Botany Pre Experiment 5, Is the Botany Teaching Practicum Class a botanical experiment class?

Summary. No, the content of the Botany Teaching Practicum course depends on the curriculum of each course. Some may be based on botanical experiments, while others may be based on lectures and practice reports.

No, the content of the Botany Teaching Practicum course depends on the curriculum of each course. Some may be based on botanical experiments, while others may be based on lectures and practice reports.

The Knowledge Expansion Botany Teaching Practicum Course is a course that is based on the knowledge of botany, allowing students to master and practice botany knowledge in teaching practice. The main contents include plant classification, germplasm resources, genetics and breeding, and ecological protection.

Our school is divided into two kinds of botany theory courses and practical courses, the theoretical class is 1 10 weeks, and the practical class is 1 19 weeks.

Yes, after the theory class first, the practical class is followed.

Theory first and then practice, combining theory and practice.

Will the teacher take up the time that is not usually in class for practical lessons?

This one won't. What is a make-up class for other time periods?

Make-up classes in other time periods refer to missing class hours that are required to make up for students' absences due to special reasons outside of the school's normal school hours. These short-term courses are generally set up by schools to support students in overcoming difficulties and completing their academic tasks.

Can I still choose a course in this time period?

Yes, but the course selection does not conflict with your main class time.

Can you choose this class of this time period called a make-up lesson?

Yes, as long as the course selection does not conflict with your class time.

Does taking a class off from college affect my final grade? No.

Did you do electron microscopy scans in your freshman year? Or is it an optical microscope that you want to express? This kind of material is generally used to observe the structure, and your material is almost easy to germinate, so I suggest that you design a set of "Electron Microscope Observation of Sprout Structure of Multiple Materials".

Steps: 0: Ingredients grouping: a: water chestnuts, potatoes, taro, ginger and garlic, sweet potatoes, b: radish, lettuce.

1. Cultivate the material group A (water chestnut, potato, taro, ginger, garlic, sweet potato) to the 25 degrees Celsius incubator greenhouse until 5-10mm buds grow; Except for material group B (radish, lettuce).

2. Cut all kinds of buds from the base of the buds with a blade, take 2-3 buds of each, numbered as [potato 1], [potato 2], [potato 3] ......3. Carefully slice each bud with a blade and group as follows:

Group A: [Potato 1] :(1) cross-cut the middle of the bud, (2) cross-cut the tip of the bud, [Potato 2] :(3) longitudinally cut the bud (4) longitudinally cut at the tip.

That is to say, for each material, the first bud is cross-cut in the middle and apex, the second bud is longitudinally cut, and the third bud is spared.

Explanation: (1) look at the vascular bundle arrangement, type (2) look at the meristem (3) look at the duct sieve (4) look at the meristem.

Group B: (1) Epidermal tearing (2) Epidermal cross-sectioning (3) Internal cross-section, it is best to pick the one closest to the tip, a smaller one is easier to do, if it is still too large, cut a fan type can be (4) internal longitudinal cut.

Explanation: (1) Look at the epidermal cells are irregular or tile like Poaceae.

2) Look at how many layers there are in the epidermal cells.

3) Look at the vascular bundles, especially the radishes, which are root vascular bundles, which are different from the stems, and can be compared with the various materials (1) series of group A, and can also be compared with lettuce, because lettuce is the stem.

4) Look at the catheter screen.

Finally, you can design 2**,1 with a set of materials to describe the characteristics of each part of the bud. Also see what the differences are between the buds of different plants.

2. Use group B materials to compare the structure of plant roots and stems.

Because you have a lot of materials, I guess the purpose of the experiment is to let you understand the similarities and differences between plant roots and stem vascular bundles. Therefore, if you feel that there are more operations above, you can only choose to do those that look at vascular constraints. It is a little more difficult to make meristems than vascular ones.

The epidermis is easy to do, and you can do it incidentally.

If the teacher doesn't require all the materials to be used, and you want to do less, you can do just one of the groups.