The Analysis of the Questions and the Answer in the Biology Course of Senior High School
The following are some questions and answers that might be involved in the high school biology seminar: ** I. Problems related to the metabolism of cells ** 1. ** Question **: briefly describe the process of scientific discovery of the essence of the enzyme and the characteristics of scientific exploration. - Before Pasteur, he believed that fermentation was a pure chemical reaction and had nothing to do with life. Pasteur and Liebig respectively proposed that the fermentation in brewing was related to living yeast cells. Without living cells, sugar could not be turned into alcohol, and that the fermentation was caused by certain substances in the yeast cells, and these substances could only play a role after the yeast cells died and cracked. Through experiments, Bichner proved Liebig's point of view was correct, saying that the substance that caused fermentation was a zymase, but what exactly was the zymase was still unclear. Later, Sumner extracted urease crystals with high purity from sword bean seeds for the first time and proved that urease was a protein. This process showed that scientific discoveries were not smooth sailing. Many scientists needed to repeatedly demonstrate, debate, and experiment to reach scientific conclusions. 2. [Question: What is the relationship between the metabolism of the cell and the metabolism of the cell?] - Cell metabolism is composed of a series of chemical reactions in the cell. These reactions need to be carried out at high speed under normal temperature and pressure, and they require the catalyze of an enzyme. Because the reaction environment inside the cell was at normal temperature and pressure, in order to make the chemical reaction proceed quickly, the reaction required the activation energy to be reduced. 3. [Question: How do you determine if an protein is an protein?] - [Answer analysis: Biuret reagent can be used to determine whether this type of protein is a protein.] ** 2. Questions related to the ability to explore biological experiments ** 1. [Question: In the college entrance examination, how do you test your ability to design an experiment plan?] - For example, the 30th question of National Volume A required students to design an experimental plan to verify that protein fragments could appear in the lysomes of engulfing cells. The 32nd question of the new curriculum standard required students to design an experimental plan to test the AIDS virus in blood samples. This tested the students 'ability to use basic experimental methods and techniques to solve new problems. 2. [Question: Using genetic engineering experiments as an example, how does the biology college entrance examination test the understanding of the principles and objectives of the key links of the experiment?] - Question 38 of National Volume A used genetic engineering to express the target protein as the background. It examined the principles and purposes of the key links such as the double digestion of the plasmid-carrier and the preparation of competent cells. It allowed students to feel the rigorous and realistic characteristics of scientific research in the process of solving common problems in scientific research, so as to examine their understanding of the principles and purposes of the key links of the experiment. ** 3. Questions related to the application of biological knowledge in production and life ** 1. [Question: Give an example of how the college entrance examination biology questions reflect the application of biological knowledge in solving practical production and life problems.] - ** Answer Analysis **: Question 34 of the new curriculum standard volume mentioned the practical problem of the high yield of the female plants of the white thorn melon being favored by consumers. Students were required to use genetic crossing methods to screen out the pure hybrids of the female plants of the white thorn melon to solve the problem of high yield. Question 37 of National Volume A focused on the theme of rational use of disinfectant to reduce infectious diseases. It examined the key points of the exploration process such as microorganisms cultivation, bacteria counting, coating plates, and analysis of experimental results. It guided students to use the basic methods of scientific inquiry to solve practical problems in production and life, reflecting the application of biological knowledge in solving practical production and life problems. ** IV. Core literacy and teaching-related issues in biology ** 1. [Question: How to implement the core knowledge of biology in biology class?] - ** Answer Analysis **: Taking the classroom teaching " Passive Transportation " as an example, at the beginning of the class, the students were used to think about life phenomena, stimulate the curiosity of students to explore new knowledge, arouse the enthusiasm of students in the form of question strings, set up independent inquiry and group discussion sessions, and let students feel a sense of participation. In the teaching process, they combined life examples to understand the knowledge points, such as explaining the principle of water entering and leaving the cell. This could well fulfill the requirements of developing students 'scientific thinking and social responsibility in the core accomplishment of biology. In addition, the course " Gene Mutation " focused on the occurrence and mechanism of cancer. It guided the students to analyze and explore the concept, essence, characteristics, significance, etc. of gene mutation independently. It was also helpful to improve the students 'core biological quality. 2. ** Question **: How does the inter-school biology exchange activity promote teachers 'teaching? - Take the inter-school biology exchange between Jigang High School and Laiwu No.1 Middle School as an example. The inter-school exchange provided a platform for teachers to exchange teaching models and study school-based curriculum. Through the exchange, teachers could learn the experience of developing and implementing the biology school-based curriculum in other schools. For example, the teachers of Jigang High School realized that the content of the biology school-based curriculum in Laiwu No.1 Middle School was rich and layered. They could also learn different classroom teaching methods, such as teacher guidance and student inquiry in the classroom of Laiwu No.1 Middle School. They could truly realize the student-centered teaching mode, thus promoting the updating of teachers 'teaching ideas and the reform of teaching methods, and improving the teaching level of teachers. Read more exciting novels for free
How difficult are the biology questions in senior high school?
