High school biology counterattack information and answers

The following is a summary of the high school biology information: 1. ** Life System and Cell ** - The structure of a living system was divided into cells, tissues, organs, systems, individuals, populations, communities, and ecological systems. The cell was the basic unit of a living organism's structure and function, and it was also the most basic living system on Earth. - The fundamental difference between a procaryotic cell and a eukaryotic cell was the existence of a nucleus with or without a nuclear membrane. Prokaryonic cells have no nuclear membrane and no chopsticks, such as bacteria such as E. Coli and cyanophagia; Eukaryotic cells have nuclear membrane and chopsticks, such as yeast and so on. Viruses have no cell structure, but they have DNA or DNA. - The founders of the cell theory were Schleiden and Schwann, who revealed the unity of cells and the unity of biological structures. 2. ** Elements and compounds in cells ** - The types of chemical elements that make up cells (biological world) are roughly the same as those in the organic world, but the contents are different. The major elements in the cells were C, H, O, N, P, S, K, Ka, and MG; the trace elements were iron, Mn, B, Mn, Mo, and copper; the main elements were C, H, O, N, P, and S; and the basic element was C. The most abundant element in the dry weight of the cells was C, and the most abundant element in the fresh weight was O. - The most abundant compound in the fresh weight of the organism was water, and the most abundant compound in the dry weight was protein. Reducting sugar (glucose, glucose, glucose) can react with Fehling's reagent to form a brick-red deposit; fat can be dyed orange by Sultan III (or red by Sultan IV); starch will turn blue when it comes into contact with iodines; and protein will react with biuret reagent to produce a purple reaction. - Polymers, protein, and nuclei were biological molecules, and their components were, in turn, monocosomes, followed by monocosomes, and then monocosomes, followed by monocosomes, and then monocosomes. 3. ** Cell structure and function ** - The operation steps of the optical microscope were to focus the light → observe with a low-power objective lens → move the center of the field of view (move it to the side) → observe with a high-power objective lens (you can only adjust the fine focal spiral, adjust the large aperture, and adjust the concave mirror). - Eukaryotic organelle had different functions and structures. For example, mitochondria and plastids had their own characteristics, and they had something in common. Prokaryotic cells and eukaryotic cells had cell membranes and plastids, which reflected unity. - There were specific changes in the DNA in the nucleus during mitosis, and there were different sources and destinations of ATP. 4. ** Photosynthesis and Breathing ** - The light reaction and dark reaction in photosynthesis could be compared. At the same time, the relationship between light energy utilization rate and photosynthesis efficiency should be clarified, as well as the relationship between external factors affecting photosynthesis and improving light energy utilization rate. - The process of cell breathing involved the metabolism of the three major nutrients in human and animal bodies. 5. ** Genetic Information ** - The carriers of genetic information were the nuclei, including DNA and R A. They played an important role in genetic variation and protein synthesis. There were differences in distribution, dyeing agents, chain number, bases, pentasugar, composition units, and representative organisms. - The basic unit of a protein was an aa. The R groups of different aa in the general structural formula were different. The aa formed a peptidic bond through dehydration condensation to form a peptidic chain. The protein's variety stemmed from the differences in the type, number, and order of aa, as well as the folding method of the peptidic chain. The protein had the functions of structural protein, catalyst, transportation carrier, information transmission, immunity, and so on. 6. ** Other aspects of living beings ** - In biological tissues, reducing sugar, fat, protein, and DNA could be identified, but sugar cane could not be used as the reducing sugar identification material. The Fehling reagent had to be prepared and used immediately (different from the biuret reagent). - In an ecosystem, the stability of resistance and the stability of resilience were not absolutely inverse. There were special situations such as the Arctic tundra. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

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>

Biology answer for the 2022 Guangdong Province School Entrance Examination: First, multiple-choice questions 1. Fish will die soon after leaving the water. The reason is B. They can't breathe. 2. The following are mollusks (incomplete answers). As the reference materials did not give all the answers to the 2022 Guangdong junior high school geography and biology test paper, only part of the answer information could be provided. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

