What are the knowledge points of the high school geography must study a, mainly including several chapters? Not clear candidates look over, the following by me for you carefully prepared "high school geography must repair a summary of knowledge points" for reference only, continue to pay attention to this site will be able to continue to get more information!
Summary of compulsory high school geography knowledgeCompulsory high school geography knowledge
First unit of the cosmic environment
Humans are deepening their understanding of the universe
The universe is material, the movement of the
The universe of matter. Forms of existence of matter in the universe: celestial bodies (will give examples: stars, etc.; and interstellar space gas and dust)
The formation of mutual attraction and rotation between celestial bodies: celestial systems
The hierarchy of the celestial system: the Earth-Moon system - the solar system - the galaxy -Total Galaxy
Extragalactic Galaxy - Total Galaxy
The Earth is an ordinary and special planet in the solar system, the cosmic environment of the Earth, the reason for the existence of life on Earth
Solar System Diagram: Classification of the Eight Planets by Structural characteristics of the classification of the eight planets and their respective members (the ordinary nature of the Earth)
The location of the asteroid belt
Comets
The central object: the Sun (the largest mass)
The reasons for the existence of life on Earth (the special nature of the Earth)
The cause of the cosmic environment: the eight planets in their respective paths, do not interfere with each other; the sun's light is stable
The cause of the Earth itself: the appropriate environment for life on Earth (the special nature of the Earth)
The cause of the Earth itself: the eight planets in their respective paths, do not interfere with each other; the sun's light is stable
Earth's own causes: appropriate solar-terrestrial distance; appropriate volume and mass
The sun's energy source and its significant impact on the Earth
Source: nuclear fusion in the center of the sun
Impact: the main driving force of the natural water, atmospheric, and biological cycles; the energy of production and life (solar energy and fossil fuels
Fossil fuels)
Sunspots and Flares on Earth
Solar Atmospheric Layers Types of Solar Activity Comparison of Solar Activity Impacts on Earth
Photosphere Blacks How many and how large are signs of strong or weak solar activity Impacts on Climate: correlation between precipitation and number of blacks Disturbance
Ionosphere, which affects shortwave communications Interference with Earth's magnetic field, causing magnetic storms
Chromosphere Flares Most intense The most intense display of solar activity; however, the two often occur in conjunction with each other, with an activity cycle of 11 years
Direction and period of the Earth's rotation
Direction of rotation: east to west; North Pole counterclockwise; South Pole clockwise
Period: 1 sidereal day
Reasons for the alternation of day and night, and for the production of local time - one of the phenomena produced by the Earth's rotation, and one of the reasons for the change of day and night and the production of local time. One and two phenomena produced by the rotation of the earth
Alternation of day and night
Meaning, position of the morning and evening lines
Concept of solar altitude: solar altitude in the day and night hemispheres? Sun's altitude at the morning and evening lines = 0
Period of day and night and its significance: 1 solar day (24 hours)
Local time varies at different longitudes
Rotation from west to east: local time is early in the east and late in the west; the difference in local time is 1 hour for every 15 degrees of longitude
The effect of the earth's rotational deflective force on the horizontally moving objects on the surface of the earth. -Phenomena produced by the rotation of the Earth III
The southern hemisphere left; the northern hemisphere right; the equator is not deflected
Influence: winds; ocean currents; the state of the river banks scouring and accumulation of sediment
Direction of the rotation of the Earth, orbital orbit, period, the angle of the yellow and red
Direction of rotation: the same as the rotation
Orbit of the revolution. : an ellipse approximately circular; the location and approximate date of perihelion and aphelion
Period: 1 sidereal year
Changes in speed: perihelion is the fastest; aphelion is the slowest
The angle of intersection of the yellows and equinoxes (reflecting the relationship between rotation and revolution)
Emphasis on three-dimensional diagrams of the angle of intersection of the yellows and equinoxes and the plane charts:
Understanding of the diagrams of the important points, lines, planes, angles and their relationships, and require the ability to draw, draw, and draw the angle of intersection. and their relationships, and require the ability to draw and describe them
The earth's axis, the morning and evening lines, the equatorial plane, the ecliptic plane, the Tropic of Cancer, the South Arctic Circle, and the direct rays of the sun (dots)
The relationship between the angle of intersection of the yellows and equator and the inclination of the earth's axis of the orbital plane
The effects of the angle of intersection of the yellows and equator: the movement of the sun's direct point of radiation at the earth's surface - the timing of the amount of surface solar radiation -changes in the time distribution of solar radiation at the surface
Clarify the pattern and period of movement of the solar direct point: - a period of 1 regression year, moving back and forth between the north and south regression
lines (there is a single direct ray on the line; there are two direct rays between the lines)
The change in the yellow equinox angle can lead to a change of the five zones of the Earth's orbit. What change in the angle of intersection causes a change in the extent of the five bands?
