Increased awareness of biological concepts requires that the boundaries of books be crossed, relevant knowledge be compared and similarities identified. The endorsement is by no means just a dead letter, but rather requires internalization, comparison of concepts and conclusions.
Three rolls of biology 84, 90, and the older sister answers.
It’s really not an ideal achievement. Proud.
The following is a detailed lesson on how to jump off the back of a student’s body, thus creating a virtuous closed circle.
When it comes to “high school biology”, it is really hard to forget the fear of being dominated by the three books: the master of the class is a biology teacher, with a long-term biology competition, and many of his students are National Biology Winners and Silver Prize winners, and, thanks to his teachings, the average score of biology in our class is high.
In his usual studies, he always stressed to us
No, no, no, no, no, no, no, no, no, no, no.
I think there must be at least three meanings:
First, endorsement, and scientific endorsement, is a necessary step for biology.
Second, not only endorse, but also build their own knowledge systems, even if they have many and many points, they can extract them quickly and accurately in different books.
Third, the brushes must go in parallel with the endorsements, and the brushes should not be scratched by the eyebrows, but should have their own plans and arrangements.
I was dominated by high school biology, and I came to the strange conclusion that biology is the arts in science and science in literature.
In my opinion,
It is very difficult and simple for a creature to be back and understand, and it is difficult not to get high marks once the logic behind it is mastered.
And biology is a very neutral subject — it requires endorsement and scientific thinking.
Let’s not talk about this, let’s go straight to the point.
Many of the small partners have written to me personally that biological knowledge does not work, even when it comes to the examination, and I think that the most important reason is that it does not capture the core of the endorsement, does not have its own knowledge system and does not have the skills to answer questions.
Dismantling of biotechnological learning (in this outline)
Goal: How to score in biology
Outline:
You know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you, you know,
1.1 Required portion
1.1.1 Core elements (internalized memory, use of good teaching materials, two notebooks) 1.1.2 Attention (note bold text, focus on experiments, contrast consciousness, comprehensive notebooks and easy to error notebooks)
1.2 Option
1.2.1 Embezzled endorsement 1.2.2 High examination brushes – no back, no high marks
2.1 Selection section (checking keywords, comparison of options, for review)
2.2 Summary
Post-Analysis – Clearness of your score is more altruistic (incorporating error analysis small tips)
Concluding remarks – adherence is victory
You know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you, you know, you know, you know, you know, you know, you know, you know, you know, you know, you know, you, you know,
1.1 Required portion
1.1.1 The core elements are as follows:
1. An endorsement requires a brain, a logical structure for each point of knowledge, and no hard-core endorsement, the best of which is internalized memory.
2. The reference material is better available than in schools, but the book is the best review material.
3. There must be two notebooks: a comprehensive notebook, a laptop that is easy to miss (specific production, referred to later in the text)
1.1.2 Focus on several mandatory components
Remember the text in bold.
It must be the core knowledge points of the book and a high-level summary of what is being studied. It is suggested to try to break down the sentence (like the principal character of the sentence in English) and find the core concept, the conditions for its formation, the characteristics, etc.
There’s probably some cute little wonders, what’s the word “break the sentence” and how does it work?
In fact, the concept of dismantling is divided into two categories: single, and comparable.
Take an example of the individual concept.
When learning “breath,” many students felt that it was difficult to define the memory of different breathings, and analysed the logical structure of the definition, which was not difficult at all! Take “aerobic breathing” as an example.
Aerobic respiration refers to the process by which, with the help of oxygen, cells, through the catalytic effects of various enzymes, completely oxidize organic matter such as glucose, producing carbon dioxide and water, releasing energy and generating many ATPs.
Attention, the decomposition concept can follow the following steps.
First, what is it?
It’s the cell decomposition process.
Second, what are the conditions?
Oxygen, multiple enzymes.
Third, what are the restrictions?
Reaction: Glucose @ Part of the examination will examine the products of different reactions
Level of response: total breakdown
Fourth, what’s the product?
