What are the substances in the respiratory chain of biological photosynthesis?
There was no respiratory chain in photosynthesis. The respiratory chain was a concept in the process of breathing. The respiratory chain was a system composed of a series of electron carriers that transferred electrons from NAC or FADH2 to oxygen. Its composition was a series of electron carriers with an oxido-reduction potential between NAC (or FADH2) and oxygen. It was located on the inner membrane of the mitochondria in eukaryotes, and on the plasma membrane in prokaryotes. Photosynthesis was a process in which plants used light energy to convert carbon dioxide and water into organic matter that stored energy and released oxygen. The two could not be confused. Read more exciting novels for free
Cellulose and Glycogen are biological substances.
Celluloses were a type of glycan found in plants. They were the main components of plant cell walls, and they belonged to the class of glycans found in living organisms. Glycogen was a type of branched-chain glycan formed by the combination of glucose, also known as liver glycan or glycogen. It could be divided into liver glycogen and muscle glycogen. It was an energy storage substance found in animals, and it was also a class of glycogen. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The main biological active substances of taxol are
Paclitaxol was a type of diterpene alkaloid compound. It was a kind of biological active substance and had anti-cancer activity. It could play an anti-cancer role by interfering with the mitosis of tumor cells and preventing their growth. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Illustration of the three-stage equation of biological photosynthesis
Photosynthesis could be divided into two stages, light reaction and dark reaction. The light reaction could be roughly divided into two steps, the initial reaction and the formation of assimilation force (including electron transfer and photophosphorous reaction). The following is the reaction process involved: 1. ** Initial reaction **: This stage is the absorption, transmission, and conversion process of light energy by the photosynthesizing dye molecules. After the light energy was absorbed by the photosynthesizing pigments (such as chloride-like) on the thylakoid membrane, the chloride-like molecules would change from the ground state to the excited state. The excited chloride-like molecules were unstable and would quickly transfer energy to other chloride-like molecules or the central pigment-like molecules. In this process, the light energy was converted into electrical energy. However, there was no clear equation for this process. It mainly described the absorption, transmission, and conversion of light energy by the photosynthesizing dye. 2. ** Assimilation force formation (electron transfer and photo-phosphorous reaction)** - ** electron transfer **: There is a series of electron carriers on the thylakoid membrane. After light energy is absorbed and converted into electrical energy, it drives electrons along the electron transfer chain. Water is cracked under light to produce electrons (e), neutrons (H), and oxygen (O). The reaction formula is: 2H O → 4H + 4e + O. During the process of electron transfer through the transmitter, it would cause a difference in the concentration of neutrons inside and outside the thylakoid membrane, which would promote the photophosphorous reaction. - ** Photophosphorization reaction **: When the neutrons flow from the thylakoid cavity to the plastidium of the plastids along the concentration grade, AAD and Pi will be synthesized into ATPthrough the action of ATP-synthesizing. The reaction formula is: AAD + Pi + energy (provided by the difference in the potential of the neutrons) → ATP. 3. ** Dark reaction (carbon assimilation process)**: Dark reactions can be considered as the process of carbon assimilation, including the C3 pathway, C4 pathway, and the Xiaomu pathway. Under the action of the catalyst, carbon dioxide (CO2) and five carbon compounds (C, ribulose- 1,5 -diphosphorous acid, RuBG), forming an unstable six-carbon compound, which then quickly decomposed into two molecules of three-carbon compounds.(3 -Phosphoglyceric acid, 3 -PVP), this process is called the carbolation reaction, the reaction formula is: CO2 + RuBG (C) → 2×3 -PVP (C); The three-carbon compound (3 -PG A) was reduced to a three-carbon sugar (Glycerol- 3 -Phosphorous Acid, G3P) under the effect of ATP-and [H](the reduced form of Cogenase II). Part of the G3P underwent a series of reactions to generate RuBG to ensure the continuation of the dark reaction. The other part of the G3P could synthesize organic substances such as glucose. The reaction formula was: 3 -PG A + ATP-and [H] → G3P + AAD + Pi. As for the illustration, the thylakoid membrane and stroma of the plastids could be used as the main scene. The absorption of light energy by the photosynthesizing dye, the splitting of water to produce electrons, neutrons, and oxygen, the process of electron transport chain, and the production of ATP-by photosynthesis could be marked on the thylakoid membrane. The process of carbon dioxide fixing and the reduction of three-carbon compounds during the dark reaction could be marked in the plastids. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Difficulties of Biological Photosynthesis in Junior High School
