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How to write the summary of high school biology biochemical reaction equation

How to write the summary of high school biology biochemical reaction equation

2026-10-10 19:23
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以下是高中生物常见生化反应方程式总结: **一、细胞呼吸相关** 1. **有氧呼吸** - 总反应:\(C_{6}H_{12}O_{6}+6H_{2}O + 6O_{2}\rightarrow6CO_{2}+12H_{2}O+能量\) - 第一阶段(细胞质基质):\(C_{6}H_{12}O_{6}\rightarrow2C_{3}H_{4}O_{3}(丙酮酸)+4H +少量能量\) - 第二阶段(线粒体基质):\(2C_{3}H_{4}O_{3}+6H_{2}O\rightarrow6CO_{2}+20[H]+少量能量\) - 第三阶段(线粒体内膜):\(24[H]+6O_{2}\rightarrow12H_{2}O +大量能量\) 2. **无氧呼吸** - \(C_{6}H_{12}O_{6}\rightarrow2C_{2}H_{5}OH + 2CO_{2}+少量能量\)(例如酵母菌无氧呼吸产生酒精) - \(C_{6}H_{12}O_{6}\rightarrow2C_{3}H_{6}O_{3}+少量能量\)(例如动物肌肉细胞无氧呼吸产生乳酸) **二、光合作用相关** 1. **光反应(叶绿体类囊体薄膜或叶绿体基粒)** - 物质变化:\(2H_{2}O\rightarrow4[H]+O_{2}\),\(ADP + Pi+光能\rightarrow ATP\),\(NADP^{+}+2e + H^{+}\rightarrow NADPH\) - 能量变化:光能转化为电能再转化为ATP中活跃化学能 2. **暗反应(叶绿体基质)** - 物质变化:\(CO_{2}+C_{5}\rightarrow2C_{3}\),\(2C_{3}\rightarrow(CH_{2}O)+C_{5}+H_{2}O\) - 能量变化:ATP中活跃化学能转化为有机物中稳定化学能 **三、ATP相关** \(ATP\rightarrow ADP+Pi +能量\)(ATP水解反应);\(ADP + Pi+能量\rightarrow ATP\)(ATP合成反应) **四、其他反应** 1. **制作果酒相关(酵母菌呼吸)** - 有氧呼吸(酵母菌大量增殖):\(C_{6}H_{12}O_{6}+6O_{2}+6H_{2}O\rightarrow6CO_{2}+12H_{2}O+能量\) - 无氧呼吸(产生酒精):\(C_{6}H_{12}O_{6}\rightarrow2C_{2}H_{5}OH+2CO_{2}+能量\) 2. **制作果醋相关(醋酸菌代谢)** - 当氧气、糖源充足时:\(C_{6}H_{12}O_{6}\rightarrow3CH_{3}COOH\) - 当缺少糖原时:\(C_{2}H_{5}OH+O_{2}\rightarrow CH_{3}COOH+H_{2}O\)(分步反应:\(2C_{2}H_{5}OH+O_{2}\rightarrow2CH_{3}CHO(乙醛)+2H_{2}O\),\(2CH_{3}CHO+O_{2}\rightarrow2CH_{3}COOH\)) 3. **制作泡菜相关** - \(C_{6}H_{12}O_{6}\rightarrow2C_{3}H_{6}O_{3}+少量能量\) 4. **氨基酸缩合反应** - \(n氨基酸\rightarrow n肽+(n - 1)H_{2}O\) 5. **固氮反应** - \(N_{2}+e+H^{+}+ATP\rightarrow NH_{3}+ADP+Pi\) 点击前往免费阅读更多精彩小说

