Biology compulsory two formulas and explanations
1. ** Base calculation for double-stranded DNA and messenger acid **
- **DNA single and double-strand pairing base relationship **
- In double-stranded DNA, the number of A (adenine) in one strand is equal to the number of T (thymine) in the other strand, namely,
The number of somatic cells
The number of fertilized eggs
The number of fertilized eggs An oogonia formed an egg cell and three polar bodies, and a sperm cell formed four sperm. If the DNA number of gametes (sperm or egg cells) is
1, the number of chromatids is 0; when the number of DNA molecules in a single
2, the number of chromatids is 2. The number of quadrants was equal to the number of pairs of homolog genes (syndesis and minus the middle stage I), and the number of quadrants after the middle stage I minus the late stage I was 0.
- ** Ontogeny of the flowering plants **
- Embryo Cell Chromatic Number (2N = 1/3) Nucleus of the Polarity of Fertility (3N = 1/3') The number of embryos in the embryo cell is equal to the number of embryos in the fertilized egg, equal to the number of embryos in the sperm cell and the number of embryos in the egg cell (distant crossing). The number of embryos in the embryo cell is equal to the number of embryos in the fertilized polar nucleus, equal to the number of embryos in the sperm cell and the number of embryos in the egg cell and the number of embryos in the polar nucleus.<1> ovule (double fertilisation)<1> egg cell><+2> polar nucleus><+2> sperm><1> seed;<1> ovaries><1> fruit.
3. ** Calculation of protein and nuclei (Note: Number of Peptides (m); Total Number of Acid (n); Average Weight of Acid (a); Average Weight of Acid (b); Total Number of Nucleic Acid (c); Average Weight of Nucleic Acid (d))**
- ** Genes (and Peptides)**
- ** Calculation of the number of atoms of the different atoms of the ammo acid **: the number of atoms in the base of the [C] atom in the base of the [H] atom in the base of the [H] atom in the base of the [C] atom in the base of the [H] atom in the base of the [C] atom in the base of the [H] atom in
- ** Each chain has at least **: each has 1 free amine and each has at least 1 free amine and each has at least m free amine and each has at least m free amine.
- ** Number of Peptide Bond **: Number of Peptide Bond <>/>/>=<> Number of Dehydrating Water>/>=<<>=>=<=<=>=>=<=&
- ** The protein is composed of [m] number of protein chains **:[N] number of atoms [=] number of peptidic bonds [+m] number of amino groups (end)[+R] number of amino groups [=] number of peptidic bonds [+] number of amino groups [+m] number of peptidic bonds [end];<
High school biology review compulsory 1
The compulsory education textbook, the "54 system" and the "70 biology"
The following is a summary of the content related to biology in the first volume of the 7th grade of the 54 system. There was the Luke edition of the 7th grade biology electronic textbook (May 4th academic system). You could log in to the account on the National Primary and Secondary School Wisdom Education Platform website (<anno data-annotation-id ="2f4a778 - 4440 - 4256 - 4480 - 888888889998"></anno></anno>, select "Junior High School (5th and 4th academic system)","Biology" as the subject,"Luke edition" as the version, and "7th grade" as the grade. The first volume of the biology textbook of the Luke edition (May 4th school system) contained the fourth unit, the people in the biosphere. There were the first chapter of the origin of human beings, the second chapter of human nutrition, the third chapter of human breathing, the fourth chapter of the transportation of substances in the human body, and the fifth chapter of the discharge of waste in the human body. There was also information about the May 4th system, Lu Education Version, Biology Seventh Grade, and the review of the knowledge points, the mind map, and the Jinan Version, the seventh grade biology volume,"Living environment of living things." In addition, there were some general learning methods for biology in junior high school, such as understanding concepts, memorizing keywords, learning examples, understanding diagrams, conducting experiments, doing exercises, finding relationships, establishing relationship diagrams, teaching others, and constantly reviewing. These methods were also helpful for the study of biology knowledge in the first volume of the 54 system. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Biology compulsory 1, which part is more difficult?
