Junior high school biology research questions and answers detailed explanation
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. Read more exciting novels for free
Junior high school biology paper typical problem analysis questions and answers
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>
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>
Junior high school biology teaching and research content
The teaching and research content of the junior high school biology department included many aspects: 1. ** Open class and class evaluation **: For example, teachers carry out open classes, such as Teacher Liu Honglei's open class "Nucleus-Division of labor and cooperation within the system", using a specific classroom model to let students actively participate. After that, the other teachers would evaluate the class and, on the basis of affirming the results, propose suggestions such as shortening the content and digging deeper into the knowledge to achieve common progress. 2. ** Discussion on the revision of teaching materials **: Reading the revised content of the high school biology version of the New People's Education to adapt the teaching to the development of the times. This practice is also useful for the teaching and research of junior high school biology. It can be used as an analogy to discuss the revision of junior high school biology teaching materials, so as to better grasp the teaching content. 3. ** Teaching method optimization **: - ** Carry out the "Four Cleanings" in teaching **: All biology teachers will seriously study the relevant guidelines and attach importance to the most important part of "Tangtang Qing". They will refer to the six teaching procedures and flexibly organize teaching according to the students 'foundation and teaching content. Students were required to master new knowledge in class, ensure practice time, complete homework in class, and mark it on the same day. At the same time, they could be divided into groups to let the team leader check the learning tasks. In order to improve the quality of teaching, we should focus on the "four optimization" in classroom teaching, namely, the optimization of teaching methods, classroom structure, teaching means and coaching methods. - ** Group lesson preparation **: This is an effective way to improve the quality of lesson preparation and classroom teaching efficiency. Teachers worked together to formulate teaching plans in a planned and organized manner, analyze the difficulties of teaching materials, determine teaching methods, and write lesson plans. In this process, teachers could deepen their understanding of the teaching materials, expand their teaching ideas, and improve their own quality. - ** Life-oriented teaching objectives **: When the teaching objectives are based on the students 'knowledge, ability, and emotional attitude, they can be introduced into social hot topics to achieve life-oriented. For example, using the topic of test-tube babies to discuss genetic knowledge, or telling the story of the cloned sheep, Dory. - ** Life-oriented teaching content **: Since junior high school students focus on thinking in images, they can use life-oriented explanations to help them understand abstract concepts or theories. For example, they could use the school level to simulate the structure of animals, or teach blood knowledge from the blood test report. - ** Diverse teaching methods **: - ** Scenario-based teaching **: For example, in the teaching of breathing, by introducing the topic of weight-loss methods around them, it will arouse the students 'interest and raise questions. It will make the students actively analyze the problems and connect knowledge with life. - Experiential Teaching: For example, an experiment to explore the effect of light on the lives of the rat women. Students were allowed to participate in the process of finding the rat women and understand their living environment. This could stimulate their interest in learning and cultivate their awareness of caring for life and maintaining ecological balance. - ** Practice-based teaching **: For example, when exploring the environmental conditions for seed sprouting, the students would be asked to do experiments at home after preparing for the lesson. Then, they would go to school to exchange the results, improve the students 'language expression and cooperation skills, and let the students experience the process of the production, formation, and development of biological knowledge. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Junior high school biology questions must be memorized
The following are some of the must-memorize content that might be involved in the junior high school biology questions: - In terms of biological structure, cells were the basic units of biological structure and function. The structure of an animal was cell → tissue → organ → system → animal, while the structure of a plant was cell → tissue → organ → plant. - Biological and environmental parts: The composition of the ecosystem includes biological parts (producers, consumers, decomposing) and non-biological parts (sunlight, air, water, etc.). The substances and energy in the ecosystem flow along the food chain and food web, and the energy transfer is one-way and diminishing. - Green plants in the biosphere: the reaction formula, essence (synthesizing organic matter, storing energy), significance (providing food and oxygen for themselves and other organisms); the reaction formula, essence (decomposing organic matter, releasing energy) of the respiratory process and its importance in plant life activities. - Human Physiology: The nutrients of the human body (such as sugar, fat, protein, vitamins, water, and mineral salt); the composition of the digestive system and the functions of various organs; the digestion and absorption process of food; the composition of the respiratory system and the gas exchange process.(including the gas exchange in the lungs and tissues); the composition of the blood circulation system (heart structure, blood vessel type and function, blood composition and function); the blood circulation pathway (body circulation and lung circulation); the composition of the urine system and the process of urine formation (glomerular filtering and glomerular reabsorption). - Biological inheritance and variation: genes control biological traits, the law of gene transmission between parents and offspring (such as trait separation ratio), concepts such as relative traits, dominant genes, latent genes, dominant traits, latent traits, etc.; types of biological variation (heritable variation and non-heritable variation) and their reasons. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
