Jiangsu junior high school biology knowledge 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>

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>

The nucleus was one of the most prominent and important structures of a eukaryonic cell. It was usually spherical or oval in shape. Under the electron microscope, the nucleus was mainly composed of a nuclear membrane, a nucleus, and Chromatin. 1. Nuclear membrane: It is surrounded by the nucleus and is composed of two layers of membrane, separating the nucleus from the nucleus. There are also many kinds of membranes on the nuclear membrane. There were nuclear pores on the nuclear membrane. The nuclear pores were the channels for material exchange between the nucleus and the plasma. The exchange of protein and other biological molecules inside and outside the nucleus could not be separated from the nuclear pores. 2. Nucleus: A round or oval structure in the nucleus that is not surrounded by a membrane. In cells with high protein synthesis, there were often larger nuclei. 3. Chromatin: It is a dark-colored substance in the nucleus that is dyed by basic dye. It is mainly composed of DNA and protein. Chromatin was a thin and long silk. During cell division, it would undergo a high degree of coiling and other processes to form a chopstick. Chromatin and a chopstick were two forms of the same substance in the cell at different stages. A specific dye, methy-green pyronine, could be used for identification. The DNA was green and the DNA was red. The DNA was mainly distributed in the nucleus, while the DNA was mainly distributed in the plasma. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

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>

1. ** Levels of life system **: The cell is the most basic life system on Earth. The life system is arranged from small to large as cell → tissue → organ → system → individual → population → community → ecosystem → biosphere. 2. ** Cell classification **: According to the cell's nucleus without a nuclear membrane as a boundary, it is divided into two categories: eukaryonic cells and protokaryonic cells. 3. ** The material foundation of life ** - ** protein **: The basic unit that makes up protein, all life activities are inseparable from protein, and it is the main bearer of life activities. - Nucleic acid: A substance that carries genetic information in cells. It plays an extremely important role in the genetic variation of organisms and the synthesis of protein. - ** Carboids **: The main energy source. - ** Fat **: A good energy storage material in the cells. The carbon chain was the backbone of the biological molecules, and the basic unit was called a single unit. For example, the single unit that made up the acid was a single acid, and the single unit that made up the sugar was a single sugar. - [Water]: It exists in the cell in the form of bound water (combined with other substances in the cell) and free water (existing in a free form and can flow freely). - ** Salt **: Most of the cells exist in the form of ions. 4. Cell theory: It was mainly established by the German botanist Schleiden and the zoologist Schwann. The content included that cells were an organism, and all animals and plants were developed from cells and composed of cells and cell products. A cell was a relatively independent unit that had its own life and played a role in the overall life formed by other cells. New cells could be produced from old cells. 5. ** Cell membrane and biological membrane system ** - The cell membrane was mainly composed of fats and protein. Phospholiptides and steroids in fats were important components of the cell membrane. Their functions were to separate the cell from the external environment, control the entry and exit of substances into the cell, and carry out information exchange between cells. - The membrane system of a living organism was composed of an organelle membrane, a cell membrane, a nuclear membrane, and other structures. The composition and structure of these biological membranes were similar, and they were closely related in structure and function. 6. Nucleus: It is the genetic information bank that controls the metabolism and inheritance of the cell. It is the control center of the cell's metabolism and inheritance. 7. ** Material Transportation ** - Protoplasma layer: The cell membrane and tonoplasts, as well as the plasma between the two membranes, are called the protoplasma layer. When the concentration of the cell fluid was lower than the concentration of the external solution, the cell would lose water, and the protoplasma layer would be more elastic than the cell wall. It would gradually separate from the cell wall and undergo plasminal separation. - Passive transport: The substances entering and leaving the cell through simple diffusing is called free diffusing; the substances entering and leaving the cell through the carrier protein is called assisted diffusing (the diffusing along the concentration slope is collectively called passive transport). - [Active Transport: Transport from the low concentration side to the high concentration side requires the assistance of carrier protein and consumes the energy released by the chemical reaction in the cell.] 8. ** Cell metabolism ** - The many chemical reactions that take place in cells at all times are collectively called cell metabolism. The energy required for a molecular to change from a normal state to an active state that was prone to chemical reactions was collectively called activation energy. The effect of an electron on the activation energy was even more significant. An electron was an organic substance produced by living cells that had the ability to catalyze. Most of the electron was a protein, and a few of them were a protein. The chemical reactions that the electron was used to catalyze were generally carried out under relatively mild conditions. - ATP-is a high-energy phosphorous acid compound in cells. The process of cell metabolism referred to the process in which organic matter underwent a series of decomposition in the cell to produce carbon dioxide or other products, releasing energy and producing ATP. Aerobic metabolism referred to the process in which cells, with the participation of oxygen, completely decompose organic matter such as glucose through the catalyst of various kinds of membranes to produce carbon dioxide and water, releasing energy and producing a lot of ATP. 9. ** Photosynthesis ** - The four light energy absorbing substances were distributed on the thylakoid membrane of the plastids. The plastids were the place for photosynthesis. - Photosynthesis referred to the process in which green plants used light energy to convert carbon dioxide and water into organic matter that stored energy and released oxygen. It included the light reaction stage (light was required to carry out) and the dark reaction stage (light or not). 10. ** Cell reproduction ** - The relationship between cell surface area and volume limited the growth of cells, and the size of cells was also limited by the control range of the nucleus. Before cells split, they had to undergo material preparation. Cell reproduction included the continuous process of material preparation and cell division. A cell that continuously divided began when one division was completed and ended when the next division was completed. It was a cell cycle. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

