catalogue
Knowledge of biological sugars in senior high school
Solutions to various problems of biology in senior high school.
Three methods to improve biological performance
Knowledge of biological sugars in senior high school
First of all, the element: only CHO
Second, the status role.
1. Main energy substance of life activities: 70% of life activities.
2. Structural components of cells and organisms
Third, the structural composition
1. Carbohydrate:
cn(H2O)m； Either H:O=2: 1, or sugar, such as CH2O (formaldehyde); Not all sugars H:O=2: 1, deoxyribose: C5h10o4; Not all sugars are sweet, and monosaccharides and disaccharides are generally sweet; Not all sweet things are sugar, artificial sweeteners.
2. Monomer: Monosaccharide
(1) hexose: C6H 12O6
① Glucose, which exists in animals and plants, is the main energy substance in cells; Fructose in plants provides energy.
② Galactose: It exists in animals and provides energy.
(2) Pentose: a component of nucleic acid; Classification, ribose C5H 10O5, deoxyribose C5H 10O4.
3. disaccharide: C 12H22O 1 1.
(1) Classification: maltose = glucose+glucose, which exists in plants; Sucrose = glucose+fructose, which exists in plants; Lactose = glucose+galactose, which exists in human and animals.
(2) Function: Hydrolyze into monosaccharide for energy supply.
4. Polymer: polysaccharide: (C6H 10O5)n, most carbohydrates in organisms are polysaccharides, and high school textbooks only study polysaccharides composed of glucose; Glycoprotein is another kind of polysaccharide.
(1) Starch exists in plants and stores energy. Hydrolysis: starch → maltose → glucose. Digestion: starch → maltose → glucose → glycogen (excess glucose) → fat.
(2) Glycogen: it exists in human and animals; Hepatic glycogen is decomposed into glucose through aerobic respiration, which stores energy and regulates blood sugar; Muscle glycogen is decomposed into lactic acid through anaerobic respiration, which provides energy for decomposition.
(3) cellulose: it exists in plants; Composition of plant cell wall; Difficult to digest, with the help of microbial synergy.
I. Classification
1. Can it be hydrolyzed and how many products are hydrolyzed: monosaccharide, disaccharide and polysaccharide.
2. Source and attribution:
(1) Animals and plants are deoxyribose, ribose and glucose.
(2) peculiar to animals: galactose; Lactose; glycogen
(3) Plant endemic: sucrose and maltose; Starch, cellulose
3. Function
(1) Energy substance: glucose.
(2) Energy storage substances: starch and glycogen.
(3) Structural substances: deoxyribose, ribose and cellulose.
(4) Participation in information exchange: glycoprotein
4. Is it reducible?
(1) Reducing sugar: glucose, fructose and galactose; Maltose and lactose
(2) Non-reducing sugar: sucrose; Starch, cellulose, glycogen
Second, the material identification
1. Reducing sugar
(1) material: white or nearly white plant tissue with high reducing sugar content, such as apple and pear homogenate.
(2) Reagent: Lin Fei reagent, a: 0.1g/ml NaOH; B: 0.05g/ml copper sulfate.
(3) Phenomenon: light blue → brown → brick red precipitation.
(4) Remarks: A and B are mixed in equal amounts; Heating in a water bath of 50-65 DEG C; deposit
2. Starch
(1) material: potato homogenate.
(2) Reagent: iodine solution (brownish red)
(3) Phenomenon: blue
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Solutions to various problems of biology in senior high school.
1, curve answer template
Graphic problems can be analyzed in three steps: reading axis-looking at line-comprehensive analysis, that is, first look at the meaning of abscissa and ordinate, and distinguish independent variables from dependent variables, including quantitative units, quantity or rate.
For example, the number of population growth or the population growth rate, and then analyze the trend of the curve, whether there is a turning point, such as the limiting factors in the photosynthesis curve. Finally, the significance of the curve is comprehensively analyzed.
2, table information class
Read and understand the form carefully and make clear the information reflected in the form.
Make a comprehensive analysis of the table materials and accurately grasp the internal relationship between the table and the stem.
Combine the problems in the materials and the knowledge in the teaching materials to demonstrate.
Summarize the process of material analysis and demonstration of the principle of combination, so as to have the effect of answering questions from beginning to end.
3. Graphics and charts
Chart questions should follow the principle of "point, line and surface": first look at the special points, especially the data with "0", and then look at the data relationship of the whole column or row, whether it is rising or falling, and whether there is a turning point. Looking at the data in the whole table will make it easier to compare the relationship between rows and columns, and even think and answer in the form of charts.
4. Experimental inquiry class
Experimental questions are the highlight of biology in college entrance examination, and the soul of experimental questions is experimental principles. Therefore, it is necessary to deeply understand the experimental principle in order to accurately find the univariate of the experiment, and then accurately design the experiment according to the univariate principle, control principle and equivalence principle.
(1) When designing an experiment, in order to make the description of the experiment clearer, we should first mark it in groups. The experiment was divided into experimental group and control group, and each group had clear marks, such as A, B, C or A, B, C..
(2) In the experimental design, we should follow the univariate principle and exclude the influence of some irrelevant variables.
