Must-memorize knowledge points for the biology high school entrance examination

During the biology review stage of the high school entrance examination, you must summarize the knowledge points into a systematic knowledge framework, so as to achieve better results. Below are the knowledge points that I have compiled that must be memorized for the biology high school entrance examination. You are welcome to read, share and learn from them. I hope it will be helpful to everyone.

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Summary of biology knowledge points for the high school entrance examination

Test point one : Organisms and biosphere

1. Characteristics of organisms:

1. Organisms need nutrients to live 2. Organisms can breathe

3. Organisms can be excreted from the body The waste produced 4. Biological energy can respond to external stimuli

5. Biological energy can grow and reproduce 6. Except for viruses, all are composed of cells

2. General methods of investigation< /p>

Steps: clarify the purpose of the investigation, determine the objects of investigation, formulate a reasonable investigation plan, record the investigation, organize the investigation results

and write an investigation report

3. Classification of organisms

According to morphological structure: animals, plants, other organisms

According to living environment: terrestrial organisms, aquatic organisms

According to uses: Crops, poultry, livestock, pets

4. Methods of biological science inquiry:

Observation method, investigation method, experimental method, collection and analysis of data, the most basic method is observation method< /p>

Basic steps of scientific inquiry:

Ask questions - Make hypotheses - Make plans - Implement plans - Draw conclusions - Express and communicate

5. The biosphere is all living things Home

1. The scope of the biosphere: the bottom of the atmosphere: flying birds, insects, bacteria, etc.

Most of the hydrosphere: the water within 150 meters from the sea level Layer

The surface of the lithosphere: the "foothold" of all terrestrial organisms

2. The biosphere provides basic conditions for the survival of organisms: nutrients, sunlight, air and water , suitable temperature and a certain living space

3. The impact of the environment on organisms

(1) The impact of abiotic factors on organisms: light, moisture, temperature, etc.

Experiment on the influence of light on the life of rat women - controlled experiment

The process of inquiry and the design of the controlled experiment

(2) The influence of biological factors on living things

(Biological factors: other organisms that affect the survival of this organism, including organisms of the same species and organisms of different species):

The most common is the predatory relationship, as well as competition, cooperation, and parasitism. Relationships etc.

There is an interdependent relationship between living things and the environment on the earth. Living things can not only adapt to the environment but also influence and change the environment.

Living things must adapt to the surrounding environment, otherwise they will not survive; the survival of living things will also have a certain impact on the surrounding environment. Biology and the environment are a unified whole that affects and depends on each other.

5. Adaptation and impact of organisms on the environment

① Adaptation of organisms to the environment Example: The leaves of a cactus degenerate into thorns.

② Biological influences on the environment. Example: It is easy to enjoy the shade under a big tree.

③The environment affects organisms. Example: Wild geese fly south.

6. The concept of ecosystem: In a certain area, the unified whole formed by organisms and the environment is called an ecosystem. The largest ecosystem on Earth is the biosphere on which we all depend.

7. The composition of the ecosystem:

8. If all the organisms in each link of the ecosystem are weighed separately, in general, the largest number should be the production who.

9. In an ecosystem, the chain structure formed between different organisms due to the relationship between eating and being eaten is called a food chain.

In an ecosystem, multiple food chains intersect with each other to form a food web.

The number and proportion of various organisms in the ecosystem are always maintained in a relatively stable state. This phenomenon is called ecological balance. Ecosystems have the ability to regulate themselves. The more types of organisms in the ecosystem, the more complex the food chain and food web, the stronger the regulatory function of the ecosystem, and the more stable the ecosystem is.

10. Material (circulation) and energy (one-way flow) flow along the food chain and food web.

The higher the trophic level, the less the number of organisms (energy); the higher the trophic level, the more toxic substances accumulate (enrichment) along the food chain; the shorter the food chain, the less nutrient loss.

11. Food chain writing rules: ① The food chain must start from the producer; ② The arrow points from the eaten to the eater; ③ It must end when there is no other creature in the food chain that can eat the creature; ④ The food chain does not Contains decomposers and abiotic parts.

The general formula of the food chain: producers → herbivores → small carnivores → large carnivores

12. The ecosystem has a certain ability to automatically adjust. Under normal circumstances, the number and proportion of organisms in an ecosystem are relatively stable. However, this automatic adjustment ability has a certain limit, and it will be destroyed if it exceeds it.