Products: Water, carbon dioxide and large quantities of ATPs (ATPs are sometimes forgotten and require focused attention)
Isn’t that simple? Hey, it’s actually based on individual concepts, for example:
It’s a relatively simple part of “diffusion,” but it’s a lot of knowledge, and sometimes it’s easy to remember strings, like three types of proliferation.
The matter enters and leaves the cell through a simple diffusion, called free diffusion.
The material that enters and leaves cells is assisted by the proliferation of the carrier protein, which is known as the contribution to proliferation.
The transport of substances from low to high concentrations requires the assistance of the carrier protein, as well as the consumption of energy from intracellular chemical reactions, known as active transport.
What’s the first step?
All three are modes of transport.
Step two, characteristics of each mode of transport
Free diffusion: simple diffusion effects (i.e., high to low concentrations)
Assisted proliferation: simple diffusion + carrier protein
Active transport: reversible transport + carrier protein + energy required
Step three, compare the differences.
Concentration, need for carrier protein, need for energy
Does that make you feel better?
But! It would be better to create a simple thought map, which would then be enriched by reading the other parts of the book several times, to enhance its image.
PS: It is suggested that the thought map could be a big white paper, that it should be done carefully and not necessarily confined to the chapter of the concept, but that all the relevant elements should be browsed out and all the bibliographies should be made clear, so that each examination could be preceded by a further thought map of the knowledge points in which they lacked, so as to deepen understanding and perceptions of the knowledge framework.
For example, after reading the teaching materials, a summary of all the relevant aspects of the protein is shown in the figure below.
After reading the teaching materials many times, smart, cute girls can actually come up with larger dimensions of thinking, so that they can carry them and wait for food, etc.
A total of nine mind maps with a larger dimension, remaining 3-9, downloaded at the end of the text
Two places great value on the book.
Many of the major issues in the high examination are the result of a book experiment, so it’s extremely important to get through it!
Examples include the detection of various substances (protein, lipid, sugar), experiments related to various Mondall genetic laws, the production of slices for the observation of filament and reduction, and the exploration of the most appropriate concentrations of plant growthin.
When looking at the experimental segment, attention is paid to the principles of the experiment, the material, the meaning of the operation & certain operations, the care and the ease of error.
PS: These knowledge points usually have specific topics in the material sent out in schools, which can be cut down in the notebook, but they are recommended for their own summary, because they are more impressed with the process of receiving, collating and exporting knowledge.
If time allows, it would be better to sum up an experimental topic on the notebook, to summarize the various types of experiments properly, and to review them regularly, especially when the experimental steps are similar, and to compare them clearly, so that at the end of the sprint, it would be a good rejuvenation and would not be a mess.
There must be a sense of contrast between similar concepts.
For example, a very painful point of knowledge that cannot escape from each test — a reduction in fragmentation and a cleavage.
The two parts are very easily confused, including DNA numbers, chromosome numbers, etc., while the second process, which reduces the number of splits, is completely filamental.
So when remembering these two concepts, you have to contrast the memories, study the characteristics of each period and draw pictures of the inside of the cell.
Hey, you can draw yourself a simple version of the split process, and you can draw an accurate picture only if you understand how it works.
In fact, there’s a lot of these concepts, like photosynthesis and respiration, neuroregulating and hormonal regulation.
A lot of students learn biology with a sense of error: feel like they’re going back where they learned.
I must say, these classmates are dangerous!
I did it in the first place, until I got my bio-optional questions on the polygraph, and I was so stupid right now.
This is typical of unsystematic knowledge, which makes it difficult to extract, making it feel like it’s done and not done.
Maybe you didn’t think there was a close connection between a point of knowledge that had to be completed and a point of knowledge that had to be completed, or even a few points that had to go through three.
Therefore, to enhance the understanding of biological concepts, it is important to cross the boundaries of books, compare related knowledge and identify similarities.