1) The biological experimental materials used should be the same. That is, the quantity, quality, length, volume, source and physiological conditions of the biological materials used should be the same as much as possible or at least roughly the same. The following languages can be used to describe:
Plants: "Plants with similar size and the same growth".
Animals: "Weight (body length), age and growth trend are all the same", and sometimes even "sex" is the same.
2) The experimental reagents used should be the same. In other words, the composition, concentration and volume of reagents should be the same, and special attention should be paid to the problem of volume equivalence. If it is difficult to describe the quantity accurately, it should be expressed in "qualitative" language as much as possible. For example, use "equal concentration", "equal volume", "appropriate amount" and "certain amount"; The language of "a period of time" and "suitable temperature and pH" are used in the experimental time and conditions.
3) The experimental instruments should be the same.
(1) containers should be the same size; (2) If you use a dropper to drop different solutions, you should choose different droppers.
4) The treatment methods used should be the same and appropriate. That is, heat preservation or cooling, light or dark, stirring or oscillation should be consistent.
Sometimes, although a certain treatment seems meaningless to the controlled experiment, it is better to do the same treatment.
5, data computing class
The materials of quantitative calculation problems mainly involve protein, DNA, photosynthesis and respiration, cell division, genetic breeding, gene frequency, population size, food chain and energy flow. First of all, we should clarify the knowledge system and understand the biological principles on which it is based.
6, information migration class
The ability to use knowledge to solve practical problems and understand biological information expressed in words, charts and tables, as well as the ability to collect, process, transform and exchange information.
Read and browse the material and understand the defined information:
By reading and browsing the materials, we can make clear the types of topics, events and information, understand the main ideas of solving problems, make clear whether there are sub-topics under the theme, and determine the ideas of solving problems.
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Three methods to improve biological performance
Master the law
Law is the inevitable connection of the intrinsic essence of things themselves. Biology has its own laws, such as the adaptation of structure and function, the unity of part and whole, the harmony between biology and environment, the evolution process from simple to complex, from low to high, from aquatic to terrestrial. Mastering these laws is helpful to understand and apply biological knowledge. For example, when learning mitochondria, we should pay attention to the adaptation of structure and function: ① There is a double-layer membrane outside to separate it from the surrounding cells, so that aerobic respiration can be concentrated in a certain area; (2) The inner membrane is folded inward into a ridge shape, which enlarges the area, which is beneficial to the regular arrangement of enzymes on it, so that the reactions in each step can be carried out in an orderly manner; ③ There are matrix and enzyme in the cavity surrounded by intima; ④ Most reactions of aerobic respiration need enzymes in matrix and intima, so mitochondria are the main place for aerobic respiration. Its structure and function are easier to understand and remember. Learning biology, like other subjects, can't be eager to achieve success. For example, if you study the process of meiosis, you only need to find out the main changes of chromosome behavior and quantity at the beginning of two divisions, but you can't find the relationship between chromosome behavior, chromosome, chromatid, DNA quantity, three laws of heredity and mitotic images in the new class. The latter can only be mastered slowly in practice and review.
Strive to break through difficulties
Some knowledge is so complicated or abstract that students find it difficult to learn. At this time, it is necessary to turn the difficult into the easy and strive to break through the difficult points. Commonly used methods are: (1) Simplify the complex. In biological knowledge, there are many difficulties in the complex process of life movement, which is difficult to master comprehensively and accurately, but it can be clear at a glance to master the main knowledge. For example, cell mitosis, the changes of chromosomes, spindles, nucleoli and nuclear membrane in different periods, if we summarize them as "two phenomena in the early stage and two phenomena in the late stage", other processes will be easy to remember. The metabolic process of the three substances in animals is complicated, which can be summarized as "one minute (decomposition), two times (synthesis) and three times transformation". For some complex problems, such as solving genetic problems, we can break them down into several simple small problems and solve them in turn. (2) Visualization of abstract problems. We should try our best to link it with practice in some way so as to make it easier to understand. For example, the spatial structure of DNA is very complex, and the teacher can solve the problem in a few minutes as soon as he shows the DNA model. Therefore, learning biology often needs the help of graphics, tables, models, specimens, videos and other visual means to help understand some abstract knowledge.
Summarize frequently.
In the process of learning the new biology curriculum, knowledge is generally divided into blocks. However, after learning part of the content, it is necessary to link the knowledge of each block and summarize it into systematic knowledge. This can not only form a complete knowledge structure in the brain, but also facilitate understanding and memory. To sum up, we should do the "three stresses": first, grasp the order, second, grasp the connection, and third, grasp the characteristics. Grasping the order is to connect the knowledge points in series according to their own logical relationship. For example, the "genetic material basis" of high school biology can be sorted as: gamete → zygote → nucleus → chromosome →DNA→ gene → protein → trait. Grasping the connection is to grasp the internal connection between knowledge points, clarify the vertical and horizontal relationship between points and lines, and expand from line to surface into a knowledge network. Grasping characteristics means grasping the key points, grasping the mainstream and summarizing. No hodgepodge, scratch your beard and eyebrows. Minor things should be simplified or even cancelled.
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