Biology compulsory 1 had the following difficulties: 1. Cell structure and function: - The distinction between procaryotic cells and eukaryotic cells involved the differences in the cell structure such as the nucleus (with or without the nuclear membrane as the boundary), the organelle, and so on. It was necessary to accurately remember the unique structure and functions of different cell types. For example, in procaryotic cells, fungi were the smallest and simplest cells without special structures such as cell walls. - The structure and function of the cell membrane, such as Irvington's conclusion that it was easier for lipid-based substances to pass through the cell membrane through experiments, and Robert's observation of the dark-light-dark three-layer structure of the cell membrane under the electron microscope and his speculation of its composition, as well as the role of the protein on the cell membrane, such as the protection, smoothness, and cell recognition functions of the protein on the surface of the respiratory and digestive tract, all involved a variety of experimental evidence and complex functional explanations. It was difficult to understand. - The functions of the organelle and the relationship between them, such as mitochondria was the main place for oxygen breathing, the plastids were the place for photosynthesis, the plastids were the workshop for protein synthesis and processing, and the Golgi apparatus processed and packaged the protein, etc., and they were interconnected through the synthesis and secretion of secreted protein. For example, the synthesis of secreted protein involved many organelle such as the Ribosome, the plastids, and the Golgi apparatus. These processes were more complicated and closely related. 2. Cell Theory: - There were three points in the cell theory proposed by Schwann and Slyden, including that the cell was an organism, all animals and plants were developed from cells and composed of cells and cell products, the cell was a relatively independent unit, which had its own life and played a role in the overall life, and the cell was a relatively independent unit. New cells were produced from old cells (Virshaw's supplementary cells produced new cells through division). This part required a deep understanding of the importance of cell theory in the development of biology and its fundamental role in modern biological research. 3. Biofilm System: - The membrane system consisted of cell membranes, organelle membranes, nuclear membranes, and other structures. It was difficult to understand its functional characteristics. For example, the decisive role of the cell membrane in the process of material transport, energy conversion, and information transmission. The chemical reaction on the membrane required the participation of the reagent. The wide membrane area provided the attachment site for the reagent. The membrane separated the organelle to ensure that various chemical reactions were carried out efficiently and orderly. 4. The material foundation of cells: - As the main bearer of life activities, the structural variety of the protein (different types, numbers, sequence, and spatial structure of the chain) determined the functional variety. To understand it, one needed a certain amount of spatial imagination and logical thinking ability. - The functions of sugar, fat, mineral salt, and water in cells, such as the important component of the cell membrane that was involved in the transport of fat, and the existence of water in the cell in the form of free water and bound water with different functions, needed to be accurately memorized. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Biology compulsory, a full set of recitation materials
The answer to the compulsory textbook of biology in senior high school
The following are the answers to some of the questions in the Jiangsu version of the high school biology compulsory textbook: Chapter 1: The molecular composition of cells The Elements and Inorganic Compound in the Cell - ** Speculation Questions ** - Among the chemical elements that made up living things, C, H, O, and N were the most abundant. - Free water was a good solution for many ions, not bound water. - If muscle weakness occurs, the substance that may be lacking is calcium. - ** Usage Questions ** - The trace elements were iron, mn, zn, copper, b, al, co, and se. - The carbon exists in the form of carbon dioxide, oxygen in the form of water, hydrogen in the form of water, calcium in the form of carbon dioxide, phosphorus in the form of dipotassium hydrogen orthhosphate, and potassium in the form of kci. They are involved in the composition of substances in the body; Na ions maintain the stability of the osmonic pressure of the extra-cellular fluid; K ions participate in the activation of more