In general, endorsement is by no means just a dead end; it requires more internalization, comparison of concepts and conclusions.
Prepare your own comprehensive notebooks and your own laptops.
Knock on the board! The notebook is important and important!
A lot of cute little people think it’s a good idea to have a copy of it.
The idea is so wrong that, taken together, we can see above that many of the bio-knowledge systems actually need to be constructed across books and modules, but many of the reference books are limited to a single chapter, so it’s necessary to take them out and sort them out, and it’s possible to make an impression and understand the concept.
It’s recommended that a comprehensive notebook be prepared and that it be easy to make mistakes.
The polygraph.
– To comb the different topics, and leave enough paper for each part, as it will be filled in at a later stage.
– If the data on your school doesn’t work very well, you can cut down some charts and pictures and put them on your notebook.
– The recommendation can set up a note system.
For example, I used to use black content, red for focus, blue for example.
The different levels of knowledge are then expressed using the different levels of serial numbers, as follows:
Key knowledge points
1.1 Branch point of knowledge
1.1.1 Specific interpretation 1.1.2
1.2 Branch knowledge point
1.2.1 Specific explanation 1.2.2
It’s easier to make mistakes.
– A summary of knowledge points used for self-inflicted or unrecognised, suggested to be recorded on the basis of different modules, such as filamental and reductional parts, aerobic and non-aerobic components, etc.
– There’s also room for each part, because the notes here will expand as they learn, review and reflect.
1.2 Option
I chose biotechnological practice, but, uh, dark electives, and I can’t really answer either, and I remember one of the basic examinations, because I stole a lazy, unbacked biopsy before the exam.
1.2.1 Approval and endorsement
The optional part, I think, is mostly back, nothing more, and it’s really useful to suggest that we go over it seriously, take a good look at the important experiments, flow charts, etc., sort out all the core points of knowledge, make it an optional subject on the notebook, get bored and flip, and hold the foot before the exam.
I’ve learned a lot from that blunder, and I’ve managed to get everything out of it.
1.2.2 Qualifications
In addition to endorsement, there is one point that needs to be noted — to practice a high examination.
Because there are times when a serious endorsement does not necessarily get a full score.
It is true that some things have never been seen, and some intellectual points have been too well disguised.
It is recommended that it be necessary to brush the options for advanced examinations, to see how some of the answers to the questions that have never been seen organize the language and contact the knowledge points, and to accumulate these answers, and to insist that they are really useful for some of the analysis, principles, etc.
An optional part, endorsement + summary + high examination, with no low score at a time.
I can’t get high marks.
2.1 Selection section
Personally, the biological choice is probably the most divisive one. When I first got to the paper, it was normal for life to miss three choices at a time.
After being called by the teacher many times, I was embarrassed and determined to change things, and my goal was to stick to one set of biological choices every day, 10mins a day, two weeks.
In that two-week period, I had the following results:
1 The biological choice must not be made in such a way as to save time.
Because! Maybe you saved a few seconds, but you lost six.
It’s a 19-year-old one.
It’s not really a difficult question, but the BC option might interfere with the judgement, but if you tick the “respiration rate slows down, heart rate slows down” in D, the answer is straight.
It’s not really a very typical question. It’s suggested that a young partner who reads here can turn over his papers and see his own wrong biological choice.
2. Learn to compare options rather than focus only on individual options.
For example, one and two of these questions.
In fact, it seems reasonable to look at one and two alone, but if we compare them, it is more likely and more relevant.
Therefore, in many cases, when making biological choices, one should not be confused alone, but should be compared vertically to see whether there are more obvious errors in the other.
There may be times when both options have a small problem, remember, we chose the more wrong or the more right, not the right or the wrong.
After all, there may be some unconsidered questions from the teacher, and we can only judge the answer by weighing the best. Remember, don’t drill!
Once the biological choice is completed, return to the textbooks in time to find the corresponding knowledge points and enhance the study.
