Biology Grade Seven Volume Two Simple Diagram of the Digestive System
The digestive system consisted of the digestive tract and digestive glands. The digestive tract included the oral cavity, throat, esophagus, stomach, small intestine (starting from the Duodenum), large intestine (starting from the Cecum), and anus. The teeth in the mouth chew and grind food, and the tongue stirs to mix food with saliva; the throat is the passage for food; the esophagus is also the passage for food; the stomach makes food mix with gastric juice and digest it through wriggling; the small intestine is the main place for digestion and absorption; the large intestine drives food residue to the anus. The digestive glands included the saliva glands outside the digestive tract (secretes saliva, and the starch in the saliva can digest the starch and convert it into glucose), the liver (secretes bile, does not contain digestive hormones, and can vaporize fat), and so on. Read more exciting novels for free
Seventh Grade Biology Diagram
The following are some common structures in seventh grade biology: - ** Microscope structure and function **: It is used to observe microscopic biological structures, including eyepieces, objective lenses, stage, and other components. - ** The structure and function of animal and plant cells **: - Plant cells: The outermost layer is the cell wall, which plays a supporting and protective role. The cell membrane is close to the cell wall, and there is a cell membrane inside (including mitochondria, plastids, vesicles, etc.). There is a spherical nucleus in the center of the cell. There are many small vesicles in the young cells, which form a large central vesicle after maturity. - Animal cells: The outermost layer is the cell membrane. The plasma is located between the cell membrane and the nucleus. There are mitochondria in the plasma, and the nucleus is located in the center of the cell. Plant and animal cells shared the same structures as cell membrane, plasma, nucleus, and mitochondria. Plant cells were unique to cell walls, vesicles, and plastids. - [Paramecium's structure: It has cilia, mouth groove, food bubbles, and other structures.] - ** The structure of kidney bean and corn seeds **: For example, kidney bean seeds are composed of seed coat and embryo (embryo, hypocotyl, radical, and cotyledon); corn seeds are composed of seed coat, inner sperm, and embryo (embryo, hypocotyl, radical, and cotyledon). - ** The structure and function of the root tip **: It includes the root cap, meristematic zone, extension zone, mature zone, etc. Different zones have different functions, such as the root cap protecting the root tip, the meristematic zone for cell division, etc. - ** Leaf bud structure and development **: There are growing points, leaf primordium, young leaves, bud axis, bud primordium and other parts. Leaf buds develop into branches. - ** Leaf structure and function **: It is composed of the skin (upper and lower skin), the mesopyrm, and the veins. The skin plays a protective role, the mesopyrm performs photosynthesis, and the veins support and transport. - ** The structure and function of the stem **: There are structures such as the xylem and phloem, which have the functions of support and transportation. - ** The composition and function of the digestive system **: It includes the oral cavity, throat, esophagus, stomach, small intestine, large intestine, and other organs. All organs work together to complete the digestion and absorption of food. - ** The composition and function of the respiratory system **: It is composed of the respiratory tract (nasal cavity, throat, throat, trachea, bronchi) and the lungs, which realizes gas exchange. - ** Breathing movement **: The relationship between the movement of the intercoital muscles and the diaphragm and the changes in the volume of the chest and lungs. - ** The structure and function of blood cells **: For example, red blood cells (transport oxygen), white blood cells (immune defense), blood plaque (stop bleeding and coagulate blood), etc. - ** The structure and function of blood vessels **: It is divided into arteries (transporting blood from the heart to various parts of the body), veins (transporting blood from various parts of the body back to the heart), and capillaries (material exchange sites). - ** Heart structure **: It has four chambers (left atrium, left atrium, right atrium, right atrium) and other structures. - ** The structure of the urological system and the kidney **: The urological system is composed of the kidney, ureter, bladder, and uterus. The kidney is the organ that forms urine, and there are nephrons and other structures inside. - ** The formation of urine **: Including the filtering effect of the glomeruli and the reabsorption effect of the tubuli. - ** Eye and Vision **: The structure of the eyeball includes the retina, crystalline lens, and retina. Each structure works together to achieve visual functions. - Ear and hearing: There are structures such as the outer ear, middle ear, and inner ear that participate in the formation of hearing. - ** Reflex Arc **: Composed of sensors, nerves, nerve centers, efferent nerves, and sensors. - ** Human body's main hormonal glands **: For example, the hypophysis, the thyreoid, etc., secrete hormones to regulate the body's physiological activities. - ** Joint structure **: There are structures such as the joint surface, joint capsule, and joint cavity. - ** Human reproductive system **: - Male reproductive system: It includes structures such as the testes, epididymides, and vas deflex. The testes are the main reproductive organs that produce sperm. - Female reproductive system: Including the ovaries, fallopian tubes, uterus, vaginas and other structures, the ovaries produce egg cells, etc. - ** The structure of the egg **: such as the eggshell, eggshell membrane, air chamber, egg white, egg yolk and other structures. - ** The structure of bacteria, fungi, and viruses **: bacteria have basic structures such as cell walls, cell membranes, and protoplasts; fungi have cell walls, cell membranes, protoplasts, and nuclei; viruses have no cell structure and are composed of protein shells and internal genetic materials. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Seventh Grade Biology Book Volume 2 Chapter 6 Mind Map Simple
