The first volume of the mind map of the material reaction mainly covered the following aspects: ** I. Reaction related to the composition and properties of matter ** 1. ** The three states of matter and their mutual transformation ** - The transformation between solid, liquid, and gas involved energy changes and other factors. For example, a solid that absorbs heat can be transformed into a liquid (melting), and a liquid that absorbs heat can be transformed into a gas (vaporizing). Conversely, a gas that emits heat can be transformed into a liquid (vaporizing), and a liquid that emits heat can be transformed into a solid (solidifying). During the conversion process, there would be dipping, dissolving, and settling. For example, salt dissolving in water was a dissolving phenomenon. When the solution reached saturation, adding solute might cause a settling phenomenon. 2. ** Reaction between pure substances and impurities ** - Pure substances were composed of a single substance. To judge a pure substance, one needed to rely on its fixed composition and properties. The presence of impurities would affect the purity of the substance. The methods to separate impurities were filtering (suitable for a mixture of solid and liquid, and the solid was not dissolved in the liquid, such as separating sand and water), and retorting (suitable for separating a mixture of liquids with different boiling points, such as separating alcohol and water). For example, tap water contained impurities, and purified water could be obtained through methods such as retorting. 3. ** Reaction of chemical elements and compounds ** - Elements were the basic components of substances, and compounds were pure substances composed of different elements. For example, oxygen (made up of oxygen) could react with hydrogen (made up of hydrogen) to form water (a compound made up of hydrogen and oxygen), and carbon dioxide (made up of carbon and oxygen) could participate in plants 'photosynthesis and other reactions. ** 2. Reaction related to chemical changes and energy ** 1. ** Basic Concepts of the Reaction ** - In a chemical reaction, a reagent was transformed into a product. The chemical reaction equation was used to express the material change relationship of the reaction. For example, the reaction between iron and sulfur to form iron dioxide was as follows: 2. ** Reaction Rate and Reaction Condition ** - The factors that affected the rate of chemical reactions included temperature, concentration, and so on. When the temperature rises, the reaction rate is usually accelerated. For example, when oxygen is produced in the laboratory, the reaction rate of heating the decomposition of potassium pernate is faster than that at room temperature. Increasing the concentration of the reagent will also speed up the reaction rate. For example, within a certain range, increasing the concentration of sulfuric acid will increase the reaction rate of carbon dioxide generated by the reaction with marble. 3. ** Energy and chemical reaction ** - A chemical reaction was accompanied by a change in energy, and there were both heat releasing and heat absorbing reactions. The combustion reaction was a common heat release reaction, such as charcoal burning to release heat, while some reactions, such as the high temperature decomposition of calcium dioxide, were heat absorption reactions, absorbing heat during the reaction. ** 3. Air and carbon monoxide-related reaction ** 1. ** Reaction related to the composition and properties of air ** - In the air, nitrogen accounted for about 78%, oxygen accounted for about 21%, and a small amount of carbon dioxide and rare gases. The oxygen had the ability to support combustion and could support the combustion of many substances. For example, iron burned in oxygen to form iron tritium. The chemical properties of nitrogen were relatively stable and could be used as a protective gas. 2. ** Reaction between moisture in the air and weather conditions ** - The relative humidity was related to the amount of water vapor in the air. When the water vapor reached saturation, the temperature would drop, and dew would form. This process involved physical processes such as the phase change of water vapor, but it was also related to the environmental conditions of some chemical reactions. For example, iron rusting required the presence of water vapor and oxygen in the air at the same time. Read more exciting novels for free
The formation of vision: Light first passes through the retina (the front part of the outer membrane, colorless and transparent), then through the pupil (the central part of the iris, the iris can adjust the size of the pupil), then the light reaches the crystalline lens (the double lens, the curvature can be adjusted to see different objects at different distances), then through the glass body (transparent gel material), and finally forms an image on the retina (the inner membrane, which has a large number of photosensory cells that can sense light stimulation). After receiving the image information, the photosensory cells on the retina were excited. The excitement was transmitted to a specific area of the cerebral hemisphere through the optical nerve, and finally, vision was formed. In terms of structure, the eyeball was composed of the outer membrane (including the retina and the retina), the middle membrane (including the iris and choroid), the inner membrane (retina), and the contents (crystalline lens and vitreal body). These structures worked together to achieve visual function. From the perspective of the nervous system, the retina's photosensory cells acted as sensors to sense light stimulation and produce nerve impulses (excitement). The optical nerve acted as an incoming nerve to transmit the impulses. A specific area of the cerebral hemisphere acted as the nerve center, processing the transmitted information to form the feeling of vision. This could roughly be used as the content of the mind map for the visual part of the seventh grade biology book. