jewelry from israel wholesale What is ATP

arrowhead jewelry wholesale This naturally leads the direct energy substance of the ATP organism. ...ATP这种绝对含量极少的物质为什么成为直接能源...葡萄糖、糖元、淀粉、脂肪、氨基酸、脂肪酸、磷酸肌酸等,这些都可作为生物体的能源物质,但生物体Can't use these energy sources ... Knowledge 1. Understand the molecular simplification of ATP and its structural characteristics
2, understand the mutual conversion between ATP and ADP, and its meaning in the energy metabolism in the cells
3,,,,,,,,,,,, n3,,,,,, Understand the formation of ATP
4. Mastering ATP is the direct energy of metabolism, and understands the meaning of ATP as "energy universal currency"
: students can analyze the mutual conversion of ATP and ADP and their intracellular cells. The significance of energy supply, preliminary training students to analyze the actual problems, emotional, attitudes, and values ​​
let students experience the principles of biology in the process of analyzing the ATP-ADP cycle and its important significance in their body. The value in practice strengthens students' understanding of the concept of science (RLS) around them.
The textbook analysis
1. For the molecular structure of ATP, the textbook first introduces that ATP is a derivative of the adenine nucleoside, and the molecular simplified is A-P ~ P ~ P. One, P stands for phosphate, ~ represents high -energy phosphate, and then starts with the standard value of the energy and ATP release of energy from a relatively high -energy phosphoric acid compound, so that students can believe that ATP is indeed a high -energy phosphate compound.
2. For the mutual conversion of ATP and ADP, the process of the textbook first introduces the process of ATP hydrolysis and re -synthesis: in the conversion of ATP and ADP, the high -energy phosphate bonds between ATP and the third phosphate are The capture, storage and release of energy in cells are important. The end of the second high -energy phosphate can quickly break the water, so ATP is converted to ADP, and the energy is released to use it for various life activities; similarly, it is easy to add the third to the third condition. Pin phosphoric acid transforms ADP to ATP again. Enzymes are required during the conversion process of ATP and ADP. The process of live cells is performed endlessly.
The interdependence of ATP and ADP is also introduced very quickly. The content of ATP in the cells is very small. For example, ATP in muscle cells can only maintain the muscle contraction of 2 banknote clocks. As a result, students discuss the significance of the ADP-ADP cycle, and at the same time, it can enable students to strengthen ATP as the direct source of the energy required to maintain various life activities.
3. For the formation of ATP, the textbook is based on the introduction of the ADP-ADP-ADP-ADP-ADP-ADP-ADP-ADP-ADP -TP loop. For animals, the ATP pathway is oxide acidification, that is, breathing effect; for plants, the process of ATP includes oxide acidization (respiratory effect) and photosynthetic phosphate (photosynthesis).
4. For the physiological functions of ATP, the textbook first analyzes the characteristics of storage energy such as sugar, fat and other substances in the organism, pointing out that metabolism requires not only enzymes, but also energy. Sugar is one of the main energy sources of cells. Fat is fat. It is an important energy storage substance in the biological body, but the energy in these organic matter cannot be directly used by biology. Their energy can only be released by the organism as the organic matter is gradually decomposed in the cells. Therefore, it is easy for students to understand why ATP is the direct source of energy required for metabolism. At the end of this section, the textbook uses ATP is the metaphor of the image of "energy and currency" circulating, in order In the process, the release and storage of energy occurred, thereby promoting the smooth progress of metabolism.
The teaching method
TP in this section of teaching content, the physiological function of ATP's molecular simplified and ATP is the focus. The role of ATP and ADP in metabolism is both the focus of teaching and difficulty.
1. When introducing this section, first of all, students must be made to clarify the following facts, that is, the survival of the organism must not only rely on material support, but also maintain energy. While the material changes occur in the organism, they must be accompanied by energy acquisition with energy acquisition. , Storage, release, utilization, and loss. In this way, the introduction of ATP, the direct energy of the ATP, is logical.