Here are some common questions and answers to them: ** 1. Physical basis of cells ** - Error-prone problem: Believes that all sugar is an energy source. - Answer: Wrong. Not all sugar was an energy substance. For example, Ribose and Deoxy Ribose were the components of DNA, and Cellulose was a component of plant cell walls. They could not be used as energy substances to supply energy to cells. - Error-prone question: Believing that macro elements are important in the body and micro elements are not. - Answer: Wrong. Although there were many large amounts of elements in the body, trace elements also played an irreplaceable role in the body. For example, iron was an important component of hemoglobin. A lack of iron would lead to iron-deficiency leukemia. ** 2. In terms of the protein and the protein ** - Error-prone problem: Believing that the protein only works inside the cell. - Answer: Wrong.  The digestive system could be activated in the digestive tract.  - Error-prone problem: It is believed that the relationship between the activity of the protein and temperature and pH. - Answer: Wrong. The relationship between the activity of the protein, temperature, and pH. The activity of the protein was the highest at the optimal temperature and pH. The activity of the protein would decrease when it was lower or higher than this value. However, the high temperature and the overly acidic or overly basic pH. ** 3. Photosynthesis and cell breathing ** - Wrong question: Think that plants only photosynthesize when there is light. - Answer: Wrong. Plants carried out photosynthesis and respiration at the same time when there was light, but the oxygen and organic matter produced by photosynthesis might be more than the oxygen and organic matter consumed by respiration. The overall performance was the release of oxygen and the accumulation of organic matter. - Wrong question: Think that only the mitochondria are the places of oxygen. - Answer: Wrong. The first stage of oxygen breathing was carried out in the cellular matrix. The glucose was broken down into gly ruvate and a small amount of [H], releasing a small amount of energy. The second stage was carried out in the mitochondria matrix. The reaction of gly ruvate and water produced carbon dioxide and a large amount of [H], releasing a small amount of energy. The third stage was carried out on the inner membrane of the mitochondria.[H] combined with oxygen to produce water, releasing a large amount of energy. ** 4. Meiosis and fertilisation ** - Error-prone problem: think that the same type of DNA only exists during the process of Meiosis. - Answer: Wrong. Homoeotic embryos also existed in the body cells. During the process of Meiosis, the homological embryos underwent special behaviors such as association and separation. - Wrong question: Think that fertilisation is just a simple combination of sperm and egg. - Answer: Wrong. During the process of fertilisation, the head of the sperm entered the egg cell while the tail remained outside. At the same time, the nucleus of the sperm fused with the nucleus of the egg cell. Half of the embryos in the fertilized egg came from the father and the other half came from the mother. In addition, almost all the genetic material in the fertilized egg came from the mother. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

High school biology was a compulsory subject that covered a wide range of knowledge. It included chapters on the human body's internal environment and steady-state, neuroregulation, hormones and the hormonal system, and the composition and function of the immune system. For example, the part about the internal environment and steady-state of the human body would involve the environment in which cells live and the steady-state of the internal environment, neuroregulation would include the structural basis of neuroregulation, the basic methods, the generation and transmission of nerve impulses, the graded regulation of the nervous system, the advanced functions of the human brain, etc. Hormones and the hormonal system would include the process of hormone regulation, the relationship between humoral regulation and neuroregulation, etc. The immune system part included the composition and function of the immune system, specific immunity, immune imbalance, and the application of immunity. There were materials that provided learning resources such as elective compulsory one coursewares and basic knowledge fill-in-the-blanks. Mind maps could also be used to sort out the knowledge network and mark easy test points and error-prone points, which helped to focus on breaking through difficult and difficult knowledge. For students who wanted to improve their grades, they had to remember everything in the biology book except for the page number. They had to do more big questions and summarize new solutions. For difficult sections such as genetics, they could use the help of professional teachers (such as Teacher Li Lin) to turn boring and complicated knowledge points into easy to remember content. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

Here are some recommendations for high school biology textbooks: 1. "The new curriculum standard thoroughly explains the teaching materials for high school biology compulsory 1 (companion teaching edition)", which was helpful for the study of compulsory 1. 2. You can pay attention to the headline of "High School Biology Teaching and Learning" and obtain the "2022 College Entrance Examination Review 'Return to Teaching Materials to Win the College Entrance Examination' Series of Materials: Required One" according to the free method provided by it. It will help you review and prepare for the required one. 3. As for teaching assistants,"handwritten notes or a book" was also a good choice. It would help to further learn biological knowledge after mastering the content of the textbook. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following are some examples of questions and answers related to junior high school biology research: * * I. Research on the effects of alcoholism on the human body ** 1. [Question: How does alcohol affect the nervous system?] - Alcohol can seriously damage a person's nervous system. The central nervous system includes the brain and spinal cord, and the brain is composed of the cerebrum, cerebrum, and brainstem. When drinking too much, alcohol would poison the cerebrum, causing damage to the cerebrum's ability to maintain body balance and accurate coordination of movements, resulting in instability in walking. Alcohol would poison the language center of the cerebral hemisphere, causing speech to be unclear. It would poison the visual center, causing hallucinations. In severe cases, the entire nerve center would be poisoned, causing confusion, loss of consciousness, and lethargy. For example, when studying the effects of alcohol on the driver, there might be a loss of coordination and accuracy of hand and foot movements, which might be caused by alcohol anesthetizing the cerebrum. 2. [Question: How does alcohol affect the heart rate of the water fleas?] - * * Explanation of the answer **: Assuming that the alcohol concentration has an effect on the heart rate of the water fleas, the experimental variable is the alcohol concentration. In the experiment, as the volume fraction of alcohol increased, for example, when the volume fraction of alcohol was 5%, 10%, 15%, and 20%, the corresponding heart rate of the Daphnia was 24, 21, 17, and 0 (death) respectively, indicating that the heart rate of the Daphnia gradually decreased until death. This also meant that alcohol abuse would cause the central nervous system to be overly excited, causing alcoholism. Alcohol abuse in pregnant women could also cause fetal development disorder or low intelligence, and even cause fetal deformities. At the same time, in order to show the effect of alcohol, a control group with only water and no alcohol should be added to the experimental design. * * 2. Research on the biological effects of smoking ** 1. [Question: What is the effect of smoking on the health of mice?] - * * Explanation of the answer **: In the experiment to explore the effects of smoking on the health of mice, if the number of mice in each group is too small (such as only a few), the result is too accidental and not scientific and convincing. After the improvement, if the mice in Group A were normal, the mice in Group B would have bloodshot eyes, red and swollen eyes, abnormal activities, and finally spasm and shock after being exposed to smoking-related substances (simulated smoking environment, etc.). Through comparison, it could be concluded that smoking was harmful to health. 2. [Question: Which systems do the harmful substances produced by smoking harm?] - There are more than 40 kinds of cancer-causing substances in the smoke produced by smoking, as well as more than ten kinds of substances that promote the development of cancer. Among them, the most harmful ones are Nicotine, carbon dioxide, tar, and many other metal compounds. These toxic substances first entered the human body's respiratory system directly, causing respiratory diseases such as tracheitis, rheumatism, pneumonias, and lung cancer. Furthermore, not only did smoking endanger their own health, but it also seriously affected the health of others. It was more harmful to others than to themselves. * * 3. Exploration on the application of fermentation in biology ** 1. [Question: In the process of producing fuel alcohol from corn stalks, what kind of bacteria is needed to produce alcohol from sugar liquid?] - * * Explanation of the answer **: The fermentation of microorganisms plays an important role in food production and other aspects. In the general process of producing fuel alcohol from corn stalks, the bacteria needed for the stage from sugar liquid to alcohol is yeast. Yeast can decompose glucose to produce alcohol and carbon dioxide in the absence of oxygen. * * 4. Exploration on visual formation ** 1. [Question: When the light from the red light enters the eyeball to form an image, what is the order in which the light enters the eyeball?] - * * Explanation of the answer **: The order in which light enters the eyeball is: corneas, pupil, crystalline lens, vitreal body, retina. The photosensory cells in the retina received the stimulation of the image and converted the image information into nerve impulses, which were then transmitted through the optical nerve to the visual center of the cerebral hemisphere to form vision. When a driver stopped at a red light, the cerebral hemisphere was involved in this process, which was a complex reflex. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

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>

The study of biology in high school required scientific methods to construct a knowledge system and carry out effective revision. First of all, going back to the textbook was the basics. He had to focus on the bold words and the summary of the chapters in the textbook. He had to try to summarize the content and draw a mind map to build a knowledge framework to avoid missing knowledge points. For example, he could use books like " Basic Knowledge of High School Biology ", which could effectively help him sort out his knowledge. The first round would give him a complete knowledge system for him to memorize. In the second and third rounds, he could repeat the training in the form of filling in the blanks, which would help him improve steadily. Secondly, he would conduct specialized training. Using the real questions of the biology college entrance examination and the special practice questions of the test center to carry out targeted training to improve the accuracy and speed of the questions. In terms of knowledge, high school biology included the material and structural basis of life, metabolism, reproduction and development of living things, regulation of life