How to write the junior high school reaction into an ion equation

Rewriting the junior high reaction into an ion equation generally followed the following steps: ###1. Write the chemical equation First of all, he had to write down the chemical equation of the reaction. This was the foundation. If the chemical equation was written wrong, the subsequent steps would be wrong. ###2. Dismantle the chemical formula 1. ** Dismountable material ** - Strong acid, strong base, and dissolved salt could be written in the form of ions. - Strong acid generally included sulfuric acid, hydrogen acid, hydrogen iodate, peroric acid, etc. in water solutions. - Strong bases such as lithium, lithium, and lithium were in the water solution or molten state (the middle school stage focused on the water solution). - Most of the salt could be disassembled in an water solution or molten state (the emphasis in junior high school was on water solution), such as the common salt, such as the common salt such as salt and salt. 2. ** Non-dismantled substance ** - A simple substance couldn't be dismantled because a simple substance wasn't made of ions. - Solids (such as poorly dissolved solid such as calcium dioxide) could not be dismantled. They mainly existed in solid form in the solution, not in the form of ions. - Oxides could not be dismantled, such as copper dioxide, iron dioxide, etc. They did not participate in the reaction in the form of ions. - The volatile substances (such as carbon dioxide gas, etc.) could not be dismantled. They were not in the form of ions. - Weak ions (weak acid, weak base, and water) could not be dismantled. For example, vinegar was a weak acid and existed in the form of molecules in the solution. - The hard to dissolve substances (precipitations) could not be dismantled, such as the precipitations of the sulfuric acid. - The non-eletrolyte could not be dismantled. The non-eletrolyte was not ionised in the solution, such as alcohol. - The weak acidic radical generally could not be dismantled (except for the HSO4-bisulfuric acid radical in the solution state, which could be completely dismantled in some cases). ###3. Remove the same ions He deleted the same ions on both sides of the equation and simplified the equation. ###4. Check the equation 1. It was to check if the reaction was true. 2. To check if the elements were conservative, the number of atoms of the same element on both sides of the equation had to be equal. 3. Check the conservation of charge. The total amount of charge on both sides of the equation must be equal.(The conservation of lost and gained electrons must also be paid attention to in the oxido-reduction reaction, but it is relatively easy to rewrite the ion equation in the middle school oxido-reduction reaction.) 4. Check if the ion symbol is correct. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

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2026-09-08 19:16

How to write the summary of efficient memory methods for high school biology

The following is a summary of a high school biology memory method: ** 1. Comprehension-based memory method ** 1. ** Understanding Memories ** - Biology was a natural science, and many theories needed to be memorized. In the process of learning, one should focus on understanding and memorizing, while mechanical memorization is secondary. For example, the expression of a gene included translation and translation. Transcription was to record the genetic information in the DNA in a converted form. Translation was to translate a type of Ribonite sequence (Codon) into an Acid Sequence. As a translator, tR was used to translate through anti-codons and codons. This kind of understanding of the process could facilitate memory. 2. ** Shuo Wen Jie Zi Memory ** - Many biological terms could be memorized from the surface meaning. For example, a procaryotic cell was a cell with a primitive nucleus, a eukaryotic cell was a cell with a true nucleus, and a somacell was named according to its location, such as a phloem cell. By grasping the literal meaning, one could grasp the essence of the concept. ** 2. Memory Method to Construct Connection and System ** 1. ** Comparing and categorizing memory method ** - After learning a piece of knowledge, he would summarize the connections between the various knowledge points and build a knowledge network. For example, the function of the hypohedron was summarized. It was the central regulation center of the nervous system (including body temperature, water and salt balance, blood sugar regulation center, and biological rhythm control). It also had the function of secreting hormones (synthesizing and secreting certain hormone releasing hormones and antidiuretical hormones). It was clear that it was the hub of the nervous system and the hormonal system. 2. ** Mind Map Memory Method ** - Using the mind map to connect the knowledge points of high school biology in a scientific way would help to strengthen the understanding and extension of the knowledge points and sort out the knowledge framework. ** 3. Interesting Memory Method ** 1. ** Homophonic Memory Method ** - The knowledge points were condensed into homophonic words and strung together into interesting words or common words. For example, blue-algae organisms included cyanocapsis, nostoc, nostoc, and tremor algae, which could be recorded as "blue rosary will tremble". As for the base name,"T" could be associated with "T-shirt" to remember that it represented thymine, and "C" could be remembered through cell homonyms to represent cystine, etc. 2. ** Association Memory Method ** - He used the connections between the objects to memorize. For example, in the memory of the coloring matter in the plastids from top to bottom on the filter paper strip, the first two coloring matter names were all in Chinese and ran faster than the last two coloring matter names that contained English, the four words of carrot ran faster than the three words of ganoderma lucidum, and the words of Chlorella a ran faster than Chlorella b. 3. ** Mnemonic Formula Memory Method ** - To weave biological knowledge into a doggerel. For example, to judge the relationship between genetic diseases,"there is nothing out of nothing that is hidden, there is nothing out of nothing that is dominant"; the eight kinds of essential fatty acid in the human body are recorded as "bring one or two single-colored books"; the changes in the various stages of mitosis are "the membrane nucleus disappears in the early stage, the shape is fixed in the middle stage, and the number of points breaks in the late stage is added to the average poles. At the end, the membrane nucleus reappears and the two bodies are lost, and the cell division changes from one to two". 4. ** Image Memory Method ** - To visualize abstract knowledge. For example, imagine U uraxin as a urinal, C cystine as a pocket on a child's clothes, A adenine as a floating line, T thymine as the shape of a combination of sternum and collarbone, and G guanine as a bird standing on a branch. You can also use a physical model of DNA or a multi-media image display to remember its structural characteristics. ** 4. Method of repeating and consolidating memories ** 1. ** Consolidating memory by brushing questions (Take multiple-choice questions as an example)** - Arrange a certain amount of time every day to answer multiple-choice questions. For example, if you answer 20 questions in 20 minutes every day, you can answer more than 600 questions in a month. In the process of doing the questions, he would flip through the textbook for the questions that he would not do or do wrong. This way, he would repeat the knowledge points while doing the questions, thus achieving the effect of memorizing. 2. ** Remembering the wrong questions ** - After checking the answers, he sorted out the wrong questions and further deepened his memory of the knowledge points by reviewing the wrong questions. ** 5. Simple Memory Method ** - He analyzed the teaching materials, found the main points, and simplified the knowledge into a few regular words to help him memorize them. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