High school biology common error-prone questions and answers
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>
2022 Guangdong junior high school geography and biology test paper answers and answers
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>
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>
Junior high school travel to the west examination questions and answers
The following are some of the questions and answers that might be involved in Journey to the West: - ** Thematic Understanding ** - [Question: Talk about the theme reflected in Journey to the West.] - ** Answer **: This novel satirizes the darkness of social reality and praises Wukong's courage to fight, good at fighting, fearless of power, optimistic and tenacious spirit. At the same time, it conveyed the truth that one must experience difficulties in order to finally obtain happiness and success. - ** Character Image Category ** - ** Sun Wukong related ** - [Question: Combining relevant plots, analyze Sun Wukong's personality and the author's purpose in creating this image.] - [Answer: Sun Wukong is a hero who despises the imperial power, has remarkable abilities, and dares to rebel.] The author created this image to passionately eulogize anti-feudalism, rebellious thoughts and fighting spirit such as resisting tradition, resisting authority, and despising the hierarchy. He wanted to show the people of the world the fighting spirit and good qualities of being fearless of danger and bravely advancing forward. - [Question: Sun Wukong did not seek a high position in the Heavenly Palace, nor did he seek to replace the Jade Emperor. What was his wish?] What did this reflect the pursuit of the working people at that time? - His wish was to oppose oppression and pursue equality, freedom, and democracy, reflecting the pursuit of the working people at that time. - [Question: In Journey to the West, Sun Wukong's will wasn't very firm when he started to learn the scriptures. How many times did he return to Huaguo Mountain?] Which times? - ** Answer **: Mainly twice. First, when Tang Sanzang had just accepted Sun Wukong as his disciple, Tang Sanzang complained that Sun Wukong had harmed the living beings. Wukong could not stand it and fled back to Huaguo Mountain. With the help of Guanyin Bodhisattva, he returned to Tang Sanzang's side again. Bodhisattva gave Tang Sanzang the Golden Hoop Incantation. Second, Sun Wukong beat Baijing three times. Tang Sanzang complained that Wukong had killed innocent people. In a fit of anger, he returned to Huaguo Mountain. Later, Tang Sanzang was killed in Baoxiang Kingdom. Zhu Bajie provoked him to come out. - ** About Tang Sanzang ** - [Question: Explain Tang Sanzang's character and the typical meaning of this image in combination with the specific plot.] - ** Answer **: Tang Sanzang was an eminent monk who was a combination of the pedantic feudal Confucian scholars and the devout Buddhist believers. Whenever he met demons, he would communicate with them with tears and worship Buddha. Whether it was true or false, this image showed that he had to experience difficulties and persevere in order to obtain happiness and success. - [Question: Tang Sanzang can't see the various changes of demons. What other reasons are there besides the fact that he is a mortal?] - ** Answer **: He was stupid by nature, unable to distinguish between loyalty and treachery, and was incited by Zhu Bajie. - ** About Monk Sand ** - [Question: Explain the characteristics of Monk Sand.] - ** Answer **: Friar Sand is loyal and sincere, hardworking, upright and selfless. He wholeheartedly protects Tang Sanzang's westward journey and strictly abides by the Buddhist precepts. - ** Pigsy related ** - [Question: Explain Zhu Bajie's personality.] - ** Answer **: Bajie is honest and straightforward, lazy and cunning, often cowardly, and good at flattery. - ** Jade Emperor related ** - [Question: What are the characteristics of the Jade Emperor in the novel?] What was the author's purpose in creating this image? - [Answer: The Jade Emperor is fatuous and incompetent, unable to distinguish between loyalty and stupidity.] The author created this image to ridicule and despise the feudal rulers, and to sharply satirize, ridicule, and criticize the dark society. - ** Plot Understanding Category ** - [Question: Why are there two Monkey Kings in the 'Real Monkey King' and 'Fake Monkey King'?] - ** Answer **: Tang Sanzang and his disciples had second thoughts and were not united internally. - [Question: Gods and devils have human feelings, and their charm is also worldly.] (Lu Xun) Many of the gods and demons depicted in Journey to the West have human emotions. Please give an example. - ** Answer **: For example, Princess Iron Fan was unwilling to lend Sun Wukong the fan because she had a grudge against Sun Wukong. She even wanted to harm Sun Wukong. This showed that she valued family and was narrow-minded. The Stone Monkey found the Water Curtain Cave for the monkeys and was hailed as the "Thousand Year King" by the monkeys. This showed that the monkeys were trustworthy. - [Question: