1. What is the main topic being discussed?
A．How humans move
B．How different animals walk and run
C．Which animals are the fastest?
D．How muscles are developed in mammals
2. What do the students learn from the diagram?
A．The pattern in which lizards move their feet
B．The relative size of different kinds of lizards
C．The function of lizards' tails
D．The reason that some lizards can climb walls
3. What is special about how lizards walk and run?
A．They are able to move quickly in high temperatures.
B．They keep their bodies completely straight.
C．They always move at the same speed.
D．Their bodies move from side to side.
4. What determines the length of the steps lizards take?
A．Which feet they use
B．Which climate they live in
C．.How they bend their bodies
D．How many breaths they take between steps
5. According to the discussion, what is a disadvantage for an animal whose feet extend out from the side of its body?
A．It cannot gather food quickly enough.
B．It cannot run and breathe at the same time.
C．It cannot swim in deep water.
D．It cannot climb trees.
★Listen to a discussion between two students at they study for Zoology exam
M: Now I see professor Stone spent a lot of time talking about how animals walk and run. I remember she started by describing how humans move, and later we went over the gaits of
different two-leg and four-leg animals. Like cats, camels, lizards...
W: Wait. I think I missed the class when you read over how lizards move. At least, I don?t have any notes on it.
M: Well, we talked in class about how modern reptiles like lizards run. I think I even copy the diagram professor drew on the board. Here it is. Now, look at this. Lizards run with what?s called as sprawling gait, their feet are well out on either side of their body and they move diagonally opposite feet together. The left fore foot with the right hind foot and the right fore foot with the left hind foot. They use this way of moving when they?re going slowly or quickly. When they move, they bend their bodies from side to side. And they time this bending so that they increase the length of their steps.
W: Okay. That makes sense. But I remember reading that, in general, animals evolves so that their feet are right under their bodies. But I don?t see why?
M: Well, t hat?s because even the sprawling gaits suits lizards pretty well, there?s a major disadvantage to this arrangement. Reptiles can?t run and breathe at the same time. They stop briefly between short breaths of anywhere from 2 to 12 strides because when they move from side to side, the muscles of the left and right sides contract at different times. To breathe though, these muscles have to contract at the same time. Mammals don?t have this problem because they don?t move from side to side. Their feet are in the different position.
1. What are the students mainly discussing?
A．The life cycle of slave maker ants
B．Mating behavior among certain species of ants
C．A kind of ant that gets others to do its work
D．How ant eggs develop into larvae
2. What do the students say about ant pupae?
A．They hatch from the egg in a few days.
B．They are eaten by adult ants.
C．They have long mandibles.
D．They can be captured by slave maker ants.
3. What do Amazon ants need other ant species to do for them?
Click on 2 answers.
A．Provide their food
B．Hatch their eggs
C．Defend them against predators
D．Dig their nests
4．. How can an entire colony of ants become “slaves”?
A．A slave maker queen mates with one of them.
B．A slave maker queen takes over their colony.
C．Their eggs are carried away to a slave maker ant's colony.
D．Their eggs are destroyed by slave maker ants.
5. What happens to most of the eggs of a slave maker queen?
A．The queen destroys them before they become larvae.
B．The queen abandons them in a distant colony.
C．They mature into adult slave makers in the queen's colony.
D．They are captured by slave makers of another colony.
★Listen to a discussion between two students to they?re reviewing their notes from a lecture on Insect Behavior
M: Let?s see we should probably start by reviewing the four stages the ants go to. Y ou know when the development from the eggs.
W: Yeah. Ah…. I wrote that down somewhere on my note.
M: I got right here! Let?s see, they start off the egg, the ant lays the eggs after… I don?t remember how long they turn...
W: Yeah, yeah here is it. The egg are very tiny and they hatch in a few days and become larvae M: And then they transfer into pupae. That?s one not move at all and then they…
W: Oh! Oh! Oh! I remember something interesting about the pupae stage that?s before they are full in mature and they can get captured by other ants and they become sort of slaves in other ants colony.
M: Y eah, Doctor Lucy review the term slave maker ants, they are be slave maker ants but go into other nest and steal the pupae. So when the pupae grow to adults they are like the slave of the other ants.
W: And it?s slave, they actually do the work that the other ants would have to do themselves.
M: Right!
W: But most of the slave maker ants they could do the work for themselves couldn?t they?
M: I guess so, but then there are those Amazon ants.
W: Um... The Amazon ants, oh, those were slave maker ants that are actually depended on ants they slaved. Now what do we start again?
M: Let me see, here it is. The size of their mandible yeah, it was because to have those really long curvy mandibles.
W: Oh, yeah! Those are jaws.
M: Right! Those mandibles are so big and the Amazon ants can even get their own food or dig nests for themselves. So they need the slaves to get the food and dig the nests for them.
W: That makes sense! Now could we go back to the part on how they catch the slaves? We were talking before about how some slave maker ants go into other nest and bring back pupae to become slave. But they can also take over the whole colony right?
M: Y eah. Y eah. The queen ant after she mates, she is carrying her own eggs what she does, she goes into another colony of another specie. She takes over the colony and those other ants the slaves start working for her and then she lays her eggs.
W: But the colony she is there is already got its own queen, so…
M: Y eah, if she doesn?t cooperate, the slave maker ant will kill that queen and then when she hatches own eggs they become adults and they become slave maker too.
W: And then they go out to rob other ants nest for pupae to bring back as its slave.
D B C
1. Why did the professor choose to discuss crows?
A．Crows are in the same family as golden eagles and spotted owls.
B．Some varieties of crows have become endangered.
C．She thinks that common birds are not given enough attention.
D．She has recently completed a long research study on crows.
2. According to the professor, which aspect of studying crows is most difficult?
A．Following a flock's movement from day to day
B．Identifying individual members of a flock over time
C．Keeping crows alive in captivity
D．Finding food that attracts wild crows
3. What does the professor imply about tagging crows?
A．It is practically impossible to do.
B．The tags often fall off the birds.
C．The tags can prevent injury.
D．It is the most common way to identify crows.
4. What does the professor say about the relationship of crows to their environments?
A．Crows are difficult to see in their natural environments.
B．Crows are becoming sick from polluted urban environments.
C．Crows are sensitive to disruptions in their environments.
D．Crows adapt well to many different environments.
5. What change have researchers observed among crows in the last forty years?
A．They must travel longer distances to find food.
B．Their population is expanding rapidly.
C．They are moving into cities.
D．The markings on their bodies are changing.
★Listen to a lecture in an ornithology class
Y ou know, it?s kind of fashionable among students of birds just study well and exhausted species, especially in danger ones like golden eagles or spotted owls. But I often think that everyday-birds, birds that are really part of our lives are simply overlooked, so I'd like to spend some time talking about very common bird “black crows.” It might surprise you to know that crows are among the most challenge birds to observing study. First all, they look alike. Picking out one or several individual crows or flocks in finding them again later is almost impossible, people study in larger animals can put some time to mark on them, so they can tell them apart, well, you can trap large animal like a bear in a mobilized or tranquilized gun, then it is easy to put a tag on it. But try doing that to a crow you probably kill it. Secondly, crows are highly intelligent survivors, they adapt easily to wildly varying situations. This adds to the difficulty of studying in them, because they pick up so many individual allies habits, so you can never be sure about any conclusion you reach about crows from observing them applies the whole species or just those particular crows you being watching. One general observation about crows can?t be made the reasonable degree of certainty, it had been the last four years, more and more crows have been found living in large cities. They are tracked by people who produce a normal surmount of garbage and leave them places that crows can easily get to, it make for distances they must have trouble to hunt a large shorter.
D C
1. What is the main topic of the talk?
A．Differences between different kinds of spiders
B．Different types of spider glues
C．How spiders avoid getting caught in their own webs
D．How spiders create their webs
2. Who is probably giving this talk?
A．A graduate student reporting on her thesis research
B．A biologist specializing in spider behavior
C．A biology student fulfilling an assignment
D．A biology professor
3. Where does the spider put the sticky material?
A．On the drops of water
B．On the outer parts of the web
C．On the middle of the web
D．On all parts of the web
4. What advantage of the spider's method of catching insects is mentioned by the speaker?
A．It can catch more insects than other types of spiders.
B．It can coat the entire web with sticky material.
C．The material stays sticky for a long time.
D．It saves energy by using a minimum of sticky material.
★Listen to the beginning of a talk in a Biology class
As you all know, Dr. Nelson's assignment was for each of us to find a little sc ientific puzzle to research and solve. Well, mine was why don't spiders get stuck in their own webs--a pretty good question you could ask me. Someone even read a thesis on it I'm sure. There are actually several answers depending on the spider. Let's start with one common type of spider. These spiders usually stay in the middle of their webs and don't put any glue-like material there. But they do leave thin transparent sticky material on the outer part of the web. This material is made of compounds that draw water molecules out of the air. When it draws enough water, it does water normally does. It forms little drops. The result is sticky little globs, little balls of glue-like material. When the spider steps into one of the little glob by accident as it sometimes does, it is as human beings step on a piece of chewing gum. It is just inconvenience. But when a fly flies into the spider's web, it is about sticky on the glob in order to make stick tightly into the web. What's more, because the sticky material in the glob instead of the uniform coat, the spider uses less of it. By doing this, the spider saves energy and that means the spider catches fewer flies. It is not of economy really. The spiders do what is easier for spiders.
1. What is the main topic of the talk?
A．Symmetry as a factor in animal attraction
B．Classical and modern definitions of beauty
C．Breeding animals in captivity
D．The use of animals in scientific experiments
2. According to the speaker, why is a pleasant appearance important to animals choosing mates?
A．It makes a potential mate easy to recognize.
B．It is a sign of high status.
C．It is an indication of physical health.
D．It is not frightening to young animals.
3. What do certain female birds look for in the wings of their potential mates?
A．V ariation in color
B．Signs of aging
C．Rhythmic movements
D．Equal length
4. What is the significance of the experiment in which colored bands are put on finches?
A．It disproves a previously accepted theory about beauty.
B．It is evidence about animals' preferences.
C．It was the first of its kind.
D．It proves that finches have color vision.