The difficulties of biochemistry in junior high school were mainly reflected in the following aspects: 1. ** Shift of key points on coordinate curves **: - When the abyssal coordinate is the light intensity or the concentration of CO2, the Y point represents the light compensation point and the CO2 compensation point respectively. In the case that the photosynthesis rate is equal to the respiratory rate, if an external factor (such as the concentration of CO2, light intensity, temperature, etc.) is changed to increase or decrease the photosynthesis rate, and the respiratory rate is affected or not, the compensation point will move to the left or right accordingly. For example, if the temperature is appropriately raised, the increase in the photosynthesis rate is less than the increase in the respiratory rate, and the Y point should move to the right; if the plant seedlings are cultivated with a complete nutrient solution lacking in magnesium-deficient, the synthesis of plant chloride-like substances will decrease, the light reaction will be inhibited, and the photosynthesis rate will decrease under the same light intensity, and the Y point should move to the right. - Change the type of plant (such as C plant to C plant, sun plant to shade plant), the movement of the compensation point depends on the physiological characteristics of the plant. C plant is easier to reach the carbon dioxide compensation point, shade plant is easier to reach the light compensation point, so if the curve represents C plant or shade plant, the Y point should move to the left. 2. ** Change in the content of intermediate products **: It is necessary to understand the relationship between the light reaction and the dark reaction. For example, when comparing the changes in the contents of C, C, Ang, and [H] in mesophysical cells at different time points (such as point C and point B) in the "double-peak curve", it is necessary to comprehensively analyze the dynamic changes of substances during the photosynthesis process and establish a mental model to solve the problem. 3. ** Concept Understanding **: - The precise understanding of the conditions of photosynthesis (light energy, plastids, etc.), the raw materials (carbon dioxide and water), the products (organic matter and oxygen), the location (plastids), and other elements was easy to confuse. - The essence of photosynthesis included material conversion (simple minerals were converted into complex organic matter and released oxygen) and energy conversion (light energy was converted into chemical energy and stored in organic matter). This concept was difficult to understand and distinguish accurately. 4. Regarding the relationship between photosynthesis and respiration, they were both independent and dependent on each other. There were many differences between the two in terms of process, location, substance, and conditions, which was easy to confuse. For example, photosynthesis provided the material basis for respiration, while respiration provided the raw materials for photosynthesis. The place of photosynthesis was in the plastids, while the place of respiration was mainly in the mitochondria. Photosynthesis produced organic matter to store energy, while exhalation decomposed organic matter to release energy. Photosynthesis required light, and it could be done with or without light. In the exam questions, the two often infiltrated each other, which also increased the difficulty of understanding. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Seventh grade biological carbon dioxide photosynthesis experiment
The following is an experiment in seventh grade biology to verify that carbon dioxide is the raw material for photosynthesis: ** 1. Experimental Materials and Tools ** 1. [Plant Material: Geraniums (You can also choose other suitable green plants)] 2. ** Reagents **: Alkaline solution, clean water, and iodine-based solution. 3. ** Other appliances **: transparent glass bell jar (or other sealable transparent containers), small beakers, large beakers, etc. ** 2. Experimental Steps ** 1. ** Dark processing ** - He chose two geraniums that grew in similar conditions and placed them in the dark for a day. The purpose was to transport or consume the original starch in the geraniums leaves to avoid the interference of the original starch on the experimental results. 2. ** Setting up Control Experiment ** - He placed the geraniums in two transparent glass jars. A small beaker filled with a solution of soda was placed in one glass bell jar, and a small beaker filled with an equal amount of clear water was placed in the other glass bell jar. Here, device 1 (with a solution of soda ash) would absorb carbon dioxide. Device 2 (with clean water) could be used as a reference to ensure that other than the variable of carbon dioxide, the other conditions were the same. 3. ** Sunlight shines ** - The two devices were placed under the sun for a period of time to allow the plants to photosynthesize. 4. ** Alcohol Decolorization ** - He prepared a large beaker to be filled with water and a small beaker to be filled with alcohol. He placed the illuminated leaves into the alcohol in the small beaker, and then placed the small beaker into the large beaker to heat it up. The effect of the alcohol was to dissolve the leave's fluorescence, which would make it easier to observe the color change later. During the process of heating, the color of the alcohol would gradually turn green as the photosynthesis dissolved, and the color of the leaves would turn from green to yellow-white. 5. ** Wash with water ** - He rinsed the leaves with water to wash away the alcohol on the leaves. 6. ** Drop in the solution ** - The rinsed leaves were dripped with an iodine-based solution. The purpose of adding the solution was to check if there was starch in the leaves. 