Sun Wukong, who had defeated the White Bone Demon three times, was expelled back to Huaguo Mountain due to his master's misunderstanding.] What prompted Sun Wukong to leave Huaguo Mountain and protect his master, Tang Sanzang, to embark on the journey to the Western Paradise? - ** Answer **: First, although he was in the Huaguo Mountain, he had always been worried about his Master's safety (he returned to the Water Curtain Cave and chased after the Buddhist monk); Second, his Master was in trouble (he was captured by the yellow-robed old monster), and Bajie used goading to ask his senior brother for help (he provoked Sun Wukong with righteousness). - ** Other Knowledge ** - [Question: What did the White Dragon Horse, Zhu Bajie, and Monk Sand in Journey to the West do before they became the disciples of Tang Sanzang?] - ** Answer **: The White Dragon Horse was the Third Prince of the Dragon King of the West Sea, Zhu Bajie was Marshal Canopy who was in charge of the Heavenly River Navy, and Monk Sand was the Curtain General of the Heavenly Palace. - [Question: In Journey to the West, the biggest obstacle to becoming the master and disciple of Tang Sanzang was the difficulties of which family?] What were these difficulties? - [Answer: The Bull Demon King's family. Red Boy, the master of Fire Cloud Cave, used the True Samadhi Fire to test him. The Bull Demon King's wife, Banana Fan, made things difficult.] - [Question: In Journey to the West, how many difficulties did Tang Sanzang and his disciples go through to the West to obtain scriptures?] Among them, how many miles could his eldest disciple Sun Wukong's cloud somersault cover? - ** Answer **: Tang Sanzang and his disciples went through 81 difficulties in the Western Paradise to obtain the scriptures. (The answer to Sun Wukong's Somersault Cloud was not mentioned. Unable to answer this part accurately.) - [Question: How many names does Tang Sanzang have?] What were the differences? - [Answer: Tang Sanzang has four names.] When he first came to this world, he was called Jiang Liuer. In the temple, he was called Xuanzang. Because he wanted to get the Sanzang Sutra, he was called Tang Sanzang. When he went to the Great Thunderclap Temple in the Western Heaven, the Buddha named him the Tan Merit Buddha. - [Question: What's the name of the Golden Hoop Incantation?] - [Answer: The Golden Hoop Incantation is also known as the Heart Calming Mantra.] Watching Journey to the West: Sun Wukong Beats the White Bone Demon Three Times is not enough. Everyone is welcome to click to read the novel!
What questions should I ask in junior high school biology?
Here are some questions suitable for junior high biology: ** 1. Cell related ** 1. Both animal and plant cells had basic structures such as cell membranes, protoplasts, and nuclei. Were there any subtle differences in these structures? For example, the composition of the cell membrane or the distribution of the organelle in the cell. 2. When observing cells, we know that some cells will swell when they absorb water, but how do cells in organisms avoid this excessive absorption of water? ** 2. Biology and the environment ** 1. There were producers, consumers, and scavengers in different ecological systems. When a particular ecosystem was destroyed, which of these three types of organisms was the most critical to the restoration of the ecosystem? 2. What are the effects of global warming on different biological habitat? How did it affect the survival, reproduction, and evolution of living creatures? ** 3. Physiology of animals and plants ** 1. Plants produce organic matter through photosynthesis, but is the photosynthesis efficiency of different plants the same? If it was different, what was the cause? 2. How does an animal's nervous system precisely control the contraction and relaxation of muscles to complete complex movements? ** 4. Biological classification ** 1. There were many animals that looked similar but belonged to different groups, such as whales and fish. In the classification of organisms, what other factors would be considered to accurately distinguish them apart from their physical characteristics? 2. How did scientists determine the classification of species that were on the edge of biological classification? ** 5. Inheritance and Evolution ** 1. Genes would mutate during the process of inheritance, so under what circumstances would these mutations have a positive impact on the survival and evolution of organisms? 2. Inbreeding would lead to the emergence of many genetic diseases. In the process of biological evolution, how did creatures avoid inbreeding? <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write a summary of the research on the methods of biology teaching in junior high school
The research summary of biology teaching methods in junior high school can be written from the following aspects: ** I. Teaching Method Introduction ** 1. ** Teaching Method ** - This was a way for teachers to impart knowledge to their students in a coherent manner through the use of oral language. In junior high school biology teaching, the teaching method had its unique advantages for the theoretical courses such as the eighth grade's "Dominance and Concealment of Genes". Teachers could effectively explain, explain, or prove biological concepts and principles to students through logical language and a reasonable order of content. For example, they could use a combination of drawing and theory. It allowed students to obtain more and more systematic knowledge in a short period of time, but the disadvantage was that students lacked sufficient opportunities for timely feedback. 