"Dichotomy and Solstice Chart"
Changes in the position of the Earth and the corresponding dates and seasons, direction of rotation, pointing of the Earth's axis, approximate position of near and far sunspots, and the speed of rotation
10. The four seasons and the formation of the five belts
Geographic phenomena resulting from the rotation of the Earth
The change in the angle of midday and midday is the result of a change in the extent of the five belts.
Annual changes in the altitude angle of the sun at noon:
Distribution of different latitudes on the same day: from the latitude line where the point of direct sunlight is located to the north and south to reduce (bisecting the second solstice)
Changes in different seasons at the same latitude: near the big and far away from the small (before and after 22nd of June? before and after 22nd of December?).
Annual changes in length of day and night:
Day is longer than night in the hemisphere where the point of direct sunlight is located, and the higher the latitude, the longer the day is
Day grows longer in the hemisphere to which the point of direct sunlight is shifted
Before and after June 22 in the Northern Hemisphere? --The day is longest and the night is shortest at all latitudes in the Northern Hemisphere, and there is a polar day at and within the Arctic Circle
Around December 22, the Northern Hemisphere? -- the shortest day and longest night at all latitudes in the Northern Hemisphere, with a polar night at and within the Arctic Circle
Spring and Autumn Equinox Day? -- day and night are equally divided across the globe
Equator? -- equal division of day and night throughout the year
Dividing the four seasons: (noticeable at mid-latitudes)
Seasonal variations in the altitude of the sun at noon and the length of day and night -- the time when the sun is at its highest, and the day is at its longest, is the astronomical summer season
The time when the sun is at its lowest, The time when the sun is the lowest and the shortest day is astronomical winter
Unit 2 Atmospheric Environment
1. Composition of the Atmosphere and the Role of the Major Constituents of Nitrogen, Oxygen, Carbon Dioxide, Water Vapor, Ozone, and Solid Impurities
Lower Atmospheric Composition: Stable proportions of dry, clean air (oxygen and nitrogen predominate), unstable amounts of water vapor, and solid impurities
Nitrogen - the living organisms Basic components
Oxygen - essential for life activities
Carbon dioxide - raw materials for photosynthesis; thermal insulation
Ozone - the umbrella of life on Earth, absorbing ultraviolet rays
Water vapor and solid impurities - into the clouds to rain; impurities: condensation nuclei
2, the atmosphere's vertical layering and the impact of the various layers of human activities
Atmospheric layering and the impact of human activities
The temperature of the atmosphere with a stable proportion of dry air (oxygen and nitrogen dominated), unstable content of unstable air, solid impurities
Atmospheric stratification temperature changes with height airflow conditions other features and human relations
troposphere higher and lower convection accounted for 3/4 of the atmospheric mass; water vapor and dust; inconsistencies in layer heights at various latitudes weather phenomena
stratosphere higher and higher stratospheric high altitude flight; the presence of the ozone layer
the presence of the ionosphere in the upper atmosphere (radio communications; solar activity interferes with short-wave communications
3, the atmosphere vertical stratification and the impact of each layer on human activities
The atmosphere vertical stratification and the impact of each layer on human activities
The atmosphere vertical stratification and the impact of each layer on human activities
3. Atmospheric heating process
(1) the fundamental energy source: solar radiation (the range of wavelengths of various types of radiation and the nature of solar radiation - short-wave radiation)
(2) the atmospheric heating process (atmospheric thermal effect) - the sun heats the earth, the earth bakes the atmosphere
Atmospheric weakening of solar radiation: three forms and their respective phenomena (illustrated with examples)
The atmosphere on solar radiation: three forms and their respective phenomena (the atmosphere is the most powerful source of energy in the world. illustrated with examples)
the main reason for the size of the impact of the weakening: the sun's altitude angle (the weakening of each latitude is different)
the atmosphere on the ground's thermal insulation:
understanding of terrestrial radiation (infrared long-wave radiation); atmospheric radiation (infrared long-wave radiation)
the insulation effect of the process: the atmosphere strongly absorbs the ground's long-wave radiation; atmospheric counter-radiation of heat back to the ground
the process of the thermal insulation effect: strong absorption of long-wave radiation; atmospheric inversion radiation return to the ground
(illustrations and examples - such as frost time; the size of the daily temperature difference comparison)
The significance of the role of insulation: to reduce the daily difference in temperature; to ensure that the Earth's appropriate temperature; to maintain the global heat balance
4, the causes of vertical and horizontal atmospheric movement