than 60 kinds of membranes during plant growth and development; Ferrous ions are the components of many membranes; and Magnesium ions are an important component of the phylls. - Legume plants such as alfalfas and soybeans had a nitrogen fixing bacteria at the roots, which could help them survive the winter. - Free water was a good solute. The ions and molecules needed for cell life could be dissolved in it and flow with the water to participate in the reaction. Metabolic waste could also be discharged from the body through water. ** Section Two: Carboids and Lipids in the Cell ** - ** Speculation Questions ** - Glycogen and glucose were the main energy substances, fat was an important energy storage substance, and Cellulose was a plant cell structure substance that could not be used as an energy substance. - Lipids were divided into fats, lysomes, and steroids, but lysomes did not belong to steroids. - It was not advisable to reduce overweight weight only by reducing the intake of sugar and fatty foods. It was also necessary to combine it with moderate physical exercise. - ** Usage Questions ** - Plant cells contained starch and starch, and the process of making syrup was similar to the biological method. - The second biological method was used to utilize the raw material of the Cellulosic. - Celluloses and other glycans were important structural substances in plant cells, while glucose was the main energy source for life activities. - Ferlin's reagent could only identify reducing sugar. Sweet potatoes mainly contained non-reducing sugar such as starch, so it could not be used to identify them. However, Sultan III staining solution could be used to detect the fat in sweet potatoes. ** Section Three: The Nucleic Acid and Nucleic Acid in the Cell ** - ** Speculation Questions ** - Nucleic acid in the human body was composed of eight kinds of nuclei (adenine deoxy, guanine deoxy, cystine deoxy, thymine deoxy, adenine Ribo, guanine Ribo, cystine Ribo, and uracil Ribo). Uridine Ribo was composed of uracil, Ribo, and Phosphoryl. - The seeds of wheat, sorghums, and other plants are rich in starch, while animals such as cattle and sheep are rich in protein and fat. - ** Usage Questions ** - In contrast to the "food pyramid", if you eat too much dessert and meat, you may be obese, and if you eat too little vegetables and fruits, you may lack vitamins. - Mung beans may contain more starch; it is not possible to judge whether they are nutritious based on the content of protein; the cell composition of beans cannot be separated from protein. Cell structure and life activities (Part) - In the content related to organic matter in cells, there were various statements: - Not all kinds of sugar could be used as a plant energy material. Ribose and deoxy sugar formed the genetic material, and the plant cell wall made of Cellulose could not be used as an energy material. Therefore, it was wrong to say that all kinds of sugar could be used as a plant energy material. - The basic framework of the cell membrane was composed of a double-layer consisting of lysomes. Choline was an important component of animal cell membranes and was involved in the transport of fats in the blood. Therefore, it was correct to say that both lysomes and Choline were components of animal cell membranes. - The main reason for protein degeneration was the destruction of the spatial structure rather than the cleavage of the bond. Deoxy acids were connected to each other by the bond of the ester. Therefore, it was wrong to say that the high temperature degeneration of the protein was due to the cleavage of the bond, and the single chain was formed by the bond of the deoxy acids. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Biology compulsory, mind map of cell life course
The following is the general framework of the cell life process mind map: ** 1. Cell reproduction ** 1. cell growth - Cell size increases - The efficiency of substance exchange would change with the growth of cells. The larger the volume, the smaller the relative surface area, and the lower the efficiency of substance exchange. This limited the unlimited growth of cells. 2. cell division - mitosis - Cell cycle: It includes interphase (G1 phase-preparatory work such as protein synthesis, S phase- DNA replication, G2 phase-further preparation) and division phase (prophase-appearance of the nuclei, formation of the spindles, etc.; Metaphase-arrangement of the nuclei on the equator; anaphase-division of the nuclei, separation of the sister chromatids into the nuclei and migration to the poles; telophase-disappearance of the nuclei and the nuclei, reappearance of the nuclear membrane and the nuclei, etc.). - [Meaning: Maintain the stability of the genetic material of the parent-child generation.] - Amitosis: There are no changes in the spindle-like fibers and the nuclei of the nuclei, just like the division of the frog's red blood cells. ** 2. Cell Division ** 1. [Concept: The process in which cells undergo changes in their form, structure, and function.] 