7. ** Once again rinse with water ** - He rinsed the leaves with water again to observe the color change more clearly. ** 3. Experimental phenomena and conclusions ** 1. ** Phenomenon ** - The leaves in Device 1 (with a solution of soda and no carbon dioxide) did not turn blue, while the leaves in Device 2 (with water and carbon dioxide) turned blue. 2. ** conclusion ** - The starch was the product of photosynthesis, and carbon dioxide was the raw material of photosynthesis. Other experiments could also be used to verify that carbon dioxide was a raw material for photosynthesis. For example, similar devices could be made in two glass tanks. One tank was used to remove carbon dioxide with a solution of soda, and the other tank was filled with normal air. After dark treatment, illumination, and testing for starch, the same conclusion could be reached. In addition, the experiment using hornworts and BTL solution could also indirectly prove that carbon dioxide was a raw material for photosynthesis. Put hornworts into test tubes A and B, and add an equal amount of yellow-green BTL solution (which will change color after blowing with carbon dioxide) and plug it. Test tube A is placed under the sun, and test tube B is wrapped in black paper and placed in a dark place. After a period of time, the solution in test tube A will turn blue (carbon dioxide is absorbed by photosynthesis), and the solution in test tube B will still be yellow-green. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Testing exercises for organic substances in biological tissues
The following are some exercises for the detection of organic substances in biological tissues: ** 1. Multiple choice questions ** 1. The changes of some organic matter during the ripening process of the rape seeds are shown in the figure. The seeds at different maturity stages were tested after being blended. The correct result is () - [Option A: Take a sample on the tenth day and test it with Fehling's reagent.] Because there was still a lot of dissolved sugar on the 10th day, the reducing sugar in the dissolved sugar and Fehling's reagent would appear brick-red precipitations under the water bath heating condition, so item A was wrong (the answer saying that it did not show color was wrong). - Option B: Test with biuret reagent on the 20th day. The protein was the embodiment of the life activities of the organism. The existence of the protein could be detected throughout the ripening process of the seed, so the B question was wrong. - Option C: Test with the Sultan III reagent on the 30th day. On the 30th day, the fat content was higher, and the fat reacted with the Sultan III reagent to produce an orange color, indicating that item C was correct. - [Option D: Test with an iodinated solution on the 40th day.] On the 40th day, the starch had been exhausted, and there would be no color reaction when tested with the iodoids. Item D was correct. 2. Regarding the identification of reducing sugar in biological tissues, the following statements are correct () - Option A: When measuring 2 mL of Fehling's reagent, a 5 mL measuring cylinder should be used instead of a 10 mL measuring cylinder. This is because a measuring cylinder with an appropriate capacity should be used when measuring the reagent. A is correct. - Option B: When heating with water, the liquid level in the test tube should be lower than the water level in the beaker. This way, the reaction solution can be heated evenly. - Option C: Fehling's reagent is a suspension of CuSO4 solution and a solution of NaOx. The CuSO4 solution is blue in color. Therefore, after adding Fehling's reagent to the tissue sample, the liquid in the test tube will appear blue. After heating it up, it will turn brick-red. - [Option D: Copper (OH)2 is easy to decompose, so Fehling reagent must be prepared and used immediately. It cannot be stored for a long time. D is wrong.] ** 2. Short Answer Questions ** 1. In the concept map of green plants 'photosynthesis and respiration, it might involve knowledge related to the detection of organic matter. For example, photosynthesis produces organic matter (such as starch), and the presence of starch can be detected with an iodine-based solution. If one were to investigate whether different parts of the plant (such as the shade and non-shade parts of the leaves) were producing starch through photosynthesis, they could determine it by detecting the color change of the leaves with an iodine-based solution. 2. In the experiment to verify that green leaves produce organic matter under light: - Step 1: The purpose of placing the plant in the dark for a day and night was to remove or exhaust the original starch in the leaves so as not to interfere with the experimental results. If he wanted to detect the starch in the leaves, this step was a necessary prerequisite. - The purpose of covering the upper and lower sides of the leaves with black paper in step 2 was to set up a set of control experiments. The light-shielded part and the unlight-shielded part formed a contrast to explore the effect of light on photosynthesis (starch synthesis). After that, he could use the solution of iodination to detect the formation of starch in the leaves that were shielded from light and those that were not. - In step 4, the leaves were heated in alcohol with water separating them, so that the leaves dissolved in the alcohol. The leaves turned yellow-white, and the liquid in the beaker containing the leaves gradually turned green. After the leaves were decolored, the starch was detected with an iodine-based solution to facilitate the observation of the experimental results. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Can the spleen synthesize biological active substances?