5. What is mentioned as one reason for asymmetrical antlers in elks?
A．Inadequate nutrition
B．Injury
C．A genetic defect
D．Pollution
★Listen to part of the talk given in a Biology class
We all heard the proverb “Beauty is only skin-deep” meaning that the outward appearance is not a valuable way to judge person?s worth. But research studying why animals are att racted to each other had found that opposite may be true for animals. For them a beautiful face and body are reasonably reliable indicators of underline quality and experiments had shown that many species appear to look for at least one classic characteristic of beauty mainly symmetry. Now according to
this theory, a more selective partner in the pair usually the female seek the maximum possible balance between the left and right half of the potential mate?s body. For an example, certain female birds first check to see if the male?s left wing is the same length and shape of the right to get clues about the bird?s health and strength. Now what other evidence do we have of this kind of behavior? Well, in one of the experiments, researches put color bands on the legs of male finches. The female by far prefers the male with same color on both legs over those that has different color on each leg. Another experiment involve the male elks indicate the importance of symmetry in the antlers. Asymmetric antlers of course often indicate that the male has lost a fight to another male and he is therefore not the strongest.
1. What is the talk mainly about?
A．Potential warning signs from nature
B．The ecological consequences of a volcanic eruption
C．Predicting weather from animal activity
D．The overpopulation of amphibians
2. How are woolly worms sometimes used to predict winter weather?
A．By measuring the length of the worms
B．By counting the worms
C．By measuring the worms' fur
D．By watching how the worms prepare their nests
3. What does the speaker imply about frogs?
A．They are moving to higher altitudes.
B．Their numbers are decreasing all over the world.
C．They have always had difficulty adapting to new conditions.
D．New species continue to evolve.
4. According to the speaker, why is the phenomenon described in the talk so troublesome?
A．There is no good explanation for it.
B．It is occurring very slowly.
C．Its causes are irreversible.
D．It is caused by pollution.
5. Why does the speaker mention dinosaurs?
A．To demonstrate the consequences of a change in climate
B．To give an example of an extinct animal group
C．To compare amphibians to a kind of reptile
D．To emphasize how long amphibians have been in existence
★Listen to a talk given by a Biology professor
Nature often sends signals indicating what is going to do. Some of these signals are pretty obvious others are not so much. Smoke beginning to pour out of volcano probably means that it will erupt sometimes soon. Less obvious and easily overlooked is the fur of woolly worm. It's been claimed you can make a long-range weather forecast base on the thickness of woolly worm's fur. The thicker the fur, the harsher the winter is predicted to be. The thinking of the course is that the worms know what they have to prepare for in order to survive. However, I don't know any research on this. I want to share with you something biologists have noticed in the last few years. Amphibians, especially frogs, have been disappearing in alarming numbers. In places while a couple years ago, there were populations, now there are none. Surely nature is urgently signaling something. But What? What makes this particularly worrisome is the fact of the phenomenon isn't restricted to any specific climate, altitude, country. That is no common link, no one element that scientists can point to and blame. It…ll be easy to say the global warming or loss of habitat due to the over population. But these don't begin to explain the scope of the problem. Amphibians evolved around 350 million years ago, which means they came long before the dinosaurs. They have endured phenomenon changes in the earth all of which add to the mystery in concerns. Why was the population that such ancient older animals change so suddenly after that much time?
C B A D
1. What is the talk mainly about?
A．The differences between butterflies and frogs
B．The life cycle of higher animals
C．Developmental changes in certain animals
D．Evolutionary advantages of metamorphosis
2. What happens in direct development?
A．An animal maintains the same basic structure throughout its life.
B．An animal gives birth to several offspring at one time.
C．An animal lays its eggs in the fourth stage of metamorphosis.
D．A young animal models its behavior after its parents.
3. Why do butterflies lay their eggs on plants?
A．To provide a supply of food
B．To hide the eggs from birds
C．To provide an appropriate place to make a cocoon
D．To expose the eggs to sunlight
4. What is the sequence of the metamorphosis of a butterfly?
5. What is an example of incomplete metamorphosis?
A．An animal is born with undeveloped lungs.
B．An animal is hatched directly into its adult form.
C．An animal undergoes only three stages of changes.
D．An animal stops developing at the pupal stage.
6. Why does the professor mention toads and frogs?
A．Their pupal stages are very long.
B．They are examples of animals that undergo metamorphosis.
C．They lay their eggs in water.
D．They eat roaches and grasshoppers.
★Listen to a talk in a Biology class. The professor is discussing Metamorphosis
Higher animal like dogs, horses even human being look like their parents when they born. There are some mini-changes that occur as these animals grow. But the basic form of the structure stay the same. This is called direct development, which is quiet different from metamorphosis. Many lower animals like ants, flies and sea urchins emerge from the eggs. They don?t look at all like their parents. Only after series of major changes do they take on the characteristic of their parents. Butterfly and moth provide the best example of what biologist call complete metamorphosis because they pass 4 distinct stages of extreme changes. Here is the illustration of butterfly at the
each of the four stages of complete metamorphosis.
The first stage is the egg. Butterflies usually lay their eggs on plants and these plants provide food when they transform into larvae, the second stage. After about month in this stage, a butterfly larva spin the cocoon of silk around itself. A larva in the cocoon is also called pupa. So it?s known as the pupal stage. The pupal stage is the period of inactivity when larva structure evolves into adult structure. Depending on the species, the pupal stage can last anywhere from a few days to several months. When the pupa finally mature into the adult butterfly, it pushes its way out of its cocoon and cross onto the twig or tree land and pump the blood into the trunk and wing until they are full size and strong. Now some insects like grasshopper and roaches have only 3 stages—egg, larva and adult. When an anim al skips the pupal stage, it?s called incomplete metamorphosis. It?s not only insects that undergo the metamorphosis. Frogs and toads are the most well know example of other form-changing animal. Frogs lay their eggs in water and eggs hatch into tadpole. A tadpole looks more like little fish because it has the tail and no legs. But it gradually loses its tail and develops into four legs frog.
1. What do the students say Hunt's study shows about crows?
A．Crows tend to hunt in the same area for their entire life.
B．Crows may display cognitive behavior.
C．Crows are less intelligent than previously thought.
D．Crows design tools somewhat haphazardly.
2. What do the students imply about sea otters and chimpanzees?
A．They use similar tools to hunt for food.
B．They display the capacity for planned tool making.
C．Their tool making abilities fail to match those of crows.
D．They use a wide variety of tools for different purposes.
3. Why do the students mention leaves?
A．Chimpanzees use them as a type of tool.
B．Crows often hide their tools beneath them.
C．Crows line their nests with them.
D．Chimpanzees eat them.
4. How do crows keep track of their tools?
Click on 2 answers.
A．They hold on to them while eating.
B．They give them to their mates for safe keeping.
C．They hide them while searching for prey.
D．They take them along when they move to new hunting grounds.
5. What do the students imply is one criticism of Hunt's study?
A．It is too similar to other studies.
B．Animals other than crows also make sophisticated tools.
C．Hunt's sample was too small to be considered meaningful.
D．Hunt has not proved conclusively that the crows' behavior is planned.
★Listen to part of the discussion in a Biology seminar
P: All right, ah, Jenison Clod have been assigned to read part of our discussion today on animal cognition, are you both ready?
W: Well, Crow I looked into tool making ability of wild animal, in the academicism article about how are scientists means Gavin Hunt has claimed to discover ability of crows with superior tool making abilities. He claims that the tools these birds make are different from tools that other animals make in several ways. For one thing, the crows make different kinds of tools for different situations. Also the tools are very sophisticated. For example, they design tools with hooks, which they used when they are looking for foods. And third... Ah, how about was the third thing?
M: He claims that crows may actually intentionally modify their tools to a specific shape before using them. Other animals like sea otters do use stone to pound open the shell of crab and another prey. And chimpanzees have been observed have puzzle be modifying leaves to use as umbrellas. But these activities don?t meet all 3 criteria for planned tool making.
W: Y eah, and these crows even keep track of their tools when they change hunting sites. For example, they generally take their tools with them and when they eat they usually hold onto the tool with their feet.
P: Interesting! And what?s the significance of Hunt?s study?
M: Well, some scientists argued that the crows may have been born with this behavior. But if Hunt can prove that they really do intentionally modify their tools, their behavior will be massively different from that of other animals and could be considered as cognitive.
W: Right! No other wild animal has the a
1. What is the talk mainly about?
A．The food chain on the prairie
B．The habitat of prairie dogs
C．Prairie dog communication
D．Attempts to communicate with animals
2. According to the speaker, what does the prairie dog provide an example of?
A．How animals learn to communicate
B．How complex animal communication can be
C．Unusual behavior in rodents
D．Ways in which animals adapt to their environment
3. Why does the lecturer compare prairie dogs to squirrels when explaining what prairie dogs look like?
A．Squirrels and prairie dogs live in similar environments.
B．Squirrels are about the same size as prairie dogs.
C．Squirrels are the same color as prairie dogs.
D．Squirrels are often mistaken for prairie dogs.
4. According to the speaker, why do prairie dogs stay near their holes?
A．To protect their young
B．To communicate easily with their neighbors
C．To remain near their food source
D．To escape danger quickly
5. What surprised the researchers about the prairie dogs that they were studying?
A．The prairie dogs had different barks for different people.
B．The prairie dogs were not afraid of the researchers.
C．The prairie dogs were afraid of the researchers.
D．The prairie dogs ran into their holes when the researchers approached.
★Listen to part of the lecture by a Biology professor
For the next couple of weeks we?ll be focusing on how animals communicate with each other. Up to now, we?ve had a rather narrow view of vocal warnings that animals give each other. Some recent research i ndicates that this communication is a lot more complex than we?ve traditionally thought. Let me give you an example. Take prairie dogs. Of course, they?re not really dogs at all,
but wild rodents who live on the plains in the western part of the United Sta tes. In case you can?t visualize them, let me describe them to you. They?re about as big as squirrels, but without the bushy tail. And unlike squirrels, they live in holes in the ground, and they spend a lot of time just outside their holes, because they have a lot of enemies: hawks, coyotes, humans, you name it. When they spot a potential threat, they bark to warn their neighbor and then escape down into their holes. “ Big deal, “ you say; well, it turns out, they can differentiate among predators. Researchers discovered that the bark differs for different predators; coyote warnings are different from people warnings, for instance. But it goes deeper than that; there?s actually evidence that the barks differentiate between individual predators of the same species. The researchers found, for example, that the prairie dogs had a different bark for each member of the research team.
