Since I came to work at the university, I have given motivational lectures to undergraduates every year (and also gave motivational and academic lectures to master's students) to plan how to enjoy their four years of college.Of course, we should also promote the research direction of our research team, and hope that interested students will be able to conduct some preliminary scientific research in my laboratory, which will also be of great benefit to students who are willing to further research.It is gratifying to note that some students do have the desire to come to my lab after listening to the lecture.However, when they came to my laboratory, I gave them the relevant experimental plan and arranged for the corresponding graduate students to guide them, and they could no longer be found.A few weeks later, the students stopped too.I've always wondered, why do undergraduates want to do experiments without confidence and perseverance?And what was their initial motivation?I have promised undergraduates and their counselors that as long as the students go into the lab and insist on doing experiments, whether good or bad, fast or slow, as long as there is data, there will be some research grants at the end of the year.Each of my graduate students will be required to publish at least two SCI papers during the course of his or her studies, with some kind of reward (from this year onwards, papers with an impact factor of less than 2.0 will in principle not be rewarded).In some research universities, many undergraduates actively join some research groups, are highly motivated to do experiments, and can publish high-quality academic papers (influence factor of more than 5, even Nature series journals such as HUST, Wuhan, Shenzhen, etc.).In teaching institutions, how to motivate undergraduates to enter the laboratory early to do research is the next very important topic.Some undergraduates are actually more plastic, and I directed an undergraduate graduate last year to do a three-month experiment in my lab and publish a paper in Chinese Physics B (influence factor 1.63).Although the journal's impact factor is not very high, it is a strong evidence of his months of experimental work.I'm looking forward to seeing some undergraduates continue to experiment for a year or so during their sophomore and junior years, an experience that will help them send graduate students and even boost their confidence in future research.At the end of the day, there is still confusion: how to get undergraduates into the laboratory with a beginning and an end?