In 2024, the biology questions of the college entrance examination in Shandong Province were more difficult. The genetic questions were especially difficult. There were two genes and three traits, including the situation of the gel eletrophoretic map. Moreover, the score increased, and the proportion of the details increased. The overall difficulty was high. The questions were not only abstract and difficult to understand, but they also required a lot of reading. The questions were novel and were quite different from the questions he usually practiced. Judging from the reactions of the examinees, many of them felt great pressure. Even if they invested a lot of time and energy in preparing for the exam, they were still unable to do so during the exam. In terms of multiple-choice questions, some examinees reflected that the first question was very difficult. They even felt that the multiple-choice questions were more difficult than the big questions. From the feedback of the invigilators, some of the examinees in the examination hall were completely wiped out by the last question of the genetic question. No one finished the biology paper. However, the calculation of biology questions was not difficult. As long as he paid attention to the summary of the solution routines of various types of questions, he would be able to deal with them easily. But overall, the difficulty of the biology questions in the 2024 Shandong college entrance examination was a great challenge for the examinees. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
High school biology questions and analysis of solving skills
An Analysis of the Evaluation of Biology Teaching in Senior High School
Take an open class on "Biological Species and Protection" at Guangya Middle School in Guangdong as an example. This was an open class for a new teacher. There were some developments in the class. From the teaching materials, this part of the content was simple and easy to obtain. The teacher had a good grasp of the content of the teaching materials. In the process of preparing lessons, the new teaching reform requires the teacher to change the mode of teaching to the end, so that students can change from passively accepting knowledge to actively acquiring knowledge, which involves the application of the concept of developmental teaching evaluation. For example, during the discussion of this public lecture, his colleague suggested that some of the content should be taught by students. This new model of allowing students to participate in teaching was to explore how to fully reflect the student's dominant position. It was also the embodiment of the concept of developmental teaching evaluation in the design of teaching models. Teachers changed from the traditional full-power teaching mode to trying to let students participate in part of the content. This change reflected the adjustment of the teaching process according to the needs of the students 'main position in order to achieve better teaching results and conform to the concept of developmental teaching evaluation. During the preparation process of the open class, the teacher constantly thought about how to change the teaching method to adapt to the spirit of the new curriculum reform. This series of thoughts and attempts were the embodiment of the development of teaching evaluation in the actual preparation process. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Principle of Reaction and the Analysis of the Answer to the Big Chemistry Questions in Senior High School
The following are some examples of high school chemistry questions related to the principle of reaction and the analysis of the answers: ** I. Reaction principles related to the preparation of Titanium Dioxidefrom Titanium Ore and the subsequent production of Titanium ** 1. ** Titanium Ore Purification and Reaction ** - Treatment of FeO impurities when purifying titanium ore: - If titanium ore (FeTiO2, containing FeO, Al2O2, SiO2 and other impurities) is used to prepare TiO2, the reaction 2H2SO2 + FeTiO2 = TiOSO2 + FeSO2 + 2H2O occurs in step 2. The removal of FeO impurities needed to be determined according to the requirements of the subsequent production on the purity of the product. Since there were no more restrictions given here, it was not clear whether it needed to be removed. - Reaction when purifying titanium ore with a concentrated solution of soda: - For the aluminum dioxide O in the ore, the reaction will occur: aluminum dioxide O +2NaAlO +2NaAlO + H O; for SiO2, the reaction will occur: SiO2 +2NaAlO +2NaAlO +H O. 2. ** Reaction principle of preparing metallic titanium with TiO2 ** - ** Method 1: Electrolysi ** - Titanium was prepared by using the treated TiO2 as the negative pole, the lead as the positive pole, the molten CaCl2 as the bath, and the carbon block as the bath. - The reaction formula of the negative reaction is: TiO2 + 4e = Ti+2O2. - The reason why carbon blocks needed to be added to the cell regularly during the fermentation process was that during the fermentation process, the reaction 2O2-4e =O <2> occurred on the positive pole, and the generated oxygen would react with the carbon blocks, thus ensuring the continuous fermentation process and reducing the loss of the positive pole. - ** Method 2: chloride-reduction method ** - The first step was to react TiCl2 with Cl2 and C to obtain TiCl2, which was then reduced to Ti with titanium. The reaction of TiCl2 (l)+ O2 (g)= +151 kJ·mol1 is difficult to occur. - When carbon was added, it was known that C(s)+O ^(g)=CO ^(g), and the two reactions were added according to Gass 'law to obtain TiCl2 (s)+C(s)+2Cl2 (g)= TiCl2 (l)+ CO2 (g). The reaction had a value of +151 kJ·mol1, and a value of-243 kJ·mol1. - From the perspective of chemical equilibrium, when carbon was added to the chloridizing reaction system, the reason why the chloridizing reaction could proceed smoothly was that after carbon was added, the carbon reacted with oxygen, consuming the oxygen generated by the reaction of TiO2 (s)+2Cl2 (g)=TiCl (l)+ O2 (g), which reduced the oxygen concentration in the reaction system. According to Le Chatelier's principle, the equilibrium moved in the direction of positive reaction, so that the chloridizing reaction could proceed smoothly. ** 2. Principles of chemical reactions, comprehensive questions, characteristics, and related reaction principles ** The comprehensive questions on the principles of chemical reactions often used "Desulfurization, Denitration, Reduction of carbon dioxide, Water Gas Production and New Material Production, New Technology Research for the Synthesis of Ammo" as the proposition materials. 