Practical work on the geography of the federal state educational institution (Grade 7). Practical work on the geography of the federal state educational institution (grade 7) Topic: major cities of the world

1. Add hydrochloric acid solution. Gas is released in a test tube with sodium carbonate.

The remaining substances are dissolved in water and
phenolphthalein is added to the resulting solutions.
In one test tube with alkali, the solution turns pink.
To the remaining solutions, add a solution of nit-
rata of silver. In a test tube with magnesium chloride,
a white precipitate forms.

To the remaining solution, add concentrated
wrought sulfuric acid and a piece of copper. Heating
vaem. A brown gas is released, which is evidence
indicates the presence of sodium nitrate in the test tube:

2. Add hydrochloric solution to all substances
acids. In a test tube with carbonate,
carbon dioxide:

Gas is released in a test tube with sodium sulfide
with the smell of rotten eggs - H2S.

After dissolving the remaining substances in water
add sodium sulfate solution.
In a test tube with strontium nitrate,
white precipitate.

To the remaining solution, add a solution of chlorine
barium rida. A white precipitate of sulfate is formed
barium:

3. Add a solution to the given substance
barium chloride. A white precipitate is formed, which
indicates the presence of a sulfate ion.

When interacting with alkali or hydroxy-
ammonium hydroxide white precipitate
aluminum:

4. Sodium chloride colors the flame of the burner in
yellow.
Strontium chloride is determined by reaction with sul-
ammonium fatom, as a result of which
white precipitate:

We prove aluminum chloride by reaction with hydro-
sodium oxide

5. Dissolve the crystals in water and add
NaOH solution. Green and brown precipitates are formed.

If iron (II) sulfate contained Fe3+, then in
green sediment will have streaks or spots of brown
colors.
6. In water containing MgSO4, add dis-
creat Na2CO3. A white precipitate forms.

Mg2+ ions cause a constant hardness
water bone. This water can be softened by adding
sodium carbonate solution, since this
binding of Mg2+ ions.
In water containing Ca (HCO3) 2, add:
Na2CO3 solution, milk of lime, that is, saturated
brine solution of Ca(OH)2; boil it. Formed
white precipitate.

The presence of Ca(HCO3)2 causes the time
water hardness. This water can be softened
by adding milk of lime, soda or boiling
value, since all these processes are accompanied by
the formation of CaCO3.
7.

GEF

Practical work in geography for grade 7

(according to the program: I.I. Barinova, V.P. Dronova, I.V. Dushina, V.I. Sirotina)

Material prepared by: Sarsembayeva Anargul Asmanbekovna

MBOU "Uyutninskaya basic comprehensive school"

village of Uyutnoye, Maryanovsky district, Omsk region

Subject. Introduction

Practical work-1.

Grouping textbook and atlas maps according to different criteria.

What is shown

Grouping cards

Physical map of the world

Physical map of Russia

political map

economic map

Contour map

Conclusion: on what grounds are maps grouped?

Subject. Introduction

Practical work - 2.

1. Reading maps, space and aerial photographs of the continents.

Study the features of the terrain plan and aerial photograph placed on the flyleaf 1 of the textbook. Designate in the table with a “+” sign the features characteristic of each of these types of terrain images. Make a conclusion.

Conclusion:

2. Description on the relief map of one of the continents (Africa)

1 option

Option 2

3 option

– determine: mountains or plains occupy most of the mainland;

– sequentially talk about the landforms that are in the northern part of Africa, then in the equatorial and southern;

– talk about the types of plains in height, name them and indicate where they are;

– name the mountains of the mainland, determine their height; if their highest peaks are indicated, then name them;

Name the major landforms, explain where they are; name their prevailing heights;

– tell what mountains are in Africa and where; name their heights.

– talk about the types of plains in height, name them and indicate the geographical position;

– to conclude that the plains occupy most of Africa.

– name the highest peak in Africa and explain where it is located

3. Comparison of the relief of two continents, identifying the causes of similarities and differences (optional).

Practical work-3.

Characteristics of the climate according to climate maps.

Klim.

belt

Klim.

region

in summer

winter

Moscow

Omsk

Subject. Earth's atmosphere and climates

Practical work -4 .

Comparative description of the main climate indicators of various climatic zones of one of the continents; assessment of the climatic conditions of the mainland for the life of the population.

Klim.

belt

Klim.

region

The impact of climate on human life

in summer

winter

1 option

mexico city

Madrid

Option 2

Beijing

Sydney

Subject. Earth population

Practical work - 5.

Analysis of maps of anthropogenic landscapes; identification of continents with the largest areas of such landscapes.

Questions

1 What is a landscape?

2. What groups are anthropogenic landscapes divided into?

3. Using the map, identify the continents with the largest areas of such landscapes.

4. Compare the map of natural zones with this map and draw a conclusion: on the territory of which natural zones are there the largest areas of anthropogenic landscapes? What is it connected with?

Subject. Earth population

Practical work -6 .

Comparative description of the number, density and dynamics of the population of the continents and countries of the world.

Density

(person / km 2 )

Population

most populated country

Most populated city

Asia

86,7

4 140 336 501

China (1341 403 687)

Tokyo (35,676,000)

Africa

32,7

994 527 534

Nigeria (152 217 341)

Cairo (19 439 541)

Europe

738 523 843

Russia (143,300,000)
(about 110 million in Europe)

Moscow (14 837 510)

North America

22,9

528 720 588

USA (313 485 438)

Mexico City / Metropolis
(8 851 080/21 163 226)

South America

21,4

385 742 554

Brazil (190,732,694)

Sao Paulo (19 672 582)

Oceania

4,25

36 102 071

Australia (22612355)

Sydney (4 575 532)

Antarctica

0.0003 (varies)

4 490
(changing)

n/a

Conclusion: identify leaders in terms of population size and density, indicate the reasons

Subject. Earth population

Practical work -7 .

Simulation on contour map accommodation of the largest ethnic groups and small peoples, as well as large cities.