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2026-10-03 21:57

The characteristics of secondary reaction in high school biology

The secondary immune response could produce a large number of antibodies very quickly (with the presence of memory cells), while the primary immune response was slower. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

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2026-07-04 01:15

High school biology compulsory knowledge summary

1. ** Levels of life system **: The cell is the most basic life system on Earth. The life system is arranged from small to large as cell → tissue → organ → system → individual → population → community → ecosystem → biosphere. 2. ** Cell classification **: According to the cell's nucleus without a nuclear membrane as a boundary, it is divided into two categories: eukaryonic cells and protokaryonic cells. 3. ** The material foundation of life ** - ** protein **: The basic unit that makes up protein, all life activities are inseparable from protein, and it is the main bearer of life activities. - Nucleic acid: A substance that carries genetic information in cells. It plays an extremely important role in the genetic variation of organisms and the synthesis of protein. - ** Carboids **: The main energy source. - ** Fat **: A good energy storage material in the cells. The carbon chain was the backbone of the biological molecules, and the basic unit was called a single unit. For example, the single unit that made up the acid was a single acid, and the single unit that made up the sugar was a single sugar. - [Water]: It exists in the cell in the form of bound water (combined with other substances in the cell) and free water (existing in a free form and can flow freely). - ** Salt **: Most of the cells exist in the form of ions. 4. Cell theory: It was mainly established by the German botanist Schleiden and the zoologist Schwann. The content included that cells were an organism, and all animals and plants were developed from cells and composed of cells and cell products. A cell was a relatively independent unit that had its own life and played a role in the overall life formed by other cells. New cells could be produced from old cells. 5. ** Cell membrane and biological membrane system ** - The cell membrane was mainly composed of fats and protein. Phospholiptides and steroids in fats were important components of the cell membrane. Their functions were to separate the cell from the external environment, control the entry and exit of substances into the cell, and carry out information exchange between cells. - The membrane system of a living organism was composed of an organelle membrane, a cell membrane, a nuclear membrane, and other structures. The composition and structure of these biological membranes were similar, and they were closely related in structure and function. 6. Nucleus: It is the genetic information bank that controls the metabolism and inheritance of the cell. It is the control center of the cell's metabolism and inheritance. 7. ** Material Transportation ** - Protoplasma layer: The cell membrane and tonoplasts, as well as the plasma between the two membranes, are called the protoplasma layer. When the concentration of the cell fluid was lower than the concentration of the external solution, the cell would lose water, and the protoplasma layer would be more elastic than the cell wall. It would gradually separate from the cell wall and undergo plasminal separation. - Passive transport: The substances entering and leaving the cell through simple diffusing is called free diffusing; the substances entering and leaving the cell through the carrier protein is called assisted diffusing (the diffusing along the concentration slope is collectively called passive transport). - [Active Transport: Transport from the low concentration side to the high concentration side requires the assistance of carrier protein and consumes the energy released by the chemical reaction in the cell.] 8. ** Cell metabolism ** - The many chemical reactions that take place in cells at all times are collectively called cell metabolism. The energy required for a molecular to change from a normal state to an active state that was prone to chemical reactions was collectively called activation energy. The effect of an electron on the activation energy was even more significant. An electron was an organic substance produced by living cells that had the ability to catalyze. Most of the electron was a protein, and a few of them were a protein. The chemical reactions that the electron was used to catalyze were generally carried out under relatively mild conditions. - ATP-is a high-energy phosphorous acid compound in cells. The process of cell metabolism referred to the process in which organic matter underwent a series of decomposition in the cell to produce carbon dioxide or other products, releasing energy and producing ATP. Aerobic metabolism referred to the process in which cells, with the participation of oxygen, completely decompose organic matter such as glucose through the catalyst of various kinds of membranes to produce carbon dioxide and water, releasing energy and producing a lot of ATP. 9. ** Photosynthesis ** - The four light energy absorbing substances were distributed on the thylakoid membrane of the plastids. The plastids were the place for photosynthesis. - Photosynthesis referred to the process in which green plants used light energy to convert carbon dioxide and water into organic matter that stored energy and released oxygen. It included the light reaction stage (light was required to carry out) and the dark reaction stage (light or not). 10. ** Cell reproduction ** - The relationship between cell surface area and volume limited the growth of cells, and the size of cells was also limited by the control range of the nucleus. Before cells split, they had to undergo material preparation. Cell reproduction included the continuous process of material preparation and cell division. A cell that continuously divided began when one division was completed and ended when the next division was completed. It was a cell cycle. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

