biological research in the field of environmental protection can help us better understand the functions and mechanisms of the ecosystem and better protect the environment. Biology is a very important subject. It can not only help us better understand nature, but also provide scientific basis and solutions to practical problems in many fields. We should strengthen the study of biology to better protect nature and contribute to the future development of mankind.
Gao Yang High School Biology (1)
I'm not sure what your specific question about 'Gaoyang High School Biology compulsory one' refers to. If it was about the knowledge points, Biology compulsory one covered a lot of content, such as: Cell related knowledge. Cell is the basic unit of life activity. Cell is diverse and unified. The elements and compounds in cells include minerals, sugar, fat, and protein. The basic structure of cells, such as the structure and function of cell membrane, organelle, and nucleus; the input and output of substances in cells, including passive transport, active transport, and engulfment; the supply and utilization of energy in cells, involving the metabolism of cells; and the life process of cells, such as cell reproduction, division, aging, and death. If it was a problem related to learning, the first compulsory requirement for biology was to pay attention to textbook knowledge, build a knowledge framework, memorize more knowledge points, and also carry out special training to improve the accuracy of the questions. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
High School Biology Seed Breath
Seed Respocation was a process in which cells used oxygen to decompose organic matter into carbon dioxide and water, and released the energy stored in the organic matter for life activities. Its expression was: organic matter + oxygen → carbon dioxide + water + energy. During the process of sprouting, the seeds would undergo a process of breathing, which was carried out in the mitochondria of the cells. Germinated seeds could breathe, but cooked seeds could not. When the seed germinated, the breath decomposed the organic matter and released energy. Part of the energy was used for the seed to germinate, and part of the energy was lost in the form of heat. The breathing rate is usually expressed by the amount of carbon dioxide released or the amount of oxygen dioxide absorbed per unit of time. In the experiment of measuring the seed's respiratory rate, if the experimental material is a seed, the existence of microorganisms must be considered to interfere with the detection of the experiment. Therefore, the device and the tested seeds should be disinfected. If a seed with a high fat (or fat) content (such as oil seeds) was used for the measurement experiment, the water droplet movement was more obvious because it consumed more O <2>. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
High School Biology Heredity and Evolution
The thought map of the second compulsory subject of high school biology,"Heredity and Evolution", mainly covered the following points: - ** The discovery of genetic factors **: - The reasons for the success of Mendel's pea crossbreeding experiment included the correct selection of experimental materials (pea self-pollinating, closed pollinating, easily distinguishable relative traits, etc.), the study of relative traits from one pair to many pairs, the analysis of experimental results, the use of hypothesis-deduction method, etc. - The related concepts included relative traits, trait separation, dominant and latent traits, allelic genes, dominant and latent genes, homo and heterozygy, and the combination of genetics and environment to form a trait. - Concepts such as crossing, self-crossing, and test-crossing (F1 hybrids with a recessive-type hybrid can test the F1 gene type). - ** Relationship between genes and genetics **: - Meiosis is related, including the concept of Meiosis (the division in which the number of hormones is halved when mature reproductive cells are produced, and the cell splits twice with each copy of the fetus). - The first division of the Meiosis Division (such as the characteristics of various stages such as the sperm cell in the seminidium, the interphase replication of the sperm, and the syndesis of the prophase) and the second division of the Meiosis Division (such as the characteristics of various stages such as the disorderly arrangement of the prophase). - ** Nature of Genes **:(The relevant content is not described in detail in the materials. It can be further supplemented according to the contents of the teaching materials, such as the exploration of DNA as the main hereditary material, etc.) - ** Gene expression **:(The relevant content is not described in detail in the materials. It can be further supplemented according to the content of the teaching materials, such as the process of transcribing and translation.) - ** Gene mutation and other mutations **:(The relevant content is not described in detail in the materials. It can be further supplemented according to the teaching materials, such as the concept, type, and significance of gene mutation, and other types of mutations such as aberrations, etc.) - ** From crossbreeding to genetic engineering **:(The relevant content is not described in detail in the materials. It can be further supplemented according to the content of the textbook, such as the principle, process, advantages and disadvantages of crossbreeding, and the operation tools and steps of genetic engineering, etc.) - ** Modern Biological Evolution Theory **:(The relevant content is not detailed in the materials. It can be further supplemented according to the teaching materials, such as the change of population gene frequency and biological evolution, isolation and speciation, etc.) <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>