(1) the underlying causes of atmospheric movement: hot and cold uneven (between latitudes; between sea and land)
(1) The atmospheric movement: hot and cold uneven (between latitudes; between sea and land) Between; between land and sea)
(2) the form of atmospheric movement:
the simplest form: thermal circulation (diagrams and illustrations); examples: suburban winds; sea and land winds; monsoon the main reason
thermal circulation decomposition: hot and cold unevenly caused by the vertical movement of the atmosphere
the horizontal pressure difference between the horizontal flow of air from the high-pressure to the low-pressure flow
the horizontal movement of the atmosphere (wind):
the atmosphere is the cause of the vertical movement of the atmosphere. Wind):
Root cause of wind formation: uneven heating and cooling
Direct cause of wind formation: horizontal pressure difference (or horizontal air pressure gradient force)
Three forces affecting the wind: horizontal air pressure gradient force; geostrophic deflection force; surface friction
Determination of the wind direction: 1 force wind (theoretical wind) - perpendicular to the isobars, high pressure pointing to the low pressure 2 force wind (wind at high altitude) - parallel
Wind direction: 2 force wind (high altitude wind) - parallel to the isobars, high pressure pointing to low pressure )-parallel
to the isobar, north right, south left 3 force wind (actual surface wind)-diagonally through the isobar, north right, south left Note the drawing of the wind direction at a point in the actual surface barometric pressure field of the north half
5. Three-ring circulation and the formation of pressure and wind zones
(1) no rotation, the surface is uniform - single-ring circulation (thermal circulation)
(2) rotation, surface uniformity - three-ring circulation
(3) the composition of the three-ring circulation: 0-30 low-latitude circulation; 30-60 mid-latitude circulation; 60-90 high-latitude circulation
the formation of the surface of the 7 pressures and 6 winds: latitudinal distribution of the ideal pattern (band)
the wet and dry conditions of each pressure band (low-pressure wet; high-pressure dry)
Wind direction and wet/dry conditions of the wind belts (trade winds are generally drier; westerly winds are wetter)
Polar front: near 60 degrees, formed by the meeting of the prevailing westerly winds and the polar easterly winds
Barometric pressure belts and wind belts move in response to seasonal north-south shifts in the Sun's direct sunlight spot
(4) Influence of the distribution of the land and sea on the barotropic pressure belts and the wind belts: the actual surface conditions (lumpy)
Most important Influence: sea-land thermal difference
Performance (center of atmospheric activity): Northern Hemisphere in July (summer): Asia-Europe - Asia low pressure; Pacific on the high pressure
Northern Hemisphere in January (winter): Asia-Europe - Asia high pressure; Pacific on the low pressure
(5) Monsoon Circulation (attention to the illustration)
Conceptual understanding: is a part of the global atmosphere circulation
The cause of the monsoon: the main cause - the difference between land and sea heat (can explain the winter and summer monsoon in East Asia; South Asia's winter winds)
The cause of the summer winds in South Asia - the southern hemisphere southeast trade winds northward across the equator to the right into the southwesterly winds
(or generalized: seasonal movement of the pressure belt and the wind belt)
The impact of the monsoon: monsoon **** sex Characteristics: rain and heat at the same time; seasonal changes in precipitation, prone to droughts and floods
The two monsoon climates of East Asia and their respective distribution areas (bounded by the Qinhuai line); the characteristics of their respective climates
-- Temperate Monsoon Climate: monsoon area north of the Qinhuai River; dry and cold in the winter; hot and humid in the summer
High School Geography Formula
1, the range of polar day and night = 90 - degrees from the point of direct sunlight
2, the relative altitude of two points formula: relative altitude is less than (n +1) * isobaric distance, greater than or equal to (n +1) * isobaric distance.
Where n is the number of contour lines.
3. Local time:
(1) The moment formed according to the sun's irradiation, such as the meridian where the sun's point of direct sunlight is located (located in the center of the day hemisphere) is 12 o'clock. (The rotation of the Earth causes changes in the irradiation situation, the local time changes)
Requirement: to be able to read the distribution of special local times (such as 12 o'clock, 0 o'clock, or 24 o'clock, 6 o'clock, 18 o'clock) on any form of sunshine map.
(2) Calculation on the map:
Longitude for every 15 degrees difference in local time difference of 1 hour (or 1 degree / 4 minutes, longitude 1 minute / 4 seconds), east early (plus) west late (minus)
Note: the date when the date of the day line to cross the sun should also be added (to the west) minus (to the east) a day
(3) Formula calculation:
(A longitude - B longitude) *1 hour/15 degrees = A local time - B local time
Note: East longitude is written as a positive number and west longitude as a negative number. Positive and negative longitudes already take into account the difference in dates on either side of the day line.