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2026-10-07 06:59

A summary of common mistakes in high school biology

The following is a summary of some common mistakes in high school biology: 1. The most abundant element among the main elements that make up living cells: Many people mistakenly think that it is C element, but it is actually O element; the most abundant element (mass ratio) among the main elements that make up the dry weight of cells is C element. 2. Gene expression characteristics of highly differentiated cells: Highly-differentiated cells are the result of selective gene expression. 3. Apoptotic cell morphous changes: The most obvious change in the morphous changes of the cells that are going to die is the condensation of the nucleus's Chromatin and the degeneration of DNA into oligonute-like fragments, which is related to the expression of certain specific protein. 4. "Oxalic acid: Most of the human body's zymes are protein, which is obtained after being digested. A small portion of the zymes are the protein, which is obtained after being digested." 5. "The relevant characteristics of hormones and zymes: It is wrong to think that hormones and zymes are constantly being regenerated and will be deactivated once they take effect. The zymes are highly efficient catalyst and can repeatedly react. 6. The relationship between the activity of the reagent and the rate of the reaction: The rate of the reaction was related to the activity of the reagent and the concentration of the reagent. When the concentration of the substances was the same, the reaction rate was higher with the higher activity of the reagent. When the activity of the reagents was the same, the reaction rate was higher with the higher concentration of the substances. 7. There were four types of dipeptides formed by the mixture of Alanic and Pheylanic acid: Alanine-Alanic dipeptides, Alanine-Phe dipeptides, Phyl-Phe dipeptides, Phyl-Phe dipeptides, and Phyl-Phe dipeptides. 8. The principle of methy-green pyro red and DNA and R A staining: methy-green and pyro red stains have different affinities for DNA and R A. methy-green makes DNA appear green, and pyro red makes R A appear red. The distribution of DNA and R A in cells can be displayed by using a mixed stain. 9. The types of reducing sugar: reducing sugar includes glucose, and glucose. Sucrose, starch, and starch are non-reducing sugar, but they can be produced into the corresponding reducing sugar through digestion. 10. Diets for children and patients: It is wrong to think that protein should be the main source of nutrition. It should increase the amount of protein nutrition because sugar is the main energy source for life activities. 11. [Usage of Fehling reagent: After mixing Fehling reagent A and B evenly, it will essentially produce a suspension of copper dioxide for identifying reducing sugar. It cannot be separated.] 12. Biuret reagent usage: The protein will react with copper ions to form a purple substance under basic conditions. Therefore, Na(Ox) 2 (Biuret reagent A) is added first, followed by CuSO2 (Biuret reagent B). 13. [Formation of cellular zymes: The synthesis of cellular zymes requires a Ribosome (mostly a Ribosome that is free in the cell). Generally, the synthesis of the cellular zymes can be done through the free Ribosome → Golgi apparatus, and the mitochondria will provide energy.] 14. Nuclear pore function: The nuclear pore is the channel for large molecules to enter and exit the nucleus. It is wrong to say that the nuclear pore is the main channel for frequent material exchange and information exchange between the nucleus and the plasma, because small molecules do not have to pass through the nuclear pore. 15. Nucleoli Enlarged: Nucleoli Enlarged usually occurs in cells with high protein synthesis because the function of the nucleus is to synthesize Ribosome, which is used to synthesize protein. 16. The mature red blood cells in the human body produce ATP. Although the mature red blood cells in the human body do not have mitochondria, they can produce ATP-through the process of oxygen free breathing. 17. Observation of onion skin cells: The onion skin cells are differentiated and mature cells. After highly differentiated, they will no longer divide. Therefore, after the plasmatic wall separation and recovery experiments, they will use this slide to observe cell division. It seems that all cells are in the interphase of cell division. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