The area of residence of language families

(on what continents and in what parts)

Indo-European

Americans

Hindustanis

Bengalis

Russians

Brazilians

Sino-Tibetan

Chinese

Afroasian

Amhara

Tuareg

Persians

Niger-Kordofan

Mossy

Gur

Akan

Bantu

Yoruba

Austronesian

Malagasy

Indonesians

Filipinos

Altai

Japanese

Subject. Oceans and continents

Practical work - 8 . Identification and reflection on the contour map of the transport, commercial, raw material, recreational and other functions of one of the oceans

Transport

(What continents does it connect by sea?)

Fishery

(What types of seafood are harvested?)

Raw

(What types of minerals are mined offshore?)

recreational

(Places of tourism and recreation)

1 option

Atlantic Ocean

Option 2

Indian Ocean

Conclusion : what is the meaning of this ocean for people?

Subject. Oceans and continents

Practical work - 9 . Description from maps and other sources of information of the features of the geographical location, nature and population of one of the large islands.

Greenland

Option 2

Sri Lanka

Conclusion: on what factors does the economic activity of the population depend?

Subject. Africa

Practical work -10 . Determination by maps of natural wealth of the countries of Central Africa.

Climate

(belt and region)

Natural resources

mineral

(conventional symbols p.i.)

Forest

(a lot - a little)

Aquatic

(what rivers, lakes)

What crop plants are grown?

recreational

(resorts, parks, tourism)

1 option

Democratic Republic of the Congo

Option 2

Central-African Republic

Conclusion: countries havesignificant natural resources, but belong to poor countries. Why?

Subject. Africa

Practical work -11 . Identification from maps of the main activities of the population of the countries of South Africa.

Lesotho

Namibia

Swaziland

Subject. Africa

Practical work -12. Assessment of the geographical position, layout and appearance of the largest cities in Africa.

Cairo

Alexandria

Casablanca

Tunisia

Addis Ababa

Conclusion: why are these cities the largest in Africa? What does it depend on?

Subject. Australia

Practical work - 13 . Comparative characteristics nature, population and its economic activity of the two regions of Australia

Conclusion: what part of Australia is the most favorable for living and why?

Subject. South America

Practical work-14.

Compilation of a description of the nature, population, geographical location of major cities in Brazil or Argentina.

peoples,

living here

1 option

Rio de Janeiro

Rosario

Option 2

Sao Paulo

Buenos Aires

Conclusion: why are these cities the largest in South America? What does it depend on?

Subject. South America

Practical work -15 . Characteristics of the main types of economic activity of the population of the Andean countries.

The peoples living

In these countries

Economic activity of the population

What p.i. mined?

What is grown?

Who is being bred?

What are they doing?

Venezuela

Colombia

Ecuador

Peru

Chile

Conclusion: what determines the economic activity of the population?

Subject. Antarctica.

Practical work-16 . Determination of the objectives of the study of the southern polar region of the Earth.

Drawing up a project for the use of the natural resources of the mainland in the future:

- the possibility of developing mineral wealth;

Antarctica mainland science;

Designing cities of the future in Antarctica;

Extreme tourism;

Huge reserves of fresh water;

Unique underground lakes;

organic world

Subject. North America

Practical work-17 . Characteristics according to maps of the main types of natural resources of Canada, the USA and Mexico.

Canada

USA

Mexico

(conventional signs: - has no resources, + few resources, ++ is rich in these resources)

Conclusion : Which country is richest in natural resources?

Subject. C America

Practical work -18 . Identification of the features of the distribution of the population, as well as the geographical location, layout and external appearance of the largest cities in Canada, the USA and Mexico.

Toronto

mexico city

Conclusion:

Subject. Eurasia

Practical work -19 . Compilation of a "catalog" of the peoples of Eurasia by language groups (with the largest number)

language families group peoples

Chinese

Romanskaya

Tibeto-Burmese

german

Turkic

Mongolian

Indonesian

Baltic

Finno-Ugric

Subject. Eurasia

Practical work -20. Description of the types of economic activities of the population of the Nordic countries Norway

Subject. Eurasia

Practical work -21 . Comparative characteristics of Great Britain, France and Germany.

Geographical position

(seaside, transit,

beneficial or not)

Natural resource potential

(what natural resources it is rich in)

Population

(number, language family and groups, etc.)

economy

Attractions

Industry

Agriculture

Great Britain

France

Germany

Subject. Eurasia

Practical work -22. Grouping the countries of Southwest Asia according to various criteria.

Provinces

The geographical position of the city on the map of the country

Shanghai

Beijing

chongqing

Tianjin

Guangdong

Hubei

Guangdong

Sichuan

Hong Kong

Conclusion:

Subject. Eurasia

Practical work -24 . Modeling on a contour map of the distribution of India's natural resources.

Fill in the table and mark natural resources on the map (come up with symbols yourself - except for mineral ones!)

Mineral resources

(specify with symbols)

Climate

(belts and regions)

Soils

(list)

Aquatic

(major rivers and lakes)

Forest

recreational

(give examples)

Conclusion:

Practical work-25 . Modeling on the contour map of the location of the main types of natural resources of the continents and oceans.

1 option- mineral resources(optional: fuel, ore ..)

Option 2 - forest resources

Option 3 - recreational resources, etc.

Subject. The geographical envelope is our home

Practical work - 26 . Drawing up a description of the area; identification of its geo-environmental problems and ways to preserve and improve the quality environment; presence of monuments of nature and culture.

Evaluative practical work in the 7th grade according to the Federal State Educational Standard (total 15 works)

Practical work No. 1
Designation on the contour map of lithospheric plates and seismic belts of the Earth A. 1. Using the atlas map, draw the boundaries of the Earth's lithospheric plates and sign them;
2. Select platforms within the continental part of the plates using the map of the structure of the earth's crust in the atlas;
3. Find the same places on the physical map and determine the landforms. Sign the name on the c / c in the platform area;
4. Apply hatching belts of earthquakes and volcanism of the Earth;
5. Apply without a signature the direction of the mountain systems of the world on the continents.
B. In the oceans - the direction of underwater ridges.
What conclusion can be drawn from the overlay of maps about -
a) the location of the plains;
b) the location of mountain systems
within the lithospheric plates?

