High school biological mutation and evolution breeding knowledge points summary chart
|knowledge points| particulars|
|--|--|
|variation types| It can be divided into inheritable mutations (including gene mutation, gene reorganization, and mutation) and non-inheritable mutations (only caused by the environment and not involving genetic material changes).|
|gene mutation|
- ** molecular mechanism **: Amitosis, protocaryote division, and viral DNA replication can occur. It did not change the number of genes on the gene, only the structure of the gene.
- ** Type **: Dominant mutation (such as A→A, the trait can be immediately expressed after the mutation), Recessive mutation (such as A→A, the trait can be stably inherited after the trait is expressed).
- ** Effect on Traits **: It may change the traits (for example, a change in the function of the protein caused by a change in the code may affect the traits), or it may not change (there may not be changes in the reproductive cells of the body cells, the hidden genes are not expressed in the hybrid generation, the code is degenerate, and the traits are the result of the combination of genes and the environment, etc.).
- ** Benefits **: More harm than benefit. The benefits and risks depend on the environment. Some mutations are harmless and useless. It is more likely to occur in cells with DNA replication function. The probability of occurrence in reproductive cells is greater than that in body cells, and the number of cells that divide vigorously is greater than that of cells that stop dividing. Mutation breeding materials needed to be able to undergo cell division.|
|genetic recombination|
- ** Narrow sense **: During Meiosis, the free combination of non-allelic genes on non-homolored embryos and the cross-exchange of non-sister chromatids on homolored embryos.
In addition to the narrow sense, it also includes genetic engineering and genetic material changes caused by plant cell hybrids.|
|chromosome variation| It is different from other mutations (need to be combined with more content for comparison and analysis, such as the concept of genomes and genomes)|
|breeding methods|
- ** Cross-breeding **: The conventional breeding method cannot produce new genes and recombine the original genes.
- Mutation Breeding: Able to produce new genes and create new types of mutations.
- ** Haploid Breeding **: Shortens the breeding period.
- ** Polyploids breeding **: The development of the embryo from a spore, with the body cells containing three or more sets of the genomes.
- ** Plant somatic-cell hybrid breeding **: Realizing the reorganization of genetic material at the cell level.
- ** Selection basis **: When a single trait is controlled by a pair of genes, different breeding methods have their own characteristics; when two or more traits are scattered in different varieties, the individual level can be crossbred or haploids, and the cell level can be plant somatics.|
|biological evolution|
- ** Darwinian theory of natural selection **: A part of the theory of biological evolution.
- ** Modern Biological Evolution Theory **: It involves the calculation of gene frequency and other difficulties. Gene frequency rarely appears as an independent non-choice question. It is often analyzed as a multiple-choice question.|
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High School Biology Gene Mutation Breeding Knowledge Points List
|knowledge points| particulars| |--|--| |The molecular mechanism of gene mutation| Genetic mutation can occur during amitosis, protocaryote fission, and viral DNA replication. Genetic mutation does not change the number of genes, but only the structure (from A→a or a→A, the essential difference between A and a is the change in the molecular structure of genes, namely the type, quantity, and order of the deoxynotides)| |gene mutation types| Dominant mutation (such as a→A, the mutation will show the trait); Recessive mutation (such as A→a, the mutant trait can be stably inherited after it is shown)| |The effect of gene mutation on traits| Change biological traits (mutation causes changes in codons, causing changes in protein functions, such as sickle cell leukemia); do not change biological traits (Soma cell genes may not change in reproductive cells, parent DNA base pair changes will produce hidden genes that are passed on to offspring, and the hidden traits will not appear when the offspring are mixed. Codon degeneracy may translate into the same aa, traits are affected by genes and environment, and in some environments, genetic changes will not appear.)| |The pros and cons of genetic mutation| The pros and cons depend on the living environment, and some are both harmless and useless.| |The probability of genetic mutation in cells| Germinal cells> Soma cells, cells with vigorous division> cells that have stopped dividing| |Requirements for Mutation Breeding Materials| Materials that can undergo cell division (such as germinated seeds, mice, etc.) meet the requirements, while materials that do not undergo cell division (such as dried seeds, animal sperm, etc.) do not meet the requirements.