13. The biosphere is the largest ecosystem. Many of the impacts of human activities on the environment are global.

14. Types of ecosystems: forest ecosystem (the most stable ecosystem, known as the "green reservoir" and "lungs of the earth"), grassland ecosystem, wetland ecosystem ("kidney of the earth") ”), farmland ecosystem, marine ecosystem, urban ecosystem, etc.

15. The biosphere is a unified whole. The biosphere is the largest ecosystem.

Test point 2: Explain that cells are the basic structural and functional units of life activities.

Cells are the basic units of structure and function of organisms.

With the exception of viruses, all living things are made of cells. Cells are the most basic life system on earth, and all life activities are inseparable from cells.

1. Common sense about microscopes:

①The observed object image is opposite to the actual image. Note that the slide moves in the opposite direction to the object image. That is, when the object image is not centered, the slide specimen should be moved in the same direction.

②The object seen through the eyepiece is an inverted image. Magnification = objective lens magnification × eyepiece magnification

③ Biological specimens placed under a microscope should be thin and transparent, allowing light to pass through so that they can be observed clearly. Therefore, it must be processed into glass slide specimens.

2. Use of microscope:

① Take the mirror and place it: Hold it with the left hand and the right hand, and the test table should be 7cm to the left from the edge.

② Aiming the light: Turn the converter to align the low-magnification objective lens with the light aperture; turn the shutter to align a larger aperture with the light aperture, and turn the reflector to allow the light to pass through the light aperture. The hole is reflected into the lens barrel, and a bright white circular field of view is seen.

③Observation: Place the slide specimen on the stage (facing the center of the light hole) and press it with a pressing clamp; turn the coarse focus screw to slowly lower the lens barrel until Until the objective lens is close to the glass specimen; turn the coarse focus screw counterclockwise to slowly raise the lens barrel until the object image is clearly visible; then turn the fine focus screw slightly to make the object image clearer. (Observe first the low-magnification lens and then the high-magnification lens)

④Organization: After wiping clean (use lens cleaning paper for the lens), turn the converter, tilt the two objective lenses to both sides, and slowly lower the lens barrel to the lowest place, put the microscope into the mirror box and return it to its original place.

3. Observe the experimental process of plant cells:

1. Basic steps for making temporary animal and plant cell slides: Plant cells: clean - drop (water) - tear - spread - cover - Dye (diluted iodine solution) - Aspirate

Animal cells: Clean - Drop (0.9% saline) - Rinse - Scrape - Apply - Cover - Dye (diluted iodine solution) - Aspirate

< p> 2. Normal saline: Prevent oral epithelial cells from absorbing water, deforming or even bursting.

3. Dilute iodine solution: It is convenient to find and observe cells, and can make the cell structure (especially the cell nucleus) visible more clearly.

4. Bubble: a round or oval structure with a bright white center and black surroundings.

5. How to cover the cover slip: Use tweezers to pick up the cover slip so that one side of it contacts the water droplets on the slide first, then slowly lower it down and cover the material to be observed.

Test point 3: The main differences between animal and plant cell structures. (Important test points)

1. Name and function of plant cell structure:

① Cell wall: support and protection. ②Cell membrane: controls the entry and exit of substances.

③Cytoplasm: liquid and flowable. ④Nucleus: Genetic information database.

⑤Chloroplast: the place where photosynthesis takes place. ⑥ Mitochondria: the place where respiration occurs.

⑦ Vacuole: There is cell fluid inside, which dissolves a variety of substances, such as anthocyanins, sweet and sour, sweet and nutritious substances.

2. The similarities between plant cells and animal cells: they both have cell membranes, cytoplasm, nuclei, and (mitochondria).

3. The difference between plant cells and animal cells: plant cells have cell walls, vacuoles, and chloroplasts (pay attention to whether they are green parts, such as epidermal cells in onions, which do not have chloroplasts), but animal cells do not.

4. To determine whether a cell is an animal or a plant cell, it mainly depends on whether it has a cell wall. When fried red amaranth oozes red juice, it is because the high temperature destroys the cell membrane and the juice comes from the vacuoles.