1. ** Elements in the cells ** - [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, Ka, and MG. - ** Trace elements **: Iron, Mn, Mn, Copper, B, Mo, etc. 2. ** Composed of various organic elements ** - ** Carboids **: C, H, O. - ** Fat **: C, H, O - ** Sterol **: C, H, O. - ** protein **: C, H, O, N (some contain S). - **DNA、RNA、ATP**：C、H、O、N、P。 - ** THYROIDINE **: C, H, O, N, I. - ** Chlotrophis **: C, H, O, N, and Mn. 3. ** Elements in cells are arranged in order ** - ** The order of the heavy elements in the cells was: O>C>H>N. - ** The order of the dry elements in the cells was: C>O>N>H. 4. ** Elemental relationship between the living world and the non-living world ** - The biological world and the non-biological world were unified, that is, the elements that made up the biological world could be found in the non-biological world. At the same time, there were differences. The chemical elements that made up the biological world were obviously different in the cell content and the non-biological world. 5. ** Various ion effects in the body ** - **K Ion **: It is abundant in the cells and maintains the osmolarity of the cell fluid. A lack of it will cause the osmolarity of the cell fluid to decrease, resulting in irregular heartbeat. - **Na Ion **: It is abundant outside the cell and can maintain the osmic pressure of the outer cell fluid. If it is lacking, it will cause the osmic pressure of the outer cell fluid to decrease, the blood pressure to decrease, the heart rate to increase, and the limbs to feel cold. - [Ca-Ion: Reduces the excitability of the nervous system. If the content is too high, the muscles will become weak. If the content is too low, the muscles will twitch.] - ** Mn ions **: They are formed by the formation of photosynthesis. If they are deficient, they cannot be photosynthesized (only under light can they be synthesized). - [** Iron Ion **: Composes of hemoglobin-deficiency will cause iron-deficiency leukemia.] - [Iodine Ion]: It forms a type of hormone that affects the growth of the body. If it is deficient, one will suffer from idiocy or goiter (Iodine deficiency will affect nerve development). - ** Cl-ion **: There is a lot of Cl-ion outside the cell. The influx of Cl-ion will increase the resting potential, and the action potential may not be generated. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