1. What is the talk mainly about?
A．How light conditions affect the color of feathers
B．The methods some birds use to hunt
C．How the structure of a bird's eye compares to a human's
D．The role UV light plays in birds' lives
2. What did the experiment with robins demonstrate?
A．They can distinguish red light from UV light.
B．They can perceive very low levels of UV light.
C．They cannot see UV light through a transparent filter.
D．They experience discomfort in dim light conditions.
3. How is a bird's vision different from a human's?
A．A bird's eyes are less sensitive to color variation.
B．A bird does not have receptors for the basic colors humans see.
C．A bird can see a wider range of colors than a human can.
D．A bird's distance vision is poor in dim light.
4. What did one experiment demonstrate about male birds?
A．UV light helps males identify the females.
B．UV light makes the males appear larger.
C．UV light enhances the color of the males' feathers.
D．UV light helps males locate sites for nests.
5. What advantage does UV light provide hunting birds?
A．They can follow trails left by their prey.
B．They can spot small animals from great distances.
C．They can distinguish between poisonous and nonpoisonous animals.
D．They can see well under cloudy conditions.
★Listen to a talk by a Biology professor discussing birds
As we discussed, the human eye has three different types of color receptors that respond to three basic colors---red, green and blue or other colors are seem to combination for these different types of the receptors. Birds, however, have receptors for these three basic colors and for ultraviolet or UV light. Thus they have much greater color range. What?s really interesting though is the role that UV light plays in a bird?s life. Scientists have discovered that the bird?s eye is extremely sensitive to ultraviolet light. In one experiment robins were able to distinguish between two objects: one completely unlit and one lit by very dim ultraviolet light. Even with the very dim UV light the object was very apparent to the robins. In another experiment female birds wax gold to two male birds. One was behind the filter transparent UV light and one was behind the filter that blocked UV light. The female bird prefers the male bird behind the t ransparent filter. Those birds? feather may have appeared colorful. Hunting birds use UV light to track down small animals. This is possible because small animals use urine to mark the trails and urine observed UV light. The hunting birds can use the UV light to follow the trail to their prey.
1. What is the purpose of the lecture?
A．To prepare students for a field trip
B．To validate archaeological findings
C．To classify certain marine animals
D．To explain the uses of barnacle cement
2. According to the professor, how are barnacles different from other shellfish?
A．They are generally larger in size.
B．They have a thinner shell.
C．They can damage ships.
D．They have a stronger taste.
3. Why does the professor mention fossils?
A．To explain that barnacles evolved from an ancient species
B．To prove that barnacles are related to contemporary shellfish
C．To question the findings of paleontologists
D．To show how long-lasting barnacle cement is
4. What do scientists hope to learn from studying barnacles?
A．How to grow bigger, better-tasting barnacles
B．What ocean life was like 150 million years ago
C．How to produce a strong, long-lasting cement
D．How barnacles reproduce
5. What is unique about the barnacle found on the West Coast of the United States?
A．It is not as nutritious as East Coast barnacles.
B．It grows exceptionally large.
C．It produces the strongest cement of all barnacles.
D．It fights for food with lobsters and crabs.
★Listen to a talk given by a professor of Marine Biology
Okay, class, as I mention the beginning of this semester, we will be taking a fieldtrip to local marina and that fieldtrip will take place next week. Um, before we go there are few things I like to point out to you. Particularly I like to talk about barnacles. As we discussed a barnacle is a shell fish usually small less than an inch length. It is related to lobsters, shrimps and crabs. However unlike those other shellfishes, barnacle are considered silent organisms. That is they are potentially damaging nuisance. Y ou know because they attach themselves to wood piers, rocks and ship bottoms as we see next week in marina. And it even attach themselves to other living creatures such as turtles and whales. Now barnacles use a very powerfu l cement, it?s a self made cement to attach themselves. In fact, it?s one of the most powerful glues known. Paleontologist says even discovered fossils from hundreds fifteen million years ago. That have barnacle still attached. So as you can see it?s very very powerful and long lasting cement. Scientists today are even try to duplicate that powerful adhesive. Only a few countries use barnacles for food, people in Chile, Brazil, Spain and Italy harvest and eat the clam like GOOSE barnacle. Um, however there are one type barnacle found here in the United States, on west coasts. They reach the weight of 3 pounds and actually grow up to five inches tall. It tastes a lot like lobster or crab.
C D C B
1. Why does the professor refer to birds as “glorified reptiles”?
A．Birds are structurally identical to flying reptiles.
B．Scientists prefer to classify birds as reptiles.
C．Birds and reptiles share a common ancestry.
D．Both birds and reptiles are considered highly evolved species.
2. What physical features of some modern birds are similar to those of flying reptiles? Click on 2 answers.
A．Light, porous bones
B．Scales on the feet
C．Feathers covering the head
D．Claws on the toes
3. Why do scientists consider birds highly successful vertebrates?
Click on 2 answers.
A．They evolved more rapidly than any other animal.
B．They are able to travel long distances very quickly.
C．They have adapted to a variety of environmental conditions.
D．They have developed into many different species throughout the world.
4. What does the name Archaeopteryx mean?
A．Ancient bird
B．Flying reptile
C．Glorified reptile
D．Feathered lizard
5. Until 1986, what did scientists probably believe about the Archaeopteryx?
A．It was not capable of flying.
B．It represented a transitional stage between reptiles and birds.
C．It should not have been classified as a bird.
D．It was better adapted to water than to land.
6. What did the discovery of the Protoavis lead scientists to believe?
A．The Archaeopteryx was probably the first reptile with wings.
B．Birds were not members of the reptile family.
C．Early members of the bird family did not have feathers.
D．Birdlike creatures existed much earlier then previously thought.
★Listen to part of the lecture in a Biology class. The professor is discussing birds.
Birds are sometimes referred to as glorified reptiles and even no modern birds are structurally very different from reptiles. Some show minor evidence from their ancestry like scales on their feet, or claws on their toes. However, flying reptiles disappeared more than 70 million years ago, but birds obviously managed to survive. Y ou remember that the biological success on any group organism is measured by, the number of the species, the individuals in the group, there are distributions up the world and of course their ability to adapt to all kinds of environmental conditions. On the basis of this criteria birds are considered one of the most successful vertebrates in modern times. Their success means that they were probably not only better adapted in reptile for flying but also for life on land and on water. But when did these glorifications begin, and how fast the changes occur. It was seen logical to assume that at some time million years ago transitional stages between reptiles and birds existed and in fact one of the most important clues came with the discovery of the fossil called Archaeopteryx, which literally means ancient bird. The Archaeopteryx dated back 150 million years to the Jurassic period. Fortunately the fossil not only included the skeleton but also impression of the feathers of the wings and the double rare tail feathers. If it were not for these feathers scientists would classified it as a reptile, because they had many characteristics more like a lizard than a bird. Archaeopteryx is not, however, considered the ancestor of the modern bird. But it probably was derived from the ancestor form and also gave rise to modern birds. Up until the mid 1980?s, the Archaeopteryx were considered the most ancient of all b irds. Then in 1986, a fossil was discovered called Protoavis that showed the nature of dinosaurs and bird-like characteristics. But it lived 225 million years ago, about 75 million years before the Archaeopteryx. So clearly the final world is not at in the original birds.
1. Why is the speaker talking about the wolf and the octopus?
A．To explain how to react when encountering one of them
B．To clarify misconceptions about them
C．To promote greater protection of both species
D．To compare their strategies for avoiding danger
2. How has the giant octopus gotten its bad reputation?
A．It has attacked ships.
B．It has no natural predators.
C．It has injured divers who have entered its territory.
D．It has been the subject of frightening stories.
3. What does the speaker imply about crabs?
A．They are eaten by the giant octopus.
B．There are twice as many of them as there are of the giant octopus.
C．They have a reputation similar to that of the wolf and the giant octopus.
D．They might attack a giant octopus.
4. What does the lack of a skeletal structure allow the giant octopus to do?
A．Swim exceptionally fast
B．Attach itself to the bottom of a ship
C．Fit through very small openings
D．Eat animals much larger than itself
5. According to some scientists, how does the black ink help the giant octopus to escape its predators?
A．It poisons predators.
B．It creates a repulsive smell.
C．It changes the giant octopus' skin color to match its surroundings.
D．It causes confusion by creating a false image.
★Listen to part of the lecture in a Biology class
I like to start today lecture by challenging some of the myths about the certain animals consider to be predators of human. Take a case of wolf. People fear wolf because the tales how wolves attack and eat people walk into the woods. In fact, if you encountered the wolves in the wild, it probably runs away. Another animal run their accuse to harm people is giant octopus. Story has been told about the terrifying giant octopus attacking and eating the entire ship. But like the crab or some such, you don't have much to fear for a giant octopus even the hungry one. One myth probably get by such stories concerns the size of octopus, biology report that on average it has an arm standard on 2 and half meters. Large certainly, but hardly ship eating size. Far from being an attacker. The giant octopuses have numbers of talents that make it especially adapted escaping. It has no skeletal structure, so despite its large size it can squeeze to a hole as small as 5 centimeters wide and if it?s caught, for example, in the mouth of the shark. It can pull away leaving one or more its arms. They will grow back or it has been pursued; it squirts black ink which some scientists believe that
take on the form of another octopus and thus confuse the predator. And if that?s not enough the giant octopus have the chameleon like ability to change the skin color to match its surrounding.
1. What is the professor mainly discussing?
A．Wildlife in Africa
B．The two major species of antelopes
C．The diet of predators
D．Advantages of living in groups
2. What will the students see on the videotape?
A．Hawks capturing mice
B．Birds attacking an owl
C．Hyenas attacking elands
D．A herd of buffalo stampeding
3. What do elands do when attacked?
A．Surround their young
B．Scatter in different directions
C．Sacrifice the weakest individuals
D．Surround their attackers
4. What does the speaker imply about animals that live in herds?
A．They are difficult to photograph.
B．They warn one another of approaching predators.
C．They hear better than they see.
D．They cannot defend themselves.