5. Energy converter in the cell:

①Chloroplast: Carry out photosynthesis. Energy converters unique to the green cell parts of plants.

② Mitochondria: perform respiration and are the "power factory" and "engine" within the cell. Animals and plants are the only energy converters.

The connection between the two: both are energy converters in cells

The difference between the two: chloroplasts convert light energy into chemical energy and store it in organic matter; mitochondria decompose organic matter and convert it into organic matter. Stored chemical energy is released for use by cells.

Test point 4: Describe the main function of the cell nucleus in biological inheritance.

The cell nucleus is a database of genetic information, and genetic information exists in the cell nucleus.

The carrier of genetic information in the cell nucleus is DNA.

The DNA structure is like a spiral Ladder

③DNA and protein make up chromosomes. A piece of DNA with specific

genetic information is a gene.

④The traits of organisms are controlled by genes.

⑤. The control center of the cell is the nucleus

⑥. The cell is a unity of matter, energy, and information.

⑦ Genetic material from micro to macro: gene → DNA → chromosome → nucleus

Test point 5: Describe the basic process of cell division

1. Origin of biology The growth from small to large is due to: cell division (increasing the number) and cell growth (increasing the volume)

The growth of organisms from small to large is the result of cell growth, division, and differentiation.

2. Cell division process:

① Doubling the number of chromosomes (the most important, most obvious change) - ensuring that the genetic material of the new cell is the same as that of the original cell . ——Ensures the stability of genetic information

②The cell nucleus is divided into two equal nuclei;

③The cytoplasm is divided into two parts;

④Plant cells: in the original New cell membranes and cell walls are formed in the middle of the cells.

Animal cells: The cell membrane gradually invaginates, forming two new cells.

Junior High School Biology High School Entrance Examination Review Plan

Since ninth-grade biology is a minor subject, there is only one class hour per week according to the school schedule, so the general review begins in the first semester. stage, in order to give full play to students' potential, improve biology teaching standards, improve students' comprehensive quality, and cultivate talents for colleges and universities, the following review preparation plan has been formulated:

1. Guiding ideology:

Guided by the "Course Standards" and "Outline", based on the "High School Entrance Examination Instructions" and "High School Entrance Examination Guide", combined with the fact that the high school entrance examination is faced with tight time and heavy tasks, as well as the current situation of our school's students' poor foundation and long interval, we formulated A review strategy that focuses on basics, improves abilities, targets test points, and highlights practical results.

We strive to ensure that each student achieves ideal results and improve the overall teaching level and student quality of our school.

2. Goal:

Through the joint efforts of teachers and students, we will strive to make our school’s overall biology teaching performance rank among the top 8 in the city. The current number of ninth grade students in the school is 102 The pass rate reached 85% (85 people), the excellent rate reached 35% (36 people), the high score rate was 30% (30 people), and the perfect score rate was 5% (6 people).

3. Review arrangement:

The total review is divided into three stages: systematic review, special topic review and simulation review.

The first stage: system review. The time is from the beginning of school to the end of April. During this period, the "High School Entrance Examination Guide" was mainly used as the carrier. In view of the inherent characteristics of students forgetting the basic biological knowledge they have learned over time, based on the principles of "relying on the outline and relying on the textbook" and "reviewing the past to learn the new" , comprehensively and systematically review basic knowledge, clarify the test points of each unit, and preliminarily sort out, summarize and summarize the knowledge points of each unit. Students can re-memorize, understand and apply based on the original knowledge. Review purpose: Combine the teaching materials with a comprehensive review to lay a solid foundation.

The second stage: review of special topics. The time is from the end of April to the end of May. During this period, mainly based on the "High School Entrance Examination Instructions", on the basis of systematic review, thematic review is divided into modules to focus on the key points and difficulties, so that students can clarify the relationship between the various parts of the reviewed knowledge and form a knowledge network and system. All contents are divided into 10 topics: 1. Biology and environment; 2. Structural levels of organisms; 3. Green plants in the biosphere; 4. People in the biosphere; 5. Movement and behavior of animals; 6. Biology Reproduction, development and heredity 7. Biological diversity; 8. Biotechnology; 9. Healthy life; 10. Biological science inquiry.