2. When the ATP is a high -energy compound, it is easier to be accepted by students from the more familiar energy forms of students. For example, you can first guide students to analyze the photosynthetic process of green plants to store light energy in the form of chemical energy in organic matter such as sugar, fat and other organic matter; energy of. On this basis, guide students to further analyze: Only when the light can be transformed into an active chemical energy, can they be used by green plants; similarly, the energy released by the action and plant through the respiration effect is Or to maintain the body temperature, the rest must be transformed into an active chemical ability in order to be used for various life activities. So what is this active, chemical that can be used at any time? This naturally leads the direct energy substance of the ATP organism.
3. The molecular structure of ATP should not be taught too much. As long as students understand the unstable high -energy phosphate bonds in ATP, they release their energy during ATP hydrolysis, and need energy when forming ATP. The focus of the student's discussion should be used in what physiological processes released by ATP and forming formed. When ATP's high -energy phosphate bonds, what physiological processes come from, so that students can easily understand the role of the energy storage, metastasis and utilization of the energy of ATP and ADP in the cells.
4. The role of ATP and ADP and the role of this transformation in energy storage, transfer, and utilization are difficult points in this section. In order to make students discuss smoothly, teachers should give students the following tips in a timely manner: First, the content of ATP in the cell is relatively stable; second, the content of ATP in the cell is very small. Energy substances such as classes, lipids cannot be directly used by cells. The energy released after hydrolysis of ATP is the direct energy source of various life activities in the cell; fourth, the release of the energy to release the organic matter can not be directly used for the organism, only there is only the organism, only there is, only These energy transfer to ATP, and the energy released after ATP hydrolysis can be used by cells. In the end, students should realize that the efficient and rapid transformation between ATP and ADP is in a dynamic balance. ATP is the direct energy of the organism and the "general currency" of cell energy metabolism.
5. The formation of ATP should not be too deep, because the specific process of photosynthesis and breathing has not yet been learned. Pay attention to guiding students to analyze green plants through photosynthesis, transform the optical energy into chemical energy in ATP, and finally store the chemical energy in ATP in organic matter such as sugar, that is, the fixed light energy in the process of photosynthesis , ATP formed by animals and humans.
The teaching design example
[Tenture] Section 2 of metabolism and ATP
[Key points of teaching] ATP's molecular simplification and its structural characteristics, the mutual conversion between ATP and ADP, and its cells The significance in the energy metabolism, the formation of ATP, and ATP are the direct energy of metabolism. It can understand the meaning of ATP as "energy universal currency". The meaning in the energy metabolism, understanding ATP as "energy universal currency"
[Class arrangement] 1 time
[Teaching method] board diagram, hanging chart, multimedia courseware n [Teaching process]
1. Introduction
Design 1: The high -energy compound of ATP is introduced through the student listing the example of life.
The material changes in metabolism must be accompanied by energy conversion. In order to make students a sensual understanding of energy conversion, teachers should encourage students to find some examples of energy conversion from their own lives, such as
(1) "You can cite several creatures in the body of the body. Is the example of energy conversion, or energy absorption storage, or the release of energy? "
(2)" Can green plants be used to synthesize the light directly for organic matter? " Breathing the energy to release the energy in the organic matter, can these energy be directly used by cells? "
It cannot, the light can be converted into an active chemistry in order to be used in the synthesis of organic matter; the energy in organic matter passes through After the breathing effect is released, it must also be transformed into an active chemistry can be used for the various life activities of the organism. The substance carried this active compliment is a high -energy compound, that is, ATP, which naturally introduces it naturally. The concept of ATP.
Design 2: Start with the existing contradictions from the energy utilization of the cells, and the design -related problems are introduced to the ATP high -energy compound.
(1) "What cells are the cells mainly generate energy in the cell?"
The respiration of mitochondrial oxidation and decomposition organic matter release energy
(2) "What physiological processes in the cells are constantly constantly Energy is consumed? "
The cell division, copy of DNA in the nucleus, nucleose synthetic protein, active transportation of cell membrane, golfage synthetic secretion, etc. need energy
(3)" intracellular capacity and energy use capacity is very good Obviously there is a spatial isolation. How does the cell resolve this contradiction? "
(4)" Organic objects such as sugar, fat in the cells, these organic matter contain a large and stable energy, but a certain certain way Life activities may not be carried out without a lot of energy, and the energy stored in sugar and fat is too stable, it is not easy to be used by the organism, how can the cells resolve this contradiction? " Naturally introduce high -energy compounds such as less energy storage, unstable, and energy supply for all physiological activities.