4. Time zones:
(1) For the convenience of interaction in various places, the global longitude is divided into 24 time zones, and each time zone takes the local time of its central meridian as the *** use of zone time for the whole time zone.
(2) Calculation of the time zone in which a certain longitude is located:
Longitude/15 degrees = quotient ..... Remainder.
If the remainder is less than 7.5, the time zone is located = quotient
If the remainder is greater than 7.5, the time zone is located = quotient +1
5. Zone time
(1) For every 1 zone difference in the time zone, the zone time difference is 1 hour, east early (more) west late (less)
Note: the date of the day line to be crossed should be added or subtracted a day first
(2) Formula:
Time Zone A - Time Zone B = Time Zone A - Time Zone B
Note: East time zone is written as a positive number, West time zone is written as a negative number. Positive and negative numbers already take into account the difference in dates on either side of the day line.
6. Noon solar altitude:
(1) Noon solar altitude refers to the maximum solar altitude of the day, that is, the height of the sun at 12 o'clock local time.
(2) Derivation on the graph (omitted)
(3) Calculation formula (compared with the point of direct sunlight):
90 degrees - a place H = the absolute value of the angular difference between the latitude of the point of direct sunlight and the latitude of a place.
Tip: You can write north latitude as a positive number and south latitude as a negative number.
(4) Formula (compared to any latitude)
Absolute value of AH - BH = (A latitude - B latitude).
Note: North latitude is written as a positive number and south latitude is written as a negative number.
Expanded reading: high school geography answer template and problem solving skillshigh school geography answer template
(1) high school geography first of all to answer the points, answer the questions clearly organized, seize the main and secondary, logical. Answers extracted directly from the background information put in front. High school geography questions in the answer to the main aspects of the problem is very emphasized, so the many factors affecting the geography of things, to seize the most important factors, to the point, there is really no grasp of the fear of catching, the main and secondary together to catch, more is better, but we must pay attention to the most wonderful, the most important as far as possible in the front, so as not to give the teacher to the marking caused by the main and secondary are not divided, the answer to the question is not the borderline of the bad impression. Pay attention to the topic score, high school geography score to pay attention to the expansion of the answer to the point, the expansion can not be contradicted with the title, there can not be a misrepresentation.
(2) high school geography answer text as little as possible, pay attention to highlight the key words, pay attention to the "do not ask not answer, ask more than answer, first ask first answer" norms. But if you are not sure, for fear of missing the knowledge points, according to the current scoring standards for high school geography comprehensive questions, it is better to answer more.
(3) high school geography answer as specific and detailed. If you are not sure, you can make a moderate fuzzy treatment. Such as "San Francisco coastal currents on the impact of climate" can be answered as the coastal cold current cooling and humidity, do not have to point out the name of the specific ocean currents.
(4) high school geography answer as much as possible to apply geographic terminology. Such as atmospheric circulation, river runoff and other language, is an important measure of the quality of the candidates answer. Answers should be described qualitatively and then analyzed specifically.
(5) high school geography answers to writing standardized, do not write misspelled words. Scribbling is not easy to make the marking teacher to find scoring points.
Senior high school geography big problem solving skills
Urban (factors) (territorial form) (layout form)
(1) urban road network problems:
Form: circular - radial square - circular - radial
Function: radial: to facilitate traffic in the city center and make the city center the area with the highest degree of accessibility.
Loop: shortens the distance between the end points of the city, avoiding the introduction of a large number of people and traffic into the city center, reducing traffic congestion and traffic pollution in the city center.
(2) urban transportation environmental problems:
Two major problems: ① traffic congestion; ② traffic pollution
To solve traffic congestion: the fundamental measure is the rational planning of urban roads
To solve traffic pollution: ① the implementation of technical measures to reduce automobile exhaust pollution;
② planting plants and trees, greening and landscaping of the traffic roads;
③ rational planning of urban roads. (Both **** measures)
(3) reverse urbanization:
Reason: ① people's demand for better environmental quality; ② rural areas and small towns gradually improve infrastructure.
Development: Britain - the United States, Western Europe, Japan - Northern Europe (linked to the level of economic development memory)
Performance: ① urban population to the countryside settlements and small towns back; ② shrinkage of the urban centers of large cities;
③ rapid development of small and medium-sized towns; ④ increase in the number of rural population.
(4) the location of industrial areas in the city characteristics and reasons:
① constantly migrate to the outer edges of the city
Reason: the growing tension of urban land, the problem of pollution of the environment by industrial enterprises is prominent.
② tend to be distributed along the main traffic arteries
Reason: a large number of transportation needs of industrial production activities.
Reason: the large number of transportation needs of industrial production activities.