| |Genetic Reassembly| In the narrow sense, gene reorganization refers to the free combination of non-allelic genes on non-homological embryos and the cross-exchange of non-sister chromatids on homological embryos during the process of Meiosis. In the broad sense, it also includes genetic material changes caused by genetic engineering and plant somatic-cell hybrids. The different causes of B and B in the picture include gene mutation (interphase) or cross-exchange (prophase). When asking the root cause, consider gene mutation. If there is a hint of division, judge according to the hint.| |Comparisons of Chromatic Mutations and Other Mutations| (Not explicitly mentioned in comparison, temporarily omitted)| |Comparisons of Common Breeding Methods| (Not explicitly mentioned in comparison, temporarily omitted)| |Selection of breeding methods| Mutation breeding can produce new genes, but cross-breeding cannot, but it can realize gene reassembly. The simplest and most conventional breeding method is cross-breeding. Cross-breeding is used to concentrate the good traits of two parents; Haploids are used for rapid breeding; Mutation breeding is used to greatly improve varieties; Polyploids are used to increase yield and nutrient content; The time of cross-breeding is F2; There are differences in the method of obtaining pure mutants in animal and plant cross-breeding (self-breeding in plants and test-crossing in animals).| |Human genetic diseases| It can be judged by the typical chart. The pedigree chart can be used to determine whether it is inherited with Y (if the patient is all male, it may be inherited with Y)(Other judgment contents are not completely mentioned, temporarily omitted)| <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
300 high school biology knowledge points summary
The following is a summary of some high school biology knowledge points: 1. The relationship between chemical elements and organisms: organisms contain a variety of chemical elements. These elements have different functions and effects in the body, such as forming compounds and participating in physiological processes. 2. The list of compounds in the cell: There are many kinds of compounds in the cell, such as sugar, fat, protein, and nuclear acid. Each of them has different structures and functions. For example, sugar is the main energy material, fat can store energy, and so on. 3. Nucleic acid was divided into DNA and DNA, and its basic units were respectively, DNA and DNA. 4. Identification of reducing sugar, fat, protein, and DNA in biological tissues: Use specific reagents for identification. For example, Fehling's reagent can identify reducing sugar and produce brick-red precipitations; Sultan III dye solution can identify fat and produce orange color, etc. 5. The characteristic of the membrane was that it was selectively pervious, allowing certain substances to pass through while preventing other substances from passing through. 6. The cell membrane's substance exchange function: The cell membrane can carry out substance exchange through free dispersion, assisted dispersion, active transportation, and other methods. 7. The similarities between mitochondria and plastids were that they both had a double-layered membrane structure, were related to energy conversion, and contained a small amount of DNA. 8. The comparison of eukaryote organelle: Different organelle had differences in structure and function. For example, the ER was the synthesis, processing, and transportation channel of protein and other molecular substances; the Golgi apparatus mainly processed, classified, and packaged the protein from the ER. 9. During mitosis, the changes of nuclear DNA, the nuclei of the nuclei, and the nuclei of the nuclei were as follows: during the interphase, DNA replication and the synthesis of related protein were carried out, and the DNA content was doubled; during the prophase of mitosis, the nuclei of the nuclei appeared, and at the anaphase, the nuclei of the nuclei split, and the sister Chromatids separated. 10. The source of ATP-in the body: It is mainly produced by cell breathing (both oxygen and oxygen free breathing) and photosynthesis. 11. [The destination of the ATP-binding in the body: It is used for various life activities of cells, such as muscle contraction and material synthesis.] 12. The comparison between light reaction and dark reaction in photosynthesis: the light reaction occurs on the thylakoid membrane of the plastids, producing oxygen, bound bound 13. The relationship between light energy utilization rate and photosynthesis efficiency: Light energy utilization rate refers to the ratio of the energy contained in the organic matter accumulated by the plant's photosynthesis to the sunlight energy that shines on the ground; photosynthesis efficiency refers to the ratio of the energy contained in the organic matter produced by green plants through photosynthesis to the light energy absorbed during photosynthesis. 14. The relationship between the external factors that affect photosynthesis and the improvement of light energy utilization: The external factors include light intensity, temperature, carbon dioxide concentration, etc., and appropriately increasing the value of these factors can improve the light energy utilization. 15. The metabolism of the three major nutrients in humans and animals: sugar, fat, and protein can be synthesized and decomposed in the body, and they can be converted to each other. 