5. What will the professor probably discuss after the video?
A．How birds attack predators
B．How hyenas cooperate in their hunt
C．Disadvantages of group association
D．Threats to the elands' environment
同位素示踪法在高中生物学实验中的应用 同位素示踪法是利用放射性核素作为示踪剂对研究对象进行标记的微量分析方法，即把放射性同位素的原子参到其他物质中去，让它们一起运动、迁移，再用放射性探测仪器进行追踪，就可知道放射性原子通过什么路径，运动到哪里了，是怎样分布的。 同位素示踪法是生物学实验中经常应用的一项重要方法，它可以研究细胞内的元素或化合物的来源、组成、分布和去向等，进而了解细胞的结构和功能、化学物质的变化、反应机理等。总之，同位素示踪法正在更大规模地应用于生物研究领域。 用于示踪技术的放射性同位素一般是用于构成细胞化合物的重要元素，如3H、14C、15N、18O、32P、35S、131I等。在高中生物学教材中有多处涉及到放射性同位素的应用，下面笔者对教材中的相关知识进行归纳如下： 1 研究蛋白质或核酸合成的原料及过程 把具有反射性的原子参到合成蛋白质或核酸的原料（氨基酸或核苷酸）中，让它们一起运动、迁移，再用放射性探测仪器进行追踪，就可知道放射性原子通过什么路径、运动到哪里以及分布如何。 2 研究分泌蛋白的合成和运输 用3H标记亮氨酸，探究分泌性蛋白质在细胞中的合成、运输与分泌途径。在一次性给予放射性标记的氨基酸的前提下，通过观察细胞中放射性物质在不同时间出现的位置，就可以明确地看出细胞器在分泌蛋白合成和运输中的作用。例如，通过实验说明分泌蛋白在附着于内质网上的核糖体中合成之后，是按照内质网→高尔基体→细胞膜的方向运输的，从而证明了细胞内的各种生物膜在功能上是紧密联系的。 3 研究细胞的结构和功能 用同位素标记氨基酸或核苷酸并引入细胞内，探测这些放射性标记出现在哪些结构中，从而推断该细胞的结构和功能。 4 探究光合作用中元素的转移 利用放射性同位素18O、14C、3H作为示踪原子来研究光合作用过程中某些物质的变化过程，从而揭示光合作用的机理。例如，美国的科学家鲁宾和卡门研究光合作用中释放的氧到底是来自于水，还是来自于二氧化碳。他们用氧的同位素18O分别标记H2O和CO2，使它们分别成为H218O和C18O2，然后进行两组光合作用实验：第一组向绿色植物提供H218O 和CO2，第二组向同种绿色植物提供H2O和C18O2。在相同条件下，他们对两组光合作用释放的氧进行了分析，结果表明第一组释放的氧全部是18O2，第二组释放的氧全部是O2，从而证明了光合作用释放的氧全部来自水。另外，卡尔文等用14C标记的CO2，供小球藻进行光合作用，追踪检测其放射性，探明了CO2中的碳在光合作用中转化成有机物中碳的途径。 5 研究细胞呼吸过程中物质的转变途径 利用18O作为示踪原子研究细胞呼吸过程中物质的转变途径，揭示呼吸作用的机理。例如，用18O标记的氧气（18O），生成的水全部有放射性，生成的二氧化碳全部无放射性，即18O→H218O。用18O标记的葡萄糖（C6H1218O6），生成的二氧化碳全部有放射性，生成的水全部无放射性，即C6H1218O6→C18O2。例如将一只实验小鼠放入含有放射性18O2气体的容器内，18O2进入细胞后，最先出现的放射性化合物是水。 6 研究某些矿质元素在植物体内的吸收、运输过程 研究矿质元素的吸收部位时，常用放射性同位素32P等来做实验，发现根毛区是根尖吸收矿质离子最活跃的部位。研究矿质离子在茎中的运输部位时，用不透水的蜡纸将柳树的韧
浅谈农村的初中生物教学 课标要求广大农村初中生物教师立足于农村的实际情况．改变以 往以知识为中心的教学模式，根据农村学校现有的设施．采用适当的教学方式．从而激发学生的学习热情。鼓励学生积极投入到教学活动中．让学生主动发现问题、提出问题、解决问题。生物教师在教学过程中应该改变教学理念，坚持一切为了学生、尊重学生、依靠学生．依据新课标的要求及教材特点．结合农村教育实际情况．想尽办法提高教学质量.粮食危机是世界面临的重要危机，解决粮食危机的主要途 径来自生物学的发展和应用。解决世界范围内的重大疾病问题，也是生物学领域的问题。现代农业、林业、牧业和渔业等，正在应用生物学的基本原理，为人们提供更优质的粮食，安全而富营养的禽畜产品和水产品，无公害的绿色果蔬。还有生态环境的问题，也需要生物学发挥作用。可以说，我们的生活处处离不开生物。当前，农村初中的办学条件普遍得到提高。但不可否认农村初中在教学设施，特别是实验的配置方面和城市中学相比，还存在较大差距。而实验在提高教学效率，培养学生的基本技能和动手操作能力方面有着不可替代的作用，生物实验也不例外。因此，农村初中生物教师决不能因为班级大、学生人数多、学生动手能力差、学校实验器材配备不齐等原因而忽略生物实验课。经过十多年在农村初中任教，我认为上好农村初中生物实验课应做好以下几点： 一、重视生物学实验教学,培养农村学生探究与合作的学习方式 生物学是一门实验科学，观察、实验是该学科的基本研究方法．也是激发学生学习的主要手段。在农村初中生物学教学中，一直存在重知识、轻实验的现象。教师在教学中要充分发挥主观能动性．积极开展生物实验教学．并让学生亲自动手实验。我们教师应该在每学期之初，认真研究教材，科学制定好学期生物实验计划，避免平时生物实验教学的随意性。教师作为生物实验活动的调控者，指导者，其实验操作的规范程度将直接影响到实验教学的效果，所以在每次实验教学前，我们教师首先要按照教材中的实验要求，课前自己认真做几遍，确保自己实验操作的规范和熟练。同时，教师要根据自己课前实验的实际情况预测课堂实验过程中学生可能会提出怎样的问题，以及在指导学生参与实验操作过程中，哪些地方可能会是学生操作过程中容易出偏差的地方，只有做到心中有数，才能确保生物实验活动顺利开展。当然，农村初中开展生物实验活动的优点也是比较明显的，我们可以
初中生物会考复习资料 生物和生物圈 1、科学探究一般包括的环节： 提出问题、作出假设、制定计划、实施计划、得出结论、表达交流 2、生物的特征 1)生物的生活需要营养：绝大多数植物通过光合作用制造有机物（自养）；动物则从外界获取现成的营养（异养）。 2）生物能进行呼吸。 3）生物能排出身体内的废物。 动物排出废物的方式：出汗、呼出气体、排尿。 植物排出废物的方式：落叶。 4）生物能对外界刺激做出反应——应激性。例：斑马发现敌害后迅速奔逃。含羞草对刺激的反应。 5）生物能生长和繁殖。 6）除病毒以外，生物都是由细胞构成的。 3、生物圈的范围：大气圈的底部、水圈的大部和岩石圈的表面。 4、生物圈为生物的生存提供的基本条件：营养物质、阳光、空气和水、适宜的温度和一定的生存空间。 5、影响生物的生存的环境因素： 非生物因素：光、温度、水分等；生物因素：影响某种生物生活的其他生物。 例：七星瓢虫捕食蚜虫，是捕食关系。稻田里杂草和水稻争夺阳光，属竞争关系。蚂蚁、蜜蜂家庭成员之间分工合作。 6、生物对环境的适应和影响： 1）生物对环境的适应举例：荒漠中的骆驼，尿液非常少；骆驼刺地下根比地上部分长很多；寒冷海域中的海豹，胸部皮下脂肪厚；旗形树等。 2）生物对环境的影响：蚯蚓在土壤中活动，可以使土壤疏松，其粪便增加土壤的肥力；沙地植物防风固沙等都属于生物影响环境。 7、生态系统的概念和组成 概念：在一定地域内生物与环境所形成的统一整体叫做生态系统。 组成：包括生物部分和非生物部分。生物部分包括生产者、消费者和分解者。非生物部分包括阳光、水、空气、温度等8、食物链和食物网： 生产者和消费者之间的关系，主要是吃与被吃的关系，这样就形成了食物链。食物链彼此交错连接，就形成了食物网。 生态系统中的物质和能量就是沿着食物链和食物网流动的，有毒物质也会通过食物链不断积累。 写食物链时注意：只能以生产者开始，以最高层消费者结束。 9、列举不同的生态系统： 森林生态系统、草原生态系统、海洋生态系统、淡水生态系统、农田生态系统等，生物圈是最大的生态系统。 第二单元 10、利用显微镜观察装片 ①目镜看到的是倒像。例：在显微镜视野中看到一个“d”，那么在透明纸上写的是“p”。 ②显微镜的放大倍数是物镜和目镜放大倍数的乘积。10X30＝300 ③在视野看到物像偏左下方，标本应朝左下方移动物像才能移到中央。 ④区分污点的位置：移动装片，污点跟着移动，污点在装片上；转动目镜，污点跟着移动，污点在目镜上；移动装片和目镜，污点都不动，则污点在物镜上。 11、细胞是生物生命活动的基本结构和功能单位。细胞的基本结构和功能 ①细胞膜—保护细胞内部结构，控制细胞内外物质的进出。 ②细胞质—活细胞的细胞质具有流动性，有利于细胞与外界环境之间进行物质交换。 ③细胞核—在生物遗传中具有重要作用。细胞核内含有遗传物质。 ④细胞壁—支持和保护作用 12、植物细胞特有的结构：细胞壁、叶绿体和液泡。 13、洋葱表皮细胞装片的制作和观察 制作步骤：（1）先在洁净的载玻片中央滴一滴清水。（2）用镊子从鳞片叶的内面撕下一小块透明的薄膜。（3）把撕下的薄膜放在载玻片中央的水滴中，用解剖针轻轻地把它展平。（4）用镊子夹住一块盖玻片一侧的边缘，将它的另一侧先接触水滴，然后轻轻地放平，盖在薄膜上，可减少气泡产生。（5）碘液染色。（6）低倍显微镜下观察 14、口腔上皮细胞装片的制作和观察 （1）在洁净的载玻片中央滴一滴生理盐水。（2）用凉开水把口漱净，用牙签从口腔腮壁处轻轻刮几下，（3）把牙签上附着的一些碎屑放在载玻片的生理盐水滴中涂几下。（4）盖上盖玻片。（5）碘液染色。（6）低倍显微镜下观察。
