High school biology still the same question just now, accidentally wrong .

Generally, this concept is not mentioned, and if the answer is wrong, it will be a loss, and the answer will be strictly according to the concept in the book

If you go beyond the curriculum, the class will talk about the predatory food chain, starting with the producer and ending with the most consumer.

The saprophytic food chain is the food chain that starts from dead organisms or putrefaction. Taking the remains of animals and plants as the starting point of the food chain, the decaying remains of animals and plants are decomposed and utilized by microorganisms in the soil or water, and the latter has a saprophytic relationship with the former. It is only when decaying animal carcasses or plant bodies are turned into debris that they begin to be used by microorganisms.

In biomes, most of the net production is not consumed by other mobs until it dies. In forests, 90 per cent of net production is in the form of food detritus as consumables, such as fallen leaves and dead wood. However, a lot of detritus in water is carried out in organic sediment in water, and in soil and compost, it is also carried out in the form of debris.

Assimilation is mainly embodied in the absorption and digestion of organic matter and its transformation into the energy and substances of the consumer itself. The three places where producers fix solar energy are: respiratory consumption, assimilation of the next trophic level, and decomposition by decomposers.

For the energy assimilated by primary consumers, these are also these three places. And it can be assumed that the energy assimilated by one trophic level and the energy lost by breathing is very much the energy released by the solution and the energy that is assimilated by the next trophic level.

。。I think if the landlord is a high school student, this is beyond the requirements, don't fall into a dead end.

The reason for the separation of the plasma wall is that the plant cells are in a hypertonic solution, resulting in the external osmotic pressure being greater than the internal osmotic or slag reserve pressure of the cell.

Hope it helps.

It's so professional, I can't understand it at all.

The separation of the plasma wall is because the concentration of the external solution is greater than the concentration of the cell fluid, which can be regarded as the water in the cell being sucked out.

How should I learn biology in high school? It is necessary to pay attention to the habits of listening to lectures, teaching materials, homework, thinking, etc.

Many students often ask their teachers questions like: How can I learn biology well? Why do I spend so much time and my biology grades are always not satisfactory?

Is there any good way to improve my biology performance in a short period of time? These questions reflect the students' desire to learn biology well and improve their academic performance. However, if we pay close attention to the words of the group stove, we will also find that there are always some students in the class who have particularly good grades in biology class, and they are relatively easy to learn.

When many students are new to biology, they often feel that biology is easy to understand after listening to a few or a few weeks of biology classes, and the content is not as complex as mathematics, physics, and chemistry, so they relax their requirements and even do some homework in other classes when they take biology classes. Some students in the first mid-term biology exam, surprise review, but also very good test, so they mistakenly think that biology class usually does not need too much time, just need to surprise before the exam can be done. As time passed, they suddenly found that their biology grades were declining, and there were more and more problems in biology learning, so they had some quick ideas, hoping that there would be a "wonderful way" to learn biology and improve their biology grades quickly in the short term, but the results were often counterproductive.

A closer look at students who excel in biology reveals that they tend to have the following four performances:

1. Concentrate on lectures.

These students tend to be very attentive during the lectures, rarely distracted, and are able to follow the teacher's train of thought and think positively. At the same time, some key points and difficulties in the lecture should be recorded in the notebook or textbook in time, and some of the content added by the teacher should be briefly recorded for future review.

2. Thoroughly understand the teaching materials.

They pay special attention to the understanding of the textbook, carefully read the content of the textbook, distinguish the levels, and find the core theories and key concepts. In particular, it is possible to consciously link the knowledge between the past and the back, and never look at the problem in isolation. At the same time, there will be a planned review to prevent forgetting.

3. Complete the homework with high quality.

Doing some biological exercises can consolidate what you have learned, identify problems and shortcomings, and at the same time improve your ability to analyze and solve problems, and deepen your understanding of biological theories. Excellent students do not do problems for the sake of completing homework tasks, they often combine the knowledge they have learned with the methods of analyzing problems by doing problems, summarize some experience in solving problems, and form some so-called "feelings" at the same time. They are able to "appreciate" the exercises they do, distinguish the advantages and disadvantages of the exercises, and never be led by the nose by the "garbage questions".

Fourth, actively think about the valuable problems and solve them in a timely manner.

Learning in biology is by no means rote memorization. Excellent students are always good at thinking, able to put forward some targeted questions to discuss and communicate with teachers or classmates, good at linking the phenomena and existing experiences in daily life with what they have learned, boldly reasoning and analyzing, consciously explaining and analyzing some problems, broadening their minds and enriching their imagination.