2, the molecular simplified and structural characteristics of ATP
Is to guide students to discuss the molecular structure of ATP and their characteristics, the meaning of the three letters, Chinese names, ATP in the English name of the ATP Starting with high -energy compounds, it is easy to understand the structural characteristics of ATP and their physiological effects.
The concept of high -energy compounds needs to be explained to students, that is, during the hydrolysis process of high -energy phosphate bonds, the energy released is more than 2 times the common price bond. For example Energy is about 30.5KJ/mol, while 6-phosphate hydrophilic is relieved of glucose and phosphate. The energy released is only 13.8kJ/mol. This key is called high -energy key, which is often represented by the "~" symbol. The compounds containing high -energy keys are collectively referred to as high -energy compounds.
In the student's own analysis of ATP's structure simply, such as the chemical bonds of "" represented by P and P between the two phosphate groups (P and P in the ATP) in the ATP are high -energy phosphate bonds.
The response to the energy release in the cell, such as breathing effects often accompanied by ADP to ATP; and energy -consuming reactions, such as the synthesis of protein, need to be hydrolyzed to ADP and then release the energy to promote metabolism to be metabolized. The reaction is performed.
atp and ADP are always in the body that are constantly transforming and in dynamic balance.
3, ATP, and ADP's mutual transformation and its significance
When guiding students to discuss the mutual transformation between ATP and ADP, it is necessary to emphasize that the content of the ATP intracellular ATP is relatively stable; ATP is inside the cell There are very few content. Energy substances such as sugar and lipids in the cells cannot be directly used by cells. The energy released after hydrolysis of ATP is the direct energy source of various life activities in the cell. It cannot be used directly for the organism. Only when these energy is transferred to ATP, and the energy released after ATP hydrolysis can be used by cells. In the end, students should realize that the efficient and rapid transformation between ATP and ADP is in a dynamic balance. ATP is the direct energy of the organism and the "general currency" of cell energy metabolism.
4. After discussing the mutual transformation and significance between ATP and ADP, when summing the key role of ATP's energy conversion, transportation, and utilization in the cells, it can be combined with the content of this section. Comprehensive issues related to ATP are discussed for students, allowing students to deepen the understanding of ATP's direct energy substances in the discussion. For example, you can discuss the following questions:
(1) Why do ATP, such as absolute content of ATP, become direct energy?
glucose, sugar, starch, fat, amino acids, fatty acids, fatty acids, phosphate, etc., can be used as energy substances of the organism, but the organisms cannot use the energy in these energy substances. The energy stored in these substances in these substances Must be transferred to ATP. The organisms of the organisms directly obtain the energy required for life activities from ATP, such as ATP can be converted into mechanical energy, electrical energy, penetration energy, chemical energy, light energy, and calories. (2) Why is ATP a central material for the release, storage, transfer, and utilization of intracellular energy to become a direct energy of creatures?
Let's take a look at the difference in energy in glucose and ATP molecules. When the ATP terminal is hydrolyzed, the energy released is 30.5kJ/mol. Generally, the compound of 20.92 kj/mol over the hydrolysis is called a high -energy compound. Compared with phosphate), it is lower, so the energy in phosphate can be transferred to ATP without additional energy supply. After the glucose molecules are completely oxidized to carbon dioxide and water, the energy of 2870kj/mol is released. As a result, the energy that exists in glucose molecules is like the money in the bank, and the energy stored in ATP molecules is like "change". It is more likely to be used in cells. This is the truth.
(3) ATP is extremely important to maintain life. Imagine: What will happen when the process of generating ATP stops?
For example, students may know that cyanide can die in a very short period of time, and its toxicology is to block the formation of ATP. When the human ATP synthesis is blocked, the body does not have ATP, the cell activity of nerve cells and other cells cannot continue, and people will lose their perception within 3-6 minutes.