范文 2020年最新学校发展共同体活动实施方案 1/ 11
最新学校发展共同体活动实施方案 01 为加快农村薄弱学校建设，充分利用和发挥城市学校的人才优势、管理优势、资源优势、信息优势，逐步缩小城乡教育差距，促进城乡基础教育均衡同步发展，根据临渭区教育局《关于推进城乡学校发展共同体建设实施教育精准扶贫三年行动计划》文件精神，结合实验小学校情及三张镇、孝义镇 13 所学校的现状与特点，特制定本实施方案。 一、指导思想贯彻区局文件精神，发挥核心校实验小学优质教育资源的辐射作用，以师资队伍建设为抓手，以优化课堂教学过程为载体，以相互促进、共同提高，优质办学为目的，整合城乡教育资源，在共同体内实行共享管理经验、助推教师成长、探索考核评价等新机制。 通过理念更新、队伍建设、教学改革、特色创建、轮岗任教等方式，实现“理念共享、资源共享、方法共享、成果共享”，构建均衡优质和谐的临渭教育，促进基础教育均衡发展。
二、组织机构总负责：组长：副组长：领导机构下设城乡学校发展共同体办公室主任：副主任： 3/ 11
三、主要目标 1.互相融合，完善学校管理体系。 帮助孝义镇中心校和三张镇中心校确立明确的办学思路、科学学校制度，改善教师培训方式、更新教师教学理念，形成学校办学特色。 2.任务驱动，落实城乡帮扶责任。 主要通过“四会”即开展联席会、组织专题会、召开现场会、举行汇报会来明确责任。 3.依托活动，开展相关帮扶工作。 以“课标研读”为主线，举行集中教研活动、科研知识讲座、课题指导、师徒结对、业务竞赛等活动，形成“学习、研究、实践”为一体的研修氛围。 4.积极探索，遵循“五共五联”原则。 即示范榜样共引、教育管理共济，教育资源共享，教育问题共研，教育发展共进；城乡学校联谊、教学研究联动、教学质量联抓、教师培训联办、亮色孵化联手，真正打造成均衡联动发展共同体，互补短板，互长优势，共生共长，共同发展。 四、具体活动安排
高中生物学中常见同位 素示踪法实验精编版 MQS system office room 【MQS16H-TTMS2A-MQSS8Q8-MQSH16898】
同位素示踪法在高中生物学实验中的应用 同位素示踪法是利用放射性核素作为示踪剂对研究对象进行标记的微量分析方法，即把放射性同位素的原子参到其他物质中去，让它们一起运动、迁移，再用放射性探测仪器进行追踪，就可知道放射性原子通过什么路径，运动到哪里了，是怎样分布的。 同位素示踪法是生物学实验中经常应用的一项重要方法，它可以研究细胞内的元素或化合物的来源、组成、分布和去向等，进而了解细胞的结构和功能、化学物质的变化、反应机理等。总之，同位素示踪法正在更大规模地应用于生物研究领域。 用于示踪技术的放射性同位素一般是用于构成细胞化合物的重要元素，如3H、14C、 15N、18O、32P、35S、131I等。在高中生物学教材中有多处涉及到放射性同位素的应用，下面笔者对教材中的相关知识进行归纳如下： 1 研究蛋白质或核酸合成的原料及过程 把具有反射性的原子参到合成蛋白质或核酸的原料（氨基酸或核苷酸）中，让它们一起运动、迁移，再用放射性探测仪器进行追踪，就可知道放射性原子通过什么路径、运动到哪里以及分布如何。? 2 研究分泌蛋白的合成和运输? 用3H标记亮氨酸，探究分泌性蛋白质在细胞中的合成、运输与分泌途径。在一次性给予放射性标记的氨基酸的前提下，通过观察细胞中放射性物质在不同时间出现的位置，就可以明确地看出细胞器在分泌蛋白合成和运输中的作用。例如，通过实验说明分泌蛋白在附着于内质网上的核糖体中合成之后，是按照内质网→高尔基体→细胞膜的方向运输的，从而证明了细胞内的各种生物膜在功能上是紧密联系的。? 3 研究细胞的结构和功能? 用同位素标记氨基酸或核苷酸并引入细胞内，探测这些放射性标记出现在哪些结构中，从而推断该细胞的结构和功能。? 4 探究光合作用中元素的转移? 利用放射性同位素18O、14C、3H作为示踪原子来研究光合作用过程中某些物质的变化过程，从而揭示光合作用的机理。例如，美国的科学家鲁宾和卡门研究光合作用中释放的氧 到底是来自于水，还是来自于二氧化碳。他们用氧的同位素18O分别标记H 2O和CO 2 ，使它 们分别成为H 218O和C18O 2 ，然后进行两组光合作用实验：第一组向绿色植物提供H 2 18O和 CO 2，第二组向同种绿色植物提供H 2 O和C18O 2 。在相同条件下，他们对两组光合作用释放的 氧进行了分析，结果表明第一组释放的氧全部是18O 2，第二组释放的氧全部是O 2 ，从而证明 了光合作用释放的氧全部来自水。另外，卡尔文等用14C标记的CO 2 ，供小球藻进行光合作 用，追踪检测其放射性，探明了CO 2 中的碳在光合作用中转化成有机物中碳的途径。? 5 研究细胞呼吸过程中物质的转变途径? 利用18O作为示踪原子研究细胞呼吸过程中物质的转变途径，揭示呼吸作用的机理。例如，用18O标记的氧气（18O），生成的水全部有放射性，生成的二氧化碳全部无放射性，即 18O→H 218O。用18O标记的葡萄糖（C 6 H 12 18O 6 ），生成的二氧化碳全部有放射性，生成的水全部 无放射性，即C 6H 12 18O 6 →C18O 2 。例如将一只实验小鼠放入含有放射性18O 2 气体的容器内，18O 2 进入细胞后，最先出现的放射性化合物是水。? 6 研究某些矿质元素在植物体内的吸收、运输过程? 研究矿质元素的吸收部位时，常用放射性同位素32P等来做实验，发现根毛区是根尖吸收矿质离子最活跃的部位。研究矿质离子在茎中的运输部位时，用不透水的蜡纸将柳树的韧皮部和木质部隔开，并在土壤中施用含42K的肥料，5小时后测定42K在柳茎各部位的分布；有蜡纸隔开的木质部含有大量42K，韧皮部几乎无42K，说明运输42K的是木质部；柳茎
推进学校发展共同体建设 促进东夏教育均衡发展 为推进学校发展共同体建设，促进东夏教育均衡发展，东夏教管办落实市教育局提出的“关于促进城乡教育一体化发展的实施意见”，充分发挥各校优质资源作用，实现教育均衡化为目的的共同体建设，进一步推动城乡学校互助共同体工作的深入开展，缩小城乡教育差距，推动城乡教育一体化发展。 2010年东夏初中与职工子弟初中、东夏小学与职工子弟小学结对，2011年东夏初中与北关初中结对，东夏小学与西苑小学结对，今年东夏初中与开发区初中，苏屯初中与满族初中，东夏小学、苏埠屯小学与西苑小学结对，东夏小学副校长到店子小学兼任副校长，建立了东夏镇小学共同体。 自校际间共同体建立以来，由于校际间优势互补、互相促进，且活动组织灵活方便，便于进行深度交流。我镇从学校和教师的需要出发，以改进教师的课堂教学行为，提高学校的教学管理水平为核心内容，继续深化校校联动、共同参与的合作管理机制，加强固定合作研讨项目的深入开展，促进区域学校资源共享，共同发展，我们的工作取得了一定的效果。 一、主要措施 一是加强组织领导。成立东夏镇学校发展共同体建设工作领导小组，领导小组下设办公室，具体负责学校发展共同体建设工作的组织领导。各发展共同体学校也成立了相应的组织领导机构，明确分工，加强配合，协同做好共同体建设工作。学校有关科室切实加强共同体实施过程中各个环节的管理，重视调查研究，及时发现并解决共同体建设过程中出现的热点难主要点问题。
二是强化考核评价。学校制定学校发展共同体考核评价方案，对共同体学校实行全方位、捆绑式的一体化联动考核，实现共同体各成员学校“利益共享、荣辱共担、校兴共荣、校衰共耻”。每年6月份和12月份对各学校发展共同体建设的进展情况分别进行中期评估和终期评估，评估结果作为考核、奖励共同体的依据。对于工作成效特别突出的典型经验，教管办将适时通过现场会、经验交流会等多种形式进行推广。将学校发展共同体建设情况纳入创先争优等评选范畴。 三是狠抓过程管理。双方学校将加强对各发展共同体的过程性指导和监管，同时将组织有关专家成立学校发展共同体建设指导小组，对学校发展共同体建设情况进行跟踪指导、半年中期评估和年底终期评估等。 四是加强人文关怀。我镇对来我们东夏支教的指导教师提供无微不至的关怀，对到结对学校学习的教师给予每月200元的补助，在重大节日期间对支教教师和外出学习教师进行走访，在考核成绩相同的情况下，评优树先向外出学习教师倾斜。 五是东夏初中和苏屯初中互派副校长进行交流学习；并成立了东夏镇小学教科研一体化，派出副校长李广华到店子小学兼任副校长，定期在全镇小学范围内召开研讨会和选派骨干教师到共同体学校进行教研教改活动。 二、取得的成效 一是促进了学校管理水平的提升。共同体各方切实履行职责，毫无保留地将本校的管理思想、管理理念、管理策略和管理措施提供给对方，相互借鉴，相互学习，切实担负起帮助、指导、促进对方学校提高学校管理水平的责任和义务。利用暑假教育系统人事调整契机，从主体学校选派优秀管理干部，到对方学校担任学校管理工作。双方学校选派优秀教师到对方学校交流教学经验，确立了“全力打造均衡优质和谐的教育品牌，创建青州最亮丽学校”的办学目标，实行统