1. ** Principle of Desulfurization and Denitration ** - For example, the sulfur removal reaction may involve reactions such as Cao + SO2 = CaSO, 2CaSO + O2 = 2CaSO, etc. The principle was to use the reaction of an acidic oxide-sulfur dioxide (SO2) with an basic oxide-sulfur dioxide (CaOx), and then further oxidize the sulphites into sulphates, thereby achieving the purpose of removing sulfur. - Denitration reactions may involve reactions such as the catalyze of nitrogen, such as 4NH2 + 5O <2>= 4NO +6H <2> O (under the effect of a catalyst), and then NO is further converted into non-toxic nitrogen. This process uses the oxido-reduction reaction to convert nitrogen dioxide into harmless substances. 2. ** Reaction Principle of CO2 Reduction ** - It may involve a fixed reaction of carbon dioxide, such as CO2 <2>+ CaCO2 <2>= CaCO2 <2>+ H2 <2> O, which is a reaction that absorbs carbon dioxide with an alkali-based solution. In some chemical processes, there may also be reactions that use a catalyst to convert carbon dioxide into other useful substances. For example, carbon dioxide and hydrogen react under certain conditions to form methanoi (CO2 + 3H → CH2·H·O + H·O, under the effect of a catalyst). In this way, carbon dioxide is reduced and resources are converted. 3. ** Water gas preparation reaction principle ** - The water gas preparation reaction was C + H <2> O(g)=CO + H <2>(under high temperature conditions). This was a typical reaction between carbon and water vapor. The high temperature was used to enhance the reduction of carbon, reducing the hydrogen in the water and producing carbon dioxide at the same time. 4. ** Reaction principles related to the research of the new process of synthetic nitrogen ** - The traditional synthetic nitrogen reaction was N Chi +3H Chi 2NH2 (under high temperature, high pressure, and catalyst conditions). In the research of new processes, they might study new catalyst to increase the reaction rate, change the reaction conditions to reduce energy consumption, etc. According to Le Chatelier's principle, high pressure and low temperature were conducive to the positive reaction, but in actual industrial production, factors such as reaction rate had to be considered to choose the appropriate reaction conditions. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The answer to the compulsory textbook of biology in senior high school
The following are the answers to some of the questions in the Jiangsu version of the high school biology compulsory textbook: Chapter 1: The molecular composition of cells The Elements and Inorganic Compound in the Cell - ** Speculation Questions ** - Among the chemical elements that made up living things, C, H, O, and N were the most abundant. - Free water was a good solution for many ions, not bound water. - If muscle weakness occurs, the substance that may be lacking is calcium. - ** Usage Questions ** - The trace elements were iron, mn, zn, copper, b, al, co, and se. - The carbon exists in the form of carbon dioxide, oxygen in the form of water, hydrogen in the form of water, calcium in the form of carbon dioxide, phosphorus in the form of dipotassium hydrogen orthhosphate, and potassium in the form of kci. They are involved in the composition of substances in the body; Na ions maintain the stability of the osmonic pressure of the extra-cellular fluid; K ions participate in the activation of more than 60 kinds of membranes during plant growth and development; Ferrous ions are the components of many membranes; and Magnesium ions are an important component of the phylls. - Legume plants such as alfalfas and soybeans had a nitrogen fixing bacteria at the roots, which could help them survive the winter. - Free water was a good solute. The ions and molecules needed for cell life could be dissolved in it and flow with the water to participate in the reaction. Metabolic waste could also be discharged from the body through water. ** Section Two: Carboids and Lipids in the Cell ** - ** Speculation Questions ** - Glycogen and glucose were the main energy substances, fat was an important energy storage substance, and Cellulose was a plant cell structure substance that could not be used as an energy substance. - Lipids were divided into fats, lysomes, and steroids, but lysomes did not belong to steroids. - It was not advisable to reduce overweight weight only by reducing the intake of sugar and fatty foods. It was also necessary to combine it with moderate physical exercise. - ** Usage Questions ** - Plant cells contained starch and starch, and the process of making syrup was similar to the biological method. - The second biological method was used to utilize the raw material of the Cellulosic. - Celluloses and other glycans were important structural substances in plant cells, while glucose was the main energy source for life activities. - Ferlin's reagent could only identify reducing sugar. Sweet potatoes mainly contained non-reducing sugar such as starch, so it could not be used to identify them. However, Sultan III staining solution could be used to detect the fat in sweet potatoes. ** Section Three: The Nucleic Acid and Nucleic Acid in the Cell ** - ** Speculation Questions ** - Nucleic acid in the human body was composed of eight kinds of nuclei (adenine deoxy, guanine deoxy, cystine deoxy, thymine deoxy, adenine Ribo, guanine Ribo, cystine Ribo, and uracil Ribo). Uridine Ribo was composed of uracil, Ribo, and Phosphoryl. - The seeds of wheat, sorghums, and other plants are rich in starch, while animals such as cattle and sheep are rich in protein and fat. - ** Usage Questions ** - In contrast to the "food pyramid", if you eat too much dessert and meat, you may be obese, and if you eat too little vegetables and fruits, you may lack vitamins. - Mung beans may contain more starch; it is not possible to judge whether they are nutritious based