Practical work №2
Designation on the c / c of the climatic zones of the Earth and a description of the climate of the place on the climate map

Find on the map "Climatic zones of the Earth" approximate average parallels for each climatic zone:

a) ek 0?; b) sub 10?; c) trope. 20?; d) subtr. 40?; d) died. 50?; e) 60?

draw approximate boundaries of the Earth's belts on a c / c and sign them in abbreviated form;

show the directions of constant winds in the tropical, temperate and polar zones with arrows;

map the city from the map. Describe the climate in this city (6 options):

a) - cf. t? January;
b) - cf. t? July;
c) - amplitude;
d) - min t?;
e) - max. t?;
f) - annual amount of precipitation;
g) - the direction of the winds in summer;
h) - wind direction in winter;
i) the climatic zone of the city.

Practical work No. 3

See textbook p.70

Practical work No. 4
Description of the geographical location of the mainland Taking advantage physical card hemispheres and the mainland, describe its position:

Extreme points:

What oceans do they wash? Which side.

What seas and bays are washed by?

How does it lie relative to other continents?

In what climate zones is it located?

One column of the table for each option remains empty .

Practical work No. 5
Characteristics of PC Africa on maps.
Using maps of the structure of the earth's crust of the world, a physical map of Africa, climatic natural zones and a comprehensive one, give a description of the PC:
a) - the northwestern part; b) - southwestern part.
According to the plan:

The geographical location of the PC;

The relief of the territory depending on the structure of the earth's crust;

Minerals in PC;

Climatic zone and its features;

Water objects and their characteristic features;

Typical plants and animals in PC;

Possibilities of economic activity of people.

Practical work No. 6 "Description of the country according to the plan"
Country profile

Human economic activity
a) types of work
b) big cities

Ecological problems

Practical work No. 7

Comparison of the geographic location of Africa and Australia The basis for the performance of the work is practical work No. 5.

Fill in the empty column in the PR. No. 5;

Determine the geographical coordinates of the extreme points;

Name the similarities in the position of Africa and Australia (write in a notebook as a conclusion);

What is the main difference between the position of the continents?

Practical work No. 8

Comparison of the GP of the continents of South America and Africa, similarities and differences.

Practical work No. 9
Description of the South American river (Orinoco, Parana) Describe the Orinoco River, Parana, using atlas maps, atlas tables and plan.
The description can be arranged in a table or in a narrative text, or it can be made in a short film using conventional notation.
Plan:

Geographical position:

a) in what part of the mainland;
b) source, direction of flow, mouth;
c) which ocean basin;
d) the length of the river.

What is the terrain along which the river flows. How does this affect its nature of the flow? The nature of the river.

Nutrition and regime of the river. In what climatic zones does the river flow, how does this affect its nutrition and regime?

Man's economic use of the river.

How might the nature of the river change in the future?

Practical work No. 10
Characteristics of the nature of the country and the population of one of the countries of South America Give a description of the country: Chile, Venezuela. Plan:

Geographical location (part of the mainland, neighbors, access to the ocean, sea, capital).

Relief features (basic forms, heights). Minerals, impact on economic activity.

Climatic conditions (belt, t? January, t? July, annual precipitation), the presence of seasons. Impact on economic activity.

Rivers and lakes. Use in the economy.

Natural areas (vegetation, soil, animals).

The peoples of the country, their main occupations. Tools of labor, dwellings, clothes, traditions.

Big cities.

What crops are grown, what animals are bred.

Practical work No. 11

Designation on c / c routes of scientific expeditions in 4 oceans of the world. Designation on the map of 1-2 travel objects, whose names the objects are named. A. 1. On the world map, mark 2-3 routes of any travel within the ocean with arrows, indicate the years and the leader of the trip on the arrow;
Use the list "The most important geographical discoveries and travels"
2. Find 1-2 objects in the ocean that bear names associated with people who participated in the designated expeditions.
You can, on the contrary, apply 1-2 objects, and then the expeditions of these scientists.
B. Model your own expedition to one of the oceans, write the purpose of your trip on the arrow.

Practical work No. 12
Characteristics of the climate of North America. Fill in the table using the map:

0 -8?

16?

10?

16?

2000 m

500 m

All year long
More in summer

Moderate
moderate

temperate continent

Peninsula California
thirty? NL
Peninsula Florida

16?

16?+24?

24?+30?

250-500

1000-2000

Practical work №1. Entering data into cells, editing data, changing the width of a column, inserting a row (column)

edit:

1) select the desired cell;
2) click with the mouse in the formula bar or double-click with the left mouse button inside the cell;
3) edit the contents of the cell;
4) press Enter or click the mouse in another cell.

Change column width (row height):

1) move the mouse cursor to the border of the column (row), the cursor will take the form of a double arrow;
2) move the border to right size without releasing the left mouse button;
3) release the left mouse button.

Inserting a row (column)

1) select the row (column) before (left) which you want to insert a new row (column);
2) select Insert, Rows (Columns)

Exercise.

1) Enter the data of the following table:

Adjust the column width so that all records are visible.

2) Insert a new column before column A. In the cell A1 enter No. p / p, number the cells A2:A7, using autocomplete, for this into a cell A2 enter 1, into the cell A3 enter 2, select those cells, drag the handle Autocomplete down to line 7.

3) Insert a line for the table name. In cell A1, enter the name of the table Individual deposits of a commercial bank.

4) Save the table in your folder as bank.xls

Practical work №2. Entering formulas

The formula entry begins with the "=" sign. Formulas contain numbers, cell names, operation signs, parentheses, function names. The whole formula is written in a line, the characters line up sequentially one after another.

Exercise.

1) Open the file bank.xls "Sheet 2" table with "Sheet 1".