高中生物“同位素示踪法”专题复习 同位素示踪法是利用放射性元素作为示踪剂对研究对象进行标记的微量分析方法，研究细胞内的元素或化合物的来源、组成、分布和去向等，进而了解细胞的结构和功能、化学物质的变化、反应机理等。用于示踪技术的放射性同位素一般是用于构成细胞化合物的重要元素。如3 H 、14C 、15N 、18O 、32P 、35S 等。 一、3H 练习 1．将植物细胞在3H 标记的尿苷存在下温育数小时，然后收集细胞，经适当处理后获得各种细胞器。放射性将主要存在于： （ ） A ．叶绿体和高尔基体 B ．细胞核和液泡 C ．细胞核和内质网 D ．线粒体和叶绿体 2．用3H 标记葡萄糖中的氢，经有氧呼吸后，下列物质中可能有3H 的是 （ ） A 、H 2O B 、CO 2 C 、C 2H 5OH D 、C 3H 6O 3 3．愈伤组织细胞在一种包含所有必需物质的培养基中培养了几个小时，其中一种化合物具有放射性（ 3H 标记）。当这些细胞被固定后进行显微镜检，利用放射自显影技术发现放射性集中于细胞核、线粒体和叶绿体中。因此，可以肯定被标记的化合物是 （ ） A 一种氨基酸 B 尿嘧啶核苷 C 胸腺嘧啶脱氧核苷酸 D 葡萄糖 4．（多选）下列生物学研究选择的技术（方法）恰当的是 （ ） A ．用 3H 标记的尿嘧啶核糖核苷酸研究DNA 的复制 B ．用利用纸层析法提取叶绿体中的色素 C ．用标志重捕法进行鼠的种群密度的调查 D ．用无毒的染料研究动物胚胎发育的过程 5．为了促进有丝分裂物质对细胞分裂的促进作用，将小鼠的肝细胞悬浮液分成等细胞数的甲、乙两组，在甲组的培养液中加入 3H 标记的胸腺嘧啶脱氧核苷（ 3H-TdR ）；乙组中加入等剂量的 3H-TdR 加入促进有丝分裂物质。培养一段时间后，分别测定甲、乙两组细胞的总放射强度。据此回答下列问题： （1）细胞内 3H-TdR 参与合成的生物大分子是 ，该种分子所在的 细胞结构名称是 ， 。 （2）乙组细胞的总放射性强度比甲组的 ，原因是 。 （3）细胞利用 3H-TdR 合成生物大分子的过程发生在细胞周期的 期。 （4）在上述实验中选用3H-TdR 的原因是 。 二、14C 练习 1．若用 14C 标记CO 2 分子，则放射性物质在C 4植物光合作用过程中将会依次出现在( ) A ．C 5、C 4 、（CH 2 O ） B ．C 5、C 3、（CH 2 O ） C ．C 3、C 4、（CH 2 O ） D ．C 4 、C 3、（CH 2 O ） 2．用同位素标记追踪血液中的某些葡萄糖分子，若该分子流经人的肾脏后又由肾静脉流出，则该分子很可能穿过几层细胞膜? （ ） A 2层 B 4层 C 6层 D 0层或8层 3．科学家利用“同位素标记法”搞清了许多化学反应的详细过程。下列说法正确的是( ) A ．用14C 标记CO 2 最终探明了CO 2 中碳元素在光合作用中的转移途径 B ．用18O 标记H 2 O 和CO 2 有力地证明了CO 2 是光合作用的原料 C ．用15N 标记核苷酸搞清了分裂期染色体形态和数目的变化规律 D ．用35S 标记噬菌体的DNA 并以此侵染细菌证明了DNA 是遗传物质 4．用同位素14C 标记的吲哚乙酸来处理一段枝条一端，然后探测另一端是否含有放射性14C 的吲哚乙酸存在。枝条及位置如右下图。下列有关处理方法及结果的叙述正确的是 （ ） A ．处理图甲中A 端，不可能在图甲中的B 端探测到14C 的存在 B ．处理图乙中A 端，能在图乙中的B 端探测到14 C 的存在 C ．处理图乙中B 端，能在图乙中的A 端探测到14C 的存在 D ．处理图甲中B 端，能在图甲中的A 端探测到14C 的存在 三、15N 练习 1．科学家用 15N 的硝酸盐作为标记物浸泡蚕豆幼苗,追踪蚕豆根尖细
仿生学的例子 1。由令人讨厌的苍蝇，仿制成功一种十分奇特的小型气体分析仪。已经被安装在宇宙飞船的座舱里，用来检测舱内气体的成分。 2。从萤火虫到人工冷光； 3。电鱼与伏特电池； 4。水母的顺风耳，仿照水母耳朵的结构和功能，设计了水母耳风暴预测仪，能提前15小时对风暴作出预报，对航海和渔业的安全都有重要意义。 5。人们根据蛙眼的视觉原理，已研制成功一种电子蛙眼。这种电子蛙眼能像真的蛙眼那样，准确无误地识别出特定形状的物体。把电子蛙眼装入雷达系统后，雷达抗干扰能力大大提高。这种雷达系统能快速而准确地识别出特定形状的飞机、舰船和导弹等。特别是能够区别真假导弹，防止以假乱真。 电子蛙眼还广泛应用在机场及交通要道上。在机场，它能监视飞机的起飞与降落，若发现飞机将要发生碰撞，能及时发出警报。在交通要道，它能指挥车辆的行驶，防止车辆碰撞事故的发生。 6。根据蝙蝠超声定位器的原理，人们还仿制了盲人用的“探路仪”。这种探路仪内装一个超声波发射器，盲人带着它可以发现电杆、台阶、桥上的人等。如今，有类似作用的“超声眼镜”也已制成。 7。模拟蓝藻的不完全光合器，将设计出仿生光解水的装置，从而可获得大量的氢气。 8。根据对人体骨胳肌肉系统和生物电控制的研究，已仿制了人力增强器——步行机。 9。现代起重机的挂钩起源于许多动物的爪子。 10。屋顶瓦楞模仿动物的鳞甲。 11。船桨模仿的是鱼的鳍。 12。锯子学的是螳螂臂，或锯齿草。 13。苍耳属植物获取灵感发明了尼龙搭扣。 14。嗅觉灵敏的龙虾为人们制造气味探测仪提供了思路。 15。壁虎脚趾对制造能反复使用的粘性录音带提供了令人鼓舞的前景。 16。贝用它的蛋白质生成的胶体非常牢固，这样一种胶体可应用在从外科手术的缝合到补船等一切事情上。 好运 生物学家通过对蛛丝的研究制造出高级丝线，抗撕断裂降落伞与临时吊桥用的高强度缆索。船和潜艇来自人们对鱼类和海豚的模仿。 响尾蛇导弹等就是科学家模仿蛇的“热眼”功能和其舌上排列着一种似照相机装置的天然红外线感知能力的原理，研制开发出来的现代化武器。 火箭升空利用的是水母、墨鱼反冲原理。 科研人员通过研究变色龙的变色本领，为部队研制出了不少军事伪装装备。 科学家研究青蛙的眼睛，发明了电子蛙眼。
如何培养初中生对生物学科的兴趣 鲁史中学赵胜堂著名心理学家皮亚杰认为：“一切有成效的工作必须以某种兴趣为先决条件。”教育是培养人的活动，学生要获取科学文化知识，首先要对学习充满兴趣。一旦失去兴趣，学生不仅会感到学习是一种痛苦，而且学习效率也不会高。 学习是一种艰苦复杂的脑力劳动，学生长年累月的学习是确实很辛苦。如果没有兴趣来支撑，那是一件十分痛苦的事情。浓厚的学习不仅兴趣能帮助学生克服学习中的畏难情绪和困难，学习起来不仅不觉得苦和累，而且会让他们感到其乐无穷。著名生物学家达尔文童年时代就对生物研究具有浓厚的兴趣，在采集标本时，为了腾出手来捕捉昆虫，竟然将甲虫塞进嘴巴。我国著名数学家陈景润，在数学研究中达到了如痴如迷、废寝忘食的境地。古往今来，大凡卓有成效的“大家”“学者”无一不对自己所从事的科研事业充满浓厚的兴趣。 兴趣是学习的根本保证，是探索知识的动力。如果教学方法得当，学生对生物课的内容发生兴趣时，他们的思想就会活跃起来，记忆和思维的效果就会大大提高，反之，则把学习看成是精神负担，效果必然很低。美国著名心理学家布鲁纳也说：“学习的刺激力量乃是对所学教材的兴趣。”歌德说：“哪里没有兴趣，哪里就没有记忆。”因此，能否激发学生的兴趣，提高学生的记忆效果．无疑是教学成败的关键。 那怎样激发学生的学习兴趣呢？ 为了激发学生乐与学生物，近年来，我进行了这样一些尝试．并取得了一些效果。1．深刻理解生物学知识的重要性 心理学研究表明。需要一动机一目标是构成人的积极性行为心理动力的主要因素。有了需要才能树立动机，有了动机才能确立目标。一个人只有清晰地意识到自己的学习活动所要达到的目标与意义，并把它认为自己需要的东西，来推动自己的学习行为时，这种学习行为可进发而成一种有利的学习动机。在教学过程中，教师可以给学生讲解一些自己在农业频道或<<致富经>>上看到的有关生物养殖方面的具体的例子，也让学生一起阅读讨论课本上举到的养苍蝇，养蝎子的例子。这样学生会觉得生物学科离他们很近，他们在课堂上学的有些生物知识自己也是完全可以具体应用到实际生活中的。
七沟中心小学 落实《“学校发展共同体”学区方案》工作 计划草案 为有效落实《平泉市城区中心校组建“学校发展共同体”的实施方案》，推进义务教育从基本均衡向优质均衡发展，根据学校发展实际需要，特制定如下工作计划。 一、成立“学校发展共同体”工作小组。 学区联络领导：王建中武洪英 组长：李春国（校长，负责计划制定、沟通联系、协调）副组长：蔡成（副校长，具体负责活动的开展、组织） 成员：韩振武、王晓丹、张文利、杨磊、刘永中（主任、副主任、少先队辅导员、报帐员，协助组长、副组长负责分管工作活动的开展与服务） 二、工作内容与合作方式（预设） 根据学区中心校关于“学校发展共同体”的实施方案要求，“共同体”将进行以下内容合作与建设： 1.召开“共同体”成立大会，明确各校职责、合作方式、工作内容，建立统一的“学校发展共同体”协调领导组织机构。 2.建立学校班子成员联席会议制度，由各成员校轮流承办，每学年召开一次。会议内容可听取各校意见，对“共同体”工作做出年度计划，计划与总结由承办校负责执笔，复印给各校；也可进行某一方面的主题交流或论坛；还可对承办校进行综合诊断，提出合理建议等。 3.组建“共同体”名师团队，充分利用各校的名师骨干资源，让“共同体”互补分享，并有计划的开展名师送课、名师讲堂、