on the content of protein; the cell composition of beans cannot be separated from protein. Cell structure and life activities (Part) - In the content related to organic matter in cells, there were various statements: - Not all kinds of sugar could be used as a plant energy material. Ribose and deoxy sugar formed the genetic material, and the plant cell wall made of Cellulose could not be used as an energy material. Therefore, it was wrong to say that all kinds of sugar could be used as a plant energy material. - The basic framework of the cell membrane was composed of a double-layer consisting of lysomes. Choline was an important component of animal cell membranes and was involved in the transport of fats in the blood. Therefore, it was correct to say that both lysomes and Choline were components of animal cell membranes. - The main reason for protein degeneration was the destruction of the spatial structure rather than the cleavage of the bond. Deoxy acids were connected to each other by the bond of the ester. Therefore, it was wrong to say that the high temperature degeneration of the protein was due to the cleavage of the bond, and the single chain was formed by the bond of the deoxy acids. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The answers and analysis of the biology analysis questions of the third year of high school in 2023
First, the answer to the multiple-choice question: 1. C 2. D 3. C 4. C 5. B 6. D 7. D 8. D 9. B 10. D 11. B 12. C 13. C 14. A 15. A Second, the answer to the multiple-choice question: 16. D 17. ABD 18. CD 19. BC 20. AC Third, non-multiple choice questions: 21. (9 points) - (1) Light intensity and CO2 concentration (2 points);Gs (2 points). - (2) Shady. Compared with natural light, under shade, the stomatal conductivity of the leaves increased slower, and Ci value decreased slightly (2 points) at the initial stage after illumination. - (3) The light reaction produced (H) and ATPincreased, and the dark reaction strengthened, but the stomatal conductivity was lower, and the intercellular CO2 concentration decreased; the stomatal conductivity increased, and the intercellular CO2 concentration gradually increased (2 points). 22. (15 points) - (1) Genetic mutation (2 points), one trait can be affected by multiple genes (2 points). - (2) 3 (2 points), 5 (2 points) - (3) In mutant 1, select the double balanced lethal line fruit fly and the wild type non-lethal line fruit fly to cross, and let the male and female fruit flies in F1 mate freely. (2 points) If F2 wild type: mutant = 6:1, then the mutant gene is located on the 2nd (1 point); if F2 wild type: mutant = 3:1, then the mutant gene is located on the other (1 point). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
2022 Biology New Course Standard Test Questions and Answer
2022 National Biology Examination Paper (New Course Standard): 1. Multiple choice questions: 1. Cell death is a type of cell death. Description of cell death in the human body: - During the development of the fetus 'hand, cell death will occur. Option A is wrong. - There was a phenomenon of cell death during the natural regeneration of the small intestine's cells. Option B was correct. - There is a phenomenon of cell death in the process of removing infected cells. Option C is wrong. - Cell death was a process of cell death determined by genes. It was not considered cell death. Cell death was an abnormal death. Option D was wrong. 2. Using an experiment method to synthesize the chain of the protein. It was known that the code for phe was UUU. The materials needed to synthesize an Isotope-labeled Peptide Chain in the body were: - Isotope-labeled phe was needed as a raw material, and synthetic polyuridine-like nuclei (which could be used as mR A), cell lysed fluid without DNA and mR A (which provided the reaction environment and other substances), and the required protein synthesis. Isotope-labeled tR A was not needed. Therefore, the required materials were a combination of Isotope-labeled phe, synthetic polyuridine-like nuclei, cell lysed fluid without DNA and mR A, and the required protein synthesis. 3. A cucumber seedling with a mass of 20g was planted in a suitable environment such as light. After a period of time, the plant reached 40g. The increase in mass came from water, mineral elements, and air (plants convert carbon dioxide into organic matter through photosynthesis and absorb mineral elements and water from the soil, thereby increasing mass. Light only provides energy and does not constitute an increase in plant mass). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Basic Questions and Analysis of Photosynthesis and Breathing in High School Biology
The following are some basic questions and analysis of high school biology's photosynthesis and breathing: * * 1. Multiple choice questions ** 1. As shown in Figure A and B, they are part of the structural diagrams of the two types of organelle. A and B represent the gas exchange between the two types of organelle in the mesophysical cells under light. The correct description is (). - A. The nail cell organ can carry out complete cell breathing. - B. In the second picture, the movement direction of the ADC is from 5 to 4. - C. If all the O <2> is used by the A structure, the photosynthesis rate is the same as the respiratory rate. - D. Under suitable conditions, there is an electron transfer process at both 2 and 4. - Analysis: - Option A: The alpha cell organ is a mitochondria. Mitrons can only carry out the second and third stages of oxygen breathing. Complete cell breathing also includes the first stage of oxygen breathing (carried out in the cellular matrix), so Option A is wrong. - Option B: B is the plastids, and the movement direction of the light reaction produced by the light reaction is from the thylakoid membrane (light reaction site) to the plastids stroma (dark reaction site), that is, from 4 to 5, so B is wrong. - Option C: If all the O <anno data-annotation-id ="00000000 - 4150 - 4410-a160 - 999b6111000"> 2 </anno> is used by the A structure (mitochondria), it means that the plant's photosynthesis rate is equal to the respiratory rate, because the O <anno data-annotation-id ="2c3cd75 - 4c60 - 4c60 - 4c60 - 99999999999998"> 2 </anno> produced by photosynthesis is consumed by the respiratory process. C is correct. - Option D: Under suitable conditions, there is an electron transfer process in both the mitochondria and the thylakoid membrane. D is correct. 