activities, inheritance and variation, origin of life and evolution of living things, biology and the environment, and so on. The knowledge of these sections needed to be deeply understood and memorized. For example, the three major knowledge points of genetic engineering, cell engineering, and embryo engineering were also important. Materials like the Butterfly Transformation High School Biology Knowledge Points and Training were also helpful in improving grades. It contained all the knowledge points of high school biology and had been categorized in detail to make it easy to memorize. Moreover, each knowledge point had after-school training to consolidate it, and there were also explanations from famous teachers to help understand it. At the same time, the learning methods of some top students were also worth learning from. For example, the female top student in science in Hengzhong High School would sort out and summarize the basic knowledge points and check for missing areas that were easy to make mistakes. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following are some typical questions and answers for junior high school biology papers: * * 1. Single choice question ** 1. * * The meaning of the body of the hydra being symmetrical ** - Answer: D (both). - [Analysis: Hydra's symmetrical body shape allows it to sense stimulation from all directions, capture prey from all directions, and defend against enemies from all directions.] This symmetrical way was compatible with its aquatic, fixed, or floating lifestyle. 2. * * Judgment on the difference between high and low animal groups ** - [Question: There are many animal groups, and there are high and low grades. The following statements are incorrect ()] - Answer: B. - [Analysis: Although the body of a thread-shaped animal is cylindrical, it cannot be determined that it is higher than a flat-shaped animal.] The bilateriality of flat-shaped animals was higher than that of coelenterate because the bilateriality made the body of animals have the division of front, back, left, right, back and abdomen, which was conducive to directional movement. Reptiles could fully adapt to land life, which was higher than amphibians. Mammals were better than birds in reproductive development because they were born and suckled. 3. * * The similarities between roundworms and pork taenias in adapting to parasitic life ** - Answer: B. - Analysis: Ascaris lumbricus and pork taeniasis are parasites. The similarity between them and parasitic life is that they have developed reproductive organs, which is conducive to their reproduction in the host's body. They did not need developed digestive organs because they could obtain nutrients from their hosts. The roundworm had a stratum corneum on its body surface, but the pork taeniasis did not. Symmetries on both sides of the body were not unique to their parasitic life. 4. * * The relationship between the cell structure of roundworms and their living environment ** - Question: The roundworm lives in the human digestive tract and does not get oxygen for a long time, so which structure in its cells may disappear () - Answer: C. - "Analysis: The mitochondria is the main place for oxygen breathing. The roundworm lives in an anoxia-deficient environment and carries out anoxia-free breathing, so the mitochondria may degenerate and disappear. The cell membrane was the boundary structure of the cell, the nucleus was the control center of the cell, and the plasma was the main place for the cell to carry out metabolism. They would not disappear due to lack of oxygen. 5. * * Muscle movement when the locust jumps ** - [Question: When the locust jumps, its hind feet change from bending to stretching. The following related statements are wrong ()] - Answer: B. - [Analysis: When the locust jumps, muscle A relaxes and muscle B contracts, causing the hind feet to turn from a bent state to an extended state.] The inner muscles of the hind feet were attached to the inner side of the exoskeleton. The locust's chest had three pairs of feet, and the body and feet were divided into sections. The muscles provided power for the locust's jumping. 6. * * Common characteristics of mussels, snails and cuttlefish ** - Answer: C. - [Analysis: Mussels, snails, and cuttlefish all have a common feature: they all have a mantle.] Mussels had shells, snails had shells, and cuttlefish's shells had degenerated. Snails moved with their stomachs, mussels moved with their axes, cuttlefish moved with their wrists and used them to hunt for food, and mussels breathed with their gills and relied on water pipes and water pipes to obtain food. 7. * * The relationship between animal groups and their characteristics and the map (The map is not shown, so the specific options cannot be analyzed in detail, but the idea is as follows)** - Answer: It depends on the specific choice. - "Analysis: Based on the characteristics of various animals, such as the characteristics of coelenterate, flat-shaped animals, and thread-shaped animals, the animal groups described in the options and their characteristics should be compared to the actual situation, including the characteristics of body structure, lifestyle, physiological functions, and so on. 8. * * Description and judgment of animal structure and function ** - Question: The structure of an animal is always compatible with its function. - Answer: B. - [Analysis: The lizard's body is covered with horny scales, which can prevent the water in its body from evaporating. Lizards use their lungs to breathe. Their skin is dry and does not assist in breathing.] The roundworm's body surface was wrapped in a cuticle for protection; the locust's body surface had a tough exoskeleton that could prevent the water in the body from evaporating; the fish's body surface was covered with scales, and the surface of the scales had slippery mucus to protect the body. 9. * * Escape (Chameleon)'s characteristic description and judgment ** - [Question: Which of the following descriptions about avoiding servitude is correct?] - Answer: B. - Analysis: The body color of the evildoer can change with the environment, which is a protective color; the evildoer has developed lungs and strong gas exchange ability, which is conducive to its breathing in land life; the reproductive development of the evildoer completely gets rid of the dependence on the water environment; the fertilized egg of the evildoer does not need to absorb water and oxygen from the outside world when hatching. 