2. characteristic - Durability: occurs throughout the life of an organism, but reaches its maximum during the embryonic stage. - [Stable: The differentiated cells will not return to their undifferentiated state.] 3. [Meaning: It can specialize the cells in multicellularized organisms and help improve the efficiency of various physiological functions.] ** 3. Cell aging ** 1. The characteristics of cell aging - The cell membrane's penetrability changed, and the material transport function decreased. - The water content in the cells decreased, the cells shrank, and their size became smaller. - The activity of many kinds of cellular zymes decreased. - Pigments in the cells would gradually accumulate as the cells aged. - The size of the nucleus increased, the nuclear membrane folded inward, the chromatin contracted, and the staining deepened. 2. The relationship between cell aging and individual aging: The cell aging of a single-celled organism is the aging of an individual; the cell aging of a multicellularized organism is not equal to the aging of an individual, but the aging process of an individual is also the aging process of the cells that make up an individual. ** 4. Cell Death ** 1. apoptosis - [Concept: The process of cells automatically ending their lives is a normal physiological phenomenon.] - [For example, the disappearance of the tail and the formation of fingers during the development of a human embryo.] - [Meaning: It plays a key role in the normal development of organisms, maintaining the stability of the internal environment, and resisting external interference.] 2. cell necrosis - [Concept: Under the influence of various adverse factors, cell damage and death caused by the damage or interruption of normal cell metabolism.] - [Characteristic: It is a passive, pathological death, such as tissue cell death caused by regional hemorrhage.] <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Biology high school compulsory information book recommendation
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>
High school biology compulsory three teaching plan progress
Taking the compulsory three teaching plan of the first volume of biology in a sophomore year as an example, in order to create a high-efficiency biology classroom and improve the teaching level and students 'interest in learning and gains, the plan was as follows: Starting from real life, improve the students' biological science accomplishment, guide the students to understand knowledge, and avoid pure theoretical preaching; Collect teaching materials from various aspects to expand relevant knowledge; Attend 1 - 2 lessons every week to improve teaching efficiency; actively ask other teachers for difficult questions; appropriately guide students to learn by themselves and cultivate their self-learning ability; design scenarios to let students take the initiative to obtain knowledge. At the same time, in the teaching arrangement of Zhenping County Xuefeng Middle School,'Steady-state and the environment' was divided into the first three units and the last three units. According to the regulations, the first three units were completed before the mid-term exam and the last three units were completed before the final exam. It was estimated that it would take one semester to complete the entire textbook. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The complete concept map of the high school biology compulsory two
The following is the content related to the concept map of the second chapter of the high school biology compulsory course: Chapter 1: The Discoveries of Genetic Genes - ** Core Concept **: - ** Important **: The law of gene separation, the law of free combination of genes, orthodoxy, reverse cross, cross, selfing, F1, F2, test cross, relative traits, trait separation, genetic factors. - ** Secondary **: Dominant trait, latent trait, dominant genetic factor, latent genetic factor, heterospore, homospore, gene type, manifestation type, hypothesis-deduction method. - ** Concepts of each section **: Including section 1 Mendel's pea cross-breeding experiment (1) and section 2 Mendel's pea cross-breeding experiment (2). ** Chapter 2: A Collection of Concepts of the Relationship between Genes and Chromosome ** - ** Core Concept **: - ** Important **: Meiosis, fertilisation, sperm, egg, first division of Meiosis, second division of Meiosis, allele, non-allele, homolog, non-homolog. - ** Secondary **: Testis, ovaries, sperm cells, oogonia, primary sperm cells, primary ovaries, secondary sperm cells, secondary ovaries, polar bodies, syndesis, and