2. Mitochondria and plastids were important places for energy conversion in plant cells, and they had certain similarities. The following statement is wrong (). - A. Both of them have a matrix, and both of them can synthesize bound molecules. - B. Both contain DNA, which controls protein synthesis. - C. Both are covered by two layers of membrane, and the role of the inner and outer membranes is different. - D. In the process of energy conversion, both are accompanied by gas exchange. - Analysis: - [Option A: The second stage of oxygen metabolism can be carried out in the mitochondrion stroma, and it can be used to synthesize ATP. However, the plastids stroma is a dark reaction site, and it consumes ATP. It cannot be used to synthesize ATP. Option A is wrong.] - Option B: Both mitochondria and plastids contain a small amount of DNA, which can control the synthesis of a part of the protein they need. - Option C: Both mitochondria and plastids have two membranes. The inner membrane and outer membrane are different in structure and function. For example, the inner membrane of the mitochondria is the location of the third stage of oxygen metabolism. The inner membrane and outer membrane of the plastids have the function of selectively permeating substances. Option C is correct. - "Option D: The mitochondria have gas exchange during their respiratory process (absorbing O <2> and releasing O <2>), while the plastids have gas exchange during their photosynthesis (absorbing O <2> and releasing O <2>). D is correct. 3. The following statement about the process of studying the human body's cell oxygen demand breathing by the radioactive label method is wrong (). - A. Using Thousand-O to label glucose, the product water can be detected to be radioactive. - B. Use Thousand-C to label glucose, and the carbon dioxide product can be detected as radioactive. - C. Labelling oxygen with ¹ O, the product can be detected as H ^¹ O and C ¹ O ^ - D. Using H to label glucose, radioactive activity can be detected in both the cell-sol and mitochondria. - Analysis: - Option A: In the process of oxygen breathing, the oxygen in the glucose is eventually transferred to carbon dioxide. The oxygen in the water comes from oxygen, so the glucose is labeled with monarch O. The product water cannot be detected as radioactive. - [Option B: Labeled glucose with 1 C. The decomposition of glucose produces carbon dioxide, so the product carbon dioxide can be detected as radioactive. Option B is correct.] - Option C: Use Thousand-O to mark oxygen. The oxygen is involved in the third stage of oxygen breathing to produce water, and the water can participate in the second stage of oxygen breathing to produce carbon dioxide. Therefore, the product can detect H Chi Thousand-O and C Thousand-O Chi. C is correct. - "Option D: Dextrose is decomposed into methyruvate in the cell-colloid, and methyruvate enters the mitochondria for further decomposition. Therefore, when the hydrogen is used to label the glucose, the radiation can be detected in both the cell-colloid and the mitochondria. D is correct. 4. The long-leaved thorny sunflower is a kind of palm plant. The following picture shows the curve of the photosynthesis intensity of the long-leaved thorny sunflower measured by a research team under sufficient water conditions within 24 hours. The following description of the curve is wrong (). - A. The curve a represents the total photosynthesis intensity, and the curve b represents the net photosynthesis intensity. - B. After 10:00, the reason for the decrease of curve b is due to the insensitivity of the thermo-responsive photosynthesis related to the temperature. - C. After 14:00, both a and b decreased because the light intensity weakened. - D. Maximum accumulation of organic matter around 18:00 - Analysis: - Option A: Total photosynthesis intensity is equal to the net photosynthesis intensity plus the respiratory intensity. The curve a includes both respiratory and net photosynthesis, so curve a represents the total photosynthesis intensity, and curve b represents the net photosynthesis intensity. A is correct. - Option B: The reason why curve B drops after 10:00 is mainly because of the increase in temperature, the partial closure of the stomata, and the decrease in carbon dioxide supply, rather than the fact that the protein is not sensitive to temperature. - Option C: After 14:00, the light intensity weakens, resulting in a decrease in total photosynthesis intensity (a) and net photosynthesis intensity (b). C is correct. - Option D: When the net photosynthesis intensity is 0, the accumulation of organic matter reaches the maximum. At about 18:00, the net photosynthesis rate is 0. At this time, the accumulation of organic matter is the maximum. D is correct. 5. The picture below is a diagram of the photosynthesis and respiratory processes of a plant's mesophysical cells (A-D represents the relevant processes, a-e represents the related substances). The following analysis is wrong (). (Since there is no picture, the assumption here is an analysis of the relationship between the substances and processes of photosynthesis and respiration.) - [Analysis: It needs to be analyzed according to the specific map. If it is about the material connection, for example, a is carbon dioxide, which is the raw material of photosynthesis and the product of respiration. If it is about the process connection, the light reaction of photosynthesis (process A) provides the dark reaction (process B) with [H] and [Ang]. Respocation provides carbon dioxide and other substances for photosynthesis.] The wrong choice needed to be judged based on the wrong relationship between the material and the process marked on the specific map. * * 2. Non-multiple choice questions ** 1. The meaning and relationship between net and total photosynthesizing rate: - (1) What are the methods to express the net photosynthesis rate? - Analysis: The net photosynthesis rate can be expressed in the following ways: (1)"measure" the amount of carbon dioxide absorbed by