10. * * Description and judgment of animal structure and living environment ** - Question: The following statements about animals adapting to their living environment are incorrect () - Answer: B. - "Analysis: Male frogs have a vocal sac. The vocal sac is the vocal organ of male frogs. It has nothing to do with adapting to life in water or on land. It mainly attracts female frogs during the breeding season. Fish used gills to breathe to adapt to life in the water, pigeons 'forelimbs turned into wings to adapt to flying life, and lizards had horny scales to adapt to life on land. 11. * * The corresponding judgment of animals and their gas exchange sites ** - Answer: C. - Analysis: Paramecium carries out gas exchange through the membrane; earthworms carry out gas exchange through the body wall; snails carry out gas exchange through the mantle; river mussels carry out gas exchange through gills; locusts carry out gas exchange through the trachea, not the lungs; seahorses carry out gas exchange through gills; frogs carry out gas exchange through the lungs and skin; pigeons carry out gas exchange through the lungs, and the air sacs assist in breathing but do not carry out gas exchange. 12. * * Judgment of the relationship between the characteristics of different creatures (The specific circle map of the creatures represented by P, Q, E, and F is not given. It is impossible to analyze the specific choices in detail, but the idea is as follows)** - Answer: It depends on the specific choice. - "Analysis: Based on the characteristics of the organisms involved, such as the way of reproduction of mammoths, the way of reproduction of many animals, the way of obtaining nutrition by heterotrophy, and the characteristics of land animals that can prevent water loss and adapt to land life, the accuracy of the contents of P, Q, E, and F in each option should be judged. 13. * * Gas exchange of birds in flight ** - Question: The following descriptions of birds and mammals are wrong: - Answer: A. - [Analysis: When birds fly, only the lungs can exchange gases. The air sacs play a role in assisting breathing and cannot exchange gases.] Birds 'bones were light, thin, and strong, and their chest muscles were well-developed. * * 2. Non-multiple choice questions (Since the specific content of the questions is not given, the following is an analysis of common test points)** 1. * * Cell structure is related to function ** - For example, if one were to examine the structure of a cell, one might ask about the functions of the cell's structure, such as the plasma, nucleus, and cell membrane. - Answer: The cell membrane has the function of controlling the entry and exit of substances into the cell; the nucleus is the control center of the cell and contains genetic material; the plasma is the main place for the cell to carry out metabolism, and the organelle, such as the mitochondria, is the main place for oxygen breathing (the plastids in plant cells are the places for photosynthesis, etc.). 2. * * The classification basis and characteristics of animals and plants ** - For example, comparing the difference between a vertebra and an insect. - Answer: Vertebrate animals have a spine made of vertebrae, but there is no spine in the body of an animal with no backbone. Vertebrate animals included fish, amphibians, reptiles, birds, and mammals, each of which had different characteristics, such as fish breathing with gills and swimming with fins; young amphibians breathing with gills, adults breathing with lungs and skin, etc.; Invertebrae included coelenterate, platyphores, threadworms, annelids, mollusks, arthropods, etc. The body of coelenterate was symmetrical, with a mouth but no anus; the body of platyphores was symmetrical on both sides, with a mouth but no anus, etc. 3. * * The relationship between living things and the environment ** - For example, how the structure of an animal adapted to its living environment. - Answer: For example, animals in the desert, camels have humps to store fat, wide soles to prevent sinking, long eyelashes to prevent sand and wind, etc. Fish that live in the water have streamlined bodies to reduce resistance, and they use gills to breathe to obtain oxygen in the water. 4. * * Biological reproduction and development ** - For example, comparing the reproductive and development characteristics of insects, amphibians, birds, and mammals. - Answer: Insects are egg-laying and have metamorphosis (complete metamorphosis is like butterflies going through four stages of egg, larva, pupa and adult, and incomplete metamorphosis is like locusts going through three stages of egg, larva and adult); frogs are egg-laying, in addition to external fertilisation and metamorphosis; birds are egg-laying, internal fertilisation, hatching and brooding; mammals are live-laying, breast-feeding, and internal fertilisation. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>