2) To cell C9 enter the formula to find the total amount =C3+C4+C5+C6+C7+C8, then press Enter.

3) To cell D3 enter the formula for finding the share of the total contribution, \u003d C3 / C9 * 100, then press Enter.

4) Similarly, we find the share of the total contribution for the cells D4, D5, D6, D7, D8

5) For a group of cells C3:C9 install Thousand separator and digits Two digits after the decimal point, using the following buttons , , .
6) For a group of cells D3:D8 set bit depth Integer using button
7) Add two lines after the table name. Enter the text Date in cell A2, the current date in cell B2 (for example, 09/10/2008), the text Time in cell A3, and the current time in cell B3 (for example, 10:08). Select the date and time format in the corresponding cells as you wish.
8) As a result of the task, we get a table

Practical work №3. Table Formatting

1) To change the format of cells, you must:

select a cell (group of cells);
choose Format, Cells;
in the dialog box that appears, select the desired tab ( Number, Alignment, Font, Border);
select the desired category;
press OK.

2) To merge cells, you can use the button Merge and center on the toolbar

Exercise. 1) Open the file bank.xls created in the previous lesson.

2) Merge cells A1:D1.

3) For cells B5:E5 install Format, Cells, Alignment, Wrap, having previously reduced the size of the fields, for the cell AT 4 install Format, Cells, Alignment, Orientation - 450, for cell C4 install Format, Cells, Alignment, Horizontal and Vertical - Center

4) Using the command Format, Cells, Border set the necessary boundaries
5) Format the table according to the sample at the end of the job.

9) Save the document with the same name.

Practical work No. 4. Absolute and relative cell addressing

1) The formula must begin with the "=" sign.
2) Each cell has its own address, consisting of a column name and a row number, for example: B3, $A$10, F$7.
3) Addresses are relative (A3, H7, B9), absolute ($A$8, $F$12 - both column and row are fixed) and mixed ($A7 - only column is fixed, C$12 - only row is fixed). F4 - a key for setting an absolute or mixed address in the formula bar.
4) Relative cell address changes when copying a formula, absolute address does not change when copying a formula
5) To find the amount, you can use the button Autosummation, which is located on the toolbar

Exercise.

1) Open the file bank.xls created in the previous lesson. Copy to "Sheet 3" table with "Sheet 1".
2) To cell C9 enter a formula to find the total amount, to do this, select the cell C9, press the button Autosummation, select a group of cells C3:C8, then press Enter.

3) To cell D3 enter a formula to find the share of the total contribution using an absolute cell reference C9: =C3/$C$9*100.

4) Copy the given formula for a group of cells D4:D8 in any way.
5) Add two lines after the table name. Enter the text Date in cell A2, the current date in cell B2 (for example, 09/10/2008), the text Time in cell A3, and the current time in cell B3 (for example, 10:08). Select the date and time format in the corresponding cells as you wish.
6) Compare the resulting table with the table created in the previous lesson.
7) Add a line after the third line. Type in cell AT 4 text dollar exchange rate, to cell C4- number 23,20 , to cell E5 enter text Deposit amount, rub.
8) Using absolute reference, in cells E6:E11 find the value of the deposit amount in rubles.

9) Save the document with the same name.

Practical work No. 5. Built-in Functions

Excel contains over 400 built-in functions to perform standard features to perform standard calculations.
The input of the function begins with the sign = (equal to). The function name is followed by a semicolon-separated list of arguments in parentheses.
To insert a function, select the cell in which the formula will be entered, enter the = sign from the keyboard, and press the Function Wizard button on the formula bar. In the dialog box that appears

select the required category (mathematical, statistical, text, etc.), select the required function in this category. Functions SUM, SUMIF are in the category Mathematical , functions CHECK, COUNTIF, MAX, MIN are in the category Statistical .
Exercise. Given a sequence of numbers: 25, –61, 0, –82, 18, –11, 0, 30, 15, –31, 0, –58, 22. To cell A1 enter the current date. Enter the numbers in the cells of the third row. Fill in the cells K5:K14 the corresponding formulas.

Format the table like this:

Sheet 1 rename to Numbers, delete the rest of the sheets. Save the result in your folder under the name Numbers.xls.

Practical work No. 6. Linking worksheets

In formulas, you can refer not only to data within one sheet, but also to data located in cells of other sheets of this workbook and even in another workbook. A reference to a cell in another sheet consists of the sheet name and the cell name (there is an exclamation mark between the names!).
Exercise. Create a table on the first sheet Wage for January"

On the second sheet, create a table "Salary for February"

Rename the workbook sheets: instead of Sheet 1, enter January salary , instead of Sheet 2 enter February salary , instead of Sheet 3 enter Total accrued . Fill in the sheet Total accrued initial data.

Fill in the empty cells, to do this, enter the formula in cell C9, enter the formula in cell D9, enter the appropriate formulas in the remaining cells.

Save the document with a name salary .

Practical work No. 7. Logic functions

Boolean functions are designed to test whether a condition is met or to test multiple conditions.
IF function allows you to determine whether the specified condition is met. If the condition is true, then the value of the cell will be expression 1, otherwise - expression 2.
=IF(condition; expression 1; expression 2)
For example, \u003d IF (B2\u003e 20; "warm"; "cold")
If the value in cell B2>20, then a message is displayed warm, otherwise - Cold.

Exercise 1.

1) Fill in the table and format it like this:

2) Fill in empty cells with formulas. The applicant is enrolled in the institute if the grade in mathematics is 4 or 5, otherwise not.
3) Save the document with a name student.
Together with IF function boolean functions are used AND, OR, NOT.
For example, =IF(AND(E4<3; Н8>=3); "will win"; "lose"). If the value in cell E4<3 и Н8>=3, then the message will win, otherwise it will lose.

Task 2.

1) Open the "Student" file.
2) Copy the table to Sheet 2.
3) Add an empty line after the table name. Enter in cell B2 Passing score, in cell C2 the number 13. Let's change the condition for enrolling an applicant: an applicant is enrolled in the institute if the total score is greater than or equal to passing score and a math score of 4 or 5, otherwise no.