(4) There is another problem worth mentioning, that is, the absolute content of ATP in the organism is very small, but every cell in the organism is consumed at all at all times, but it is normal at normal, but it is normal In the case, the amount of ATP in the organism can meet the requirements of the body. What is mysterious?
The creature can transfer the energy of other energy substances high -speed to ATP to supplement the ATP consumption, that is, the ATP -ADP cycle speed is fast.

qqbb1943 Posted on> 2005-10-3 9:05:44 [Full text] [Comment] [Cited] [Recommended] [File] [Push to Friends]
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This Activity Plan

. Quality education target
(1) Knowledge teaching point
1. Understand the concepts, types, places, physiological significance, and use in production and life practice of breathing effects.
2. Understand the concepts, total reactions, processes and diagrams of aerobic breathing and anaerobic breathing.
3. Master the characteristics of the changes in aerobic respiratory substances and energy changes, the difference and connection between respiratory effects and photosynthesis.
(2) Capability training point
1. Through the combination of new and old knowledge of textbooks, students must be gradually deepened to understand the cognitive structure, cultivate students' ability to build a knowledge system and think about comparison with relevant knowledge.
2. Expand the cognitive surface appropriately and cultivate students' ability to connect with life and production.
3. Through students 'reading and discussion activities with teachers, students' self -study and active understanding of new knowledge skills.
(3) Moral education penetration point
1. Through the integration and analysis of the new and old knowledge; especially the understanding of material metabolism and energy metabolism, the idea of ​​dialectical materialism of students.
2. Broadening the science examples of fermentation theory in production and life, so that students are opposed to superstition and respect for science.
3. The prominent significance of breathing is to provide energy for biological life activities. Successive oxygen is the prerequisite and condition of aerobic breathing. Education to educate students to cherish life, love life, love nature, and establish awareness of environmental protection.
(4) Disciplinary training point
1. Master the differences and connections of relevant knowledge, and learn to use comparative methods.
2. Combined with multimedia composite films, the knowledge of the sector can adopt flexible learning methods such as reading, thinking, negotiation, and practice.
. The focus of teaching, difficulties, doubts and solutions
1. Teaching focus and solution
The physiological process of aerobic breathing effect.
[Solution] ① By questioning, reading, thinking, understanding the reaction and diagram, and classroom practice.
② List the comparison column of aerobic breathing and anaerobic breathing through a simple table, and hold the main points concally.
2. Teaching difficulties and solutions
① The characteristics and energy of the entire process of aerobic breathing process.
② the difference and connection between photosynthesis and breathing effects.
[Solution] ① Through guidance and thinking, learn to write relevant reaction types, and the "energy" column must be used to express its integrity and scientificity.
② Through the optical effects and breathing effects of the list, students are inspired to think about unspeal connected connections.
3. Teaching doubts and solutions
Why are the products of anaerobic breathing? Some are lactic acid?
It solution] Inspired students to explain the characteristics of enzymes.
three, class arrangement: 1 class.
. Teaching methods: mainly based on the method of inspiration and guidance, as well as the method of describing the method and induction of the summary method.
. Preparation of teaching aids
1. Aerobic breathing and anaerobic breathing process step -by -step illustration.
2. Aerobic breathing and anaerobic respiratory diagram.
3. Mitochondaria micro composition diagram.
4. Flood flooding the front and rear and rice growth environment animation simulation scenarios.
5. Student practice questions and reference answers.
6. Teacher's book outline.
6. Student activity design
1. Through students' reading, hooking, viewing, thinking, narrative, discussion, practice and other forms to complete the learning goals one by one.
2. Inspired by anaerobic breathing content to summarize small knots with discussions combined with life practice.
3. Time to think and discuss issues for students.
4. Compare the similarities and differences between aerobic and anaerobic respiratory.
5. Summarize the difference and connection between photosynthesis and breathing.
7. Teaching
Introduction: Organic matter is formed through the photosynthetic effect of plants, and energy is also stored in organic matter, but this energy cannot be used directly for life activities. To use it for life activities, it is necessary to use it for life activities. After an important physiological process -breathing effect.