1. ** Element type related ** - ** Basic Elements **: C, H, O, and N are the basic elements. - ** The most basic element **: C is the most basic element. - ** 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 composition of different substances ** - ** Carboids **: Elemental composition: C, H, O. - ** Fat **: Elemental composition: C, H, O. - [** Sterol **: Elemental composition: C, H, O] - ** protein **: The elements are C, H, O, N, and some even contain S. - **DNA, R A, and Ang P **: The elemental composition is C, H, O, N, and P. - [** THYROIDINE **: Elemental composition: C, H, O, N, I] - [** Chlorella **: Elemental composition: C, H, O, N, and MG.] 3. ** The sequence of elements in cells ** - The order of the heavy elements was: O>C>H>N. - ** Dry heavy element order **: C>O>N>H. 4. ** Various ion effects in the body ** - **K Ion **: It is abundant in the cells and maintains the osmolarity of the cell fluid. A lack of it will cause the osmolarity of the cell fluid to decrease, resulting in irregular heartbeat. - **Na Ion **: It is abundant outside the cell and can maintain the osmic pressure of the outer cell fluid. If it is lacking, it will cause the osmic pressure of the outer cell fluid to decrease, the blood pressure to decrease, the heart rate to increase, and the limbs to feel cold. - [Ca-Ion: Reduces the excitability of the nervous system. If the content is too high, the muscles will become weak. If the content is too low, the muscles will twitch.] - ** Mn ions **: They are formed by the formation of photosynthesis. If they are deficient, they cannot be photosynthesized (only under light can they be synthesized). - [** Iron Ion **: Composes of hemoglobin-deficiency will cause iron-deficiency leukemia.] - [Iodine Ion]: It forms a type of hormone that affects the growth of the body. If it is deficient, one will suffer from idiocy or goiter (Iodine deficiency will affect nerve development). - ** Cl-ion **: There is a lot of Cl-ion outside the cell. The influx of Cl-ion will increase the resting potential, and the action potential may not be generated. 5. ** The relationship between the living and non-living worlds in terms of elements ** - [Unity: All the elements that make up the biological world can be found in the non-biological world. None of the elements are unique to cells.] - ** Discrepant **: The amount of chemical elements that make up living organisms in cells is obviously different from the amount in the non-living world. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The new Jiangsu high school biology textbook had the following characteristics: ** I. Teaching Material Structure ** 1. ** Required and elective teaching material system ** - The compulsory teaching materials were divided into two volumes, volume one and volume two. The elective compulsory teaching materials were divided into three volumes, volume one, volume two and volume three. This structural arrangement reflected the layering and progression of high school biology knowledge. The compulsory textbook focused on the construction of basic knowledge in biology, which was something that all students needed to master, such as cell structure and function, biological inheritance and mutation, and other core knowledge sections. On the other hand, the elective compulsory textbooks expanded and deepened on the basis of compulsory knowledge. They were suitable for students who had further learning needs for biology. They might involve more in-depth content in the fields of biotechnology, biological evolution, and so on. 2. ** Division of content modules ** - Using cell-related knowledge as an example, the teaching materials introduced cells from the perspective of their variety and unity. For example, in the section on observing cells, he explained in detail how to use the microscope, including the steps of moving the object to the center of the field of view after finding the image with a low power microscope, then changing it to a high power microscope, and fine-tuning the fine focal spiral. This helped students to understand the cell structure in depth during experimental operation and theoretical study. At the same time, the textbook distinguished between prokaryonic cells and eukaryonic cells, explaining their structural characteristics, biological groups, etc. For example, eukaryota included plants, animals, fungi, etc. Prokaryota was mainly bacteria. This module division helped students clearly compare and understand the characteristics of different types of cells. ** 2. Knowledge content ** 1. ** Focus on basic concepts ** - The textbook emphasized the basic concepts of biology. For example, in the section on genetics, the explanation of related concepts was detailed. This was the basis for understanding the laws of biological genetics. For example, the definition of procaryotic cells and eukaryotic cells was distinguished according to the cell nucleus without a nuclear membrane. The fundamental differences in the structure and function of these two types of cells were clarified, which laid the foundation for the subsequent study of cell metabolism, cell division, and other knowledge. 2. ** The continuity and systematic nature of knowledge ** - From cells to individuals, from biological individuals to biological groups, knowledge was coherent and systematic. Taking biological evolution as an example, from the evolution of cells (the evolution of prokaryonic cells to eukaryonic cells), to the evolution of individual organisms under natural selection, to the variety and adaptability of biological groups, etc., they gradually deepened and guided students to establish a complete biological knowledge system. ** 3. Teaching and learning adaptability ** 1. ** Comply with teaching rules ** - The arrangement of the teaching content was in accordance with the teaching rules, from simple to deep, step by step. For example, when introducing the metabolism of living things, it would start from the input and output of substances in cells, then to the supply and utilization of energy in cells. This arrangement would help teachers gradually guide students to master relevant knowledge in the teaching process, and it would also be convenient for students to understand and absorb. 2. ** Promotion of students 'independent learning ** - The content of the teaching materials was rich, including a lot of inquiring content and thinking questions, which helped to promote students 'independent learning. For example, when explaining the cell structure, relevant discussion questions were set up, such as the relationship between the structural differences and functions of different cells, to stimulate students to think actively and cultivate students 'ability to explore. However, there might be some areas that needed to be reflected in the use of the teaching materials: 1. ** Difficulty of some content ** - For some regions or some students, some content might be more difficult. For example, the knowledge of genetics, especially the complicated calculation of genetic laws and the regulation of gene expression, might require teachers to spend more time explaining and tutoring to ensure that students could understand and master it. 2. ** Combination with practice ** - Under the background of biology emphasizing experiments and practical operations, the degree of integration of theoretical knowledge and practice in the textbooks needed to be further improved. Although there were some experiment-related introductions in the textbook, in actual teaching, more experimental cases or guidance for extra-cursory practical activities might be needed to allow students to better apply theoretical knowledge to practical operations and improve their biological discipline. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