4) Save the received document.

Practical work No. 8. Data processing using ET

1. Fill in the tables.
2. Fill in empty cells with formulas. A dry month is one in which the amount of precipitation is less than 15 mm (use the COUNTIF formula).
3. Fill in the column Forecast:

drought if rainfall< 15 мм;
rainy if rainfall >70 mm;
normal (otherwise).

4. Present table data Rainfall (mm) graphically, placing the diagram on sheet 2. Choose the chart type and design elements of your choice.
5. Rename Sheet 1 V Meteo, Sheet 2 V Diagram. Delete extra workbook sheets.

6) Set the sheet orientation to landscape, specify in the header ( View, Footer) your last name, and in the bottom - the date of the work.
7) Save the table with a name meteo.

Practical work No. 9. Solving problems using ET

Task 1. Imagine yourself as one of the members of the jury of the game "Formula of Fortune". You are instructed to track the number of points scored by each player and calculate the total winnings in rubles in accordance with the current exchange rate, as well as announce the winner based on the results of the game. Each point scored in the game corresponds to 1 dollar.
1. Prepare a table according to the model:

2. In cells E7:E9 enter formulas for calculation Total winnings per game (rubles) each participant, into cells Q10:D10 enter formulas to calculate the total points for a round.
3. To cell AT 12 enter a logical function to determine the winner of the game (the winner of the game is the participant in the game who has the largest total winnings for the game)
4. Check that when changing the exchange rate and the number of points of participants, the contents of the cells in which the formulas are set change.
5. Save the document with a name Luck Formula.

Additional task.

Complete one of the tasks below.

1. For a currency exchange office, create a table in which the operator, entering a number (the number of dollars exchanged), would immediately receive an answer in the form of an amount in rubles.
Reflect the current dollar exchange rate in a separate cell. Rename Sheet 1 V Exchange office. Save the document with a name Exchange office.

2. Young trees were planted in the park: 68 birches, 70 aspens and 57 poplars. Count the total number of trees planted, their percentage. Build a three-dimensional version of the pie chart.
Save the document with a name A park.

Practical work №10. Formalization and computer modeling

When solving a specific problem, it is necessary to formalize the information presented in it, and then, on the basis of formalization, build a mathematical model of the problem, and when solving a problem on a computer, it is necessary to build a computer model of the problem.

Example 1 Every day air temperature, humidity and atmospheric pressure are transmitted by radio. Determine on which days of the week the atmospheric pressure was normal, high or low - this information is very important for weather-sensitive people.

Formalization of the problem - atmospheric pressure is considered:

normal if it is in the range from 755 to 765 mm Hg;
reduced - within 720-754 mm Hg;
elevated - up to 780 mm Hg.

To simulate a specific situation, we use the logical functions of MS Excel.

2. To cell C3 enter a logical function to determine what (normal, high or low) pressure was on each of the days of the week.
3. Check how the value of the cell containing the formula changes when the numerical value of atmospheric pressure changes.
4. Save the document with a name Atmosphere pressure.

Additional task.

In 1228, the Italian mathematician Fibonacci formulated the problem: “Someone placed a pair of rabbits in a certain place, enclosed on all sides by a wall. How many pairs of rabbits will be born at the same time during the year, if the nature of rabbits is such that every month, starting from the third month after their birth, a pair of rabbits produces another pair?

Formalization of the task:

This problem is reduced to a sequence of numbers, later called the "Fibonacci Sequence": 1, 1, 2, 3, 5, 8, ...,
Where the first two terms of the sequence are equal to 1, and each next term of the sequence is equal to the sum of the two previous ones.
Perform a computer simulation of the Fibonacci problem.

PRACTICAL WORKS

7TH GRADE

Practical work 1.

Topic: Description of one of the types of specially protected areas.

Purpose of work: To form knowledge about specially protected areas.

Progress:

Description of one of the types of specially protected areas (at the choice of the teacher) according to the plan:

a) name;

b) Geographic location;

c) Year of creation;

d) Object of protection (who and what is under protection);

e) The uniqueness of objects or species;

f) Measures taken by the reserve (zakaznik) for the conservation of objects or species.

Pre-distribute objects for analysis to students: Yellowstone National Park,

Belovezhskaya Pushcha,

Kilimanjaro National Park (Tanzania), etc.

Practical work 2.

Topic: Reading and analysis of atlas maps.

Goal of the work: To form knowledge about maps, about types of maps

Progress.

Description of the maps according to the atlas:


	Name
	Coverage of the territory of the image


	What can be learned from the map (at least 5 objects)

Practical work 3.

Topic: Designation on the contour map of areas of high population density, the direction of human migration in the past and modern movements.

The purpose of the work: 1. Identification of areas of high population density, directions of human migration in the past and current movements.

2. We learn to reflect the results of the work by cartographic means.

Progress:

Exercise 1. Using the text of the textbook, the map of the atlas "peoples and population density", designate areas of high population density on the contour map.

Task 2. Determine the reasons for the high population density in different parts the globe. Make a conclusion. What causes the distribution of the population on the territory of the Earth. Write a summary in your notebook.

Task 3.Using the text of the textbook, indicate on the contour map the direction of human migrations in the past.

Task 4. Plot current movements of people on a contour map. Come up with the signs of the legend of the map yourself.

Practical work 4.

Topic: major cities of the world.

Goal of the work: Get to know the major cities of the world.

Progress.

Exercise 1. Analyzing the “population density” map, the “largest cities in the world by population” diagram, write them down in a notebook.

Task 2. Mark with red circles on the contour map the largest cities in the world and their population.

Practical work 5.

Topic: The most numerous countries in the world.

Goal of the work: Get to know many countries of the world.

Progress:

Exercise 1. The students are divided into groups. Each group is given the name of a continent. The students analyze the "population density" map. They write out the most numerous countries on this mainland, the population of the country. Next, one student from the group is called to the board, who reports on work. In the process of students' answers, the table is filled.

