实验条件优化中培育学生科研逻辑
Journal: Modern Education Forum DOI: 10.12238/mef.v8i11.14843
Abstract
希尔反应实验,是学生理解光合作用发生在叶绿体、需要受氢体的两个连续抽象过程的可视化及量化的内容。但在超60人的集体实验中,吸光值呈线性变化的成功率极低。为探究其稳定重现的条件,依实验条件对学生进行分组,系统性分析主要影响因素,并统一检验最优条件的稳定性。确定了低温提取,3ml的反应体系,0D620nm≈0.9的叶绿体提取液1ml,1ml提取介质,1ml浓度为0.5mM的2,4-二氯酚靛酚染液快速混匀,旋即测定620nm吸光值在6分钟内的变化,有超85%的小组可观察到典型的线性变化。实践表明,该过程不仅验证了抽象理论,还培养了学生思维的逻辑性,增强了探索的好奇心和实验信心,提升了课程学习兴趣和效率。
Keywords
条件分析；稳定重现；科研逻辑；学习兴趣提升
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