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2026-10-06 03:32

High school biology all formulas summary

1. ** Formula related to protein (and Peptide)** - ** Calculation of the number of atoms in each atom of the amine acid ** - Number of C atoms = Number of C atoms on the R radical + 2; - the number of H atoms = the number of H atoms on the R radical +4; - Number of O atoms = number of O atoms on the R base + 2; - Number of N atoms = number of N atoms on the R base +1. - ** Calculation of free amine and carboxyl groups for each chain ** - Each chain has at least one free amine group and one free amine group, and each chain has at least m free amine groups and at least m free amine groups. - ** Number of Peptide Bond Calculation ** - Number of peptidic bonds = number of dehydration (number of water loss)= number of ammo acid-number of peptidic chains = n-m. - ** Calculation when a protein is composed of m chains ** - The total number of N atoms = the total number of peptidic bonds + the number of m amino groups (ends)+ the number of amino groups on the R group = the total number of peptidic bonds + the total number of amino groups>> the total number of peptidic bonds + the number of m amino groups (ends); - The total number of O atoms = the total number of bond bonds +2 (the number of the m groups of carbon atoms (end)+ the number of carbon atoms on the R group)= the total number of bond bonds +2 x the total number of carbon atoms>> the total number of bond bonds +2m groups of carbon atoms (end); - The molecular weight of the protein = the total molecular weight of the ammo acid-the total molecular weight of the dehydration ( -the total atomic weight of the dehydration)=na - 18(n-m). 2. ** The calculation of the number of the number of the bases in the double-stranded DNA(gene), and the number of the bases in the messenger acid in the protein ** - The number of bases in a DNA gene (at least): the number of bases in a messenger messenger acid (at least): the number of aa in a protein = 6:3:1. - The number of peptidic bonds (the number of water loss)+ the number of peptidic chains = the number of ammo acid = the number of bases in the DNA/3= the number of bases in the DNA gene/6. - The number of dehydrated DNA = the total number of nuclei-the number of DNA double-strands =c - 2; - The number of dehydrated mRNa = the total number of nt-the number of single strands of mRNa =c - 1; - DNA molecular weight = total molecular weight of nt-total molecular weight of dehydrated DNA =(6n)d - 18(c - 2); - The molecular weight of the protein was equal to the total molecular weight of the nt-the total molecular weight of the protein after dehydration =(3n)d - 18(c - 1); - The ratio of the number of exons in the entire gene of the eukaryotic gene to the total number of bases in the gene was equal to the number of the code's aa x3/the total number of bases in the gene x100%, and the number of the code's aa x6 <= the number of exons in the eukaryotic gene <=(the number of the code's aa + 1) x6. 3. ** Base calculation for double-stranded DNA(1st and 2nd strands) and messenger messenger acid (3rd strand)** - **DNA single and double-strand pairing base relationship ** - A1=T2, T1 = A2;A=T=A1+A2=T1+T2; C = G=C1+C2=G1+G2;A + C=G+T=A+G=C+T = 1/2(A+G+C+T);(A+G)%=(C+T)%=(A+C)%=(G+T)% = 50%;(Two characteristics of double-stranded DNA: total number of purine bases = total number of prismatic bases). - The calculation of DNA single and double-stranded base content:(A+T)%+(C+G)% = 1;(C+G)%=1-(A+T)% = 2C% = 2G%=1 - 2A%= 1 - 2T%;(A1+T1)%=1-(C1+G1)%;(A2+T2)%=1-(C2+G2)%. - ** Relationship between the number of bases in a single strand of DNA ** - A1+T1+C1+G1=T2+A2+G2+C2 = 1/2(A+G+C+T); - A1+T1=A2+T2=A3+U3 = 1/2(A+T);C1+G1=C2+G2=C3+G3 = 1/2(G+C)。 - ** The ratio of DNA single-strand and double-strand pairing bases ((A+T)/(C+G) represents the uniqueness of DNA molecules)** - If (A1+T1)/(C1+G1)=M, then (A2+T2)/(C2+G2)=M,(A+T)/(C+G)=M. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