Table: "The most numerous countries in the world"

Continents

A country	population
Eurasia
North America
South America
Africa
Australia

Task 2. On a contour map, mark the largest countries in the world and sign their names, numbers.

Practical work 6.

Topic: Determination of the directions of movement of lithospheric plates on the map and the assumption of the location of continents and oceans in millions of years (based on the theory of lithospheric plates)

The purpose of the work: 1. Consolidate knowledge of the basic provisions of the theory of lithospheric plates;

Progress:

Exercise 1. Find the largest lithospheric plates on the map "the structure of the earth's crust" in the atlas.

Task 2. Mark on the contour map the largest lithospheric plates, indicate the direction and speed of their movement. Designate ancient platforms and areas of modern orogeny.

Task 3. The doctrine of lithospheric plates provides an opportunity to look into the future of the Earth. Based on the theory of lithospheric plates, imagine a model of the Earth's surface in the future: guess how the continents and oceans will be located in millions of years.

Task 4. Write a short answer to the third question in a notebook, you can draw a picture.

Task 5. Determine which landforms correspond to the zones of platforms, shields, folded areas, faults, fill in the table:

Practical work 7

Topic: Designation on the contour map of large landforms and mineral deposits.

The purpose of the work: 1. To consolidate knowledge about the modern relief, the distribution of minerals around the world;

2. Learning how to work with a contour map correctly.

Progress.

Exercise 1.Indicate large landforms on the contour map.

Mountains: Atlas, Cape, Alps, Carpathians, Caucasus, Tibet, Cordillera, Andes, Appalachians, a large watershed range.

Highlands: Ethiopian.

Plateau: East African, Brazilian, Guiana, Central Siberian.

Volcanoes: Kilimanjaro, Chomolungma, Elbrus, Orizaba, Shasto.

The color background of the contour map must match the color background of the atlas map.

Task 2. Mark the mineral deposits on the contour map. Symbols on the contour map must correspond to the symbols on the atlas map.

Techniques for designating objects of the lithosphere (mountains, plains, volcanoes, individual peaks).

1. Having determined the geographical location of objects on the physical map, find this place on the contour map, focusing on the lines of the degree grid, coastline, river network.

2. Designate objects on the contour map with the same conventional signs as it was done on the physical map, paying attention to the accuracy of drawing objects relative to the main landmarks.

3. Label the names of the objects as it is done on the physical map.

4. In the symbols for the map, explain how the object is marked.

Practical work 8.

Topic: Distribution of precipitation around the globe.

Goal of the work: Learn to determine the amount of precipitation on a climate map.

Progress.

Exercise 1. Analyze the climate map of the world.

Task 2. Mark on the contour map the most humid areas of the world - in blue, areas with average moisture - in green and the driest regions of the world in orange.

Task 3. Label the rainfall in each area.

Practical work 9.

Topic: climatic zones and regions of the Earth.

Goal of the work: Form an idea of the climate zone.

Progress.

Exercise 1. The students are divided into groups. Each group is given the name of a climatic zone. Pupils, using maps, a textbook, reference books, etc., enter data into a common table, which is drawn in a notebook.

Table: "Climatic zones of the northern hemisphere"

Belt name

Belt location	Precipitation	temperature
Arctic
Subarctic
Moderate (northern)
Subtropical (northern)
Tropical (northern)
Subequatorial (northern)
equatorial

Task 2. Make your own table "climatic zones of the southern hemisphere"

Task 3. Draw the climate zones on the contour map ( color scheme take from the atlas).

Practical work 10.

Subject: Description of one of the climatic zones.

Goal of the work: Form ideas about one of the climatic zones.

Progress.

Exercise 1. The students are given cards. Each of them has its own climate zone written on it. Pupils characterize the climatic zone according to the plan.

Plan characteristic of the climatic zone.

1.name;

2. position relative to the equator and the pole;

3. prevailing air masses;

4.average temperature January and July;

5.annual rainfall;

6. climatic differences and their causes;

7. adaptability of the population to the climatic conditions of this zone.

Task 2. Fill the table.

Name

Between what parallels is the belt located.	air masses	temperature	Precipitation

The table is redrawn in a notebook.

Practical work 11.

Goal of the work: To form students' ideas about the climate diagram.

Progress.

Exercise 1. Students are given cards with a climatic diagram of a zone. Students analyze the diagram and conclude which climate zone it belongs to.

Task 2. Pupils are given any climatic zone. The students should make a climate diagram. Students can use a textbook, map, reference books, etc. to create a diagram.

Practical work 12.

Topic: Analysis of the weather in various parts of the globe.

Goal of the work: Learn about the weather patterns in different parts of the world.

Progress.

Exercise 1. Previously, students are distributed according to the options for the region of the climatic zone. The student finds weather data for the region for the last 3 days.

Task 2. Students complete the table and analyze it.

Name


cloudiness	cloudiness	cloudiness

Task 3. Students make inferences about the climate in different parts of the globe.

Practical work 13.

Topic: characteristics of the currents of the world ocean.

Goal of the work: To form knowledge about the currents of the world ocean .

Progress.

Exercise 1. The students choose the course. Using a textbook, maps, and other literature, they characterize it according to plan.

Plan for describing the course of the world ocean.

1. geographical location;

2.kind of current physical properties water (cold, warm);

3. type of flow by origin;

4. type of flow in terms of stability (permanent, seasonal);

5. view of the current by location in the water column (surface, deep, near-bottom).

Task 2. Write down the characteristics of the flow in a notebook.

Task 3. Mark the main currents on the contour map.

Practical work 14.

Topic: Designation on the contour map of the largest rivers and lakes of the world.

Goal of the work: Learn to designate objects of the hydrosphere on a contour map.

Progress:

Exercise 1.Find in the atlas and sign the following objects on the contour map of the hemispheres.

Rivers: Amazon, Volga, Ganges, Euphrates, Indus, Congo, Mississippi, Missouri, Nile, Ob, Tigris, Huang He, Yangtze.