Since he did not find the specific content of the second volume of the seventh grade biology book, he could only give a rough outline of the content that the sixth chapter might cover. From the perspective of the relationship between neuroregulation and hormone regulation, it might include the fact that the two regulated human life activities together. The nervous system played a leading role, but hormone regulation was also indispensable. As for the part of hormone regulation, it might include the human body's secreted glands (such as the hypophysis, the thyrus, the adrenaline, the islets, the ovaries, or the testes), as well as the hormones secreted by these secreted glands (such as the secretion of growth hormone and stimulating hormones by the hypophysis, the secretion of thyreoid hormones by the thyreoid, and the secretion of hormone by the islets), as well as the effects of these hormones (such as the promotion of cell absorption and utilization of blood sugar by the hormone, and the promotion of metabolism and growth by the hormone of the thyreoid). In the nervous system, it might involve the human body's perception of the external environment, such as the adjustment of the pupil size when the light is strong or weak (the pupil becomes smaller when the light is strong, and the pupil becomes larger when the light is weak). This was just a simple framework of the mind map inferred from the scattered information about the sixth chapter of the seventh grade biology book in the reference materials given. It might not be complete and accurate. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Cell structure diagram, seventh grade biology
The following is the seventh grade biology content on the level of plant and animal cell structure: ** 1. Plant cell structure ** 1. ** Cell wall ** - It is located on the outermost layer of plant cells and plays a role in supporting and protecting the entire cell. 2. ** Cell membrane ** - It was very thin and could not be seen clearly under an ordinary optical microscope. Its function was to separate the substances inside the cell from the external environment, allowing the cell to have a relatively stable internal environment. At the same time, it could also control the entry and exit of substances into the cell. 3. ** Cell plasma ** - A colorless, transparent, jelly-like substance located between the cell membrane and the nucleus. It is usually not easy to observe under a microscope. There were many types of organelle in the cell. - ** Mituron **: It is cylindrical in shape and is related to respiratory function. It provides energy for the life activities of cells. - "** Phosphor **: Generally, it is only contained in the cells of the green part of the plant body. It is oval in shape and contains fluorescence. The green leaves of green plants are green because the cells contain this kind of fluorescence. Phosphor is the place where plants carry out photosynthesis and can synthesize organic substances from organic substances. - ** Vacuum **: The existence of a vacuum is one of the distinctive features of plant cells. In young cells, the vesicles were not obvious. At this time, the vesicles were small in size and large in number. Many small vesicles expanded with the growth of the cells and finally combined into a large central vesicle. The vesicle was filled with cell fluid, which dissolved a variety of substances. The color of the petals was different because the cyanidins contained in the petal cell fluid showed different colors under different ph values. 4. ** Nucleus ** - It was almost spherical. In young cells, the nucleus was located in the center of the cell. In mature plant cells, due to the formation of the central vesicle, the nucleus would move along with the plasma and be located in the thin layer of the plasma outside the vesicle. The nucleus stored a large amount of genetic information and was the control center of the cell. ** 2. Animal cell structure ** 1. ** Cell membrane ** - The outermost layer of animal cells was the cell membrane, which could separate the substances inside the cell from the external environment, allowing the cell to have a relatively stable internal environment and controlling the entry and exit of substances into the cell. 2. ** Cell plasma ** - It was a colorless, transparent, jelly-like substance located between the cell membrane and the nucleus. It contained mitochondria, and there were no structures such as vesicles and plastids in animal cells. 3. ** Nucleus ** - A spherical structure located in the center of a cell. A large amount of genetic information is stored in the nucleus. The similarities between animal and plant cells were that they all had cell membranes, protoplasts, nuclei, and mitochondria, while the differences were that plant cells had cell walls, vesicles, and plastids, while animal cells did not. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Natural biology experience, third grade volume 1