名师帮扶等活动。 4.分学科建立“共同体”教师微信交流群，突破时空局限性，加强教师实时沟通与交流与资源共享。 5.定期开展“共同体”文化交流活动。开展领导、教师、学生等多层面，教学、养成、少先队等多内容多领域的合作与交流。使交流与合作经常化、常态化。 6.建立“大教育”观，各成员校要不断增强促进和发展“共同体”意识，以提高“共同体”办学质量和效益为己任，努力实现“共同体”成员的教学管理、教学资源、教学方法、教学活动等最大程度的共享。 三、“共同体”交流活动安排（预设） （2017—2018年度，承办校：城东小学） （一方建议，不一定切合实际，敬请提出批评指正。） 七沟中心小学 2017年10月26日
初中生物会考试卷及答案 1、以下生物体的结构最简单的是（ a、细菌 ） b 、植物 c 、 动物 d 、肝炎病毒 2、能将细胞中的有机物分解并释放出能量的结构是（） a、细胞膜 b 、细胞核 c 、线粒体 d 、叶绿体 3、面对毒品我们不应有的态度是（） a、坚决拒绝，决不沾染 b 、举报你身边有吸毒行为的人 c、有新鲜感，好奇地试一试 d 、积极参加反吸毒的宣传活动 4、有些现存的动物仍与它们在一百万年以前生存的形式几乎相同，这一现象最 好用什么来解释？（） a、这些动物一直发生着变异 b 、这些动物的生活环境变化不大 c、这些动物用有性生殖来繁殖 d 、这些动物又演化成简单的生物 5、当你在家中自行用药时，为了安全，必须考虑什么？（） ①该药生产企业与日期、有效期、批准文号②该药是不是广告推荐的药品 ③该药的功能用量、不良反应、禁忌症等④该药是处方药还是非处方药 a、①②③ b 、①②④ c 、② ③④ d 、①③④ 6、染色体和基因的正确关系是（） a、很多基因排列在染色体上 b 、很多染色体排列在基因上 c、基因是染色体的另一种叫法 d 、染色体在细胞核时叫基因 7、小明假期在农村老家的岩石上发现了许多斑点，这些斑点有大有小，就象是岩 石的花纹一样，他不能确定这些斑点是什么，是不是生物？你能想办法帮他判 断吗？（） a、不是生物，因为它们不能动 b 、是生物，因为它们能生长和繁殖 c、不是生物，因为刮下来就象是泥土 d 、是生物，因为岩石是不会长出东西来的 8、下列哪一项不是提高植物光合作用，增加作物产量的措施？（） a. 增加光照时间，利用相关照明设施 b. 增加农田中二氧化碳的含量，向 农田输送二氧化碳 c. 合理灌溉，保证植物生长所需的水分 d. 尽力密植，让植物充分利用太阳光 9、过去航海的水手容易得坏血病，是因为在长期的航海过程中不易得到新鲜 的蔬菜水果，新鲜的蔬菜水果中富含（）
大庆路小学 “教师专业发展共同体”建设实施方案 一、指导思想 相传佛教创始人释迦牟尼曾问他的弟子:“一滴水怎样才能不干涸?”弟子们面面相觑,无法回答。释迦牟尼说:“把它放到大海里去。”是的,在当前经济迅猛发展,竞争日趋激烈的时代,我们如果只强调个人的力量,你表现得再完美,也很难创造很高的价值。“没有完美的个人,只有完美的团队。”山可以不靠山,但人一定要靠人。能聚人者以一当十,善管人者以一当百。团队的志向是共同的事业。只要团队成员,都能充分发挥示范、辐射和带动作用，一心一意为 所在的团队而努力,相互之间都.会产生巨大的能量，促进教师专业快速成长。 二、组织领导 组长：王建华 副组长：许国堂 办公室：周海燕 三、组织形式 1、由校长室直接管理，教科室分管。 2、学校内：由学校牵头，在学校范围内，组建教师专业发展共同体，组长由集体推荐、个人自荐，成员自行组合，每组3-5人，在语文、数学、英语等学科全面开展，每位教师可参加1-2组，采取多种形式，“师带徒”“青蓝”工程结合，创造性的开展工作。 四、职责任务 1、学校职责任务 （1）负责学校共同体的组建，建立共教师专业发展档案。 （2）负责共同体的管理：组织小组研制共同体的活动计划和学年目标，根据本学科特 点组织并督促各共同体按照计划要求开展活动，完成相关任务。 （3）组织对校共同体建设的考核与评价。每学期一次。 2、教师共同体职责 （1）制定、交流自我发展计划，确定发展目标，明确发展措施， （2）每学期至少有1节以上市、区级公开课，所有成员要执教1节校级公开课，承办1 次业务讲座。 （3）每学期至少发表2篇主流期刊文章，在三大杯论文竞赛中获奖不少于3 篇。 （4）共同体至少有一个市级以上课题研究任务。 （5）成员之间开展五个一活动：“同研一个课题、同读一本书、同上一节课，同写教学反思、同建教育博客”等共同研讨活动。 五、评价考核 每学期对我校教师专业发展共同体进行考核，设优秀团队奖、达标奖，并在教师专业评比上优先考虑。 2015 年9月7日 分组： 语文3组：任慧芳；周海燕；李惠。 数学2组：李玲；缪书园。 英语组：张凤 品德组：马莉 综合实践组，周海燕 科学组：王生军 艺体组：许国堂 综合组：王建华
同位素示踪法在生物学科中的应用 用放射性同位素标记的化合物，其化学性质不变，根据其放射性，对生物体内各种复杂的生理、生化过程进行追踪，叫同位素示踪法。常利用14C、18O、15N、3H、32P、35S等同位素作为示踪原子。 1．推断动、植物细胞的结构和功能 用同位素标记的氨基酸或核苷酸引入细胞内，探测这种放射性标记出现在哪些结构中，从而推断该细胞的结构和功能。 例1．用示踪原子3H标记的四种脱氧核苷酸，将其配制到培养基中培养人的白细胞，待细胞恢复分裂后，发现子代细胞中除细胞核外，细胞质中也探测到3H的存在，你认为细胞质中的3H主要存在于（） A．叶绿体B．核糖体C．线粒体D．高尔基体 例2．用14C标记的葡萄糖培养去掉细胞壁的植物细胞，3h后用放射自显影技术观察，该植物细胞内含有14C最多的结构是（） A．核糖体B．高尔基体C．内质网D．细胞核 例3．若用放射性同位素15N标记的氨基酸研究胰腺细胞合成并分泌消化酶的过程，则放射性同位素15N先后出现在（） A．高尔基体、内质网、核糖体B．内质网、高尔基体、核糖体 C．核糖体、内质网、高尔基体D．核糖体、高尔基体、内质网 2．判断光合作用和呼吸作用过程中原子转移的途径 （1）光合作用：O2来自于水的光解，C6H12O6中的C和O全来自于CO2 （2）有氧呼吸：CO2中的O来自于C6H12O6和H2O，H2O中的O来自于O2。 例4．用C18O2参与光合作用，再经过有氧呼吸，则18O转移的途径是（）A．CO2O2 B．CO2 C3 C6H12O6 H2O C．CO2C3 C6H12O6 CO2 D．CO2 C3C6H12O6 H2O+ CO2 例5．在某动物有氧呼吸实验中，若所用的水中有12%含18O，氧气中有4%含18O，则该动物有氧呼吸释放的CO2中约含（） A．6%的C18O2 B．12%C18O2 C．4% C18O2 D．2%C18O2 例6．将生长旺盛的两盆绿色植物分别放置于两个玻璃钟罩内，甲钟罩内的花盆浇足含18O 的水，乙钟罩内充足含18O的CO2，将两个花盆用塑料袋包扎起来，并用玻璃钟罩密封，在适宜温度下光照1h，回答： （1）甲钟罩的壁上出现了许多含18O的水珠，这些水是经过植物的蒸腾作用产生的。还有许多18O2，这是植物进行产生的。 （2）乙钟罩的壁上有许多含18O的水珠，这是C18O2进行作用产生的。 （3）将甲移入黑暗环境中，几小时后，钟罩内18O2减少，减少的18O2被转移到植物体内形成了，这一生理过程的主要意义是。3．定蛋白质代谢过程中元素的转移情况 例7．有人给农作物施用15N标记的肥料，结果在食用该农作物的动物尿液中查出15N。（1）含15N的化肥从土壤溶液中先后经过和过程进入根细胞。（2）含15N的物质在植物体内的核糖体处合成植物蛋白。以后动物摄取该植物蛋白，在消化道内先后经等酶的作用，又分解为含15N的氨基酸。（3）含15N的氨基酸被吸收到动物体内，又经过作用被分解为含15N的物质，进而在内转化为，随尿液排出体外。 4．证明植物生长素的极性运输