Lakes: Aral Sea, Baikal, Upper, Victoria, Caspian Sea, Ladoga, Tangonyika, Chad, Air.

Task 2. Find and label the following objects on the contour map of Russia.

1. Rivers: Amur, Angara, Volga, Dnieper, Don, Yenisei, Irtysh, Kama, Kolyma, Lena, Oka, northern Dvina.

2. Lakes: Baikal, Caspian Sea, Ladoga, Onega, Chudskoe, Khanka.

Practical work 15.

Topic: Patterns of placement of natural zones of the Earth.

Goal of the work: To acquaint with the concept of a natural zone and their location around the globe.

Progress.

Exercise 1.

Task 2. Students are given cards with the names of the natural area. Students, using a textbook, map, reference books, etc., characterize the natural area. Fill out the table.

Name of the natural area

	Vegetation	Animal world

Task 3. Mark natural areas on the contour map. Colors taken from the atlas.

Practical work 16.

Topic: Description of the natural area.

Goal of the work: To form knowledge about the natural area.

Progress.

Exercise 1. Pupils look at the map "natural areas".

Task 2. Students are given cards with the names of the natural area. Students, using various literature, characterize the natural area. Fill out the table.

Name

climate zone	Vegetation	Animal world	Economic activity of the population

Practical work 17.

Topic: Determination of the geographical position of one of the oceans on maps, its relative size, prevailing and maximum depths, the main types of economic activity.

The purpose of the work: 1. Learn to determine the geographic position of the ocean, its relative size, prevailing and maximum depths, and the main types of economic activity on maps.

2. Be able to show the results of the work on a contour map.

Progress:

Exercise 1. Using the map of the oceans in the atlas, make a description of the ocean indicated by the teacher, according to the proposed plan.

Plan of the characteristics of the ocean.

1. The name of the ocean.

2. Its relative dimensions.

3. In which hemispheres is it located.

4.What continents are washed by.

5. Coastline: indicate the seas, bays, straits, peninsulas.

6. The largest islands within its borders.

7. Bottom relief: average and maximum depth, ridges, basins, whether there is a shelf - wide or narrow.

8. Currents (indicate cold and warm currents).

9. Types of human economic activity.

Task 2. On the contour map, sign the name of the ocean, the continents washed by it, the elements of the coastline (seas, bays, straits, peninsulas), the largest islands within its boundaries, indicate the maximum depth, sign the names of large ridges and basins. Use the arrows to show the currents and label their names.

Task 3. With conventional signs (signs of the legend of the map come up on your own) show the types of economic activities in the ocean.

Task 4. IN legend do not forget to explain the meaning of the symbols.

Practical work 18.

Subject: Comparison of two oceans.

Goal of the work: To form knowledge about the objects of the hydrosphere.

Progress.

Exercise 1. Students are given two oceans to compare. Students use a variety of literature for this work. The data is entered into a table.

Ocean name.

Atlantic Ocean	Indian Ocean
1. Its relative dimensions.
2. In which hemispheres is it located.
3.What continents are washed by.
4. Coastline: indicate the seas, bays, straits, peninsulas.
5. The largest islands within its borders.
6. Bottom relief: average and maximum depth, ridges, basins, whether there is a shelf - wide or narrow.
7. currents (indicate cold and warm currents).
8. Types of human economic activity

Task 2. Make a mini conclusion on the table.

Practical work 19.

Topic: Description of the similarities and differences in the position of the continents.

Goal of the work: To form knowledge about the differences in the position of the continents.

Progress:

Using a physical map of the hemispheres and the mainland, describe its position:

	Australia


	Extreme points:
	What oceans do they wash?
	What seas and bays are washed by?

Practical work 20.

Subject: Definition geographical coordinates extreme points of Africa and the length of the mainland from north to south, west to east in degrees and km.

Goal of the work: To form knowledge about the position of the African continent.

Progress.

Exercise 1. Analyzing the map of "Africa", fill in the table.

Point name

Task 2. Analyzing the map "Africa", determine its length at 20 0 east longitude. Write down the results in a notebook.

Practical work 21.

Topic: Geographical minimum of Africa.

Goal of the work: To acquaint students with the geographical minimum on the continent of Africa.

Progress.

Exercise 1. The students are divided into groups. Groups are given cards with the names of geographical objects. Students look for them on the map and show objects near the board.

Card 1. Straits: Gibraltar, Bab-el-Mandeb, Mazambique.

Gulfs: Guinean, Aden.

Card 2. Islands: Madagascar, Canary, Commander.

Peninsula: Somalia.

Card 3. Plateau: East African.

Highlands: Ethiopian, Guinean, Ahaggar.

Card 4. Deserts: Sahara, Kalahari, Namib.

Mountains: Atlas, Cape, Drakon.

Volcano: Cameroon, Kilimanjaro.

Practical work 22.

Subject: Description on the climate map of the climate of individual points in Africa.

Goal of the work: To form knowledge about the climate of Africa.

Progress.

Exercise 1. Before starting work, students should be well versed in the climate map. Reading questions for this class are:

1. What is the average temperature for January and July?

2. How to determine the temperature of a point if the isotherm does not pass through it on the map?

3.How are the minimum and maximum temperatures shown?

4. How is the average annual precipitation shown on maps?

5. How are the prevailing winds indicated?

Task 2. Analyzing the climate map, fill in the table.

An example of filling a table.

Item name

air masses		Temperature, in 0 С	Amplitude, in 0 С	Annual rainfall, in mm	Precipitation regime
			Amplitude, in 0 С	Annual rainfall, in mm	Precipitation regime
	equatorial	equatorial				All year round
	Tropical continental	Tropical continental				Very rare, within a year
	Moderate	tropical

As an example, students are dictated data on Liberia. The rest of the countries the students fill in themselves. The table is redrawn in a notebook.

Practical work 23.

Topic: Characteristics of the country.

Goal of the work: Build knowledge about the country.