16. The comparison between the two types of breathing: Aerobic breathing produces a large amount of energy and requires oxygen to participate. The reaction site is mainly the mitochondria. The anoxia-less breathing produces a small amount of energy and does not require oxygen. The reaction site is the cellular matrix. In addition, there were also knowledge points about cell structure and function, gene expression, genetic laws, biological evolution, ecological systems, etc., such as cell membrane system, gene translation and translation process, Mendel's law of inheritance, modern biological evolution theory, etc.(Genetic frequency changes, isolation and speciation, etc.), the components of the ecosystem (producers, consumers, disposers, non-biological substances and energy), energy flow (one-way flow, step-by-step reduction), material circulation, and many other topics. These knowledge points were all important parts of high school biology learning, but due to space constraints, it was difficult to list all 300. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A summary of the knowledge points of junior high school novels
The knowledge points of junior high novels included the following aspects: 1. ** The definition of a novel **: It focuses on portraying typical characters and reflects the complex social life through the complete story plot and the description of the environment in which the characters move. 2. ** The Three Elements of a Story ** - [Character: Create a typical character image. You can reveal the character's thoughts, feelings, and personality characteristics through appearance, language, actions, expressions, psychological descriptions, and side descriptions.] - ** Plot **: Including the beginning (prologue), development, climax, ending (ending). It is the development history of the character's personality, showing the character's personality, expressing the theme of the work, etc. - ** environment **: Including the natural environment and social environment. The character needs to be understood in a certain social and historical background (typical environment). When analyzing the character, environmental factors must also be considered. 3. ** Type of novel **: novel, novella, short story, short story. 4. ** Main test points for novel reading ** - ** General Perception **: For example, summarize the story in one sentence, summarize a few things in the text, summarize part of the content of the novel (including pointing out one of the four parts of the plot), analyze the clues of the novel and their functions, analyze the repeated details or the functions of the plot, etc. The answer mode is to do what for whom, what the result is (time, place), or briefly and comprehensively summarize. - ** Appreciate Sentences **: Appreciate sentences from the perspective of rhetoric. The answer mode is to point out rhetoric + explain rhetoric + expression effect + emotion or character characteristics. Appreciate sentences from the perspective of character description. The answer mode is to describe perspective + expression effect + emotion or character characteristics. - ** Analysis of the character image **: Through the appearance, language, movements, demeanor, psychological description, and side description of the character, reveal the thoughts, feelings, and personality characteristics of the character. Combined with the specific analysis of the content, it is also necessary to make an objective and fair evaluation of the character. - ** Function of Paragons **: Analyzing the role of the paragraph in advancing the plot, shaping the characters, and expressing the theme. - ** The role of environment description **: Consider the significance of environment description in setting off the atmosphere, shaping the characters, promoting the plot, hinting at the theme, etc. - ** The meaning and function of the title **: explore the meaning and function of the title in terms of summarizing the content, hinting at the theme, and attracting readers. - ** Writing techniques of the novel **: For example, the use and effect of symbols, contrast, foil, and other techniques. - ** Evaluation, Experience, Comprehension, Enlightenment **: Subjectively evaluate the content of the novel and express the feelings after reading it. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Teaching Design Case of Mutation Breeding and Evolution in High School Biology
The following is a teaching design case of high school biological mutation breeding and evolution: ##1. Teaching objectives 1. ** Knowledge target ** - Students will be able to understand the types, structures, and characteristics of genetic mutations, the types of aberrations, and their applications in breeding, as well as the principles and characteristics of various breeding methods. - Master the main points of modern biological evolution theory and understand the comparison between natural selection theory and modern biological evolution theory. 2. ** Ability Target ** - Able to apply the breeding process to the experimental design of biological breeding. - He learned how to build a knowledge network and form his own knowledge system with the knowledge of mutation breeding and evolution. 3. ** Emotional goal ** - Through understanding the application of mutation breeding and evolution knowledge in life, students could experience the practicality of biology and stimulate their interest in biology. ##2. Difficulties in Teaching 1. ** Main point ** - Distinguish three types of hereditary mutations (gene mutation, gene reorganization, and aberrations). - Master the breeding process and be able to carry out relevant experimental design. - Deep understanding of modern biological evolution theory. 