) The process of breathing
The breathing effect of plants (including all creatures) is divided into two types, namely aerobic breathing and anaerobic breathing.
1. Aerobic breathing: while of aerobic breathing
(1) Concept Student Reading Text P. 67 pages, sketching the concept of aerobic breathing on the book, and instructing students to "oxygen, enzymes, thoroughly, and decomposition of them. , A large number of "key symbols on vocabulary.
(2) Total response
We understand the response type of aerobic respiratory response that is consistent with the concept of concept through understanding of the concept of aerobic breathing? Students think, verbally narrate the concept, and "translate" the text into a chemical reaction equation, and the teachers guide and supplement the incomplete places.
The reactor and generics from the two sides of the aerobic respiratory chemical reaction to reverse thinking. What physiological effects can be connected with the plant? Let the students start a discussion, and the teacher guides it to the knowledge points that are related to optical effects.
The question: Is the breathing effect a simple reversal of photosynthesis? Why? After the student thinks, the teacher summarizes.
The aerobic breathing is the process of planting the organic objects of the plant to become the process of inorganic CO2 and H2O, and release the energy. The photosynthesis is to use inorganic objects to synthesize the organic matter and store energy. Metabolism, the latter is synthetic metabolism. On the surface, their reaction process is exactly the opposite, but they reflect the material and energy metabolic process in the plant from different angles.
① Aerobic breathing is a necessary life activity that requires oxygen creatures (including most plants and animals), and photosynthesis is only green plants; ; ④ The middle steps are also different.
Question: photosynthesis is performed on the chloroplast of plant cells. So, where is the main place for aerobic breathing? Let the students answer.
In the screen display) mitochondrial structure diagram to allow students to answer the name of the mitochondrial structure.
I question: What is the structure of enzyme distribution related to aerobic breathing? Student discussions and answers.
Triments: Structure and function are related. We will discuss the specific physiological process of aerobic breathing and understand the connotation of "main" places.
(3) The whole process of aerobic breathing
The student reading textbooks P · 68, thinking: What are the stages of aerobic breathing divided into, and each stage is performed in the cell? Let the students discuss, the teacher is affirmed, the screen is displayed one by one.
The first stage: C6H12O6 2 acetone 4 [H] 2ATP (performed in the cytoplasma)
stage second stage: 2 acetone H2O 2CO2 2O [h] 2atp (performed in mitochondria)
The third stage: 24 [H] 6O2 12H2O 34ATP (performed in the mitochondria)
The hydrogen generated to the oxygen generated by the first and second stages, combined with oxygen to generate water, and generates a lot of energy. The significance of aerobic breathing is mainly in the third stage.
The question: How to understand that mitochondria is the main place for aerobic breathing?
The discussion for students, teachers summarize on this basis: the entire process of aerobic breathing is not completed in the mitochondria: the first stage is performed in the cytoplasm, the energy that can be provided is very limited; the second, third three The biochemical reaction at the stage is not only completed in mitochondria, but also provides most (95 %) energy required for life activities. Therefore, mitochondria have become the main places for aerobic breathing.
The above three stages require enzyme catalytic, so is these enzymes the same? Inspired students to answer.
screen display) Aerobic breathing process diagram is the textbook p. 68 page Figure 22, please refer to the diagram for practice.
① The three stages of the segmentation of the aerobic breathing process in the textbook are divided into three circles. (Multimedia is displayed step by step)
② Phase and venue that requires oxygen and the most energy to generate the most energy in the aerobic process is []
a. The third stage and cytoplasm matrix B. B. Second, third stage and cytoplasm matrix C. The third stage and mitochondria D. The common product of the second and third stages and mitochondria
③ The first and second stages of aerobic breathing are []
a. CO2, ATPB. [H], ATP, O2C. [H], ATPD. [H], ATP, CO2
④ The products that can be formed in three stages of aerobic breathing are [] A. CO2B. [H] C. O2D. ATP
① slightly; ②c; ③c; ④D.
It the third question can be pushed. While the aerobic breathing is decomposed, the energy must be released, and the two are always accompanied.