Progress.

Exercise 1.


	Geographical position of "GP" (part of the mainland, neighbors, capital);

	Features of nature: a) relief; b) minerals; c) climate; d) rivers, lakes; e) natural complexes
	a) types of occupations; b) big cities
	Ecological problems

Task 2. Record the table in your notebook.

Practical work 24.

Topic: Working with travel maps.

Goal of the work: To form knowledge about traveling around the mainland.

Progress.

Exercise 1. Students are divided into several groups. Each group is given one of the itineraries for traveling around the mainland of Africa. Students should use maps, textbooks to consider the route of travel. Mark it on the map. Task 2. Rules for traveling on the mainland.

1. Carefully study the route: where it starts, in what direction it continues, where and how the direction changes, what is the final destination.

2. Study the legend of the map.

3. Determine the natural areas and find out through which countries our route passes.

4. Recall what we can say about the nature and people of the mainland on the basis of existing knowledge.

5. Reading the text, do not forget to follow the route on the map. We are trying to mentally imagine the territories we are talking about.

Task 3. Fill in the table.

Route start	End of route
From Casablanca to Tripoli
From Tombuka to Lagos
From Lagos to Lake Victoria
From Lake Victoria to the Indian Ocean
From Tanzania to the Cape of Good Hope

At the end of the lesson, marks are given: 1 - for the design of the card;

2 - for the design of the table.

Practical work 25.

Topic: Geographical position of Australia.

Goal of the work: To form knowledge about the position of mainland Australia.

Progress:

Using a physical map of the hemispheres and the mainland, describe its position. Enter the data in the table.

	Australia
	How is it located relative to the equator, the tropics?
	How is it located relative to the 0? meridian?
	Extreme points:
	What oceans do they wash?
	What seas and bays are washed by?
	How does it lie relative to other continents?
	In what climate zones is it located?

Practical work 26.

Topic: Designation on the map of geographical objects of the travel route.

Goal of the work: To form knowledge about travel in Australia.

Progress.

Exercise 1. The students should remember which travelers they remember from the previously studied ones. Which of them explored Australia.

Task 2. Students are offered a travel itinerary for Australia

one of the researchers. The students are divided into groups. Each group explores their own route, which they show on a map. During the answers of other groups, a contour map is drawn up.

Route start	End of route	What objects were on the path of the researcher.
From Peter to Lake Eyrenorth
From Lake Eyre North to Sydney
From Sydney along the Great Dividing Range

For this task, 2 marks are given: the first for the design of the map, the second for the design of the table

Practical work 27.

Subject: Description of the South American river.

Goal of the work: To form knowledge about the objects of the hydrosphere of South America.

Progress.

The description can be arranged in a table or in a narrative text, or it can be done in a contour map using symbols.

1.Geographic location:

a) part of the mainland;

b) source, direction of flow, mouth;

c) which ocean basin;

d) the length of the river.

2. What is the terrain in which the river flows? How does this affect the nature of the flow? The nature of the river.

3. Nutrition and regime of the river. In what climate zones does the river flow? How does this affect her diet and regimen?

4.Economic use of the river by man.

5. How can the nature of the river be changed in the future?

Practical work 28.

Topic: Characteristics of the country.

Goal of the work: To form knowledge about the state of the country.

Progress.

Analyzing the maps of the atlas, the table is filled. The country for analysis is selected by the teacher.



	Peoples of the country (race, languages, placement by country);
	Features of nature: a) relief; b) minerals; c) climate; d) rivers, lakes; e) natural complexes
	Human economic activity: a) types of occupations; b) big cities
	Ecological problems

Practical work 29.

Topic: Natural wealth of North America.

Goal of the work: Determination of the natural resources of the mountain belt and plains of North America.

Progress.

The task that students must complete in the course of practical work is as follows: write out the natural resources of the mountain belt and the plains of North America and indicate their use in human economic activity. Students should be allowed to use textbooks, atlases and other sources of information. The work can be divided into 2 options (1-mountain belt and plains of Canada; 2-mountain belt and plains of the USA).

Write your answers in the table:

Draw conclusions from the table. Write a summary in your notebook.

Practical work 30.

Subject: description on maps and other sources of comparison of one of the countries of foreign Europe and one of the countries of Asia.

The purpose of the work: 1. Make a description of one of the countries of foreign Europe and one of the countries of foreign Asia;

2. Check and evaluate the ability to use atlas maps and other sources of geographic information to solve the tasks.

Progress.

Analyzing the maps of the atlas, the table is filled. The country for analysis is selected by the teacher.


	Geographical location (part of the mainland, neighbors, capital);
	Peoples of the country (race, languages, placement by country);
	Features of nature: a) relief; b) minerals; c) climate; d) rivers, lakes; e) natural complexes
	Human economic activity: a) types of occupations; b) big cities
	Ecological problems

Practical work 31.

Topic: Acquaintance with the tourist scheme of the capital of one of the states of Eurasia.

Goal of the work: To form knowledge about the sights of other countries.

Progress.

Pupils are preliminarily given cards with the name of the capital of a particular country. They have to make a "visiting card of the city." Example: country is Germany, capital is Berlin.

Berlin

berlin cathedral

Berlin Zoo

Jewish Museum.

Brandenburg Gate.

red town hall

The design can be anything (a diagram on whatman paper, on a landscape sheet, in the form of a presentation, in the form of a collage, etc.). Students can take information from books, textbooks, the Internet, reference books.

2 grades are given for the lesson: the first one is for the answer, the defense of one's work; the second is for decoration.

Practical work 32.

Topic: The difference in the population and its density of Asian regions.

Goal of the work: To form knowledge about the regions of Asia.

Progress.

Exercise 1. Students are given cards with the names of the regions of Asia. Students use different literature to describe it. The results are recorded in a table. Rewrite it in a notebook.

Region name


Name of countries
Region size
Region of highest population density
Big cities
Peoples of the region

Task 2. Make a short summary of the table. Write it down in a notebook.