[The discussion of the infiltrative model of mathematical knowledge to genetics teaching].

Genetics, the core course of biological field, is an importance major-basic course in curriculum of many majors related with biology. Due to strong theoretical and practical as well as abstract of genetics, it is too difficult to study on genetics for many students. At the same time, mathematics is one of the basic courses in curriculum of the major related natural science, which has close relationship with the establishment, development and modification of genetics. In this paper, to establish the intrinsic logistic relationship and construct the integral knowledge network and to help students improving the analytic, comprehensive and logistic abilities, we applied some mathematical infiltrative model genetic knowledge in genetics teaching, which could help students more deeply learn and understand genetic knowledge.

[The discussion of the infiltrative model of chemical knowledge stepping into genetics teaching in agricultural institute or university].

Chemistry is an important group of basic courses, while genetics is one of the important major-basic courses in curriculum of many majors in agricultural institutes or universities. In order to establish the linkage between the major course and the basic course, the ability of application of the chemical knowledge previously learned in understanding genetic knowledge in genetics teaching is worthy of discussion for genetics teachers. In this paper, the authors advocate to apply some chemical knowledge previously learned to understand genetic knowledge in genetics teaching with infiltrative model, which could help students learn and understand genetic knowledge more deeply. Analysis of the intrinsic logistic relationship among the knowledge of different courses and construction of the integral knowledge network are useful for students to improve their analytic, comprehensive and logistic abilities. By this way, we could explore a new teaching model to develop the talents with new ideas and comprehensive competence in agricultural fields.

[Constructing the network of classic genetic knowledge and developing self-learning ability of students in genetic classroom].

With the quick increase of new knowledge in genetics, undergraduate teaching of genetics is becoming a challenge for many teachers. In this paper, the author suggested that it would be important to construct the knowledge network of genetics and to develop the self-learning ability of students. This could help students to read textbooks "from the thicker to the thinner in classroom" and "from the thinner to the thicker outside classroom", so that students would turn to be the talents with new ideas and have more competent ability in biology-related fields.

Diagnostic detection and genetic analysis of wheat stripe rust resistant gene YrCN19.

DNA samples of 19 wheat cultivars or lines were screened with the primer pair Xgwm410, a diagnostic marker of wheat stripe rust resistant gene YrCN19. The results showed that the wheat cultivars or lines CN19, XK5, AIM5 and AIM6 produced the amplicon Xgwm410/391, which co-segregated with the resistance of YrCN19, but other cultivars or lines did not produced it. Pedigree analysis and resistance test showed that CN19, XK5, AIM5 and AIM6 carried wheat stripe rust gene YrCN19. Genetic analysis proved that the resistance to wheat stripe rust of CN19, XK5, and AIM5 inherited in single dominant gene genetic law (3 resistant: 1 susceptible). The results also proved that the resistance descent in the cross combination Yanfu188/AIM6 complied with the single dominant gene genetic law (3 resistant: 1 susceptible), while the resistance inheritance in other cross combinations (CN18/AIM6, Lu955159/AIM6 and Shu3110/ AIM6) complied with two gene complementary genetic law (9 resistant: 7 susceptible). The results suggested that the resistance expression and separation of YrCN19 was distinct in the various genetic backgrounds or cross combinations. This study would expedite the exploitation and utilization of YrCN19 in wheat resistant breeding.

Wheat leaf chlorosis controlled by a single recessive gene.

The leaf chlorosis in the wheat genotype AIM9 was demonstrated to be controlled by a single recessive gene, which was designated as CD5. Significant difference in physiological and yield indices between chlorotic and non-chlorotic plants were observed in 10 F3 segregating families of the cross combination CN17/AIM9. Correlation analysis of both chlorotic plants and plants staying green of the F3 populations revealed that there was a significant positive correlation between yield index values and the physiological indices net photosynthetic rate (P(n)), stomatal conductance (G(s)), and chlorophyll (Chl), as well as a significant negative correlation between yield index values and the physiological indices intercellular CO2 concentration (C(i)) and malondialdehyde (MDA). Observation using transmission electron microscopy (TEM) found the irreversible centripetal movement of chloroplasts in chlorotic plants, as a result occurred in three sequential events: (1) chloroplast positions changed from face position (with long axis of chloroplasts at the cell walls perpendicular to light ray) to profile position (with long axis chloroplasts near the cell walls parallel to light ray), (2) chloroplast shapes changed from long elliptical to circular, (3) chloroplasts were separated from the cell wall and moved to the center of the cell.