2. ** Difficulty ** - Understand the essential differences and connections between the three types of hereditary mutations. - The complicated links in the breeding process and the construction of experimental design ideas. - In modern biological evolution theory, there were abstract concepts such as the calculation of gene frequency. ##3. Teaching Method Teaching method, discussion method, question guidance method, and case analysis method. ##4. Teaching process ###(1) Introduction (5 minutes) By showing some pictures of creatures with obvious differences in traits (such as flowers of different colors, fruits of different shapes, etc.), ask the students how these differences in traits arise, guide the students to think about the concept of mutation, and then lead to the topic of mutation breeding and evolution in this lesson. ###(2) Knowledge explanation (25 minutes) 1. ** Mutated Part ** - gene mutation - Explain the molecular mechanism of genetic mutation, including mitosis, protocaryote fission, and viral DNA replication. It emphasized that gene mutation did not change the number of genes, but only the structure of genes. It explained the impact of gene mutation on traits through examples (such as sickle cell leukemia), including changing biological traits and not changing biological traits. At the same time, the characteristics of gene mutation and the relationship between its advantages and disadvantages and the environment were described. - Illustrate the types of genetic mutations (dominant and latent) and their patterns of expression. - genetic recombination - This paper introduced the concept of gene reorganization from both narrow and broad perspectives, focusing on the free combination of non-allele-like genes on non-homolog and the cross-exchange of non-sister chromatids on homolog during the process of Meiosis. The process of gene reorganization was analyzed through cell division diagrams. Students were asked to discuss the differences between gene reorganization and gene mutation in producing new traits. - chromosome variation - They introduced the types of structural aberrations (loss, repetition, reversal, and translocations) and numerical aberrations (euploids and aneuploids). Through examples (such as the polyploids of some plants), explain the application principle of mutation in breeding. For example, polyploids can increase crop yield and improve quality. 2. ** Breeding Part ** - The more common breeding methods (mutation breeding, cross breeding, haploid breeding, polyploid breeding, genetic engineering breeding, etc.) were explained in terms of breeding principles, methods, advantages, disadvantages, and scope of application. For example, mutation breeding could produce new genes and create new types of mutations, but the frequency of mutation was low and the direction was difficult to control. Crossbreeding could not produce new genes, but it was only a combination of original genes, but the operation was relatively simple. - Give some practical breeding problems, let the students discuss in groups and choose the appropriate breeding method, such as which breeding method should be chosen to obtain a pure spore in a short period of time, etc., to train the students 'ability to use knowledge to solve practical problems. 3. ** Evolution Part ** - This paper introduced the main contents of Darwinian theory of natural selection (over-reproduction, struggle for survival, genetic variation, survival of the fittest), and analyzed its contributions and limitations. - The main points of modern biological evolution theory were elaborated, including population as the basic unit of biological evolution, the concept of gene frequency and its calculation method, the raw materials for evolution produced by mutation and gene reorganization, the direction of biological evolution determined by natural selection, isolation as a necessary condition for speciation, etc. Help students understand modern evolutionary theories through examples, such as the formation of different ground finches on the Galapagos Islands. ###(3) Class interaction (15 minutes) 1. ** Group discussion ** - Give some controversial questions, such as "Is GM food safe?" and let the students discuss in groups. Each group would elect a representative to explain the group's views, and the other groups could ask questions and refute. The teacher patrolled the students during the discussion and guided the students to think about the problem from the perspective of mutation breeding and evolution. 