How to write the analysis summary of the high school biology exploration variation type questions
The following is a summary of the analysis of the high school biology exploration variation type of questions: ** I. Question Type and Analysis ** 1. ** Judging mutation type based on character performance ** - In this type of question, the characteristics of the individual organism would usually be given, such as the difference in plant height, flower color, fruit shape, etc. between normal plants and mutant plants. If the trait appeared suddenly, completely different from the parent's and inheritable characteristics, it might be caused by a genetic mutation. For example, if a white flower suddenly appeared in the offspring of a plant that originally had a red flower, it might be a mutation in the gene that controlled the flower color. If the traits changed from a pair of opposite traits to multiple intermediate types, it might involve genetic reorganization. For example, in the pea crossbreeding experiment, the change in the proportion of different mutants in the F2 generation was related to genetic reorganization. If multiple traits of an individual organism changed at the same time, and the shape or number of the embryos changed, it was likely to be a mutation. For example, the plant appeared short, the leaves thickened, the fruit became smaller, and other symptoms. At the same time, the cell observation found that the number of embryos doubled, which may be the result of polyploids. 2. ** Experiment design to explore the type of mutation ** - ** Exploring the effects of genetic mutation and environmental factors ** - The general idea was to set up a control experiment. For example, a group of normal organisms was placed in a normal environment, and another group of the same organisms was placed in a special environment that might induce mutation (such as a radiation environment, a chemical mutation agent environment, etc.). If a new trait appeared in a special environment, further crossbreeding experiments were needed to determine whether it was heritable. If the new trait could be stably inherited, it was likely to be a genetic mutation; if the new trait disappeared in the offspring, it might only be a change in the environmental factors and not a variation in the genetic material. - ** Exploring Genetic Reassembly and Genetic Mutation ** - It could be analyzed through a hybrid experiment. For example, the F1 generation could be obtained by crossing the pure parents with different traits, and then the F2 generation could be obtained by self-breeding the F1 generation. If the F2 generation had a new combination of traits that the parents did not have, and the ratio was consistent with the law of gene reorganization (such as 9:3:3:1, etc.), it might be gene reorganization. If the new trait was a change in a single trait and did not conform to the proportional relationship of gene reorganization, it might be a genetic mutation. It could also be further confirmed by molecular biology methods such as gene sequences for individuals with new traits. - ** Investigate the type of mutation (numerical mutation or structural mutation)** - For the number of aberrations in the human body, it could be judged by cell observation (for example, observing the number of aberrations under a microscope). For example, the number of microorganisms in normal diploids was 2n. If the number of microorganisms in the cells changed to 3n, 4n, etc., it was a polyploid mutation. If the number of microorganisms changed to aneuploids such as n - 1 or n+1, it was an individual increase or decrease in the number of microorganisms. Techniques such as Karyotype Analysis could be used to detect structural aberrations in the human body. If there were structural changes such as loss, repetition, reversal, or translocations in the human body, it could be determined as a structural variation of the human body. 3. ** Inferring the mutation type in the genetic pedigree ** - In the genetic pedigree, the type of genetic disease was determined according to the hereditary law of the traits in the pedigree (autosomal-dominant, autosomal-dominant, X-linked dominant, X-linked recessiveness, Y-linked inheritance, etc.). If there were individuals that did not conform to the normal genetic laws, such as the sudden appearance of multiple generations of disease in the skipped generation inheritance, it might be a new genetic mutation. If there was a situation of inbreeding in the pedigree, and there was an abnormal increase in the incidence of hereditary diseases, it might be related to the increase in the number of pure genes in the process of genetic reorganization. For some special pedigree, such as multiple individuals with abnormal development in the family (which may be related to the mutation of the fetus), the relevant individuals can be further examined to determine whether there is a mutation of the fetus. ** 2. Problem solving train of thought ** 1. ** Obtain key information ** - Carefully analyze the information of the biological materials given in the question, including the species, traits, experimental processing methods, genetic relationships in the genealogy, and so on. This information was the basis for determining the type of mutation. 2. ** Using basic principles ** - Remember the basic concepts of gene mutation, gene reorganization, and aberrations, as well as their mechanisms and effects on traits. For example, gene mutation was a change in the internal structure of a gene, producing a new alleloid; gene reorganization was the reassembly of the original gene; 3. ** Logical Inference and Hypothesis Verification ** - According to the information obtained, he used the knowledge he had learned to make logical deductions and propose possible mutations. Then, the hypothesis was verified through further experimental data and genetic analysis. For example, if a trait change was caused by a gene mutation, the hypothesis could be verified by observing whether the trait separation ratio of the offspring complied with the inheritance law of gene mutation. 4. ** Comprehensive Judgment ** - In the process of analysis, there might be many types of mutations, and it was necessary to consider various factors to make the final judgment. For example, a biological individual might have both genetic mutation and genetic reorganization. It was necessary to accurately determine which mutation played a dominant role in a specific trait based on the specific trait performance and inheritance law. Read more exciting novels for free
High school biology questions and analysis of solving skills
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>
In which book is high school biology inheritance and variation in?