仿生物电刺激对人流术后子宫内膜修复作用的观察目的：探讨人工流产术（以下简称人流术）后使用仿生物电刺激对子宫内 膜修复的作用效果。方法：选择本院妇科门诊80例实施人流术患者作为研究对象，随机分为两组，治疗组在人流术后当日给予PHENIX USB4仿生物电刺激+常规处理，对照组给予人流术后常规处理。结果：两组患者术后阴道流血时间、流血量及月经复潮时间对比差异明显（P＜0.05），治疗组术后子宫内膜较对照组厚，但对比无显著性差异。结论：人流术后给予仿生物电刺激可显著减少阴道流血量，缩短流血时间，促进月经复潮。 标签：仿生物电刺激；人工流产术；阴道流血；月经复潮 人工流产是指因意外妊娠、疾病等原因而采用人工方法终止妊娠，是避孕失败的补救措施[1]。由于人流术中机械性的刺激损伤，术后可能导致阴道流血时间长、感染、子宫内膜损伤变薄、月经量减少，甚至导致闭经、不孕等，对患者的生理、心理及生殖健康影响极大[2]。如何及时促进子宫内膜的損伤修复，减少人流术后近期及远期的并发症成为临床妇科医师关注的焦点。本研究在人流术后采用仿生物电刺激治疗，观察其对子宫内膜修复的影响，现将研究过程和结果报告如下。 1资料与方法 1.1研究对象 选取2017年3月至2017年6月本院妇科门诊80例自愿进行无痛人流术患者，以随机方式分为治疗组和观察组各40例。所有患者均符合以下纳入标准：1）胚胎发育正常，B超符合6～8周妊娠；2）血常规、血凝四项无异常；3）排除阴道炎、急性宫颈炎及盆腔炎；4）术前3个月内无宫腔操作史。两组患者在孕产次、年龄、月经周期及孕周等方面无显著性差异（P>0.05），具有可比性。两组患者均为同一组医师施行手术。 1.2研究方法 两组患者均实施无痛人流术，术后均给予罗红霉素及伊血安进行常规支持治疗3天，并由同一医师交代术后注意事项。治疗组同时给予仿生物电刺激治疗，具体操作如下：采用PHENIX USB4仿生物电刺激仪，在无痛人流术后当日选用子宫复旧方案，将治疗仪A1、A2、B1、B2通道分别连接2个电极片，A1、A2通道电极片粘贴于脐旁开两指腹直肌位置，负极在上，正极在下，B1、B2通道电极片粘贴于髂前上棘内侧两指腹外斜肌位置，负极在上，正极在下。使用交流电频率1/4/1（HZ），脉宽270/230/270us，电流强度为病人的最大耐受（不超过50mA）。治疗时间30分钟/次，1天1次，连续3天。 术后观察指标：1）人流术后阴道流血天数及流血量；2）术后14天超声测
2017 年广东省初中生学业考试生物试题 选择题 1.与动物细胞相比，植物细胞特有的结构是( ) A.细胞膜 B.细胞质 C.细胞核 D.细胞壁 2.心脏是人体血液循环的动力泵，从生物体的结构层次分析，心脏属于( ) A.细胞 B.组织 C.器官 D.系统 3.细胞是生物体结构和功能的基本单位，对题3 图的描述，正确的是( ) A.①能将光能转化为化学能 B.②存在于所有细胞中 C.③是细胞的控制中心 D.④为各种生命活动提供能量 4.习惯用右手写字的人在使用显微镜时，限睛和目镜的相对位罝应该是( ) 5.下列不属于生命现象的是( ) A.阿尔法狗机器人下棋 B.母鸡带领小鸡吃米 C.葵花朵朵向太阳 D.婴儿听优美的音乐 6.广东温暖潮湿，生物种类和数量比新疆要多，影响这一现象的非生物因素主要是( ) A.阳光 B.温度和水 C.植物 D.土壤和空气 7.题7 图是生态系统几种生物的关系图，下列说法正确的是( ) A.②③④是消费者 B.①②③④共同构成了生态系统 C.该生态系统具有自我调节能力 D.该图同时存在食物链和食物网 8.探究“光对鼠妇生活的影响”实验，下列说法正确的是( ) A.光照条件是实验的变量 B.可以用1 只鼠妇完成 C.只有光影响鼠妇的生活 D.在一个盒子进行，不用设置对照 9.下列有关玉米种子的说法，正确的是( ) A.胚由胚芽、胚根、子叶组成 B.胚是玉米新植株的幼体 C.酒 精能使玉米种子的纵切面变蓝 D.种子中的子叶发育为叶10.题 10 图为某花的结构示意图，对该图描述正确的是( ) A.①②是花的主要结构 B.所有的花都具有①②③④ C.完成受精后③能继续发育 D.完成受精后④发育成果实 11.叶片与外界环境之间气体交换的“门户”是( ) A.表皮 B.气孔 C.叶脉 D.保卫细胞 12.下列有关植物光合作用的说法，正确的是( ) A.叶绿素是植物进行光合作用的主要场所
湖南省五市十校教研教改共同体2019届高三12月联考 生物试题 一、选择题 1. 人体血液中有血浆蛋白质和血红蛋白，下列关于这两类蛋白质的说法错误的是 A. 缺铁会引起血浆蛋白含量减少进而导致缺铁性贫血 B. 婴儿营养不良会引起血桨蛋白含量不足导致组织水肿 C. 这两种蛋白质的分子结构不同,但氨基酸之间的结合方式相同 D. 参与血浆蛋白加工的细胞器有内质网、高尔基体和线粒体 【答案】A 【解析】铁是人体血红蛋白的主要成分，因此缺铁会引起血红蛋白含量减少进而导致缺铁性贫血，A 错误；婴儿营养不良会引起血桨蛋白含量，血浆渗透压降低，进而引起组织液增多，最终导致组织水肿，B正确；不同蛋白质的氨基酸之间都是通过脱水缩合形成肽键相连的，C正确；血浆蛋白属于分泌蛋白，其加工需要内质网、高尔基体和线粒体的参与，D正确。 2. 研究表明，每个人的DNA都不完全相同，因此DNA也可以像指纹一样用来识别身份，这种方法就是DNA指纹技术。下列关于DNA指纹技术的说法正确的是 A. 应用DNA指纹技术首先需用合适的酶将待检测的样品DNA切成片段，该酶是DNA酶 B. 切出的DNA片段可以用差速离心的方法进行分离 C. 该技术利用了DNA分子的特异性 D. 通过检测线粒体DNA可以鉴定父、子关系 【答案】C 【解析】将待检测的样品DNA切成片段的酶是限制酶，A错误；切出的DNA片段可以用电泳的方法进行分离，B错误；该技术利用了DNA分子的特异性，C正确；儿子的线粒体基因来自于母亲，因此要鉴定父子关系应该检测细胞核DNA，D错误。 3. 细胞衰老的“自由基学说”认为，在细胞生命活动中，细胞不断进行各种氧化反应，在这些反应中很容易产生自由基。自由基产生后，即攻击和破坏细胞内各种执行正常功能的生物分子，如磷脂好。根据这一观点，试分析下列说法不正确的是 A. 自由基的产生可能会引起浆细胞分泌抗体减少
同位素示踪法在高中生物学实验中的应用同位素示踪法是利用放射性核素作为示踪剂对研究对象进行标记的微量分析方法，即把放射性同位素的原子参到其他物质中去，让它们一起运动、迁移，再用放射性探测仪器进行追踪，就可知道放射性原子通过什么路径，运动到哪里了，是怎样分布的。同位素示踪法是生物学实验中经常应用的一项重要方法，它可以研究细胞内的元素或化合物的来源、组成、分布和去向等，进而了解细胞的结构和功能、化学物质的变化、反应机理等。用于示踪技术的放射性同位素一般是用于构成细胞化合物的重要元素，如3H、14C、15N、18O、32P、35S、131I等。在高中生物学教材中有多处涉及到放射性同位素的应用，下面笔者对教材中的相关知识进行归纳如下： 1 研究蛋白质或核酸合成的原料及过程 把具有放射性的原子参到合成蛋白质或核酸的原料（氨基酸或核苷酸）中，让它们一起运动、迁移，再用放射性探测仪器进行追踪，就可知道放射性原子通过什么路径、运动到哪里以及分布如何。 2 研究分泌蛋白的合成和运输 用3H标记亮氨酸，探究分泌性蛋白质在细胞中的合成、运输与分泌途径。在一次性给予放射性标记的氨基酸的前提下，通过观察细胞中放射性物质在不同时间出现的位置，就可以明确地看出细胞器在分泌蛋白合成和运输中的作用。例如，通过实验说明分泌蛋白在附着于内质网上的核糖体中合成之后，是按照内质网→高尔基体→细胞膜的方向运输的，从而证明了细胞内的各种生物膜在功能上是紧密联系的。 3 研究细胞的结构和功能 用同位素标记氨基酸或核苷酸并引入细胞内，探测这些放射性标记出现在哪些结构中，从而推断该细胞的结构和功能。 4 探究光合作用中元素的转移 利用放射性同位素18O、14C、3H作为示踪原子来研究光合作用过程中某些物质的变化过程，从而揭示光合作用的机理。例如，美国的科学家鲁宾和卡门研究光合作用中释放的氧到底是来自于水，还是来自于二氧化碳。他们用氧的同位素18O分别标记H2O和CO2，使它们分别成为H218O和C18O2，然后进行两组光合作用实验：第一组向绿色植物提供H218O和CO2，第二组向同种绿色植物提供H2O和C18O2。在相同条件下，他们对两组光合作用释放的氧进行了分析，结果表明第一组释放的氧全部是18O2，第二组释放的氧全部是O2，从而证明了光合作用释放的氧全部来自水。另外，卡尔文等用14C标记的CO2，供小球藻进行光合作用，追踪检测其放射性，探明了CO2中的碳在光合作用中转化成有机物中碳的途径。 5 研究细胞呼吸过程中物质的转变途径 利用18O作为示踪原子研究细胞呼吸过程中物质的转变途径，揭示呼吸作用的机理。例如，用18O标记的氧气（18O），生成的水全部有放射性，生成的二氧化碳全部无放射性，即18O→H218O。用18O标记的葡萄糖（C6H1218O6），生成的二氧化碳全部有放射性，生成的水全部无放射性，即C6H1218O6→C18O2。例如将一只实验小鼠放入含有放射性18O2气体的容器内，18O2进入细胞后，最先出现的放射性化合物是水。 6 研究某些矿质元素在植物体内的吸收、运输过程 研究矿质元素的吸收部位时，常用放射性同位素32P等来做实验，发现根毛区是根尖吸收矿质离子最活跃的部位。研究矿质离子在茎中的运输部位时，用不透水的蜡纸将柳树的韧皮部和木质部隔开，并在土壤中施用含42K的肥料，5小时后测定42K在柳茎各部位的分布；有蜡纸隔开的木质部含有大量42K，韧皮部几乎无42K，说明运输42K的是木质部；柳茎在用蜡纸隔开韧皮部和木质部的以下区段以及不插入蜡纸的对照实验中，韧皮部中也有很多42K，说明42K可从木质部横向运输到韧皮部。 7 研究有丝分裂过程中染色体的变化规律