2. ** Conversation Method ** - The teacher used the question-and-answer method to teach. For example, in the lesson " Heredity and Mutation," the teacher asked the students questions about the traits of their family members or the animals and plants around them, and asked the students to answer them to understand the relevant concepts. The conversational method could inspire students 'intellectual activities, develop their thinking ability, develop the habit of discussing problems, focus their attention, stimulate their interest and enthusiasm in learning, and also help students understand knowledge deeply, cultivate their ability to use knowledge, and oral expression. 3. ** Discussion Method ** - Under the guidance of the teacher, the whole class or group will exchange ideas and inspire each other to solve a problem. For example, in the lesson " Genetic Control of Biological Traits ", after the students had a preliminary understanding of the traits and relative traits and read the " data analysis ", they discussed the reasons for the successful breeding of super rats and came to the conclusion that genes control traits. The discussion method was beneficial for every student to express their opinions and cultivate their thinking ability. 4. ** Study Guidance Method ** - Teachers guide students to acquire knowledge and cultivate their self-learning ability through reading textbooks and reference books. This method could help improve the students 'self-learning ability and allow them to learn to dig out biological knowledge from books. ** 2. Methods in Concept Teaching ** 1. ** Concept Introduction Method ** - ** Combining life experience and intuitive introduction **: In the junior high school biology concept teaching, you can compare the things and phenomena in life to abstract microscopic things. For example, when he explained " cells are the basic unit of the structure and function of living organisms ", he started from the fact that students did not wash their hair or bathe and had dandruff, which was made up of dead cells. He then let the students understand that cells make up the body and made the abstract knowledge concrete. - ** Using new and old knowledge to connect **: There is a connection between new and old biological knowledge. For example, when he was teaching " producers convert solar energy into chemical energy through photosynthesis, and then pass it on to consumers and resolvers through the food chain or food web. In this process, material circulation and energy flow are carried out." He could use the old knowledge of the concept and essence of " photosynthesis " and connect it with the phenomenon of energy conversion after humans and animals eat organic matter to introduce new concepts. He could review the old knowledge and deepen the impression of the new knowledge. - ** Create a situation to introduce **: For short concepts that contain more knowledge points, the teacher can create a situation to introduce. For example, the concept of photosynthesis included many aspects of knowledge such as conditions, raw materials, and products. Teachers could use the exploratory experiment "Green Leaves Make Starches Under Light" and related demonstration experiments to create experimental situations and guide students to summarize the concept. ** III. Problems in teaching and their impact on teaching methods and countermeasures ** 1. ** Problem ** - ** Not paying enough attention to the biology curriculum, incomplete facilities **: As the proportion of junior high school biology knowledge in the middle school entrance examination is small, the school does not pay attention to it, resulting in low enthusiasm for students to learn. Moreover, the construction of biological experimental facilities is limited, affecting teaching efficiency. This also made some teaching methods difficult to implement effectively, such as the experimental teaching method. - ** Old-fashioned and monotonous teaching methods **: Some teachers still use manual teaching as the main form, ignoring the students 'subjective learning state, and do not fully utilize the role of modern teaching technology, such as multi-media and information technology. This would easily cause students to lose their initiative, making it difficult to achieve teaching goals and cultivate biological literacy, limiting the development of diverse teaching methods. - [Experimental teaching problem: Although students are interested in biological experiments, they often stay on the surface and do not explore the knowledge in depth.] This made the experimental teaching unable to effectively assist the biological teaching, affecting the effect of the teaching method based on the experiment. 2. ** Strategy and method improvement ** - ** Cultivate students 'understanding of biological phenomena **: Teachers should guide students to pay attention to the causes of biological phenomena and cultivate students' rigorous attitude in experiments. For example, in the experiment of observing the onion scale leaf skin cells under a microscope, students were asked to analyze the experimental problems and the reasons for the change in cell color. This would guide students to take the initiative to think, which would help improve the implementation of the teaching method. - ** Perfect teaching equipment and make use of modern technology **: For schools that lack experimental equipment, they must rely on various forces to improve. Teachers could make use of multi-media teaching, such as using PowerPoint to display knowledge points, using animations to demonstrate abstract knowledge such as plant growth processes, so as to enrich teaching methods. - ** Strengthening teacher-student communication **: The teacher-student relationship is crucial to the teaching effect. A harmonious relationship helps to improve students 'practical ability, which also provides a guarantee for the effective implementation of teaching methods. For example, in teaching methods that require teacher-student interaction such as discussion methods, a good teacher-student relationship can promote students' active participation. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>