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2026-10-04 15:21

300 high school biology knowledge points summary

The following is a summary of some high school biology knowledge points: 1. The relationship between chemical elements and organisms: organisms contain a variety of chemical elements. These elements have different functions and effects in the body, such as forming compounds and participating in physiological processes. 2. The list of compounds in the cell: There are many kinds of compounds in the cell, such as sugar, fat, protein, and nuclear acid. Each of them has different structures and functions. For example, sugar is the main energy material, fat can store energy, and so on. 3. Nucleic acid was divided into DNA and DNA, and its basic units were respectively, DNA and DNA. 4. Identification of reducing sugar, fat, protein, and DNA in biological tissues: Use specific reagents for identification. For example, Fehling's reagent can identify reducing sugar and produce brick-red precipitations; Sultan III dye solution can identify fat and produce orange color, etc. 5. The characteristic of the membrane was that it was selectively pervious, allowing certain substances to pass through while preventing other substances from passing through. 6. The cell membrane's substance exchange function: The cell membrane can carry out substance exchange through free dispersion, assisted dispersion, active transportation, and other methods. 7. The similarities between mitochondria and plastids were that they both had a double-layered membrane structure, were related to energy conversion, and contained a small amount of DNA. 8. The comparison of eukaryote organelle: Different organelle had differences in structure and function. For example, the ER was the synthesis, processing, and transportation channel of protein and other molecular substances; the Golgi apparatus mainly processed, classified, and packaged the protein from the ER. 9. During mitosis, the changes of nuclear DNA, the nuclei of the nuclei, and the nuclei of the nuclei were as follows: during the interphase, DNA replication and the synthesis of related protein were carried out, and the DNA content was doubled; during the prophase of mitosis, the nuclei of the nuclei appeared, and at the anaphase, the nuclei of the nuclei split, and the sister Chromatids separated. 10. The source of ATP-in the body: It is mainly produced by cell breathing (both oxygen and oxygen free breathing) and photosynthesis. 11. [The destination of the ATP-binding in the body: It is used for various life activities of cells, such as muscle contraction and material synthesis.] 12. The comparison between light reaction and dark reaction in photosynthesis: the light reaction occurs on the thylakoid membrane of the plastids, producing oxygen, bound bound 13. The relationship between light energy utilization rate and photosynthesis efficiency: Light energy utilization rate refers to the ratio of the energy contained in the organic matter accumulated by the plant's photosynthesis to the sunlight energy that shines on the ground; photosynthesis efficiency refers to the ratio of the energy contained in the organic matter produced by green plants through photosynthesis to the light energy absorbed during photosynthesis. 14. The relationship between the external factors that affect photosynthesis and the improvement of light energy utilization: The external factors include light intensity, temperature, carbon dioxide concentration, etc., and appropriately increasing the value of these factors can improve the light energy utilization. 15. The metabolism of the three major nutrients in humans and animals: sugar, fat, and protein can be synthesized and decomposed in the body, and they can be converted to each other. 16. The comparison between the two types of breathing: Aerobic breathing produces a large amount of energy and requires oxygen to participate. The reaction site is mainly the mitochondria. The anoxia-less breathing produces a small amount of energy and does not require oxygen. The reaction site is the cellular matrix. In addition, there were also knowledge points about cell structure and function, gene expression, genetic laws, biological evolution, ecological systems, etc., such as cell membrane system, gene translation and translation process, Mendel's law of inheritance, modern biological evolution theory, etc.(Genetic frequency changes, isolation and speciation, etc.), the components of the ecosystem (producers, consumers, disposers, non-biological substances and energy), energy flow (one-way flow, step-by-step reduction), material circulation, and many other topics. These knowledge points were all important parts of high school biology learning, but due to space constraints, it was difficult to list all 300. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