the plant (leaf) or the reduction of carbon dioxide in the "experimental container";(2) the amount of oxygen dioxide released by the plant (leaf) or the increase of oxygen dioxide in the "container";(3) the amount of glucose accumulated by the plant (leaf) or the increase in the mass (organic matter) of the plant (leaf). - (2) What are the methods to express the total photosynthesis rate? - Analysis: The total photosynthesis rate is expressed in the following ways: (1) the amount of carbon dioxide absorbed by the plastids;(2) the amount of carbon dioxide assimilated;(3) the amount of oxygen dioxide released by the plastids;(4) the total amount of oxygen dioxide produced;(5) the amount of glucose produced by plants or plastids;(6) the amount of organic matter produced by plants. - (3) If a plant is under light, the increase in O <anno data-annotation-id ="00000000 - 4110 - 4000 - 8000 - 9000 - 80000000000"> 2 </anno> mole/h in the container and the absorption of O </anno> in the dark is 1 mole/h, then calculate the total and net photosynthesizing rate. - Analysis: The net photosynthesis rate can be expressed by the increase in O <anno data-annotation-id ="0000004 - 4445 - 4445-a110 - 99999999999"> 2 </anno> in the container, so the net photosynthesis rate is 2 mole/h. The total photosynthesis rate is equal to the net photosynthesis rate plus the respiratory rate. The respiratory rate can be expressed as the amount of O <2> absorbed in the dark, so the total photosynthesis rate = 2 mole/h +1 mole/h = 3 mole/h. 2. Experimental measurement related questions: - (1) How do you measure the rate of a plant's breathing? - [Analysis: You can use the following devices to measure the plant's breathing rate.] There was a small bottle in the device. Plant tissue was placed in the bottle. Under the condition of no light, the tissue cells absorbed O <2> and released CO <2>. The CO <2> was absorbed by the solution of NaH <2> in the bottle, reducing the pressure of the gas in the whole container, and the water droplets in the scale tube would move to the left. The volume of the water droplet moving to the left in a unit of time represented the breathing rate. However, if the experimental material is a green plant, the entire device should be shielded from light, otherwise the photosynthesis rate will interfere with the detection of the respiratory rate. If the seeds are selected as experimental materials, the existence of microorganisms must be considered to interfere with the detection of the experiment. Therefore, the device and the tested seeds should be disinfected. In order to avoid errors caused by physical factors such as air pressure and temperature during the experiment, a control experiment should be set up, and the tested biological materials should be deactivated (such as cooking the seeds). Other conditions remain unchanged. When using seeds with high fat (or fat) content, such as oil seeds, the water droplet movement is more obvious (because it consumes more O <2>). - (2) How to measure the net photosynthesis rate of plants? - "Analysis: A device can be used, in which the decomposition of hydrogen carbonates produces carbon dioxide to ensure the constant carbon dioxide in the container. The increase in oxygen in the container can be measured to determine the net photosynthesis rate of the plant. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Analysis and Reflection on the Teaching Materials of Biology in Senior High School
The following is the analysis and reflection of the high school biology textbook: ** 1. Teaching material content arrangement system ** 1. ** Reasonability of the architecture ** - The new textbook arrangement system paid more attention to the logical continuity of knowledge and the cognitive laws of students. For example, the 2019 edition of high school biology textbooks had made adjustments to the arrangement of compulsory and elective compulsory content. From the first compulsory course, Molecules and Cell, to the second compulsory course, Heredity and Evolution, to the second compulsory course, the second compulsory course. The arrangement was gradual and in line with the development of students 'cognitive abilities at different stages of learning. Compared to the old version of the textbook, the arrangement of the new textbook made the progression of knowledge clearer, helping students gradually build a complete biological knowledge system. - This was also reflected in the internal content adjustment of the compulsory one, Molecules and Cell. For example," The process of establishing cell theory " was moved to the first section so that students could first establish the development of cell research when they began to learn about cell-related knowledge. This would lay the foundation for the subsequent in-depth study of the various structures and functions of cells. 2. ** Impact on Teaching ** - This change in the arrangement system put forward new requirements for teachers 'teaching. Teachers needed to readjust their teaching plans and teaching ideas to adapt to the logic of the new teaching materials. For example, in the teaching process, they had to pay more attention to the transition and connection between knowledge points. They could no longer follow the order of teaching in the old version of the textbook. At the same time, teachers need to guide students to understand the purpose of the textbook arrangement and help students learn how to effectively prepare and review according to the textbook structure. ** 2. Changes in the teaching materials ** 1. ** Increase, decrease and adjustment of content ** - ** Added content ** - A lot of content was added to the compulsory one," Molecules and Cell." For example, Chapter 2 added content such as " The reason why water is a good solute in cells " and " The reason why water has a high specific heat capacity ". These contents helped students to understand the characteristics and functions of the substances in cells more deeply. Adding the content of " chitins " and adding the types of " glycan " had enriched the students 'understanding of the biological molecules in cells. - In Chapter 3, contents such as " rough surfaced ER " and " smooth surfaced ER " were added. This allowed the students to have a more detailed