quadrants. - ** Concepts of each section **: Section 1 Meiosis and fertilisation, Section 2 Genes on the Chromosome, Section 3 Sex-linked Inheritance. The Essence of Genes, Concept Map Collection - ** Core Concept **: - ** Important **: DNA double spiral structure, DNA half-preserved replication, genes, genetic information, genetic effects, pneumococci experiment, bacteria infection experiment, base complementary pairing principle. - ** Secondary **: Base, adenine, thymine, uracil, and cystine; Isotopic tracing technique; density grads; uncoiling; the variety of DNA molecules; and the uniqueness of DNA molecules. - ** Concepts of each section **: Section 1: DNA is an important genetic material (including the transformation experiment of pneumococci and the experiment of bacteria infection); Section 2: The structure of DNA molecules; Section 3: The replication of DNA (including the experimental evidence of half-preserved replication of DNA (selection) and the process of DNA molecular replication); Section 4: Genes are DNA fragments with hereditary effects. ** Chapter 4: Gene Manifestation Concept Diagram Collection ** - ** Core Concept **: - [Important: Gene manifestation, translation, genetic code, Central Maxim, biological traits.] - ** Secondary **: Messenger (mR A), transfer (tR A), Ribosome (rR A), Codon, Anti-Codon. - ** Concepts of each section **: Section 1: Genes guide the synthesis of protein, Section 2: Genes control traits, Section 3: Deciphering the genetic code (Selections omitted). Gene Mutation and Other Mutation Concept Maps - ** Core Concept **: - ** Important **: Biological mutation, non-hereditary mutation, hereditary mutation, genetic mutation, genetic reorganization, genetic mutation, human genetic disease. - ** Secondary **: Repetition, loss, reversal, translocations, diploids, polyploids, genomes, haploids, monogeneic hereditary diseases, polygenic hereditary diseases, abnormal hereditary diseases, human genomes planning. - ** Concepts of each section **: Section 1 Gene Mutation and Gene Reassembly, Section 2 Chromatic Mutation, Section 3 Human Hereditary Disease. ** Chapter 6: From Crossbreeding to Genetic Engineering - ** Core Concept **: - [Important: Selection breeding, crossbreeding, mutation breeding, genetic engineering.] - ** Secondary **: Target Gene, Gene Carrier, Restriction Endonergy, DNA Ligase, Acceptor Cell. - ** Concept Map of Each Section **: Section 1: Crossbreeding and Mutation Breeding, Section 2: Genetic Engineering and its applications. ** Chapter 7: Modern Evolution Theory Concept Map Collection ** - ** Core Concept **: - [Important: Natural Selection Theory, Biological Evolution, Species, Biological Diversity, Populations, Genetic frequencies, Separation, Coevolution] - [Secondary: Use or discard, acquired inheritance, gene pool, over-reproduction, struggle for survival, genetic variation, survival of the fittest.] - Chapter 1: The Origin of Modern Biological Evolution Theory, Chapter 2: Important Information of Modern Biological Evolution Theory. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
College entrance examination biology compulsory exam chapter summary
The biology compulsory section of the college entrance examination usually covered cells, genetics, genetic engineering, photosynthesis and breathing, humoral regulation, environment (ecological environment), genetics and mutation, and so on. The part about cells involved the supply and utilization of energy, the transportation of cell substances, the molecules that make up cells, and other knowledge points, such as the coordination of secreted protein synthesis and secretion in cells. Heredity included the discovery of genetic factors, the relationship between genes and genetics, the nature of genes, gene expression, gene mutation and other variations, as well as crossbreeding, genetic engineering, modern biological evolution theory, and so on. In terms of ecological environment, relevant knowledge of ecology would be examined, such as the reasons for monitoring nitrogen in water quality evaluation, the physiological process of carbon neutrality of mangroves, the key role of birds and other consumers in the ecosystem, as well as the biological significance of endangered species protection. In addition, knowledge related to genetic engineering, such as the principle and purpose of the double-digestion of the plasmid-carrier, the preparation of competent cells, and other key links in the context of genetic engineering to express the target protein, was also often tested. At the same time, physiological processes such as body fluid regulation were also included in the scope of the test. These chapters and knowledge points were the key content of the college entrance examination's biology test. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>