The spleen can synthesize biological active substances, such as complement components and cell factors. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What is the effect of commonly used biological drugs in the respiratory system?
Biological drugs commonly used in the respiratory system have many effects: 1. ** In terms of dosage form design and optimization ** - In the treatment of asthma, pharmaceutics could guide the design and optimization of inhaled drugs. By studying the behavior of drugs in the respiratory tract, biopharmacists designed more effective inhaled drug delivery systems to increase the local concentration of drugs and reduce the occurrence of adverse reactions throughout the body. - It can guide the design and optimization of inhaled drug dosage forms in the treatment of chronic obstruction lung disease, help to design a more effective inhaled drug delivery system, improve the local concentration of drugs, and reduce adverse reactions throughout the body. - In the treatment of lung cancer, it could guide the design and optimization of the dosage form of chemotherapy drugs, design a more effective chemotherapy drug delivery system, improve the local concentration of drugs, and reduce the adverse reactions of the whole body. - It could guide the design and optimization of the dosage form of anti-inflammatory drugs, design a more effective anti-inflammatory drug delivery system, improve the local concentration of drugs, and reduce the adverse reactions of the whole body. 2. ** Guiding clinical rational use of drugs ** - In the treatment of asthma, biopharmaceutics could help doctors choose the appropriate dosage and route of administration according to the patient's specific conditions, improve the treatment effect and reduce the occurrence of adverse reactions. - In the treatment of chronic obstructed lung disease (CHF), it can help the clinicians choose the appropriate dosage and route of administration according to the patient's condition, improve the treatment effect, and reduce adverse reactions. - In the treatment of lung cancer, it could guide the clinical doctor to choose the appropriate drug dosage and route of administration according to the patient's specific conditions, improve the treatment effect of the drug and reduce the occurrence of adverse reactions. - In the treatment of lung cancer, it can guide the clinical doctor to choose the appropriate drug dosage and route of administration according to the specific conditions of the patient, improve the treatment effect of the drug and reduce the occurrence of adverse reactions. In addition, in the treatment of asthma, there are anti-il- 5-related antibodies.(e.g., mepolinan and reslilibizab are targeted at IL5, and benralisuma is targeted at IL5R), which can reduce the number of acute episodes and alleviate symptoms of severe and treatment-resistant asthma by suppressing the related effects of provocatropils. Anti-IL13 Antibodies (For example, Lebrikizu) can reduce the number of acute episodes in patients with moderate to severe asthma and improve the lung function of patients; anti-il- 4 can affect respiratory diseases by affecting the accumulation of inflammatory cells. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Which biological materials contain hydrogen peroxide-like substances?
Many kinds of biological materials contained hydrogen peroxide-like livers, such as pig liver, chicken liver, carp liver, onions, spinach, potatoes, and microorganisms such as yeast. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the functions of bacteria and fungi in the biological chain?
In the biological chain, bacteria and fungi have many important roles: 1. They can decompose animal and plant remains into carbon dioxide, water, and other substances. These substances were then absorbed and utilized by plants, becoming raw materials for photosynthesis, and then producing organic matter. Without microorganisms such as bacteria and fungi, the remains of animals and plants would pile up like mountains, and animals and plants would lose their living space. 2. ** Cause diseases in animals, plants and humans **: Some bacteria and fungi live as parasites. They absorb nutrients from living animals, plants and humans, causing diseases in animals, plants and humans. For example, it could cause diseases such as athlete's foot, tonsillitis, scarlet fever, erysipelas, etc. 3. Symbiosis with animals and plants: Some bacteria and fungi live together with animals or plants, trust each other, and benefit each other. For example, lichen was formed by the symbiosis of fungi and algae. Algal could provide organic matter to fungi through photosynthesis, and fungi could supply water and mineral salt to algae. Some bacteria in the stomach and intestines of animals also had a symbiotic relationship with the animal. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>