2. ** Question and Answer ** - Students were encouraged to ask questions that they had encountered in the learning process. Teachers would provide detailed answers to students 'questions and focus on some common problems, such as common errors in gene frequency calculation. ###(4) Class summary (10 minutes) 1. Guide the students to review the main knowledge points of mutation breeding and evolution learned in this lesson, including the types of mutation, the comparison of breeding methods, the main points of modern biological evolution theory, etc. 2. Students were required to construct a simple knowledge network, linking the knowledge of mutation, breeding, and evolution. Teachers would select some of the students 'works to display and comment on, further strengthening the students' overall grasp of knowledge. ###(5) Class Practice (10 minutes) Some practice questions related to the content of this lesson were distributed, including multiple-choice questions, fill-in-the-blanks questions, and short-answer questions. Students could complete them independently in class. The practice questions should cover knowledge points such as gene mutation, gene reorganization, aberration variation, breeding method selection, modern biological evolution theory, etc. Through practice, the students should consolidate the knowledge they have learned in time. The teacher should check and feedback the students 'practice situation, and provide individual guidance for the students' problems. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Junior high school physics and chemistry knowledge points summary
** I. Introduction of Junior High School Physics Knowledge Points ** 1. ** Matter and molecules ** - Matter was made up of molecules. There were gaps between the molecules, and there were attractive and repulsive forces between the molecules. 2. ** Measuring related ** - The reading of the scale should be read to the next place of the division value. When using the scale to measure, it can be measured many times to reduce the error. - The measuring cylinder could be used to measure the volume of liquid and the volume of solid using the "drainage method." - Using a scale to measure mass followed the principle of "left object right code". 3. ** Density-related ** - The density of the same substance was related to its state. For example, water and ice had different density due to their different states. The density of water is 1 (<rho_{water>= 1.0> times10 ^{3}kg/m^{3}=1g/cm^{3}). 4. ** Sports related ** - The movement and stillness of matter were relative to a reference object. The reference object could be chosen at will, but the object being studied could not be used as a reference object. With respect to the reference object, the position of the object changes and the object moves. - The average speed represents the speed of an object's movement over a period of time or distance, and the instantaneous speed represents the speed of an object's movement at a certain position or time. 5. ** Sound-related ** - All objects that made sound were vibrating. Sound needed a medium to travel. Usually, sound traveled the fastest in solid objects, followed by liquids, and the slowest in gases. - The boundaries between music and noise were not strict. It was related to the location, time, environment, and people's mood. The three elements of music included pitch (high or low), loudness (loud or low), and timbre (distinguishing different vocal bodies). The prevention and control of noise should start from the sound source, the transmission path, and the human ear. 6. ** Mechanics related ** - The effect of force was mutual. The object that exerted force was also the object that received force. The effect of force is to cause the object to change shape and change the state of motion of the object. Whether the state of motion of an object has changed can be determined by changing one or both of the speed and direction, or whether the object is not in a state of static or uniform linear motion. The three elements of force were the magnitude, direction, and point of effect of the force. There was a simple way to draw a force diagram. The spring force tester was made according to the principle that the greater the pulling force, the greater the spring's displacement. ** 2. Junior high school chemistry knowledge summary ** 1. ** The chemical properties of common substances ** - Common substances have different colors, such as red solid copper and iron dioxide; green solid basic copper carbonates; blue solid copper dioxide and copper sulfuric acid crystals; purplish-black solid is potassium Permanganate, etc. Among the liquids, colorless liquids such as water and hydrogen peroxide-dioxide; blue solutions such as copper sulfate-dioxide solution; light green solutions such as iron sulfate-dioxide solution; yellow solutions such as iron sulfate-dioxide solution; purplish-red solutions such as potassium peroxide-dioxide solution; and purple solutions such as litmus solution. Among the gases, the reddish-brown gas was nitrogen dioxide, the yellow-green gas was Cl2, and most gases such as oxygen and nitrogen were colorless gases. 2. ** Chemistry related (Elemental characteristics)** - For example,"I'm hydrogen, I'm the lightest, and the rocket depends on me to transport the satellite. I'm helium, I'm a scoundrel, I'm the worst at losing and gaining electrons. "I'm lithium, so the density is low. I'll soak in water and acid…" 3. ** Other Important Knowledge Points ** - In ancient China, the three major chemical processes were paper making, gunpowder making, and porcelain burning. There were three types of oxygen reactions: explosion, combustion, and slow oxygen. The three kinds of particles that make up matter are molecules, atoms, and ions, while the three kinds of particles that are not charged are molecules, atoms, and neutrons. The novel "Watching the Moon on Fish Island" is equally exciting. Everyone is welcome to click and read it!