In the 2019 edition of the People's Education Press, the biology high school compulsory book," Inheritance and Evolution," there was content about inheritance and variation. <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>
Analysis, summary and reflection on the new Jiangsu high school biology textbook
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 biology examination analysis summary and reflection model essay
The following is a summary of the analysis and reflection of the junior high school biology examination: After the junior high school biology exam, analyzing and reflecting on the exam was an important part of improving the learning effect. ** I. Results ** Judging from the results of this exam, it reflected that there were certain advantages and disadvantages in biology. Some students achieved relatively good results, which indicated that they had a good performance in mastering and applying biological knowledge. However, there were still quite a number of students whose results were not ideal, revealing many problems in the learning process. ** 2. Wrong Question Analysis ** 1. Basic knowledge - Some students made mistakes in basic knowledge such as cell structure and biological classification. For example, the vague memory of the difference between the cell structure of animals and plants reflected the lack of emphasis on basic knowledge in the classroom learning process and the lack of a solid grasp of the basic concepts and principles of biology. - The use of biological terms was inaccurate. For example, when answering questions about the ecosystem, the concept of producer, consumer, and decompose was confused. This may be because the understanding of these concepts was only superficial and did not have a deep understanding of their functions and relationships in the ecosystem. 2. Experiment and application part - He lost more points in the questions involving experimental operation and analysis of experimental results. For example, students might not be proficient in the steps of using a microscope during the actual operation process, resulting in them not being able to answer accurately in the exam. This reflected that the students 'hands-on ability and understanding of experiments needed to be improved in the experimental teaching process. - As for the application of biological knowledge in real life, such as the analysis of familial hereditary diseases according to the law of inheritance, the students showed a lack of ability to combine theoretical knowledge with practical situations. They could not flexibly apply the knowledge they had learned to solve practical problems. ** 3. Reflection on learning methods ** 1. preparation link - Many students didn't develop the habit of previewing, which led to them not being able to keep up with the pace of the teacher in class and not being able to accept new knowledge effectively. Previewing could help students understand the general framework of the course content in advance, find out the difficulties and questions, and listen more specifically in class. 2. classroom learning - In class, some students were not focused and could not listen to every knowledge point explained by the teacher. The knowledge points of biology were more coherent. A single mistake could lead to difficulties in understanding subsequent knowledge. The key content written on the blackboard by the teacher was often the core knowledge of the course. However, some students did not pay attention to this, which affected their overall grasp of the knowledge. 3. Consolidating After Class - After-class review and consolidation were important parts of deepening knowledge memory and understanding, but many students did not do enough in this regard. For example, he didn't organize his notes in time, didn't take the initiative to check the missing content in the classroom, and lacked the awareness to consolidate his knowledge by doing exercises. ** IV. Reflection on teaching strategies (from the perspective of teachers, if applicable)** 1. teaching method - In the process of teaching, there might be problems with the lack of flexibility and variety of teaching methods. For some abstract biological knowledge, such as the breathing function of cells, it might be difficult for students to understand it simply by explaining it. They could use multi-media teaching methods, such as animation demonstration, to visualize abstract knowledge and improve students 'interest in learning and understanding. - In terms of experimental teaching, although experimental courses were arranged, the explanation before the experiment and the guidance during the experiment were not detailed enough. The purpose, steps, and precautions of the experiment should be introduced in more detail before the experiment. Students 'mistakes should be discovered and corrected in time during the experiment. 2. teaching progress - In the arrangement of the teaching progress, there might be situations where some knowledge points were explained too quickly, and the students 'acceptance ability was not fully taken into account. Some students might be afraid of biology because they could not keep up with the progress. ** 5. Modification measures ** 1. the students - They should develop good study habits, including previewing, listening carefully, and reviewing in time after class. During the preparation, one could have a preliminary understanding of the content to be learned by reading the teaching materials and consulting the materials. Focus in class, actively participate in classroom interactions, and follow the teacher's train of thought. After class, you should organize your notes in time and consolidate what you have learned by doing practice questions and reciting key knowledge points. - Pay more attention to the experiment, actively participate in the experiment course, carefully review the experiment content before the experiment, strictly follow the operating procedures during the experiment, and analyze and summarize the experiment results after the experiment to improve their experimental ability and knowledge application ability. - He focused on systematic learning of knowledge, linking various knowledge points in the biology discipline to build a complete knowledge system. For example, in the process of learning about biological evolution, one could connect knowledge points such as genetic variation and ecological environment. 