4) Energy release of aerobic respiration
1 Moore glucose is completely oxidized and disintegrated to generate 2870 kilo -coke energy. About 1255 thousand cokes were captured by "ADP PI" and transferred to the molecular structure of ATP. Think about it, how should ADP and PI accept energy and form ATP's reaction formula? Student orally (screen display):
dp pi energy ATP
2. Aerobetric breathing: Oxighting breathing
(1) Concept
The guide students to read. Please draw focus on the concepts "anaerobic, enzyme, decomposition, incomplete, a small amount" and other words.
Premia or kimchi, beer, or gruel, is closed to be closed during the production process -to make foods with comfortable taste, slightly sour or alcohol after fermentation. So, what is the matter of "closed treatment, sour taste, wine flavor"? What is the principle of biochemistry? Please think and answer. Cold treatment creates hypoxia conditions to relevant microorganisms, so that it can produce lactic acid or alcohol through anaerobic respiratory.
Question: What is fermentation? Let students answer, fermentation refers to the anaerobic breathing of microorganisms. I don't know if the students have seen a lava. After the glutinous rice is cooked slightly, add the gradient, that is the yeast, cover it with a cotton wool. After a few days, the cotton floccope is opened. There are bubbles, which are CO2 generated at the same time. It is hot around the container, and it is the heat released by the fermentation process. Inspired by students to use the principle of microorganisms to breathe more than 10 examples of fermentation, the teacher gave affirmation. Such as: soy sauce, vinegar, monosodium glutamate, bread, steamed buns, fruit wine, liquor, industrial alcohol, biogas, fermented feed, etc. The use of high -tech technology of biological genetic engineering will greatly improve the productivity of related anaerobic microorganisms. It has broad development prospects here, waiting for students to climb and innovate.
Fixing usually refers to the anaerobic breathing of microorganisms, but anaerobic breathing does not exactly refers to fermentation. What are the stages of the physiological process of anaerobic breathing? What part of each stage is completed in the cell? Students are requested to read. Teachers sort out: The oxygen breathing is divided into two stages, both of which are performed in the cytoplasm matrix. (Screen display)
(2) Process
(3) Total response
①C6H12O6 2C2H5OH (alcohol) 2CO2 energy
②C6H12O6 2C3O3 energy n Question: Some of the products are alcohol? Inspired students to recall the knowledge about enzymes. During the biochemical reaction process, the catalytic enzymes are different, and the products are different.
The oxygen breathing is much less than the energy released by the aerobic respiration. The unreasonable energy is stored in incomplete oxidation products such as alcohol or lactic acid. Essence
m student simulation scenario discussion: (display image step by step) A certain area and crops are good; a flood will flood the crops; more than ten days later, the flood slowly retreated. Please associate, what are the consequences of the crops after the flood retreat? Why?
The student reading P · 70, mobilize students to fully express their own opinions, teachers summarize in a timely manner: crops will wither or even die (display images). Because alcohol produced by anaerobic breathing has a toxic effect on cells, terrestrial plants cannot endure anaerobic breathing for a long time.
The screen display image: rice in the water field. Why is rice soaked in water all year round? Students discuss that rice is hollow. The above part can transport oxygen to the root through the gas cavity. In addition, the roots of rice are more suitable for oxygen breathing.
Student exercises: screen display.
The similarities and similarities and anaerobic breathing of aerobic breathing and anaerobic breathing
(2) The physiological significance of breathing effects
What living creatures must perform breathing effects. Do you understand the meaning of breathing effect? Let students read the textbook P. 70-P · 71 "breathing meaning" section, and find out the key words.
) Summary: Student discussions, the screen reproduces the outline of the board in order. Teachers' oral: (1) Breathing effect is to decompose organic matter and release energy. It is an important life activity for all creatures. (2) The breathing effects of plants are divided into two types: aerobic breathing and anaerobic breathing. (3) The main form of respiratory effect of higher plants is aerobic breathing. Aerobic breathing is a process of decomposing organic matter to inorganic CO2 and H2O. The energy released is part of the energy. Under the conditions of anaerobic, higher plants can perform anaerobic breathing in a short time, but the anaerobic breathing can be less, and the produced alcohol has a toxic effect on cells. (4) Microorganisms perform anaerobic breathing, also known as fermentation.