" Natural Biology Experience " Nature was a world full of wonders and mysteries. There were a variety of creatures in it, and they all had unique charms. In nature, there are tall trees. They are like giants, sheltering us from the wind and rain. In spring, the trees would grow new branches and leaves. They were tender green and full of vitality. In the summer, the dense branches and leaves brought coolness to people. There might even be birds building nests on the trees. The birds chirped as if they were singing. In autumn, the leaves would turn golden, fiery red, and other colors, like butterflies falling from the trees. It was very beautiful. In winter, some trees were still standing strong even though they only had bare branches left. Flowers were also beautiful creatures in nature. They were colorful, red like fire, pink like clouds, and white like snow. The shapes of the flowers were also different. Some were like trumpets, while others were like stars. Bees and butterflies often flew among the flowers. Bees were busy collecting honey, while butterflies seemed to be playing among the flowers. Bees collect honey to make sweet honey. This process is very difficult, but it also makes us feel the mutual dependence between creatures. The small animals were also very interesting. For example, small ants. Although they were small, they were very united. They moved food together. A small ant might not be able to move a large piece of food, but many small ants could work together to move food back to the ant nest. There were also little rabbits. They had long ears and were jumping around. They were very cute. They fed on grass and lived in the grass. They were very vigilant and would quickly run away at the slightest movement. In nature, every creature had its own meaning and value. Together, they constituted a rich and colorful world. We should protect nature, protect these creatures, and not destroy their homes, so that we can always appreciate the beauty and magic of nature. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Biology Combined Practice, Seventh Grade Volume 1
He only found the answers to the seventh grade's comprehensive biology exercises, but he did not know the specific practice content. If you need answers to the seventh grade biology comprehensive exercises, you can refer to the 2021 biology comprehensive exercises seventh grade comprehensive exercises, the 2023 comprehensive exercises Gansu seventh grade biology, the 2023 comprehensive exercises Gansu seventh grade biology, the 2023 comprehensive exercises Gansu seventh grade biology, the 2022 comprehensive exercises Gansu seventh grade biology, the 2022 comprehensive exercises Gansu seventh grade biology, the 2022 comprehensive exercises Gansu seventh grade biology, the 2022 comprehensive exercises Jiangsu education edition. In 2021, the supporting comprehensive practice of biology in the seventh grade of Gansu Province was obtained. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Jellyfish, Biology, Volume One, Eighth Grade
Jellyfish belonged to the coelenterate species and had the typical characteristics of the coelenterate species, such as the body's radiation symmetrical, the surface of the body had stinging cells, and there was a mouth but no anus. In terms of its relationship with humans, jellyfish was edible and had high nutritional value. In terms of reproduction, coelenterate animals (including jellyfish) could reproduce by growing buds. The buds grew into small jellyfish and then shed from the mother to live independently. In the structure of the jellyfish, there were stinging cells in the outer layer. The stinging cells contained thorns and venom, which were sharp weapons for attack and defense. The movement and digestion of jellyfish were related to the commonality of coelenterate. For example, in terms of digestion, the endomorph formed a digestive cavity that was connected to the mouth. Food and digested residue were passed in and out of the mouth. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Biology Grade 7, Volume 2, Visual Mind Map
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>
Biology Grade One Volume One Mind Map
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>
Eighth grade biology, second volume, ear structure
The ear is divided into three parts: the outer ear, the middle ear, and the inner ear. 1. ** Outer ear ** - [Ear: Its function is to collect sound waves.] - ** External ear canal **: The main function is to transmit sound waves. There are ear hair and some glands in the external ear canal. The secretion of the glands and the ear hair have a certain blocking effect on foreign objects such as dust. 2. ** Middle ear ** - [Teardrum: An oval-shaped membrane located at the bottom of the external ear canal. It can vibrate under the effect of sound waves.] - ** Tympanic cavity **: It is connected to the throat through the eustachian tube. Air can enter the eardrum through this tube, thus maintaining the balance of air pressure on both sides of the eardrum. - ** Ossicles **: Including the malleus, incus, and stapes. These three ossicles form an " ossicle chain " that can transmit the vibrations produced by the eardrum. - ** Eustachian tube **: From the drum to the throat, it can adjust the pressure difference on both sides of the eardrum. 3. ** Inner ear ** - ** Ear **: There are hearing sensors inside. Under the stimulation of vibration, it can produce nerve impulses and have hearing functions. - ** Vestibular **: There are sensors that can sense the changes in the head position. - [** semicircle canal **: It also has the ability to sense the changes in the position of the head.] <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>