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2026-09-27 11:25

High school biology sterile operation summary

The following is a summary of the sterile operations in high school biology: ** I. Asterile operation in the cultivation of microorganisms ** 1. ** Medium is related to microorganisms ** - The medium generally contained water, mineral salt, carbon source, and nitrogen source. Some microorganisms had special requirements, such as adding vitamins to the Lactobacillus, acidic pH-suitable for the mold, and neutral or slightly basic pH-suitable for the bacteria. Depending on whether a solidifying agent (such as agar-gel) is added, it can be divided into solid and liquid media. 2. ** In terms of sterile technology ** - ** Disinfection (does not kill spores and spores)** - Boiling disinfection method: boil at 100 ° C for 5 - 6 minutes. - Pasteurisation: 70 - 75 ° C for 30 minutes or 80 ° C for 15 minutes. - ** sterilization (can kill spores and spores)** - Burning and sterilization: Use the full burning layer of the flame of the alcohol lamp to burn. - Dry heat sterilization: Use a dry heat sterilization box. - High-pressure steam sterilization: generally used for the sterilization of culture medium, using a high-pressure steam sterilization pot. - The laboratory could also be disinfected with ultraviolet-light or chemicals. Before the ultraviolet-light exposure, it was better to spray carbolic acid or coal soap solution. 3. ** Asterile Operation During Microorganism Incubation ** - When carrying out the incubation of food samples, you should wear special work clothes, hats and slippers, and put them in the buffer room of the sterile room. Before work, they should be used after being disinfected by ultra-violet rays. - Wash your hands with soap and wipe your hands with 75% alcohol cotton balls before you get the vaccine. - In the separation of microorganisms, such as the use of selection media to screen and separate microorganisms in the laboratory, it is necessary to operate under sterile conditions to ensure that pure cultures are obtained. ** 2. Asterile operation in cell-related experiments (for example, although the preparation of cell membrane and other experiments did not mention strict sterile operation, the basic sterile principles should be followed in actual operation)** 1. The cell membrane was usually prepared from mature red blood cells of mammals. During the whole operation, it was necessary to avoid the contamination of miscellaneous bacteria as much as possible to ensure the accuracy of the experimental results, because the contamination of miscellaneous bacteria might affect the purity of the cell membrane or damage the cell structure. 2. When it came to the study of secreted protein, although the research methods such as the radioactive label method and the differential centrifugal method were emphasized, the principle of sterile operation should also be followed in the process of obtaining the cell organelle to ensure the accuracy of the research. For example, the synthesis and secretion process of secreted protein involved a variety of organelle. If there was contamination from bacteria, it might affect the function of the organelle or interfere with the normal synthesis and transportation of secreted protein. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

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2026-09-27 13:46
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