As mentioned above, one of the major features of the high-level biological choice is that each of the knowledge points involved is very wide, and generally few of the four options speak of the same thing.
Same as the last 19-year-olds.
Here, item A is the conductor of excitement, item B is the sensor, item C is the way to regulate life, item D is the function of adrenaline.
If this is a mistake, we must go back to the following questions:
Definition of excitement & conductor characteristics
How’s the reflection going?
Neuro-regulated & hormone-regulated content
Characteristics of various hormones in humans, their effects
Personally, brushing biological choices and identifying gaps is an efficient and fast way of re-examining biology, both to exercise the mind to make choices and to improve the right rate, and to identify the knowledge points where a textbook needs to be reviewed.
However, all efforts are valuable.
2.2 Summary
The class director once told us that a bio-student changes the rules:
If the answer is missing the key words in the textbook, they will be deducted, and the similarity with the language in the textbook is less than 80%, and the stricter teacher may deduct the points. So, please back your words.
It’s easy to answer the biological question, mostly directly in the original language of the book, and there’s a part of it that needs to combine the concept of the book with the information on the subject itself.
For example, in a 19-year-old volume of 30.
This is a question of the intellectual point of reflection:
(1) is a one-way transfer of excitement.
(2) Low-level and high-level hubs (this urine reflection is the original case in the book)
(3) It cannot be found directly in the book, but it is clear that “enhanced urination centres for the promotion of urination” should be a reflection process, and the “receptor” should certainly be filled.
That was a high-level question, and many of the top-level issues are very, very basic, so it’s important here to stress that it’s the king who eats the books.
But it’s important to understand that if organisms really want to get high marks, practice is also important.
For example, my genetics and biological systems are really bad, and I’m gonna focus on them.
But it’s not too hard to find something like a genetic problem that can’t be thought of for a few hours. It’s not just a waste of time, it’s really hard to use.
It would be useless to recommend a medium-problem type of exercise, which would have a great impact on capacity development, but it would be useless to do so without careful consideration.
In the case of biological issues, targeted exercises are more recommended, where they cannot be supplemented, until the issue is completed.
Post-exam analysis — a clear understanding of one’s points is better.
Read about the cutie here, please. Have you done the test paper analysis? Not just biology, but other subjects?
I think a lot of people have no answers because there’s no time?
I think “no time, no time” is the biggest excuse for seniors.
If you don’t know what you’re losing, why you’re losing, the creatures can’t.
Wrong this time, wrong next time, wrong again.
The final exam is just as wrong.
I’ve been through this cycle many times, and perhaps I’ve been lucky enough to find out that I don’t give a damn about my mistakes, after being scolded many times by class directors.
So in the last few months, I started to value my test analysis, and I was lucky I didn’t make a mistake at the exams.
You’re lucky to read here, too, because you also have the opportunity to avoid some low-level errors being repeated in the high examination.
I’m sure you’ll benefit from a good analysis of the papers.
My analysis forms at the time (partly and only the template) were as follows:
Attention. How many small tips are there?
1 In-depth analysis based mainly on the type, cause and knowledge point of the error
2 Errors collected and scored on each subject, which can be viewed more in advance of the examination, to remind themselves not to make the same mistake at the examination, but to keep a record of which points are kept dynamically and which parts are good and which parts need to be strengthened.
Don’t be afraid to make mistakes, don’t feel like you don’t want to spell them out every time you practice it’s a low level of correctness.
Concluding remarks
Our teacher says that biology is actually one of the least intelligent subjects in science.
That sounds crazy, but it’s true.
Because a good learning loop can only be accomplished in three steps: a textbook + an exercise + a review.
But it’s all in one word, and it’s in the king’s way.
Come on! You’ll see the light! I’m sure that by reading the little ones here, one step at a time and one foot at a time, a creature can make a qualitative leap.
I hope my answer will help you.
Think 3-9, take it, but prefer to make it yourself.
Case number: YX11PM8A4pn
I don’t know.
Keep your eyes on the road.
