Abstract:

It has always been a challenge to combine research progress with undergraduate laboratory teaching. Herein we designed a comprehensive experiment to compare classical Mendelian segregation and non-Mendelian distorted segregation by utilizing a rice material (DSSL) containing F₁ hybrid male sterility locus S23 constructed previously in our research project. Using the four SSR markers located on two chromosomes of rice, the genotypes of the F₂ population and the two parents were analyzed, and the phenotypes of the pollen fertility of the two parents and their F₁ plants were investigated. The results not only verified segregation law at the molecular level, but also fully demonstrated the distorted segregation in both genotypes and phenotypes, thus deepening students’ understandings of plant genetics and the relationship between genotypes and phenotypes, inspiring students’ interests in genetics experiments, and enhancing students’ consciousness and enthusiasm for experimental learning. On the basis of this, a sustainable development idea of transforming scientific research progress into teaching applications was conceived to promote the reform and innovation of genetics laboratory teaching.

Key words: comprehensive experiment innovation, scientific research progress, laboratory teaching, non-Mendelian segregation