Junior high school biology glomerulus knowledge points summary
The following is a summary of the knowledge points related to glomeruli in junior high school biology: 1. ** In terms of structure ** - The glomerulus was a component of the nephrons, which were the basic units that formed urine. Each kidney was made up of more than one million nephrons. The glomerulus was formed by dozens of capillaries that were divided from the glomerular artery. The other end of the glomerular artery formed the glomerular artery. 2. ** Function ** - ** Filtrating effect **: During the formation of urine, the glomeruli and the walls of the kidney capsule play a role in filtering blood. Other than blood cells and large molecules of protein, all the plasma components could be filtered and formed into urine in the kidney vesicle. - ** Relationship with blood circulation (blood path)**: The kidney artery sends blood to the kidney, where the kidney artery → the glomerular capillaries (artery blood) → the glomerular capillaries (artery blood) → the glomerular capillaries (artery blood), and then the blood flows to the capillaries outside the kidney tubuli (artery blood, venous blood) → the kidney vein (venous blood). - ** Relationship with the formation and discharge of urine (urine)**: After being filtered by the glomeruli and the wall of the kidney vesicle, the original urine is formed in the kidney vesicle. The original urine is then reabsorbed by the kidney tubuli, and the rest forms urine. Finally, the urine is discharged from the body through the ureter, bladder, and uterus. 3. ** In terms of influencing factors ** - For example, when a man's blood serum level was 200 and his weight was 70 kilograms, the glomerular filtration rate of a 30-year-old person was 47, a 40-year-old person was 43, a 50-year-old person was 39, a 60-year-old person was 34, and a 70-year-old person was 29.9. The normal value of glomerular filtering rate was 90. The lower the value, the worse the kidney function. When the glomerular filtering rate was <30, it was severe kidney failure. 4. ** In terms of related diseases ** - Glomerulonepathy was a common kidney disease caused by glomerular damage caused by various reasons. Some or all of the symptoms of glomerular damage such as hematuria, proteinuria, edema, high blood pressure, decreased urine output or anuria, and abnormal kidney function would appear. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
High school biology cell element knowledge points summary
1. ** Element classification ** - [Basic Element: C] - [Basic Elements: C, H, O, N] - ** Main Elements **: C, H, O, N, P, S. - ** Major Elements **: C, H, O, N, P, S, K, Ca2, M2, etc. - ** Trace elements **: Iron, Mn, Mn, Copper, B, Mo, etc. 2. [Elemental Source: Absorbed selectively from the natural world.] 3. ** Elements in cells are arranged in order ** - The order of the heavy elements was: O > C > H > N. - ** Dry heavy element order **: C>O>N>H. 4. ** Elemental status of different organisms ** - The types of chemical elements contained in different organisms were basically the same, but the content of the same element in different organisms was quite different. The content of different elements in the same organism was also different, which reflected the unity and difference of cells. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
High school biology knowledge points counterattack big summary
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>
Junior high school biology breathing and photosynthesis knowledge points summary
Photosynthesis: - [Location: Phosphor.] The chlorites in the plastids could absorb light energy and provide energy for photosynthesis, so the plastids were the place where green plants carried out photosynthesis. - "Description: Green plants use light energy to convert carbon dioxide and water into organic matter that stores energy and releases oxygen." - Reaction formula: carbon dioxide + water $/stack {light energy}{→}$organic matter (stored energy)+ oxygen. - The conversion in the process: one was material conversion, which converted simple minerals (carbon dioxide and water) into complex organic matter and released oxygen; the other was energy conversion, which converted light energy into chemical energy stored in organic matter. - "The influencing factors include the intensity of light, because light is the source of energy for plants to carry out photosynthesis. Only under a certain intensity of light can they carry out photosynthesis to produce organic matter. It can only be formed under light. Breathing effect: - [Description: The process in which cells use oxygen to decompose organic matter into carbon dioxide and water, and release the energy stored in the organic matter for life activities.] <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>