(4) arrangement operation: list comparative photosynthetic effect and aerobic breathing effect
(5) Boarding design
four breathing effects
(1) Breathing process
(2) Physiological significance of breathing: Provide energy for plant life activities
8. Reference materials
people are constantly breathing: suck in oxygen and spit out carbon dioxide. Plants are also constantly breathing day and night. It absorbs oxygen through the pores or biofilms on the body surface and discharge carbon dioxide. The carbon dioxide required for photosynthesis during the day exceeds the carbon dioxide produced by breathing. Therefore, the plant seems to have only photosynthesis during the day and only breathing at night, but it is not.
The breathing effect is the process of decomposing organic matter in the organism and release energy. The breathing effect of plants usually refers to aerobic breathing. A part of the organic matter produced by the photosynthetic effect of aerobic breathing should be consumed. The oxygen produced by photosynthesis is closely related to the photosynthetic effect. It is called "light breathing". 1. Teaching goals:
[Cognitive target]: 1. Understand the concepts and two types of breathing effects; 2. Understand the whole process and total reaction of aerobic breathing; Breathing, breathing, and photosynthesis; 4. Understand the role of breathing in the process of metabolism in green plants and its application in agricultural production practice.
[Emotional Objectives]: Cultivate students' spirit of competition and collaborative learning.
[Skills target]: Cultivate students' ability to observe, analyze problems, comprehensive problems and creative thinking ability.
. Teaching method:
The lecture method, discussion method, and question feedback method
. Learning method:
observation method, memory method, discussion method and comparative method
Fourth, teaching methods:
multimedia teaching (focusing on displaying the structure of the cell mitochondria, the subtle process of breathing effect)
. Teaching process:
1, review question:
of photosynthetic effects What is the essence?
The photosynthesis Activity
Mudit: carbon dioxide water glucose glucose carbon dioxide water
Energy: light energy converted into chemical energy, energy release stored in glucose n and stored in glucose

The synthetic metabolism and metabolism
(assimilation) (alienation)

Question: Is breathing a simple reversal of photosynthesis? Let's take a look at how the breathing effect happens, leading the subject, [computer display "breathing effect. [Show the teaching goal] Breathing effect as a decomposition metabolism, and its chemical essence belongs to oxidation and decomposition. Then, there are two cases of oxidation reactions. Oxidation reaction. Here we call the breathing effect of aerobic participation as the aerobic breathing, and the breathing effect of anaerobic participation is the two types of breathing, that is, the breathing effect. First of all, we look at how the breathing effect is performed in the case of aerobic participation. [The computer shows "aerobic breathing", showing "Where is the main place for aerobic breathing? It is reminded that students recall the relevant knowledge of the cells learned before, [show "mitochondrial structure pattern diagram, and ask: Why do you say you say The main place of aerobic breathing is mitochondria? (Guide students from the perspective of enzymes). Then lead to other places from "main", thereby leading to the analysis of the process of breathing.
3. Focus on specific analysis of the process of aerobic breathing. [Animation shows the process, conditions, products, and venues of each stage. ] In the first stage, the process of decomposing glucose in the cytoplasm matrix was decomposed into acetic acid, which produced [H] and ATP, which emphasized the writing, reducing performance and quantity of [H]. The reaction of steps prompts students to pay attention to the conditions; in the second stage, the reaction venue is transferred to the mitochondria, and the acetic acid is decomposed into the carbon dioxide process under the participation of water (emphasized). The second step of the reaction type; the third stage, the oxidation reaction inhaled from the outside of the two [H] inhaled from the outside world, produced water, and released a large amount of energy to form a large amount of ATP, allowing students to say the third to the third The reaction of step. In this way, it gradually reflects the all over the aerobic breathing? BR> References:/User34/QQbb1943/Index

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The direct energy supply substances in the body, other substances in the body, such as glucose and phosphate, must be converted into ATP before energy supply.
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