understanding of the submicroscopic structure and function of cells. These new contents reflected the new progress in biology research, which helped to broaden the students 'knowledge and cultivate the students' spirit of scientific inquiry. - ** Removal of content ** - For example, in chapter 1, the content of " Life activities cannot be separated from cells " was deleted. This might be because under the new teaching material arrangement system, relevant knowledge could be infiltrated or integrated through other means. However, teachers might need to think about how to make students deeply understand the close relationship between cells and life activities in the absence of this clear statement. - ** Modifications to the content ** - For example, in Chapter 2," the water content in cells is 85% - 90%" was changed to " the water content in cells is 70% - 90%". This adjustment was more in line with the accuracy of scientific research. Teachers should pay attention to updating their knowledge in time and guide students to pay attention to the accuracy of scientific data. 2. ** Impact on teaching and student learning ** - For teachers, the increase or decrease of content meant that the focus and difficulty of the teaching content had also changed. Teachers needed to re-determine the focus of teaching and carefully design teaching methods for the new content to ensure that students could understand and master it. As for the deleted content, they should avoid over-explaining it in the teaching. - For students, the new content increased the breadth and depth of learning, requiring students to have stronger learning ability and scientific thinking ability. Students needed to learn to explore new knowledge under the guidance of new teaching materials and be able to integrate new and old knowledge. ** 3. Teaching materials and subject accomplishment cultivation ** 1. ** The embodiment of core discipline accomplishment ** - The new teaching materials could cultivate and develop students 'core academic accomplishments by creating real situations, focusing on big concepts, and infiltrating subject ideas. For example, in the compulsory one, Molecules and Cell, by adding scientific history content related to cell breathing and photosynthesis, such as Hill reaction and Arnon experiment, students could understand the process and methods of scientific inquiry while learning scientific knowledge, and cultivate their scientific thinking ability. - When introducing the structure and function of cells, by emphasizing the relationship between the various parts of the cell and the relationship between the cell and the environment, the structure and function of the concept of life, as well as the concept of matter and energy, were infiltrated, which helped students build a complete concept of life. 2. ** Enlightenment for Teaching Practice ** - In the teaching process, teachers should pay attention to excavating the core elements of the subject in the teaching materials, not just limited to the imparting of knowledge. For example, when explaining the material transport of cells, students could be guided to analyze the differences and connections between active and passive transport from the perspective of material and energy. At the same time, through the creation of real teaching situations, such as the use of examples in life or actual cases of biological science research, to stimulate students 'interest in learning and cultivate students' ability to use what they have learned to solve practical problems. ** 4. Regional differences in the use of teaching materials and prospects ** 1. ** Regional differences ** - Taking Sichuan Province as an example, when using the old version of the teaching materials, due to the tight schedule, the high schools had adjusted the teaching progress of the teaching materials, and would continue to teach elective content in the last year of high school. As for the use of the 2019 edition of the teaching materials, it was still uncertain. The differences in the use of teaching materials in different regions reflected the differences in educational resources, teaching schedules, and college entrance examination policies in different regions. 2. ** Future prospects for the use of teaching materials ** - With the continuous advancement of the curriculum reform, it was hoped that the use of teaching materials in the future would be more suitable for local conditions. At the same time, it was also necessary to pay attention to the fairness of education nationwide. The compilation of teaching materials could further consider the educational needs of different regions and write some flexible teaching materials or teaching auxiliary materials so that each region could better arrange teaching according to their own situation. Moreover, with the continuous development of biology research, the teaching materials needed to be updated to maintain their scientific nature. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The answers to the biology analysis questions of the third year of high school in 2023 and the answers
The following are some of the answers and analysis of the biology test questions of the first mock exam of the third year of high school in 2023 in Shandong Province: 1. Single choice questions 1. Answer: B. - Analysis: During the synthesis of cell membrane shaping protein, the location is provided by the Ribosome, and the power is provided by the mitochondria.(The main energy supplier in the cell, the plastids are mainly found in plant cells and are mainly related to photosynthesis, not involved here), A is wrong; the "molecular garbage bag" is a vesicle, mainly composed of lysomes and protein, B is correct; the "recycling factory" may be a lysoma, and the "component" may be an amine acid.(Because it is a product of protein decomposition, not a primer), C error; The organelle that can form vesicles in human cells includes the plasmatic reticule and the Golgi apparatus, but the centric body cannot form vesicles, D error. 