The third stage: simulation review. The time is from the end of May to before the actual high school entrance examination. Based on the feedback from the two major exams, the relevant information in the exam preparation meeting, and the adaptive exam questions exchanged by various counties and cities, the main methods are testing (simulated high school entrance exam), evaluation (evaluation practice), and correction (checking for omissions and filling in gaps) review. At the same time, we provide students with skills training to carefully review questions and standardize their answers, improve students' psychological quality when taking exams, reduce points lost due to non-intellectual factors, and highlight the effectiveness of review.

4. Review measures:

1. Laying a solid foundation is the key. The questions in the high school entrance examination have changed over the years, but the basic principles and basic knowledge on which the questions are based have remained relatively unchanged. Moreover, most of the questions in the high school entrance examination are relatively simple basic questions, and there are very few difficult ones. Therefore, a solid foundation is one of the necessary conditions for success in the high school entrance examination. When we review, we must pay attention to the foundation and not aim too high.

2. Clever use of methods is a means. As the high school entrance examination approaches, students have more and more review tasks and greater psychological pressure. If they do not pay attention to review methods and techniques, they may get half the result with half the effort and no results. As a biology subject, it is impossible to take up students' extracurricular time. We can only try to improve classroom efficiency. Create a highly concentrated and fast-paced review class to improve the effectiveness of review. Specifically: (1) Avoid rote memorization and mechanical repetition when memorizing, and diversify memory methods (contrast method, association method, mobilizing multiple senses, etc.). (2) Combining the students' actual situation, select the exercises, explain them intensively, and focus on the most important problems that students have, and practice on the common question types of the high school entrance examination. It is also necessary to increase the intensity of variation training and focus on the cultivation of comprehensive application abilities. (3) Enhance the pertinence, purpose and scientific nature of review. Carefully study and analyze the proposition directions of the high school entrance examination over the years, pay attention to the dynamics and trends of the high school entrance examination, conduct scientific and reasonable review based on the hot spots, key points and difficulties of the high school entrance examination, reduce the blindness of review, and avoid detours.

3. Strengthen exam preparation skills and psychological training. For example: when doing questions, start with easy ones and then difficult ones, review the questions carefully, avoid typos, pay attention to writing speed, etc. It is also necessary to help students adjust their mentality in a timely manner, encourage students to build confidence, devote themselves to review with a positive attitude, and face the actual high school entrance examination in their best condition.

Biology learning methods shared by top students

Preview before class

Preview is to browse the lecture content before the teacher lectures. When browsing, use a pen to Underline the content that you think is the key point, mark the content that you do not understand, and write down the questions that arise after browsing. If you have the ability and conditions, you can also make your own preview notes.

Through this kind of preview, you can lay the foundation for the next step of listening and make your listening more targeted. When listening, you can deepen your impression of what you have already understood or the key knowledge, and compare the teacher's understanding with that of the teacher. What are the gaps in your own understanding? If you don’t understand deeply, you can further deepen your understanding.

Questions that you did not understand during preview are important contents of the lecture and must be clarified in class. For questions that arise during the preview, if the teacher talks about it, you must understand it. If the teacher does not talk about it, you must ask the teacher clearly. Preview also lays a good foundation for future self-study ability.

Listen carefully

The experiences of many outstanding students all illustrate the same point, that is, students should focus their main efforts in the classroom. Our learning process is actually to solve a contradiction, that is, the contradiction between the known and the unknown. Through learning, the unknown is transformed into the known, and then new unknowns appear, and we complete this transformation process again. The process of transforming the unknown into the known is completed in the classroom under the guidance of the teacher, so it should be very smooth.

There are many students who listen carefully in class and complete the learning tasks within 45 minutes. However, there are always some people who do not seriously complete the transformation from the unknown to the known in class and waste 45 minutes in vain. Instead, they spend time after class to complete the transformation. At this time, there is no guidance from the teacher, only the content in the textbook. , obviously it will not have a good effect.

After-class review

Daily review must avoid mechanical repetition, but should grasp the focus of the teacher’s lecture, the connection of knowledge and the teacher’s lecture ideas, and follow the teacher’s lecture content Express your own understanding in words.

Through review, you can strengthen your memory and then do homework, which can greatly improve the efficiency of homework. Many difficulties and questions in homework can be easily solved. Moreover, through homework, you can further apply the knowledge you have learned and deepen your knowledge. understanding and mastery.

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