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The first volume of biology in the seventh grade was divided into four units. The following are the main knowledge structures related to mind maps in each unit: - Unit 1: Biology and Biosphere. One had to understand the basic concepts of living things and the biosphere, as well as the relationship between living things, the environment, and the ecosystem. For example, living things and the environment formed an ecosystem, and the biosphere was the largest ecosystem. - The second unit was the structure of the organism. It included knowledge about cells, tissues, organs, and systems. For example, the basic structure and function of cells, the basic types and functions of tissues, the basic structure and functions of organs, and the main components and functions of systems. When learning about cells, one had to first learn how to use a microscope, master the structure of plant cells and animal cells, and be able to distinguish them. One also had to be able to describe the life of a cell. In addition, one had to learn how cells produced new cells through division, as well as how animals and plants were formed. By observing Paramecium, it showed that single-celled organisms could also complete various life activities. - Unit 3: Green Plants in the Biosphere It covered the types of green plants, their basic structure and functions, the process and significance of photosynthesis, and the role of green plants in the ecosystem. - [Unit 4: Although the reference materials did not mention it in detail, it can be speculated that it is also the construction of the relevant knowledge structure around a certain biological knowledge block.] The specific mind map could be searched through the Internet. For example, the Zhixi platform might have a complete seventh grade biological mind map. These mind maps helped to establish the knowledge framework in the mind, which was convenient for memorizing and understanding knowledge points. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Unit 1 How can I get there? The key was to learn how to describe the city's setting and its corresponding location, to be brave enough to ask for help when lost, to cultivate good eating habits, to master the skills of memorizing words, and to overcome the fear of long words. Unit 2 Ways to go to school requires you to discuss traffic rules and vehicles in the situation, learn to care for others, give advice to your companions or family members on safe travel, try to draw traffic rules posters and learn more traffic signs. Learn to talk about the content, location, and time of the plan in daily life situations, dare to describe your Mid-Autumn Festival arrangements in English to show the charm of traditional China festivals, understand the characteristics of Tibetan poems and try to create poems, and establish a good concept of time. Unit 4 I have a pen pal involves people meeting different types of friends in their lives. Recalling the communication methods before the emergence of WeChat, such as letters, phone calls, emails, qq, etc., when you get along with friends, you must learn to positively discover and appreciate the other party's strengths and help correct bad habits. Unit 5 What does he do? He emphasized that after understanding the occupations of his parents, relatives, and friends, he should establish a good career concept, recognize that there was no distinction between noble and humble occupations, and then learn to plan his own career goals and work hard for them. Unit 6 How do you feel? The key point was to learn to be a manager of one's own emotions, to understand that sharing doubled happiness, to master ways to resolve depression when encountering sad things, to learn to care for others, not to be self-centered, not to laugh at other people's appearances, and to face life with gratitude. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Sorry, I'm a fan of online literature. My knowledge is mainly concentrated in the field of mathematics. I can't provide the mind map for the fourth grade's second volume of mathematics.
The mind map for unit 3 of fourth grade volume 1 was as follows: ``` +----------------+ | The Fourth Kind of People | +----------------+ | A Man Who Can Write| | A Man Who Can Write| +----------------+ | A Man Who Can Write| +----------------+ | Someone who can read| | Someone who can read| +----------------+ | Someone who can read | +----------------+ | A Man Who Can Write| | A Man Who Can Write| +----------------+ | Someone who can read | +----------------+ | A Man Who Can Write| +----------------+ | A Man Who Can Write| +----------------+ ``` The fourth category referred to those who could read and write.
The mind map of unit 8 of the fourth grade English book was a chart that summarized the key points of the unit and helped with understanding and memorization. It could intuitively show the connection of the knowledge points in the unit, making it easier to remember the complicated content. However, no more information about the specific content of the mind map was found. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The content of the mind map was different for different grades. If it was the third grade English unit three, he could organize and draw the words, phrases, and sentences in the text. For example, organize the relevant content in the " Look at me " unit, list the key words, common phrases, and important sentences separately, and then construct the relationship between them in the form of a mind map, such as taking the unit theme as the center, and the words, phrases, and sentences as branches. If it was the third unit of the seventh grade's first volume of English, using the new goal of the People's Education Version as an example, one could construct a mind map around the content related to the unit theme, including the integration of knowledge points. For example, the words, grammar, sentence patterns, etc. related to the unit theme were extended from the theme as branches, and then further refine the specific content under each branch, such as listing the key words of the unit under the word branch. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The following is the content of the mind map that may be involved in the fifth unit of the fourth grade's first volume of PEP English: It includes words such as beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon, etc. Phrases like pass me the bowl, cut the vegetables, ues the spoon, try it, and sentences around Unit 5 Dinner's ready. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
At present, there was a mind map course that summarized the knowledge points that must be memorized in the second volume of the sixth grade English Unit2 - Unit3. It was mainly organized to make it easier for students to learn the knowledge related to the second volume of the sixth grade English. However, he did not find any more information about the Mind Map course that covered the entire sixth grade. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>