2. Answer: A. - Analysis: The V-disorderly transport of H+ from the cellular matrix into the vesicle was a process that consumed ATP. It was an active transport, not an auxiliary spread. A was wrong. Inhibition of the activity of Cys transporter on the tonoelle would affect the process illustrated in the diagram, resulting in abnormal function of the mitochondria. B was correct. Cys entered the vesicle against the concentration slope by using the potential energy of H+. It was an active transport. C was correct. The process illustrated in the diagram indicated that there was a connection between the vesicle and the mitochondria. There was both division of labor and cooperation. D was correct. 3. Answer: D. - Analysis: The cells in the root meristematic zone of onions had no fat, so orange granules could not be observed with Sultan III staining. A was wrong; The cells in the root meristematic zone of onions became square and tightly arranged after being dissociated, rinsed, stained, and made into slices. B was wrong; The widest color of the green tube-shaped leaf on the filter paper was the cyanophile a (blue-green), C was wrong; The color of the purple onion scale leaf was cyanophile, which could not be extracted with absolute alcohol (absolute alcohol was used to extract the color in the plastids). D was correct. 4. (As the question did not give all the questions about this question, the answer and analysis could not be given accurately.) 2. Multiple-choice questions (As the questions did not give all the questions in this part, all the answers and analysis could not be given accurately) Third, non-multiple choice questions 21. - (1) Answer: Light intensity and CO2 concentration;Gs. - Analysis: According to the experimental content, the influencing factors are light intensity and CO2 concentration, and Gs is the relevant measurement index. - (2) Answer: Shade. Compared with natural light, the stomatal conductivity of leaves under shade increased slowly, and the Ci value decreased very little in the initial stage after light. - [Analysis: Obtain the relevant characteristics under the shade condition from the comparison of experimental data.] - (3) Answer: [H] and ATP-produced by light reaction increased, and dark reaction strengthened, but stomatal conductivity was lower, and intercellular CO2 concentration decreased. As stomatal conductivity increased, intercellular CO2 concentration gradually increased. - Analysis: This phenomenon was explained by the relationship between light and dark reactions and the effect of stomatal conductivity on intercellular CO2 concentration. 22. - (1) Answer: Genetic mutation; a trait can be affected by multiple genes. - [Analysis: Genetic changes may be caused by genetic mutation. From the content of the question, it can be analyzed that one trait is related to multiple genes.] - (2) Answer: 3. - (The analysis needs to be based on the complete information related to the genes and traits of the fruit fly. Due to partial missing, it is impossible to give details.) - (3) Answer: In mutant 1, choose the double-balanced lethal line fruit fly to cross with the wild type non-lethal line fruit fly, and let the male and female fruit flies in F1 mate freely. If F2 wild type: mutant = 6:1, then the mutant gene is located on the 2nd; if F2 wild type: mutant =3:1, then the mutant gene is located on other genes. - [Analysis: Through crossbreeding experiments, according to the inheritance law of the genes on different microorganisms, the corresponding proportion of offspring is obtained to determine the genetics of the genes.] - (4) Answer: 4, 2/3. - (The analysis needs to be based on the complete information related to the genes and traits of the fruit fly. Due to partial missing, it is impossible to give details.) 23. - (1) Answer: Assist in spreading;Na+ channel is open, Na+ flows in; cerebral hemisphere; efferent nerve endings and the diaphragm and abdominal muscles they inhabit. - [Analysis: According to the characteristics of the material transport method, it is determined to assist in the spread. The nerve center of the vomiting reflex is in the cerebral hemisphere, and the relevant muscles are indominated by the efferent nerve endings.] - (2) Answer: Choose healthy mice with the same physiological state and divide them into two groups, A and B. Group A used chemical genetics to specifically suppress M neurons, while Group B was used as a control. Stimulate the two groups of mice with toxins and observe the vomiting behavior of the mice. Inhibition of Ca2 + channel activity, reduction of Ca2 + influx, inhibition of the expression of the Tachkinin gene in the M-type neurons. - Analysis: Investigate the role of M neurons in vomiting behavior by setting up a control experiment. From the perspective of affecting the physiological process of the neurons, propose measures to suppress the relevant channels and gene expression. 24. - (1) Answer: Species composition; dominant species in the community. - [Analysis: This is a concept related to community. Species composition and dominant species are important aspects of community research.] - (2) Answer: Yunnan pine forest. The survival rate and mortality rate of Pseudotacia glazei in the Yunnan pine forest community reached a balance at a lower age class. - [Analysis: According to the relevant data of Yunnan pine forest in the map, the survival characteristics of Lancang yellow cedar can be obtained.] - (3) Answer: No. The data above does not show the proportion of individuals of different ages in the population. - [Analysis: According to the knowledge of the age structure of the population, the data in the picture cannot reflect the age structure.] - (4) Answer: The young individuals of the population of Pseudotacia glazei in Fig. 2 and Fig. 3 compete more fiercely with other species for survival resources and space. - [Analysis: Obtain the competition status of young individuals from the comparison of the data in the map.] 25. - (1) Answer: Denature the protein and separate it from the DNA; separate the DNA from the protein. - [Analysis: In related experimental operations, the purpose of this operation is to deal with the relationship between protein and DNA.] - (2) Answer: B. The primer is too short and has a weak specialty. The two primer will complement each other. - Analysis: Explain the reason for choosing B according to the characteristics of the primer and the requirements in the experiment. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>