The answer is: d.

Let me explain the two ab items below.

A is correct, if X represents the external O2 concentration and Y represents the CO2 release, curve A is the increase of carbon dioxide with the increase of external oxygen concentration, indicating that this is aerobic respiration, and the B curve is the gradual decrease of carbon dioxide release with the increase of external oxygen concentration, indicating that this is anaerobic respiration, because the presence of oxygen will inhibit anaerobic respiration. (Because item D is obviously wrong, don't go to extremes here, that is, don't consider the process of anaerobic respiration in the human body, otherwise this question will not be done).

B is correct, for homeothermic animals, at low temperatures, in order to maintain the stability of body temperature, oxygen consumption gradually increases, and after the temperature increases, oxygen consumption will decrease, so it conforms to the curve B, and for ectothermic animals, the internal temperature is not constant, what is the outside temperature, what is the body temperature, so the activity of enzymes in the body also changes with the change of external temperature, the outside temperature increases, the internal temperature of the otherothermic animal will also increase, the metabolism is strengthened, the oxygen consumption increases, and it conforms to the curve A.

Assisted diffusion or facilitated diffusion refers to the electrochemistry of non-fat-soluble or hydrophilic substances such as amino acids, sugars and metal ions with the help of a pro-concentration gradient of membrane proteins on the cell membrane along the concentration gradient, without consuming ATP to the membrane means of transport.

Carriers, protein channels are available in two ways.

The landlord said that it belongs to the carrier mode.

Ionophores. The membrane+ on one side of the membrane is released from the electrochemical gradient by passing the lipid bilayer downwards on one side of the membrane and the K+ on the other side of the membrane. Its mechanism of action is similar to that of a siphon, so that the water at both ends of the glass wall barrier lower current.

1.(40%M) does contain two high-energy phosphate bonds, but only one needs to be formed from ADP to ATP, because there is already one in ADP.

2.Too high a concentration of growth color can inhibit the growth of plants.

2.Gibberellin because other hormones do not act as inhibitors.

1. The title says "40% of it is used to convert ADP to ATP", so there is only one high-energy phosphate bond.

2. May contain abscisic acid. Abscisic acid works by promoting the senescence and shedding of leaves and fruits.

1. An allele refers to a pair of genes in the same position (locus) of a pair of homologous chromosomes.

But the problem is that a pair of homologous chromosomes in the same position not only have alleles, but also "complex alleles"!

2. What you understand is that there are a and a at the same position on the homologous chromosome, but you don't know that the dominant gene a can still exist a, a, etc., and a may also have a, a, etc.

For example, the most common is that the ABO blood group of a human is controlled by the complex alleles: ia, ib, i. I is recessive, and both IA and IB are dominant.

IA controls prolectogen A (blood type A), IB controls prolectogen B (blood type B), and I controls no prolectogen. People with IAIB are type AB, and people with II are type O. The traits controlled by the three genes are not the same.

There were as many as 16 complex alleles affecting the skin sac of silkworm larvae, such as p, p and p.

Here, you can see why genetic mutations produce new traits. An organism may originally have only A and A, but after mutation, it may produce complex alleles such as A, A, A, A, A, etc. These genes may not control traits in the same way.

PS: Little Magic Boy Shoes, A and A genes normally do not become B and B genes. Even if it really changes to be very similar to B, at this locus, it can only be called A gene.

AA is the new shape relative to AA. It's like changing from the original double eyelid to a single eyelid, which is controlled by the genes at that position, and from AA to AA, it is a new shape.

You will say"A pair of relative traits"That is to say, traits are two opposite shapes, such as yellow is a trait, green is a trait, and yellow-green are two relative traits.

Classmate: You have the wrong concept, and after the mutation, it is not AA or AA or AA.

Alleles refer to the same location on homologous chromosomes that control different relative traits, such as AA, and gene mutations refer to the addition, deletion, and alteration of base pairs in a DNA molecule

For example, aa becomes ab

Does that make sense?

Genetic mutations create new shapes, not necessarily new shapes. For example, if a recessive mutation changes from AA to AA, the shape will not change, and the mutation will not affect the shape if the mutation occurs in the non-coding region of the gene and the introns in the coding region.

If it is a dominant gene, then after the AA mutation forms AA, the shape may not change, but there is a potential possibility of forming AA combination, and if the parents are AA, the offspring have a 25% chance of forming AA, and the trait will change.

Evolutionarily favorable, this shape may be retained.