2. Teachers (if applicable) - The teaching method should be optimized and suitable teaching methods should be selected according to different teaching contents. For example, when explaining the reproductive and development process of living things, pictures, videos, and other materials could be used to let students understand this process more intuitively. - Reasonably adjust the teaching progress. According to the actual learning situation of the students, slow down the teaching speed appropriately to ensure that the students can understand and master each knowledge point. At the same time, it was necessary to strengthen the tracking and feedback of students 'learning situation, discover the problems in the learning process in time, and give targeted guidance. - Increase classroom interaction, encourage students to raise questions and doubts, and cultivate students 'independent learning ability and innovative thinking ability. For example, they could organize group discussions so that students could learn from each other and improve together. Through the analysis, summary and reflection of the junior high school biology examination, we can identify the problems in the learning and teaching process, and formulate corresponding improvement measures, so as to improve the quality of biology teaching and learning. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Biology practice questions recommended by high school
The following are some high school biology practice questions: 1. High School Biology Problem Solvers, which covered many questions related to the material basis of life, biology, and the environment. 2. High school biology "1000 Paths" basic knowledge fill-in-the-blanks questions were helpful in consolidating basic knowledge. 3. High School Biology Practice Questions (with answers). The high school biology knowledge points were scattered. This practice question could be practiced with the knowledge points. 4. It was a mock test paper from the "Gold Medal Olympiad Solution and Practice: High School Biology." 5. There was also information specifically for the 100 questions in high school biology. It could avoid blindly brushing the questions. Through the study of these questions, one could identify the easily confused knowledge points in biology. 6. The biology college entrance examination's real questions and the test center's classification of special practice questions were helpful for special training. They could accurately brush the questions and improve the accuracy and speed of solving the questions. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
300 high school biology knowledge points summary
The following is a summary of some high school biology knowledge points: 1. The relationship between chemical elements and organisms: organisms contain a variety of chemical elements. These elements have different functions and effects in the body, such as forming compounds and participating in physiological processes. 2. The list of compounds in the cell: There are many kinds of compounds in the cell, such as sugar, fat, protein, and nuclear acid. Each of them has different structures and functions. For example, sugar is the main energy material, fat can store energy, and so on. 3. Nucleic acid was divided into DNA and DNA, and its basic units were respectively, DNA and DNA. 4. Identification of reducing sugar, fat, protein, and DNA in biological tissues: Use specific reagents for identification. For example, Fehling's reagent can identify reducing sugar and produce brick-red precipitations; Sultan III dye solution can identify fat and produce orange color, etc. 5. The characteristic of the membrane was that it was selectively pervious, allowing certain substances to pass through while preventing other substances from passing through. 6. The cell membrane's substance exchange function: The cell membrane can carry out substance exchange through free dispersion, assisted dispersion, active transportation, and other methods. 7. The similarities between mitochondria and plastids were that they both had a double-layered membrane structure, were related to energy conversion, and contained a small amount of DNA. 8. The comparison of eukaryote organelle: Different organelle had differences in structure and function. For example, the ER was the synthesis, processing, and transportation channel of protein and other molecular substances; the Golgi apparatus mainly processed, classified, and packaged the protein from the ER. 9. During mitosis, the changes of nuclear DNA, the nuclei of the nuclei, and the nuclei of the nuclei were as follows: during the interphase, DNA replication and the synthesis of related protein were carried out, and the DNA content was doubled; during the prophase of mitosis, the nuclei of the nuclei appeared, and at the anaphase, the nuclei of the nuclei split, and the sister Chromatids separated. 10. The source of ATP-in the body: It is mainly produced by cell breathing (both oxygen and oxygen free breathing) and photosynthesis. 11. [The destination of the ATP-binding in the body: It is used for various life activities of cells, such as muscle contraction and material synthesis.] 12. The comparison between light reaction and dark reaction in photosynthesis: the light reaction occurs on the thylakoid membrane of the plastids, producing oxygen, bound bound 13. The relationship between light energy utilization rate and photosynthesis efficiency: Light energy utilization rate refers to the ratio of the energy contained in the organic matter accumulated by the plant's photosynthesis to the sunlight energy that shines on the ground; photosynthesis efficiency refers to the ratio of the energy contained in the organic matter produced by green plants through photosynthesis to the light energy absorbed during photosynthesis. 14. The relationship between the external factors that affect photosynthesis and the improvement of light energy utilization: The external factors include light intensity, temperature, carbon dioxide concentration, etc., and appropriately increasing the value of these factors can improve the light energy utilization. 15. The metabolism of the three major nutrients in humans and animals: sugar, fat, and protein can be synthesized and decomposed in the body, and they can be converted to each other. 