Junior high school novel topic knowledge is summarized as follows: ** 1. General knowledge of literature ** 1. ** Author's work ** - He had to accurately grasp the author's original name, word, number, dynasty or nationality, representative works, and other information. For example, Xin Qiji was a poet of the Southern Song Dynasty. His works included Nanxiangzi. Meditation on the Ancient Past at Beigu Pavilion in Jingkou. Du Fu was a realistic poet of the Tang Dynasty. It was necessary to distinguish the ownership of different writers 'works. For example, Lao She's Camel Xiangzi could not be mistaken for Mao Dun's work. - He also had to be familiar with the origins of some classic works. For example,"Ode of Mulan" was selected from "Yuefu Poetry Collection", which was called "Yuefu Double Jade" together with "Peacock Flying Southeast". 2. ** Cultural knowledge ** - In ancient culture, there were many special names. For example,"Sheji" referred to the country ("She" referred to the earth god,"Ji" referred to the grain god),"Sangzi" referred to the hometown,"Temple" referred to the imperial court,"Hanqing" referred to the history books, and so on. ** 2. Test Form and Key Points ** 1. ** Examining characters ** - The key points were "technique + content + personality." The specific answer format is: The article uses the character description method (or rhetoric or expression technique) of..., wrote...(plot), shaped (or expressed) the... characteristics of XXX. 2. ** Examining the plot (the plot of the entire article)** - If it was a summary of the main plot of the novel, the answer could be "Who did what under what circumstances? What was the result?"or" Character + Event." - If the plot was supplemented from a specific character's point of view, the answer was: first divide the article level, then lock in the answer range, and finally combine the answer according to the question's questioning method (pay attention to the known items). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>