Vietnam: What is the sensitivity of plants? What is the teaching equipment for 11th-grade Biology?

What is the sensitivity of plants in Vietnam? What are some examples of sensitivity in plants in the 11th-grade Biology curriculum?

(1) Concept of the sensitivity in plants

Plant sensitivity is the ability of plant organisms to respond to stimuli from the environment.

Sensitivity is expressed through the movement of plant organs and parts when receiving stimuli from a specific direction or non-directional stimuli.

(2) Role of sensitivity in plants

Sensitivity ensures that plants can maximize their use of resources such as water, light, mineral nutrients, etc., or defend themselves when encountering adverse stimuli, thereby allowing plants to better adapt to frequent environmental changes, facilitating normal growth and development.

(3) Characteristics of Sensitivity

- Environmental factors such as light, temperature, water, chemicals, gravity, etc., are stimulating factors causing sensitivity in plants.

- Sensitivity in plants typically occurs slowly and is difficult to observe with the naked eye in a short time. However, there are also rapidly occurring sensitivity movements such as the folding of leaves in the sensitive plant or the trap closing of the Venus flytrap.

- Sensitivity in plants may or may not be related to cell growth.

(4) Examples of the sensitivity in plants

- The sensitive plant (Mimosa pudica) folds its leaves when touched.

- When a plant pot is placed inside a window, after some time, the top of the plant stretches outwards towards the window.

- The almond tree sheds its leaves when winter arrives.

- Roots grow towards sources of nutrients.

Note: The information is for reference only!

What is the sensitivity of plants in Vietnam? What is the teaching equipment for 11th-grade Biology? (Image from the Internet)

What is the teaching equipment for 11th-grade Biology in Vietnam?

Under subsection 3, Section 8 of the General Education Program for Biology issued with Circular 32/2018/TT-BGDDT, there are regulations on biology teaching equipment:

- Equipment for demonstration and illustration

+ Pictures, images: sets of pictures and images about levels of living organization; cells; metabolism of energy; information between cells; cell cycle and cell division; microorganisms and viruses; energy transformation in living organisms; metabolism of energy in plants; metabolism of energy in animals; blood and circulation; excretory systems; sensitivity in organisms; growth and development in plants and animals; endocrine glands; reproduction in organisms; molecular basis of genetics; chromosomes and genetic inheritance; cellular basis of Mendel's experiments, gene linkage, gene exchange, gene interaction, sex-linked inheritance; genotype-environment-phenotype relationship; evidence and mechanisms of evolution; biosphere; ecosystems; communities; populations and relationships between organisms and their environment; environmental pollution; models of sustainable development; some typical organisms in Vietnam's Red Data Book.

+ Video clips: video sets about levels of living organization; cells; metabolism of energy; information between cells; cell cycle and cell division; microorganisms and viruses; energy transformation in living organisms; metabolism of energy in plants and animals; blood and circulation; excretory systems; growth and development in plants and animals; reproduction in organisms; molecular basis of genetics; chromosomes and genetic inheritance; video about cellular basis of Mendel's experiments, gene linkage, gene exchange, sex-linked inheritance; biosphere; ecosystems; communities; populations and relationships between organisms and their environment; environmental pollution; models of sustainable development; some typical organisms in the Vietnam's Red Data Book.

+ Models: human body; circulatory system; sensitivity in organisms; structure of genetic material; genotype-environment relationship

+ Phenotype; evidence and mechanisms of evolution.

- Equipment for practice

+ Sets of microscope slides: cells.

+ Practice kits on: cells; cell division; microorganisms and viruses; metabolism of energy in plants; frog heart dissection; bandaging and stopping bleeding; growth and development in plants; observing chromosome mutations.

+ Specimen boxes: classification of organisms, adaptive forms,...

+ Measurement kits: measuring respiratory capacity and diaphragm activity in animals, measuring blood pressure, heart rate, pH level,...

What are the required specific competencies after completing the 11th-grade Biology curriculum in Vietnam?

Under subsection 2, Section 4 of the General education program for Biology issued with Circular 32/2018/TT-BGDDT, the required specific competencies after completing the 11th-grade Biology curriculum in Vietnam are:

(1) Biological Awareness:

Present, and analyze core biological knowledge and biotechnology achievements in various fields. Specifically:

- Identify, name, state, and define objects, concepts, laws, and living processes.

- Present features and roles of objects and living processes using different expressions like oral, and written language, formulas, diagrams, and graphs,...

- Classify living objects, and phenomena based on different criteria.

- Analyze features of an object, matter, or process according to a certain logic.

- Compare, and select objects, concepts, mechanisms, and living processes based on specific criteria.

- Explain relationships between objects and phenomena (cause-effect, structure-function,...).

- Identify and correct mistakes; provide critical observations related to discussion topics.

- Identify keywords, use scientific terms, connect information logically, outline when reading and presenting scientific documents; use different expressive language forms.

(2) Understanding of the Living World

Perform the process of exploring the living world. Specifically:

- Propose issues related to the living world: pose questions about the issue; analyze the context to propose the issue; express the proposed problem in one's own words.

- Make judgments and formulate hypotheses: analyze the problem to make a judgment; formulate and state research hypotheses.

- Plan implementation: build the framework for research content; choose appropriate methods (observation, experimentation, surveys, interviews, literature review,...); develop a research activity plan.

- Implement plans: collect, and store data from comprehensive results, experiments, and surveys; evaluate results based on data analysis and processing with simple statistical parameters; compare results with hypotheses, explain, draw conclusions, and adjust (if necessary); propose recommendations for research application, or further research topics.

- Write, present reports, and discuss: use language, drawings, diagrams, and tables to express the research process and results; write research reports; collaborate with partners with an attitude of active listening and respect for others' viewpoints, evaluations to accept positively and explain, debate, defend research findings convincingly.

(3) Application of Learned Knowledge and Skills

Apply learned knowledge and skills to explain, and assess common phenomena in nature and life; have appropriate attitudes and behaviors. Specifically:

- Practical explanation: explain and evaluate commonly encountered phenomena in nature and life, and their impact on sustainable development; explain, evaluate, and debate some technology models at an appropriate level.

- Have appropriate behavior and attitude: propose, and implement solutions to protect personal, family, and community health; protect nature, the environment, adapt to climate change, meet sustainable development requirements.