16. The comparison between the two types of breathing: Aerobic breathing produces a large amount of energy and requires oxygen to participate. The reaction site is mainly the mitochondria. The anoxia-less breathing produces a small amount of energy and does not require oxygen. The reaction site is the cellular matrix. In addition, there were also knowledge points about cell structure and function, gene expression, genetic laws, biological evolution, ecological systems, etc., such as cell membrane system, gene translation and translation process, Mendel's law of inheritance, modern biological evolution theory, etc.(Genetic frequency changes, isolation and speciation, etc.), the components of the ecosystem (producers, consumers, disposers, non-biological substances and energy), energy flow (one-way flow, step-by-step reduction), material circulation, and many other topics. These knowledge points were all important parts of high school biology learning, but due to space constraints, it was difficult to list all 300. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
High school biology sterile operation summary
The following is a summary of the sterile operations in high school biology: ** I. Asterile operation in the cultivation of microorganisms ** 1. ** Medium is related to microorganisms ** - The medium generally contained water, mineral salt, carbon source, and nitrogen source. Some microorganisms had special requirements, such as adding vitamins to the Lactobacillus, acidic pH-suitable for the mold, and neutral or slightly basic pH-suitable for the bacteria. Depending on whether a solidifying agent (such as agar-gel) is added, it can be divided into solid and liquid media. 2. ** In terms of sterile technology ** - ** Disinfection (does not kill spores and spores)** - Boiling disinfection method: boil at 100 ° C for 5 - 6 minutes. - Pasteurisation: 70 - 75 ° C for 30 minutes or 80 ° C for 15 minutes. - ** sterilization (can kill spores and spores)** - Burning and sterilization: Use the full burning layer of the flame of the alcohol lamp to burn. - Dry heat sterilization: Use a dry heat sterilization box. - High-pressure steam sterilization: generally used for the sterilization of culture medium, using a high-pressure steam sterilization pot. - The laboratory could also be disinfected with ultraviolet-light or chemicals. Before the ultraviolet-light exposure, it was better to spray carbolic acid or coal soap solution. 3. ** Asterile Operation During Microorganism Incubation ** - When carrying out the incubation of food samples, you should wear special work clothes, hats and slippers, and put them in the buffer room of the sterile room. Before work, they should be used after being disinfected by ultra-violet rays. - Wash your hands with soap and wipe your hands with 75% alcohol cotton balls before you get the vaccine. - In the separation of microorganisms, such as the use of selection media to screen and separate microorganisms in the laboratory, it is necessary to operate under sterile conditions to ensure that pure cultures are obtained. ** 2. Asterile operation in cell-related experiments (for example, although the preparation of cell membrane and other experiments did not mention strict sterile operation, the basic sterile principles should be followed in actual operation)** 1. The cell membrane was usually prepared from mature red blood cells of mammals. During the whole operation, it was necessary to avoid the contamination of miscellaneous bacteria as much as possible to ensure the accuracy of the experimental results, because the contamination of miscellaneous bacteria might affect the purity of the cell membrane or damage the cell structure. 2. When it came to the study of secreted protein, although the research methods such as the radioactive label method and the differential centrifugal method were emphasized, the principle of sterile operation should also be followed in the process of obtaining the cell organelle to ensure the accuracy of the research. For example, the synthesis and secretion process of secreted protein involved a variety of organelle. If there was contamination from bacteria, it might affect the function of the organelle or interfere with the normal synthesis and transportation of secreted protein. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Analysis of Shaanxi Biology Middle School Entrance Examination Questions in 2021
The 2021 Shaanxi Biology Middle School Entrance Examination had the following characteristics: 1. " Base on the basics and focus on the core concepts ": Focus on the core concepts of biology to test the main knowledge and reduce the test of pure mechanical memory. Through the connection between production practice and real life, the basic concepts and basic principles were examined, emphasizing the students 'understanding and thinking of basic knowledge and exploring the connection between knowledge. 2. ** Multiple Ability Testing Outstanding **: - [Ability to experiment and explore: A large number of questions in the test questions involve pictures and charts, and the ability to transform pictures and charts is highly required.] Some of the questions tested the ability to obtain information from pictures, the ability to operate and analyze experiments, the thinking process of exploring the causes of biological evolution, and the ability to explore experiments, including the mastery of the basic principles of experiments, the analysis of results, and the raising of new questions. 3. ** Close to life, emphasis on knowledge transfer and application **: Many questions are based on the students 'personal practical experience. They test the ability to use the knowledge they have learned to solve practical problems in real situations, reflecting the close relationship between biology knowledge, life, and nature. 4. ** Focus on hot topics and promote social responsibility **: Some topics involve social and political hot topics such as "Yuan Longping, the father of hybrid rice","Four Treasures of Qinling","Using public chopsticks" and "COvid-19" epidemic. Students are guided to pay attention to social issues, strengthen the concept of protecting species, saving food, sustainable development, and environmental protection awareness. In general, the test questions placed more emphasis on the students 'understanding of knowledge, various abilities, application, and thinking process. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>